Free MOOC for School - Everyone can learn!

Free Interactive, Accessible, Inclusive, Equitable and Quality Massive Open Online Course (MOOC) for schools to make 'Education is for all' become  reality!

New Normal in Education

• Several issues that arise from the remote learning during and even post New Normal period in response to outbreak of Covid-19 pandemic
• Resilience & sustainable platform must be built into our educational systems  across the world

Digital Divide

• Reduce gap between those who have access to computers and the internet, and those with limited or no access - is a challenge.

Quality of Education (SDG 4)

• Most schools in affected areas are finding stop-gap solutions to continue teaching, but the quality of learning is heavily dependent on the level and quality of digital access
• This goal ensures that all girls and boys complete free primary and secondary schooling by 2030.

Inequalty (SDG 10)

• Covid19 pandemic promotes innovation and inclusion and does not exacerbate learning inequalities, neglecting the Hence, reduce special education student and the poor
• Reducing inequalities and ensuring no one is left behind are integral to achieving the Sustainable Development Goals

Novel & Innovative

• Comprehensive and inclusive online structured learning platform with all sorts of interactivity that support hybrid learning or full online learning or even offline learning. Just like one stone hits all the birds!

Disruptive Technology & Game changer

• Everyone can learn! No matter poor or rich or disabled person like blind, mute and deaf.
• Promote engagement, reduced digital divide and inequality, and of course, increase quality education

My solution pinpoint towards two of the key dimensions of the Octava Social Innovation Challenge

• Increase equitable access to quality learning opportunities through open-sourced, offline, or virtual models, especially for underserved learners in low connectivity environments
• Improve literacy, numeracy, and social emotional learning milestones while supporting a diverse range of learning pace and styles

My solution also in line with the Brookings Institution who identifies the comparative advantages that technology presents which can complement the work of educators (Ganimian, A., Vegas, E., & Hess, F. 2020). Solutions should play to these advantages if EdTech is to play a role in accelerating students learning. These comparative advantages are:

• Scaling up quality instruction, such as through prerecorded quality lessons.
• Facilitating differentiated instruction, such as through computer-adaptive learning and live one-on-one tutoring.
• Expanding opportunities to practice.

• Increasing learner engagement, such as through videos and games.

In term of ‘science of learning’, It is consistent with Howard Gardner's theory of multiple intelligences. AR increases motivational factors such as attention, satisfaction, and confidence (Khan, T., Johnston, K., & Ophoff, J., 2019), whereas VR increases engagement, stimulates cooperation, and promotes involvement (Kamińska. et. al., 2019). While the average student can recall 30% of what they hear and 20% of what they see (Cuban, L., 2001), in traditional classrooms where teachers use only visual and auditory materials, students frequently understand only a portion of complex concepts, theories, and subjects through pictures and explanations.

Who are they, and in what ways are they currently underserved?

• Based on data from UNICEF from http://data.unicef.org till 2 March 2021, due to school closure, affected student so called lost generation from Pre-primary to Upper Secondary in Indonesia is 60,228,569, Malaysia is 6,677,157, Philippines is 24,861,728, Thailand is 12,990728, and Vietnam is 18,015,322. This learning lost generation in these five countries totalled up will become 122,773,504, which is an extremely huge number that shocked all of us.

What are you doing to understand their needs, and how are you engaging them as you develop the solution?

• Pretotyping XYZ Analysis (introduced by Alberto Savoia - Lecturer and Innovation Consultant at Stanford University) was carried out.
• "Make sure you are building The Right It before you build It right." Alberto Savoia
• Questionnaires and interviews were carried out via messaging platform and the portal link send via social media and messaging platforms.

How will the solution address their needs?

• ArviaX Academy is projected to be the first in the world futuristic hi-tech, comprehensive and inclusive online structured learning across multiple platform with all sorts of interactivity that support hybrid learning or full online learning or even offline learning. Here students and teachers are combined together for sharing knowledge through a structured course-based system. Teachers or instructors can create an unlimited number of courses, video lessons or in AR/VR and documents, even podcast according to their expertise and students can enroll in these courses and make themselves skilled anytime and from anywhere, whether online or offline. Students can discuss their lesson through the forum in the system. This solution is sustainable even post pandemic as hybrid learning is becoming the trending and future pedagogy to fulfill SDG 4. Everyone can learn is the motto, courses free or USD 1! This platform hold on three ‘–gogies’ as following.

