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20/09/2013

Be-Come Yourself BCY project

Charles-Antoine d'Hoop, Soumaya Louati-Combe, Aude Defretière, Cristina Marques Rodrigues, Thomas Deligny MARKETING DES SERVICES

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Table of contents

EXECUTIVE SUMMARY ................................................................................................................................................ 4 I. THE CONTEXT ......................................................................................................................................................... 6

1. EXISTING SOLUTIONS REVIEW ............................................................................................................................................... 6 a. The extracurricular ............................................................................................................................................................... 6 b. School local support .............................................................................................................................................................. 6 c. Educational support .............................................................................................................................................................. 6 d. The Open School ...................................................................................................................................................................... 7 e. Course at home ......................................................................................................................................................................... 7 f. Neighborhood associations ................................................................................................................................................. 7 g. The Kahn Academy................................................................................................................................................................. 7

2. BCY PROJECT APPROACH ....................................................................................................................................................... 8 II. STAKEHOLDERS VALUES AND RISKS ANALYSIS ........................................................................................ 9 III. STORYTELLING / THE SONG ......................................................................................................................... 10

1. SERVICE EXPERIENCE .......................................................................................................................................................... 10 2. PERIPHERAL SERVICE (MUST HAVE) ................................................................................................................................ 12 3. COMPLEMENTARY SERVICE (NICE TO HAVE) .................................................................................................................. 12 4. SOCIAL VALUE INNOVATORS ............................................................................................................................................... 13

IV. SERVICE DESIGN ................................................................................................................................................ 13 1. RECRUITMENT ...................................................................................................................................................................... 13

a. Phase 1: Tutors – High school student ....................................................................................................................... 13 b. Phase 2: Junior recruitment ............................................................................................................................................ 13 c. Phase 3: Sustainability of the service: ......................................................................................................................... 14

2. STORYBOARD ........................................................................................................................................................................ 14 3. IT SUPPORT........................................................................................................................................................................... 16

a. Mails - becomeyourself_name@gmail.com .............................................................................................................. 16 b. Facebook / becomeyourself page ................................................................................................................................. 16 c. Twitter: @becomeyourself ............................................................................................................................................... 17 d. Video .......................................................................................................................................................................................... 17 e. Web site - www.becomeyourself.fr ............................................................................................................................... 17 f. Cloud of words ........................................................................................................................................................................ 18 g. IT Database description .................................................................................................................................................... 19

V. LANDSCAPE / ECOSYSTEM .............................................................................................................................. 19 1. WHERE? ................................................................................................................................................................................ 19 2. AMBIANCE AND SYSTEM DESIGN ....................................................................................................................................... 19 3. PERIPHERAL LANDSCAPE DESIGN: EXAMPLE WITH TOUCH POINT CARDS .................................................................. 20

a. Goals ........................................................................................................................................................................................... 20 b. Principle ................................................................................................................................................................................... 20

4. COMPLEMENTARY LANDSCAPE DESIGN ............................................................................................................................ 21 VI. EVALUATE THE PERFORMANCE – UPGRADE EVERYONE! .................................................................. 22

1. EVALUATION TOOLS............................................................................................................................................................. 22 a. Online survey and offline monitoring ......................................................................................................................... 22 b. eWoM analyses: .................................................................................................................................................................... 22 c. Dashboard ............................................................................................................................................................................... 22

2. FEEDBACK ............................................................................................................................................................................. 22 VII. COMMUNICATION STRATEGY ..................................................................................................................... 23

1. BEFORE : ................................................................................................................................................................................ 23 a. Stands for events in chosen places to meet parents/children ......................................................................... 23 b. meetings ................................................................................................................................................................................... 23

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c. Marketing campaign .......................................................................................................................................................... 23 d. Advertising Materials ......................................................................................................................................................... 23

2. DURING /AFTER ................................................................................................................................................................... 23 VIII. RECOMMANDATIONS ................................................................................................................................... 24

1. COSTS - PILOT PHASE ........................................................................................................................................................... 24 2. MID-LONG TERM .................................................................................................................................................................. 24

APPENDIX ....................................................................................................................................................................... 26 1. DETAILS VALUE AND RISKS ANALYSIS ............................................................................................................................... 27 2. BLUEPRINT ............................................................................................................................................................................ 30 3. MAPPING OF STAKEHOLDERS ............................................................................................................................................ 33 4. OTHERS TOUCH POINT CARDS ............................................................................................................................................ 34 5. EXAMPLES OF ADVERTISING MATERIALS ......................................................................................................................... 35 6. “ENTRAIDOTHÈQUE” ........................................................................................................................................................... 37 7. BENCHMARK ......................................................................................................................................................................... 38 8. PRESS RELEASES ................................................................................................................................................................... 41

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EXECUTIVE SUMMARY Why: School failure can lead to marginalization and societal issues because of social misfitness. Failure often occurs when children have no quiet place at home to do homework, parents unable to meet questions, problems with regular teaching methods. This can lead them to a deadlock. Some solutions (institutional through extracurricular, peripheral organizations as paying course at home, Khan Academy, etc.) already exist. But the analysis of value and risks for each stakeholder calls for a need of a socially innovating service offering. It would take all advantages of some strong proved points of existing solutions but at a cost effectiveness for everybody, empowering of all actors involved, creating link within the neighborhood and between generations. What: the project is based on a win-win relationship between local senior high school students (the tutors) and junior high school students (the pupils) to meet mutual success. Juniors will be helped by tutors on their homework so they can meet more easily academic success. The tutors will enhance their records through what could be seen as an internship. How: In a smooth and friendly, listening and observing common sensitive customization based on individual and group needs in a co-creation and evolutive mindset. Tutors and juniors with some BCY Staff monitoring, will define all behavioral and learning rules together. No duplication of teacher/student scheme. This co-creation will definitively serve the dialog and start linking anyone to everyone. Where: In high school because of the special notoriety, attraction it has on juniors. It is the place where the elder and the goal are. On Wednesday, all resources (human and facilities) are available but not fully used. No additional investment required. First verse of the Song: “The BCY project is a journey. BCY staff will organize the recruitment session of the tutors and the tutors, once trained, will recruit within schools and their neighborhood, the junior students. Train the trainer sessions will be organized upstream. During all the project roll-out, tutors and juniors will be accompanied on the journey by the BCY staff and academic players and a full range of tools (facebook, entraidotheque, twitter, BCY website with e-learning, play-cards etc.) to exchange and be updated on best practices.” Social value innovators: The idea of this project is to allow a problematic urban ecosystem to dig and find into its own resources, solutions to recreate the social and familial link. This link is key for success. This project aims to highlight the role that can be played by each member of the community in and for the group.

