CharacterUp

The Problem:

Students say that they don’t see a purpose in their education.

Employers say students aren’t graduating with the employable skills needed for the 21st Century workplace.

In the 21st century, employers prioritize a set of skills beyond technical expertise alone. Character, collaboration, critical thinking, and creativity are pivotal attributes sought after by employers across industries. Together, these skills form the foundation for success in the modern workplace, where agility, adaptability, and innovation are paramount.

Digital technology has changed the way we work and learn, but it has also introduced a new challenge: effectively managing and curating content. This is compounded by the fact that everyone processes information uniquely, emphasizing the need for diverse approaches to thinking about ideas and problem-solving. Neurodiversity, which acknowledges the vast variation in neurocognitive functioning across the population, is a critical aspect of this issue. While estimates vary for different neurodiversity types, age groups, regions, and geographies, roughly 1.2 billion individuals identify as neurodivergent, representing 10%–20% of the world's population. (Deloitte)

Traditional educational structures may not adequately accommodate their needs.

Today’s students favor personalized educational experiences over traditional public schooling. The one-size-fits-all approach won’t adequately prepare them for a future where 85% of the jobs they will do in 2030 don't exist yet. The standardized education system in America struggles to meet the varied needs of 21st-century learners. This puts considerable pressure on teachers, who must navigate a diverse range of student needs to ensure success today. 83% of Teachers feel unprepared to teach neurodivergent students.

Alternative schooling models like hybrid programs or learning pods are often out of reach for less privileged students. Despite the potential benefits of personalized learning, disparities in access persist, leading to overlooked inequities in the educational landscape. Education inequity in innovative learning environments is the most prevalent among

1.    Students with learning differences and disabilities (88%)

2.    Economically disadvantaged students (86%)

3.    Students of color (74%)

In the 21st century, cognitive diversity is not only valuable but essential for innovation. While traditional problem-solving methodologies rely on established norms, true breakthroughs emerge when individuals challenge these norms and embrace alternative perspectives. Neurodiversity, with its diverse cognitive profiles, is a key driver of innovation. However, neurodivergent students often face challenges within conventional educational systems, where societal norms regarding intelligence may marginalize their unique strengths.

Gardner's theory of multiple intelligences and neurodiversity strengths underscores the importance of acknowledging and valuing the diverse range of aptitudes that individuals possess, beyond traditional measures of intelligence like IQ. Neurodiverse individuals often excel in areas such as problem-solving, visual-spatial reasoning, and creativity—qualities highly valued in professional contexts but may be overlooked or undervalued within traditional educational systems that prioritize conformity.

Shifting this paradigm requires recognizing neurodivergent traits as valuable assets rather than disorders. This involves understanding that all brains function differently and that diversity can be advantageous in educational and professional settings.

We start by asking the question, “What kind of person do you want to be, and what will you do with your life to become it?”

Everyone possesses unique strengths and processes information differently. Our approach to character and neurodiversity focuses on strengths rather than viewing neurodivergent traits as disorders. We utilize AI tools to integrate 21st-century character skills (how students engage with their environment) and competencies (how they tackle complex issues) into both academic and professional lives.

Approximately 15-20% of the global population demonstrates some form of neurodivergence. In the United States, 20% of students are diagnosed as neurodiverse, and over 50% of Generation Z self-identify as neurodivergent (Forbes). This shows a significant portion of students seeking recognition and support for their unique perspectives.

For all audiences:

Shifting the neurodiversity paradigm means redefining how we view learning differences. There's no "normal brain"; each operates uniquely, with strengths and challenges. Embracing this diversity is vital, especially in education and work.

"The Divergent Mind." (10 min) A film to raise awareness about neurodiversity as a natural aspect of human variation showcases how neurodivergent traits drive innovation and creativity and reframe them as valuable variations in human cognition. Short-form content is chosen for its accessibility, potential for virality, and engaging nature, enabling it to reach diverse audiences effectively, e.g. The Science of Character

For educators:

We curate open education resources for teachers and students alike. These resources enable teachers to adapt their curriculum to various learning styles and individual strengths. Utilizing GenAI, we enhance teaching and learning experiences through tools like Dr. Beghetto’s Possibility Bots.

For students: we provide tools to identify their strengths, including private and secure assessments from UPenn. They can personalize their learning journey by accessing our database of thousands of resources filtered by character strength, age, and media type or develop crucial 21st-century competencies such as creativity, critical thinking, and collaboration. They can also capture and record their learning, to showcase these skills in digital portfolios for academic or professional purposes. For example, the module CharacterUp starts with an Upenn assessment of VIA Survey of 24 Character Strengths to determine top strengths, and then sends out weekly 20-minute prompts of a single character trait, with a short video, definitions, and examples.  After looking for this trait during the week, in classes/books/social media/news, they record at least one image, quote, exemplar, or situation that they want to remember about this trait. 