The Three ‘–gogies’ for IR 4.0:

There are three particular forces that affect the way we all learn online. These forces which are basically distinct features of new technologies demand that we should also continue to evolve as learning professionals. They include:

The rise of greater connectivity and seamless networking in education,
The development of global education as an approach to interdisciplinary study, and The virtualization of information through computer networking. With these in mind, it's time for us to move to Education 3.0. While Education 2.0 allows for greater interaction between teacher and student, student and content/expert, and among students, Education 3.0 emphasizes a more connectivist approach to learning and teaching. These three combination of "gogies" of effective online learning will help going to spark and succeed to become the most influencing an contemporary –gogy in the world of education.

A heutagogical learning environment facilitates development of capable learners and emphasizes both the development of learner competencies as well as development of the learner’s capability and capacity to
learn (Ashton & Newman, 2006; Bhoryrub, Hurley, Neilson, Ramsay, & Smith, 2010; Hase & Kenyon, 2000).
A renewed interest in heutagogy has also been generated by Web 2.0 as a result of the affordances of social media that complement and support this learning approach. Heutagogy has been called a “net- centric” theory that takes advantage of the key affordances of the Internet; it is also a pedagogical approach that could be applied to emerging technologies in distance education, as well as serve as a framework for digital age teaching and learning (Anderson, 2010, p. 33; Wheeler, 2011). Heutagogy is of special interest to distance education, which shares with heutagogy certain key attributes, such as learner autonomy and self-directedness, and has pedagogical roots in adult teaching and learning. Self-determined learning, characteristic of distance education formats such as contract learning and prior learning assessment, is also an attribute of distance education. Distance education and heutagogy also have in common the same audience: mature adult learners. Specifically, heutagogy has the potential to become a theory of distance education, in part due to the ways in which heutagogy further extends the andragogical approach and also due to the affordances it offers when applied to emerging technologies in distance education (such as Web 2.0).

Based on Corneli and Danoff (2011), the theory of paragogy, which is also known as peeragogy is a new theory of peer-to-peer learning and teaching which “addresses the challenge of peer-producing a useful and supportive context for self-directed learning”. Alexander et al. (2012) explained that peeragogy is about “peers learning together and helping each other learn”. Each person is allowed to contribute to the group in their own way. refer to peer-based learning where peers or group of learners learning together and teaching each other. Participants are able to use digital tools to co-construct knowledge and connect with each other. They are not merely teachers or learners but are rather co-creating together in a social, active and continuous process. It's actually an ancient process. We humans, after all, have always learned better together. Paragogy or Peeragogy is the exact opposite of a lecture and other one-directional approaches to learning and teaching. The fact that it de-centralizes the approach to learning is actually a powerful thing.

For one, it leverages the learners' own expertise. Everyone can bring previous experience and knowledge
they have to the table. It further motivates learners and boosts their drive to improve themselves and contribute to others' learning. Learning is more likely to occur when each member of the group plays both
helper and learner. Peers working together is engaging. What's more, peeragogy leverages context- specific issues and allows adults to focus on real-world issues, that is, their own concerns circumstances. This increases the potential for transfer of learning and as well as encourages sustained engagement among students.

Cybergogy is a framework for creating engaged learning online (Wang & Kang, 2006). This framework synthesises the fundamentals of pedagogy and andragogy to structure an approach to online learning (Carrier & Moulds, 2003). The Cybergogy model has three overlapping domains: cognitive, emotive and social; valuing affective learning as highly as cognitive learning. Valuing the learner over the resources requires the lecturer and students to co-create an environment that includes four motivational conditions:

1. cultivate the learner’s competence around effective and valuable learning 2. establish a respectful and connected learning atmosphere 3. facilitate positive attitudes towards the learning experiences through personal relevance (Freirean pedagogy, 1988) 4. design challenging learning tasks and assessments that are consistent with the learner’s goals and desired outcomes (Wang & Kang, 2006).

According to the International Telecommunications Union, while 97 percent of the world's population lives in areas with some form of internet access, mobile or wired, only 53.6 percent are connected. While the digital divide is more pronounced in developing countries, it also exists in developed countries' rural and low-income communities. Internet access is a significant issue in comparison to the other issues raised.

STATISTA reports that in 2021, this statistic will provide data on Malaysia's internet penetration rate from 2015 to 2019 and a forecast through 2025. In 2019, approximately 91 percent of Malaysia's population used the internet. This figure is expected to increase to 97.5 percent by 2025. According to the Malaysian Communication and Multimedia Commission (MCMC), only 1.3 percent of Malaysians under the age of 20 and 7.5 percent of Malaysians in their early twenties are not internet users in 2018. With all of this data analysis, we would like to conclude that there is a small percentage of students who are unable to surf the internet, approximately 1% for those under the age of 20 (school students) and approximately 8% for university students, who mostly access the internet via smartphone. By the way, it is possible that they do not have enough internet data to surf, despite the fact that the majority of students can. While the majority of schools in affected areas are implementing workarounds to maintain instruction, the quality of learning is highly dependent on the level and quality of digital access.

