Reimagine Education Shortlisted Projects
Domoscio Spark
Project Description:
"Domoscio Spark technologies are based on the two following challenges:
- One-size-fits-all approaches have proved to be inefficient in terms of knowledge acquisition and retention, since students have their own level of proficiency, learning preferences and speed, forgetting curve, etc.
- Teachers lack insights on the learning profiles within their classrooms and the available learning material and activities to make students study.
Using Artificial Intelligence to compute learning data, Domoscio Spark can automate student modeling to provide students with individualized learning experiences based on their strengths and weaknesses, and support teachers in their day-to-day activity."
Submitted By: Louise Michel
Domoscio
Location: France, Europe
Leader: Benoit Praly, benoit.praly@domoscio.com, CEO
Members:
Evan Friburg, evan.friburg@domoscio.com, Head of sales
Louise Michel, louise.michel@domoscio.com, Digital Learning Manager
Using AI and High-fidelity Simulation (Virtual Patient Learning) in Health Professions Education
Project Description:
The Project Virtual patient learning (VPL) is an online simulation system, based on artificial intelligence and pre-recorded movies, in which the learner plays the role of a physician, pharmacist, nurse etc. who confronts a virtual patient. The interaction takes place in real-time and each decision taken by the learner instantly affects the reactions and emotions of the patient, just as it would in real life. The patient in the scenario is played by a professional actor who is trained to simulate variable moods, attitudes, and emotional responses through verbal and non-verbal communication. Feedback is given through the simulated patient’s comments.
Submitted By: Hossam Hamdy
Gulf Medical University
Location: United Arab Emirates, Middle East
Leader: Dr. Noha Kamal Abdmomen, dr.noha@gmu.ac.ae, Assistant Professor, Gulf Medical University
Members:
Hossam Hamdy, iru@gmu.ac.ae,
Mr. Suraj Sebastian, suraj@gmu.ac.ae, E-Learning Manager, and Lecturer- Information Technology, Gulf Medical University
Examus Proctoring
Project Description:
Examus is an innovative EdTech startup that provides AI solutions for online education. We use artificial intelligence and computer vision to monitor and analyze human behavior and engagement in real-time. The company has developed a unique solution with face recognition technology integrated with Moodle, OpenEdx, MicrosoftTeams. In addition, Examus can be implemented to any LMS as a white-labeled proctoring solution. Examus provides two solutions for online education. The first is Examus AI proctoring - remote exam controlling tool. The second one is Examus EQ - engagement analytics tool.
Submitted By: Marina Novoselova
Examus
Location: United States, Europe
Leader: Anastasia Berseneva, anastasia@exam.us, Director of Sales
Members:
Dmitry Istomin, Distomin@examus.net, CEO
Maria Mashkeeva, mmashkeeva@examus.net, VP Sales
Squirrel AI Learning
Project Description:
Squirrel Ai Learning applies AI-powered adaptive learning technology to K12 education. It developed the first AI adaptive learning engine with independent intellectual property rights and advanced algorithms. With 70% AI system teaching + 30% human tutor-assisted mixed mode, it provides a student-centered intelligent and personalized education. The system applies AI technology in the process of assessment, teaching, learning, evaluation. The product is cost-effective, with the artificial intelligence + human teacher model, to teach students in accordance with their aptitude, effectively solves the problems of the high cost of traditional education, the lack of resources for teachers, and low learning efficiency.
Submitted By: Zhaohui xu
Squirrel AI Learning
Location: China (Mainland), Asia
Leader: Carol Hsu, xuzhaohui@songshuai.com, Researcher
Members:
Richard Tong, richard.tong@yixue.us, Chief Architect and General Manager, US Operations
Using AI to promote Digital Wellness
Project Description:
Deledao is a digital wellness company. Founded in 2017 by Silicon Valley veterans concerned about their children's internet use, Deledao developed proprietary Artificial Intelligence to provide holistic web protection for children on any device. We burst onto the school market in 2019 with Deledao Education, now helping schools in 10 states and quickly growing. To help parents, we released Deledao Family in 2020 to integrate with the Parent Portal accessible through Deledao Education.
Capabilities of Deledao products include:
-AI-detection of mental wellness
-Real-time AI filtering of student devices anywhere any time
-YouTube management
-Visibility into child's digital habits
Submitted By: Chippy Yan
Deledao
Location: United States, USA & Canada
Leader: Shuang Ji, marketing@deledao.com, COO
Members:
AI Science Tutor
Project Description:
"Help students achieve their full potential by providing quality feedback when it’s most effective - immediately. Remove hours of workload each week from teachers in the form of ‘deep marking’. Give teachers a clear view of class progress in real-time and empower them to target interventions optimally. Provide an assistant for every pupil in class, and at home, to cover common difficulties and free up teacher time for higher value activities, such as said interventions.
An online learning environment uses a custom AI which reads students’ constructed answers in K12 science and gives tailored guidance on how to improve them."
Submitted By: Mark Robinson
Robinson Education Solutions Ltd
Location: United Kingdom, Europe
Leader: Mark Robinson, mark.p.r.robinson@googlemail.com, Director
Members:
EchoV Educational AR-Glasses
Project Description:
echoV is a project targeting deaf and hearing-impaired students who are aiming to continue their education outside special centers and communicate normally with the societies who are not sign language educated. Common universities and colleges worldwide are not equipped with technological techniques that can assist them in their education, while few specialized universities are built for deaf students, sign language tutors or in-class television captioning are included for few majors only. echoV it will allow students to study in any educational institution without the need for any sign language tutors in the classroom and adapt easily with their colleagues.
Submitted By: Wessam Shehieb
Ajman University
Location: United Arab Emirates, Middle East
Leader: Ali Mohammed Ridha, ali.noman.moh@gmail.com, Research Assistant
Members:
Wessam Shehieb, w.shehieb@ajman.ac.ae, Electrical Engineering Teaching Assistant
Domoscio Hub & Lock
Project Description:
Corporate learning is based on a one-size-fits-all approach which does not consider each employee’s profile and needs. Domoscio connects cognitive science and AI to enhance human learning. Domoscio Hub solution allows companies to optimise career paths by addressing the individual needs. It enables them to improve the engagement and use of training platforms by recommending content adapted to the learning profile of each employee. Domoscio Lock provides an optimised revision plan with spaced test sessions for each learner based on his forgetting curve, to improve knowledge retention and skills development. Companies have an in-depth analysis of the impact of training
Submitted By: Louise Michel
Domoscio
Location: France, Europe
Leader: Benoit Praly, b.praly@domoscio.com, CEO
Members:
Evan Friburg, evan.friburg@domoscio.com, Head of Sales
Louise Michel, louise.michel@domoscio.com, Digital Learning Manager
FLEXA Digital Mentor
Project Description:
FLEXA is a digital mentor born to provide our students and alumni with an effective and easy-to-access lifelong learning service. It’s lifelong learning functions, which are based on machine learning and artificial intelligence, are built on the following pillars:
• Knowing yourself
• understanding your skills gaps
• unlimited access to a huge ecosystem of physical and digital learning content
• sharing knowledge with peers
• personalised, AI-based recommendations
Submitted By: Nora Marabelli
Politecnico di Milano School of Management (SoM)
Location: Italy, Europe
Leader: Nora Marabelli, marabelli@mip.polimi.it, Accreditations & Rankings Manager
Members:
In Event of Moon Disaster
Project Description:
Researchers predict that deepfakes, or manipulated images and videos that appear perfectly real, will be possible for everyday people to create within six months to a year. In order to educate students and the general public on how advanced this technology has become, we used AI and other technologies to create our own deepfake video, rewriting the history of the 1969 Apollo 11 moon landing. The film is housed within an interactive website which includes detailed information as to how it was made, and a wealth of multimedia resources on deepfake technology, misinformation, and media literacy.
Submitted By: Kate Stringer
MIT Open Learning
Location: United States, USA & Canada
Leader: D. Fox Harrell, fox.harrell@mit.edu, Director, MIT Center for Advanced Virtuality
Members:
Francesca Panetta, fpanetta@mit.edu, Co-Director, In Event of Moon Disaster, and XR Creative Director, MIT Center for Advanced Virtuality
Halsey Burgund, halsey@halseyburgund.com, Co-Director, In Event of Moon Disaster, and Fellow, MIT Open Documentary Lab
My Marking Machine
Project Description:
My Marketing Machines is an initiative to build an AI science tutor to support learners ages 11 through 18. It is a web-based application that provides personalised feedback as well as summative assessment for students' free typed answers to questions. This is unique in its ability to mark and coach on exam style questions. It will allow teachers more time to spend on valuable tasks. The tool has been tested in an academic environment by teachers with no connection to the project and was found to have a positive impact of + 8 % (UK GCSE level).
Submitted By: Mark Robinson
Robinson Education Solutions Ltd
Location: United Kingdom, Europe
Leader: Mark Robinson, mark.p.r.robinson@googlemail.com, Director
Members:
Elevating Literacy Rates in Africa Through AI Educational Solutions
Project Description:
Since 2009, the literacy crisis has been growing at an alarming rate in Africa among vulnerable young girls ages 4 through 10. This worsened during the COVID-19 pandemic. We are working to elevate literacy rates in Africa among young girls using AI Lexplore technology to measure reading attainment levels by tracking their eye movements. We aim to elevate the literacy levels of more than 1 million school-going young girls in Ghana, Nigeria, Liberia, and the Gambia while collaborating with their governments and schools.
Submitted By: Mennatallah Khaled
Mirai Partners
Location: United Arab Emirates, Africa
Leader: Mennatallah Khaled, menna@miraipartners.co, Team Lead
Members:
Nyla Khan, nyla@miraipartners.co, Co-founder
Examus Online Proctoring Solution
Project Description:
Examus is an innovative EdTech startup that provides solutions for online education. We use artificial intelligence and computer vision to monitor and analyze human behavior and engagement in real-time. One of our main products is Examus Proctoring Solution - an AI-based exam tool that integrates with learning management systems (Moodle, OpenEdx, Blackboard, and more). Its software allows educators to monitor test-takers' behavior during online exams, prevent cheating attempts and control the observation of exam rules.
Submitted By: Marina Novoselova
Examus
Location: United States, Europe
Leader: Marina Novoselova, events@examus.com,
Anastasia Berseneva, ab@examus.com, Director of Sales
Dmitry Istomin, d@examus.com, Chief Executive Officer
Members:
Maria Mashkeeva, m.mashkeeva@examus.net, Chief Commercial Officer
AI Marking System (AIMS)
Project Description:
AIMS is an automated system that uses AI video analytics to mark students' practical work. AIMS is designed based on students' practical training - disassembling, assembling, and setup of desktop computers. The intent of AIMS is to improve the marking efficiency and consistency when lecturers are assessing the students’ performance during practical sessions. AIM is able to capture and evaluate both process-based and outcome-based assessments. The former assessment type refers to validating the students’ abilities to perform tasks in the correct sequence or order, while the latter assessment pertains to assessing the students’ abilities to achieve the intended outcomes.
Submitted By: Benny Ho
Institute of Technical Education
Location: Singapore, Asia
Leader: Benny Ho, benny_w_k_ho@ite.edu.sg, Course Manager (Infocomm & Web Technology)
Members:
SmartFox Prime - Business Forecast Management System
Project Description:
SmartFox Technologies partnered with Salesforce™, the leading CRM software provider in the world, to create SmartFox Prime©, the first-ever Business Forecast Management System. SmartFox Prime’s technology uses controlled artificial intelligence (CAI) to help CRM users across the world save millions by fixing inaccurate sales forecasts while eliminating poor opportunity management.
SmartFox Prime is an easy-to-use Salesforce add-on for Sales Teams that helps guide a Sales Rep through milestones in each stage of a sales cycle. It uses objective performance rather than subjectivity/guessing to predict accurate sales forecast probabilities and close dates. The outcome saves companies millions in missed forecasted revenue."
Submitted By: Phil Everhart
SmartFox Technologies
Location: United States, USA & Canada
Leader: Phil Everhart, phil.everhart@smartfoxtechnologies.com, President/Founder
Members:
Early Warning, Intervention and Monitoring System (SATIS)
Project Description:
Our project is an Early Warning, Intervention and Monitoring System (SATIS for its Spanish acronym) that focuses on identifying academic, personal, economic and institutional risks that hinder student success. We make use of all academic, socio-demographical and institutional information to generate artificial intelligence models that allow us to predict academic risk events and thus deploy strategies of accompaniment (intervention). This allows a follow-up to each case through a program of counselling. Thanks to these predictions we can prevent events that result in drop-out, abandonment or the prolongation of a study program.
Submitted By: Alejandra Gonz
Pontificia Universidad Javeriana
Location: Colombia, Latin America
Leader: Alejandra Gonzalez, agonzalez@javeriana.edu.co, ASSOCIATE PROFESSOR
Members:
FeedbackFruits Automated Feedback: an AI-Powered Writing Coach
Project Description:
FeedbackFruits has been trying to reduce the amount of time that teachers and students put into reviewing each other’s work. By using AI to identify common errors and make suggestions on written work, human reviewers can focus on ‘higher-order’ feedback. This LMS plugin enables students to receive formative feedback on their academic writing skills based on criteria set by teachers. Then students can iterate on their assignments before they hand-in a final version. The feedback consists of straightforward corrections, actionable inline feedback, suggestions, and compliments.
Submitted By: Nhi Nguyen
FeedbackFruits
Location: Netherlands, Europe
Leader: Nhi, Nguyen,
Members:
Fleur Prinsen, f.r.prinsen@hr.nl, Lecturer in Digital Didactics
Francisco Morales Martinez, francisco.m@feedbackfruits.com, AI Engineer
Jo Huang, jo@feedbackfruits.com, A.I. Learning Experience Trainee
Merlyn: The world's first digital assistant for education
Project Description:
Merlyn is the world's first digital assistant for teachers, designed using the latest advances in artifical intelligence to help educators navigate all of the technology–software and hardware–that has poured into the instructional experience over the past decade and accelerated by COVID-19. Thanks to Merlyn, teachers can spend more time with students and less time worrying about technology...and every teacher can become a power user of classroom technology. Unlike most other AI solutions, Merlyn aims to support teachers, not replace them.
Submitted By: Gus Schmedlen
Merlyn Mind
Location: United States, USA & Canada
Leader: Gus Schmedlen, gus@merlyn.org, President and Chief Revenue Officer
Satya Nitta, satya@merlyn.org, CEO and Co-Founder
Members:
Amy.app
Project Description:
Amy.app was created to democratise education and allow every child in the world, with a basic internet connection, access to their own private tutor. Amy is an AI-based private math tutor that makes learning easy for everyone. She does this by giving students feedback and automatically filling their knowledge gaps as they learn. Amy easily integrates into online learning systems and curricula. She can also be set up to teach in several languages.
Submitted By: Raphael Nolden
Amy.app
Location: New Zealand, Oceania
Leader: Raphael Nolden, competitions@amy.app, CEO
Members:
Macquarie Business Schools’ Global MBA: Stackable, accessible and inclusive
Project Description:
to be completed
Submitted By: Alisa Hammett
Macquarie University
Location: Australia, Oceania
Leader: Alisa Hammett, alisa.hammett@mq.edu.au, Senior Business Analyst
Members:
Lanchi Snell, lanchi.snell@mq.edu.au, Academic Program Director Global MBA
Imperial College Business School: Global Online MBA
Project Description:
Imperial's GMBA is now ranked no.1 in the UK, and no.2 in the world by the 2020 QS Online MBA rankings. The School remains attuned to the needs of today’s experienced business students, with an emphasis on innovation, student and faculty feedback, and enrichment. Challenges of online learning are addressed through new technologies such as holographic events and the integration of ‘on the ground’ modules such as Glocal electives, which allow students to immerse themselves in a global challenge from a local perspective, whilst applying their MBA course skills. Since launching in 2015 it has won a few prestigious awards.
Submitted By: Nai Li
Imperial College Business School
Location: United Kingdom, Europe
Leader: David Lefevre, david.lefevre@imperial.ac.uk, Director of Edtech Lab, Imperial College Business School
Members:
Gavin Symonds, g.symonds@imperial.ac.uk, Senior Manager, Online Programmes and Head of Innovation
NAI LI, nai.li@imperial.ac.uk, Educational Researcher
edX MicroBachelors Programs
Project Description:
Over 35 million Americans have some college credit, but no credential to show for it. 65% of U.S. adults don’t have a Bachelor’s degree, and 40% of Bachelor’s degree seeking learners fail to earn a degree. edX's MicroBachelors programs are designed for these adults without a college degree who believe they need additional education to advance in their careers. Created in a unique partnership with innovative colleges, universities and Fortune 1000 corporations, MicroBachelors programs consist of multiple university courses and are the only pathway to a full Bachelor’s degree that provides an opportunity to earn credit along the way.
Submitted By: Carolyn Tiernan
edX
Location: United States, North America
Leader:
Members:
Carolyn Tiernan, ctiernan@edx.org, Communications Manager
Inverse inclusion: ICT and skills for life for deaf and not-deaf children and teenagers in Colombia
Project Description:
Inclusive formal education model for deaf (76%) and hearing (24%) children and teenagers -3 to 25 years old- from vulnerable communities in Colombia; to strengthen technological and soft skills for life. It is implemented via a mix of face-to-face classes and on-line classes, focusing in the use of ICT that integrates sign language. The students learn to build their own life project as a transversal process during their academic life, enhancing their talents, communication skills and social inclusion.
Submitted By: Diana Agudelo
Fundacion ICAL
Location: Colombia, Latin America
Leader: Diana Agudelo, proyectos@icalcolombia.org, Projects leader
Members:
Online MBA, Edinburgh Business School (Heriot-Watt University)
Project Description:
Heriot-Watt University’s online MBA is defined by a commitment to flexibility and equality of access that permeates every aspect of the student experience. In July 2020 a £2 million, 3-year project to realign the programme with the 21st-century business world was delivered. This involved holistic curriculum design drawing on extensive research with students and employers, creative pedagogical design and technological innovation. Five thousand online students in 158 countries are transitioning to a new, bespoke online-learning platform and newly created online modules. Students have praised the new MBA’s relevance to 21st-century business practice and the impact of enhanced feedback on learning.
Submitted By: Stuart Allan
Heriot-Watt University
Location: United Kingdom, Europe
Leader: Stuart Allan, s.c.allan@hw.ac.uk, Director of Online Learning, Edinburgh Business School
Members:
Master of Applied Data Analytics
Project Description:
The Postgraduate Programs in Applied Data Analytics are designed to address a global shortage of graduates with skills in data analytics, which is vital to the development of high-quality, data-informed decision-making. The flexible nature of these programs have contributed to gender parity in the technology sector, adding long –term value to the Australian economy and society as a whole.
As Dr Kerry Taylor, the program convenor has highlighted “Women are growing in confidence, are aware of the value they bring to government and other sectors, and are willing to invest in their skills.”
Submitted By: Oceane Chapel
ANU College of Engineering & Computer Science
Location: Australia, Oceania
Leader: Kerry Taylor, kerry.taylor@anu.edu.au, ASSOCIATE PROFESSOR (DATA SCIENCE)
Members:
Oceane Chapel, oceane.chapel@anu.edu.au, Business Development
African Coding Network
Project Description:
The African Coding Network links coding schools across the continent to deliver shared services to them through our Open Source edtech platform. We create a simulated work environment that facilitates remote, asynchronous, project-based learning that allows peer-to-peer supported learning across the continent. This helps coding schools to focus on solving local challenges including computer, internet, and data access, as well as learner management. This approach reduces the costs of training professional developers, increases their chances of employment, and will allow more coding schools to scale to meet the growing demand for tech skills in Africa.
Submitted By: Warwick Vlantis
Umuzi.org
Location: South Africa, Africa
Leader: Gilbert Pooley, gilbert.pooley@umuzi.org, MD
Members:
Warwick Vlantis, warwick.vlantis@umuzi.org, Project Lead
WHO Academy: Mass Casualty Management
Project Description:
The WHO Academy’s Mass Casualty Management learning program is a systemic approach to preparing hospital emergency units and responders for mass casualty events – natural disasters, terrorism, and war. While hospitals are typically adept at handling a few patients at a time, the sudden influx of larger numbers of critically injured people can become extremely chaotic and challenging, often leaving the most vulnerable without immediate care. With no common approach across regions, countries, or hospitals on how to handle these events, the Academy gathers experts to create a seamlessly blended learning program that can be adopted across entire health systems.
Submitted By: Margot Schein
WHO Academy
Location: France, Europe
Leader: Alice Malachane, malachanea@who.int, Learning Officer
Margot Schein, scheinm@who.int, Communications and Marketing Specialist; Consultant
Nelson Olim, olimn@who.int, Head of simulation learning & Learning Officer
Members:
Ancient History Encyclopedia
Project Description:
Ancient History Encyclopedia is a non-profit organization publishing the world's most-read history encyclopedia. Our mission is to engage people with cultural heritage and to improve history education worldwide.
