Briefing on Taipei 101 Project
(1) General Information of Our Project
1. Link to our Website: http://librarywork.taiwanschoolnet.org/gsh2006/gsh4506/index.htm
Our backup website: http://student.japs.tp.edu.tw/~taipei101/
2. Link to our school: http://www.japs.tp.edu.tw/english_japs/
3. Completion date of project: Jan 30, 2006
4. School: Ren-Ai Elementary School, Taipei City
5. District of city: Ta-An District, Taipei City
6. Instructors: Wang, May-Lan; Xiao, Jia-Ru
7. Number of participants: 9 students
8. Age of participants: 9-10 years old
9. Contact us: maywang@mail2000.com.tw
(2) Outline
1. Competition category: local
enterprise and organization
2. Our community: Taipei City
Taipei City is where we grow up and Taipei 101 building is a new landmark
of Taipei. Though we were not used to having it in the first place,
it starts to play an important role in Taipei City. When there is a
celebration event now, we can see the hallmark building on TV or advertisements.
We hope to introduce Taipei 101 to the whole world through this project.
3. Summary of project:
Many people think of Taipei 101 as a sightseeing spot; however, Taipei
101, which is officially called “Taipei Finance Center”, is a business
building where many people work. It’s especially famous for Taipei 101
Mall which has a department, a supermarket, a book store, boutiques
and restaurants inside. Instructed by our teachers, we work together,
learn through designed activities, and explore the tallest building
in the world.
Taipei 101 is the tallest building in the world as well as the highest
“mountain” in Taipei. My dad and mom often take us to Taipei 101 for
sightseeing, shopping and dining. Taipei 101 is the favorite photo spot
for tourists and Taipei locals. They photograph the exterior of the
high-rise building from different angles, and enjoy the beautiful views
of Taipei metropolitan areas from the observation deck.
We put emphasis on study process, so we had to learn to use some technological
tools, computer software, and the Internet. During the learning process,
we tried to finish or decorate our worksheets by computer. The teachers
assisted us to input our works into computers, and then presented them
as web pages.
Our English language skills are fairly decent. Our teachers assisted
us in translating the questionnaires into English. We then took the
questionnaires ourselves to the streets near Taipei 101. We surveyed
foreign tourists and other visiting children and adults to ask them
what their favorite stores and spots were. We also polled the people
for the most popular store. During the long summer vacation, we divided
into groups to survey different businesses in Taipei 101. We often got
together first to discuss the types of questions to ask.
Other than the webpage design and translating work assisted by the
teachers, this project was completed with emphasis on the originality
and viewpoints of children. We wanted to learn during the research process.
The learning includes writing, drawing, making animation, receiving
and sending emails, net-meeting, file-sending, etiquettes, interviewing
skills, photographing, photo-processing, file-management, etc.
4. Our internet environment:
Teachers and students used ADSL and CABLE MODEM surfing the Internet
for information. We also used Net meeting via Microsoft MSN Messenger
7.5, so that we could keep in touch and sent files to each other when
part of us were traveling and studying in the States and France. For
the digital picture part, we used Adobe Photoshop.
5. Problems encountered:
A. Other than the actual interviewing, surveying and
writing, the student and teachers must communicate face to face on all
aspects of this project. However, it is difficult to organize a meeting
with all the students and teachers since our team has 9 members from
7 different families and 7 different classes. Therefore we communicated
through telephone conversations, instant messaging and emails.
B. For most research projects, English is not a requirement.
Since our topic, Taipei 101, is an international tour destination, English
is required for interviewing and surveying. In our project, we have
interviewed 230 foreigners. Although students only knew limited English,
the students were able to communicate with foreigners with the simple
survey questionnaires we had designed and translated into English. Many
foreigners and locals praised our students for the English skills.
C. In addition to being a well-known tourist spot,
Taipei 101 is also a commercial and business center. Many businesses
in Taipei 101 are major retail chain stores and boutiques which have
strict regulations on accepting interview or survey. However, we were
able to overcome many difficulties.
D. The preparation work started in May 2005. The children
of Taipei usually attend after-school tutoring, even on holidays. At
one point, we were worried that the completion may not be done on time.
Nonetheless, without taking up the member’s class time, they were able
to complete most of the work during their summer vacation, on the October
National Holiday, and during the 3 brain-storming sessions that took
place after the School Sports Day in November.
E. Everyone is different. The five 4th graders and
the four 3rd graders were all capable of different things. Therefore,
the teachers asked each student to select topics that allow them to
self-improve.
F. We have always wanted to interview the Mayor, Ying-Jeou
Ma. Through Mayor’s email box, we were able to receive a reply from
corresponding department. Luckily, in December, we got to meet the mayor
in person and received his signature during a Microsoft convention.
G. Looking back at the project, we were amazed at the
amount of work that was completed. Translating all the work to English
is an enormous task. Luckily, Ms. Sunny Ho, Mr. Cliff Hua, Mr. Lucas
Sheen, and Ms. Ling-Yuan Chang agreed to assist in the translation works.
6. Afterthoughts: “Where
there is a will, there is a way.” As long as we’re willing to give it
a try, we’ll learn something and be more courageous and confident. Age
is never a problem
(3) Project Study Factors
1. Please explain how your project meets
the objective of the "Taiwan Schools Cyber Fair":
Although Taipei 101 is the landmark in Taipei and the tallest building
in the world, not many locals and tourist know the building in depth.
In the past six months, we used after-school time to gain further knowledge
from Chairwoman Chen and President Lin of the Taipei 101. They both
had very tight schedules in recruiting businesses. We introduced the
building to the locals and foreign visitors and listened to their views
on Taipei 101. We not only learned many operation aspects of different
stores and shops, but also shared our experiences of the delicious cuisines
and products available in Taipei 101 to more people.