Our solution, ArviaX Academy is projected to be the first in the world futuristic hi-tech, comprehensive and inclusive online structured learning across multiple platform with all sorts of interactivity that support hybrid learning or full online learning or even offline learning. Here students and teachers are combined together for sharing knowledge through a structured course-based system. Teachers or instructors can create an unlimited number of courses, video lessons or in AR/VR and documents, even podcast according to their expertise and students can enroll in these courses and make themselves skilled anytime and from anywhere, whether online or offline. Students can discuss their lesson through the forum in the system. This solution is sustainable even post pandemic as hybrid learning is becoming the trending and future pedagogy to fulfill SDG 4. Everyone can learn is the motto, courses free or USD 1!

Rational of incorporating Ar & VR into the platform is that statistics confirm that students remember 90% of the material if it is learned through experience and this confirms further that VR and AR are improving the learning process. It coincide with Multiple intelligences theory by Howard Gardner. While on average, a regular student can remember 30% of what they hear and 20% of what they see; in traditional classrooms where teachers are using only images and auditory materials students often times can understand only so much from pictures and explanations when it comes to complex concepts, theories, and subjects.

Hence, it is definitely well-alligned with the two key dimensions of the Octava Social Innovation Challenge as stated below:

• Increase equitable access to quality learning opportunities through open-sourced, offline, or virtual models, especially for underserved learners in low connectivity environments
• Improve literacy, numeracy, and social emotional learning milestones while supporting a diverse range of learning pace and styles

Ts. Dr. Chee Ken Nee, SMIEEE

Project Lead

PhD in EdTech

Senior Member of IEEE

Professional Technologist (Malaysia Board of Technologist, MBOT)

• Researchgate link
  

• Google Scholar link

• LinkedIn link

• Scopus link

• Orcid link

• Publons link

• My portal

• Facebook group

• This innovation will be the revolutionary and transformation. It will be game changer to disrupt the world market in education
• This platform will be the first in the world that is for all level, subject and syllabus across the world from pre-primary to Upper Secondary and even home schooling as hybrid learning or remote learning approach.
• The business model is combine Facebook (Revenue generated via Ads) and Khanacademy (Revenue generated via donation)
• This platform will projected to be the first in the world that will be supported by MOE in all participated country and become international digital education hub / international digital school
• Interactive platform to promote engagement - Education is for all, everyone can learn, quality education, reduced inequality
• Affordable free or usd1 – Education for all – Quality Education (SDG 4) and Reduced Inequality (SDG 10) – Everyone can learn
• This platform will be the first in the world that is Inclusive for disabled
• This platform will be the first in the world enable offline mode (in later version) for those in rural area.
• The platform will be the first in the world that enable discussion among teacher and student via forum chat (asynchronously)
• The platform will be the first in the world that contain AR and VR content
• The platform will be the first in the world that contain Podcast to make learning easier for the blind
• The platform will be the first in the world that use AI engine (Microsoft Azure) to recommend course to student (in later version)
• The platform will be the first in the world that will be whitelisted via Telco in participated country, which enable zero data cost to surf all content in this portal or app.
• The platform will be the first in the world that enable immersive reader as to make learning easier for blind.

Pretotyping XYZ Analysis (introduced by Alberto Savoia - Lecturer and Innovation Consultant at Stanford University) was carried out.

"Make sure you are building The Right It before you build It right." Alberto Savoia

Questionnaires and Interview were carried out via messaging platform and the portal link send via social media and messaging platform.

Positive Feedback and rated 5 stars.

In other word, this i-AVEN|GER app and portal will be the first comprehensive online structured platform in the world, in term of inclusivity for all without any prejudice and also its incorporation of trendy technology such as AR, VR and AI. This app and portal will be design to cope with offline environment, mean it allow the learning materials to be downloaded to the mobile devices or computer and watch them later. We will work together and synchronize with Ministry of Education around the globe in producing this support in  comprehensive educational app and portal. This app and portal will be the first and the only one in the world that truly comprehensive and inclusive for worldwide educational content all in one.

