MIT Solve

Solution Overview

Solution Name:

LET THE KIDS PLAY AND EARN CONFIDENCE++$

One-line solution summary:

IF CHILD IS NOT MENTALLY RETARDED HE HAS THE POTENTIAL BE THE BEST IN WHAT HE DOES WITH COMPASSION. LET US CHANGE THE EVALUATING CRITERIA!

Pitch your solution.

NOWADAYS SCHOOLS EVALUATE ONLY RATIONAL THINKING AND LINGUISTICS. THAT IS WHY MANY CHILDREN BECOME BACKWARD OR NOT FORWARD ENOUGH WHEN THEY BECOME ADULTS.

OVERALL OBJECTIVE:

TO ESTABLISH A SCHOOL CHILDREN’S INVENTOR SOCIETY NETWORK (SCISN) TO LEARN, DESIGN, DEVELOP AND TEST TOY AND TABLETOP GAMES AND STRENGTHEN ITS CAPACITY TO INFLUENCE POLICIES AND PRACTICES RELATED TO VULNERABLE AND MARGINALISED CHILDREN FOR INCAPABILITY, BY THE END OF 2022

SPECIFIC OBJECTIVES:

TO ORGANIZE 12 SCISN CHILDREN’S CLUBS AND TEACH THEM WITH SKILLS AND COMPETENCIES, TO BUILD COALITIONS AMONG THEMSELVES FOR SHARING KNOWLEDGE IN SPECIFIC SKILLS AND SAFEGUARDING THE INTELLECTUAL RIGHTS OF CHILD INVENTORS IN THE SOUTHERN, EASTERN, WESTERN AND NORTHERN PROVINCES OF SRI LANKA BY END OF 2021.
TO SUPPORT 04 SCISN NETWORKS TO ADVOCATE TOWARDS INFLUENCING EXISTING POLICIES AND PRACTICES RELATED TO CHILD INVENTOR RIGHTS
TO FACILITATE/NETWORK/COORDINATE WITH MEDIA TO PLACE CHILDREN’S INTELLECTUAL RIGHTS IN THE PUBLIC AGENDA AND TO HIGHLIGHT CHILD RIGHTS ISSUES

What specific problem are you solving?

DISCOVER TALENT AMONG MARGINALIZED CHILDREN AND HELP THEM EARN MONEY

Marginalizing takes place due to poverty as well as poor design of the classroom design. Teachers must be trained to teach online. Teacher must be aware of each child's intelligences or leaning mode preference. Following questionnaire must be used

read more about student learning

IRRADICATE POVERTY AT FAMILY LEVEL

Poor families lack access to opportunities. Therefore children who come from such families must be given marketable skills like carpentry.

IRRADICATE POVERTY AT NATIONAL LEVEL

When students are skilled and digitally literate then starts earning through their intellectual properties the GDP will go up.

What is your solution?

HARWARD GARDNER THE EDUCATIONIST STATES, IF YOU WERE TO IDENTIFY THE INBORN INTELLIGENCE , YOU MUST OBSERVE HOW THEY PLAY AND MISBEHAVE. MI THEORY

LINGUISTICS IS ONLY 30% OF COMMUNICATION PROCESS, AND THEREFORE SECI MODEL DESCRIBES HOW KNOWLEDGE MANAGEMENT TAKES PLACE UPTO ONE'S SELF CONFIDENCE LEVEL.

https://eprints.kingston.ac.uk...

CARNEGIE MELON UNI PROVIDE ALL NECESSARY SILLABI CONTENT

Who does your solution serve, and in what ways will the solution impact their lives?

Title of the Call for Proposals Strengthening the role and standing of school children in the Civil Society towards enhancing their creative inventive skills and promoting and setting a model in taking their innovations to the international market while protecting their intellectual property rights of all children

DESCRIPTION

Title
Strengthening the role and standing of school children in the Civil Society towards enhancing their creative inventive skills and promoting and setting a model in taking their innovations to the international market while protecting their intellectual property rights of all children.

