AI PROJECT LOGBOOK

Resource for Students

(Adapted from “IBM EdTech Youth Challenge – Project Logbook”
developed by IBM in collaboration with Macquarie University, Australia
and Australian Museum)

KEY PARTNERS

INDIA IMPLEMENTATION PARTNERS

GLOBAL PARTNERS

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 AI Project Logbook

PROJECT NAME:

SCHOOL NAME:

YEAR/CLASS:

TEACHER NAME:

TEACHER EMAIL:

TEAM MEMBER NAMES AND GRADES:

1.

2.

3.

4.

5.

6.

Note: Add more rows if there are more members in your team

2
1. Introduction
This document is your Project Logbook, and it will be where you record your
ideas, thoughts and answers as you work to solve a local problem using AI.

Make a copy of the document in your shared drive and work through it digitally
with your team. You can also print a copy of the document and submit a scanned
copy once you have completed the Project Logbook. Feel free to add pages and
any other supporting material to this document.

Refer to the AI Project Guide for more details about what to do at each step of your
project.

2. Team Roles
2.1 Who is in your team and what are their roles?

Role Role description Team Member Name

PROJECT LEADEER IDENTIFIES PROBLEMS AND ROSHNI VITTAL

PROVIDES DATA

INFORMATION FILMS THE ACTIVITIES AND VANEYA AND SHAIES

RESEARCHER EDITS IT INTO A PRESENTATION

PROTOTYPE WORKS WITH THE DATA EXPERT AEKAS AND SHRUTIKA

BUILDER TO TRAIN AND TEACH THE
COMPUTER

DATA EXPERT DECIDES TYPE OF DATA NEEDED INSIA

AND COLLECTS DATA

VIDEO PUBLISHER GENERAL COORDINATION AND TWINKLE

ISSUE RESOLUTION

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 2.2 Project plan

The following table is a guide for your project plan. You may use this or create
your own version using a spreadsheet which you can paste into this section. You
can expand the ‘Notes’ section to add reminders, things that you need to follow
up on, problems that need to be fixed urgently, etc.

Phase Task Planne Planne Planne Actu Actual Actual Who is Notes/
d start d end d al end duration responsib Remarks
date date duratio start date (hours, le
n date minutes)
(hours,
minutes
)
Preparing for Coursework, 15/7 16/7 3 HRS 15/7 15/7 2.5 HRS SHAIES &
the project readings VANEYA
Set up a 15/7 15/7 10 MINS 15/7 15/7 15 MINS ROSHNI &
team folder TWINKLE
on a shared
drive
Defining the Background 16/7 16/7 3HRS 16/7 16/7 3.5 HRS SHAIES &
problem reading VANEYA
Research 17/7 17/7 3HRS 17/7 17/7 3HRS SHAIES &
issues in our VANEYA
community
Team 18/7 18/7 1 HR 18/7 18/7 1.5 HRS ROSHNI
meeting to
discuss
issues and
select an
issue for the
project
Complete 1/7 1/7 10 MINS 1/7 19/7 5 MINS SHAIES
section 3 of
the Project
Logbook
Rate 1/7 19/7 10 MINS 19/7 19/7 5 MINS ROSHNI
yourselves
Understandin Identify 20/7 20/7 30 MINS 20/7 20/7 30 MINS SHRUTIKA &
g users AEKAS
the users
Meeting with 20/7 20/7 1 HR 20/7 20/7 1.5 HRS SHAIES
users to
observe
them
Interview 21/7 21/7 30 MINS 21/7 21/7 30 MINS SHRUTIKA &
with user (1) AEKAS
Interview 21/7 21/7 30 MINS 21/7 21/7 30 MINS SHRUTIKA &
with user (2), AEKAS
etc…
Complete 21/7 21/7 10 MINS 21/7 21/7 20 MINS ROSHNI
section 4 of
the Project
Logbook
Rate 21/7 21/7 10 MINS 21/7 21/7 10 MINS SHRUTIKA &
yourselves AEKAS
Brainstormin Team 22/7 22/7 1.5 HRS 22/7 22/7 2 HRS SHAIES &
g SHRUTIKA
meeting to
generate
ideas for a
solution
Complete 22/7 22/7 10 MINS 22/7 22/7 10 MINS TWINKLE
section 5 of
the Project
Logbook
Rate 22/7 22/7 10 MINS 22/7 22/7 10 MINS SHAIES
yourselves
Designing Team 23/7 23/7 1 HR 23/7 23/7 40 MINS NAINA &
your solution meeting to TWINKLE
design the
solution
Complete 23/7 23/7 10 MINS 23/7 23/7 10 mins NAINA
section 6 of