 Augmented Reality (AR) and virtual reality (VR) will also integrated into this online structured learning platform as to promote engagement. Artificial Intelligence (AI) will capture and locate the experience of the end user by using data mining technique. This platform is personalized, adaptive learning paths is powered by recommendation algorithms and AI. It also enables curation-focused content strategy. Then the platform will enable the user to learn upfront based on their previous learned experience.

Apart from this, the system of the platform will enable the result of the assessment to place user backward or forward throughout the course or lesson they enrolled in. Rational of incorporating Ar & VR into the platform is that statistics confirm that students remember 90% of the material if it is learned through experience and this confirms further that VR and AR are improving the learning process. It coincide with Multiple intelligences theory by Howard Gardner. While on average, a regular student can remember 30% of what they hear and 20% of what they see; in traditional classrooms where teachers are using only images and auditory materials students often times can understand only so much from pictures and explanations when it comes to complex concepts, theories, and subjects.

Problem Statement: 

Digital divide is more exaggerated that causes the learning lost generation to become more profounding issues in the pandemic era.

Inputs:

Great teacher or pre-service teacher assembled to produce great quality teaching videa material, hand-out, quiz, AR and VR material, podcast across the curriculum, level and syllabus around the world.

Activities:

More trendy interactive teaching material will be provided by great teacher or pre-service teacher around the world with interactive learning activities anywhere, anytime with any device.

Outputs:

Based on data from UNICEF from http://data.unicef.org till 2 March 2021, due to school closure, affected student so called lost generation from Pre-primary to Upper Secondary in Indonesia is 60,228,569, Malaysia is 6,677,157, Philippines is 24,861,728, Thailand is 12,990728, and Vietnam is 18,015,322. This learning lost generation in these five countries totalled up will become 122,773,504, which is an extremely huge number that shocked all of us. These huge number or even more (whole world) will beneficial by the solution that proposed.

Rational of incorporating Ar & VR into the platform is that statistics confirm that students remember 90% of the material if it is learned through experience and this confirms further that VR and AR are improving the learning process. It coincide with Multiple intelligences theory by Howard Gardner. While on average, a regular student can remember 30% of what they hear and 20% of what they see; in traditional classrooms where teachers are using only images and auditory materials students often times can understand only so much from pictures and explanations when it comes to complex concepts, theories, and subjects.

Short-Term Outcomes:

Reduce and eradicate learning loss, Increase learning performance, Increase gain on  knowledge, awareness, attitudes, and skills

Mid-Term Outcomes:

Hybrid learning and remote learning will become usual pedagogy and approach now and in the future. Hence, online learning becomes normal and behaviors changes is expected. Future-proof with 21st-century digital skills for the future generation is assured.

Long-Term Outcomes:

By 2030, 

Achieve SDG 4 Quality Education - 

This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, to eliminate gender and wealth disparities, and achieve universal access to a quality higher education.

Achieve SDG10 - Reduced Inequality - 

Reducing inequalities and ensuring no one is left behind are integral to achieving the Sustainable Development Goals. Inequality within and among countries is a persistent cause for concern. Despite some positive signs toward reducing inequality in some dimensions, such as reducing relative income inequality in some countries and preferential trade status benefiting lower-income countries, inequality still persists.

Impact: 

Education is for all and Everyone can learn!

Not Relavant

Not Relavant

Not Relavant

• Rating of the course taken
• Numbers of teacher join the platform
• Number of student join the platform

This platform will be projected to be the first in the world that will be supported by MOE in all participated countries and become an international digital education hub / international digital school

Implementation strategy to be recommended:

• First of all, since the physical textbook will be taken over by digital e-book, Device loan scheme is needed as an add-on / replace to the current Textbook loan scheme (Malaysia) and in the future, of course, will fully take over / replace over it accordingly since the world is becoming more and more digitalize from days to days.
• Environment friendly and cost-saving for the fewer trees are chopped is two main points, hence paperless policy comes in.
• All this money from this cost-saving can just turn into digital devices, which is the latest smartphone, USD 15 in bulk purchase from Alibaba.com.
• School’s IT Department need to take the role in handling these technology devices in term of servicing, maintaining, trouble-shooting and even distributing.
• If Government has limitations on the budget, a soft landing can be launched for ‘one student, one device’.
• Those students who already have their own device, are recommended to refraining from this scheme.
• This scheme needs the students to take well care of the device, or else, they need to compensate for it if it is not well taken care of.
• To avoid the misuse of the device, password restriction will be set to limit the student’s usage only for the education website.
• In another word, this device is strictly just for education purposes only.
• For the internet connectivity, Ministry of Education needs to persuade and discuss with Telco company so that to provide a free surfing data plan or whitelist for education website/app as their corporate social responsibility (CSR) contribution.
• Physical Exam is needed to change to become online examination, while making more emphasis on project work.
• It means that we need to refine exam-oriented education to knowledge-and-skill-based education.
• This is because the IR 4.0 skill is more crucial than just knowledge.
• Beyond technical skills, soft skills such as critical thinking, problem-solving, leadership skills and lifelong learning are needed to be integrated across all courses/programmes, so that students can cope with rapid changes in the industry and take charge of their own learning, and here Cybergogy comes in.
• With the whitelisting this platform, nearly half of the users will be enable to access the educational content via this platform through Telco provider. This means that the surfing of the content in this platform will be at no cost, no data consumed. The International Telecommunications Union found in 2019 that while 97% of the world’s population live in areas with some internet availability, either mobile or wired, only 53.6% are connected. While the digital divide is greater in developing nations, developed countries see the divide run through rural and low socioeconomic status (SES) communities. Lack of access to internet is prominent problem among all the problems that raised.