The website is an open education resource used by thousands of students and teachers worldwide to learn about history, both for encyclopedic information and teaching materials. The website is recommended by the School Library Journal, Oxford University and many other institutions. It has received the .eu Web Award (education category) in 2016.
Submitted By: Jan van der Crabben
Ancient History Encyclopedia Foundation
Location: Canada, USA & Canada
Leader: Jan van der Crabben, jan.vandercrabben@ancient.eu, CEO
Members:
Babbel Podcasts
Project Description:
Babbel’s slate of language learning podcasts provide innovative audio learning experiences, designed and hosted by Babbel's linguistic experts. Since launching in 2019, the podcasts have been downloaded over 1 million times. They are free and accessible to subscribers and non-subscribers via Babbel's in-app player (available on iOS, Android) and on Spotify and Apple Podcasts. Babbel podcasts combine a variety of proven learning method to offer the best possible language-learning solution. In talk-show formats, the focus is on the teaching aspects: learners listen to conversations between native speaking teachers and students - the perfect learning method for beginners.
Submitted By: Zach Sporn
Babbel
Location: Germany, Europe
Leader: Zach Sporn, zsporn@babbel.com, Senior Communications Manager
Members:
Can't Wait to Learn
Project Description:
Can’t Wait to Learn provides a fast, effective and low-cost digital game-based learning solution to close the education gap for millions of children affected by conflict around the world. It is a digital tablet-based innovation programme, currently being adapted to home-based learning to ensure that children have access to quality education no matter where they are. The self-paced games, co-designed with children to reflect their world and context, are approved by the Ministries of Education, this way ensuring that the learning objectives are based on national curricula, giving children the opportunity to transition to formal schooling.
Submitted By: Nataliya Vasylevska
War Child Holland
Location: Netherlands, Europe
Leader: Andrea Jetten, andrea.jetten@warchild.nl, Quality Assurance Advisor
Members:
Glenn McCance, glenn.mccance@warchild.nl, Teaching Content and Practice Specialist
Jasmine Turner, jasmine.turner@warchild.nl, Researcher
Cardiac Computed Tomography MOOC
Project Description:
Cardiac CT is an important medical tool in cardiac disease assessment. This is the first ever cardiac CT MOOC and has already received excellent feedback from learners and reached >130 countries worldwide within 3 months of launching! It provides free educational resources to healthcare professionals worldwide to gain necessary understanding and skills to improve cardiac imaging. This MOOC uses a blended learning approach with high quality video/ animation production, internationally recognised expert speakers, discussion forums, multiple choice questions and interactive games in multiple languages! Furthermore, a cardiac magnetic resonance imaging (MRI) MOOC will be launched in 6 months!
Submitted By: Ming-Yen Ng
The University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Ming-Yen Ng, myng2@hku.hk, Clinical Assistant Professor
Members:
Chatloop
Project Description:
Chatloop helps people from refugee backgrounds acquire a new language by connecting them to volunteer conversation partners via a messaging app. Together, they undertake structured communication activities. This gives the language learner the opportunity for a daily drip feed of authentic communication practice, and it enables busy volunteers to make a difference and help someone out from wherever they are, whenever they have a few minutes spare.
Submitted By: Michael Mersiades
Chatloop
Location: Australia, Oceania
Leader: Michael Mersiades, michael@chatloop.org, Founder
Members:
Developing Multidisciplinary and Multicultural Competences through Gamification and Challenge-Based Collaborative Learning (CCGame Project in short)
Project Description:
CCGame Project is a technology-facilitated learning and teaching project led by Hong Kong Baptist University (HKBU) in collaboration with 3 universities in Hong Kong, with an Australian university as partner. It aims to increase university students' capacity to address global challenges by working in diverse teams in online settings. The project’s short name implies its approach – Cross-cultural, Cross-disciplinary; Challenge-based, Collaborative in Gamified ways. UN's Sustainable Development Goals (SDGs) were adopted as the theme of the global challenges. The project was funded by the University Grants Committee (UGC) of Hong Kong SAR, and more project details are available at http://ccgame.hkbu.edu.hk.
Submitted By: Martin Lau
Centre for Holistic Teaching and Learning, Hong Kong Baptist University
Location: Hong Kong SAR, Asia
Leader: Eva Wong, evawong@hkbu.edu.hk, Director, Centre for Holistic Teaching and Learning
Members:
Christian Wagner, iscw@cityu.edu.hk, Chief Information Officer and Associate Provost (Quality Assurance)
Crusher Wong, crusher.wong@cityu.edu.hk, Senior Manager (e-Learning), Office of the Chief Information Officer
Educating Through Technology in Developing Countries
Project Description:
"Without electricity, internet, up-to-date textbooks, or enough qualified teachers, students are at a severe disadvantage. By combining existing technologies in the SPARC (Solar-Powered Access to Raspberry Computing) computer lab, Powering Potential overcomes these barriers.
A SPARC program consists of solar-powered Raspberry Pi computers loaded with open source offline educational resources, and training for teachers and students. In Tanzania, we also install the digitized secondary school curriculum. In the Peruvian Amazon, we install the Kolibri Learning Equality learning platform.
These labs enhance students’ formal education, provide opportunities to learn valuable computer skills, and allow students to grow through self-study."
Submitted By: Janice Lathen
Powering Potential Inc.
Location: United States, Africa
Leader: Janice Lathen, janicelathen@poweringpotential.org, Founding Director
Members:
Janice Lathen, development@poweringpotential.org, Founding Director
Effective Remote Teaching During COVID-19: Responsive Remote Teaching Professional Development in Hong Kong
Project Description:
The COVID-19 pandemic has affected educational institutions worldwide. Closure of universities has led to a sudden shift of teaching away from the classroom to remote learning. However, with little preparation and training, both teachers and students struggle with remote learning/instruction. Starting from early February 2020, IEEE Education Society Hong Kong Chapter worked closely with e-learning support teams in three local universities. Through Creative Commons artefact, MOOC artefact and agile development principles, the Chapter and teams quickly developed high-reach and high-impact supporting programmes that help teachers to overcome challenges in conducting their remote/hyflex teaching and remote examinations with 65000+ students.
Submitted By: Chi Un Lei
IEEE Hong Kong Section Education Chapter
Location: Hong Kong SAR, Asia
Leader: Alan Ko, alan.ko@polyu.edu.hk, Technical Officer
Members:
Angel Lu, angellu@cityu.edu.hk, Instructional Designer
Anthony Ho, anthony.ho@polyu.edu.hk, Senior Technical Officer
ABA English
Project Description:
ABA English is the digital English academy pioneering the new Smart Learning® methodology. A recognized startup in the Edtech industry, ABA English has more than 30 million students in more than 170 countries and is a leader in online English learning in Southern Europe and Latin America. ABA English stands out for its revolutionary learning experience based on live Speaking Sessions with professors and other students, personalized content updated every day and a variety of engaging learning formats.
Submitted By: Concetta Ingrassia
ABA English
Location: Spain, Europe
Leader: Marc Vicente, press@abaenglish.com, CEO
Members:
Global Students Virtual Hackathon: Nurture Creative Global Citizen with Social Responsibility
Project Description:
"We organized the Global Students Virtual Hack and Design Challenge -Empower Community during and after COVID-19 in April 2020, collaborating with more than 10 universities in Europe, Asia, USA.
During the 48-hour online challenge, we have been adopting various advanced learning technologies to facilitate an active learning community. More than 110 students from 16 countries/regions formed 17 diverse teams, across different time zones, developed concrete and creative solutions to address the current COVID-19 crisis and plan ahead.
The Hack built a learning community for global youth social innovation and nurtured their skills of multidisciplinary and multicultural virtual teamwork."
Submitted By: Yuanxi Li
Hong Kong Baptist University
Location: Hong Kong SAR, Asia
Leader: Paolo Mengoni, pmengoni@hkbu.edu.hk, Lecturer
Members:
Yuanxi Li, csyxli@comp.hkbu.edu.hk, Lecturer
Mathigon
Project Description:
Mathigon is building the "Textbook of the Future" for mathematics: an online environment that makes learning more interactive and personalised than ever before. Rather than just memorising facts and procedures, it allows students to explore and discover, be creative, and learn problem-solving. Every course has a captivating narrative, and is filled with games, simulations, manipulatives, animations, and real-life applications. If you are stuck, a virtual tutor provides personalised hints and help in real-time. Mathigon is completely free to use, has been translated into 18 different languages, and has now over 250k monthly active users,
Submitted By: Philipp Legner
Mathigon
Location: United Kingdom, Europe
Leader: Philipp Legner, philipp@mathigon.org, Founder and CEO
Members:
How to Teach Online: Providing continuity for students
Project Description:
FutureLearn’s Learning team built an effective community of practice for educators who needed to transition rapidly to emergency remote teaching during the coronavirus pandemic. Starting as an idea in early March, we then went on to launch the course just 10 days later, attracting more than 80,000 teachers from around the world. We harnessed social learning technology to help support teachers and instructors who needed to collaborate to find practical solutions during a time of significant upheaval.
Submitted By: Niamh O\'Grady
FutureLearn
Location: United Kingdom, Europe
Leader: Felicity Parsisson, events@futurelearn.com, Learning Designer
Members:
Matt Jenner, comms@futurelearn.com, Learner Experience Lead
Monty King, media@futurelearn.com, Learning Designer
Ileemore
Project Description:
"www.ileemore.com is an e-learning platform for secondary school students and teachers in the five English-speaking West African Countries.
Our platform enables students to take tests on certificate examinations past questions. Students can take tests based on topics and learn adaptively. Students can also ask their own questions and get quality answers from our tutors.
As students engage on our platform, we give formative feedbacks, generate their strength and weakness report and provide them with personalized tips to aid their learning. Teachers (and parents) also get these reports on each student to help them in a personalized way."
Submitted By: Precious Isola
Ileemore
Location: Nigeria, Africa
Leader: Tolu Isola, isolaprecious@gmail.com, CTO
Members:
Remote, Cyber-Physical and Virtual Training Platforms
Project Description:
"The construction of the Knowledge Society, the digital transformation demanded by Industry 4.0 and nowadays the confinement imposed worldwide due to COVID-19, claim more than ever for flexibility and mobility in education.
Under the concept of Innovation and Technology for Engineering Education, the development of three platforms are proposed:
Remote Laboratories for distance education and engineering training for today's flexibility and mobility needs
Cyber-Physical Laboratories for a highly effective and low-cost solution for expanding lab facilities on campus
Virtual Laboratory to emulate a complete laboratory on a personal computer for the greatest flexibility and mobility at a very low cost"
Submitted By: Manuel Marcias
Tecnológico de Monterrey
Location: Mexico, Latin America
Leader: Manuel Eduardo Macias Garcia, mmacias@itesm.mx, Professor
Members:
The Institute of Coding and FutureLearn
Project Description:
In February 2019, the Institute of Coding announced its initiative to build a suite of digital skills courses in partnership with FutureLearn and a cohort of academic institutions including the University of Leeds, University of Lancaster and the Creative Computing Institute (CCI) at the University of Arts London (UAL). The resulting ‘Digital Skills for the Workplace’ and ‘Creative Technologies’ programs are a set of accessible, practically focussed courses designed to help learners all over the world access the digital and soft skills they need to either enter the world of work or boost their careers.
Submitted By: Niamh O\'Grady
FutureLearn
Location: United Kingdom, Europe
Leader: Ryan Rushton, comms@futurelearn.com, Senior Project Manager
Members:
Special School School-based Learning Materials Digitization Scheme
Project Description:
In this three year project, the e-Learning platform for students with special educational needs was set up. Over 572 e-books for students with different needs and abilities were produced for teachers and parents’ access. It allowed students to learn anywhere and at their own pace, using various interactive media. Teachers and parents could track students’ progress within the platform, understand each one’s strengths and weaknesses, and then made necessary improvements. The e-Learning outcome and knowledge dissemination helped digital inclusion and bring about far-reaching impact on quality education for SEN students in special schools and the communities.
Submitted By: Kuen Fung Sin
The Education University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Elson Szeto, eszeto@eduhk.hk, Assistant Professor
Members:
Lan Yang, yanglan@eduhk.hk, Assistant Professor
Kuen Fung Sin, kfsin@eduhk.hk, Professor
Uni-Apocalypse - Learning Physiology using creative gamification
Project Description:
A novel pedagogy using active-learning, technology, and group collaboration was creatively used to support the learning of physiology for first-year undergraduate students in 2019 and 2020. A narrative titled “Uni-Apocalypse” immersed students into a fictional world where their university was surrounded by a Zombie hoard. To save all, a fictional “Super-Soldier” was constructed from cadaver body parts, however, to animate it, some key physiology principles were required to be found (learned) by the students. This knowledge was conveyed back to the research team via student-produced “PodPoints” (a combination of interactive Podcast and PowerPoint technology). Luckily, we all survived!
Submitted By: Chris Lillico
Victoria University
Location: Australia, Oceania
Leader: Alan Hayes, alan.hayes@vu.edu.au, Assistant Dean, Western Centre for Health Research and Education (WCHRE) and Deputy Director of the Australian Institute for Musculoskeletal Sciences (AIMSS)
Members:
Chris Lillico, christopher.lillico@vu.edu.au, Project Creator
Kathy Tangalakis, kathy.tangalakis@vu.edu.au, Deputy Head of Scholarship & Professional Learning, Senior Academic
Study Group Academic English Skills powered by insendi
Project Description:
Academic English Skills (AES) is an online qualification, developed by Study Group and powered by the technology platform insendi, providing students with the thorough training in language and study skills needed to achieve their academic potential at the university of their choice. This programme draws on leading-edge research initially carried out at the EdTech Lab at Imperial College and is designed to prepare international students for a successful, rewarding higher education experience from anywhere in the world, delivered fully online through insendi; the innovative learning platform developed to enable a pedagogically-rich, human-centred learning experience.
Submitted By: Mia Furci
insendi
Location: United Kingdom, Europe
Leader: Mia Furci, mia@insendi.com, Sales & Marketing Associate
Members:
The Future of Management Education (FOME): A Global Edtech Alliance
Project Description:
The Future of Online Management Education (FOME) alliance is a group of like-minded business schools collaborating on online initiatives. In February 2018 four business schools co-invested into building a new platform for online management education and started to collaborate on online initiatives. This has now grown to an alliance of nine members located across the globe. We believe online education can be high quality and high impact. We aim to build the very best courses possible and we are innovative. Our goal is to create new paradigms for high quality online and blended learning courses and executive education.
Submitted By: Mia Furci
insendi
Location: United Kingdom, Europe
Leader: Charlotte von Essen, charlotte@insendi.com, Head of Learning Design and Academic Partnerships
Members:
Mia Furci, mia@insendi.com, Sales & Marketing Associate
Annoto - Empowers people to share knowledge and learn digitally together
Project Description:
Annoto ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all. It does this by improving education facilities and turning the learning environments from content management platforms to an e-community driven environment, connecting people who are studying together, bridging the gap from the physical classroom to online. Annoto provides a learning technology that can reach and connect anyone anywhere in the world without any dependency on geographic location, language, age and gender and without any technological barriers. This truly sets Annoto as the standard for e-community, collaboration and insights in the online education industry.
Submitted By: Kirill Slavkin
Annoto
Location: Israel, Middle East
Leader: Genadi Sokolov, genadi@annoto.net, CTO
Hen Eytan, hen@annoto.net, CEO
Kirill Slavkin, kirill@annoto.net, COO
Members:
Cardiac Imaging Massive Open Online Course
Project Description:
Cardiac imaging is critical in order to diagnose, rule out and manage cardiac disease. This is the first ever cardiac CT and MRI MOOC. Both courses have received excellent feedback from learners and reached at least 145 countries worldwide with < 8,600 learners! It provides free educational resources to healthcare professional worldwide to gain necessary understanding and skills to improve cardiac imaging. Our MOOC uses a blended learning approach with high quality video/animation production, internationally recognized expert speakers, discussion forum, multiple choice questions, chatbot and interactive games in multiple languages.
Submitted By: Ming-Yen Ng
HKU Cardiac Imaging
Location: Hong Kong SAR, Asia
Leader: Ming-Yen Ng, myng2@hku.hk, Clinical Assistant Professor
Members:
FeedbackFruits Tool Suite: Design Engaging Courses & Stimulate Active Learning
Project Description:
At FeedbackFruits we believe that educators in higher education (both instructors and instructional designers) are the main drivers behind positive educational transformation as they have the knowledge and ideas to initiate pedagogical changes. However, educators not only have to struggle with maintaining student engagement and participation, but also finding the appropriate tools that are easy-to-use, LMS-compatible, scalable, and cost-effective, while still fostering the transfer of skills beyond the classroom. We're determined to fill this gap by offering out-of-the-box solutions: a suite of pedagogical tools that can be seamlessly integrated into different LMSs and help optimize course design.
Submitted By: Nhi Nguyen
FeedbackFruits
Location: Netherlands, Europe
Leader: Nhi Nguyen, Nguyen, nhi@feedbackfruits.com
Ewoud de Kok, ewoud@feedbackfruits.com, CEO FeedbackFruits
Members:
LabsLand: Real Online Laboratories for Education
Project Description:
In LabsLand, students can use their laptops or smart device 24/7 to access real STEAM laboratories (not simulations). Schools and universities can access and experience real labs that otherwise would be too expensive. Example: students access a radioactivity laboratory in Australia online, or an Arduino robot which is located in the US, Spain, Costa Rica or South Africa. Goal: democratize access to high-quality STEAM education by drastically reducing the hassles and costs of real experimentation.
Submitted By: Pablo Orduna
LabsLand
Location: Spain, Europe
Leader: Luis Rodriguez Gil, luis@labsland.com, CTO, co-founder
Members:
Pablo Orduna, pablo@labsland.com, CEO, Co-founder
Lockdown Learning
Project Description:
COVID profoundly impacted learning among children, resulting in an increased dropout rate among rural government schools across India. To address this, Tata Steel Foundation implemented Lockdown Learning module in the digitally dark villages of Jharkhand and Odisha. It combines curated physical presence of teachers and freshly designed material. It reached 35,000 children across 2,653 villages and enabled 170 government school teachers to voluntarily join this effort for continued education. By November, with no visibility of schools reopening, Lockdown Learning was expanded for deeper penetration. Today, 1263 trained teachers across 4539 villages and < 135,000 children are part of this programme.
Submitted By: Smita Agarwal
Tata Steel Foundation
Location: India, Asia
Leader: Smita Agarwal, smita.agarwal@tatasteel.com, Head, Education, CSR
Members:
MateRate
Project Description:
MateRate aims to offer Adaptive learning solutions in STEM for K-12 schools within the Indian market. Students transition from one grade to the next without actually achieving mastery in the prerequisite concepts and this leads to a learning gap that accumulates over the years, resulting in students not being able to catch up with their present class. MateRate recognizes students’ present learning levels and enables customization of learning material being delivered to them in coherence with their present learning level. It helps them accelerate to their current class level.
Submitted By: Shreya Arora
MateRate
Location: India, Asia
Leader: Shreya Arora, teammaterate2@gmail.com, Core Team Lead
Shreya Arora, shreyaa2103@gmail.com, Core Team Lead
Members:
NetDragon Virtual Lab
Project Description:
Towards the equitable and quality education proposed in the SDG 4, we've developed NetDragon VLab, a K-12 virtual experiment software. It's a multi-subject tool for more immersive, efficient, and effective daily experimental education. Enabled by virtual simulation, AI, and big data, it can be applied in conventional classroom teaching. It offers quality lesson preparation and delivery, and allows students free experiment creation, editing, and exploration. It's further enriched by the "iSMART+Virtual Experiment" training model. The project has fully proven itself in its first-phase of popularization in China. Going forward, it's expected to cover more subjects and go global.
Submitted By: Yunan Chen
NetDragon Websoft Holdings Limited
Location: China (Mainland), Asia
Leader: Dejian Liu, emmalin@nd.com.cn, Founder and Chairman
Yunan Chen, yunanchen@nd.com.cn,
Members:
Perlego: An Online Library of Academic Resources & Learning Tools
Project Description:
Perlego is making learning accessible and affordable for all with an online library of academic resources and learning tools trusted by students, educators, and publishers globally. By giving learners easier access to digital versions of textbooks via a monthly subscription, Perlego is breaking down financial and physical barriers, democratising access to learning. It’s the only platform to aggregate the majority of global publishers on an all-you-can-read model, with over 700,000 titles on over 900 topics from the likes of Cambridge University Press, Elsevier, Harvard University Press and Wiley - further enabling students to access their course textbooks online.
