ELTAR LEARNING - Engineering Life Through Augmented Reality

ELTAR LEARNING - Engineering Life Through Augmented Reality is working to address inequality in education, bringing technology to underserved populations with the vision of reducing school dropout and preparing students for the current professional marketplace. Proposing the use of Augmented Reality applications together with the EDLE tool (Entrepreneurship Dyanamic Learning) to teach classes where content absorption is more effective and develops both cognitive and non-cognitive ability in students. The focus is to improve children's education through technology so that children can follow the evolution of the market, so in a global context the goal is that everyone can have access to education independent of their origins, languages or culture.

Quality early childhood education is considered crucial by childhood specialists because it is a period of the child's life when his brain is better able to learn and create new ideas, a window that diminishes as children grow. In Brazil, between 2005 and 2017, elementary education has been suffering from low numbers of effective income, data presented by the IDEB (Basic Education Development Index), where public education is the most affected by children living in extreme poverty, in this way , the crucial factor that contributes to the problem is the low qualification of teachers, according to INEP 52% of elementary school teachers had no training in their respective disciplines and children from 4 to 5 years of age do not have access to preschool in 2017 through the IBGE to more than 13 million children in Brazil where the schooling rate was 93% and did not reach the children as a whole. If all countries are fully engaged in the quality education and pre-school of their students, in the future children will be able to succeed in any environment that will experience and develop the cognitions necessary to follow the technological evolution experienced.

In 2018 the number of enrollments in basic education in Brazil was approximately 48.4 million, of which 39.4 million are in the public network. Research indicates that this population is most affected by the degradation of education. Educational Reality proposes to work with primary education. Initially our team goes to the analyzed public to collect information from the problem and produces content that meets the needs of that population, thus, it is made the training of the teachers to teach classes using our technology and the monitoring of the applications, thus, the students will have the autonomy to develop critical thinking and their necessary cognitions.

ELTAR LEARNING - Engineering Life Through Augmented Reality to develop cognitive and non-cognitive skills in children, such as creativity and social interaction. So, to use augmented reality applications in lesson plans to promote the development of multiple intelligences. Working with three strands.

1. Promote advancement in early childhood education, especially in low-income populations so as to reduce the rate of youth and adults who are not educated at the correct age and prepare them for the current professional market.
2. Train teachers to use augmented reality to apply classes that develop such skills. Thus, they will have a new way of applying the teaching, aiming at high order thinking, taxonomy of bloom, where their bases are the analyze, evaluate and create. Being able to develop the students and create from the preschool, a highly technological teaching and critical thinking.
3. The applications developed in conjunction with the EDLE tool (entrepreneurial skills development in engineering education), view themes where children can create critical thoughts about society and the convivial environment. Thus, preschool students may come into contact with different ways of learning, demonstrating intuitive ways of creating ideas.

We will provide education and training through content to be given in the classroom, enabling the teacher to be able to teach a lesson more effectively. The training is done by our team where we go to the place to recognize the need and produce content that meets the problem. One example is the child seeing the drawing of a malicious mosquito on a sheet of paper and then the teacher performing an immersion through augmented reality demonstrating the 3D of that theme, in view, also display forms of prevention. Then a script is passed to the child where at home with the parents it will apply all the content learned, that is, the forms of prevention. Thus, the students meet in the next classes with their classmates to discuss the subject taught and to develop a solution for the proposed theme.

To make a method of teaching more technologic of the other existing principalment in Brazil, using augmented reality features with the joining of the EDLE tool for the development of children's cognitions and creation of critical thinking, developing solutions and creating new ideas both academical and social; Having the involvement of parents and teachers in their daily lives making their school environment more productive and developer.

We will serve two public preschools with at least 180 children from 4 to 5 years old.

In the first year we will reach approximately 1787 classes with approximately 25 children in each, a total approximate of 23123 children from 4 to 5 years.
Over the next five years we will reach approximately 11512 classes with approximately 25 children in each, a total of approximately 13,7512 children aged 4 to 5 years.

We want to reach more than 155 municipalities in the South of Minas Gerais in Minas Gerais (Brazil) in that first year, with 196 preschools with 17658 enrollments and 898 classes. We also want to reach 898 kindergartens with 14013 matriculas and 889 classes.

In the next five years we want to reach the Sul de Minas, Região Central, Zona da Mata, Zona do Rio Doce, Centro and Triangulo Mineiro of Minas Gerais (Brazil) with a total of 648 municipalities, 1242 municipal pre-schools and 2 federal pre-schools with 116841 enrollments and 6262 classes. There are also 800 municipal day care centers and one federal school with 78,670 enrollments and 5250 classes.

Investment in the Project, acceptance of the target public and also of government and schools, application of the project in precarious places and product pricing.

Investment in the project: Angels and partnerships with investors so that everything can happen in a planned way

Acceptance of the target public, government and schools: With quantitative data on the results obtained with the pilot and the other tests done.

Precarious places: Adjustments in the timeline, financial and local part so that the initial contact to the end of the project occurs as best as possible.

Product Pricing: We have difficulties in adding price to the final product, as it is something innovative we do not find exact references to be able to base our price. But we can ask for help with partners to help estimate the final product for our operating costs to produce them and time spent on the project.

Currently we have 3 people:

1 developer and 2 coordinators.

Because it has in the team people with essential competences in the development of solutions in education using technology of augmented reality.

Because Leonardo and Fred are NPDE researchers and develop the solution under supervision of teachers with globally recognized works.

Because the team works morning, late at night in the development of the prototype, business model and in the relationship with different stakeholders such as directors and teachers.

Because the solution is innovative, based on a new approach to life engineering and entrepreneurship education (EDLE - Entrepreneurship Dynamic Learning tool) which, together with increasing reality, promotes child development.

Municipal Schools of Itajubá-MG:

C.I.E.M. Apprentice Francisco Pereira Rosa - Rebourgeon Neighborhood

C.I.E.M. Ciryllo Rodrigues de Souza
(E.M. Prof. Francisco Júlio dos Santos) - Anhumas Neighborhood

We will apply our method together with the teachers and the parents, and collect the data obtained for the improvement of the project as a whole.

Business Model canvas
follows the file, because it became very large.

Step 1: Analyze demand and potential customers using marketing engineering methods, SWOT analysis and other tools.

Step 2: Develop a business model with all validated model assumptions, including value proposition, value segment, value capture, and value profit. This step has already been carried out and the validation of the value proposition together with the prototype solution of the business model will occur in the period from 08/29 to 09/30 in two schools in Itajubá.

Step 3: Develop an action plan for the first 6 months focused on fostering relationships and securing financial resources with Business angels and Venture capital. The action plan has already been implemented and is intended to be implemented in September.

Step 4: Present the solution to potential clients showing the potential impacts obtained in the validation of the pilot project in August 2019, aiming to capture the first sale. This step will start in September 2019.

Step 5: Contact the city's Secretary of Education, state and federal government to present the solution is its impacts aiming to close the first business.