Our content is delivered in "Short Burst" modules, designed to extend learning over a period longer than traditional programs. Reflection time results in greater retention of learning and better outcomes as learning is immediately applied (Harvard Business Review) and facilitates a mindset for lifelong learning.

Our user-centric design recognizes that Gen Z users increasingly prefer to utilize their smartphones for education and accessing information. Mobile learning empowers individuals to access educational content anytime, anywhere. mLearning can help us overcome connectivity barriers, making education more accessible and inclusive on a global scale.

Our focus is on students aged 15 to 21, as they are about to become voters, college students, workers, and potentially parents. This includes those who are neurodivergent, approximately 15-20% of the student population. Over 50% of Generation Z self-identify as neurodivergent, indicating a rising awareness and acceptance of diverse cognitive profiles. This suggests that a considerable number of students seek acknowledgment and assistance for their distinct viewpoints and thoughts.

During adolescence, young people experience a crucial phase of identity development, they consider how their identity might shape their future. Developing a strong sense of self during adolescence is vital, as it profoundly impacts self-esteem and overall well-being. Failing to establish a coherent sense of identity can result in feelings of insecurity and uncertainty.

For neurodivergent students, this developmental process may pose unique challenges as they navigate their identity formation alongside their neurocognitive differences. Their experiences, strengths, and needs may vary from those of neurotypical peers, necessitating additional support and understanding from educators and caregivers. 

Neurodivergent students are often underserved in traditional educational settings for several reasons:

1. Lack of Understanding and Awareness: Many educators and educational institutions may not fully understand neurodiversity and the diverse needs of neurodivergent students. This can lead to misconceptions, stigma, and inadequate support for these students.

2. Limited Resources and Support: Educational resources and support services for neurodivergent students are often insufficient or unavailable in many schools.

3. Rigid Curriculum and Teaching Methods: Traditional curriculum and teaching methods may not effectively accommodate the diverse learning styles and preferences of neurodivergent students. This can result in disengagement, frustration, and underachievement in academic settings.

Resources focusing on multiple intelligences and employing AI-assisted media have the potential to empower neurodivergent students by catering to their diverse learning needs, improving accessibility, and cultivating personalized and engaging learning experiences. Neurodivergent students often possess various learning styles, including visual, auditory, kinesthetic, or a blend of these. Utilizing resources that incorporate multiple intelligences ensures that content is delivered in formats that resonate with different learners. By offering a variety of multimedia resources, neurodivergent students can interact with content in ways that align with their individual preferences and strengths.

Traditional, text-heavy learning materials may pose challenges for neurodivergent students. Multimedia resources can enhance comprehension and retention by presenting information in dynamic and interactive formats. Interactive simulations or educational games, for instance, can reinforce concepts and increase engagement for neurodivergent students.

AI-assisted media has been demonstrated to enhance learning in neurodivergent students. Algorithms can analyze students' learning preferences, allowing for personalized content and recommendations tailored to their individual needs. This personalized approach enables neurodivergent students to access resources that match their unique learning profiles. Additionally, AI-powered chatbots or virtual assistants, equipped with natural language processing capabilities, can offer instant feedback, address inquiries, and engage in interactive conversations with neurodivergent students. This real-time support encourages independence and autonomy, while also fostering deeper comprehension and engagement with the material.

"Ideas cause ideas and help evolve new ideas. They interact with each other and with other mental forces in the same brain, in neighboring brains, and, thanks to global communication, in far distant, foreign brains." (Neuropsychologist Roger Sperry)

This quote captures our educational and innovative ethos, emphasizing the interconnectedness of ideas across diverse minds and disciplines. The core of our approach is the belief that to truly impact the world, we must foster an environment where ideas can flourish, intertwine, and evolve.

Our team comprises neurodivergent individuals from various backgrounds—artists, scientists, educators, and community leaders—united in a shared pursuit of collective learning. We recognize the uniqueness of each student and advocate for a personalized learning experience that empowers them to thrive and become catalysts for change in their communities. We are committed to inclusive education, innovation, and the potential of neurodiverse individuals to shape a brighter future for generations to come.