4
 the logbook
Rate 23/7 23/7 10 MINS 23/7 23/7 10 MINS NAINA
Yourselves
Collecting Team 24/7 24/7 2 HRS 24/7 24/7 2.5 HRS SHRUTIKA &
and meeting to AEKAS
preparing discuss data
data requirements
Collecting Data 25/7 25/7 1.5 HRS 25/7 25/7 2 HRS SHAIES
and collection
preparing
data
Prototyping
Data 25/7 25/7 1 HR 25/7 25/7 1 HR SHAIES
preparation
and
labelling
Complete 26/7 26/7 10 MINS 26/7 26/7 10 MINS SHAIES
Section 6
of the
Project
Logbook
Team 27/7 27/7 1 HR 27/7 27/7 1.5 HRS NAINA
meeting to
plan
prototyping
phase
Prototyping Train your 28/7 28/7 30 MINS 28/7 28/7 1 HR NAINA
Testing model with
input dataset
Test your 28/7 28/7 30 MINS 28/7 28/7 30 MINS NAINA
model and
keep
training
with more
data until
you think
your model
is
accurate
Write a 29/7 29/7 1 HR 29/7 29/7 1 HR TWINKLE
program to
initiate
actions
based on
the result
of your
model
Complete 29/7 29/7 10 MINS 29/7 29/7 10 MINS TWINKLE
section 8
of the
Project
Logbook
Rate 29/7 29/7 5 MINS 29/7 29/7 10 MINS TWINKLE
yourselves
Team 30/7 30/7 1 HR 30/7 30/7 45 MINS ROSHNI
meeting
to
discuss
testing plan
Testing Invite 31/7 31/7 20 MINS 31/7 31/7 30 MINS ROSHNI
Creating users to
the video test your
prototype
Conduct 1/8 1/8 30 MINS 1/8 1/8 30 MINS ROSHNI &
testing SHRUTIKA
with
users
Complete 1/8 1/8 10 MINS 1/8 1/8 30 MINS SHRUTIKA &
section 9 AEKAS
of the
Project
Logbook
Rate 1/8 1/8 5 MINS 1/8 1/8 10 MINS SHRUTIKA &
yourselves AEKAS
Team 2/8 2/8 1 HR 2/8 2/8 1.5 HRS VANEYA
meeting
to

5
 discuss
video
creation
Write your 2/8 2/8 1 HR 2/8 2/8 1 HR ROSHNI &
script VANEYA
Film your 2/8 2/8 1 HR 2/8 2/8 1.5 HRS ALL MEMBERS
video
Edit 2/8 2/8 2 HRS 2/8 2/8 2.5 HRS OUTSOURCED
your
video
Completin Reflect 20/8 20/8 20 MINS 20/8 20/8 20 MINS TEAM
g the on the
logbook project
with
your
team

Complete 20/8 20/8 30 MINS 20/8 20/8 30 MINS TEAM

sections 10
and 11 of
the Project
Logbook
Review 20/8 20/8 5 MINS 20/8 20/8 5 MINS TEAM
your
Project
logbook
and
video
Submission Submit
your
entries on
the IBM

2.3 Communications plan

Will you meet face to face or a mixture of communication?
We will meet online

How often will you come together to share your progress?

We will meet online

Who will set up online documents and ensure that everyone is contributing ?
Roshni

What tools will you use for communication?

