iConnectED by IFA

Indigenous and remote communities face numerous challenges in accessing quality education, leading to lower literacy rates, higher dropout rates, and limited opportunities for higher education and employment.iConnectED is a groundbreaking educational platform designed to drive positive learning experiences for all learners located in such communities. 

According to the World Bank, globally, Indigenous peoples represent approx. 6% of the world's population, yet they account for 19% of the world's impoverished individuals. 

In the US, the high school graduation rate for Native American students is 72%, compared to the national average of 85%.

In Canada, the high school graduation rate for Indigenous students is 48%, compared to the national average of 87%.

In Australia, the school attendance rate for Indigenous students is 83%, compared to the national average of 93%.

Several factors contribute to the educational disparities faced by Indigenous and remote learners, including:

• Failure of traditional education systems to incorporate Indigenous and local perspectives, history, and culture, leads to disengagement and a sense of alienation.

• Language barriers, as many Indigenous learners speak their native languages at home, make it difficult to engage with educational materials in the dominant language.

• Higher rates of poverty, unemployment, and limited access to resources.

• Limited access to technological infrastructure, such as laptops, desktops, and high-speed internet.

• Geographical isolation limits opportunities to engage in face-to-face learning and connect with educators and peers.

• Historical and systemic challenges, such as the impacts of colonization, have had a profound impact on Indigenous education and can create significant barriers to learning.

With these key challenges in mind, a mobile learning solution can be a valuable tool to help close the educational gap in Indigenous and other remote communities. How?:

• A mobile learning solution can be accessed on a smartphone or tablet, making it easier for learners to access educational content anytime, anywhere. This can be particularly valuable for learners in remote communities who may not have access to traditional educational institutions or resources.

• A mobile solution that uses messaging platforms such as Facebook Messenger and WhatsApp can be more effective as community members are already using and accessing this infrastructure (commonly already tight to local data packages).

• Mobile learning solutions can be more cost-effective than traditional classroom-based education. They can eliminate the need for learners to travel to a physical classroom, which can save on transportation costs and reduce time spent away from home or work.

• Mobile learning solutions can be designed to reflect the unique cultural and linguistic diversity of Indigenous and remote communities. This can include incorporating local languages, cultural traditions, and perspectives into educational content.

• Mobile learning solutions can enable learners to collaborate with peers and educators from around the world, creating opportunities for cross-cultural learning and the exchange of knowledge and ideas.

• Mobile learning solutions can be designed to be flexible and adaptable, allowing learners to learn at their own pace and on their own schedule. This can be particularly valuable for learners in remote communities who may have other commitments, such as work or family obligations.

iConnectED is a user-friendly, innovative mobile learning platform that enables learning anywhere, anytime. Through a web app, educators are able to develop, manage and deliver customized courses and engage with other educators in the global community. Learners on the other hand interact primarily with an AI chatbot through messaging platforms like WhatsApp and Facebook Messenger to register for and participate in their select courses. 

The uniqueness of the platform is its low internet connectivity dependency, and the fact that all a learner needs to get started is access through basic messaging apps like WhatsApp. This makes it very accessible to learners in remote areas where internet connection is limited. 

Our solution aims to:

• become the premiere eLearning hub for remote workers and communities across the globe, offering localized content that reflects their various cultures, languages, and learning styles. 

• be mobile-friendly and can work whether online or offline.

• incorporate social learning features such as discussion forums, peer-to-peer learning, and mentoring

• use natural language processing (NLP) to make student-to-learningBot more human-like

• expand the use of AI to offer personalized and adaptive learning experiences

• provide value-added services such as career coaching and mentorship, job placement services, or access to industry experts.

The platform is quite simple to use.  iConnectED works by enabling educators to create and share educational materials in a digital format. Learners can access these resources and interact with the learning bot through their preferred social media platform. This setup ensures that learning is accessible, engaging, and culturally relevant. Learners only need access to a messaging platform to participate (like WhatsApp, Facebook Messenger, SMS, Discord, Slack, Telegram, Signal, etc.).