Submitted By: Maria Tarnacka
Perlego
Location: United Kingdom, Europe
Leader: Gauthier Van Malderen, perlego@thisisoutcast.com, Co-Founder and CEO
Members:
Maria Tarnacka, perlego@thisisoutcast.com,
Remote, Cyber-Physical & Virtual Platforms for Engineering Training
Project Description:
The construction of the Knowledge Society, the digital transformation demanded by Industry 4.0 and nowadays the confinement imposed worldwide due to COVID-19, is demanding flexibility and mobility in education. Under the concept of Innovation and Technology for Engineering Education, the development of three platforms was proposed: remote laboratories for distance education and engineering training for today's flexibility and mobility needs, cyber-physical laboratories for a highly effective and low-cost solution for expanding lab facilities on campus, and virtual laboratory to emulate a complete laboratory on a personal computer for the greatest flexibility and mobility at a very low cost.
Submitted By: Manuel Macias
Tecnologico de Monterrey
Location: Mexico, Latin America
Leader: Manuel Macias, mmacias@itesm.mx, Dr.
Members:
Snapplify for Education
Project Description:
Snapplify is at the forefront of edtech solutions in Africa, and specialises in enabling digital learning via the largest digital educational marketplace in Africa. Thousands of educational institutions across Africa use Snapplify every day to teach, learn, and access educational content. Snapplify is committed to supporting others and creating sustainable change, globally, through collaboration and innovation. We are the home of the largest community of teachers in Africa, working to empower, inspire, and uplift teachers through community platforms, a resource marketplace, and careers portal. Snapplify’s technology is also used in other educational products to facilitate collaboration throughout the educational community.
Submitted By: Marie-Louise Rouget
Snapplify
Location: South Africa, Africa
Leader: Wesley Lynch, growth@snapplify.com, CEO
Marie-Louise Rouget, marketing@snapplify.com,
Members:
The Blue Sparrow English Poetry for Learners and Teachers
Project Description:
The Blue Sparrow is a content-oriented invention integrating graphics, videos and voice explanations to bring to life stories contained in English poems. The app goes beyond basic literacy training, facilitating exploration of poetic canons through pictorial, aural, visual, pronunciation and voice-analysis activities. Its meticulously researched content includes the work of well-known poets such as William Shakespeare, William Wordsworth, Lewis Carroll, Robert Louis Stevenson and Eleanor Farjeon. Furthermore, using ASR (Automatic Speech Recognition) and voice visualization techniques, poetry reading and intonation training can be undertaken concurrently. The Blue Sparrow is a living book to showcase past and contemporary poets’ works.
Submitted By: Hang Chan
Hong Kong Baptist University
Location: Hong Kong SAR, Asia
Leader: Hang Joshua Chan, joshuachan@hkbu.edu.hk, Assistant Professor
Ying Xi Cissy Li, yxli@hkbu.edu.hk, Principal Lecturer
Members:
John Della Pietra, johndp@hkbu.edu.hk, Lecturer
Blossom
Project Description:
Blossom aims to help people increment their quality of life through emotional and social intelligence education and training.In this sense, Blossom integrates essential psychoeducational thematics for life that are not included in the educational curricula and professional training of various countries of the world. In this sense Blossom collects psychophysiological and education assessment data from its users to identify the psychological states and educational advances and in this way offer them a personalized way education and training based on evidence-based practices using immersive technologies through smart smart devices (smartphones, smartwatches, and smart-speakers) & Pcs and Artificial Intelligence.
Submitted By: Johana Cabrera
Blossom
Location: Chile, Latin America
Leader: Johana Cabrera, cabrera.johana@gmail.com, Director
Members:
Soledad Loyola, Leonardo Velasquez, Pablo Rosales
Jose Mario Oliva, jomaoliva@gmail.com, Director of Innovation and Technology
Dawn of Civilization
Project Description:
Disadvantaged young people in developing countries face barriers to education, which prevents them from attaining the skills to be part of the current/future workforce and change their economic situation. Solve Education!’s focuses on helping impoverished young people to obtain a better future through an Android, iOS, Windows-based gaming application that is free, can run offline, and on mid-range devices, and will allow them to enhance their literacy skills, develop life skills, learn the values of grit, discipline and diligence, and gain work experience. Our interest is firmly in impacting as many people as possible, in the shortest amount of time.
Submitted By: Rafdi Pranata
Solve Education Foundation
Location: Singapore, Asia
Leader: Janine Teo, janine@solveeducation.org, CEO
Members:
Rafdi Pranata, rafdi@solveeducation.org, Senior Officer, Sustainability & Partnerships
GraphoGame Kids Learn to Read
Project Description:
GraphoGame is an academically researched literacy learning app, game and methodology for teaching kindergarten and primary school children early grade literacy in Spanish, Portuguese, English (British and American), French, Dutch, Chinese, Dutch and many more. GraphoGame combines Finnish educational and special needs expertise with top-level research in neuroscience conducted by prestigious universities around the world. GraphoGame helps children to improve their reading and spelling, while simultaneously supporting struggling and dyslexic readers to increase their confidence and not fall behind their peers. It teaches children letters, syllables and words through a variety of levels with their own unique player character using.
Submitted By: Elizabeth Agbor Eta
Grapho Group Ltd
Location: Finland, Europe
Leader: Elizabeth Agbor Eta, elizabeth@graphogame.com, Project Director
Members:
History Adventures, World of Characters
Project Description:
History Adventures, World of Characters presents a fresh approach to history education, designed for the digital generation. This interactive, multimodal learning experience combines mobile entertainment technology with the power of narrative design—bringing the pages of history to life. History Adventures foregrounds the power of story, narrativizing the experiences of people who lived in past centuries—in different epochs and locations around the globe. Students witness the very real moments these very real people lived through, as if they were there. And via the empathy inspired by good storytelling, students relive the life or death stakes of decisions made in the moment.
Submitted By: Spencer Striker
Northwestern University in Qatar
Location: Qatar, Middle East
Leader: Spencer Striker, spencerstriker@gmail.com, Associate Professor of Digital Media Design
Members:
iPerioPal online platform for simulated clinical teaching in Dentistry
Project Description:
To surpass challenges of traditional pedagogies and reinforce self-directed learning, in collaboration with a web design company, we developed a computer application to complement face-to face simulation training in dentistry. With development of COVID-19 situation , the application was adapted to be an online platform for virtual simulated clinic training and can be accessed at www.iperiopal.com.
Its versatility allowed for easy upgrade and modification, and at times of isolation, as an independent resource, enabled learning and preparation for exams.
The platform can support various aspects of teaching and online continuous education courses for students and dental professionals.
Submitted By: Tihana Divnic-Resnik
University of Sydney, School of Dentistry
Location: Australia, Oceania
Leader: Andrew Terry, a.terry@sydney.edu.au, Lecturer
Members:
Tihana Divnic-Resnik, tihana.divnic-resnik@sydney.edu.au, Senior lecturer
OtherWordly ~ Literacy-Building Mobile Game
Project Description:
"OtherWordly’s galactic word quest invites players to expand their vocabularies by flinging core words into related orbiting words within a visually dynamic, kinetic space. This educational iOS app entices players to learn new words in order to complete each level, which consists of sets of synonyms, antonyms, and trivia.
During and after gameplay, players can consult top-quality literature excerpts for word meaning and usage, leading to positive experiences with new and less common words. OtherWordly keeps players entertained in learning-by-doing with an enticing narrative, captivating characters, evolving challenges, and digital rewards. Evaluation is deeply embedded to measure learning progress."
Submitted By: Michael Douma
IDEA Games
Location: United States, USA & Canada
Leader: Michael Douma, app@idea.org, Producer
Members:
Plethora
Project Description:
Plethora uses gamification to teach youth of all ages to solve complex problems using Computational Thinking. Our mission is to teach students the foundations of Computational Thinking so they can use them in every aspect of their life. At Plethora, students plan algorithms in their own mother tongue language, solve challenges while learning computer science concepts, and focus on pure cognitive processes, as our true gender-neutral platform encourages creativity over technical syntax.
Submitted By: Effi Baruch
Plethora
Location: Israel, Middle East
Leader: Effi Baruch, effi@iamplethora.com, CEO
Members:
Solfeg.io
Project Description:
Today teens are digital, curious and hands on, they listen to Spotify, create videos on TikTok and are familiar with latest trends in music. However 80% of students think their music classes in school are unengaging. Solfeg.io is the only music education software that bridges the gap between this new generation of teens and music education in schools by making it easy and fun to learn music. Our artificial intelligence technology and popular music songs helps teachers to engage students in class and they continue learning also at home. Solfeg.io is used in 10000+ schools and by thousands of students.
Submitted By: Anna Rusova
Solfeg.io
Location: Latvia, Europe
Leader: Anna Rusova, anna@solfeg.io, CMO
Members:
Lauma Kazaka, lauma@solfeg.io, COO & Co-founder
Toms Rusovs, toms@solfeg.io, CEO & Co-Founder
StudySmarter
Project Description:
StudySmarter is an intelligent learning platform transforming any text into an interactive learning course, making any content more efficient and engaging to learn. Our platform makes learning more fun, intelligent and globally accessible. We founded StudySmarter following our own experiences at university and our platform is now used by more than 1 million pupils and students in Germany, 89% of whom receive better grades. Our platform received special attention for our technical solution as a response to the COVID-19 crisis. For our work to decrease dropout rates, we’ve been named both the best EdTech startup in Germany and in Europe.
Submitted By: Maurice Khudhir
StudySmarter
Location: Germany, Europe
Leader: Christian Felgenhauer, christian@studysmarter.de, Co-Founder
Members:
Maurice Khudhir, maurice@studysmarter.de, Co-Founder
Simon Hohentanner, simon@studysmarter.de, Co-Founder
Taleemabad Learning App
Project Description:
The Taleemabad Primary Grades App is a Ministry of Education approved Android App that teaches the National Curriculum of Pakistan by synergising the concept of Knowledge Inertia - using redundant or stagnant past knowledge and experiences to learn new concepts and create new knowledge - and animation, leading to 70% decreased dropouts from schools and a 31% improvement in test scores.
The app also assesses each user’s learning levels through the thousands of gamified assessments. The responses are collected and mapped on Standard Learning Outcomes to calculate Student Progress. This allows the app to help users overcome their shortcomings.
Submitted By: Daniyalb Zia
Orenda Welfare Trust
Location: Pakistan, Asia
Leader: Daniyal Zia, daniyal.zia@taleemabad.com, Strategist
Members:
Algorithmics International School of Programming and Mathematics
Project Description:
Algorithmics is an international school of programming & mathematics for children ages 6 to 17. We help kids take their first steps in STEM & teach them skills that will be useful in the future, regardless of the career they chose. Our goal is to provide access to learning to all children on Earth. Algorithmics combines in-person and online teaching methods. To expand the knowledge globally we use the franchise and SaaS subscription models. Algorithmics brings together education, psychology, and technology professionals who want to make education engaging. We also have programming courses for adults.
Submitted By: Yana Banova
Algorithmics International school of programming and mathematics
Location: Russian Federation, Europe
Leader: Andrey Lobanov, al@alg.team, CEO
Yana Banova, yana.banova@alg.team, International PR projects manager
Members:
BOOKR Class
Project Description:
BOOKR Class is a digital interactive reading platform designed to engage children ages 4-14 (K-8) to read in English. The solution offers a 3-in-1 tool: a safe, ad-free, easy-to-use gamified library application for students to improve learning outcomes, a Teacher’s Dashboard displaying real-time statistics to improve the measurement of student learning and school performance. The app includes more than 1000+ engaging content to match course books, curriculum, in-classroom or online activities (interactive books from the classics of world literature, original stories, songs, civilizational materials and CLIL), as well as educational games and flashcards.
Submitted By: Dorka Horv
Móra-BOOKR Kids Kft.
Location: Hungary, Europe
Leader: Dorka Horváth, dorka@bookrkids.hu, CEO and Co-Founder
Members:
Brian
Project Description:
Brian is a social learning platform connecting students and teachers. The education app helps learners to access, study, and exchange knowledge with peers in a playful way while presenting teachers analytics to adapt and perform beyond current standards. We do this by creating a value-free learning environment on student's smartphones that removes the hassle of analog, solitary, and monotonous learning. We believe in a future of higher education where learning is fun, social and sustainably efficient, and effective. The use of algorithms, storytelling and game mechanics enable us to fulfill this promise.
Submitted By: Ralph Forsbach
Brian AG
Location: Switzerland, Europe
Leader: Ralph Forsbach, ralph@brian.study, CEO & Co-Founder
Members:
ClassCred
Project Description:
Community is an important part of the college experience but often missing in online courses. Our app, ClassCred, builds community by using peer recognition and gamification on Slack and Microsoft Teams platforms. Initial findings show increased student engagement, greater satisfaction, and a reduction in perceived isolation.
Submitted By: Skip Livingston
University of Alabama at Birmingham
Location: United States, USA & Canada
Leader: Skip Livingston, skip@classcred.com, Founder
Members:
Chris Edmonds, cte@uab.edu, Associate Professor of Accounting
Dr. Sara: Disease Detective - a mobile game about epidemiology
Project Description:
Dr. Sara: Disease Detective is a visual novel mobile game featuring the World's Greatest Epidemiologist, investigating and solving outbreaks around the globe. Students take on the role of Dr. Sara in a character-driven simulation of Epidemic Intelligence Service (EIS) detective work; investigating and solving outbreaks around the globe.
Submitted By: Spencer Striker
Northwestern University in Qatar
Location: Qatar, Middle East
Leader:
Members:
Spencer Striker, spencerstriker@gmail.com, Associate Professor of Digital Media Design
Effective Foreign Language Education Through Immersive Role Playing Video Games
Project Description:
Scholarcade is developing a spy adventure video game designed to teach foreign languages more effectively, beginning with Spanish and Mandarin. Students will embark on a journey where they will use their foreign language verbal, reading, writing, and listening skills to solve dynamically-generated spy-themed minigames and missions. Minigames include recalling learned vocabulary to repair a circuit board to gain entry to a secret compound and find story clues, or eavesdropping in on two agents suspected of nefarious activity, or even conversing with locals using speech recognition to uncover useful tips. As students progress, the adaptive curriculum scaffolds their learning.
Submitted By: Daniel Turcotte
Scholarcade LLC
Location: United States, USA & Canada
Leader: Daniel Turcotte, dan@scholarcade.com, Founder and Software Developer
Members:
OtherWordly: Literacy-Boosting Mobile Game
Project Description:
OtherWordly’s galactic word quest invites players to expand their vocabularies by flinging core words into associated orbiting words within a visually dynamic space. Special mode for non-native English speakers. This educational iOS app entices players to expand their vocabularies as they play to to complete each level, which consists of sets of synonyms, antonyms, and trivia. During and after gameplay, players see quotes from top-quality literature excerpts for word meaning and usage, and have other learning experiences. OtherWordly keeps players entertained in learning-by-doing with an enticing narrative, captivating characters, evolving challenges, and digital rewards.
Submitted By: Michael Douma
IDEA Games
Location: United States, USA & Canada
Leader: Michael Douma, app@idea.org, Studio Director, Exec Dir
Members:
Pathfinder, Shed Light on your Exploring Path
Project Description:
Pathfinder is an app that inspires and helps students discover their passion. Targeted at Taiwanese high school students facing the 2019 New Curriculum Guidelines, it offers an innovative solution to guide them through the process of building their Academic Portfolio. With Natural Language Inference technology, Pathfinder analyzes student’s core competencies from their records and proactively recommends majors that require those competencies. Furthermore, Pathfinder recommends career-related activities based on their candidate majors, enabling students to explore and learn on their own.
Submitted By: Mei Yu Yang
National Taiwan University
Location: Taiwan, Asia
Leader: Mei Yu Yang, b07704009@ntu.edu.tw, Student
Members:
PlayScore 2: The App That Sight Reads Your Sheet Music
Project Description:
Using the latest techniques in Optical Music Recognition, PlayScore 2 plays any music from a photo, PDF or an image. If you don't read music, you can hear it back naturally and accurately with articulation and dynamics. PlayScore 2 also accompanies users as they sing or play an instrument, and in any key. You can isolate your part or with others in the background. In addition, PlayScore 2 exports MIDI and MusicXML for editing in DAWs and music software. The app is used by thousands of people across the world, making it essential for musicians of all ages and experiences.
Submitted By: Annabelle Lee
Organum Ltd
Location: United Kingdom, Europe
Leader: Annabelle Lee, alee@organumconsulting.com, Marketing Manager
Members:
IPSIM - Intellectual Property Management Education for Professionals and Universities
Project Description:
"IPSim is an online competitive multiplayer real-time strategy game for Mac and PC, where players manage a company that trades in Intellectual Property. The objective of the game is to win by amassing the most cash and most valuable technologies through co-operation and competition with other players.
The game takes place on an isometric map where commercialisation activities are physically represented by buildings and territories with different economic strengths that add depth to the moment-to-moment gameplay.
Since 2015 there have been some 40 institutes / companies / universities with more than 1,000 users of IPSIM."
Submitted By: Walter Fung
Tacit Simulations Limited
Location: United Kingdom, Europe
Leader: Cheuk Hang Au, chau0481@uni.sydney.edu.au, Ph.D. Candidate
Members:
Hongyi Sun, mehsun@cityu.edu.hk, Associate Professor
Jin Xiao, csjxiao@comp.polyu.edu.hk, Ph.D. Candidate
Access to new realities through immersive storytelling: how Lyfta supported children, teachers and parents during lockdown
Project Description:
Between 20 March and July 2020, when schools were closed for a majority of students in the UK, more than 5,000 Lyfta lessons/assemblies were launched - engaging tens of thousands of children from primary, secondary and special education schools - many of them remotely. During this period, Lyfta trained 800 new teachers to use their platform to deliver remote learning, while engaging hundreds of families with Lyfta at Home - a child-led independent learning experience which doesn't require a teacher.
Lyfta's unique immersive learning experiences helped thousands of children to broaden their horizons and see new realities during lockdown.
Submitted By: Serdar Ferit
Lyfta
Location: Finland, Europe
Leader: Serdar Ferit, serdar@lyfta.com, Co-CEO
Members:
Kide Science: Playful hands-on STEAM for young children with online guidance for educators and parents
Project Description:
Kide Science develops young children’s scientific thinking skills through imagination and engaging hands-on experiments that solve real science problems. Educators and parents feel that planning science activities is difficult, that is why we have our online platform to guide adults. It provides training and lesson materials to lead playful STEAM education with for 3-10 year-olds. Kide Science uses storytelling as a powerful tool to motivate children to participate in science activities. Our proven pedagogical method predicts better learning outcomes in school and is based on years of rigorous academic research conducted by the founder Jenni Vartiainen, PhD.
Submitted By: Sari Hurme-Meht
Kide Science
Location: Finland, Europe
Leader: Aino Kuronen, aino@kidescience.com, Co-founder, COO, Head of pedagogy (M.Ed.)
Members:
Jenni Vartiainen, jenni@kidescience.com, Founder, researcher (PhD)
Sari Hurme-Mehtalasari@kidescience.com, sari@kidescience.com, CEO, Co-founder
GIVING VOICE TO VALUES - HOW TO SPEAK YOUR MIND WHEN YOU KNOW WHAT'S RIGHT: A PEDAGOGY FOR ETHICAL LEADERSHIP
Project Description:
Giving Voice to Values (GVV) is a values-driven leadership methodology pioneered by Dr. Mary Gentile. GVV is based at the University of Virginia Darden School of Business, and was originally launched by Aspen Institute with Yale School of Management, then supported at Babson College, 2009-2016. Rather than focusing on ethical analysis (“what is the right thing to do?”), like most ethics training, GVV gets leaders comfortable enacting what they already know is right. GVV leverages peer learning, pre-scripting, and practice actually speaking from a place of values in order to teach ethical leadership to students, business leaders, and faculty globally.
Submitted By: Mary Gentile
University of Virginia Darden School of Business
Location: United States, USA & Canada
Leader: Mary Gentile, mcgentile@aol.com, Creator/Director, Giving Voice To Values, Professor of Practice
Members:
Lights, Camera, Learn!
Project Description:
The problem with the flipped classroom model is that it puts pressure on the teacher to create videos for students to learn. The content that is available online is low-quality or not localized. Lights, Camera, Learn! empowers and educates students through the art of filmmaking. We use the process of filmmaking to make learning interactive, and we produce edutainment content by kids, for kids. By having students create that content, they are actively learning, and the students who are watching our content are being reinforced the concepts that are found in their local school curriculums.
Submitted By: Amal Bahloul
Lights, Camera, Learn!
Location: United States, USA & Canada
Leader: Amal Bahloul, amal@lightscameralearn.org, President and Founder
Members:
Hopspots
Project Description:
Hopspots is an interactive learning tool designed for combining classroom teaching with movement.
Submitted By: Aviaja Borup Lynggaard
CxD ApS - Child Experience Design
Location: Denmark, Europe
Leader: Aviaja Borup Lynggaard, abl@hopspots.dk, CEO & Founder
Members:
Trine Askjær-Jørgensen, taj@hopspots.dk, Communication Coordinator
Operation Outbreak
Project Description:
Operation Outbreak (OO) is a novel educational platform on infectious diseases. OO includes an academic curriculum, textbook, and video series on pathogen biology, epidemiology, public health, and governance during health emergencies, an “outbreak simulation” experiential learning activity that synthesizes the classroom contents by leveraging widely-available mobile communication technologies, and a computational practicum that uses data generated during the outbreak simulation for informed reflection and skill development in epidemiology, genetics, and quantitative data analysis. This platform could be adopted by educational institutions from middle-school to college levels to complement their existing curricula in areas.