Central to our collaboration is a novel approach to education, centered on the individual student and tailored to equip them with the skills and competencies necessary for an ever-evolving world. Each member brings a wealth of experience and expertise:

Cynthia Young (neurodivergent/dysgraphia/dyscalculia) serves as our Chief Connector With a diverse professional background spanning art, television production, executive education, and academia, Cynthia excels in forging strategic alliances and translating vision into actionable strategies. Her educational pursuits further underscore her commitment to driving organizational change and fostering inclusivity. (https://www.linkedin.com/in/cynthia-young-83778b157/)

Sawyer Steele (Transgender with two Autistic sons) is an Emmy-nominated film producer, and co-founder of Let it Ripple Film Studio He has produced, written, edited, and directed several award-winning films including four that have premiered at the Sundance Film Festival including TransBoom where he shares his experience being transgender. As a parent of two autistic boys, Sawyer offers unique insights into neurodiversity and storytelling, harnessing the power of film to drive social change and amplify diverse voices. (https://www.sawyersteele.com)

Frank Fitzpatrick (Neurodivergent), an award-winning creative executive and wellness expert, leverages his expertise in music and technology to unlock human potential. With a background that includes serving as the first Music & Health Specialist for Apple, Frank is at the forefront of the Hearables Tech Revolution, pioneering innovative solutions at the intersection of sound, health, and technology. https://youtu.be/pqAII8viWOU?si=t6WVRAlJ_FPC6cjR

Dr. Ronald Beghetto (Identifies as AD Attention Divergent, rejecting the DD Deficit Disorder, and has a daughter diagnosed with ADHD ) He is an internationally recognized expert on human creativity and advocates for a paradigm shift in education to embrace possibility thinking and empower neurodiversity to democratize creative educational experiences. Rejecting deficit-based labels, Dr. Beghetto champions the use of GenAI as a tool for personalized learning and navigating future possibilities. https://www.ronaldbeghetto.com/about

Graham Brown-Martin (Autistic/ADHD) spearheads initiatives to reimagine education for the future. Graham created a global intelligence network of interdisciplinary thinkers, designed a blueprint for society to thrive beyond the 22nd century, authored Learning {Re}imagined, and directed 30 short films about the future of learning. https://www.grahambrownmartin.com/

Founder of Learning Without Frontiers https://www.youtube.com/@lwf and

 https://youtu.be/9Y4gT0JvCCM?si=8MOOHCjNs1lgVWmY 

In September 2022, as part of my Capstone project for an MSS degree in Digital Media Management at USC Annenberg, I developed a website, https://pathwaysandjourneys.com that now serves as a blueprint and vision board. This platform aimed to gather research, best practices, media, and collaborators for a project module focusing on Character. I conducted two Qualtrics surveys, one targeting student preferences in education and another gathering information from teachers on their current or desired resource materials. A small pilot online with 20 students tested the Character Module https://cultivatingcharacter.org, from UPENN Assessment https://www.authentichappiness.sas.upenn.edu/testcenter to element Wisdom https://cultivatingcharacter.org/wisdom-1 for ease of use, clarity, and additional input.

As I delved deeper into researching innovative solutions for education transformation, the project expanded to include Critical Thinking and SEL. I reached out to prominent figures in education whose ideas resonated with me, discovering that many were keen to join the collaborative effort. While these individuals produced high-quality media as Open Educational Resources (OER), they struggled with scaling their ideas effectively.

Although offering materials as OER addressed the issue of educators being unable to afford innovative resources, it didn't necessarily generate the necessary awareness for optimal utilization. Some projects, such as the Character Day Content Hub Database, were left unmaintained, while others remained on the website with minimal engagement. Consolidating these resources within a larger platform could increase awareness significantly within the same marketing budget.

All the media featured on the P&J platform has been widely used by millions of teachers and students. The Character Day materials were even highlighted in a UPENN Impact report, showcasing their success and the demand for ongoing resources from teachers.

What requires further development and piloting are the new platform and the format of “Short Burst” learning.  The AI Chatbots are currently being used in a research program and need to be adapted for student use. We aim to create a dynamic, searchable database, along with chatbots that facilitate connections to multiple pathways.

My strengths lie in ideation, strategy, and connecting far analogies.  My team members are creatives and subject matter experts for content and educational innovation, media production, and marketing.

I don’t know what I don’t know.

The reason that I am applying to Solve is to have outside voices look at my strategy and let me know how I can take this to the next level, where I need to put more focus, and what team members I need to add to the team to lead the tactical areas of development.

To be able to successfully scale this, we will need advice and possible partners in the following areas.

Technology 

Website: Our prototype is built from a web builder template.  The scalable website needs to be much more robust, cloud-based, and optimized for easy viewing across computers/laptops/tablets and phones. I would like examples of similar websites that are working well to avoid problems from “what I don’t know” about scaling a website.