After adding a dedicated number to their contact list, ‘ED’ our AI Edubot, automatically sends a welcome message with a list of commands for the user to get started. By responding with the “signup” command, ED provides learners with the option to continue their student registration process via the messenger app of their choice or via the web app where they can also manage their profile and settings. Once a learner completes registration, ED sends instructions to “register” for specific courses using assigned teacher codes. Students receive and submit assignments, as well as get their feedback and results, all through their messaging app. We have plans to introduce more social aspects to learning on the platform.

For educators, registration is done through the web app. Once their profile is created, they are able to create new courses and assignments, review and grade submitted assignments, as well as share resources and engage with other educators in the community. 

We are currently working on a new UI/UX for the platform, as well as in the process of developing a robust roadmap to make iConnectED a strong and relevant platform for future learning. 

Another important aspect of the platform ties to the philanthropic nature of the IFA itself. We are an Indigenous-led tech not-for-profit organization that ignites the Spirit of Indigenous communities to create, engage and renovate digital technologies through ethical and communal values.

The iConnectED solution primarily serves learners in remote and Indigenous communities across the globe, who often face numerous challenges in accessing quality education. Currently, our focus is reaching First Nations in Canada as well as continuing our work in remote Indigenous populations in Mexico; however, the plan is to launch this solution globally in a phased manner.  

The target population includes learners of all ages and backgrounds who face challenges in accessing quality education due to factors such as geographical isolation, limited resources, language barriers, and lack of culturally relevant curriculum. These individuals are often underserved by traditional education systems and face significant barriers to achieving their full potential.

iConnectED aims to directly and meaningfully improve the lives of these learners by addressing their unique needs and making education more accessible and engaging. The target population includes students in remote areas, Indigenous peoples, and individuals served by not-for-profits, schools, local governments, or companies that strive to deliver quality educational content. The solution also incorporates local languages, cultural traditions, and perspectives into the educational content, making it more meaningful and engaging for learners from diverse backgrounds. 

By providing a platform for collaboration and knowledge exchange, iConnectED fosters a sense of community and empowers learners to connect with peers and educators from around the world. Furthermore, iConnectED offers personalized and adaptive learning experiences through the use of AI and natural language processing, allowing learners to progress at their own pace and according to their unique learning styles. This flexibility is particularly valuable for learners in remote communities who may have other commitments, such as work or family obligations.

By providing access to quality education and resources, iConnectED has the potential to significantly impact the lives of individuals in remote and Indigenous communities. It can help improve literacy rates, increase high school graduation rates, and create opportunities for higher education and employment. Ultimately, iConnectED aims to empower learners to overcome the barriers they face and achieve their full potential, contributing to the overall well-being and prosperity of their communities.

The iConnectED solution primarily targets learners in remote and Indigenous communities across the globe, who often face numerous challenges in accessing quality education. These individuals come from diverse backgrounds and age groups and are often underserved by traditional education systems due to factors such as geographical isolation, limited resources, language barriers, and lack of culturally relevant curriculum. They face significant barriers to achieving their full potential and may struggle with lower literacy rates, higher dropout rates, and limited opportunities for higher education and employment.

To understand the needs of the target population, iConnectED engages with Indigenous communities, learners, educators, and stakeholders to gather insights and feedback on the platform's design, content, and functionality. This collaborative approach ensures that the solution is tailored to the unique needs and preferences of the learners it aims to serve.

The Indigenous Friends Association (IFA) prides itself as an Indigenous-led tech organization, founded by Indigenous youth and set out to remain an Indigenous-led organization. Our leadership is by Indigenous people, BIPOC and non-Indigenous allies, inclusive of women and young people identifying as 2SLGBTQA+. We have representation among Nations in Canada (e.g. Blackfoot, Anishinaabe, Haudenausonee, Métis).

Therefore, to understand the needs of Indigenous and remote communities and develop a solution that effectively addresses their unique challenges, the iConnectED team undertakes several initiatives to engage these communities throughout the development process:

• Community Consultation: Engaging with Indigenous and remote communities through meetings, workshops, and sharing circles to gather their insights, concerns, and ideas. This helps ensure that the platform is designed with their specific needs and preferences in mind.

• Collaborative Partnerships: Forming partnerships with local organizations, schools, not-for-profits, and government agencies that work closely with Indigenous and remote communities. These partnerships can facilitate communication and collaboration, ensuring that the platform aligns with the needs and goals of the target population.