Submitted By: Todd Brown
Operation Outbreak
Location: United States, USA & Canada
Leader: Todd Brown, todd.brown@oursma.org ,
Members:
TODD BROWN, TBROWNGATOR1@AOL.COM, Co-Founder
Ownership of learning with Qridi
Project Description:
Qridi is a digital learning tool built to transform learning from passive to active and to build students' agency and ownership. Qridi has been a success story in Finland and revealed its full potential during the COVID-19 lockdown. In remote learning students had to take responsibility of their learning and teachers' role changed to something unexpected. In this shift of thinking Qridi made a huge impact. Qridi was able to support students on their journey to self-regulation and help teachers to make most out of their new role as facilitators of learning.
Submitted By: Markus Packalen
Qridi
Location: Finland, Europe
Leader: Jenna Silveri, jenna@qridi.fi, Global Sales and Learning
Members:
Markus Packalen, markus.packalen@qridi.fi, Head: International Projects and Learning
Simbi Foundation Bright Boxes
Project Description:
"Simbi Foundation’s (previously The Walking School Bus) ‘Brighter Future Initiative’ enhances access to education in the world's most underprivileged and resource-poor learning contexts. We do this through two solar-powered innovations: the BrightBox Macro classroom and the BrightBox Micro classroom-in-a-suitcase, stocked with educational hardware, offline curriculum content, and our award winning Simbi software, proven in Randomized Control Trials to double literacy rates in three months.
Successfully collaborating with school communities across remote Uganda and Uttarakhand, India to install BrightBoxes, we are also partnered with the United Nations Refugee Agency (UNHCR) to support access to education in five of Uganda’s refugee settlements."
Submitted By: Daniel Morton
Simbi Foundation
Location: Canada, USA & Canada
Leader: Ran Sommer, ran@simbifoundation.org, Operations Director
Members:
Tangle: an educative suite to boost interest and learning of undergradute students in quantum information
Project Description:
Tangle is a project around an educative online suite in Quantum Information involving students at High School, Graduate, but mainly undergraduate to promote this research area. Through the suite, students learn using blended learning to then participate in a yearly nationalwide workshop to deep in the area. More enthusiastic students can participate after as members in the Quantum Processing of Information Research Group during their research stay (a pathway involving students interested in research) guided for researchers working on proyects and publishing original results on scientific journals. Hundreds of students have participated in this effort and tens published their work.
Submitted By: Francisco Delgado
Tecnologico de Monterrey
Location: Mexico, Latin America
Leader: Alfonso Jaimes, ajaimes@tec.mx, Researcher professor
Members:
Francisco Delgado, fdelgado@tec.mx, Resercher professor
Lorenzo Procopio, lorenzo.procopio@universite-paris-saclay.fr, Researcher professor
The ANU Laptop Ensemble
Project Description:
The ANU Laptop Ensemble is a university course focussed on music computing, digital audio, and collaborative musical performance. The course is designed for both computer science and music students and uses an innovative making-as-teaching paradigm to support and stretch students from both fields. The course is flipped with content delivered through online resources and assessed through weekly diaries. Classes are dedicated to collaboration and critique, and the major assessment takes the form of a concert. The unique structure of this class allowed it to continue online in 2020 and to meet unique needs of both CS and music students.
Submitted By: Charles Martin
The Australian National University
Location: Australia, Oceania
Leader: Alec Hunter, alexander.hunter@anu.edu.au, Lecturer
Members:
Ben Swift, ben.swift@anu.edu.au, Senior Lecturer
Charles Martin, cpm@charlesmartin.com.au, Lecturer
University transformation challenge (UTC)
Project Description:
"Old and new problems in higher education call for transformational change. At the same time, even the best decisions can backfire. University Transformation Challenge (UTC), our training programs for university leaders, prepares for high-risk decision-making. We have created a unique gamified environment (University Transformation Simulator, UTS) specifically tailored to develop competence in transformational governance.
At the heart of the UTС lies a computer simulator, modelling the structure, processes, and norms of a higher education institution. Participants team up, develop strategies for virtual universities, and make managerial decisions. Afterwards, they analyze the consequences and their performance."
Submitted By: Olga Shakuro
Moscow School of Management SKOLKOVO
Location: Russian Federation, Europe
Leader: Dara Melnyk, daramelnyck@gmail.com, Head of research group (SKOLKOVO Education Development Center)
Olga Shakuro, olga_shakuro@skolkovo.ru, Program manager (SKOLKOVO Education Development Center)
Members:
Peter Tutaev, p.tutaev@gmail.com, Head of Simulizator team
A VIRTUAL PROJECT-BASED EXPERIENTIAL LEARNING COLLABORATION BETWEEN UNIVERSITIES AMID THE COVID-19 PANDEMIC
Project Description:
Since 2018, Singapore Management University (SMU) has been offering project-based experiential learning through overseas immersion programme, SMU-X Overseas (SMU-XO). It provides students hands-on opportunity to tackle real-world challenges that overseas organizations face. SMU-XO pivoted due to the travel restriction during the pandemic. In 2021, SMU launched a joint course with Universitas Indonesia (UI), whereby students from both universities collaborated virtually to tackle real world challenges faced by two Indonesian companies. The success of this collaboration paves the way for more such opportunities to be developed with other partner universities in different countries.
Submitted By: Derek Chiang
Singapore Management University
Location: Singapore, Asia
Leader: Derek Chiang, DEREKCHIANG@SMU.EDU.SG, ManagerOffice of the Provost, SMU-X
Members:
Breaking disciplinary silos with Interprofessional Education and Collaborative Practice (IPECP): An e-MART approach
Project Description:
Collaboration drives innovation. When professionals work in alliance, new solutions that transform practice emerge. Interprofessional Education and Collaborative Practice (IPECP) requires occupational competencies and also competencies in professional communication, interprofessional conflict management, collaborative leadership, and reflective practice. Interprofessional collaborative practice should start with pre-service interprofessional education. Using team-based case-oriented discussion that is facilitated by Open edX with learning analytics, PECP provides opportunities for students from 12 programmes in six Faculties from three institutions to learn about, from, and with one another. IPECP successfully equips professionals to provide the highest quality of care across settings, even in times of health crisis.
Submitted By: Fraide (Fred) Ganotice
Bau Institute of Medical and Health Sciences Education, HKU
Location: Hong Kong SAR, Asia
Leader:
Members:
Alina Ng, aymng@hku.hk, Research Assistant Professor
Amy Chow, chowamy@hku.hk, Professor
Angie Lam, angielam@hku.hk, Lecturer
Dr Gloria Hoi Yan WONG, ghywong@hku.hk, Associate Professor
Ms Janet Kit Ting WONG, janetwkt@hku.hk, Lecturer
Bridging the Science Education Gap with the STEAM Program
Project Description:
The dream of bringing kids from high school to research, which started 20 years ago, gained traction during the pandemic. So even though our linked laboratories in 2020 were on lockdown, the project's lead researchers looked for new and creative ways to adapt the preceding intervention so the project might continue whilst still maintaining participants engaged. As a result, bridging the science education gap became essential, and the STEAM Program became the cornerstone for boosting STEAM interest among students and the general public. We've reached over 11,000 students, 7,500 teachers, and over 760,000 online participants in only 3 years.
Submitted By: waleska aldana segura
Universidad de San Carlos de Guatemala/ Universidad de Guanajuato
Location: Guatemala, Latin America
Leader: Julian Felix Valdez, felix@fisica.ugto.mx, Professor-Researcher Head of International Elementary Particle Laboratory
Magdalena Waleska Aldana Segura, waldanasegura@gmail.com, STEAM Program Coordinator
Members:
High Touch, High Tech
Project Description:
Good Work Foundation (GWF) is a non-profit organiZation that has pioneered a unique Ecosystem of Learning and Working on the edge of rural Bushbuckridge, one of South Africa’s largest informal economies, bringing opportunities to people who might otherwise be excluded. Our ecosystem delivers high touch, high tech programSfor adults and children. Our Campuses are built to be adaptable to the needs of an emerging 4IR economy and attract more than 10,000 learners and students per week. Our Open Learning Academy (OLA) focuses on building Grade 4 - 8 capacity in languages of access: Math, English and Digital.
Submitted By: Gemma Thompson
Good Work Foundation
Location: South Africa, Africa
Leader: Gemma Thompson, gemma@goodworkfoundation.org, Head of Development
Members:
Hybrid eLearning Model: Addressing Physician Shortage in Underserved Alabama
Project Description:
The Comprehensive Urban Underserved and Rural Experience (CU2RE) program is designed to enhance the recruitment, training, and retention of medical students dedicated to serving as family medicine physicians to provide primary care in the medically underserved areas of Alabama. Medical students participating in the CU2RE program receive part of their instruction from interactive eLearning modules. These modules are designed by expert faculty members partnering with artists and instructional designers to make content that is cutting edge, beautiful and effective.
Submitted By: Rebekah Kummer
University of Alabama at Birmingham
Location: United States, USA & Canada
Leader: Keith Bailey, keithbailey@uabmc.edu, Instructional Designer
Members:
Adrienne Fowler Payne, alfowler@uabmc.edu, Program Director
Jill Marsh, jillmarsh@uabmc.edu, Assistant Professor
Labflow
Project Description:
Labflow is a complete digital learning platform for higher education science lab courses, with tremendous benefits for both students, teaching assistants, and students: prepares students for success in lab through videos and pre-lab homework activities; coaches students in real-time as they collect data and complete lab reports; saves lab coordinators and instructors time by streamlining their course management, TA management, and grading workflow (50% reduction in lab report grading time); provides complete transparency with deep analytics into the grading and learning process across myriad lab sections. Labflow also provides continuity and complete consistency across both in-person and online formats.
Submitted By: James Caras
Catalyst Education
Location: United States, USA & Canada
Leader: James Caras, jamie@catalystedu.com, CEO
Members:
MOCARPS - Mobile learning platform for Cardiorespiratory Physiotherapy Survival
Project Description:
Mobile learning platform for Cardiorespiratory Physiotherapy Survival (MOCARPS) is a technology driven e-learning solution which fills in the learning gap between university classroom and hospital-based clinical placement. MOCARPS is a multi-staged project which integrates online learning, mobile app, flipped classroom and real-time on-the-spot e-platform to optimize a student's learning experience. Ultimately, it aims to increase students’ knowledge, readiness and self-confidence to learn and work during hospital-based clinical placement further increasing their competency upon graduation. MOCARPS was funded by The Hong Kong Polytechnic University and University Grants Committee of Hong Kong SAR.
Submitted By: Shirley Ngai
The Hong Kong Polytechnic University
Location: Hong Kong SAR, Asia
Leader: Shirley Ngai, shirley.ngai@polyu.edu.hk, Associate Professor
Members:
Wincy Kwok, wincy-ws.kwok@polyu.edu.hk, Project Assistant
MyClassConnect
Project Description:
MyClassConnect is an EdTech venture that digitizes teaching and learning in higher ed institutions across sub-saharan Africa. Our blended learning platform focuses on solving the issue of inaccessibility & poor quality education in terms of outdated curriculum (which teaches topics not relevant with industry practices). It enables educators to handle daily core academic activities, improve student engagement and performance with our adaptive learning techniques and rewards performance based on incentivized learning which serves as an extrinsic motivation while creating a research-driven students community beyond individual institutions to foster collaborations across institutions and countries amongst students.
Submitted By: Okwuchukwu Obi
MyClassConnect, Inc.
Location: Nigeria, Africa
Leader: Okwuchukwu Obi, gospel@myclassconnect.com, Co-founder/CEO
Members:
Ebuka Iloh, ebuka@myclassconnect.com, Co-founder/COO
Wofai Obi, wofai@myclassconnect.com, Co-founder
Peaqs
Project Description:
Students can form groups (or work alone) and create projects using a 4 step process that is timeboxed by the teacher to follow the course plan. All steps in the process have customizable headlines so they relate to the course curriculum at all times, making Peaqs subject and content 'agnostic'. The same students are also invited to act as investors on the platform, where they browse, evaluate and buy/sell shares of other projects on the platform, adding a new dimension to peer-reviewing. Peaqs was built for biz-tech subjects such as entrepreneurship, business planning, design, marketing, and much more.
Submitted By: Peter Martin Holst
Peaqs
Location: Denmark, Europe
Leader: Peter Martin Holst, peter@peaqs.com, Co-founder
Members:
Re-imagining Business Education: Introducing the Hybrid Interdisciplinary Curriculum Model of Learning
Project Description:
A five-year re-imagine business education project was created by educators to introduce the hybrid interdisciplinary curriculum model of learning. Educators redesigned 22 Majors and reimagined subjects were developed through university wide involvement. Students acted as co-creators and partners. There was also input from industry with more than 200 stakeholders moving away from siloed knowledge to meet educator, industry and students needs. The interdisciplinary hybrid learning was a challenge to educators to develop and deliver but resulted in an interactive, engaging web-based, self-paced curriculum.
Submitted By: Ruth Mcphail
Griffith University
Location: Australia, Oceania
Leader: Ruth Mcphail, ruthemcphail@gmail.com,
Members:
Amanda Daly, a.daly@griffith.edu.au, Program Director Bachelor of Business
Kathy Harris, kathy.harris@griffith.edu.au, Learning and Teaching Consultant
Lenka boorer, l.booer@griffith.edu.au, Learning and Teaching Consultant
Sydney Science 2021
Project Description:
Sydney Science 2021 was a bold re-imagining of traditional first-year science courses at the University of Sydney. COVID-19 presented an opportunity to re-conceptualize first-year flagship courses to create immersive and community-building online experiences. The learning journey involved imagining, discovering, exploring, challenging, and evaluating concepts in Data Science, Earth, Environment and Society, Human Biology, Interdisciplinary Science, and Physics courses. More than 4000 domestic and international have experienced the revitalized courses. Although separated by thousands of kilometres in 33 cities across the globe, the success of Sydney Science 2021 meant our students were just next door.
Submitted By: Pauline Ross
University of Sydney
Location: Australia, Oceania
Leader:
Members:
Bree Morgan, bree.morgan@sydney.edu.au, Senior lecturer
Chris Hammang, christopher.hammang@sydney.edu.au, Educational Designer
Diana Warren, diana.warren@sydney.edu.au, Senior Lecturer
Pauline Ross, pauline.ross@sydney.edu.au,
thinkfour
Project Description:
At thinkfour we combined the talents of expert high school teachers, academic specialists in education research and digital media wizards to create an open-access video-streaming site for young people. Thinkfour is a place to find tutorials on complicated ideas that are unpacked simply. Everything we do is based on the science of learning and our content is freely available to all young people. We are a no-profit social enterprise start-up. We will not annoy anyone with adverts, promotions or products, and we have no hidden agenda; we simply want to take complicated ideas and make them accessible.
Submitted By: Matt Gibson
thinkfour
Location: United Kingdom, Europe
Leader: Matt Gibson, info@thinkfour.org.uk, co-founder
Members:
ArtCentrica
Project Description:
ArtCentrica is a cloud application that brings art to school and lets teachers and students visualise in intimate detail, compare, virtually measure, correlate artworks inside and outside the classroom.
ArtCentrica contains a great part of the artistic heritage of the Uffizi Galleries in very high resolution, up to 10 GigaPixel, a selection of artworks from the Brera Museum, more in the future.
Schools, Institutions, Universities pay an annual fee sized according to the connected devices and the number of years of the contract. 30% of our revenues is provided directly to the museums that are inside ArtCentrica.
Submitted By: Marco Cappellini
VirtuItaly
Location: Italy, Europe
Leader: Marco Cappellini, m.cappellini@virtuitaly.com, CEO
Members:
Paolo Romoli, p.romoli@virtuitaly.com, CTO
Paolo De Rocco, p.derocco@virtuitaly.com, R&D
artlook
Project Description:
Ingenuity’s artlook data-mapping platform is transforming education for children across America.
This first-of-its-kind platform unifies disparate data sets to identify arts education gaps, drive partnership building among schools and community organizations, and target arts resources to the highest-needs students, schools and communities. artlook provides data and actionable insights that help: school districts and funders implement data-driven strategies that advance arts education; educators enhance their teaching practices; and families seeking schools with strong arts programs.
artlook is ready to transform public education and other systems across the country, leveraging successes in arts education to address gaps in other core subject areas.
Submitted By: Christopher Chantson
Ingenuity
Location: United States, USA & Canada
Leader: Christopher Chantson, cc@ingenuity-inc.org, Director of Development
Members:
Comunidad Atenea: A social network for the collaborative learning community of Latin American Teachers
Project Description:
Comunidad Atenea, an initiative from the Varkey Foundation, is a free social network for collaborative learning where LATAM teachers can connect, share best practices, take inspiration from peers, access to cutting edge MOOCs, and create together. It was launched in March 2020 and has reached 28,000 unique visitors from 93countries, +11,000community members, +120,000YouTube views, and +260teaching best practices.
As an engagement strategy, we developed #AteneaExperience: a one-week learning journey. Teachers are invited to join a 5-days experience focused on a different theme and based on the method of learning-by-doing. +2,200 educational initiatives have been implemented, and they reached +88,000 students.
Submitted By: Pilar Andres
Varkey Foundation
Location: Argentina, Latin America
Leader: Pilar Andres, pilar.andres@varkeyfoundation.org, Operations Manager
Members:
Elias Robot
Project Description:
The only way to learn languages is to speak. Elias Robot is a language learning app based on a voice user interface and AI. The gamified app can be used with robots or smart phones. It encourages students to speak without the fear of making mistakes. In addition to the ready-made curriculum, teachers can create their own interactive learning material and share them with each other. Elias Robot gives instant and individual feedback on progress and users can easily notice what they should practice more. You can’t clone teachers, but with Elias App you can clone teacher’s expertise!
Submitted By: Johanna Hemminki
Utelias Technologies Oy / Curious Technologies Ltd
Location: Finland, Europe
Leader: Johanna Hemminki, info@eliasrobot.com, CEO, Founder
Members:
Fiction Express (www.fictionexpress.com)
Project Description:
Fiction Express is an award-winning literacy resource designed to improve all areas of literacy: reading, grammar, speaking & listening, and writing. The resource improves poor reading habits by getting children excited about reading, through the power of a deeply engaging experience of co-creation between students and authors. Fiction Express has established a new category of literacy resources, called “Co-creative reading”, offering teachers a unique and complete literacy solution:
• Covering all four aspects of language learning
• Guaranteeing the monitoring of learning outcomes
• Facilitating class preparation and assessment
• Ensuring a high level of student motivation and personalised, cross-curricular
Submitted By: Sven Huber
Fiction Express (Boolino SL, Boolino Ltd)
Location: Spain, Europe
Leader: Cristina Puig, cpuig@boolino.com, CO-founder & CMO
Members:
Sven Huber, shuber@boolino.com, Founder & CEO
Hologram professors humanize and bring accessibility to the distance education experience
Project Description:
Hologram professors enable quality education through an innovative, captivating and low-cost experience. The professor is represented in a life-size and anatomically correct hologram. The student perceives a high social presence of his teacher recreating the natural dynamics of a face-to-face class interacting in real time. The remote learning experience becomes more human, generating positive emotions in the student. Engagement is fostered through interaction where technology is not a barrier. This design of an immersive educational experience enhances focus and attention during the teaching-learning process.
Submitted By: Patricia Aldape
Tecnologico de Monterrey
Location: Mexico, Latin America
Leader: Carla Ramirez, carla.ramirez@tec.mx, Leader of Educational innovation for Engineering, Science and Architecture
Members:
Eduardo Luevano, luevano@tec.mx, Professor
Eduardo Gonzalez, egm@tec.mx, Professor
Indigenous and Remote tutoring program
Project Description:
We are a social enterprise incorporating Educational Technology improving the lives of Indigenous and geographically disadvantaged children by safely connecting them to world class teachers and tutors.
We then host online sessions between the two via our proprietary platform.
We believe that quality education should not be determined by postcode.
Submitted By: Bronwyn Covill
Need a Tutor
Location: Australia, Oceania
Leader: Bronwyn Covill, bronwyn@needatutor.com.au, CEO
Members:
insendi: Learning Experience Platform
Project Description:
Insendi’s mission is to enable universities to deliver the very highest standards of online and hybrid education. Our unique, innovative ICT tool is a learning platform that has been designed to transform the learning experience and enable the creation of online courses that students love to learn and teachers love to teach. We believe that online education should be a pedagogically-rich, human-centred learning experience. Over the last 15 years we have developed our platform to equip educators with the most innovative tools to build and deliver high quality, high impact online and blended courses.