Whatsapp and Zoom

2.4 Team meeting minutes (create one for each meeting held)

Date of meeting: 18/7, 20/7, 22/7, 23/7, 24/7, 27/7, 30/7, 2/8
Who attended: Entire team
Who wasn’t able to attend: -
Purpose of meeting: To ideate the path of our project and understand our
users
Items discussed:
1.Collecting and preparing data
2.Designing the solution
3.Creating the video
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Things to do (what, by whom, by when)
1.Topic selection – Roshni – 18/7
2.Meeting with the users – Shaies – 20/7
3.Generating solution – Shaies & Naina -22/7
4.Designing the solution – Naina & Twinkle -23/7
5. Data requirements – Shrutika & Aekas – 24/7
6.Prototype planning – Naina – 27/7
7. Testing plan – Roshni – 30/7

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 3. Problem Definition
3.1 List important local issues faced by your school or
community

 Accessibility and inclusivity: Some students and community members may have difficulty
converting their
 handwritten notes to digital text due to physical, cognitive, or learning disabilities.
Ensuring that any technology or
 software used for this purpose is accessible and inclusive is a key concern.
 Technological access and literacy: Not all students and families in the community may
have reliable access to the
 necessary devices, software, or internet connectivity to easily convert handwritten notes to
digital text. There are
 also varying levels of technological literacy that need to be addressed.
 Privacy and data security: When converting handwritten notes to digital text, there are
concerns about the privacy
 and security of any personal or sensitive information contained in those notes. Ensuring
proper data handling and
 storage protocols is important.
 Costs and budgetary constraints: Implementing effective solutions for converting
handwritten notes to text, such as
 purchasing appropriate software or devices, can be costly for the school district and
community. Finding ways to
 make these resources accessible and affordable is a challenge.
 Integration with existing systems: The school may need to ensure that any technology or
software used for
 converting handwritten notes integrates seamlessly with the school's existing
technological infrastructure, such as
 learning management systems or student information databases.

3.2 Which issues matter to you and why?

 Accessibility and inclusivity: Some students and community members may have difficulty
converting their
 handwritten notes to digital text due to physical, cognitive, or learning disabilities.
Ensuring that any technology or
 software used for this purpose is accessible and inclusive is a key concern.

3.3 Which issue will you focus on?

 To build a software that can convert handwritten notes to digital text in order
 to deal the above mentioned problems

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 3.4 Write your team’s problem statement in the format below.

 How can we help students and teachers to find a way to ensure that all users have the
necessary tools and skills to
 convert their handwritten notes to digital text , so that we can ultimately enhancing our
learning experiences and
 academic success .

Rate yourself

Problem Definition

1 point - A local problem is described

2 points - A local problem which has not been fully solved before is described.
3 points - A local problem which has not been fully solved before is explained in detail with
supporting research.

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 4. The Users
4.1 Who are the users and how are they affected by the
problem?

 The students and teachers are the users

 And the problem they are affected with is lack of efficient note taking and learning

4.2 What have you actually observed about the users

and how the problem affects them?

 When students are unable to effectively convert their handwritten notes to digital
text, they can face several challenges including :

1. Inefficient note-taking and review:

- Without the ability to convert handwritten notes to text, students may struggle to organize,
search, and review their notes efficiently, especially as the volume of notes increases
over time.
- This can make it more difficult for students to refer back to important information and
concepts covered in class.

2. Difficulty with collaboration and sharing:

- Handwritten notes can be difficult to share and collaborate on with classmates or
instructors, as they may not be easily accessible or editable in a digital format.
- This can hinder the ability to engage in group study sessions, peer review, or collaborative
note-taking.

3. Accessibility and inclusivity issues:

- Students with disabilities, such as those with visual impairments or motor skill challenges,
may have a harder time converting their handwritten notes to digital text, which can limit
their ability to participate fully in the learning process.
- This can create equity and inclusion concerns, as these students may not have the same
opportunities to access and utilize their notes effectively.

4. Technological barriers and learning gaps:

- Some students may lack the technological literacy or familiarity with the necessary tools
and software required to convert handwritten notes to digital text.
- This can lead to frustration, slower note-taking, and potential learning gaps if they are
unable to effectively leverage digital resources.

5. Time and productivity challenges:

- The manual process of converting handwritten notes to digital text can be time-consuming
and inefficient, especially for students who need to review and study their notes
regularly.
- This can negatively impact their overall productivity and the time they have available for
other academic tasks and responsibilities. Addressing these challenges through the
effective integration of technologies and providing training and support to students can
help ensure that all learners have the necessary tools and skills to convert their
handwritten notes to digital text, ultimately enhancing their learning experiences and
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academic success

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4.3 Record your interview questions here as well as responses
from users.