• Cultural Sensitivity Training: Providing cultural sensitivity training to the iConnectED team, helping them better understand and respect the unique cultures, histories, and perspectives of Indigenous and remote communities. This can lead to more effective engagement and a solution that is more relevant and appropriate.

• Inclusive Design (UX/UI): Involving representatives from Indigenous and remote communities in the design and development process, ensuring that their voices are heard and that the solution addresses their unique challenges and preferences.

• Regular Feedback and Evaluation: Implementing ongoing feedback and evaluation mechanisms to continuously assess the effectiveness of the iConnectED solution in meeting the needs of Indigenous and remote communities. This would include regular surveys, conversations, or sharing circles with learners, educators, and community members, as well as monitoring and analyzing usage data and learning outcomes.

By actively engaging Indigenous and remote communities throughout the development and implementation process, the team can ensure that their solution is not only culturally sensitive and relevant but also effective in addressing the unique educational challenges faced by these communities. This collaborative approach can lead to a more impactful solution and long-term success in improving educational access and outcomes for the target population.

The Indigenous Friends Association is staffed by Indigenous peoples, from our program facilitators and leadership team, to our Board of Directors. As a mandate, to be coherent with our mission and the communities we serve, the Board of Directors is always majority self-identified as First Nations, Inuit, or Métis individuals. Currently, five out of seven of our board members identify as Indigenous peoples, while the remaining two members identify as racialized individuals. The Executive Director of IFA identifies as Indigenous, while senior staff comprises Indigenous, Black and racialized personnel. Several members of our Board and leadership team also identify as Two-Spirit and/or queer. We have a two-spirit Elder, Blu Waters, who guides our traditional knowledge around queer identities in Indigenous communities. To learn more about our firekeepers, please click here: https://www.indigenousfriends..... Please find a link to statistics around  diversity and inclusion at IFA, copied below (February 2022): https://prezi.com/i/view/ycOV7...

The IFA team is well-positioned to design and deliver this solution to the target population because of our deep understanding of and connection to the Indigenous and remote communities we serve. Our team is led by Indigenous individuals and non-Indigenous allies who have firsthand experience with the unique challenges faced by these communities, and our leadership team and Board of Directors are majority Indigenous, ensuring that our organization's mission and values are aligned with the needs and priorities of the communities we serve.

Our team's proximity to the communities we serve enables us to better understand their needs and engage them in the development of the iConnectED solution. We actively involve community members in the design and implementation process, ensuring that their input, ideas, and agendas are meaningfully incorporated into the platform. This collaborative approach ensures that the solution is culturally sensitive, relevant, and effective in addressing the unique educational challenges faced by Indigenous and remote communities.

To understand the needs of the target population and ensure that our solution is tailored to their unique challenges and preferences, we undertake several initiatives (as stated in the last question), including community consultations, collaborative partnerships, cultural sensitivity training, inclusive design, regular feedback and evaluation. 

By actively engaging Indigenous and remote communities throughout the development and implementation process, our team can ensure that the iConnectED solution is not only culturally sensitive and relevant but also effective in addressing the unique educational challenges faced by these communities. This collaborative approach can lead to a more impactful solution and long-term success in improving educational access and outcomes for the target population.

It has already been developed and is being tested with users. The platform currently has 742 active learners, 65 active educators (mostly in Canada and Mexico), and 453 active assignments. The iConnectED team is actively working on refining the platform, improving its user interface and user experience, and developing a roadmap for future enhancements. The fact that the platform is already functional and being used by learners and educators makes it a prototype rather than just an idea or concept.

Applying to SOLVE is an excellent opportunity for iConnectED to gain the financial, technical, and market support needed to refine, scale, and successfully implement the solution. Here are some reasons why applying to SOLVE is beneficial for iConnectED:

1. Financial Support: SOLVE provides Solver teams with access to funding, including grants, investments, and prizes. This financial support can help iConnectED secure the resources needed to further develop the platform, address challenges, and expand its reach.

2. Technical Expertise: SOLVE's connection to MIT and its network of experts offers iConnectED the opportunity to access cutting-edge technical knowledge and resources. This expertise can help improve the platform's technology, enhance user experience, and ensure that the solution remains innovative and relevant.

3. Market Support: SOLVE's network of cross-sector leaders and potential partners can help iConnectED access new markets and user bases. This support can lead to increased visibility, adoption, and impact for the platform.