Location(s)
The project will be implemented in 04 provinces and in 03 divisions each in Sri Lanka as follows;
Western Province – Gampaha, Kalutara and Colombo Districts
Southern Province – Galle, Matara and Hambantota Districts
Eastern Province – Batticaloa, Ampara and Trincomalee Districts
Northern Province – Jaffna, Mannar and Vavuniya Districts

Total duration of the action 6 months

Objectives of the action Overall Objective:

To establish a School children’s Inventor Society Network (SCISN) to Learn, design, develop and test toy and Tabletop Games and strengthen its capacity to influence policies and practices related to vulnerable and marginalized children for incapability, by the end of 2022

Specific Objectives:

To organize 12 SCISN children’s clubs and teach them with skills and competencies, to build coalitions among themselves for sharing knowledge in specific skills and safeguarding the intellectual rights of child inventors in the Southern, Eastern, Western and Northern provinces of Sri Lanka by end of 2021.
To support 04 SCISN networks to advocate towards influencing existing policies and practices related to child Inventor rights
To facilitate/network/coordinate with media to place children’s Intellectual rights in the public agenda and to highlight child rights issues
Allies Global Toy and Board Game developers like WWW.ZURU.COM
Target group(s) 360 children aged between 8-18years from all communities including vulnerable and misfits to college type education who will become members of the SCISN network from the four provinces
Child-focused or child rights based local/ community based organisations including faith based, education providing groups, institutions, foundations and associations working towards the protection and promotion of human/child rights; who will be part of the Civil Society network that will recognize the Children’s right to play.
Media personnel working with district/provincial journalists association and state/non state media group

Final beneficiaries 360 Intelligent children including those who are marginalized as misfits to education system’s limited evaluation methodologies, from 12 districts distributed in 04 provinces in Sri Lanka.
Estimated results Recognize the children’s need and right to play as a public opinion in the civil society
(Sri Lanka recorded a trade deficit is minus 208.70 USD Million in July of 2020) Fact that those children’s inventions can bring in foreign currencies by selling intellectual rights and as royalty fees. Thereby children can contribute to the economy by creating playing things.
Civil society influences policies and practices to improve the implementation of the Child Rights Conventions.
District based media practitioners become competent on the subject of children’s right to play and its earning potential
Increase in the media reports on children’s issues by media personnel because SCISN members create news. Every invention is newsworthy
Upon the success of this pilot project we intend to go for larger resource base to cater to large number of recipients.
Main activities Capacity building SCISN network members, by advertising in newspaper and articles written by media personnel on the UNCRC, Child participation and Child protection and Child right to Play..
Mobilisation of SCISN club members towards establishing themselves, lead my teachers
Teachers who will be provided with smart mobile phones, will be appointed as incharge of SCISN Clubs.
Educating teacher-in-charge online in our moodle Learning Management system ( www.inventorium.xyz )and forum.
Teach children in SCISN clubs on game development and toy designing.
Evaluating the products designed, by SCISN clubs and advising them on how to improve them.
Conduct competions among SCISN Clubs to select the good design concepts.
Best inventions are to Be submitted to international toy and board/card game manufacturers under the inventors names for production.

Objectives;
Let me introduce myself first. I am a Presidential Award winner (2008) organized by Sri Lanka Inventors commission and also a invention agent who provide the following services to the inventors scattered throughout the world. I mainly focus on toy and board game industry from the blue print to finished product.