Database:  We need a contractor to develop a database that will search and cross-reference over 5000 media sources (currently in an Excel spreadsheet).

APP: We need advice from a contractor to create an app that will function like CALM or NOOM to allow notifications and progress.  Or should we write a program that works with APPLE Journal so that it is universal and maintained to the highest standard?

Business Model (e.g. product-market fit, strategy & development)

As a hybrid social enterprise, are there educational partners that we should be collaborating with?

Financial (e.g. accounting practices, pitching to investors)

Should we organize as a business or start with Fiscal sponsorship to develop the idea.

Legal or Regulatory Matters

We need advice on the use of materials.  For example:  “If materials are released as an 'open educational resource', and they contain material that is not properly licensed (whether that is text, a graphic, a photograph, video, music or any other copyright work), reuse of that non-licensed material is likely to be copyright infringement by any user of the resource.”

Public Relations (e.g. branding/marketing strategy, social and global media)

We can always use advice on how to brand and market our product in a global economy.

1. Using Open educational resources (OERs) gives us professionally produced media, often well-tested and researched, that we would not be able to replicate due to cost. These resources, break down barriers to education by eliminating cost constraints for learners and educators worldwide. In regions with limited access to traditional educational materials, OERs provide an invaluable opportunity for individuals to access high-quality learning materials regardless of their socio-economic background. By leveraging OERs, we can adapt and customize content to suit diverse cultural contexts and learning needs, ultimately enhancing the quality and relevance of education on a global scale. This gives us the potential to democratize education, empower learners, and drive positive social and economic change worldwide.

2. Utilization of AI Chatbots for Enhanced Learning: By emphasizing character and competencies such as critical thinking, creativity, and collaboration, this approach ensures that these skills are imparted within relevant contexts, enhancing their effectiveness. Designed by Dr. Ron Beghetto  https://ronald-beghetto.squarespace.com/ who is one of the Top 200 University-Based Scholars in Education.  His work explores the following themes:

• using GenAI as a partner in possibility thinking (designing and using custom bots); 
• preparing young people for possible futures;
• encouraging possibility thinking in education;
• democratizing creative educational experiences;
• developing new and dynamic creativity research methods. 

3.  Mobile Learning (mLearning) refers to the use of Mobile technologies, such as cell phones, or any hand devices, that are used as a learning instrument to enhance interactive collaborative learning. Mobile learning is important for several reasons. It can be inexpensive when compared to traditional learning and it is as far-reaching as there are people with mobile devices (current mobile networks are currently accessible to upward of 90% of the world population.) mLearning is unique in that it can accommodate both formal and informal learning in collaborative or individual learning modes, and within almost any context but it requires student user-centric design to be effective. https://adlnet.gov/projects/mobile-learning-overview/

4. Strengths-Based Approach: Utilizing the OER Positive Personality Profiles https://www.authentichappiness.sas.upenn.edu/testcenter developed by UPenn, this solution employs a strengths-based approach. Through assessments, students identify their strengths, fostering confidence and enabling them to actively contribute to collaborative efforts. This approach not only benefits educational settings but also holds the potential for adaptation in employment contexts to support collaboration and ideation among teams. An individual creates an account, with privacy assured, that they can use to support personal reflections and growth for lifelong learning.  The assessments are available in 6 languages.

5. Learning is facilitated through "Short Burst" modules, designed to extend learning over a period longer than traditional programs. This approach, as advocated by Harvard Business Review, promotes greater retention and application of knowledge. Our modules are versatile, and suitable for integration into various learning environments or as standalone self-development practices. Weekly prompts focusing on character strengths serve as practical examples to reinforce learning. They are ideal for global education initiatives in regions with limited access to traditional educational resources.

Please see our Logic Model  Elements are below.

Resources: 

· Transforming curriculum with AI Chatbots https://pathwaysandjourneys.com/creativity-and-ai• Media Resources https://pathwaysandjourneys.com/education-resources

· Student Voices Diversity https://pathwaysandjourneys.com/student-voices

· Character Day 4000+ curated resources for character leadershiphttps://www.letitripple.org/ch...

Examples:

- The Science of Character https://vimeo.com/79444520

- Multicultural: 30,000 Days https://vimeo.com/226378903

- Multilingual  https://vimeo.com/33737057 (volunteer translated into 75 languages)

- LGBTQ+  Transboom https://youtu.be/vXxwArlKrgI?si=VwGGAAUF2WSpmfI-

- Dr. Ron Beghetto Possibility Botshttps://ronald-beghetto.square...