4. Mentorship and Coaching: SOLVE provides Solver teams with leadership coaching and strategic advice from experts within its network. This mentorship can help the iConnectED team navigate the complexities of scaling a solution and making a meaningful impact in the education sector.

5. Peer Support and Collaboration: As part of the SOLVE community, iConnectED will join a class of impressive peers working on innovative solutions to global challenges. These peers can act as a support group, offering inspiration, guidance, and potential collaboration opportunities.

6. Monitoring and Evaluation: SOLVE offers monitoring and evaluation support, enabling iConnectED to build a robust impact measurement practice. This support can help the team better understand their solution's effectiveness and make data-driven decisions for continuous improvement.

By applying to SOLVE, iConnectED aims to secure the resources and support needed to refine the product, maximize its impact, and reach more learners in Indigenous and remote communities.

Alejandro Mayoral Baños is an activist, computer engineer and academic who is currently working in organizations in Mexico and Canada on the implementation of participative projects for/with/by Indigenous peoples. Alejandro is the Executive Director and Founder of the Indigenous Friends Association (IFA) based in Toronto, Canada and the President and Founder of Magtayaní in Mexico. 

His entire journey to create the IFA can be found at: http://hdl.handle.net.ezproxyberklee.flo.org/10315/38... (Chapter 1, 2 & 3). His maternal family comes from Pinotepa, Oaxaca which is a Mixtec and Afro community in Mexico. Moreover, he has been actively involved with Indigenous communities since 2007, working on community projects with Totonac Indigenous communities in the state of Veracruz, Mexico. He has also maintained strong relationships with these communities through participating in ceremonies, traditional Totonac dances, and compadrazgos, a network of interpersonal kinship relationships.

In 2015, Alejandro was invited to create the Indigenous Friends Platform by Cree-Métis Elder Blu Waters and Mohawk knowledge Keeper Ruth Green. The IFA project grounded his spirit in the territory of Toronto, Ontario, Canada, where the IFA is based. Since then, Alejandro has continuously engaged with several communities across Turtle Island through ceremonies, community gatherings, and events. Finally, it is important to highlight that the IFA Board of Directors is always majority self-identified as First Nations, Inuit, or Métis individuals in Canada. Therefore, Alejandro, as a Team Lead, is fully accountable to community members. 

The fact that iConnectED uses social and messaging platforms like WhatsApp and Facebook Messenger is unique and impactful. Why:

• Accessibility - messaging platforms are already widely used by many people, including those in remote and Indigenous communities. By leveraging existing platforms, the solution can be more accessible and easier to use for learners who may not have access to other types of technology or infrastructure.

• Familiarity - since many people are already familiar with messaging platforms (including those in remote and Indigenous communities), it can help to reduce the learning curve and increase adoption rates, particularly for learners who may be less comfortable with more traditional forms of educational technology.

• Flexibility - there is greater flexibility for learners who may not have access to more advanced technology. This can help to ensure that educational content is accessible to a wider range of learners, regardless of their device or location.

• Interactivity - messaging platforms can also support interactive features such as quizzes, polls, and group discussions, which can make learning more engaging and collaborative. This can help to increase motivation and knowledge retention among learners, particularly in communities where education may not be traditionally viewed as a social activity.

There are several mobile learning platforms out there, but not many use social and messaging platforms as the main channel for learners. This means that iConnectED has the potential to make a real difference in addressing the learning challenges in remote and Indigenous communities worldwide.

Over the next year, iConnectED aspires to accomplish these impact objectives:

1. Increase the number of active learners to 2,500 and active educators to 250.

2. Expand the platform's content offerings to cover a broader range of subjects and skill sets.

3. Establish partnerships with at least 10 additional Indigenous communities (band councils), schools, or organizations to increase platform adoption and usage.

In the next five years, iConnectED aims to:

1. Reach over 1,000,000 active learners and 10,000 active educators;

2. Expand the platform's presence to include Native American communities in the United States, African countries and Latin America; 

3. Further, refine and enhance the platform's technology, user experience, and content offerings based on user feedback and needs; 

4. Develop a sustainable business model that ensures the platform's long-term financial stability and growth; 

5.  Demonstrate measurable improvements in educational outcomes and opportunities for Indigenous and remote learners using the platform.

