UNIVERSITI PENDIDIKAN SULTAN IDRIS

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!

Basically, this MOOC FOR SCHOOL project is focusing on the students in elementary school or high school, which falls into the age 6-18 initially, and will expand from kindergarten from age 2 - 5 as well.

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

Increase equitable access to quality learning opportunities through open sourced, offline, or virtual models, especially for underserved learners in low connectivity environments

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 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

Proof of Collaboration

I have interviewed via call to some non-profit organizations that handle refugees and also poor, they mentioned that this solution will be a great support and help to them in terms of education for the underprivileged students. They totally welcome my effort and collaborate with me in applying grant to make this solution great and happen.

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.

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).

The integration of theories of change is based on previous literature review on the scientific studies and also statistics as well. We are in the midst of collecting data and evidence via survey and also quasi-experimental research. 

Currently, method of tracking and measuring my solution's impact is by student sign-up as user and teacher sign-up as instructor.

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

This Solution had been in TOP 11 FINALIST (THE ONLY SOLUTION FOR EDUCATION AMONG TOP 11) out of 75 participants around the world in the Microsoft AI for Accessibility Hackathon 2022. 

Link for Proof

Research question would LEAP Fellows help you to answer:

1. How to expand or scale to ASEAN countries and then to the whole world in a very short of period through strategized market penetration and can surpass the law of innovation diffusion?

2. How to gain investment or grant into my solution from around the world as to make this solution sustainable?

Potential deliverables would be useful to my organization as outputs of the LEAP sprint is via scale to ASEAN countries and get funders and researchers' collaboration in this solution as to make it happen and sustainable. Collaboration between my institution and MIT for the research purposes and with the industry as well. 

Successful outcome of this project that allow me to achieve is in the implementation of my solution to ASEAN countries and then to the whole world. By hosting a LEAP project, it will definitely make this solution not just a dream but a reality, which is enable all students around the world, expecially underpriviledged and special needs students, to get their education in less barrier, and then realise the SDG 4 Quality Education. 'EDUCATION IS FOR ALL!' is what we believed always. Definitely will help my enhance my organization’s 5-year plan and keep moving forward with this saint effort.