Innovation Plan Outline

Innovation Plan Outline

Introduction

In the CTE classroom, teachers are constantly on the lookout for opportunities to bring real-world experiences to students so that they can see first-hand the work environments of those who work in the trade or career pathway the student is studying. Historically, this is done by taking students on field trips where they have the opportunity to tour a place of work, such as a welding or fabrication shop, a construction site, a laboratory, a factory, or an auto shop. While there is no substitute for bringing students on location to a job site, technology exists that could augment student site visits and reduce the logistical obstacles that often prevent students from visiting many work sites.

My proposal is to leverage the latest technology in 360-degree cameras to create virtual field trips students can take to experience real-life career job sites.

For further context for this  outline, please take a look at my full Innovation Proposal and Literature Review.

I. PLANNING

1. Present idea of creating virtual career-themed field trips to the Assistant Superintendent of Career Readiness to gain approval for dedicating time and resources to this endeavor.
2. Solicit approval from campus principals of CTE Arts A/V pathways throughout the district to allow students to participate in the 360-degree filming of different career work sites.
3. Present idea to campus CTE department heads.
4. Approach Arts A/V teachers about the plan.
5. Encourage Arts A/V instructors to identify students who would be suitable candidates to work on the project. Ensure that students are knowledgeable about the techniques for 360-degree filming.
6. Engage business partners from six high-growth, high-demand job sectors about the feasibility of filming at their places of employment. The careers for which we want to find business partners willing to let us film on their job sites are:
   • Automotive
   • Construction
   • Culinary
   • Health Science
   • Manufacturing
   • Maritime
7. Identify company point-person for day-of filming

II. IMPLEMENTATION

1. Procure equipment necessary for 360-degree filming and editing.
   • The Ricoh Theta V is a good camera at a $400 price point.
   • Possibly a small lighting kit
   • microphone
2. Schedule filming dates with business partners.
3. Secure any media release documents that might be necessary on industry job sites.
4. Schedule off-campus releases for 2-3 student filming crews.
5. On the day of filming, liaise with identified company point person.
6. Supervise filming and interviewing.
7. Communicate with campus personnel when filming has concluded, and students are returning to campus.
8. Update Arts A/V instructor on the filming shoot and inquire about time required to edit footage.
9. Receive completed segment from campus Arts A/V team and review.
10. Either accept or provide recommendations and ask for edits.
11. Make videos accessible via online repository (department website or app-enabled site such as Google Expeditions).

III. Evaluation

1. Solicit feedback from stakeholders involved in filming (business partners, students, instructors).
2. Promote videos to students and parents using all means of effective district communication.
3. Using web page analytics, monitor the number of times videos were accessed online.
4. Develop survey to ascertain efficacy of videos.
5. Distribute survey to students
6. Based on survey results, modify this plan.