To achieve these goals, IFA will:

1. Continuously engage with Indigenous and remote communities to ensure the platform remains relevant, accessible, and culturally sensitive; 

2. Strengthen partnerships with local organizations, schools, not-for-profits, and government agencies to increase platform adoption and collaboration; 

3. Seek funding opportunities and establish strategic collaborations to support the platform's development, expansion, and sustainability; 

4. Implement robust monitoring and evaluation mechanisms to assess the platform's impact and inform continuous improvement efforts.

iConnectED is currently measuring its impact primarily through the number of active learners, educators, courses, and assignments. For example, during the time of this application, a new Mayan teacher in Mexico registered 338 new students, which is significant. We would continue to measure indicators like these to realize achievable targets for scaling the platform.

As the platform matures, we would also introduce other indicators to measure success, such as learner retention rates, course completion rates, customer conversion rates (considering possible subscriptions in the future), number and type of incidents, resolution times, and more. 

Through our direct engagement with educators, the IFA team also gathers their ideas and feedback to support platform developments. We would continue using this mechanism as a way of ensuring the platform is aligned with the needs of the educators. We also incorporate a similar mechanism to collect ideas and feedback from learners to ensure product fit from the main users of the platform. 

The Theory of Change for this initiative begins with the strategic inputs and activities, which aim to improve educational access and quality for Indigenous peoples through technology. This strategy involves three main components: partnership building, platform expansion, and interactive application development.

Firstly, we seek to support educators in the creation of digital educational content. For this purpose, we will form alliances with local organizations, governments, and non-profit entities to connect with educators. This partnership is crucial in raising awareness about our platform, facilitating access to education and information, and enhancing cultural exchange within our digital communities.

Secondly, we intend to diversify our message delivery across various platforms beyond WhatsApp and Facebook Messenger. We recognize the need to reach Indigenous communities where they are, so expanding to platforms such as Telegram, Signal, Discord, and SMS is a vital part of our strategy. 

Thirdly, we aim to create interactive applications within these messaging platforms to foster better interaction between students and educators. By incorporating engaging and user-friendly applications, we can create a more dynamic and effective learning environment that caters to the diverse needs and preferences of our users.

These strategic inputs and activities will generate our output: a web-based platform designed to create teaching and learning communities. This platform harnesses the power of AI learning bots on various messaging platforms to deliver quality, personalized digital content. 

In the short term, we anticipate three key outcomes. Firstly, Indigenous peoples will be able to connect in digital teaching and learning communities, fostering a sense of belonging and shared purpose. Secondly, they will be able to create quality, personalized digital content that reflects their languages, cultures, and other unique characteristics. Finally, they will gain access to low-cost technology and digital resources, breaking down barriers to education and technological literacy.

Our long-term goal is for Indigenous peoples to significantly improve their access to quality education, employment opportunities, and technologies. We believe that through our platform, we can help bridge the digital divide and provide these communities with the tools they need to succeed in a rapidly evolving world.

In terms of Vision Establishment, our ultimate aim is to empower Indigenous Peoples to leverage technology to amplify their worldviews, achieve tech equity, and establish digital sovereignty. We envision a future where Indigenous communities are not just passive consumers of technology, but active participants and contributors in the digital sphere. This initiative is not merely about providing access; it's about enabling Indigenous peoples to carve out their digital spaces, share their stories, and shape the future of technology in ways that honor their cultural heritage and meet their unique needs.

iConnectED integrates internet technologies and social networks, such as WhatsApp. The platform is hosted by Firebase, Google's mobile platform, while Firestore's NoSQL system, also provided by Google, forms the foundation of the backend. All media sent to the system is managed by Google Storage.

Instructors and educational professionals engage with the system via an educational web platform created using the Angular and Ionic frameworks. It encompasses numerous features like forums, assignment-sharing utilities, and a homework management system that can distribute, assess, and provide rapid feedback for each submitted assignment. Furthermore, it utilizes browser notifications for updates on assignment submissions, forum messages, and more.

On the other hand, students interact with iConnectED using their smartphones to submit homework as images and documents through WhatsApp. Gupshup service, a third-party service, links the WhatsApp API to a Firebase Cloud Function, serving as a gateway to the database. A bot housed within the Cloud Functions handles various commands and responds to students via WhatsApp.