Q) What's the issue you face on a day to day basis regarding poor access to digital
note taking softwares ?
Ans : Without the ability to convert handwritten notes to text, i struggle to
organize, search, and review their notes efficiently, especially as the volume of
notes increases over time.
- This can make it more difficult for me to refer back to important information
and concepts covered in class.

Q) What do you think will help your situation? Do you think A.I. can help?
Ans: A proper software that can help me to convert my handwritten note to digital
text which will also help me to organize and share my notes . I am not aware how A.I.
can help me, but I'm optimistic about how you plan to deal with this problem.

Q. How will the resolution of this issue affect you?

Ans: Addressing these challenges through the effective integration of
technologies and providing training and support to students can help ensure that
all learners have the necessary tools and skills to convert their handwritten notes
to digital text, ultimately enhancing their learning experiences and academic
success

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4.4 Empathy Map

Map what the users say, think, do and feel about the problem in this table

What our users are saying What our users thinking

1) Inefficient note-taking and review The manual process of converting

2) Difficulty in sharing and collaboration handwritten notes to digital text can be
of notes time-consuming and inefficient, especially
3) It effects students learning experience for students who need to review and
and academic success study their notes regularly.

What our users are doing How our users feel

1)Trying to manage handwritten notes They feel neglected because their

2) Awaiting their response and hoping to problem is not taken seriously
see a change

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4.5 What are the usual steps that users currently take related to the
problem and where are the difficulties?

 Capturing the handwritten notes: Users take photos or scans of their handwritten
notes using a smartphone, scanner, or tablet.

 Uploading the notes: They then transfer the images to their computers or cloud
storage for processing.

 Editing and saving: After conversion, users may need to review and edit the text for
accuracy. Finally, they save the converted text in a suitable format.

 Its very time consuming

4.6 Write your team’s problem statement in the format below.

Students and teachers are experiencing issues with note taking and note
review as the manual process of converting handwritten notes to digital text can
be time-consuming
and inefficient, especially for students who need to review and study their
notes regularly. This is negatively impacting their overall productivity and the
time they have available for other tasks and responsibilities today because lack
of technologies and software used for this purpose

Rate yourself

The Users

1 point - The user group is described but it is unclear how they are affected by the problem.
2 points - Understanding of the user group is evidenced by completion of most of the steps in this
section.
3 points - Understanding of the user group is evidenced by completion of most of the steps in this
section and thorough investigation

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5. Brainstorming
5.1 Ideas

How might you use the power of AI/machine learning to solve the users’ problem by
increasing their knowledge or improving their skills?

AI Idea #1
Using image classification to sort waste

AI Idea #2
Using sensors to signal if the bins need to be cleared

AI Idea #3
Connecting waste management co-op to the people living in
the area with an app

AI Idea #4
Using an app to inform people of potential symptoms and
epidemics and diseases caused by improper waste
management
AI Idea #5
A.I. can access the area and inform the sanitation co-op
what mode of sanitation needs to take place

15
 5.2 Priority Grid

Evaluate your five AI ideas based on value to users and ease of creation and
implementation.
Hig
h

High value to users, easy to create High value to users, hard to create
VALUE TO USERS

Low value to users, easy to create Low value to users, hard to create

Lo
w
Easy Hard
EASE OF DEVELOPMENT

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 5.3 Based on the priority grid, which AI solution is the best fit for your
users and for your team to create and implement?

Briefly summarize the idea for your solution in a few sentences and be
sure to identify the tool that you will use.

Our solution is an A.I. based approach that uses simple image classification to identify different
types of waste and sort them. We will use teachable machine to resolve the above mentioned issue

Rate yourself

Brainstorming

1 point – A brainstorming session was conducted. A solution was selected.

2 points - A brainstorming session was conducted using creative and critical thinking. A solution was
selected with supporting arguments in this section
3 points - A brainstorming session was conducted using creative and critical thinking. A compelling
solution was selected with supporting arguments in this section.