·  The Third Side -https://thirdside.williamury.c... Curriculum transforms conflict at home/work/world

·    Earthtones - SEL / Creativity /Music

-  Projects https://earthtones.org/project... pilot/films/music guide

-  Curriculum SEL  https://www.franksmusic.info/music-resource-guide

·      Learning Re-imagined book and208 videos from Graham Brown-Martin https://www.youtube.com/@lwf

Activities:

·      Audit and relaunch Character Day Hub resources.

·      Design P&J OER Platform Identify new OER Resources

·      Evaluation Plan UPenn ImpactEd Marketing Plan for Scalability

·      Create a collective team and Pilot Schools ICL

·      Environmental Scan Research

·      Identify Funding Design/Development – Capstone, Scalability -Koch/NEH/Fetzer Sustainability -      MOOC/DMM

Outputs: 

·      Cultivating Character – 38-week program with 15-20 minute edited modules (future use with business)

·      Third Side - Digital Curriculum w/video Transforming Conflict

·      ASP -Curated Webinars w/OER YouTube and Podcast Critical Thinking

·      Earthtones Podcast w/YouTube Hearables SEL / Music /Sound / Wellness

·      IMPACT Speaker Series w/OER YouTube/Podcast Passion / Purpose/ Character / Leadership / Career /Community

Short-term Outcomes: 

Students and educators reported increased awareness and understanding of neurodiversity, fostering a culture of acceptance and respect for individual differences.

·      User-designed materials for Neurodiverse students with AI-assisted recommendations.

·      Pilot P&J prototype Character as an online resource for multiple use in online/blended/homeschool/micro-school.

·      Evaluations & Process Improvements for the launch of the Beta Platform.

Mid-term Outcomes:

Impact deepened, manifesting in tangible shifts in behavior and practice. From improved access to essential services to enhanced skill development among learners, the program's influence extends beyond the classroom, enriching lives and empowering communities.

• Professional Development credits for Neurodiversity in education provide a revenue source.

• Large-scale use in multiple learning environments, including homeschool, micro-school, charter, and public.

• Business sponsorship creates a revenue source for additional branded materials. 40% of entrepreneurs are ND.

• Pilot in Teacher Training Programs University Level. 20% of students are neurodiverse.

• Pilot Podcast in the US and radio for use in developing countries.15–25% of the global population is neurodiverse.

Long-term Outcomes:

Transformative long-term outcomes. Enhanced economic opportunities, greater social inclusion, and improved well-being from embracing neurodiversity as a source of strength and resilience.

·      Teachers have the tools to facilitate personalized paths for Multiple Intelligences and neurodivergent students.

·      Paradigm shift to divergent ideas as a benefit to the workplace. DEIA initiatives include neurodiversity.

·      Neurodiversity as part of UN Development Goals P&J is accessible via radio and phone in developing countries.

·      Sustainable continuous improvement through capstone projects and a professional development course.

United Nations Sustainable Development Goal #4 "Ensure inclusive and equitable quality education and promote life-long learning opportunities for all" 

Embracing neurodiversity aligns with the SDGs, creating a more equitable and sustainable world by fostering inclusivity and harnessing the unique strengths of neurominorities.

·      promoting neurodiversity contributes to global health and well-being (SDG 3)

·      inclusive education (SDG 4)

·      gender equality (SDG 5)

·      decent work and economic growth (SDG 8)

·      reduced inequalities (SDG 10)

·      peace, justice, and strong institutions (SDG 16)

·      partnerships for the goals (SDG 17).

Our efforts in fostering understanding, acceptance, and the utilization of neuro-minority talents align with these SDGs, creating a more sustainable and inclusive world.

Our use of mobile learning contributes to achieving the UNESCO (2013) Education for All (EFA) goals of increasing education access, quality, and equality as they relate to mobile learning:

 Improving levels of adult and youth literacy

 Improving the quality of education.

 Achieving gender parity and equality in education.

Impact Goals, Targets, and Indicators for Pathways & Journeys Solution

Impact Goal 1: Enhance Awareness and Understanding of Neurodiversity

Target: Increase awareness among educators and students about neurodiversity.

Indicators:

1. Number of views and shares of "The Divergent Mind" short film.

2. Percentage of educators using discussion guides tailored for different age groups.

3. Number of educators accessing resources from esteemed thought leaders in the field of neurodiversity.

4. Feedback surveys indicating increased awareness and understanding of neurodiversity among educators and students.

Impact Goal 2:Improve Adaptability of Education Materials for Diverse Learning Styles

Target:  Implement adaptable learning materials catering to diverse learning styles for educators.