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Evaluate the performance – Upgrade everyone! In order to improve better, to adjust the walk, to propose an augmented service offering, BCY staff will design and fine-tune with all stakeholder an evaluation system (Online survey and offline monitoring, eWoM analyses, Dashboard, Feedback, etc.) Cost: 1896  €  for the year 1. The cost of the pilot project is very low regarding the benefit for children and it is freely accessible to anyone. How  much  is  the  cost  of  a  child’s  failure  for  your  school,  town  and  society? The  project’s  worth  the  try!

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I. The context From primary school, heterogeneity among students is significant. At equal age, gap in maturity goes from 1 to 6 years: one child may show 3 years ahead in terms of maturity when another one would get 3 years delay. Thus, this gap leads already to differences and adjustments on children homework’s organization and management. The gap can be further increased if the environment do not promote children's learning.

1. Existing solutions review

Without regular and effective support, student can quickly be overwhelmed and lost. Some solutions have been implemented by different actors of Education to deal with this problem. Here is a detailed list with the pros and cons comments.

a. The extracurricular In primary school, some parents leave (by necessity or desire) their (s) child (ren) in extracurricular. They can do their homework with the help of a teacher. They can as well enroll in a sportive or cultural activity. This support is no longer available in junior high-school and many students who had a more or less regular accompaniment before, find themselves alone. Writing assignments are normally prohibited in primary school; only learning and reviewing lessons are allowed. The additional written work at this age can be a real problem for students already fragile in writing skills.

b. School local support In primary school, National Education offers hours of tutoring support for students at the end of the day before, during, after classes or breaks. This is a good initiative but still has some drawbacks. It lengthens the working day of the child and remains in a teacher-student scheme. This scheme duplication remains one of the biggest weaknesses of this device together with the heaviness of upgrading trainings held during school holidays. For some years now, Junior high school organizes mandatory methodology courses but it concerns only the French and mathematic lessons.

c. Educational support In junior high-school, multitude of schedules make it difficult to hold a classic extracurricular. Educational support is a device available in High Priority High school for 33% of students. This device is bound by a contract signed between families and the school. The voluntary commitment is follow the modules offered by the institution, (62.7% of training hours) or funnier workshops. Since 2008 this support is also found in primary schools.

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d. The Open School In 2012, 706 schools in France, had planned to participate at the Open School event. It can accommodate young people on Wednesdays, Saturdays and during school holidays. The Open School is addressed primarily to young people, from elementary school, living in socially deprived areas or in a difficult cultural and economic contexts. In 2011, 92% of schools participating in the operation were Junior high schools versus 8% of senior high schools. The interest is less pedagogical than social and integration rationales.

e. Course at home Some parents who see their child in stress have recourse to private lessons. This can be done either through professional teacher or student looking for pocket money. The benefit is that a motivated student who is a bit disorganized, can quickly regain confidence with the attention it is given to him. Nevertheless, this requires significant financial resources. In socially disadvantaged areas, few parents can afford to pay extra classes to their children. These same advantages and disadvantages can be found for tutoring companies like Acadomia, Domicours, Completeness, Cours Legendre. It is a very lucrative market of 2 billion euros. All these support services represent a heavy financial investment for families even if half is paid by tax deduction. Depending on the area, cost range varies from  €  26  to  €  43  per  hour  for  a  primary  school  student,  28  €  to  €  47.50  for  a  junior high school one and €  33  to  €  51.50  for  high  school  candidate plus the registration fees (Le Parisien, November 4, 2008)

f. Neighborhood associations Some municipalities facing social and economic problems, have implemented and encouraged the development of neighborhood associations. Those can also deliver courses at home. Let’s  take the example of "Parcours" in Clichy-sous-Bois (93), an association that wishes to be recognized as a third party by students and families. They provide educational support through individual and collective homework sessions within schools. AFEV, another association, stands as one of the largest education association present in difficult neighborhoods where it plays a very strong social role.

g. The Kahn Academy Just fashion or an educational revolution? Would the Kahn Academy be the future educational model? The Kahn Academy created by Salman Khan is like a menu proposed to whom wants education. Its free videos on Youtube (over 3000) include both courses and online exercises for youth. Benefiting from significant financial support (including Bill Gates), the new Master of Education wishes to rethink it and  brings  tools  but  only…  tools  without interaction.

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Summary table of school available actions Device Advantages Disavantages

Extracurricular High quality level of tutoring

by certified teachers Available resources

Duplication of the scheme student /teacher

School local support High quality level of tutoring by certified teachers

Duplication of the scheme student /teacher

Available in junior high school for Math and French classes only.

Open school Large variety of actions proposed by the school

More social and cultural orientated rather than pedagogical

Depending on each school orientation

Course at home Course at home Tutor and tutoring flexibility

Cost constraint Quality of the tutoring to be

demonstrated No community relationship in

that context (one to one basis)

Neighborhood associations

Course at home Cost effective Family implication

Lack of pedagogy, training or knowledge of some stakeholders

Kahn Academy Free Quality and attractive

educational content

Lack or no human interaction and exchange

2. BCY project approach

Be-Come Yourself (BCY) is not reinventing the wheel. The service offering is to take advantage of some strong proved points already proposed by existing devices (institutional, peripheral organizations, etc.). The noticeable strength of the BCY project is to rely on the "Open School" to have the facilities and resources of High Schools on Wednesday afternoon. Students well know that place and can better welcome and integrate the juniors coming for a framework and/or pedagogical and methodological advices. The tutors will also be supported by the staff of BCY, the supervisors of the school and teachers that could indirectly be involved in the project by providing teaching advices or training. The whole point of our service is based on a win-win relationship senior high school/juniors high school students themselves in a co-creative system of defining behavioral and learning rules. As an example, they might decide to use the Kahn academy tools. How did we end up with such a project?