Our Services to Board and Card Game industry and designing toys

Product Development
We can help determine the best materials to use, how to package them, and how to produce your product most cost effectively.
Graphic Design
From logos to complete product and packaging design, we can help make your products leap off the shelf thanks to our in-house graphic designers.
Project Management
With decades of experience in preproduction planning, production scheduling, and logistics, our ability to get products manufactured as planned, on schedule, and within budget is second to none.
Safety Testing
We work directly with several of the world’s most reliable accredited 3rd party labs to make sure that your product meets the latest industry safety standards regardless of your distribution territory.
Prototyping
White samples and complete mock-up tooling samples can be provided for important sales meetings and merchandising opportunities
Product Sourcing
Looking for something unique? Our Hong Kong office is especially suited to find products, components, and materials throughout a wide network of suppliers overseas.
Mass Production
High-quality, turn-key custom manufacturing is the core of what we do. We’re well versed in a wide variety of manufacturing processes, complicated assembly requirements and quality control measures.
Fulfillment
Get your products in the hands of consumers fast, accurately and at a discounted shipping cost with our crowd funding fulfillment.
Freight Forwarding
Logistics coordination can make or break a product release. We coordinate overseas shipping around the world and can get your product where it needs to be when it needs to be there.
Business Development
Our consulting services can help you learn everything you need to know about the business side of the toy industry so that you can focus on what you do best – create.
Marketing Services
Once your product has been manufactured by GPI we won’t forget about you. Online ad packages and trade show booth space are available. Ask your project manager today!

Inculcating a habit of inventing among school children.

Considering the present plight of Sri Lanka, we are proposing the following project to get children to engage in continuous simulation of inventing toys and board games. The main reason is that they have a natural tendency to play. The play with toys and sometimes with some imagination of jack leaves as money when playing buying and selling. This imagination can be extended to toys and board games with rules and traditions if the ball hits the wall with one bounce that is “four runs” and if it is a direct hit it is a “six runs” in a game of cricket. Let the kids live life as child-like thinking as they have many years of adult life in the future.

We can support the inventor clubs in schools in designing toys if the authorities permit, this will be an extracurricular activity, which can be natural to kids. We can make the commendable design concepts as real toys and board games that will give kids’ “we can do it” like sense of confidence. Toys can be individual’s work but games are group activity.
According to Howard Gardner of “Multiple Intelligences Theory” fame, says that presently school curriculum assess only logical and linguistic intelligences. But there are many more intelligences like spatial, naturalist, musical, etc. that can be assessed by their creations.

Relevance of the action
Problem Analysis:
Severe shortage of foreign currency reserves to pay debt installments for loans taken for development (Sri Lanka recorded a trade deficit is minus 208.70 USD Million in July of 2020)
Children’s literacy in mother tongue is high, but English language acts as a barrier to refer internet sources etc. to self study. Further as children they have no motivation, vision and entrepreneurial skills to focus on an objective
No computer hardware freely available as they cannot afford the high cost.
School structure and student distribution by age is as follows
Primary
Kindergarten: 3-5 year olds
Grade 1: 5-6 year olds
Grade 2: 6-7 year olds
Grade 3: 7-8 year olds
Grade 4: 8-9 year olds
Grade 5: 9-10 year olds - Scholarship Examination
Secondary
Junior secondary
Grade 6: 10-11 year olds
Grade 7: 11-12 year olds
Grade 8: 12-13 year olds
Grade 9: 13-14 year olds
Senior secondary
Grade 10: 14-15 year olds
Grade 11: 15-16 year olds - G.C.E Ordinary Level Examination
Collegiate
Grade 12: 16-18 year olds
Grade 13: 17-19 year olds - G.C.E Advance Level Examination

Most of the schools in Sri Lanka are maintained by the government as a part of the free education. Currently there are 10,012 government schools with a student population of 4.2 million and 235,924 teachers, 736 Pirivenas where monks are trained and also 104 private schools with 127,968 students.
Target group and final beneficiaries:
The project will be implemented in the Western Province, Southern Province, Eastern Province and the Northern Province of Sri Lanka. As IdeaHelp Foundation has not worked in these 04 provinces in the past, we will select 03 districts in each province for the implementation of the project. A total of 150,000 children will be reached through the project operational in 12 districts. In general IdeaHelp Foundation will select to work with communities and civil societies who have experiences of and are dealing with issues of poverty, discrimination, child sexual, physical abuse, neglect, violence and exploitation. The project will be mainly focusing on children and communities affected by conflict, violation of rights of children leading to abuse of children, victims of torture, media and the rights of persons with disabilities. In addition the communities’ would consist of all 03 ethnic groups, Sinhala Tamil and Muslim. Based on the nature and extent of the violation of child rights the project will work with communities living in Urban, rural areas, including the plantation communities and communities residing in the free trade zone/garment factory areas. The project will involve civil society organizations in each province, including media personnel/organizations/networks within each province. Children and their communities within the four provinces will benefit by the interventions and through the strengthened capacity of the Civil Society network and Media personnel. A brief introduction to the context of each province is as follows;
Western Province – Colombo, Gampaha and Kaluthara Districts
The Western province of Sri Lanka has 03 main districts: Colombo, Gampaha and Kalutara. These three districts have the highest population in Sri Lanka, as follows; Colombo - 2,251,274, Gampaha - 2,063,684 Kalutara - 1,066,239. The Western province comprises of urban and rural communities of all 03 ethnic groups, including the industrial and commercial and coastal line settings. Within the province there is an attraction for tourism as well. High numbers of Child sexual and physical abuse is reported from the province, particularly owing to the commercialized and urbanized setting of the province.