Indicators:

1. Number of educators utilizing generative artificial intelligence tools such as Dr. Beghetto’s Possibility Bots.

2. Percentage of educators accessing curated resources for integrating diverse learning styles into their curriculum.

3. Feedback surveys indicating satisfaction and effectiveness of adaptable learning materials among educators.

Impact Goal 3: Empower Students to Identify and Utilize Their Strengths

Target: Enable students to identify their strengths and personalize their learning paths.

Indicators:

1. Number of students engaging with strength assessments from UPenn.

2. Percentage of students accessing inspirational videos featuring notable figures.

3. Usage data indicating personalized learning path customization by students.

4. Feedback surveys indicating increased self-awareness and utilization of strengths among students.

Impact Goal 4: Develop 21st-Century Competencies in Students

Target: Foster the development of 21st-century competencies in students.

Indicators:

1. Number of resources accessed for developing competencies such as creativity, critical thinking, and collaboration.

2. Percentage of students engaging with guides on showcasing 21st-century skills in digital portfolios.

3. Feedback surveys indicating perceived growth in 21st-century competencies among students.

Monitoring and Evaluation Plan:

·      Regular monitoring of platform usage data, including views, downloads, and user engagement metrics.

·      Conduct periodic surveys and interviews with educators and students to assess awareness, satisfaction, and impact.

·      Collaborate with external evaluators, such as ImpactED at the Fels Institute of Government, to conduct comprehensive evaluations of program effectiveness and impact on an annual basis.

Our solution utilizes best-spractice technology. From vendor quotes we have determined we will need:

Website:

·      JavaScript for dynamic content delivery and user interaction on the website

·      HTML/CSS for structuring content and CSS for styling and layout purposes. This ensures a consistent and visually appealing user experience across different devices and browsers.

·      Python is used for server-side scripting and backend development. It helps manage user data, handle requests, and process information on the server.

·      React.js for building user interfaces. React allows for the creation of reusable UI components, making it easier to maintain and scale the application.

Database: MySQL as its primary relational database management system (RDBMS) to store various types of data, including user information, progress tracking, and content metadata

Hosting: AWS for hosting its infrastructure, including servers, storage, and networking services. AWS provides scalability, reliability, and security for the platform.

Analytics: Google Analytics to monitor website traffic, user engagement, and other metrics.  MarTech stack is tbd

AI technologies:

·      Machine Learning leverages machine learning algorithms to analyze user behavior, preferences, and learning patterns. This information is used to recommend personalized learning paths, exercises, and content to individual users.

·      Data Analytics and Insights: AI is used to analyze large volumes of user data collected on the platform, extracting valuable insights into learning trends, effectiveness of content, and areas for improvement. These insights inform decision-making processes and help optimize the learning experience for users.

·      Content Recommendation Systems: AI algorithms are employed to recommend relevant educational content, such as videos, articles, and exercises, based on the user's interests, learning history, and goals. This helps users discover new topics and resources aligned with their learning objectives.

Possibility Thinking Bots - We will incorporate the use of bots Dr. Beghetto similar to those found at https://ronald-beghetto.squarespace.com/ptbots to enhance the learning experience and provide additional support to users. These bots could serve various purposes, including:

·      Bots can offer real-time assistance and guidance to users as they navigate the platform, helping them find resources, answer questions, and troubleshoot issues they encounter during their learning journey.

·      Bots can interact with users to understand their learning goals, preferences, and proficiency levels. Based on this information, they can recommend personalized learning pathways tailored to each user's needs and interests.

·      Bots can provide immediate feedback on exercises, quizzes, and assignments completed by users. They can offer constructive feedback, explanations, and additional resources to help users improve their understanding and mastery of the content.

·      Bots can engage users through interactive conversations, challenges, and gamified activities designed to motivate and encourage continued learning. They can celebrate achievements, set goals, and track progress to keep users motivated and engaged.

·       Bots can facilitate interactions and collaboration among users by connecting them with peers who share similar interests or learning goals. They can initiate discussions, group activities, and peer-to-peer support networks to foster a sense of community within the platform.

I am the only person working full-time on the team.  With additional funding, we will add the following for the Initial team:

1 full time – Cynthia Young

3 part-time – Sawyer Steele, Frank Fitzpatrick, and Graham Brown-Martin

2 SMES – Dr. Rob Beghetto and William Ury

5 Contractors – Website, Database, Video Production, Editing, Analytics

1 Evaluator

I have been working on this for the past two years as part of a Capstone project at the USC Annenberg School of Communication and Journalism, MSS Digital Media Management program. Researching my area of interest - combinatorial creativity and innovation, opened my mind to the role that neurodivergence plays in innovation, and the lack of support for divergent thought in traditional educational settings. This brought me to my team members, who have been working on this issue for many years, e.g., Graham Brown-Martin for 20 years, Dr. Ron Beghetto for 15 years, and Sawyer Steele for 10 years.