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II. Stakeholders values and risks analysis To propose a win-win approach where each stakeholder finds his place and his interest, we recovered the essential values of all actors of our ecosystem and analyzed them. It is essential to integrate them into our approach given that the objective is to value and to motivate everyone. We also analyzed the risks which can constitute a brake in the success of this new concept to anticipate them and reduce their probability of occurrence. You will find below a synthetic illustration of what seemed to us important to take into account. The detailed analysis appears in appendix 1 Value Risks Child - Belong to society

- Exists and succeed - Team spirit - Happiness

- Do not have any results - No interest to become a

membership of the project - Do not his/her place in current

system

Tutoring team

- Valuation - Identity in a group - Membership of a community - Proud of the work done - Is an actor of the change

- Feeling of fear in managing pupils for the first time

- Fear of not being for the level - Fear of not improving things - Lack of gratitude at the end of the

experience - No interest to become a

membership of the project

Institutionals - Good image of the municipality - The project is a showcase - Calm social climate - Development of a citizenship

feeling

- Crime and break of social link - Rejection of the educational system

and the institutional - Bad image in case of flop

Society might lose referrals and get confusion within the various systems in place. BCY project might be seen as another program within various extracurricular program in place. So  let’s  walk  the  BCY  journey  together!

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III. Storytelling / the Song

1. Service experience

First days in junior high school are a major change for any student in terms of autonomy, homework and planning management, discovering new disciplines. Therefore, this brand new context can represent a big issue if the student is not evolving in a favorable sphere at home to work properly. And this lack of environment is the main cause of school failure. Indeed, a number of students can lose up at college if they do not have the conditions supporting them in that change.

No quiet place at home to do homework, unavailability of parents (working hours

not aligned with school schedule), parents unable to meet questions because of language problem or level of study, problems with regular teaching methods are all elements that can explain the failure.

And it is precisely school failure that can quickly lead to delinquency and later on, marginalization.

Looking at this analysis, it appears mandatory that offering an optimal context to do homework, is a solution to the lack of fair ones.

As the other solutions cannot meet all requirements (cost effectiveness, community response,   etc…)   here are the ingredients that we believe best represent the ideal world to work "like at home": Smooth and friendly Listening and observing’s common sense Customization Co-creation It is also important not doing mistakes on the implementation of such a model. Indeed, the idea is not to duplicate school with the teacher / student scheme. This could completely demotivate the student who would have the feeling to be in a classroom again especially if he sees the classroom as a hostile environment. The aim is to provide a different universe, a different way of learning that make the student in needs will to work. Thus, the idea of the "older brother" came up to our mind. We can notice that despite difficult circumstances, quite a number of students with problematic environment were able to successfully complete the challenge. They could integrate

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high school. They represent good examples to follow, to understand and possibly be part of this project since the passage from junior to high school is not far behind.

It is frequent in families that the older brother is asked to have a role in the education of the youngest. This is the reproduction of this scheme we thought was best able to meet the goal of establishing a framework "like at home." We can double the gain: to allow the academic success of juniors with lack of support at home or lack of

understanding in class to enhance the academic success of the high school student through what could

be seen as an internship Another issue to consider is the location. It is important not to return to junior school in their daily class room. Their success would be the admission in high school. So it seems very much interesting to offer the service of tutoring by the "older brothers" in high school. First, for younger children, high school has kind of a special notoriety as it is the place that the elder are. Secondly, high school has more than one asset: all resources (human and facilities) essential for the success of the project are present. On Wednesdays afternoon, resources are available but not fully used. It could then rely on the existing infrastructure without additional investment.

The service would therefore be set up on a weekly basis (Wednesday afternoon), during which junior students would be welcomed by high school ones to mainly, be helped in homeworking. Then, depending on individual needs, small groups could be formed (by subject, level ...) to better respond on the needs. The tutor (high school student) could also have a role of supervisor for fairly autonomous juniors whom would be looking for a peaceful framework only. They could as well explain with their own words versus academic ones, some concepts for weaker students. The idea is to create a true social network in which today's students will become the future tutors and will help in turn, other junior students. The rewarding of this project is for everybody: success at school for juniors and experiment for tutors. Indeed, thanks to this weekly activity, they will learn to take a place in their neighborhood life. They will be valued as being seen as a good element of the group. They will acquire valuable experience to research possibly summer jobs. In addition, those students have in their circle of friends or families, people that have left the system. They will not be spectators, they will be actors. They will prevent and play a role with younger.

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2. Peripheral Service (must have)

As tutors are just high school students and not teachers, it is important to provide them strong supporting services to enable them to perform in the best conditions. Peripheral Service will facilitate the structure of the project. Train the trainer sessions will be organized upstream. During all the project roll-out, the tutors will meet with the BCY team to exchange, update on best practices and understand where we stand in terms of rules and roles. It is very much important as well not to impose a strict and universal method in tutoring. The main frame is rather to let all the students co-create the way they work and to adapt themselves to individual needs all the way long.

Figure 1 : core, peripheral and complementary services

3. Complementary Service (nice to have)

As an example, in the idea of creating a context "like at home", friendly and quiet atmosphere play a major role. Usually at home, the person who represents the most reliable friendly person remains the "mother." The idea is to say the mother wants to provide the perfect setting for her children to succeed and that although some cultural, social and economic difficulties, she can help, play a role, get involved. We can imagine that Wednesday will be punctuated by a pause: snacks fully managed   by   moms.   A   planning   would   be   then   organized   to   balance   everybody’s  inputs. Further information and additional proposals will follow.

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4. Social value innovators

The idea of this project is to allow a problematic urban ecosystem to dig and find into its own resources solutions to recreate the social and familial link. This link is key for success. Most projects that bring people from outside the area as helpers, have absolute risk of major failure (ignorance of the issues and local tissue, risk of devaluation of the inhabitants placed in a requesting position, hurt of dignity...). This project aims instead to highlight the role that can be played by each member of the community in and for the group.