Sri Lanka Factbook

Southern Province – Matara, Galle and Hambantota
The Southern province comprises of Matara, Galle and Hambantota districts and has a total population of 2,278,271. The southern province encompasses the coastal belt and was one of the provinces that was badly affected by the Tsunami in 2004. The district has all 03 ethnic groups and has many plantation communities inland. Within the rural communities of the southern province, many youth joined the Sri Lanka armed forces and thereby, many young families do not have the heads of their household due the loss of lives. There is an increase seen in the number of women headed house-holds due the many lives that were loss as a result of the armed conflict in the north and east of Sri Lanka.

Eastern Province – Trincomalee, Ampara and Batticaloa
The eastern province has a population of 1,419,602 and comprises of the three districts; Batticaloa, Ampara and Trincomalee. The eastern province has been affected by the 03 decade armed conflict and was the worst hit province during the Tsunami in 2004. The affect of conflict includes the recruitment of children to the armed conflict, displacement and resettlement, numbers of persons with disabilities, family separation, domestic and gender based violence and physical and sexual abuse.

Northern Province – Mannar, Vavuniya and Jaffna Districts
The Northern Province comprises of 05 districts and the current proposal will work in 03 districts namely, Mannar, Vavuniya and Jaffna. The 03 decade long armed conflict had a huge impact in the lives and livelihoods of all the people living in the province, leaving many children separated from families, at risk and or being recruited in the armed conflict, massive displacement and re-settlement, huge number of people with disabilities, destruction of homes and everything that belonged to them, high volumes of violence in their communities and within homes, loss of male’s, increase of women and child headed families.

Specific problems to be addressed by the action and the perceived needs and constrains of the target groups
The project will specifically address the following problems and issues in relation to the respect, promotion and protection of the rights of children.
The lack of coordination and active role that could be played by civil society organisations in Sri Lanka towards democracy and respect of rights
The need for mass media (print, electronic) and media personnel to be mediums to channel messages and practices of democracy, rule of law and protection of rights
Lack of advocacy and lobbying towards the defence of the rights of children, public institution-building and democratic participation and representation of children with what concerns them
The presence of community divisions, stereotypes, discrimination and prejudices preventing peaceful and harmonious living

Duration and indicative action plan for implementing the action
The duration of the action will be 24 months.

Sustainability
⁭ In order to mitigate the risk of political will on children’s rights issues being sidetracked by short-term political consideration and diversions, commitment from political actors involved will need to be secured early and we will be focused on its long-term goals about child rights while searching for short and medium term alternatives to archive them.
The main preconditions and assumptions revolve mainly around key stakeholders.

Civil society actors and other organizations
We will need other strong and committed civil society actors and stakeholders such as UNICEF in advocacy to the government and the formation of civil society and children’s networks. Civil society organisations have to demonstrate interest in and commitment to forming a network and advocating for children's rights and contribute their human resources and time to actively participate in child rights monitoring, advocacy and promoting child participation. Solidarity needed for advocacy in a unified voice will be possible only if they share a broad interest and concern about children’s rights across ethnic, religious, language and conflict boundaries and develop an atmosphere of trust and cooperation amongst them.