Diversity, equity, and inclusivity are not just checkboxes but fundamental principles guiding all our endeavors. When we consider Diversity, Equity, and Inclusion (DEI) in education and the workplace, it's crucial to expand our focus to fully incorporate neurodiversity as a vital component of DEIA. (https://www.linkedin.com/pulse/neurodiversity-crucial-often-missing-component-diversity-jsilc/) This inclusion ensures that many non-apparent disabilities, often overlooked in workplace discussions, are no longer stigmatized. True inclusivity requires recognizing the unique strengths and perspectives that neurodivergent individuals bring.

In 21st-century education, promoting Diversity, Equity, Inclusion, and Accessibility (DEIA) is essential, particularly in fostering critical thinking, collaboration, and creativity. Diversity goes beyond outward appearance; it encompasses cognitive diversity as well. With at least 20% of the adult population being neurodiverse, it's clear that neurodiversity transcends race, gender, and orientation. The various ways individuals think fuel innovation and progress. When people from diverse backgrounds, experiences, and perspectives come together to tackle complex challenges, they bring a wealth of ideas and insights.

In an era defined by information overload and rapid change, the ability to differentiate, curate, and think differently is indispensable. By acknowledging and honoring the diversity of individual cognitive processes, fostering a culture of creativity and innovation, and embracing alternative viewpoints in problem-solving, we can unlock new potentials, drive progress, and shape a brighter future for generations to come. Research consistently shows that diverse teams outperform homogeneous ones, fostering innovation, creativity, and problem-solving. It's not merely about meeting quotas but harnessing the power of diverse minds to drive success. While specific initiatives regarding neurodiversity may differ, several prominent US companies, such as Ford, Microsoft, Chase, IBM, and DELL, have demonstrated a commitment to integrating neurodiversity into their DEI efforts.

As our understanding of neuroplasticity and neural processes grows, it becomes increasingly important to consider the implications of these discoveries on our communities and the world at large. We must use our knowledge to reduce social inequities rather than perpetuate them.

Our library is built on professionally produced media, backed by research, with diverse populations, ensuring that students can find representations of themselves regardless of their race, ethnicity, or cultural background.

Examples:

• The Science of Character https://vimeo.com/79444520

• Multicultural: 30,000 Days https://vimeo.com/226378903

• Multilingual learners: A Declaration of Interdependence https://vimeo.com/33737057 (volunteer translatedinto 75 languages)

• LGBTQ+ students: Transboom https://youtu.be/vXxwArlKrgI?si=VwGGAAUF2WSpmfI-

• Transforming curriculum with AI Chatbots https://pathwaysandjourneys.com/creativity-and-ai• Media Resources https://pathwaysandjourneys.com/education-resources

• SEL Curriculum 21 Ways to Create Joy with Music https://www.franksmusic.info/music-resource-guide

• Student Voices Diversity https://pathwaysandjourneys.com/student-voices

We're a hybrid social enterprise business model using curated open educational resources. We support personalized and inclusive learning experiences tailored to diverse intelligences and neurodivergent individuals. We embrace the triple bottom-line approach:

- People: Acknowledging distinct learning needs of individuals.

- Planet: Aligning with UN Development Goals for Education, #4.

- Profit: Recognizing that embracing neurodiversity can enhance business profitability.

Key Partnerships:

We collaborate with thought leaders, ideators, educational institutions, nonprofits, corporations, and community stakeholders to extend our impact and reach.

Key Activities:

- Curating existing Open Educational Resources (OER) to cater to diverse learning experiences, with a focus on neurodivergent students.

- Implementing the platform online, leveraging various learning modalities and technologies.

- Establishing strategic partnerships and fundraising efforts to sustain and expand our operations.

- Conducting research and fostering innovation to advance educational methodologies. 

Key Resources Open Educational Resources (OER) :

Pathways & Journeys https://pathwaysandjourneys.com/

Learning Re-imagined https://www.youtube.com/@lwf

Character Day https://www.letitripple.org/characterday

A Starting Point https://www.astartingpoint.com/

The Third Side - https://thirdside.williamury.com/teach/

Earthtones - https://earthtones.org/projects/

AI Possibility Bots https://ronald-beghetto.squarespace.com/ptbots

Value Proposition:

- Personalized learning paths adapted to multiple learning styles.

- Integration of 21st-century competencies and character development.

- Engaging content including videos, games, and real-world applications.

- Expert guidance from educators and subject matter experts.