Submitted By: Mia Furci
insendi
Location: United Kingdom, Europe
Leader: Eilish O'Hagan, eilish@insendi.com, Managing Director
Members:
Mia Furci, mia@insendi.com, Sales & Marketing Associate
Integrate School
Project Description:
Integrate is a consolidated management tool for k-12 schools that combines the most needed components into one easy to use platform, while helping schools transition to remote and blended learning.
Submitted By: Maxwell Witt
Integrate
Location: United States, USA & Canada
Leader: Maxwell Witt, Maxw9000@gmail.com, Co-Founder / CEO
Members:
KlickEngage
Project Description:
Understanding that student learning and success can be deeply impacted by factors outside of the classroom, we create education technology that builds student self-awareness and better equips teachers and schools with necessary data on student well-being. Our SEL app amplifies student voice through a virtual check-in system, provides students with targeted coping mechanisms, and delivers real-time data to teachers so that they can be proactive instead of reactive to student need. We help to foster psychologically safe and supportive environments for kids.
Submitted By: Samantha Pratt
KlickEngage, Inc
Location: United States, USA & Canada
Leader: Irma Mesa, irma.mesa@klickengage.com, Head of Product
Members:
Samantha Pratt, samanthapratt@klickengage.com, CEO and Founder
Knowledge and Education Exchange Platform (KEEP)
Project Description:
The Knowledge and Education Exchange Platform (KEEP) Project is a pioneering eLearning platform for educators and learners to search, create, and share educational resources. Led and developed by The Chinese University of Hong Kong (CUHK) with seven partner institutions in 2014, KEEP enables access to educational resources, data, analytics, courseware, and tools through a one-stop platform that facilitates flexible learning in a global community. KEEP integrates technology such as AR, VR, gamification, AI, machine learning, metasearch engine, data analytics, recommender systems, with our international partners to provide personalized portal for education to a global audience.
Submitted By: Chak Ming Lam
The Chinese University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Irwin King, king@cse.cuhk.edu.hk, Professor
Members:
A solution for out of school children and beyond- The Jara Unit: A Personal Low-Cost Education Device for K12 children who are out of school and in under-resourced classrooms in low power communities
Project Description:
The Jara Unit is a low cost, off-the-grid and durable personalized Internet of Things device for vulnerable and marginalized K 12 and out of school children. Co-created with our beneficiaries, Jara focuses on educational inclusivity and localized educational models in under-resourced classrooms and children who are out of school due to humanitarian emergencies. We are bringing the Jara Unit to market in Nepal, with the goal to scale globally. Jara envisons serving millions of vulnerable children deprived of access to quality education, who without innovative solutions like ours will be engulfed in a generational cycle of illiteracy and marginalization.
Submitted By: Soraya Fouladi
Jara Worldwide
Location: United States, USA & Canada
Leader: Soraya Fouladi, soraya@joinjara.com, CEO
Members:
Micro:bit Classroom – an innovative resource for teachers, both in the classroom and in COVID lockdown
Project Description:
Our project focuses on our innovative new tool to support teachers in teaching digital creativity using the micro:bit. Designed in response to teacher feedback, Micro:bit Classroom (https://classroom.microbit.org/) offers a user-friendly, free-of-charge platform for teachers to plan, implement and evaluate lessons. Complemented by a range of curriculum-linked online resources, it saves teachers’ time and builds their confidence to deliver inspirational classes.
Although the launch of Micro:bit Classroom (March 2020) has been challenging due to the impacts of COVID-19, our new tool has proven to be highly valuable in helping teachers to deliver live lessons during the unprecedented period of lockdown.
Submitted By: Chloe Browitt
Micro:bit Educational Foundation
Location: United Kingdom, Europe
Leader: Chloe Browitt, chloe@microbit.org, Head of Fundraising
Members:
Xeropan Classroom
Project Description:
In Xeropan Classroom, language teachers can create virtual classes. They can access and freely search within Xeropan’s 3 years’ worth of English learning material (more than 1600 video, grammar and AI-supported speaking practice lessons, from beginner to advanced level), and choose tasks to assign their students. Teachers can precisely track students’ progress. The system constantly provides feedback regarding students’ strengths and weaknesses. Based on these, the system’s algorithm suggests that teachers assign further lessons to develop various language skills of their students. Short video: https://youtu.be/qsjk8dKuy5s Feature walkthrough https://youtu.be/1Tos08pFJe4
Submitted By: Helga Muller
Xeropan International Ltd.
Location: Hungary, Europe
Leader: Attila Al-Gharawi, attila.algharawi@xeropan.com, CEO
Members:
Helga Muller, ms.helga.muller@gmail.com, project manager
YoTeach! Empower Students with Voices!
Project Description:
Have you ever asked the question "do you have any questions or comments?" to your students in class? Do you just hear silence and crickets in the background 95% of the time after you ask this question? More precisely, have you ever had trouble engaging your students in a simple "question and answer" active teaching method? If you're answer is yes, then YoTeach! is your solution! YoTeach! is an educational backchannel chatroom app that enhances engagement and discussions in class with text, drawing, picture uploading, annotating and machine learning hand-writing math/symbol recognition functionality. Please visit https://yoteachapp.com/ for more details.
Submitted By: Fridolin Ting
Department of Applied Mathematics, Hong Kong Polytechnic University
Location: Hong Kong SAR, Asia
Leader: Fridolin Ting, fridolin.ting@polyu.edu.hk, Teaching Fellow
Members:
Jane Yu LU, jane.yu.lu@polyu.edu.hk, Project Assistant
Lok Wong, yellowhappy831@gmail.com, Project Associate
Pixton EDU
Project Description:
Pixton EDU is a web-app that gives teachers and students a unique way to create stories, demonstrate learning, and enhance writing assignments – in any subject – through digital comics.
Users can explore topics in Math, Science, Social Studies, History, English, Art or any other subject. Choose images from popular content, books and movies like The Hunger Games or The Outsiders, plus other topics like the solar system, black history or the environment – all Common Core aligned.
Submitted By: Clive Goodinson
Pixton Comics Inc.
Location: Canada, USA & Canada
Leader: Clive Goodinson, clive@pixton.com, CEO
Members:
Ray Marasigan, ray@pixton.com, Lead Designer
The Nigenius Web Application: The Smart Digital Assistant for teachers, educators and parents.
Project Description:
Having worked with teachers, we observed that most of them are overworked and have little time to harness the power of technology in the classroom. The average teacher teaches about 7 lessons each day, they spend a lot of time and effort looking for teaching resources to create lesson plans.
We decided to use technology to reduce their work loads and empower them to do more with technology in the classroom.
We built a smart website that would work with teachers, educators, and parents to automatically generate quality lesson plans and teaching resources on computers, interactive screens, and mobile devices.
Submitted By: Kelechi Uchenna
Nigenius
Location: Nigeria, Africa
Leader: Kelechi Uchenna, info@nigenius.ng, Co-founder
Members:
The Student Relationship Engagement System (SRES) Initiative
Project Description:
Educators care about their students and their learning experiences, but they are struggling to better engage and relate with their students in the face of burgeoning workloads. The Student Relationship Engagement System (SRES) is cloud-based software that helps teachers provide students with individualised care, support, and learning experiences at scale. Melding the power of learning analytics with the pastoral and educational prowess of educators teaching in varied contexts, SRES is like a 'CRM for educators'. Built by educators, for educators, with educators, it puts them in the driver's seat of a flexible platform to build 'person'-alised learning support for students.
Submitted By: Danny Liu
The University of Sydney
Location: Australia, Oceania
Leader: Adam Bridgeman, adam.bridgeman@sydney.edu.au, Pro Vice Chancellor
Members:
Alix Thoeming, alix.thoeming@sydney.edu.au, Educational designer
Danny Liu, danny.liu@sydney.edu.au, Associate Professor
Ensightful - A Team Management Tool For Higher Education
Project Description:
Ensightful is a team management platform that is specifically built to tackle challenges with group projects and PBL, both of which are becoming more widely used in courses and classrooms. Ensightful not only helps students gain a project management mindset early on in their education but also helps them learn critical soft skills such as digital collaboration, organization, and teamwork. At the same, data insights are provided to the educator so they can better assess individual work based on workload distributions, conduct formative assessments throughout the course, and provide relevant feedback at the right time.
Submitted By: Chris Du
Ensightful
Location: United States, USA & Canada
Leader: Brandon Lee, brandon@ensightful.ca, Lead Developer
Chris Du, chris@ensightful.ca, CEO
Members:
Ming Gao, mingyu@ensightful.ca, Full Stack Developer
B-Unbound
Project Description:
B-Unbound provides real-world engagement opportunities for youth “navigators” (ages 14-24) to interact with experienced and skilled supportive adults. These navigators also participate in a virtual community of peers using vlogs, podcasts, and more, to discuss and explore interests. B-Unbound fits within an ecology of systems—education, human services, medical, and justice—that support personal well-being and is particularly addressed to specific elements of mental health through meaningful relationships around shared interests. Our long-term goal is to create a nationwide network of these unique virtual and physical community spaces that move beyond the constraints of traditional schools and institutional systems.
Submitted By: Anthonette Pena
Big Picture Learning
Location: United States, USA & Canada
Leader: Anthonette Pena, anthonette@bigpicturelearning.org, Program Director
Members:
Elliot Washor, elliot@bigpicturelearning.org, Co-Founder
Digital Exhibition Space (DES)
Project Description:
Digital Exhibition Space (DES) is a pedagogical innovation based on the creative use of virtual platform technologies to generate socialized e-learning environments, in the form of a gallery exhibition. Students learn by working together to build and curate galleries of their coursework, and by visiting and giving feedback on classmates’ galleries. This approach strongly encourages student dialogue and cooperation (peer-regulated learning) and in visualizing learning, allows students to evaluate and reflect on their progress and quality of work. DES has proved effective in online and hybrid modes, and students report that using DES raised their motivation to learn.
Submitted By: Mathew Pryor
The University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Mathew Pryor, matthew.pryor@hku.hk, Assoc. Professor (Teaching)
Members:
Hanyuning Lin, lynnelin@hku.hk, Digital Learning Designer
Digital Exhibition Space (DES)
Project Description:
Digital Exhibition Space (DES) is a pedagogical innovation based on the creative use of virtual platform technologies to generate socialized e-learning environments, in the form of a gallery exhibition. Students learn by working together to build and curate galleries of their coursework, and by visiting and giving feedback on classmates’ galleries. This approach strongly encourages student dialogue and cooperation (peer-regulated learning) and in visualizing learning, allows students to evaluate and reflect on their progress and quality of work. DES has proved effective in online and hybrid modes, and students report that using DES raised their motivation to learn.
Submitted By: Mathew Pryor
The University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Mathew Pryor, matthew.pryor@hku.hk, Assoc. Professor (Teaching)
Members:
Hanyuning Lin, lynnelin@hku.hk, Digital Learning Designer
Digitalizing and Strengthening Early Learning in Africa
Project Description:
Keep It Simple (KIS) technology is an innovative software application aimed at digitalizing and strengthening the education system in middle- and low-income countries for dramatically increased educational outcomes for millions of children. Its back-end system stores data on millions of children and has the capacity for data analytics that helps keep track of both individualized and comparative learner performance. The software replaces the traditional chalk and talk approaches to teaching and learning processes and removes the dreaded exam stigma through continuous learner-based performance measurements. It is a powerful learning innovation based on sound psychological principals that builds confidence and self-esteem.
Submitted By: Joshua Kyallo
Community Rising Africa Network (CRANE)
Location: United States, Africa
Leader: Joshua Kyallo, Joshua@africasrising.org, Managing Director
Members:
Gary Shkedy, gary@altteaching.org, Director
Saeed Wame, saeedwame@yahoo.com, Executive Director
DIVERSA: Inclusive Education in Practice
Project Description:
DIVERSA is an internet platform, a reference in Brazil for inclusive education content. It offers knowledge and shares school inclusion practices with teachers, principals, public policy managers, university students and families of people with disabilities. DIVERSA was created in 2011 by the Rodrigo Mendes Institute, a 25-year-old nonprofit organization, with the support of the Brazilian Ministry of Education and other organizations committed to promoting equality. In a decade, DIVERSA has already received 5 million users from 158 countries, who have visited 11 million pages. Every month, it receives around 100,000 visits and has more than 200,000 pages accessed.
Submitted By: Lucas Mauricio Silva
Instituto Rodrigo Mendes
Location: Brazil, Latin America
Leader: Lucas Mauricio Silva, lucas@rm.org.br, Head of Partner relations
Members:
Eduflow: Shaping the Future of Digital Learning
Project Description:
Online learning shouldn't just be about videos and quizzes. Eduflow is a platform that makes online learning less lonely and more engaging. Educators can use our platform to easily create beautiful, engaging learning experiences that include videos, pictures, quizzes, custom embeds, and discussions. We stand out when it comes to our innovative peer engagement activities. One of these is a feature where learners can give each other feedback anonymously. Our social learning model works, and our platform accommodates over 25 000 active users, some of whom include organizations like Google and Adobe.
Submitted By: Linde Vergroesen
Eduflow
Location: Denmark, Europe
Leader: Linde Vergroesen, linde@eduflow.com ,
Members:
Innovation Campus
Project Description:
The main idea of the project is to combine the high quality of classical theoretical study at university with the acquisition of relevant skills (both hard and soft) for solving practical tasks using project-based learning. Innovation Campus (IC) is integrated into a bachelor’s degree in computer science. The innovative approach includes peer-to-peer study, gamification of the learning process, and challenged-based learning. We also provide means to create an individual learning pathway in order to fulfill the needs of the industry and reduce adaptation time for students when they come to their future working place.
Submitted By: Volodymyr Sokol
National Technical University
Location: Ukraine, Europe
Leader: Vasyl Khmelnytsky, vasyl.khmelnytsky@gmail.com, Entrepreneur
Volodymyr Sokol, vlad.sokol@gmail.com, Head of Innovation Campus
Members:
Yevgen Sokol, sokol@kpi.kharkov.ua, Rector
Learning Community
Project Description:
From an organized and systematic management style we aim for greater and better participation through teamwork, enhancing the capacities of the teaching community, generating spaces of responsibility and commitment in areas that are currently visible and operational in the functional organization chart. It is through planning strategies and instances of collective construction that an attempt will be made to strengthen the educational commitment to the mission and to position the institutional vision with greater clarity, seeking a professionalization of the profession, venturing into the reflection of educational practices, in order to thus promote efficient participation in educational management.
Submitted By: Diego Gonz
Profesor de Educacion Fisica - DGES
Location: Uruguay, Latin America
Leader: Diego Gonzalez, diegogonzalez731@gmail.com, LEARNING COMMUNITY \"WEST ZONE OF MONTEVIDEO / URUGUAY\"
Members:
Legesher's Native Language Based Programming Platform
Project Description:
Computer Science, as a global discipline, is predominantly English-based. However, only about 4% of people in the world are native English speakers. Legesher creates access for non-native English-speaking developers to code using popular programming languages in the context of their native language. Legesher's open-source, native language-based programming platform is designed to bridge language barriers for education, innovation, and collaboration.
Submitted By: Madison Edgar
Legesher Inc.
Location: United States, USA & Canada
Leader: Madison Edgar, legesher@gmail.com, CEO & Founder
Members:
Neo Colab
Project Description:
Neo Colab supports holistic auto-evaluation based on the expected solution settings and holds the unique feature of proctoring students & their code status on LIVE. It supports every programming language and latest framework. All kinds of customizable reports are available to download later for internal audits and reviews. Internal communications are supported via a slack-like interface. You can also send emails to students directly from the platform.
Submitted By: Poomanirajan M
Iamneo.ai
Location: India, Asia
Leader:
Members:
Poomanirajan M, poomanirajan@iamneo.ai, Member - Team Neo Elon
School Management for Improving Learning - Information System (SMILe - IS)
Project Description:
SMILe provides relevant data, about a students' learning progress and limiting factors, to teachers, principals and supervisors. It's a simple, low-cost interactive software that is hosted on a web page and accessed by mobile phone. Its objective is to promote the use of information to make decisions that anticipate school risk in challenging areas with low connectivity and poor teacher training. SMILe was developed with funding from UNICEF Argentina, recognized as an innovation to contribute to the achievement of the UNMDGs (ITU-UNESCO, 2015), and implemented in 1,483 schools in 4 provinces of Argentina (468,964 students), until 2018.
Submitted By: Corina Lusqui
Civil Association Educational Strategies
Location: Argentina, Latin America
Leader: Corina Lusquiños, clusquinos@estrategiaseducativas.org, Director
Members:
TENILE (TECH NOTCH IMMERSIVE LEARNING EXPERIENCE)
Project Description:
TENILE has been designed to think critically on problems and tech solutions through immersive class experiences where young students from partnering schools are introduced to the rudiments of Education Technology. Courses in scratch programming, HTML (Hypertext mark-up language), CSS (Cascaded style sheet), JavaScript, Python, Virtual Reality, Internet of Things, Augmented Intelligence and other coding methods are suitably designed to upscale the curriculum of their educational ecosystem and boost their creativity from an early foundation especially schools from underserved tech communities in Nigeria.
Submitted By: Tochukwu Uwakeme
Credoville
Location: Nigeria, Africa
Leader: Tochukwu Uwakeme, info@credoville.com, Operations Head
Members:
Access to education for all through multi pronged delivery channels
Project Description:
The second Millennium Award (FICCI, USAID) is a testimonial of CLT’s scale on its digital STEM content, built in-house, through multiple delivery channels, offering it’s suite online and offline. Technology intervention in India has an additional challenge with every state adopting their regional language to teach. CLT has countered this challenge by developing the digital content in multiple regional languages to cover 70% of the nation. CLT android digital box is a data-enabled, plug & play device for televisions in 4,000 rural schools. Other delivery channels: Mobile applications, online portals, government, and other partner organisations and QR code for textbooks.
Submitted By: Bhagya Rangachar
CLT India
Location: India, Asia
Leader: Bhagya Rangachar, bhagya@cltindia.org, CEO & Founder
Members:
3Es: Early Prevention, Early Identification, and Early Intervention: A School-Based Support Model of Social-Emotional Development for Kindergarten Children (the 3Es Project)
Project Description:
The project “3Es: Early Prevention, Early Identification, and Early Intervention: A School-Based Support Model of Social-Emotional Development for Kindergarten Children” (the 3Es project) is funded by the Simon K.Y. Lee Foundation in Hong Kong. It aims to develop an evidence-based, tiered intervention programme that promotes the socioemotional competence of kindergarten children in Hong Kong, to improve their school readiness and cognitive development. Since implementation in October 2015, the project has developed a locally-derived and -normed assessment tool, and produced numerous training materials which were proved to be effective in the local context. The project will be completed in September 2021.
Submitted By: Kevin Chung
The Education University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Kevin Chung, ccfs@eduhk.hk, Chair Professor
Members:
Al-Bairaq
Project Description:
Al-bairaq program is structured as three stages commencing from grade 3 to 12. First is “Activating Attraction”, which aims to trigger attraction and motivation to learn science through the implementation of simple challenges and problem solving. Second, “Building Knowledge” is designed to establish a foundation in STEM subjects in integration with student-centered methodologies like project and inquiry-based learning. Students are challenged to relay on application rather than memorization, and employ skills to transfer gained knowledge into applications. Finally, “Integration”, in which students experience the application of STEM by working as researchers. Henceforth bridging the gap between high school and university.
Submitted By: Ruba Ali
Al-Bairaq/Qatar University
Location: Qatar, Middle East
Leader: Noora Al-Qahatani, noora.alqahtani@qu.edu.qa, Research Associate
Members:
Noora Al-Thani, n.al-thani@qu.edu.qa, Director
Ruba Ali, ruba.ali@qu.edu.qa, Research Assistant
Animated Chinese History for Curious Minds
Project Description:
How should one teach traditional Chinese history while respecting the local culture of Hong Kong (HK)?
This project is the first from HK to use animations as history teaching resources to bridge the gap between multimedia and traditional face-to-face teaching. Presented in Cantonese (the dialect of HK), Mandarin and English, the project is targeted towards Grade 4 - 9 students. The project also includes: resources for classroom application; extended learning tasks; promotion within schools; research studies; and public promotion. With over 5 million online visits, the project’s animations have been designated as set teaching resources by the HK Education Bureau.
Submitted By: CHI WANG FUNG
The Education University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: CHI WANG FUNG, chiwang@eduhk.hk, Assistant Professor
Members:
CHUNG MOU SI, cmsi@eduhk.hk, Professor
JONG HYUK DAVID KANG, djhkang@eduhk.hk, Assistant Professor
AVID Australia: Re/Igniting the Passion, Joy, and Beauty for Teaching and Learning
Project Description:
Advancement via Individual Determination (AVID) is a whole school improvement approach built around systems of continuous, scaffolded professional learning. AVID draws on strengths-based and systems theories simultaneously reigniting and sustaining improvements in teaching and learning K-16.
Operating for forty years in America and ten years in Australia, AVID elevates learning and teaching quality across schools and universities through a shared teaching and learning framework that closes achievement and opportunity gaps. AVID prepares all students for post-secondary education and work-readiness regardless of their zipcodes or circumstances.