Children
For the formation and functioning of the children’s network, children, especially those from conflict affected areas and children from extreme poverty conditions are available and willing to join and participate in the network.

Media
The media persons involved are able to attain increased coverage on children's issues and keep a sustained interest in public awareness raising of child rights and highlighting the need for the government to addressing child rights issues.

Financial sustainability
Consideration of financial sustainability and an appropriate exit strategy will be built into project planning. Successful advocacy initiatives will result in the government taking over full responsibility for financing changes in policies and practices for improving child rights after the implementation of the proposed action. SC and the partner will continue discussions and develop effective strategies in terms of a cost-sharing approach to training events and production of materials for training and advocacy purposes.

The civil society network will have acquired increased technical capacity in working on child rights, including supporting children to express their views, engagement in advocacy. Moreover, the network will have institutional capacity in terms of organizational development. Both the technical and institutional capacity of the civil society network will position the network as whole and individual members to attract funds for continued work in this field. Advocacy training of the network together with strategic and carefully targeted activities will further develop and improve the government processes of UNCRC implementation and enhance the interest and capacity of civil society actors to promote the ‘voice’ of children and their participation in reporting and monitoring of the UNCRC implementation. The capacity building elements of the action will ensure that the network at both the provincial and local levels is in a position to continue to design, deliver and fund similar actions in the future.

Institutional level
The aim of the proposed action is to strengthening the role and standing of Civil Society organisations towards promoting and setting a model in protecting the rights of all children Civil society will have increased capacity (individually and together) on child rights, child participation, child protection, and to input into the international human rights system that they will be able to draw on for years to come. Through civil society mobilization and active participation, a sense of ownership and commitment for the programme’s activities will be established.

Policy level

To the extent that the action succeeds in getting civil society’s and children’s concerns reflected in influence made on local policies and practices, it will achieve sustainability – as these are a type of ‘policy statement’, and are publicly available, enabling the general public, civil society, the international community etc. to hold governments to account. To the extent that the action is successful in getting governments to respond to the Committee on the Rights of the Child’s Concluding Observations and Recommendations, the effect will be sustainable as changes in legislation, policies and practices will result in long-term improvements in children’s lives.

Key to this sustainability will be our success in getting civil society, and especially government actors, to change their practice. As in many cases the issue is not so much the legislation or the policies but the implementation. As with the UNCRC generally, the problem lies in making it a reality rather than in the Convention itself. The action will ensure greater prominence of child rights issues in local government thinking and policy and practice and create a more open and safe environment to discuss and engage in work related to children’s rights. Through rigorously undertaking the variety of designed activities the project shall be able to demonstrate to local government officials the effective ways and means of promoting child rights in order to ultimately positively contribute to the fulfilment of child rights and the expertise that the civil societies including children’s clubs have to ensure that the rights of children are safeguarded.

Remote learning

Remote learningis the practice of moving a formerly in-person learning process online–usually temporarily.

While there isn’t one single definition for remote learning any more than there is a single definition for ‘learning through play,’ the big idea is generally consistent: a temporary move from face-to-face teaching in a physical classroom to a digital space accessed ‘remotely.’

For teachers, this means a reconfiguring units and lessons to work with online teaching strategies while developing new learning materials optimized for learning online.

For students, this means you’ll be using new tools to learn, more or less, the same ‘stuff.’ There are pros and cons to this, as you might have already learned.

Now, for some context.

The Definition Of Remote Learning
In The Difference Between Synchronous And Asynchronous Learning, we said that “asynchronous and synchronous learning are thought of as types of eLearning, but most physical, brick-and-mortar classrooms are technically ‘synchronous’ while a self-directed learning environment where students learned ‘independently’ of one another–especially the same content–would technically be asynchronous.”

Remote learning, then, is a kind of Synchronous Learning. While it’s clear what the word ‘remote’ means, there’s more to this to understand. Why not just call it online learning or ‘Distance Learning’? Implied in the phrase ‘Remote Learning’ is the temporary nature of it–that there was some need to take a traditional classroom and move it online.