- Accessibility and inclusivity for learners of all backgrounds and abilities.

- Digital portfolios for showcasing skills.

- Innovation and impact through research-driven approaches.

Customer Relationships:

Our combined networks have reached over 50 million viewers across all platforms -- schools, television, and nearly all streaming platforms. https://earthtones.org/projects/ Our films and media projects https://www.letitripple.org/about have premiered at MoMA, Sundance, and TED, and have been selected by the US State Department to represent the US at embassies around the world. https://www.youtube.com/@lwf We have reached over 200,000 schools in 128 countries and all 50 states. https://www.letitripple.org/characterday

Channels: Our educational resources are freely accessible to anyone with an internet connection, eliminating barriers to education such as cost, geography, and time constraints. We aim to democratize learning opportunities for millions of learners worldwide, including those in underserved communities and developing countries.

·      Online Platforms: Utilize websites, social media, and digital marketing channels to promote and deliver educational content, courses, and programs.

·      Partner Networks: Collaborate with educational institutions, non-profit organizations, corporations, and community groups to leverage their networks to amplify our impact, and access new audiences.

Customer Segments: Learners: Children, youth, adults, and lifelong learners seeking personalized, inclusive, and innovative educational experiences.

·      Educators and Professionals: Teachers looking for professional development opportunities, resources, and support to improve their practice and impact.

·      Corporations and Organizations: Companies whose social impact initiatives align with our goals and values.

Cost Structure: We utilize a layered cost structure that provides free services to students and teachers, with premium services available for professional certification credits or customized modules for business use.

Revenue Streams: We have a long-term sustainability strategy through diversified revenue streams and scalable solutions that include donations, partnerships, merchandise sales, subscriptions, and consulting services.

We are currently operating on donor funds from the founder and in-kind services provided by the team as well as their existing media libraries, which include over 4000 media resources, films, games, and AI-assisted applications worth hundreds of thousands of dollars. 

We recognize that we will need a diverse revenue model that combines donations, partnerships, merchandise sales, premium subscriptions, and consulting services to support our educational programs and initiatives while remaining committed to its goal of providing free, high-quality education for all

Some of the revenues we are exploring include:

1. Donations and Grants: Contributions from individuals, foundations, corporations, and philanthropic organizations who support its mission and vision. Use of funds would be the organization's operations, content development, and technological infrastructure.

·      Most grants will require a 501c or Fiscal Sponsorship which is tbd

2. Corporate Partnerships: Possible partnerships with corporations and businesses that align with our educational goals and values. These partnerships may involve sponsorships, co-branded content, or funding for specific initiatives and programs. In return, corporate partners gain visibility and recognition for their support of education and social impact.

Current Corporations that include neurodiversity in the DEIA (https://www.bestcolleges.com/resources/companies-leading-neurodiversity-movement-tech/ ): Microsoft, IBM, Ford, SAP, VMWare, Hewlett-Packard, Salesforce, DXC Technology, Aspiritech, Ultranauts, Deloitte

3. Foundations and Non-Profit Organizations: Grants and funding from foundations and non-profit organizations that focus on education, technology, and social innovation. Use of funds may support specific projects, research initiatives, or expansion efforts to reach underserved communities.

4. Merchandise Sales: Branded merchandise such as t-shirts, hoodies, and accessories through an online store. Revenue generated from merchandise sales would support the organization's operating expenses and educational programs and also help create awareness of neurodiversity with messages on mugs and t-shirts.

5. CharacterUp – an App that would function like Calm or Noom  to offer additional features and benefits to users through prompts and reflection, personalized learning plans, and progress tracking tools. Subscribers pay a monthly or annual fee for access to these premium features, providing a supplemental source of revenue for the organization and reaching a wider age audience.

6. Educational Partnerships: Collaborate with alternative schools and educational institutions, school districts, and universities to integrate our resources into classroom instruction and curriculum. These partnerships may involve licensing agreements, professional development services, or customized content development for specific educational needs.

7. Commercial Services: Provide branded modules to companies to use in onboarding and career path employee HR services. Revenue-generated branded materials benefit both the organization and our project to achieve our overarching mission to change perceptions of neurodiversity. https://www.letitripple.org/futureofwork

8. Investors: A reverse-mentoring approach, providing startup enterprises, especially in EdTech with an innovative HR plan for their Pitch in exchange for 1% of the shares (non-dilutable).

9.  Professional Development – Create a MOOC for “How to Use Open Educational Resources for Multiple Learning Experiences” with an option to do a Capstone project requiring a new media resource that can be added to the P&J platform for a fee to obtain Professional Development Credits.