17
 6. Design

6.1 What are the steps that users will now do using your AI solution
to address the problem?

 After using appropriate software to convert their handwritten notes to digital text, users can follow
these steps to effectively leverage and manage their converted notes:

 Review and edit the converted text:

 Organize and structure the digital notes:

 Enhance the digital notes:

 Integrate the digital notes with other learning tools:

 Backup and secure the digital notes:

 Share and collaborate on the digital notes:

 Develop note-taking and review strategies:

 Seek support and training:

 By following these steps, users can effectively leverage the benefits of converting handwritten
notes to digital text, improving their overall learning efficiency, collaboration, and academic
performance.

Rate yourself

Design

1 point – The use of AI is a good fit for the solution.

2 points - The use of AI is a good fit for the solution and there is some documentation about how
it meets the needs of users
3 points - The use of AI is a good fit for the solution. The new user experience is clearly
documented showing how users will be better served than they are today.

18
7. Data

7.1 What data will you need to train your AI solution?

Images

7.2 Where or how will you source your data?

Where will Do you have Ethical

the data Who owns permission to consideratio
Data come from? the use the data? ns
needed data?
Google Public source Yes -
Have

- - - -
Want/Need

- - - -
Nice to
have

Rate yourself

Data

1 point – Relevant data to train the AI model have been identified as well as how the data will
be sourced or collected.
2 points - Relevant data to train the AI model have been identified as well as how the data will
be sourced or collected. There is evidence that the dataset is balanced.
3 points - Relevant data to train the AI model have been identified as well as how the data will be
sourced or collected. There is evidence that the dataset is balanced, and that safety and privacy have
been considered.

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8. Prototype

8.1 Which AI tool(s) will you use to build your prototype?

8.2 Which AI tool(s) will you use to build your solution?

8.3 What decisions or outputs will your tool generate and what further
action needs to be taken after a decision is made?

Rate yourself

Prototype

1 point – A concept for a prototype shows how the AI model will work.
2 points - A prototype for the solution has been created and trained.
3 points - A prototype for the solution has been created and successfully trained to meet users’
requirements.

20
 9. Testing
9.1 Who are the users who tested the prototype?

Roshni
Twinkle
Naina
Shrutika & Aekas
Shaies
Vaneya
Abdullah

9.2 List your observations of your users as they tested your solution.

 Users were able to use the app although it took them some time
 Users grew a bit impatient when the app took some time

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9.3 Complete the user feedback grid

What works What needs to change

 AI model  Design and use interface

Questions? Ideas

 How can the process be made quick  Sorting bins can be put in place to
quicken the process

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 9.4 Refining the prototype: Based on user testing, what needs to be
acted on now so that the prototype can be used?

 More training so that the model is more efficient

9.5 What improvements can be made later?

 Design and user interface

Rate yourself

Testing

1 point – A concept for a prototype shows how it will be tested.

2 points - A prototype has been tested with users and improvements have been identified to
meet user requirements.
3 points - A prototype has been tested with a fair representation of users and all tasks in this
section have been completed.

23
10. Team collaboration
10.1 How did you actively work with others in your team and with
stakeholders?

I actively worked with my team on the AI project for handwritten digit identification by
encouraging open communication and a collaborative atmosphere. We started by laying out our
project objectives in detail and allocating positions according to people's skills and areas of
expertise. We took the initiative to set up frequent meetings where we spoke about our progress,
worked through obstacles, and came up with ideas for fixes as a group. Furthermore, we managed
version control with Git and coordinated code merging to guarantee a smooth integration of our
work. We also organised knowledge-sharing meetings where team members may discuss the
most recent advancements in neural network and machine learning techniques and submit their
research. We were able to successfully utilise our combined talents by keeping a supportive and
welcoming environment, producing a thorough and accurate digit recognition model.

Rate yourself

Team collaboration

1 point – There is some evidence of team interactions among peers and stakeholders.
2 points - Team collaboration among peers and stakeholders is clearly documented in this section.
3 points - Effective team collaboration and communication among peers and stakeholders is
clearly documented in this section.

24
11. Individual learning reflection
11.1. Team Reflections

A good way to identify what you have learned is to ask yourself what surprised
you during the project. List the things that surprised you and any other thoughts
you might have on issues in your local community.

