The monolab team, before applying to the Incubation Process with Island Girls project, performed intense researches and decided the main frames of their project. In the first work they participated, they clarified the problems on canvas for which they have developed certain solutions. The problems are also grouped in the same work. The road map for the solutions is formed and the questions to be asked during the interviews are concreted.
The Ladybirdlist team, following the first workshop performed, concentrated on which assumptions require to be tested in line with their objectives. To enrich their insights about such assumptions, they decided to make interviews with the entrepreneurs and the investors. They determined the entrepreneur and investor types they require to contact and they formed the question lists to which measure the topics aimed to be understood through the field works.
Kök Basmane team, after the application, have obtained “Design Thinking Training” and handled their canvas project in detail together with their respective coaches. They managed to make progress with regard to the client and user profiles before stepping in the field once again and testing their hypotheses. imece teams, which we deemed as the partners of this project, are also consulted.
The team concentrates on the problem rather than the project. Kızlar Sahada Akademi has understood that the tool, i.e. football, is a very strong medium and became aware that there may be more than one solution for the existing problem. With the activation of imece Assisstance Program, the team started to examine and question the assumptions besides. After the work, the team also started to search the alternative funding options required for the sustainability of the project.
Kadın Eli team targets to make women understand that no limit for their possible accomplishments exist whereas, at the same time, observed that the needs of the women should be considered in detail and through different point of views. During the first works of the Assistance Program, the team explored that the content of the training require to be deeper to ensure the readiness of the women for the future changes in their lives. While selecting the persons to provide training in the mentor program, the basic approach was the scan of a very wide area without any limited plans.
Empatikly spotted in detail the underlying problem and needs related to this project througout the first Assistance Program works. The team worked to be sure of proposing the correct solution matching with the core problem and needs; whereas, started a field work (including interviews with the users and clients) through which they can test the assumptions. The team also started discussions with the legal and technology specialists for the same purpose.
The child completes the basics of the intelligence, ability/talent, language and character development in the first five years of its life basing on the messages and teachings provided by the family and surrounding environment. Thus, the BabyAcademy dreamed of a society in which not only the mother but also the father assuming roles and responsibilities in the care and development of the child (i.e. sharing the responsibilities with the father) and the child is taught not its gender identity in the first place but “its abilities and potential”; whereas, applied to the Assistance Program. The team started its works for assessing the target population and insight of the project by all means together with the stakeholders. Efforts put to understand how can the father be included more and more in such process.
The Senfoni team designed a social network based on location in order to enrich the parent-child relationship, form local communities, and bring out the potential of every neighbourhood. The team, organizes workshops in local neighbourhoods that the parents and children can participate in, and also creates routes on the mobile application through pinning locations in order to improve the interactiveness level of the local neighbourhood. They will generate a profit from the recordings of workshops, and also through certificated locations and people, and the showcases of activities. Senfoni who has set off with the purpose of bringing the kids and the city together has been one of the winners. It will continue to develop and widen its sphere of influence in the incubation period.
The Minizma team designed a learning environment that is both highly interactive and compatible with the curriculum with the help of young teachers with a raised awareness. They are aiming to form a community with bambuakademi where they had shared content about Mathematics, English and Science-Technology. They will generate an income through sponsorships, ads and the premium content that they will provide for schools. The Minizma team has been one of the winners with their product which includes instructors sharing gradual and easily applied activities and ready to use, downloadable content. It will continue to develop and widen its reach of impact during the incubation period.
The team concluded that after the demonstration of samples and the introduction of pieces, every child produced a toy with their own interpretation. The pieces and the content were different from anything they had come across before, therefore they started to explore the materials individually and moved on to interact with each other. The team continued the test phase with different groups of children, with reference to the insights they had acquired.
Hayalgücü Merkezi team has formed a mobile application during the program of imece to form an educational method where children can ask, discover and produce together. The project will serve as a social network for children and generate an income through providing up-to-date content and an interface for the instructor about their classes, based on the students. The team received the grant with their products consisted of a marketplace, service and consultancy. It continues to develop, and widen its impact area during the incubation period.
The Dem Kafası team is working on a digital platform that will help with the language acquisition processes of hearing-impaired children between the ages 0-6 through the speak-show-sign method and where mothers will be able to share their own experiences. The product is in the process of content production and interface development.