Not Relavant

• Need extra support from MIT SOLVE or MIT in getting support and even partnership from the Ministry of Education around the globe, UNESCO, Microsoft Education. 
• Need extra support from MIT in term of collaboration with my University in making it big to the world with the networking that is available.

Sultan Idris Education University (Universiti Pendidikan Sultan Idris) commonly abbreviated as UPSI  is a public university in the town of Tanjung Malim, Perak in Malaysia. First established in 1922 as a teachers college, it is one of the oldest functioning institutions of higher learning in Malaysia. The first teacher training center in Malaya was originally located in Taiping and was known as the Matang Teacher Training College. Opened in 1913, the house of the Malay noble of Taiping, Ngah Ibrahim served as the first teacher training college in Malaya until it was shifted to Tanjung Malim nine years later and given the name of the Sultan of Perak at that time. The history of UPSI as we know it today dates to 1922 when the university was then known as the Sultan Idris Training College (SITC). It was set mooted by the deputy director of Malay schools, R.O. Winstedt as a training college for Malay teachers. Named after the late Sultan Idris Murshidul Azam Shah, the 28th Sultan of Perak, the college was opened on 29 November 1922 by the chief secretary of the Federated Malay States, Sir George Maxwell.

The initial instructional regime required students to complete a three-year course of training where traditional skills and arithmetic were taught. With the adoption of the Education Ordinance 1957 based on the recommendations of the 1956 Education Committee Report (better known as the Razak Report), the training course was extended to five years and new subjects were introduced. SITC also came to be officially known by its Malay name, Maktab Perguruan Sultan Idris (English: Sultan Idris Teachers College) or MPSI.

This year is it 100 years anniversary and it is in the top 200 (by education subject) in the world ranking based on Times Higher Education. 

This solution will bring huge impact to the society especially to the five countries and then eventually to the world.

5 lecturers and 30 degree pre-service teachers

Dr. Chee Ken Nee, Received the Ph.D. degree in Educational Technology, Universiti Teknologi Malaysia, Malaysia, in 2018. A Global Teacher Award 2020 receiver. Top 30 Microsoft Innovative Educator Expert 2020. He is currently a Senior Lecturer with Universiti Pendidikan Sultan Idris, Malaysia. His primary research interests include mobile learning, augmented reality, virtual reality, robotics in education, internet of things, artificial intelligence and computer-based learning. He is a reviewer for many ISI and Scopus indexed journals. He is also a jury for many prestigious innovation competitions in international and national level. He even have presented in various international stage as speaker included in USA https://teachwithtechconference.com/ and also jury in QS Reimaging Education in UK. Innovation in teaching and learning also become his interest recently especially in this pandemic era. His research H-index is 4 with 220 citations. Work more than 12 years in education industry as school teacher and half year as assistant director in Educational Technology and Resource Division, Ministry of Education. Hence, know a lot of issues that happen in education sector and system as well. ‘Everyone can learn’ is the motto of the initiative. 

Innovation is our work. We have innovate and in the progress on innovating product for pandemic era, such as Room limit Counter to make social distancing possible in the room and many more. 

Our solution is working within our organization and seek for further collaboration and networking with the support from MIT SOLVE.

To get funding, collaboration and of course support in term of networking and expertise.

To get funding for developing the latest version with full features, collaboration with Massachusetts Institute of Technology (MIT) and of course support in term of networking and expertise with various parties like Government, EdTech Company, Specialist, Experts, Universities, Foundations, Investors, Funders and so on.