IFA ensures that diversity, equity and inclusion are enabled in the workplace, and all the organizational practices are in line with the IFA's Mission, Vision, and the Seven Sacred Teachings.

IFA practises inclusivity to open communication channels across departments, boost employee engagement, welcome diverse perspectives, and cultivate an environment where ideas are heard and thoughtfully considered. Additionally, discrimination in any form about a co-worker's race, religion, ethnicity, sexual preference or orientation is not accepted. There's transparency to cause and effect, and everyone knows what to expect in terms of consequences and rewards.

Furthermore, using the Mi'kmaq concept of Two-Eyed Seeing from Elders Albert and Murdena Marshall, we consistently engage our end-users in developing and implementing our projects. By collecting surveys, testimonials, and feedback from participants, we identify wise practices and areas of improvement. Their feedback informs how each cycle will be rolled out and re-designed to ensure we meet Indigenous youth where they are at and prioritize the needs they have identified.

At this time, the IFA is exploring the following models:

1. Sponsorship or partnership model: involves partnering with government agencies, non-profit organizations, or private companies to provide funding for iConnectED. This can be a way to make the solution more affordable or even free for learners, while also providing value to the sponsors through increased access to education and potential customers.

2. Grant-based model: involves applying for grants or other funding opportunities to support the development and implementation of iConnectED. The hope is to fund the solution without relying on revenue from learners, but it may require a significant investment of time and resources to secure the necessary funding.

Once iConnectED is successfully launched and continues to evolve, we may shift to other models, including:

1. Freemium model: involves offering a basic version of the platform or educational content for free, but charging for additional features or more advanced content. This model can be a way to attract learners and educators with a free offering and convert them into paying customers as they see the value in the additional features or content. For educators, this can be interactive course and content builders for example, and for learners, profile badges, internship opportunities, mentorship, and much more. 

2. Subscription-based model: involves charging companies a recurring monthly or yearly subscription fee to provide their staff access to the platform. There may also be opportunities for colleges and universities to enroll their educators for more advanced training and courses, mentoring, etc. which would otherwise be paid for by learners. 

IFA will adopt a diverse strategy to guarantee the financial stability of iConnectED. This strategy will comprise:

1. Sustained donations and grants: We will proactively search for and apply for grants from a variety of sources, such as government bodies, foundations, and international organizations. Additionally, we will establish partnerships with companies and philanthropic individuals who are keen to support our cause. This consistent funding will support the creation, initial deployment, and ongoing upkeep of iConnectED.

2. Offering products and services: We will design and provide a freemium model and services within the iConnectED platform for organizations and companies to purchase. These may encompass advanced course materials, interactive educational tools, customized learning plans, and more. By delivering these premium features, we can generate income while also improving the learning experience for our users.

3. Government service contracts: We will pursue opportunities to collaborate with local, regional, and national governments, offering iConnectED as a resource for their Indigenous and remote communities. Securing service contracts with these governments will ensure long-term funding and backing for the platform, as well as guarantee that it reaches the populations that need it the most.

4. Acquiring investment capital: As iConnectED expands and demonstrates its effectiveness, we may consider options to obtain investment capital from impact investors, social venture funds, and other sources. This capital can help scale the platform, broaden our reach, and further refine our products and services.

5. Strategic collaborations: We will forge partnerships with other local not-for-profit organizations, educational institutions, and companies that share our vision and can offer resources, expertise, or funding to bolster iConnectED. These collaborations can diversify our revenue sources, boost our visibility, and amplify the overall influence of our efforts.

By implementing this multi-faceted approach to financial sustainability, we aim to ensure that iConnectED can continue to grow, evolve, and make a meaningful impact on the lives of Indigenous and remote learners around the world.

So far, iConnectED has received the following funds:

• Grupo Juvenil Magtayaní (in-kind - 50,000 CAD). Dev release code and implementation in Chiapas. Initial 60 teachers and 700 students. 

• National Indian Brotherhood Trust Fund (cash - $365,806 CAD). NIB has supported IFA in the creation of a learning platform to acquire digital skills for First Nations and Métis communities in Canada. 

• Salesforce Foundation (cash - $100,000 USD). Salesforce provided IFA with a fund to support the digital education of Indigenous youth across Canada.