The team tested the science, design and socialisation based educational model that they argued would encourage the creativity of the children, through interface prototypes. These tests resulted in a mobile application where children could find answers to their questions through each others’ content, raise their confidence through sharing their accomplishments, and meet with their peers whom they share common interests with. The product’s interface is being designed and its content is being developed.
The Omega team focuses on prospective elementary school teachers. The team is planning to create an online platform where the prospective teachers can observe how long they have come and track their improvement, after their internship is complete. The team also intends to enable the person who is keeping a track of the prospective teacher’s internship process to give some feedback.
The team partnered with pedagogues, psychologists and instructors to develop the puppet and box game that would enable the kids to make sense of certain concepts like public transport, professions, places, relations through their feelings. Although the beneficiary group is kids in a special condition, the team has developed an income model called Bir Al Bir Ver for another game that is appealing to all kids between the ages 4-6. For every game purchased, one free product will be transported free of charge to the beneficiary group.
The product is a mobile application that provides location based experiential maps to create an opportunity for children between the ages 3 to 10 and their parents to interact with their local neighbourhood. The first tests were held in Moda, where the team realized various workshops and activities and pinned them on a map. The parents and their children followed these maps, gathered information about the neighbourhood whilst they joined various activities like cooking and playing percussion instruments
The main aim is to improve cooperation, communication and problem solving skills of students and enable them to observe their progress through workshops. They want to plant the belief in students that they are able to learn new things and improve their intellect, through the workshops they are planning to organize.
The team tested the science, design and socialisation based educational model that they argued would encourage the creativity of the children, through the interfaces that they had prototyped. These tests resulted in a mobile application where children could find answers to their questions through each others’ content, raise their confidence through sharing their accomplishments, and meet with their peers whom they share common interests with. The product’s interface is being designed and its content is being developed.
The team partnered with pedagogues, psychologists and instructors to develop the puppet and box game that would enable the kids to make sense of certain concepts like public transport, professions, places, relations through their feelings. Although the beneficiary group is kids in a special condition, the team has developed an income model called Bir Al Bir Ver for another game that is appealing to all kids between the ages 4-6. For every game purchased, one free product will be transported free of charge to the beneficiary group.
The team designed the details of the back pack which is composed of three parts, and created a prototype. They are planning to produce and sell a quota of the back packs in the short run. As for the long run, the team is planning to organize regular trainings and workshops related to the use of these emergency back packs.
The team noticed that 9th and 10th graders’ interest in lectures grew higher when the subjects were taught through a method that would relate them with current developments and role models. They acquired the insight that the present curriculum was considered as ‘’disconnected from the real life’’ therefore causes students to lose their interest in the subjects and become demotivated.
Based on the output they collected from test and prototype processes, they designed the Philosophy Box. The box includes 4 exercises based on a specific theme. Each exercise includes 8 Story Cards, 2 Question Cards, 8 Possible Answer Cards/Backup Character Cards and 1 Teacher’s Guide. The product will be placed on a web site, alongside a 3-4 minute video production where the exercises are displayed and explained. The sales and communication regarding the product will be held through this website. They plan to create various versions of the product (book, digital etc.) in the future.
Based on the interviews held with primary and middle school teachers and students, they defined the need of learning environments that lead students to interact more and the use of technology as a tool not an end itself. The team had also realised that they would develop student’s learning experience by promoting teachers’ development.
They agreed upon entering the world of children games where creativity and reality collides; in order to help kids who fear a tree or do not know what a banana is after they are separated from their mothers, to explore themselves as individuals and feel a healthy connection to their surroundings.
They acquired the insight that, large commercial companies are able to access expertise whereas individuals and small organisations are obliged to discover and improve expertise themselves. The team observed that this problem decreases their capacity and narrows down their spheres of influence. They believe that for social utility, people and technology must come together, therefore they aimed to create a platform to connect experts with people, and make it easier for them to share their expertise with students who are eager to learn.
The team observed that teachers are not idealists like they were before, when it comes to choose a profession. They also came to the conclusion that the number of teachers who chose their profession willfully is dropping. They acquired the insight that the training teachers receive at faculties of education is no longer sufficient for the 21st century.