IV. Service design

1. Recruitment

a. Phase 1: Tutors – High school student The key actor of this whole organization is the high school student. The BCY team would present across all classes, the project to convince them to bind on it. We expect to spend two weeks in September in the establishment around the project. A booth will be set up at the main entrance of the school. The questions that may arise after the presentation can be directly addressed to us. Flyers will be distributed indicating contact and the all appointments details. The first meeting aims to reinforce binding and to prepare students for the recruitment of juniors. They are the best ambassadors for this new service. As part of this recruitment, high school students will be prepared to convince the junior and act as facilitator during the open school days. As the entire organization is based on volunteering, we bet that a high implication will be a rule even if the BCY team will keep an eye and manage any issue.

b. Phase 2: Junior recruitment Tutors “will be  given  the  key”  and  prepare their own flyers addressed to juniors to convince them at turn, to join the organization. They will then split in small groups to distribute them anywhere they think it useful. For example, end of days at school is a strategic timing as it allows to reach at the same time college students and family members picking their kids up.

The goal is to deliver an optimal message through flyer support, to communicate around our active social media network. The objective is to

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collect maximum fan on our pages and give details on all our recruiting events. During the open school day event, students will animate the booth with the powerpoint presentation and speeches they would have prepared previously. The organization will still be there as back-up to answer any questions and to reinsure students and families.

c. Phase 3: Sustainability of the service: This BCY team must organize an annual recruitment event. Indeed, the number of high school and junior students will be very unstable. It is therefore necessary to secure the recruitment process. Among the described recruitment process, we are thinking of doing a first round up in classes every year during the month of May and the first weeks of September. We could also have a stand at the open-school day and meet with families. This must be fine-tuned.

2. Storyboard

To give a clear and synthetic view of the global experience, pupil and high school tutors experience are described in 3 blueprint, with emphasis on: Interaction with IT tools provided by the project. description of before, during, after the core user experience the time scale : day, week, year

Figure 2 : D-day class room experience: before, during, after the session (micro)

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Figure 3: Regular week experience: before, during, after the session (mezzo)

Figure 4 : Full year scale experience

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3. IT Support

Our service support is at the heart of the communication between students and tutors. The Y generation demand to rely on all popular social networks. Thus, junior students will be kept informed of additional or cancelled sessions and workshops, etc. IT Tools have been designed to be simple and free to use: they will be accessed with a basic a web browser: no need to install extra software to communicate and share information. Pupils will use email address and an internet access at home. Most of them already have one. Tools framework: the project team will provide the tools framework to interact and exchange with project stakeholders: pupils, high school tutors, parents, authorities.

a. Mails - becomeyourself_name@gmail.com Service branded email contact will be provided by the team. This address will be given to any junior students that need to communicate with tutors after each session.

becomeyourselfstaff@gmail.com: to be used when the staff will exchange with parents, high school tutors or exceptionally pupils.

b. Facebook / becomeyourself page Facebook, the leading social network in youth ecosystem, will also help on recruiting volunteers and will provide feedback or ROE (return of experience) to each stakeholder of the project. All actors can indeed share their feelings and leave comments, remarks. All will serve the ASO: enhancement the concept and of service, a tool for an augmented service offering. The staff of BCY will also be a pure player, posting in a regular basis, tips, links, tools.

Facebook/becomeyourself : this site is created to have co-creation service design with stakeholders. Please meet with the Be-Come Yourself team : https://www.facebook.com/pages/Become-Yourself/244969658984321?ref=hl

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c. Twitter: @becomeyourself Feedback from parents, pupils and high school tutors will be used for information and buzz

d. Video The online development will also bring the Be-Come Yourself team to develop the production of short videos to be posted on Youtube (second network among teens) to promote our service.

e. Web site - www.becomeyourself.fr Our website is a communication tool for each stakeholders. Complementary services   will   be   available   as   the   “entraidothèque”, aiming to provide advice, recommendations and updates.

.edu extension would be a  “nice  to  have” to get higher impact and legitimacy

The web site will be used during the “Before”  period, during and after phase of the pilot phase.

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The following contents and information will be integrated on the site :

o Promotion et recruitment (with login/passwd) - Before

● a menu will be available to send a mail with information on request for candidates

● short description of the project and operational information: time table of sessions, high school location and access map

● link toward the pupil presentation ● online subscription with personal data gathering ● values promotion during the session: self-discipline, (after co-creation) ● « Entraidothèque » direct access

o Co-creation - selfcare - During

● online session attendance confirmation with confirmation if a tea time / snack participation can be brought (beverages or cakes – homemade recommanded)

● tea time management : for each session, who will be bringing some cakes or beverages

● Web page managed by the high school student: pictures from last sessions, contacts

● Web page managed by pupil: ex number of pupils , pictures, comments ● customer care = section to send requests to the staff

o Feed-back - After

● Network Promotion Score available ● Link up to facebook, twitter ● banner with pictures of the high school tutors

Nota : the operational management will be driven by the BCY staff: the published content will be checked by the before displayed online. Nota : Google search engine strategy The site will be designed with keywords in the META frame of the html : Education,  homework,  pupil,  high  school  tutors,  school,  becomeyourself  … In the pilot first phase, no adwords campaign is planned, but it could be useful in a roll-out phase with geolocation adwords.

f. Cloud of words It will be designed with the following keywords and also META words in web site : Proudness exist school marks evaluation highschool tutors pupils social mathematics academics snacks cakes beverages success pleasure help sharing co-creation together free service team voluntary give homework family mother teacher valuation

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g. IT Database description All information in a back office database (in excel files during the pilot phase) will be recorded in order to simplify the management and to produce dashboard and reports:

contacts of stakeholders, on a session basis : session attendance information : who joined ? in which

session ? recalls and reminders sent to make the child join the session (are they

enough involved and self-responsible ?) Global anonymous NPS score for each monthly surveys

V. Landscape / Ecosystem The environment will be a key component of the whole organization and success. This must be carefully thought, prepared and followed. We intimately believe that a sensitive atmosphere will play a main part on the adhesion, implication of each member and the design of the total eco-system

1. Where? A dedicated room next to the information and orientation office at the high-school would provide a strategic positioning for the project. This would ease any questioning, information requirement, library catch-up from tutor and

junior team allow a BCY team member and/or a monitor to ensure a physical residence next to

the tutoring room ease the organization peripheral activities as snacks, ambiance set-ups, etc. The dedicated room is required in order to organize moving and incentive environments at a point of the year. Any logistical issue as storage of any material, time preparation of ambiance, localization and orientation matter for the tutoring team would then be solved. Also, as a group statement, a dedicated room would help to infuse a notion of responsibility on keeping the room clean as well as to enhance the will of implication to set-up living sessions with creative presentations. A dedicated room will definitively facilitate customer accessibility to the services. But, if a dedicated room is not negotiable, a clear calendar and signalization must be defined and carefully followed to avoid any confusion in looking for the tutoring room.