Team member name: Roshni

Learned the importance of time management and how to work as a team

Learned how important note taking is

Team member name: Aekas

Gained a deeper understanding of the diverse range of handwriting styles, scripts and
character formations that the model needs to be able to recognize and transcribe accurately

Team member name: Naina

Learned how to communicate efficiently to formulate plans according to the tasks at hand

Team member name: Twinkle

Gained a deeper understanding of the technical, user- centric, ethical considerations

involved in creating such an innovative and transformative technology for the education and
learning sectors

Team member name: Shaies

Learnt strategies for data collection, annotation, and augmentation to improve the model’s
ability to handle diverse handwriting samples and edge cases

Team member name: Vaneya

Learnt valuable lessons about model performance, generalization, and the trade-offs
between accuracy, speed, and computational complexity

Team member name: Shrutika

Gathered valuable feedback and insights on the user experience, pain points and desired
features. This feedback will help the team refine the model, user interface, and overall
functionality to better meet the needs of student educators and other users

Team member name: Abdullah

Learned how to effectively apply computer vision and machine learning algorithms to
25
analyze and interpret handwritten text in digital images

26
Note: Add more boxes if there are more members in your team

Rate yourself

Individual Learning Reflection

1 point – Some team members present an account of their learning during the project.
2 points - Each team presents an account of their learning during the project.
3 points - Each team member presents a reflective and insightful account of their learning during
the project.

27
12. Video link

Enter the URL of your team

video: Enter the password (if

any):

28
Appendix
Recommended Assessment Rubric (for
Teachers)

LOGBOOK AND VIDEO CONTENT

Steps 3 points 2 points 1 point Points
Given
Problem A local problem which has A local problem which has A local problem is
definition not been fully solved before not been fully solved before described
is explained in detail with is described.
supporting research.

The Users Understanding of the user Understanding of the user The user group is
group is evidenced by group is evidenced by described but it is
completion of all of the completion of most of the unclear how they are
steps in Section 4 The Users steps in Section 4 The affected by the
and thorough investigation. Users. problem.

Brainstorming A brainstorming session was A brainstorming session A brainstorming

conducted using creative and was conducted using session was
critical thinking. A compelling creative and critical conducted. A solution
solution was selected with thinking. A solution was was selected.
supporting arguments from selected with supporting
Section 5 Brainstorming. arguments in Section 5
Brainstorming.
Design The use of AI is a good fit for The use of AI is a good fit The use of AI is a good
the solution. The new user for the solution and there fit for the solution.
experience is clearly is some documentation
documented showing how about how it meets the
users needs of users.
will be better served than
they are today.
Data Relevant data to train the AI Relevant data to train the AI Relevant data to train
model have been identified model have been identified the AI model have
as well as how the data will as well as how the data will been identified as well
be sourced or collected. be sourced or collected. as how the data will be
There is evidence that the There is evidence that the sourced or collected.
dataset is dataset is balanced.
balanced, and that safety and
privacy have been
considered.
Prototype A prototype for the solution A prototype for the A concept for a
has been created and solution has been created prototype shows how
successfully trained to meet and trained. the AI model will work
users’
requirements.
Testing A prototype has been A prototype has been A concept for a
tested with a fair tested with users and prototype shows how
representation of users and improvements have been it will be tested.
all tasks in Section 9 identified to meet
Testing have been completed. user requirements.
Team Effective team collaboration Team collaboration among There is some evidence
collaboration and communication among peers and stakeholders is of team interactions
peers and stakeholders is clearly documented in among peers and
clearly documented in Section 10 Team stakeholders.
Section 10 Team collaboration.
collaboration.
Individual Each team member Each team presents an Some team members
learning presents a reflective and account of their learning present an account of
insightful account of their during the project. their learning during the
learning during the project. project.

Total points

29
VIDEO PRESENTATION
Points Given
3–
Criteria excellent
2 – very
good
1 – satisfactory

Communicatio The video is well-paced and communicated, following

n a clear and logical sequence.

Demonstrations and/or visuals are used to illustrate

Illustrative
examples, where appropriate.

Accurat The video presents accurate science and technology

e and uses appropriate language.
languag
e

The video demonstrates passion from team members

Passion
about their chosen topic/idea.

Sound and
image
The video demonstrates good sound and image
quality quality.

The content is presented in the video within a 3-

Length
minute timeframe.

Total points

30