Most recently, the COVID-19 pandemic emphasized remote teaching and learning as an effect of school closings globally. In a very short period of time, schools had to shoe-horn their existing teaching and learning process and all of its parts (i.e., curriculum, assessment, and instruction) into an eLearning space.

Of course, this is not ideal and illustrates the shortcoming. Courses developed to be used online can be created to take advantage of the benefits of online learning while adjusting for its disadvantages. Imagine how difficult–and not ideal–it would be to take an online course and almost overnight turn it into a series of in-person units, lessons, and activities. It would, of course, be clumsy and absurd.

But when a school is forced to ‘move’ the ‘class’ online for an extended period of time, compromises have to be made. Remote Teaching is actuated by teachers doing their very best to re-engineer an entire school year’s worth of work into an online space–sometimes multiple online spaces using tools they don’t always get to choose while adjusting it all to be accessible to every single person in the (now remote) classroom.

The challenges of doing this well are monumental. To do so over a long period of time–with the limited tools and resources most teachers are given–simply isn’t sustainable but that’s a topic to explore another day.

For now, let’s review the definition of remote learning by looking at what it’s not:

1. It’s not simply ‘Distance Learning’ because, while it happens at a ‘distance,’ Distance Learning is characterized by that distance while ‘remote learning’ implies ‘usually close’ teaching and learning that are now happening apart.

2. It’s also not eLearning. While it uses eLearning as a strategy (its central strategy), it is not a process designed for distance or eLearning platforms.

Put another way, Remote Learning uses eLearning tools to actuate Distance Learning for students who, for whatever reason, can’t be in the classroom.

In some cases, it may be a single student not able to access a classroom and who is forced into remote learning. This student (like the students in the examples above) may use a virtual classroom, but that usage use eLearning tools and platforms to replicate the in-classroom experience as closely as possible.

And that’s likely the best way for most people to think of Remote Learning: a temporary way for a classroom to stay together and continue learning while physically apart.

Hardware requirement and WIFI Services

The Computer Literacy and Internet Knowledge Test (CLIK) is an assessment of basic computer skills. It measures a person's proficiency with using Internet browsers and common desktop applications such as email and word processing programs. It is a 10-minute test consisting of two 3-minute task-oriented simulations, followed by ten multiple choice questions. Since it is designed as a test of the kind of basic computer literacy that is required in many work environments, it can be used for any position which requires basic computer skills, such as receptionists, customer service representatives, medical billers, data entry clerks, administrative assistants, and more.

Many of our students are allowed to play analog and digital games regularly. That's a good thing. When my 13-year-old is playing video games, he’s using many skills – facts and information are tools to solve problems in context, and he gains actionable feedback he uses to win the game.

When he fails to level up, he doesn’t give up but continues playing until he progresses to the next level. He also seeks information online to help him find Easter eggs hidden throughout the game. He teaches his friends how to power up with each level of the game. Failure is a source of feedback and learning, collaboration is necessary, and learning and assessment are tightly integrated.

How can we use this pervasive and engaging gaming phenomenon to redesign and supercharge the blended learning experience? Here are five ways to gamify your classroom to boost engagement, collaboration and learning in remote, hybrid, and in person learning environments:

1. Adapt old-school games for classroom use.
Scavenger hunts, bingo, dice games, Connect Four and Scrabble have been around for decades and can be adapted for classroom learning. Put vocabulary words on bingo cards and see if students can match the words after hearing the definitions. Working in groups, students can play Scrabble by spelling out answers to content-specific questions. Try a scavenger hunt. If students are remote you might provide students with a list of items to find around their home and then share on Zoom or during a Google Meet. In a hybrid setting consider putting students in teams using the app Goose Chase to create digital scavenger hunts by sending students off to take pictures, create a video or search for an answer online related to a specific topic.

2. Play digital games.
Students love playing Kahoot!, Quizizz, Quizlet Live, Gimkit and the newest online trivia and games, Blooket. These free platforms allow teachers to create multiple-choice questions that players answer on their own devices. Teachers can also choose from the thousands of quizzes already shared on these sites or create content-specific questions to use as pre-assessments, quizzes or exit tickets. Breakout EDU also has a collection of digital games, puzzles and ciphers that promote critical thinking in online learning.