2. Ambiance and system design Smooth and friendly in a creative and evolutive decor and mindset. At the very first session, tutors and juniors will be welcome in a smooth yellow lighted ambiance with some soft, neutral music and sounds in order to put in place a quiet and

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friendly ambiance. The tables will be set-up as a cabaret. They can also be moved around. Even if we are at school, this must not feel like a regular classroom. The class could be customized and would transform the traditional layout of class room to get the most convenient place to work in. The aim is to start building right at the beginning a welcoming, confident and co-creative space. The materials for advertising campaign (banners, flags, etc.) will be reused in the class room, with the following layout.

Figure 5: example of a tutoring room organization Ambiance will definitively serve the dialog and start linking anyone to everyone. Most of the participants will possibly/eventually act on the evolution of the atmosphere. For that purpose, we designed some peripheral tools.

3. Peripheral landscape design: example with touch point cards

a. Goals This complementary service is designed to present the project differently in a fun way and embodied it.

To better implicate stakeholders, by helping them to figure out the critical moments- called interaction- and important issues of the service such as pedagogy ,

Tool for co-creation and evolution with school children and high school students

b. Principle It is like play cards made with cardboard divided in 3 categories

Interaction: when the stakeholders are in interaction and provide/use the service

Important issues: that correspond to some qualities (eg: pedagogy), kind of people (eg.: dunce) that will be needed or met during the service

Complementary services

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Samples: (others cards are described in annex parts)

4. Complementary landscape design

This dialog, games, tools will develop a trustful ambiance and ease the implementation of an enhance system design.

At some points, indeed, during and after the journey, the service would get beyond the tutoring work and would be part of a global eco-system where many stakeholders would be involved to:

organize snacks prepared by families Present craftsmanship work made by juniors or by tutors themselves as their

passions,  hobbies… present any local professional and his area of work in order to make juniors and

tutors discover professions that they would not think about present any kind of art with local artists provide stakeholders knowledge and start building a strong social network provide a BCY project t-shirt walk the race handing over to another tutors and students in need

As described, the eco-system will be designed by each stakeholder of the organization, enhanced by everyone, will attract naturally by ricochet, by word of mouth return other people and will feed other activities. But this entire eco-system will be a success only if there is a co-production behavior and mindset between juniors, tutors together with the logistical help of the BCY team and binding of the institutional.

Among the sensitive comprehension, how do we understand where we stand to optimize behaviors and mindsets?

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VI. Evaluate the performance – Upgrade everyone! The BCY project is a journey. The BCY and the tutoring team will have to walk in each member shoes to understand the needs during the road, to drive the project with respect of anyone, to keep everybody emulated all the way and end the trip with success and the feeling that each member was key. So in order to improve better the organization and to take action, it is mandatory to evaluate the performance. For that purpose, we will design and fine-tune together with your needs and tutor and junior needs an evaluation system.

1. Evaluation tools

a. Online survey and offline monitoring are recommended to get reflect of the technical and relational quality of the service.

b. eWoM analyses: looking through key words on the web, we might be able to find out and analyze the fame of the project

c. Dashboard will be designed to steer the project with the following KPI:

Number of children per session NPS scores on each monthly surveys Average marks evolution obtained by pupil at school (to check the actual

benefit for them) Percentage of presence per pupil (to get turn over data) Percentage of presence per high school tutors (to get turn over data)

2. Feedback We will as well request contribution from all actors to feedback on any available support (online, offline, self-basis, etc.). The BCY team will be in charge of collecting and analyzing answers and feedback. Those analysis will be the support to design an action plan. Its implementation will be coordinate together with Tutors. A clear communication of results will be addressed to you in order for you to follow the process, understand the outcomes of the tutoring sessions, plan for actions for next steps.

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VII. Communication strategy

The communication strategy for the pilot phase will be designed according to the before, during and after first sessions of homework. Items of the communication are designed by all stakeholders (students, tutors, BCY staff, institutional) to enhance WoM and notoriety

1. Before : a. Stands for events in chosen places to meet

parents/children annual association forum (usually held in

September) neighborhood associations stadium and sport competitions school’s entrance

b. meetings presentations at schools (pupils and tutors)

c. Marketing campaign mails to parents (given by school authorities) viral recruitment: tweets

d. Advertising Materials Stand: Beach flag and banner web site live demo leaflet

2. During /After Interview with journalist for publication in local press Press releases

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VIII. Recommandations

1. Costs - pilot phase In the first phase of the project the children will be involved in the project. At this stage, the costs have been established as follow:

Service Costs Facilities: high school class room (including cleaning)

Free

Access to Documentation center Free (school staff already there) IT tools (mail, web site) Free (Google inside) and internal team dvt

for web site Customer support Free (Staff 1st year) Beach flag 106  €  HT Banners Free Tablets 300 x 5 (1 class room) Leaflet 40  €  HT  les  500 TShirt (lend during session) 250  €    HT  pour  27  ex Access to Kahn academy Free (High school access and become

yourself account) TOTAL (before roll out) 1896  €

The cost of the pilot project is very low regarding the benefit for children and it is freely accessible to anyone !

Ask yourself how  much  is  the  cost  of  a  child’s  failure for your school, town and society ?

2. Mid-Long term It seems essential to us to capitalize on and to spread the experience.

Before extension and above all feedback, deep dives, surveys done all year long, an end-of-the-year assessment covering all levels of the project will be addressed to high school and junior students, parents and institutional. Each stakeholder will be able to express themselves and share with us (BCY team) their thought, hurdles they faced or benefits they got on the entire service experience. It will explain if the overall objectives were met, keys of success and will give tracks for further improvements.

Nevertheless, we already have a mid-long term overview for an augmented service offering that could be planned upon results:

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Geographical Extension in cities nearby the pilot phase location but as well as in other big cities of France. The launch would be supported by testimonies of high school and juniors students.

This mid-term (3 to 4 years) plan is addressed to urban places only. Such launches are requesting additional processes and time to recruit a new BCY staff locally implemented, to cast and train them properly. Remote conditions without any face to face interactions between BCY team and tutors would be a major hurdle for the sustainability of the project.