AVID Australia is evolving from a research project to an independent venture within Victoria University.
Submitted By: Claire Brown
Victoria University
Location: Australia, Oceania
Leader: Claire Brown, claire.brown@vu.edu.au, National Director, AVID Australia
Members:
Beable Life-Ready Literacy System
Project Description:
Beable is K-12's first multi-dimensional Life-Ready Literacy System. In the face of a widening literacy and opportunity gap, Beable advances the whole child by intertwining social-emotional growth with literacy acceleration, intervention response, core content acquisition, career exposure and ACT/SAT test prep. Powered by the proprietary BeableIQ engine, which combines machine learning, data intelligence, automation, flexibility across learning environments and virtually unlimited scalability, Beable establishes a multi-dimensional path to post-graduation success for each student in every classroom setting across an entire school district.
Submitted By: Tom Stein
Beable Education
Location: United States, USA & Canada
Leader: Tom Stein, tom.stein@beable.com, Brand and Marketing Strategist
Members:
Imagine Scholar
Project Description:
Imagine Scholar catalyzes untapped human potential. Positioned as a test-kitchen for what education could be, we have developed a world-class, process-oriented curriculum that cultivates curiosity and robust critical thinking skills among youth in rural South Africa, where quality education is scarce. Instead of conforming to current academic paradigms, Imagine Scholar strips away outdated intellectual infrastructure, preparing students to retool the broken societal systems that stymie progress, joy, and vibrancy in their communities. Imagine Scholar students explore how their lifestyle habits inhibit or enable their learning processes and sense of self-worth through four cyclical journeys from age 14 through 30.
Submitted By: Caitlin Graaf
Imagine Scholar
Location: South Africa, Africa
Leader: Caitlin Graaf, caitlin@imaginescholar.org, Strategy & Engagement Manager
Members:
Innovative Pedagogies and Improved Learning
Project Description:
Recognizing the critical need for quality online professional learning, AVID created AVID DigitalXP™. AVID DigitalXP improves virtual learning for educators by offering an online professional learning experience where educators themselves participate as learners in a virtual learning experience that models best pedagogical practices for a virtual or blended learning environment. Educators can transfer their experience as learners to their pedagogical practices and instructional design. Facilitators intentionally help educators consider how they can transfer these experiences into their instructional practice. AVID included a wide range of interactive strategies and leveraged technology tools when designing the training to promote learning and reflection.
Submitted By: Cindy Davidson
AVID Center
Location: United States, USA & Canada
Leader: Cindy Davidson, cdavidson@avid.org, Grants Management Specialist
Members:
Jhamtse Gatsal Childrens' Community: K-12 education - remote, tribal, impoverished, early childhood trauma, unwanted children. A model community with lessons for educators
Project Description:
JGCC is home and learning environment for 107 orphaned, abandoned and underprivileged children ranging from toddlers through college-aged youths. Established in 2006, Jhamtse Gatsal is in India on the border with Tibet and Bhutan -- very remote Himalayan foothills. The children come from backgrounds of trauma and adversity from nearby villages and primarily belong to the Monpa tribe, which has its roots in Tibet. All the children, first-generation learners, overcome the ills of poverty and difficulties in an environment of love and compassion. JGCC was featured in the Emmy award-winning documentary film ‘Tashi and The Monk’ .
Submitted By: Jerry Zadow
Jhamtse Gatsal Childrens' Community
Location: India, Asia
Leader: Jerry Zadow, Jerry@jhamtse.org, Chairman, Jhamtse International Inc
Members:
Vasudha Wanchoo, Vasudha@jhamtse.org, Director, Jhamtse Gatsal Childrens\' Community
Math Snacks
Project Description:
Math Snacks are games and animations that convey math in creative, visual, and applied ways. Players explore imaginative worlds where they build skill with ratios, number groups, expressions, place value, order of operations, and graphing relationships. Mathematics educators, mathematicians, learning specialists and game developers collaborate to develop and test materials and conduct integrated research activities, professional development of teachers, and investigation into impact on learners. Accompanying teacher and learner tools support an inquiry-based approach grounded in theory-based pedagogy and the construction, not just transmission, of knowledge. Math Snacks is funded by the National Science Foundation (0918794 and 1503507).
Submitted By: Barbara Chamberlin
New Mexico State University
Location: United States, USA & Canada
Leader: Barbara Chamberlin, bchamber@nmsu.edu, Professor
Members:
Karen Trujillo, ktrujillo@lcps.net, Superintendent
Karin Wiburg, kwiburg@nmsu.edu, Professor Emeritus
MIT Full STEAM Ahead
Project Description:
MIT Full STEAM Ahead is a collection of online teaching and learning activities, tools, and tutorials, gathered as a rapid response to the need for online resources during the drastic disruption to education caused by the COVID-19 pandemic. A second phase of the project, Full STEAM Ahead into Summer, began at the close of the academic year, consisting of a virtual summer program for middle schoolers.
Submitted By: Kate Stringer
MIT Open Learning
Location: United States, USA & Canada
Leader: Aditi Wagh, awagh@education.mit.edu, Research Scientist
Members:
Claudia Urrea, calla@mit.edu, Senior Associate Director for pK-12, Abdul Latif Jameel World Education Lab (J-WEL)
Emma Anderson, eanderso@mit.edu, Research Scientist
NBA Math Hoops
Project Description:
NBA Math Hoops is a game, curriculum, and community program that engages K-8th grade students in fundamental math and social-emotional development through the game of basketball. Over 250,000 students have participated in the program globally, with math scores shown to improve by 35% as of the program's most recent annual evaluation. Learn Fresh implements the program in partnership with NBA and WNBA teams, and education organizations globally. In 2020, the program is introducing a robust digital edition of the game to reach students wherever they are learning during the COVID crisis.
Submitted By: Nicholas Monzi
Learn Fresh
Location: United States, USA & Canada
Leader: Nick Monzi, nick@learnfresh.org, CEO & Co-Founder
Members:
Strawbees Education
Project Description:
We’re a Swedish K12 edtech start-up here to inspire the next generation of inventors! Therefore we say: ‘Let kids create the change our world needs!’ by coding, creative confidence, and hands-on rapid prototyping! No matter your kids age or ability, our flexible building kits adding coding help develop complex problem-solving, critical thinking and creative skills on and offline, for fun at home or in the classroom. We are the kids first choice! Strawbees is on a mission to empower teachers and parents to lead the young people from today into a future that will look radically different!
Submitted By: Viviane Jaeger
Strawbees
Location: Sweden, Europe
Leader: Viviane Jaeger, viviane.jaeger@strawbees.com, CMO
Members:
The Bootstrapping Checklist
Project Description:
The Bootstrapping Checklist applies an innovative pedagogical approach to encourage service learning and enhance employability for students grade 6-12. In its second phase of development after successful implementation in classroom settings, the Bootstrapping Checklist is presently a resource for teachers who are encouraged to run the program in their classroom and then share their experiences on our social network. We have chosen GitHub to scale the program into an open student project commons where in phase three, teachers and students will have access to the commons to share their prototypes with like-minded creatives in order to gain actionable feedback.
Submitted By: Rich Baxter
Innovation in Education
Location: Canada, USA & Canada
Leader: Rich Baxter, baxterich88@gmail.com, Principal
Members:
Breaking the mold: Technology for education in Guatemala
Project Description:
Guatemala is known as “The Land of Eternal Spring”. Its breathtaking landscapes, biodiversity, and cultural richness are one of a kind. However, it is not immune to the impact of poverty. Guatemala has one of the worst performing education systems in the world. In the national standardized exams, only 36% of students passed the reading test and 11% passed math. Lack of access to educational resources and qualified teachers are key factors. Technology is virtually non existent and teachers lack training opportunities. Funsepa has been breaking the mold. Since its inception, Funsepa has transformed education for more than half-a-million children.
Submitted By: Jocelyn Skolnik
Funsepa
Location: Guatemala, Latin America
Leader: Jocelyn Skolnik, jskolnik@funsepa.org, Executive Director
Members:
CoolThink@JC
Project Description:
The Education University of Hong Kong (EdUHK) puts forth computational thinking education and digital creativity in primary schools of Hong Kong through the CoolThink@JC Programme. The project runs for 4 years in its pilot phase and another 4 years in second phase since 2016, with the funding support from Hong Kong Jockey Club Charities Trust. The project is in partnership with Massachusetts Institute of Technology in the US and City University of Hong Kong. EdUHK develops curriculum for students, offers professional development for teachers, and support schools for a head-start in computational thinking education.
Submitted By: Fanny Kong
The Education University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Siu-cheung Kong, sckong@eduhk.hk, Professor and Center Director of Centre for Learning, Teaching and Technology
Members:
Design for Change
Project Description:
Design For Change is a global movement initiated in 2009, that uses ‘Design Thinking’ to cultivate the ‘I Can’ mindset in every child. The founder Kiran Bir Sethi curated a framework of ‘Feel-Imagine-Do-Share (FIDS) with children to find creative solutions to improve their ecosystems and make the world a better place. Children get an opportunity to be recognised not only for their academic achievements but also for being socially aware and proactive change agents in their community. Globally DFC has so far impacted about 2 million children, scripting 31,000 stories of change from approximately 21,000 schools in over 65+ countries.
Submitted By: Asma Hussain
Design for Change
Location: United States, USA & Canada
Leader: Asma Hussain, asmahussain.dfc@gmail.com, Global Coordinator
Members:
Kiran Bir Sethi, kiranbirsethi@gmail.com, Founder
Education through Music - Rhapsody Music Foundation
Project Description:
Rhapsody is one of India’s first initiatives to successfully integrate ART with STEM education, primarily using Music (original songs based on academic concepts, musical exercises, and applications). Founded in 2013 it has now grown to embrace nearly 406 primary schools. Of these, 358 schools (almost 90%) comprise children from resource-deprived backgrounds in Tier-II, III, and villages of Southern India. The program has been highly successful in revolutionizing educational outcomes in the schools it has reached.
This application focuses on a recently acquired project from Rhapsody that will help facilitate outreach to 30 village schools in the Tirupattur District of Tamil Nadu.
Submitted By: Akshay Gopal
Rhapsody Music Foundation
Location: India, Asia
Leader: Akshay Gopal, gsakshay1202@gmail.com, Consultant & Volunteer
Members:
Anil Srinivasan, founder@rhapsodymusic.in, CEO
Empowering Children through Skateboarding and Education
Project Description:
Skateistan is an award-winning international development organization and the first to empower children through education and skateboarding. Founded in 2008 on the streets of Kabul, Skateistan now reaches over 3,000 children in Afghanistan, Cambodia, and South Africa. Through skateboarding and arts-based education, Skateistan programs provide opportunities to children ages 5-17, especially girls, children from low-income backgrounds, children living with disabilities, and children from 24 unique ethnicities and nationalities, providing valuable life skills that go beyond the skatepark and classroom. Since 2008, Skateistan has reached over 13,400 globally, achieving an average of 45% girls participation from 2008-2019.
Submitted By: Juliette Nohlmans
Skateistan
Location: Germany, Europe
Leader: Janina Miketta, janina@skateistan.org, Development Manager
Members:
Juliette Nohlmans, juliette@skateistan.org, Development Officer
Enabling Foundational 21st Century Skills at the Earliest Age
Project Description:
Over 500 million children will need to be educated by 2030. We face a global learning crisis as our 200 years-old knowledge-based education is obsolete and unable to cope with disruption of job skills caused by advancing technology
We need to re-shape how we educate the next generation to become future-ready NOW.
By enabling our youngest minds with foundational 21st Century “Thinking and Digital skills”- we believe we can bring the greatest impact. Hence, we created the “School of Fish”- the World’s 1st B2B Digital Literacy curriculum teaching “Computational Thinking” leveraging gamification and technology
Submitted By: KC YOON
JULES CORPORATION
Location: Singapore, Asia
Leader: Jonathan Chan, jon@jules.ai, CEO & Founder
Members:
KC YOON, kc@juleszone.com, Co-Founder & Director Strategic Partnerships
Core Curriculum by MidSchoolMath
Project Description:
Founded as the direct result of research into the US Math Crises, MidSchoolMath focuses on the breaking point: middle school. Core Curriculum by MidSchoolMath is a standards-aligned curriculum solution for Grades 5 through 8. Leveraging research-based techniques, including productive failure, adaptive learning, the testing effect and teacher-led instruction, Core Curriculum offers a modern approach, blending vibrant print and software to create new levels of student engagement and learning. Each standard is represented in a video series accompanied by simulation trainers, story-based math games, an adaptive test trainer, assessments and more, in an easy-to-use system designed for classroom-based and remote learning.
Submitted By: Martha Riecks
MidSchoolMath
Location: United States, USA & Canada
Leader: J. Scott Laidlaw, scott@midschoolmath.com, Co-Founder & CEO
Jennifer Lightwood, Jennifer@midschoolmath.com, Co-Founder & CFO
Members:
Martha Riecks, martha@midschoolmath.com, Director, Outreach
Developing Active Learning Pedagogies & Mobile Applications in High School Math
Project Description:
According to extensive evidenced-based research, active learning strategies significantly improve Science and Mathematics students' achievement, understanding and application of concepts. In addition, writing and drawing are integral parts of learning and teaching in the Sciences and Mathematics, to convey abstract concepts and ideas. Finally, mobile applications for education enable teachers to improve their teaching practices and engage and highly motivate students by providing them with new opportunities to construct their own learning, individually or collaboratively. Therefore, the main objectives of our project are to increase active learning in Mathematics high school education through innovative pedagogies, mobile writing and drawing applications.
Submitted By: Fridolin Ting
Department of Applied Mathematics, Hong Kong Polytechnic University
Location: Hong Kong SAR, Asia
Leader: Fridolin Ting, fridolin.ting@polyu.edu.hk, Senior Project Fellow
Members:
Benny Lai Ho Wo, lai.howo@gmail.com, Project Assistant
Lawrence Chan, clclawrence.chan@polyu.edu.hk, Project Fellow
English Adventures with Cambridge
Project Description:
English Adventures with Cambridge is an immersive language learning experience built entirely in Minecraft for 8 - 13 year old learners. It combines the Cambridge approach to language teaching with the engaging and creative context offered by the world of Minecraft, and can be delivered as part of a structured lesson in a classroom setting or experienced by learners independently. Activities have been aligned to level A1 of the Common European Framework of Reference for Languages (CEFR) and are designed to focus on the skills and knowledge required by English language learners in order to communicate successfully at this level.
Submitted By: Maija Kozlova
Cambridge Assessment English
Location: United Kingdom, Europe
Leader: Alex Martin, martin.a@cambridgeenglish.org, Senior Product Owner
Members:
Maija Kozlova, kozlova.m@cambridgeenglish.org, Senior Assessment Manager
Marianne Pickles, pickles.m@cambridgeenglish.org, Head of Assessment Development
Foster Children's Essential Skills in an Educational and Entertaining Way
Project Description:
Our project aspires to "Revolutionize Future Classrooms and Learnings" and foster kids' essential skills in an educational and entertaining way. According to the World Economic Forum, "To thrive in the 21st century, students need more than traditional academic learning." Essential skills are key to children's future success in this fast-evolving world. With more than 200,000 users worldwide, WonderLab’s Think!Think! has received numerous accolades and has been proven effective by educational professionals. We hope to further share it with schools and students worldwide to foster skills such as but not limited to problem-solving, critical thinking, and adaptability.
Submitted By: Sophia Qin
WonderLab
Location: Japan, Asia
Leader: Sophia Qin, sophia.q@wonderlabedu.com, Global Business Development Director
Members:
LaunchX Entrepreneurship Program for High School Students
Project Description:
LaunchX is the top high school entrepreneurship summer program. We equip students with the skills and mindset to launch a real company. We adapted from running at universities to running online in recent years to gain even more brand prestige and applications. Our success is predicated on content and support improvements including: dynamic curriculum that is more easily allowable online such as simulations and elective speakers, more customized support of mentor resources, digital prototyping charge cards, and virtual communication platforms such as through discord and the course platform.
Submitted By: Laurie Stach
LaunchX
Location: United States, USA & Canada
Leader: Laurie Stach, laurie@launchx.com, President
Members:
Reimagine Education 2021 - Schoolytics Application
Project Description:
The Schoolytics Student Data Platform offers real-time analytics and reporting to multiple stakeholders: teachers, administrators, support staff, technology teams, and parents. Our product enables schools to connect disparate student datasets, including the student information system (SIS), learning management systems (LMS), and assessment data, then transform data into meaningful insights and action. When these datasets are connected, school/district leaders and teachers can examine various indicators of student progress and achievement to identify areas of success/improvement and monitor interventions.
Submitted By: Courtney Monk
Schoolytics
Location: United States, USA & Canada
Leader: Courtney Monk, courtney@schoolytics.io, Co-Founder/CPO
Members:
Rhapsody - Creative Intelligence Delivered
Project Description:
Rhapsody is one of India’s first initiatives to successfully integrate ART with STEM education, primarily using Music and then expanding to Visual Art. Founded in 2013 it has now grown to embrace nearly 406 primary schools. Of these, 358 schools (almost 90%) comprise children from resource-deprived backgrounds in Tier- II, III, and villages of Southern India. The program has been highly successful in revolutionizing educational outcomes in the schools it has reached. This proposal is towards a project recently requested by the state Government of Rhapsody that will help facilitate outreach to 120 model schools in Tamil Nadu.
Submitted By: Akshay Gopal
Rhapsody Music Foundation
Location: India, Asia
Leader: Akshay Gopal, gsakshay1202@gmail.com, Research Assistant
Members:
Robotics@QUT
Project Description:
Robotics@QUT is a support network focused on building aspirations for higher education and Science, Technology, Engineering, and Mathematics (STEM) careers with school students from low socioeconomic status (SES) areas in North Brisbane, by building teachers and pre-service teachers’ confidence and capacity to implement engaging robotics-based STEM activities. The Robotics@QUT approach incorporates cost-free Professional Development (PD), access to curriculum-linked resources, classroom support from Queensland University of Technology (QUT) pre-service teachers, loan kits to ensure equitable access and participation, and sponsored opportunities for students and their families, for robotic-based fun-days, exhibitions, and competitions.
Submitted By: Sheona Thomson
QUT
Location: Australia, Oceania
Leader: Christina Chalmers, c.chalmers@qut.edu.au, Senior Lecturer
Members:
Annika Lyttle, annika.lyttle@qut.edu.au, Program Development Officer
Kyran Darben, k.darben@qut.edu.au, Senior Widening Participation Ambassador
The Bootstrapping Checklist
Project Description:
The Bootstrapping Checklist (TBC 2.0) is a proven social- entrepreneurship education program for students grade 6-12 serving the needs of some of our most vulnerable students. The promotion of online peer-to-peer learning gives students access to the collaboration and feedback that they need to create, share, learn and grow their portfolios. TBC 2.0 is located on GitHub and is meant to scale for students, by students - they write the code and administer the site with mentoring to gain actionable feedback in a peer-to-peer learning environment with collaboration and feedback as central deliverables.
Submitted By: Rich Baxter
Innovation in Education
Location: United States, USA & Canada
Leader: Rich Baxter, baxterich88@gmail.com, Founder
Members:
Wonder-Filled Learning
Project Description:
Good Work Foundation (GWF) is a non-profit organization that has pioneered a unique Ecosystem of Learning and Working on the edge of rural Bushbuckridge, one of South Africa’s largest informal economies, bringing opportunities to people who might otherwise be excluded. Our ecosystem delivers targeted learning programs for adults and children. Our Digital Learning Campuses are built to be adaptable to the needs of an emerging 4IR economy and attract more than 10,000 learners and students per week. Our Open Learning Academy (OLA) focuses on building Grades 4 - 8 capacity in languages of access: Math, English and Digital.
Submitted By: Gemma Thompson
Good Work Foundation
Location: South Africa, Africa
Leader: Gemma Thompson, gemma@goodworkfoundation.org, Head of Development
Members:
Fluency
Project Description:
SoapBox Labs' voice technology powers immersive learning experiences, including literacy and language learning tools, for 2 to 12 year old kids. Modeled on kids’ speech, language and behaviors, our technology is proprietary and is the most accurate, private and age-appropriate voice technology for kids in the world. Our Fluency solution offers teachers a first-of -its-kind voice-enabled alternative to manual assessment of reading fluency, and ensures assessments can take place invisibly, regularly and remotely at home, as a child reads aloud, providing accurate and immediate feedback to teachers and parents.
Submitted By: Niamh bushnell
SoapBox Labs
Location: Ireland, Europe
Leader: niamh bushnell, niamh@soapboxlabs.com, Chief Communications Officer
Members:
PROGOS - English Speaking Test using AI for automated evaluation
Project Description:
we developed an automated evaluation system for business English speaking test called PROGOS. We launched its beta version on June 17, 2020. The system uses a speech recognition API (Application Programming Interface) and machine learning technology. The test is taken online anytime and anywhere for only US$5, and you can get the results in a few minutes. Unlike human evaluation, there is no limit of evaluator capacity. The system evaluates answers to open-ended questions, which has been thought to be impossible with automated systems. It is based on the CEFR (Common European Framework of Reference) levels, a global standard.