Quizzes are a form of retrieval practice, which is firmly rooted in the learning sciences as a method to help people remember and cement their learning. A summative analysis of over 200 experiments conducted across 70 years indicates that retrieval practice, that is when you force yourself to remember — whether it’s a quiz, a flashcard or a game — you are more likely to remember and learn the content than if you were to flip through your notes a few times.

3. Create a quest.
A quest is a mission with an objective. Every year my students participate in an adventure quest based on the weekly current events reading. Students who correctly answer a specific text-dependent question earn points. The student with the most points after six weeks wins a prize. I post additional questions on Remind and Twitter to allow students to earn extra points. Quests can also be independent projects or activities for the students who have finished their work.

4. Battle it out with a boss battle.
In gaming, a “boss” is a villain who the hero must defeat to save the day. Think of the monster at the end of each level in the original Super Marios Bros. who must be defeated before moving to the next level. On the gamification platform Classcraft, teachers can create their own boss battles and quests using questions from any content area. Teachers can also create boss battles using Google Forms or Google Slides, creating their own unique fictional boss.
5. Earn a badge for mastery.

The Girl Scouts and Boy Scouts recognize mastery and achievement with badges. Teachers can do the same by rewarding student accomplishments and mastery with badges, which go beyond grades because they represent more than just academic achievement. Students work toward completing different badges to show mastery of a concept, standard or skill. Badges can be presented digitally using Classbadges or can be displayed for all to see once students have earned a specific badge.

Gamification is about transforming the classroom environment and regular activities into a game. It requires creativity, collaboration and play. There are numerous ways to bring games and game playing into the classroom to promote learning and deepen student understanding of subject matter. Whether teachers are looking to bring some aspect of gaming into their class or use a game platform across the curriculum, they can use gamification elements to enhance learning and student engagement and address the ISTE Standards for Students.

Which dimension of the Challenge does your solution most closely address?

Increase the engagement of learners in remote, hybrid, and physical environments, including strategies and tools for parental support, peer interaction, and guided independent work.

Explain how the problem you are addressing, the solution you have designed, and the population you are serving align with the Challenge.

OVERALL OBJECTIVE:

BY ESTABLISHING SCHOOL CHILDREN’S INVENTOR SOCIETY NETWORK (SCISN) TO LEARN, DESIGN, DEVELOP AND TEST TOY AND TABLETOP GAMES AND STRENGTHEN ITS CAPACITY TO INFLUENCE POLICIES AND PRACTICES RELATED

CHILDREN’S CLUBS AND TEACH THEM WITH SKILLS AND COMPETENCIES, WILL BUILD COALITIONS AMONG THEMSELVES FOR SHARING KNOWLEDGE IN SPECIFIC SKILLS AND SAFEGUARDING THE INTELLECTUAL RIGHTS OF CHILD INVENTORS IN THE SOUTHERN, EASTERN, WESTERN AND NORTHERN PROVINCES OF SRI LANKA BY END OF YEAR.
IMPROVE RAW IDEAS UPTO INTERNATIONAL STANDARDS AND SUBMIT TO MANUFACTURERS.
TO FACILITATE/NETWORK/COORDINATE WITH MEDIA TO PLACE CHILDREN’S INTELLECTUAL RIGHTS IN THE PUBLIC AGENDA AND TO HIGHLIGHT CHILD RIGHTS ISSUES

In what city, town, or region is your solution team headquartered?

Colombo, Sri Lanka

What is your solution’s stage of development?

Concept: An idea being explored for its feasibility to build a product, service, or business model based on that idea.

Explain why you selected this stage of development for your solution.

ACCORDING TO MURPHY'S LAW "IF ANYTHING COULD GO WRONG, IT WILL"

THEREFORE PROPER PLANNING IS A MUST.

INTERNET LITERACY MUST BE GIVEN TO BOTH STUDENTS AS WELL AS TEACHERS BASED ON THE HARDWARE THEY ARE USING

Who is the Team Lead for your solution?

Dimuthu calyaneratne