Countryside school launching must be carefully thought because of the distance between junior high schools and high schools and available means of transportation. It will then be a long-term (4 to 6 years) decision because of the timing needed to run a feasibility market study in each area with all its regional specificity.

Mid and long-term plans have obviously a higher cost and resources constraints than pilot and its nearby towns' implementation.

The extension to remote cities will need a recruitment of new staff with proper casting and training, to respectively check membership and capitalize on best practices

Enhancement of the service by sharing around hobbies, cultural and artistic activities or possible carriers. It will have for objective to highlight the children on professions or activities they poorly know about.

In specific dedicated sessions, students or parents themselves could proactively or upon our kind demand, intervene to give advice, simply share their experience and open some minds. Professionals will be asked to give interactive conferences as well.

Embellishment of space by requesting local artists or professionals to organize temporary exhibitions. The tutoring room would turn to be a more welcoming and a more pleasant place to work in.

This could as well promote the personal work of students involved in the project.

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Appendix

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1. Details value and risks analysis CHILDREN VALUE AND RISK

Dimension Value/Risk Before Project During Project After Project

Social Value Belong to the society (I) Meeting older people and may be friends (T) Founded place in society (I)

Hance grades (T)

Risk Failure at school (T) No involvement in the project (I)

Absenteeism (T) No interest for the project (I) Didn't have any results (T)

Economic

Value Lack of vision (T) Value Creation (T)

Risk Bad grades (T) No interest for the project (I) Didn't have any results (T)

Hedonistic

Value Need to exist (I) Personal enrichment (T) Feel helped (I)

Risk Stigmatization (I) Demotivation (I)

Stigmatization (I) Get Bored (T) Failed again (T)

Emotional

Value Need for an hand Happiness (I) Personal improvement feeling (I) Not stay alone (T)

Self-esteem (T) Proudness (T)

Risk

Loose confidence (I) Feel sick comfortable in current system (no taken

into account by his/her specifities), (I) No interest for the project (I)

Bad relationship with volunteers (T)

Conditionnal

Value Need family support(T) Expensive alternative (T) Expensive alternative (T) Expensive alternative (T)

Risk Child don't heard about project (I) Lack of family support (T) Child don't heard about project (I) Child don't heard about project (I)

Altruism Value Have « place » in society (I) Believe of help (I)

Team Spirit (I) Sharing Learn (T)

Risk Loss Value (I) Lack of position in community (T) Punishement (I)

Not successful sharing (T) Be in gap (T)

T : Tangible I : Intangible

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VOLUNTEERS VALUE AND RISK Dimension Value/Risk Before Project During Project After Project

Social

Value

Need for gratitude (I) Notice failure and desire to participate in the

change (I) In search group identity and membership (I) Enhance district (T)

Create new links (T) Society gratitude (I) Membership has a group (T) Acquisition of experience (T) Be occupied (T)

Links create (T) Acquisition value (I) Feedback (T) Improvement district (T)

Risk Don’t  make  success  for  child  recruitment (T) No improvement (T)

Economic Value Youth’s  future (T) Value creation (T)

Risk Didn't give any results (T)

Hedonistic Value Will to change the world (I) Feeling to participate in the change : co-creation and

sharing (I) Pleasure to improve

Risk Lack of gratitude at the end of the experience

Emotional

Value Proud of his/her success (I) Proud to transmit and to contribute to the success (I) Creation of emotional link (I) Feel useful and valued (I)

Satisfaction (I) Maturity (I) Enrichment/Personal fulfillment (I)

Risk Dread the supervision of the schoolchildren (I) Fear at each beginning of the year(I) Feel alone and little useful once the ended experience

(I) Fear the failure (I)

Conditionnal Value Propose solutions to their close relations (T)

Risk Failure of certain close people (T)

Altruism Value Philanthropy (I) Actor of the change (T) Restore some equality and justice (I)

Desire to promote (I) Desire to continue (I)

Risk Apprehension of the conditions and the tools (I)

Didn’t  have  appropriate  tools  (T) Feeling lack of pedagogy (T) Feeling lack of skills (T) Problème de discipline avec les enfants

T : Tangible I : Intangible

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INSTITUTIONALS VALUE AND RISK Dimension Value/Risk Before Project During Project After Project

Social Value Recreate of the social link (I) Social Reinssurance (I)

Improve the image of the district (I)

Risk

Introduction of an other service in crowded domain (T)

Crimes (T) Teachers will be unmotivated (T) Break of the social link (I)

Economic

Value Operation has lower cost (T) Low cost maintenance (T)?

Risk Unemployment (T) Degradation of infrastructures Increasing costs if the project is not made (T)

Hidden costs (T)

Hedonistic Value

Risk Loss of the pleasure to teach (I)

Emotional Value Strong Community feeling (I) Offer the possibility to follow studying (T) Pride to be a showcase (I)

Additional training value

Risk Rejection of institutions and educational system (T) Bad image in case of flop

Conditionnal

Value

Risk

Problem of regulation : Too many or not enough children (T)

Intrusion (I) Bad recruitement of the volunteers (T) Problem of educational follow-up (T)

Ensure sustainability : schoolchildren have to become the volunteers (T)

Altruism Value Strong Community feeling and collective (I) Develop the citizens feeling (I)

Risk Crimes (T) Break of the social link (T) Loss of mark (I)

T : Tangible I : Intangible

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2. Blueprint BEFORE : KICK-OFF

Kick-off for Institutional endorsement Kick-off for Tutors recruitment and binding Training sessions Juniors recruitment

T1 : B2B DIAD T2 : B2C TRIAD T3 : B2C DIAD T4 : B2C DIAD

Services standard and script

Script to support homework tutoring organization by senior high school to junior students with co-creation as a rule on a peaceful and friendly environment. The project is called : Be-Come Yourself (BCY)

Script to organize the recruitment of volunteers (tutors) and pupils (juniors)

Script to organize a "train the trainers" sessions

Script to help tutors on the recruitment process

To prepare carefully the project presentation with all components : services and interactions, hurdles and deliverables

Once endorsed by authorities, to organize and secure volunteers recruitment of tutors among high schools, associations, neighborhood collectivities