2. Please explain what IT you use and
how you use it for the project?
Computers are a convenient tool for research. The Internet expands the
horizon of this research project. Students can gather a great amount
of information on the web. Most amazingly, the students and teachers
no longer have to meet in person to discuss project contents. Through
MSN messenger, the students were able to complete their homework while
traveling out of the country. It is unimaginable in the past that a
group of nine students can complete a research of this size.
Digital cameras and camcorders are modern inventions that instantly
allow students to see the quality of theirs photos or video. This allowed
the students to retake a shot on the spot if the quality is not desired.
Comparing to film cameras, modern inventions save time and money. With
the multi-function scanner, drawings or photos can be transferred into
digital documents. Digital documents can be easily edited, and push
the students to learn to use computers. The files of many digital photos
were too big, thus we used photo editing software to reduce the size
while not losing image qualities.
By turning our work into a webpage, we not only reduced paper consumption
but also provided a sound multimedia presentation. The web pages allow
us to share our research results and experiences with Chinese-speaking
students and teachers through audios and images. Our work is then translated
into English with the help of our teachers so that we can share our
work and results with audiences all over the world.
3. Each participant represents a different
community and plays the role of an ambassador of their county. Please
explain how each participant fulfilled this role?
The 9 members interviewed foreign tourists and recorded their experiences,
then compiled meaningful statistics. Before the publishing of English
version on the website, 4 members traveled to Los Angeles and Paris,
and surveyed over 100 people to ask them about the tallest building
in the world, Taipei 101. In the process, they were also spreading the
words for this proud landmark of Taiwan.
4. What influence and impact did the
project bring to your life?
It is an unforgettable adventure to all of us.
Looking back to those 200 days, this group of 3rd and 4th graders had
transcended their daily routines to care about world events. The Taipei
101 research project opened up their perspectives as they started to
care about their surroundings. Some initially had difficulty in writing,
but they worked really hard to overcome this problem by reading many
news articles and reports about Taipei 101. During the interviews with
foreigners, the children also improved their English skills.
During the time participating in the Cyber Fair, the kids not only improved
their tacit collaboration skills but also interviewed Mayor Ma. They
also joined the Microsoft Online Trivia Competition, where they learned
the importance of teamwork. Many former Ren-Ai participants came to
cheer for them. Although they did not win the challenge, it was an unforgettable
experience.
5. About Intelligence Property Right:
This research involves a lot of new topics. W e would like to give special
thanks to the Taipei 101 and the Taipei government. Also we want to
thank C.Y.Lee & partners Architects/ Planners, “Fu-Guo Engineer
Consulting Firm, and United Daily News Group for providing background
information. Taipei 101 also provided a clip of the movement of TMD
when Typhoon Maring hit Taipei. Most pictures on the website have been
taken by group members or their parents.
6. Discovery, Lessons and Afterthoughts:
No pains, no gains. “Taipei 101 Project” is not only a case study but
also a miniature research for elementary teachers and students who try
to do their best to introduce the tallest building to the whole world.
It is a sacred mission indeed.
TITLE |
NAME |
To-Do List |
Leader |
Lee, Jun-Cheng |
Information-collecting and arranging; poem-writing; photographing |
Assistant-
Leader
|
Wen, Yi-En |
Essay-writing; web-page animation |
Member |
Hsu, Si-Ning |
Poem-writing; questionnaire-design; decorating; photographing |
Member |
Chen, Chi-Heng |
Questionnaire-design; interview; decorating |
Member |
Lai, Hsuan-Wei |
Interview; decorating; website kit-design;
web-page animation
|
Member |
Wang, Wen-Han |
Interview; photographing; interview-arranging; poem-writing |
Member |
Chen, Yu-Ting |
Interview; survey; poem-writing; CG |
Member |
Lai, Hsuan-Chung |
Interview; decorating; website kit-design; web-page animation |
Member |
Cheng, Yu-Tong |
Survey; photographing; poem-writing |
The Chronicles of Fantastic 9 |
Time |
Big Events |
Done |
2005.05-2005.06 |
Recruiting; Organizing “Fantastic 9” |
◎ |
2005.06-2005.07 |
“Summer camp 101” for intensive trainings; Collecting information; Contacting
architect, Mr. Lee |
◎ |
2005.07-2005.08 |
Doing survey in middle and southern Taiwan, L.A., and Paris |
◎ |
2005.09-2005.10 |
“National Day Camp 101” for intensive trainings; Interviewing GM of Taipei
101 and managers of stores and restaurants |
◎ |
2005.10-2005.11 |
“Brain-storming Camp”; Interviewing President of TP101, Ms. Chen and consultant
company; Arranging information |
◎ |
2005.11-2006.01 |
Interviewing Mayor, Mr. Ma; Constructing website in Chinese version; Translating
Chinese articles |
◎ |
2006.01-2006.03 |
Checking translation; Constructing website in English version |
○ |
Taipei
101 Project Contribution Analysis |
Participants |
Contribution |
Percentage |
Students |
1. Interviewing related people
2. Photographing
3. Recording interview
4. Editing information
5. Designing interview topics
6. Reporting progress
7. Collecting information
8. Sketching TP101
9. Making animation of TP101
|
65% |
Instructors |
1. Initiating meetings
2. Arranging and analyzing research information
3. Instructing and reviewing web-page
4. Planning project
5. Providing computer and software assistance
6. Final-checking students’ worksheets
|
10% |
Volunteer Instructors |
1. Directing animation-making
2. Supporting interpreting of website
3. Instructing website-design
|
10% |
Parents |
1. Contacting interviewees
2. Supporting related activities
|
10% |
Others(shop managers, community residents, tourists, foreign interviewees) |
1. Receiving interviews
2. Finishing questionnaire
|
5% |