Submitted By: Masuyo ando
RareJob, Inc.
Location: Japan, Asia
Leader: Akihiro Mukai, akihiro.mukai@rarejob.co.jp, Team Leader
Members:
Hayata Yamamoto, hayata.yamamoto@rarejob.co.jp, Assistant Team Leader
Masuyo Ando, masuyo.ando@rarejob.co.jp, Deputy Director
Redesigning Legal Assessment with Augmented Reality and Gamification
Project Description:
Legal educators often struggle to design assessment task that equip students with knowledge and practical skills that prepare them for the future world of work. In the mean time, the legal industry is undergoing a major transformation with the use of technology that can provide greater accessibility to legal information. Clients are no longer immediately search for lawyers for legal advice and the demand for traditional law firms is reducing. This project adopted experiential and contextualised instructional activities with the use of AR and gamification so that law students can develop skills which goes beyond what technology can offer.
Submitted By: Puteri Sofia Amirnuddin
Taylors University
Location: Malaysia, Asia
Leader: Puteri Sofia Amirnuddin, PuteriSofia.Amirnuddin@taylors.edu.my, Senior Law Lecturer and Programme Director for Master of Laws programmes
Members:
Razif Mohamed, razif.mohamed@taylors.edu.my, Lead Specialist - Sonic Design
Wai Keng Choong, waikeng.choong@taylors.edu.my, Senior Lecturer and Programme Director
Semana 18: Stop to move forward
Project Description:
Semana 18 is part of the new competency-based learning model, Modelo Educativo Tec21, that Tecnológico de Monterrey launched in August 2019. As part of the curricular plan, students take a final one weeklong course called Semana 18; it involves a critical review of the results obtained during the ending semester, detection of possible areas for improvement, identification of alternatives to reinforce knowledge/skills, commitment establishment, academic orientation, and community integration. During Semana 18, students are sought to integrate their state of progress concerning the development of their sub-competencies, they also clarify the development perspective in their curricular training.
Submitted By: Claudia Zubieta
Tecnologico de Monterrey
Location: Mexico, Latin America
Leader: Adriana Plata Marroquin, adrianaplata@tec.mx, Functional Leader of Educational Research and Engineering
Claudia Zubieta Ramirez, claudia_zubieta@tec.mx, Evaluation Director
Francisco Guadalupe Ayala Aguirre, fayala@tec.mx, Director of Curriculum Design and Development
Members:
Using AI-based Virtual Patient Learning (VPL) for Distance Problem-Based Learning and Assessment of Clinical Competencies of Health Professionals
Project Description:
The COVID-19 pandemic has transformed many aspects of our life. Distance Learning became a common mode of learning in all disciplines of higher education. The Virtual Patient Learning (VPL) is an online simulation system, based on artificial intelligence (AI) and pre-recorded movies, in which the learner plays the role of a physician who confronts a (simulated) patient. It has been developed by the medical education experts at Gulf Medical University. VPL was used for the first time to conduct PBL sessions and assess clinical competencies of health professionals from a distance.
Submitted By: Hossam Hamdy
Gulf Medical University
Location: United Arab Emirates, Middle East
Leader: Dr. Noha Kamal Abdmomen, dr.noha@gmu.ac.ae, Assistant Professor-Gulf Medical University
Members:
Mr. Suraj Sebastian, suraj@gmu.ac.ae, E-Learning Manager, and Lecturer- Information Technology
Prof. Hossam Hamdy, hossam.hamdy@gmu.ac.ae, Chancellor
InteLLA: Intelligent Language Learning Assistant for Automated Diagnostic Speaking Assessment
Project Description:
InteLLA is the Intelligent Language Learning Assistant agent that can adaptively generate appropriate questions to elicit truly conversational speech samples demonstrating learners’ oral proficiency by utilizing natural turn-taking and non-verbal understanding mechanisms. The human-agent interaction data streams are fed into the automated scoring system extracting various linguistic and non-verbal features to profile learners’ interactional competence for diagnostic assessment incorporating the theoretical framework of the Common European Framework of Reference for Languages (CEFR). Our test provides an opportunity for everyone to assess their own oral skills in detail and helps them to maximize their English language learning at a low price.
Submitted By: Yoichi Matsuyama
Waseda University
Location: Japan, Asia
Leader: Yoichi Matsuyama, matsuyama@pcl.cs.waseda.ac.jp, Associate Research Professor
Members:
Mao Saeki, saeki@pcl.cs.waseda.ac.jp, Research Associate
Shungo Suzuki, ssuzuki@pcl.cs.waseda.ac.jp, Assistant Research Professor
myBCom: A Unique, Integrative, Holistic Approach to Professional Skills Development & Assessment
Project Description:
‘myBCom’ is a framework and gamified online platform for the holistic development and assessment of professional skills from curricular and co-curricular opportunities in a Bachelor of Commerce. This scope addresses the widespread problem of poor ‘soft’ skills in business graduates. Through a visual dashboard and intuitive ‘point’ system, students track their progress in achieving program learning outcomes; choose how to address lesser strengths; and showcase achievements in digital portfolios. Launched only this year, 1600 students are actively using myBCom, participating in skills activities and assessments to the value of 232,000 points to demonstrate their achievements.
Submitted By: Christine Mathies
UNSW Sydney
Location: Australia, Oceania
Leader: Christine Mathies, c.mathies@unsw.edu.au, Academic Director Undergraduate Programs
Tam Nguyen, tam.nguyen@unsw.edu.au, Director of Education Design and Digital Development
Members:
Enhance Learning Outcomes and Entrepreneurship for Youth Amidst COVID-19
Project Description:
YONER Liberia would like to solicit US$50,000 from REIMAGINE EDUCATION and its partners to complement our effort in creating a workspace at our office space in Paynesville, Liberia. The purpose of creating the workspace is to offer unlimited fibre optic internet service to at least 100 high school and university students and young entrepreneurs and young professionals in Paynesville. YONER Liberia has arranged and secured a permanent arrangement with the public fiber optic internet provider, the Liberia Telecommunication Corporation (LIBTELCO) and had installed unlimited internet service at our office. However, our current office space cannot accommodate the targeted beneficiaries.
Submitted By: Jarius Andrew Greaves
YONER Liberia
Location: Liberia, Africa
Leader: Jarius Andrew Greaves, info@yonerliberia.org, CEO
Members:
Sense Education
Project Description:
Imagine you could pick and choose your education like Netflix shows. You’d get recommendations based on your preferences and course ratings, regardless of who produced the course. But, not only would you be able to choose what suits you, you’d also be able to interact with the best instructors, live, 24/7, whenever you needed support. They’d guide you in the right direction and confirm you’ve learned what the course promised you’d know. That is Sense. The future of education is not just about scaling access to content, it’s about scaling the invaluable educator-student interactions that create true learning.
Submitted By: Keren Perry-Shamir
Sense Education
Location: United States, USA & Canada
Leader: Keren Perry-Shamir, keren@sense.network, Director, Product Management
Members:
Seth Haberman, seth@sense.network, CEO
Student Assessment in Social Entrepreneurship Education: An ASEAN Perspective
Project Description:
In Social Entrepreneurship (SE) education, the social impact of the venture is of utmost importance and of equal, if not the highest, priority compared to other learning outcomes; unfortunately, there is often misalignment between the learning outcomes and assessment. Particularly in developing countries, student assessment in SE courses lacks emphasis on the importance of positive impact on society, nature and the economy. In view of this, our project sets out to develop an assessment rubric for social enterprise business plans, which clearly captures the importance of the Triple Bottom Line; thus improving the alignment between SE learning outcomes and assessment.
Submitted By: Aida Idris
Universiti Malaya
Location: Malaysia, Asia
Leader: Aida Idris, aida_idris@um.edu.my, Associate Professor/Deputy Director
Members:
Iskandar Abdullah, iskandar.a@um.edu.my, Senior Lecturer/Deputy Director
Purani Sevalingam, purani_21@yahoo.com, Research Assistant
Dictation Dragon
Project Description:
Nearly all conventional primary schools in Asia Pacific have dictation regularly for English language teaching (ELT). When no one ever think of dictation can be fun as the revision practice is repeatedly copying the words until retaining well, we developed our first app Dictation Dragon - an education tool gamifies dictation for both revision and assessment, pending US idea patent, to achieve:
- high MOTIVATION through games
- high RETENTION through practice by playing
Games for Good Grades is as simple as this! In just 6 months, we deployed Dictation Dragon to 7 education institutes for preparation of ELT examination."
Submitted By: Judy Man
A4Alpha Limited
Location: Hong Kong SAR, Asia
Leader: Judy Man, manjudy@yahoo.com , Co-Founder & CEO
Judy Man, judyman@a4alpha.com, Co-Founder & CEO
Members:
How to Get Skilled: Using a Scalable, Online Training Lab for Effective Career Self-Management and Personal Branding
Project Description:
The project aims at enabling working professionals to effectively manage, monitor, and showcase their job-related skills which is the key to long-term employability and career success. It is informed by teaching, mentoring, and ongoing research on remote career self-management at the State University of New York’s Empire State College. The project trains students to quantify and objectively measure the level of skill acquisition for any position of interest and to utilize a personal career fitness lab for self-controlled, data-driven skills management, and evidence-based personal branding. For scalability purposes, the project has been successfully implemented on Coursera [See # 1].
Submitted By: Valeri Chukhlomin
SUNY Empire State College
Location: United States, USA & Canada
Leader: Valeri Chukhlomin, valeri.chukhlomin@esc.edu, Professor, School of Business
Members:
Ruta Motor
Project Description:
Ruta Motor is a public-private partnership that aims to improve employability conditions and income generation for young people with different conditions of vulnerability, in the cities of Bogotá, Cali, Medellin, and some municipalities in the department of Cesar through the implementation of vocational guidance, high quality and relevant vocational training, psychosocial support, employment seeking techniques and other activities aiming to expand the skills of the beneficiaries before entering the job market.
Submitted By: Tatiana Useche Rodriguez
FUNDACION NEME
Location: Colombia, Latin America
Leader: Tatiana Useche Rodriguez, tatiana.useche@somosgrupo-a.com, Gerente proyecto Ruta Motor
Members:
Tatiana Useche Rodríguez, tatiana.useche@grupoa.co, Project Manager Ruta Motor
SpeakWell Youth Leadership & Public Speaking
Project Description:
SpeakWell is an 8-week training program that engages diverse students in conversation & debate, teaches critical growth mindset, speaking and leadership skills and offers unique opportunities for students to demonstrate learned skills, share their voice and thrive. The program features diverse role models/guest speakers – including retired NBA players, actors, scientists, business and community leaders – who inspire students and expand their understanding of themselves & the world. Our mission is to help build good citizens. SpeakWell 7th-grade students became the first in the country to deliver TEDx talks, publish national articles and exceed 12th-grade speaking & listening standards.
Submitted By: Patricia Kennedy
SpeakWell Leadership & Speaking Program
Location: United States, USA & Canada
Leader: Michele Hendricks, hendrickshouse@gmail.com, COO
Members:
Patricia Kennedy, pkennedy@kennedyspencer.net, Founder, Lead Instructor
KamiLimu
Project Description:
KamiLimu is an 8-month structured mentorship program whose mission is to bridge the skills gap between classroom learning and global competitiveness among university students pursuing technology-aligned courses. KamiLimu achieves its objectives through hands-on workshops and one-to-one peer and professional mentorship to equip students with 21st-century skills in five areas: (1) Personal Development; (2) Professional Development; (3) Scholarship Application; (4) Innovation; (5)Community Engagement. So far, KamiLimu has served 170 students from 19 Kenyan universities, and worked with 76 professionals and 16 organizations to meet its goal. Throughout the project, the impact is measured by students' achievement and feedback from industry stakeholders.
Submitted By: Chao Mbogo
KamiLimu
Location: Kenya, Africa
Leader: Chao Mbogo, chaombogho@gmail.com, Founder and Program Lead
Members:
FORTE: Financing Of Return To Employment
Project Description:
"FORTE (Financing Of Return To Employment) is a new way of financing education at scale, at no cost/risk to the individual or government. It works in three steps:
1) Investors cover the cost of reskilling for disadvantaged individuals.
2) There is an increase in expected employment, income, and tax revenue.
3) For a set period of time, the government (or any public-funded department body) passes back to investors, an amount equal to a portion of the income tax revenue that is attributable to the training recipient.
What results is a win-win outcome. (See the Appendix for a short video explanation)."
Submitted By: Michon van As
FORTE: Financing Of Return To Employment
Location: United States, USA & Canada
Leader: Brittany Bjornerud, bbjornerud@forteofficial.com, Education Partnerships
Members:
Jimmy Mcloughlin, jmcloughlin@forteofficial.com, Public Partnerships (the UK)
Julian Marwitz, jmarwitz@forteofficial.com, Investor Relations
Lifeworthy Learning Programs for Underprivileged Youth
Project Description:
Stella’s Child provides a nurturing space that allows young people the freedom to develop self-confidence, creativity and leadership skills under the guidance of an international team of skilled mentors. Through a combination of experiences, the youth are enabled to grow their core competencies, find their passion and follow their own unique journey to success as they transition from children’s homes and orphanages into the workforce. Our programs (Life Skills Academy, Entrepreneurship, Job Training, and Community Action) focus on development of the youth’s critical thinking, self-awareness, business, personal finance, communications and many other social and emotional intelligence development areas.
Submitted By: Timothy Cameron
Stella's Child Foundation
Location: United States, USA & Canada
Leader: Agra Utari Dewi, agrautari@stellaschild.org, Deputy Director - Indonesia Operations
Members:
I Komang Andreas, andre@stellaschild.org, Assistant to the Director
Timothy Cameron, tcameron@stellaschild.org, Founder and Executive Director
LivelyHoods: vocational training and livelihoods creation for youth and women in Kenyan slums
Project Description:
LivelyHoods bridges the gap between ‘rote learning’ in the national school system, which does not adequately prepare young people for employment, and the decision making, creativity, and confidence that they need to succeed in today’s job market. We train youth and women in slums to sell clean energy products door-to-door in their own communities. This experience provides opportunities for them to learn firsthand the value of strategic communication and business skills. LivelyHoods agents develop these skills, which are crucial for both employment and entrepreneurship, during their two weeks of initial training and then in daily meetings, which provide on-going training.
Submitted By: Tania Laden
LivelyHoods
Location: Kenya, Africa
Leader: Tania Laden, tania@livelyhoods.org, Executive Director
Members:
Job Smart Gains the Edge: Innovating Authentic Employability at Scale
Project Description:
Job Smart (JS) is the University of Sydney Business School’s flagship student experience and employability skill program for our cohort of over 9400 international students. Job Smart is a 3 phased program of scaffolded employability skill building activities, corporate networking and genuine workplace projects with Australian employers. Job Smart is delivered on a customised, mobile first and gamified education technology platform provided by our partner Practera. Over 5 years, Job Smart has improved student engagement 700% and improved student employability by 300%. The reimagined Job Smart Edge is partnering with our WIL Hub, tracking at 123% on previous top rate.
Submitted By: Lucinda Lucinda
University of Sydney Business School
Location: Australia, Oceania
Leader: Beau Leese, beau@practera.com, CEO - Practera
Members:
Lucinda Crossley Meates, lucinda.crossleymeates@sydney.edu.au, Careers Service Manager - Education
Rachael Hains-Wesson, rachael.hains-wesson@sydney.edu.au, Director - WIL Hub
ACE - Assessment Centre Experience
Project Description:
"Our Assessment Centre Experience (ACE) is a committed four year collaboration between the University of Hertfordshire Careers and Employment Service (CE), SRS Recruitment and Employability Experts (SRS), academic staff and employers.
From 1 school with 450 students in 2016, to 9 schools with over 3000 students in 2019 - ACE continues to have a massive and positive impact on employability and career prospects. It enables students to prepare for the competitive reality of the graduate assessment centre, and as a result has been proven to increase student confidence by at least 44%."
Submitted By: Zoe Wilson
SRS Recruitment and Employability Experts
Location: United Kingdom, Europe
Leader: Anna Levett, a.levett@herts.ac.uk, Assistant Head, Careers and Employment
Helen Liddle, helenliddle@smart-resourcing-solutions.com, University Partnerships Manager
Members:
Judith Baines, j.baines@herts.ac.uk, Head of Service, Careers and Employment
The Hybrid - Educational Program and Training for Disadvantaged Aspiring Hi-tech Entrepreneurs
Project Description:
Following the initial, 6 month period of curriculum development, marketing and recruiting talented participants, our staff will select participants for our intensive incubator. Participants, who are selected for their knowledge and experience in high tech as well as their attitudes, drive, and potential, will be matched with an appropriate mentor and begin personalized training immediately upon selection, to meet any gaps in knowledge before the formal curriculum starts. The formal training component of the program consists of sessions at our offices in Tel Aviv and Nazareth including a series of year-long workshops, lectures, and mentorship sessions and lastly finding investors.
Submitted By: Ariel Dan
the Hybrid
Location: Israel, Middle East
Leader: Ariel Dan, ariel.dan05@gmail.com, Grant Writer
Members:
Noa Gastfreund, Noaatthehybrid@gmail.com, Managing Director
Nurturing the next generation of leaders through industry partnerships and interdisciplinary thinking
Project Description:
The Industry and Community Project Units (ICPUs) are an ambitious, large scale undergraduate program that engages groups of interdisciplinary students with leading Australian and international organisations to work on authentic challenges set by industry. The ICPUs are the University of Sydney’s flagship interdisciplinary project-learning experience focusing on real-world educational experiences, industry engagement and global perspectives. These projects ensure Sydney graduates have the capacity to contribute to and provide leadership in a changing world. Together with industry and innovative interdisciplinary learning techniques, we are nurturing the next generation of leaders who possess the skills to thrive in rapidly changing work environments.
Submitted By: Imogen Barwick
The University of Sydney
Location: Australia, Oceania
Leader: Imogen Barwick, imogen.barwick@sydney.edu.au, Senior Stakeholder Engagement Officer
Members:
Imogen Barwick, imogen.barwick@gmail.com,
The Cannabis Industry: Seeds to Needs
Project Description:
In 2019, Doane University located in Nebraska, created an online cannabis certificate program under the leadership of Dr. Andrea Holmes. The courses are available worldwide to learners of all backgrounds and are free of charge or low cost. The courses do not require admission or pre-requisite knowledge and cover everything from cannabis agriculture, agronomy, cultivation, processing, testing, compliance, law, regulations, compliance, consumer products, professions, and cannabis industry specific skills. To date, over 13,000 learners from over 166 countries have registered for the courses, demonstrating the interest and need to fill a gap of knowledge in this rapidly emerging field.
Submitted By: ANDREA HOLMES
Doane University
Location: United States, USA & Canada
Leader: Andrea Holmes, andrea.holmes@doane.edu, Professor of Chemistry, Director of Cannabis Studies
Members:
The Idea Factory
Project Description:
Idea Factory is a multidisciplinary collaborative project-based learning approach to teach advanced subjects with the aim to develop critical thinking, idea development, and intellectual design skills. Students from different disciplines will engage in the whole process of developing a real product and explore both the technological and business aspects of it. In the proposed framework, students from different disciplines paired together and jointly work on identifying real-world problems, seeking feasible solutions, identifying targeted customers, studying customer needs, and developing a product and potentially launching it. In Idea Factory, students will develop skills predominantly important for modern industries.
Submitted By: Mahyar Shirvanimoghaddam
The University of Sydney
Location: Australia, Oceania
Leader:
Members:
Mahyar Shirvanimoghaddam, mahyar.shirvanimoghaddam@sydney.edu.au, Academic Fellow
Empower Generations Consortium for Human Capacities in Healthcare
Project Description:
Empower Generations Consortium (EGC) is an educational framework of healthcare and epidemiology, it has been established in collaboration with 11 national and international business partners and recently with 3 international partners in Peru, Canada, Nigeria. It aims to enhance regional capacities in the careers of life sciences and healthcare through a structured educational framework that is composed of 5 competency levels/pillars: (1) career education and application in healthcare and epidemiology (2) innovation (3) externship (4) advanced externship and research publications (5) scholarship and sponsorships. Through the project, a comprehensive database for the participants is built, analyzed and utilized by the
Submitted By: Asmaa Althani
Qatar University
Location: Qatar, Middle East
Leader: Asmaa Althani, aaja@qu.edu.qa, Asmaa Ali J F Althani
Naiema Almeer, naiema.almeer@qu.edu.qa, Lab Manager, Biomedical Research Center
Rasha Abu-El-Ruz, rasha@qu.edu.qa, Senior Learnining Support Specialist
Members:
Work-Integrated Learning: Canadian National Initiative
Project Description:
Work-integrated experiential learning (WIEL) is a proven method of enhancing students’ skills, career clarity, networks, and employability, but traditional methods (e.g. coops, internships) are costly to scale and often challenging for underserved students to access. Online WIEL solves these challenges. In 2020, Riipen announced a collaboration with the Business + Higher Education Roundtable (BHER) to deliver 12,000 work-integrated learning experiences across Canada by March 2022. The $2.6 million dollar investment from the Government of Canada aims to increase access to work-integrated learning across all students, regions and employers.