Tutors must be trained to - recruit themselves the juniors in needs - to get key learnings and help on co-creation of rules and teaching processes

As a back-up, the Be-Come Yourself team will ensure support to the tutors on the recruitment process and the interaction with institutional

Contact

Principals, Head of academy, education deputy mayor

Family, sport and youth associations, collectivity, school organization members, neighborhood

Tutors BCY Team and tutors

To get institutional audience to present the project : Academy, schools and towns councils

To present the project Train the trainer sessions in group and individual if requested or needed

To distribute a presentation or flyers to support the recruitment of juniors

To get their endorsement and cooperation (sponsoring, facilities, subsidies and grants)

To get applications or names of possible interested people

Adjustment of the sessions as per interactivity analysis (might be with the help of a teacher)

Support Process and backstage

Among meetings, to create mail address list, a website, facebook and twitter accounts and a blog to interact and store information

available website and a blog to interact and store information Backstage, an interaction with families will be organized to get endorsement both sides and start to tease on their possible venue during the sessions

available website and a blog to interact and store information e-learning platform

Email in place for feedback and requests

IT interactions

Building: Web site, mail, facebook, twitter, data base contacts

Web site, mail, facebook, twitter, database contacts

Web site, mail, facebook, twitter, database contacts

Web site, mail, facebook, twitter, database contacts

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DURING : THE STORY OF THE JOURNEY Kick-off for Institutionnal

endorsement Kick-off for Tutors recruitment and binding Training sessions Juniors recruitment

T1 : B2C DIAD T2 : B2B2C TRIAD T3 : B2B2C TRIAD T4 : B2B2C TRIAD

Services standard and script

Script of the first day - Wednesday - of tutoring

Script of the observation period and design of surveys (3 months period)

Script of the actions to be taken to finetune the sessions

Script to forecast the needs in other schools and recruitment plan for next year

Welcome everybody - juniors and tutors - on the classrooms. Start and follow on the process of co-creation of the atmosphere and the rules of the sessions

Need to monitor, observe and evaluate courses and behaviors

Upon reports, feedback analysis and survey results, define actions to be rolled out

Activities around the session: snacks, gathering

To evaluate the needs to develop tutoring sessions in other schools

Contact persons

Tutors and Juniors BCY team

BYC Team and institutionals Tutors and Juniors

BYC Team and institutionals Tutors

BYC Team and institutionals with Tutors and Juniors insights

BCY Team to organize and moderate the co-creation rules

Either BYC or school monitors will report on their observations during sessions Tutors and juniors can report on a self-decision basis

Brainstorming sessions and action meetings to be organized with tutors and BCY team

Based on surveys and feedbacks, work together with institutionals and students to kick-off the recruitment plan of next year

Tutors and juniors students will co-create rules

To improve any process, tutoring ; to understand any action needed in order to enhance the interactions

To implement recommendations The Juniors can become Tutors if moving up a year with success

Support Processes and backstage

Face to face basis : an office will be available for a member of the BCY leader team or an institutional like a teacher or a monitor

Feedback on a face-to-face basis Report directly on the blog or web-platform

All supports and in class All supports

IT interactions

Web site, mail, facebook, twitter, database contacts

Web site, mail, facebook, twitter, database contacts

Web site, mail, facebook, twitter, database contacts

Web site, mail, facebook, twitter, database contacts

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AFTER : MID AND LONG TERM

Other Activities

T1 : B2B2C TRIAD

Services standard and script

Script to introduce other activities during the sessions

BCY Team to organize possible Specifics (photo, painting, etc.), Professionnal : crafts, carriers experience

Contact persons

BYC Team and institutionnals Tutors and Juniors Families External speakers

Brainstorming with students, families and institutionnals on some useful and interesting, convivial activities around the session

BCY Team to look for and formalize stakeholders venue and presentation

Support Processes and backstage

Mailing and web plateforme

IT interactions Web site, mail, facebook, twitter, database contacts

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3. Mapping of Stakeholders

B2B  Diad

Customer support

Project Manager

Students

Benevols Family

C2C  Triad

B2C DIAD

Academy

Highschool Local

Authority

B2B  Triad

B2B DIAD

C2B DIAD

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4. Others touch point cards

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5. Examples of advertising materials

Banners: suited for stands and class room atmosphere Beach flag: suited for all events This material has been chosen because it reminds sport events, and it should hence set up a mindset of fun and young for the project among the children. Average costs has been evaluated on internet on online printing site.

T-shirts: It is planned to suit the stakeholders with a Tshirt during all sessions to enhance the integration in the class room. It should give the Children (pupils, high school tutors) that they belongs to one team, and that they are all involved in a project that cares of them. Logo of BCY will be printed on the T-Shirts with the followings costs. T-Shirt will be cleaned by the staff. Various size will be available with more small size. Print screen of the web site for one line purchase of T-shirt

Leaflet:

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Leaflet will be distributed during events organized to recruit pupils and high school tutors in order to: inform about the project give an image of reliability because professional communication approach is

undermined with that format. design will be internally made

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6. “Entraidothèque” As high school student, you already passed by the middle school and you managed to cross this test successfully. Today, you want to help the others. They will be every various and especially different from you. What the entraidothèque? It is before any a base of educational advice ( white points), methodological (blackheads) and psychological (points orange). You will have only to click these points to have access has index cards-advice(forms-advice,index cards-councils). These index cards are not congealed and your returns will be important for us and for the other members of the team. Your failures of today could be the successes of an other one tomorrow and your success will become certainly the future examples. Become Yourself team thanks you for your implication : we stay has your sides to help you

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7. Benchmark The other homework support services are: Commercial services

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Khan academy:

Khan Academy : l'école en vidéo sur YouTube Publié le 15-09-2013 à 17h15 - Mis à jour le 16-09-2013 à 10h28Par Philippe Boulet-Gercourt Correspondant à New York

Le rêve de Salman Khan : "éduquer tout le monde partout". Ses vidéos gratuites de cours et d'exercices en ligne sont vues par 6 millions de personnes par mois. Reportage.

Salman Khan, le fondateur de l'Academy, rêve de briser le moule éducatif. (Gilles Mingasson) Un bâtiment beigeasse d'une tristesse à faire ricaner les voisins de Google. On grimpe au premier étage, on frappe. Pas de réponse. On pousse la porte... la Cène ! Autour d'une table, une quarantaine de personnes déjeunent dans un murmure bien élevé. En toile de fond, une armée de Mac, alignés sur des bureaux haut perchés, attend sagement la fin du repas.

