The 5E-ducational Model

Engage children to produce knowledge

Explore the educational processes

Explain the targets and the rules

Elaborate gaming

Evaluate cognitive procedure

The problem

• The standard boredom or even abhorrence of the children for the classical learning procedure.
• The usual doubts of the educators about the effectiveness of the learning procedure, as the construction of the questions for the game and their evaluation of the teachers, reflects automatically the degree of the assimilation of the teaching material and reveals the points with difficulties in the understanding procedure.

The Solution

Children are going to be implicated into a gaming process leading them to the conquest of the knowledge. The ultimate aim (KNOWLEDGE) of this gamification( GAMIng and educaTION) model will come up as a great surprise for all (educators and children). The focusing effort concerns the rules of the gaming processes and the goal of winning into the game. Precisely the children are going to produce the necessary knowledge in order to proceed into the next level of the game and finally to win! Actually the children are going to be the teachers, that will propose the questions, which themselves and other players, should be able to answer in order to continue playing. Noteworthy that the selection of the players, who will consist the teams will be random, so the teams at first may be impersonal, encouraging although the inter and intra team interactions of the players. On the other hand, the teachers are going to evaluate the questions along with  the answers proposed by the students. In this way, the teachers get a direct feedback of the learning procedure and have the advantage to interfere and guide the misleaded groups of students towards the correct direction. In other words, the children will be the educators of themselves and the educated team at the same time, while the educators will have the advantage to supervise and lead the educational process without being annoyable to the children.

The Result 

Our proposed educational game platform will shape the future of education and work, as an adaptive and interactive learning procedure that will fit for each classroom! Besides the pleasant feeling of learning through playing, the so-enviable role of the teacher is going to be played by the children. The young boys and girls will be the educated people and the educators- evaluators of the educational procedure at the same time. Hence, any feelings of injustice, boredom or passivity, that bloom out of the classical educational procedures, will be minimized. Moreover throughout the team gaming, self-motivation and creativity are going to thrive, as the children will be the ones that create the rules of the game and decide who wins! Furthermore, the personality of the children will be shaped with the 21st century skills of critical thinking, active listening and learning, coordination, problem solving and instructing. Children, by forming their teaching procedure, will shape themselves and their future position in society and economy

We propose a dual model that transforms the learning process into a creative procedure. It is based on the concept of students developing the questions and the relative answers, concerning school curriculum, required for a team game. So, the advantages of Gamification are combined with the  Student Question Asking (SQA) and are proposed as an innovative method of training and measuring critical thinking skills in higher education. The Constructive Learning Database Index (CLDI), that will be developed, will use natural language processing to automate scoring of the questions, while their evaluation will be based on their relevance, scale, and articulation.

The proposed gaming platform:

• Is supported by a supreme technological package
• Has both the characteristics of a classic team game and a sophisticated 3d platform
• Permits the creation and the uploading of the questions
• Supports the evaluation of the questions and the feedback posting from the educators
• Consists a “tank of test subjects” of the game
• Organizes the questions into groups inside the tank according to difficulty levels
• Provides the random appearing of questions while playing
• Allows interactions among players.

• Supports a Constructive Learning Database Index (CLDI), with automatically scored questions.

Our proposed goals for the next 12 months are

• Application of this educational gaming platform in at least one lesson of every school.
• Statistical surveys of the effects of this model on the educational procedure.
• Collection and analyses of the surveys' data will provide us with  feedback about the effects of this dual model of education combining the interactive role of students in the learning procedure with the implementation of gamification on education.
• Application of this educational platform in informal education and particularly in refugee community.

The positive effect of the gamification in the educational procedure should be self-explanatory and this teaching model may have become a standard learning practice in every school. Moreover, every student should have in mind that since he/she can «teach» what he/she has learned, he/ she has already conquered the knowledge. So the role of the teacher may be demystified and every child should have the self motivation to achieve the knowledge.

Our current instructor acquisition, coming from conference presentations, matchmaking events and our personal network, has been integrated by building new customer partnerships, implementing blogging, search engine optimization, conferences and workshops and positioning Sterigma as a thought leader in technology-supported teaching pedagogy.

Our proposed steps are:

• We provide the stakeholders our AI-powered gaming platform.
• The students in the beginning provide questions and answers for the courses they prefer.
• A transforming educational procedure based on our gaming platform, shapes an interactive learning procedure, unique for each classroom.
• Educators guide students and check the results in order to face any weaknesses and risks.

We have already present our solution to at least 400 parents, teachers, and students with our engaging learning tools through meeting and contacting people at international conferences and events in Europe. The solution has tested to a few refugees camps in Greece.   

Discussions with international teachers, parents and students have revealed that we should create a teacher/parent training solution to help them lead learners with math concepts new to them that are necessary for their educational future needs. 

StrigiformHub incorporates an educational team, highly expertised in all grades and courses and also in the education of refugees and immigrants. Firstly, we will develop the proposed gaming platform, having feedback from children, educators and parents, about the game. Then, we will schedule  a pilot program, in which the game will be implemented in formal, informal education and in the community of refugees. As 20,300 refugee children are currently hosted in Greece, there is an imperative need for their gradual integration. We are expecting about 5,000 students to implement the gaming platform in 12 months and 10,000 in 3 years.

StigiformHub is a team of over 9 editorial, technical development, production, project management, marketing, design,customer services and advertising sales professionals. Our core team consists of: 

1. economist with MSc in International Business Economics, 
2. teacher with Master of Arts in Special Educational Needs, 
3. teacher in Secondary Education with Bachelor's degree in Philosophy, Education and Psychology, 
4. teacher with PHD in Biology 
5.  Team with MSc Physicist, along with a graphic designer, game designer, game developer and Social Media people. 

There is also a panel of experts who their role is to accredit the educational content that we are providing.

We use a freemium business model, and then upsell institutions to create high-value, high-impact partnerships.

Our software modules both save instructors time in their existing classrooms, and also train and measure specific 21st-century skills. We give the time-saving benefit to instructors for free, but limit the number of classes they can run, and the data analytics features available.

These instructors then help us pitch their technology purchasing office, department, or provost on the value of training and assessing 21st-century skills without curriculum changes or instructor retraining. The initial institutional purchase will likely cost $10 per student per semester, although we are still validating our price point.

Once an institution has purchased, we increase the value of the partnership by selling them additional student licenses, additional software modules (when released), and curriculum redesign services. These add-on services get us to the $20/student/semester used for our total addressable market (TAM) estimate. In future, we expect to build an additional revenue stream by selling Beagle assessment data to companies (estimated $2 billion TAM), allowing them to identify top performers in critical thinking, problem solving, and teamwork. Students and schools would be given the opportunity to opt-in to data sharing. 

We are looking for:

• Support in selling and scaling our existing product - question gathering and analysis - through Solve’s and MIT’s network
• Connections to funders who are interested in a bold vision for transforming higher education
• Expertise with the needs and purchasing habits of our customers to help us more quickly refine our market entry point

Our goal is to transform higher education by helping support the training of 21st-century skill through inquiry-based models of learning. We’re aware that this is a big goal, and are working hard to find the most practical and scalable methods to achieve it. 

Funding and outreach are typical barriers of any startup initiative.  Often, they are more efficiently accomplished when there is a clear resonance between partner organizations and the initiative, and where the weight of partnerships can help open doors, make contacts, potentially assist with finding funding, and broaden reach. One potential barrier is teachers having to learn teaching methods that might make them uncomfortable despite being important for improving their effectiveness as a teacher.  Access to professionals with expertise relating to the solution and the credibility of Solve:  MIT and UN, will help clear speed bumps and fine tune our solution.