Il y a quelque chose de messianique dans la Khan Academy, une passion hors du commun chez son fondateur, ce grand type mince qu'on a repéré en bout de table. Salman Khan pense que "l'école peut être repensée de fond en comble". Au moment de diffuser sa première vidéo sur YouTube, il y a sept ans, il a fait un rêve : "Et si nous étions capables, dans cinquante ans, d'atteindre un milliard de personnes et d'éduquer tout le monde partout ?"

Le "professeur préféré" de Bill Gates Aujourd'hui le rêve ne paraît pas si fou : les 4.375 vidéos et les milliers d'exercices en ligne de la Khan Academy, qui permettent d'apprendre les maths ou l'histoire de l'art, attirent 6 millions d'utilisateurs par mois. Les vidéos ont été vues 280 millions de fois. Plus de 30.000 classes d'école ont recours à la Khan Academy, dont les cours sont traduits dans une trentaine de langues. Cerise sur le gâteau : Bill Gates, qui utilise la Khan Academy pour les maths de ses enfants, ne jure que par Sal Khan, son "professeur préféré"... Etonnant personnage. Né d'un père bangladais et d'une mère originaire de Calcutta, il a grandi dans la banlieue de La Nouvelle- Orléans. Ses parents divorcent quand il a 3 ans, son père meurt dix ans plus tard. C'est le petit salaire de sa mère qui fait vivre la famille.

Poussé par une grande soeur douée et une mère à poigne, le gamin aux difficultés de langage devient un

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brillant étudiant. Quand il convole, en 2004, Sal Khan mène une vie confortable : diplômé du Massachusetts Institute of Technology (MIT) et de Harvard, il a été embauché comme analyste dans un hedge fund de Boston. Parmi les invités de son mariage se trouve Nadia, une cousine de Louisiane. Mi-déprimée mi- résignée, elle vient de rater un test de maths en fin de 6e. Nadia a un esprit logique, il s'agit sûrement d'un accident ? Le cousin décide de l'aider : Nadia repassera le test... et le réussira !

C'est ainsi que commencent les leçons à distance, au téléphone et avec l'aide de Yahoo Doodle, un programme faisant office de tableau noir électronique. Deux ans plus tard, quand il aide les petits frères de Nadia, les rendez-vous téléphoniques deviennent plus compliqués. Un ami lui souffle : "Tu devrais mettre tes leçons sur YouTube." Ce site de vidéos stupides ? Il se lance, sceptique.

Contenus gratuits Miracle ! L'un des "100 hommes les plus influents" au monde, selon "Time", a bâti son empire avec trois bouts de ficelle : un PC, un logiciel de capture d'écran, un tableau électronique, une chambre d'amis, puis un placard pour réaliser les vidéos, un serveur en location... et YouTube. C'est aujourd'hui un entrepreneur comblé, à la tête de 43 salariés et d'un budget annuel de 7 millions de dollars. Ou plutôt un dirigeant associatif heureux, car lorsqu'il a quitté son boulot d'analyste pour se consacrer à sa passion, Sal Khan a décidé que le contenu de la Khan Academy serait gratuit. "Les bouquins scolaires à 100 dollars me donnent la nausée", explique-t-il, Et puis, comment toucher tous les pays et tous les milieux, en étant payant ? Le moteur de Sal Khan n'est pas l'argent. "Je vis dans une maison de cinq pièces très sympa, j'ai une bicyclette de luxe, je ne roule plus dans une Honda pourrie... Une parfaite vie de cadre sup !"

Sa vraie passion reste l'éducation. Il suffit de jeter un coup d'oeil à l'immense tableau noir criblé d'équations qui couvre un mur entier de son bureau. Ou, mieux, d'aller sur le site de la Khan Academy et de regarder l'une des 3.000 leçons que ce stakhanoviste a personnellement enregistrées. Les explications sont claires, efficaces, les leçons ne durent jamais plus de dix minutes.

Aucun visage sur ces vidéos, seulement un tableau noir électronique (ou quelques cartes et illustrations) afin d'éviter toute distraction visuelle. Mais derrière se cache une logistique impressionnante : grâce aux dons de Google, de la fondation Gates et de bienfaiteurs de la Silicon Valley, la Khan Academy s'est transformée en un laboratoire sophistiqué de l'éducation de demain. Au siège de Mountain View, on croise des profs (dont un "mathémusicien" qui mélange maths, art et musique dans ses leçons), des informaticiens, des anciens de McKinsey ou de Pixar...

Libérer l'éducation de son carcan La philosophie demeure : casser le moule rigide de l'éducation, hérité d'un "modèle prussien", dans lequel le prof prend un sujet, le traite comme s'il existait en dehors de toute autre réalité. Khan prône la "classe inversée", où la leçon n'est qu'un "aromate", le plat de résistance étant "constitué par les exercices auxquels les élèves participent, avec leur enseignant". "L'idée est de démarrer le cours non pas sur un pensum du prof mais à partir d'une discussion dans laquelle le prof intervient", explique l'historien Patrick Weil, président de Bibliothèques sans Frontières. L'idée générale est de libérer l'éducation de son carcan, de construire un système où deux élèves peuvent apprendre à des vitesses différentes, où les profs peuvent mesurer précisément et accompagner les progrès de chacun, où la connaissance n'est pas une succession de concepts séparés mais un savoir continu.

Planqué derrière son enthousiasme et son bon sens, Sal hait les voies de garage, l'échec scolaire des pays pauvres, les cours magistraux barbants des facs, les devoirs à la maison abusifs, les concepts compris à seulement 60, 70 ou même 85%... Il aime aussi prendre ses détracteurs à contre-pied : à condition de les enseigner correctement, dit-il, "les maths et sciences sont plus faciles que la lecture". Ou encore : la technologie n'est qu'un outil, pas une solution magique. Khan est un homme de conviction, pas de certitude. Il provoque, questionne, veut lancer un grand débat sur l'avenir de l'éducation. A nous de le prendre au mot.

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8. Press releases A  successful  example  of  tutoring  :  Aude’s  tutoring  project