Submitted By: Jan Natividad
Riipen
Location: Canada, USA & Canada
Leader: Dana Stephenson, dana@riipen.com, CEO and Co-Founder
Members:
Jan Natividad, jan.natividad@riipen.com, Strategic Policy Analyst
Nurturing Employability
Project Description:
GWF’s Ecosystem of Learning and Working sees 350 adult learners enrolled in three skills development Academies. In an area with a 65% youth unemployment rate, and crippling education issues, creating such an ecosystem is a critical. Many South African’s matriculate struggling to speak English and computer illiterate. They’re expected to participate in the digital economy and yet they’ll forever be marginalized. Bridging Academy “bridges the gap” between Matric and employment, entrepreneurship or university. Career Academies (IT and Travel & Tourism) see students specializing in industries with geographically or transferable relevant skills.
Submitted By: Gemma Thompson
Good Work Foundation
Location: South Africa, Africa
Leader: Gemma Thompson, gemma@goodworkfoundation.org, Head of Development
Members:
Grooming Future Ready Graduates For The VUCA Workplace Through Experiential Learning
Project Description:
Organizations are looking to millennials and academia for innovative solutions and knowledge to address business challenges in this VUCA environment. Conversely, academia and students need to be attuned to the various challenges and realities of industry to stay relevant. SMU bridges these gaps between academia and industry by introducing SMU-X – an experiential learning programme where students, faculty and industry partners come together to devise solutions and provide perspectives to business, social and emerging challenges through real-world projects faced by the industry.
Submitted By: Derek Chiang
Singapore Management University
Location: Singapore, Asia
Leader: Derek Chiang, DEREKCHIANG@SMU.EDU.SG, Office of the Provost, SMU-X
Members:
GLEAC
Project Description:
GLEAC is a human skills platform. It allows its users to learn applying skills such as creative thinking, leadership and critical thinking with automated feedback from peers and experts. GLEAC does this through a first-of-its-kind, proven process involving bite-sized lessons daily 10-minute practices which is measured by a scoring algorithm to quantify the progress made on a particular skill. Users can then through a deep link share their practices in a transparent way to employers and on their social profile to prove their job readiness in these skills.
Submitted By: Sallyann Della Casa
GLEAC
Location: United Arab Emirates, Middle East
Leader: Sallyann Della Casa, sallyann@gleac.com, Chief Identity Hacker
Members:
, manjudy@yahoo.com,
Empower Generations Consortium for Human Capacities in Healthcare
Project Description:
Empower Generations Consortium (EGC) is an educational framework of healthcare capacities, it has been established in collaboration with 11 national and international business partners and recently with 3 international partners in Peru, Canada, Nigeria. It aims to enhance regional capacities in the careers of life sciences and healthcare through a structured educational framework that is composed of 5 competency levels/pillars: (1) career education and application in healthcare (2) innovation (3) externship (4) advanced externship and research publications (5) scholarship and sponsorships. Through the project, a comprehensive database for the participants is generated, analysed and utilized by the authorities and employers.
Submitted By: Asmaa Althani
Qatar University
Location: Qatar, Middle East
Leader: Asmaa Althani, rasha@qu.edu.qa, Vice President for Medical and Health Sciences
Members:
Reimagining an Australian Education
Project Description:
The Australian Federal Government is currently preparing to re-open the Australian border to international students in selected 'bubble markets' which have a high vaccination rate. Sadly, the Australian international education sector has been heavily affected by border closures associated with the COVID-19 pandemic. Successful Graduate Pty Ltd has been contracted to the Australian Government to deliver the Study Australia Work Readiness Micro-Credential. The training is available at https://workreadiness.studyaustralia.gov.au/ and has already attracted the attention of 240,000 students across the world (8 weeks after launch, as at 01 Oct 21). Australia now markets itself as the employability country of choice globally.
Submitted By: Gordon Scott
Successful Graduate
Location: Australia, Oceania
Leader: Gordon Scott, gordon@successfulgraduate.com, Managing Director
Members:
A Winning Approach: Students / Senior Executives
Project Description:
The innovative pedagogy of the “Introduction to marketing and leadership governance” course allows each of the 300+ Bachelor’s students from the Geneva School of Economics and Management (GSEM) at the University of Geneva to interview 300+ top executive managers on a predefined annual theme about a challenging managerial topic. The course content is co-constructed between faculties and enthusiastic top executive managers. Throughout the course and the interviews, students can integrate different sources of knowledge and better understand the managerial challenges that go beyond the silo mode of teaching the management.
Submitted By: Luana Marchi
University of Geneva / OVSM
Location: Switzerland, Europe
Leader:
Members:
Luana Marchi, luana.marchi@unige.ch, Assistant
Mosabi
Project Description:
Mosabi is a platform for upskilling and financial wellness for Africans. Through upskilling aligned with financial lives and journeys, Mosabi's AI-driven digital learning helps Africa’s youth, grassroots entrepreneurs, gig workers, and those in informal sector MSME work improve employability, job preparedness, and decisions and behaviors on businesses and money. A patented machine learning engine harnesses data insights from user profiles and journeys to boost product engagement and overall financial health, and Mosabi matches interested users to best fits across a marketplace of digital financial services and platforms.
Submitted By: Francis Uchechukwu Okeke
Mosabi
Location: Sierra Leone, Africa
Leader: Francis Uchechukwu Okeke, reimagine-education@web.mosabi.co, Co-Founder
Members:
Chris Czerwonka, chris.czerwonka@mosabi.co, Co-Founder
Jessica Massie, jessica.massie@mosabi.co, Chief Learning Officer
Re-imagining Employability: Employability Best Practice in Higher Education Institutions
Project Description:
In July 2016, we started developing ACCG315 (Accountants in the Profession) course. In developing this unit, we have drawn on research-based pedagogical design, curriculum expertise of industry partners, with feedback from the University’s L&T teams, Career and Employment office and professional training institutions. The challenge was to enrich the student experience by offering a unit that allows an opportunity to interact and engage with diverse industry partners, investigate and consolidate contextual issues influencing a competitive business environment and to explore and make meaning of what that might mean for students as individuals. It is an implicit aim of ACCG315 to develop valuable career aspirations and leadership skills amongst its cohorts to improve students’ job prospects and employability. We believe students learn best through engaging with industry practitioners, by offering future-focused opportunities for ‘real world’ preparatory experience in the accounting profession. To this end, we were able to create a learning environment that fosters interaction between theory and practice by reaching out to industry participants, forming alliances and working relationships that enable diverse industry representatives to deliver presentations that capture the scope and challenges of the accounting profession. This has enabled widening participation opportunities for our students in professional accounting.
Submitted By: Rahat Munir
Macquarie University
Location: Australia, Oceania
Leader: Rahat Munir, rahat.munir@mq.edu.au, Professor and Head of Department
Members:
Graduate Employability on Scale: Educating the next generation of graduate leaders through interdisciplinary industry projects
Project Description:
The Industry and Community Project Units (ICPUs) are the University of Sydney’s largest undergraduate program engaging groups of interdisciplinary students with Australian and international organizations to work on authentic industry challenges. In only four short years, the ICPUs have become the University of Sydney’s flagship interdisciplinary project-learning experience focusing on educational experiences, industry engagement and global perspectives. These projects ensure Sydney graduates have the capacity to contribute to and provide leadership in a changing world. Together with industry and interdisciplinary learning techniques, we are nurturing the next generation of graduates who possess the skills to thrive in changing work environments.
Submitted By: Imogen Barwick
The University of Sydney
Location: Australia, Oceania
Leader: Imogen Barwick, imogen.barwick@gmail.com, Senior Stakeholder Engagement Officer
Members:
Imogen Barwick, imogen.barwick@sydney.edu.au, Senior Stakeholder Engagement Officer
HCT 4.0: Employability & Beyond
Project Description:
"In 2019, HCT 4.0. The strategy was launched focusing on employability and beyond. Creating jobs through nurturing entrepreneurs and graduating companies. 4 initiatives were successfully achieved to attain employability goals. Hybrid Education model: Students receives professional qualifications and certifications along with academic credentials upon graduation InnCuVation Spaces (Innovate, Incubate, and Venture) where students transition from innovative ideas to the development of prototypes and incubation, eventual development of a Proof of Concept. The Global Applied Education Network: Creating the Next Practice in Applied Education addressing challenges of 4th industrial revolution Blockchain E-credentials: Provision of Lifelong student portfolio, e-credentials and instant verifications."
Submitted By: Zainab Rasheed
Higher Colleges of Technology
Location: United Arab Emirates, Middle East
Leader: Professor Abdullatif Alshamsi, ceo@hct.ac.ae, HCT President & CEO
Members:
Mahmood ul Rashid Khan Rana, rm.khan@hct.ac.ae, Assistant Manager - Communication
Zainab Rasheed, baniaz.zainab@gmail.com, Researcher
Bringing Equitable Access to Remote Internships During the Pandemic
Project Description:
When the world pivoted to virtual and traditional work-based learning opportunities disappeared, Riipen was in a unique position to help. As one of the largest online work-based learning marketplaces in the world, we worked with government and association partners to bring remote WBL programs to thousands of new and existing educators, learners and employers in our ecosystem. With a focus on equitable access, we have found incredible success and feedback from our partners and users, recently surpassing over 100,000 total learner experiences, and more than 4,000 remote internship opportunities (in just one year) delivered to date.
Submitted By: Angel Tian
Riipen
Location: Canada, USA & Canada
Leader: Angel Tian, angel.tian@riipen.com, Marketing Communications Manager
Members:
Generation: You Employed
Project Description:
Generation: You Employed is a global employment nonprofit that trains and places adult learners into careers that are beyond their reach. Launched in 2015, we have 47,000+ adult graduates across 35 professions and 14 countries, with an 82% job placement within three months of program completion. Graduates immediately earn an average of 3-4x their previous earnings, and nearly 70% continue to meet their daily financial needs 2-5 years later. Generation learners typically have a secondary school background, 53% are female, 40% have dependents, and the majority identify with underrepresented populations in their country.
Submitted By: Jennifer Sikes
Generation: You Employed
Location: United States, USA & Canada
Leader: Jennifer Sikes, jennifer@generation.org, Chief Communications Officer
Members:
Education 4.0 Platform to foster Innovation & Entrepreneurship for All
Project Description:
In 2019, Tecnologico de Monterrey launched the first open teaching-learning program based on Education 4.0 to foster Innovation and Entrepreneurship. Since then, it has launched 11 programs in different delivery modalities reaching about 32K students/entrepreneurs around the world. The generated experiences are part of the “Education 4.0 Platform to foster Innovation & Entrepreneurship for All” which is composed of three main components: (i) a Framework to Design 4.0 Teaching-Learning Systems including didactic products, processes, and infrastructure, (ii) a Teaching-Learning Program Portfolio (face-to-face, on-line, hybrid), and (iii) Strategies for collaboration based on Open Innovation and Knowledge Transfer.
Submitted By: Jhonattan Miranda
Tecnologico de Monterrey
Location: Mexico, Latin America
Leader: Arturo Molina, armolina@tec.mx, Dr.
Members:
Ines Alvarez-Icaza, i.alvarezicaza@tec.mx, MSc.
Jairo A. Ruiz, jaruiz@tec.mx, Dr.
Aprendamos Todos a Leer (Let's All Learn to Read)
Project Description:
Colombian students show low performance in language, this is reflected on international tests results. Evidence points that student’s low performance in reading and writing is the consequence of an ineffective use of strategies by teachers to enhance reading skills for all students (some learn, some not). Furthermore, not enough time is spent on those who have learning difficulties. To address these issues, the program implements a set of pedagogical strategies to ensure that all early grade students from low income public schools consolidate optimum levels of reading and writing. Not leaving behind any child, academically, is the project's main purpose.
Submitted By: Camilo Gallego
Fundación Luker
Location: Colombia, Latin America
Leader: Camilo Gallego, cgallego@funluker.org.co,
Members:
Santiago Isaza, sisaza@funluker.org.co,
Building and Growing
Project Description:
Construyendo y Creciendo (CyC; Building and Growing) has provided second-hand, comprehensive, and formal education to construction workers and their communities. We are aimed to provide personal and professional, development opportunities. Classrooms are installed on construction sites and in public spaces. By so doing, beneficiaries do not have to commute long distances or spend on transportation to have education. In CyC, "school goes to students". More than 25,000 have been benefited, from which 7,000 have graduated. As well, 120 classrooms have been installed and operated in 16 States of Mexico.
Submitted By: Aldo Garcia
Construyendo y Creciendo
Location: Mexico, Latin America
Leader: Aldo Garcia, ealianzas@construyendoycreciendo.org, Coordinator for Fundraising
Members:
Co-Designing Food Revolution for Social Change
Project Description:
‘Co-designing Food Revolution for Social Change’, a transdisciplinary action research has explored how to bring positive impact, behavior changes on individual and collective well-being in a food system at Zayed University in the UAE since 2016. KULNA Community Garden (‘All of Us’ in Arabic) is a physical sanctuary to grow food and engage students and faculty to learn and interact. KULNA as a social lab has offered hands-on workshops, lectures, and community engaging activities that assist and enhance learning experiences for students and faculty working with all actors in the food system and encourage them to lead the change.
Submitted By: Yunsun Chung-Shin
Zayed University
Location: United Arab Emirates, Middle East
Leader: Yunsun Chung-Shin, yunsun.chung-shin@zu.ac.ae, Associate Professor
Members:
Yunsun Chung-Shin, z8400@zu.ac.ae, Associate Professor
Developing technology-enhanced learning resources to positively impact student learning, engagement and achievement in health sciences and medicine.
Project Description:
Many students studying health sciences or medicine commonly find the disciplines of physiology and anatomy to be difficult, challenging components of their curricula. These present the predominant disciplines implemented in lower-than-expected results or student failures, impacting progressions to postgraduate courses and future careers in health. Dr Christian Moro has: developed virtual, augmented and mixed reality applications; utilized Instagram, YouTube, and other social media; produced animated videos; created computer games; and worked with international collaborations to enhance the in-class experience when learning physiology and anatomy and worked to share these resources at no cost to millions of students worldwide.
Submitted By: Christian Moro
Bond University
Location: Australia, Oceania
Leader: Christian Moro, cmoro@bond.edu.au, Associate Professor
Members:
CAPPRI - Teaching to Teach
Project Description:
"CAPPRI- Training of primary teachers, is a project that through the methodology of “Teach to Teach” in a differentiated and innovative pedagogical way, will train primary school teachers, at a national level and in different phases, with abilities through the development and implementation of a different program accompanied by a teaching guide.
This program targets three action areas:
1. READING AND WRITING
2. MATHEMATICS
3. SPORT, ART AND CULTURE
With the different areas we intend to create different situations and learning experiences that make the
student dominate and use their senses, explore their abilities and know their physical abilities well."
Submitted By: Manuela Kuleba
TheBridge Global
Location: Angola, Africa
Leader: Leonor De Sá Machado, leonordesamachado@thebridge.global, CEO
Members:
Manuela Kuleba, manuela.kuleba@thebridge.global, Social Investment Consultant
A Learning Design Framework and Technology Tool to Promote Learning Design as Multilevel Pedagogical Practice
Project Description:
Learning design is important in teacher professional development, focusing on the design of learner experiences and learning environments rather than on instruction. Instructional design focuses on the design of learning resources and task sequences. Pedagogical considerations should underpin and connect both activities. Unfortunately, pedagogy has remained nebulous, used to refer to micro-level settings such as group work methods to course level design approaches such as problem-based learning. This project developed a multilevel design framework and a technology tool to guide teachers and instructional designers in a master level course to develop understanding and expertise in the multilevel learning design process.
Submitted By: Leming Liang
The University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Leming Liang, lmliangc@hku.hk, Post-doctoral fellow, Center for Information Technology in Education (CITE)
Members:
Minghui Chen, daisycmh@hku.hk, Learning designer, Center for Information Technology in Education (CITE)
Nancy LAW, nlaw@hku.hk, Professor, Deputy Director, Center for Information Technology in Education (CITE)
Victoria University First Year Block Model
Project Description:
The First Year Block Model at Victoria University was created in 2018 to enhance the first-year experience on a scale not seen before, with the aim of improving the learning experience and outcomes for all first year students. In contrast to the semester model where students juggle four units at a time, the Block Model (BM) allows students to immerse themselves in one unit at a time with 30 peers over four weeks, achieving success early to build confidence and motivation. After 3 years this innovative pedagogical approach has seen a significant improvement in student success and retention.
Submitted By: Andrew Smallridge
Victoria University
Location: Australia, Oceania
Leader: Andrew Smallridge, andrew.smallridge@vu.edu.au, Dean First Year College
Members:
Reimagining Education in Rural East Africa with a Transformational Learn-Do-Teach Model
Project Description:
We are reimagining education in rural East Africa with a youth-driven pedagogy. Youth are being taught to participate in the design of the curriculum with the goal of providing necessary skills and practical experience to address local needs and opportunities. This inclusive Learn-Do-Teach methodology, combined with a systemic Pay-it-Forward model, puts new ideas into the hands of students and challenges them to put lessons into practice. Our model, now deployed in more than 350 schools in Kenya, Tanzania, and Uganda is transforming young people and enabling them to find opportunity, start businesses, and share their skills with others.
Submitted By: Joseph Kyle
Asante Africa Foundation
Location: United States, Africa
Leader: Joseph Kyle, info@asanteafrica.org ,
Members:
Joseph Kyle, joemack89@gmail.com, Grants and Prize Team
Building agency in students through peer- teaching and learning
Project Description:
Students are the major stakeholders in education, yet they do not have a seat at the table when it comes to making decisions about the learning process, systems or policies of education. We believe that in order to truly create an education system that can benefit students, they must have the agency i.e. the voice and choice to be part of these decisions. Towards this end, we designed a unique peer teaching and learning pedagogy, which while improving learning outcomes on one hand, is able to build the skills in students to exert their voice and choice more effectively.
Submitted By: Divanshu Kumar
Involve Learning Solutions Foundation
Location: India, Asia
Leader: Divanshu Kumar, divanshu@involveedu.com, CEO
Members:
"THE MAGIC CIRCLE": AN INNOVATIVE PEDAGOGICAL & EDUCATIONAL METHODOLOGY
Project Description:
"The Assori project aims to integrate neurotypical able-bodied children with disabled, neurodivergent, adopted and disadvantaged children aged 3 to 11.
Under the daily guidance of highly-qualified educators and teachers, our students are given the possibility to express their graphic, pictorial, musical, linguistic and theatrical potential while experiencing diversity as a matter of personal enrichment that will enable them to become active citizens.
In our premises, disability and neurodiversity are regarded as a resource for the development of a wide range of essential life skills."
Submitted By: Costanzo Mastrangelo
Fondazione ASSORI ONLUS
Location: Italy, Europe
Leader: Costanzo Mastrangelo, costanzo.mastrangelo@yahoo.it, President, Founder
Members:
Wandiika Children's Writing Prize
Project Description:
Wandiika Children's Writing Prize was borne out of the need to nurture Ugandan children's skills of creativity, which are crucial in fostering quality literacy among children. This annual program is a creative writing competition which engages primary school pupils in imaginative writing. The stories are judged by competent judges and the best ones are published. This program is important because it enables children to exercise their minds, learn to research, love to read and attain skills such as analysis, organization and problem solving. It enables pupils to learn to ask questions and learn to think and understand quickly.
Submitted By: Muhwezi Simpson
Wandiika Literacy Initiative
Location: Uganda, Africa
Leader: Muhwezi Simpson, muhwezisimpson@gmail.com, Storyteller
Members:
First Generation Investors
Project Description:
First Generation Investors (FGI) is a 501(c)3 nonprofit organization founded by Wharton students that teaches underserved high school students the power of investing. We bring classroom lessons to life by providing the students with real money to invest. In our program, high school students come to college campuses, where college volunteers teach them what a stock is, how and why to buy and sell stocks, volatility, dollar-cost averaging, and the importance of diversification.
Submitted By: Joseph Kakkis
First Generation Investors, Inc.
Location: United States, USA & Canada
Leader: Alex Ingerman, alex@firstgenerationinvestors.com, Director
Members:
Blake Kernen, blake@firstgenerationinvestors.com, Head of Donor Relations
Cole Mattox, cole@firstgenerationinvestors.com, Vice President
CoolThink@JC
Project Description:
CoolThink@JC is a successful and impactful, large scale Computational Thinking (“CT”) education program in Hong Kong, a US$67 million funding project donated and created by the Hong Kong Jockey Club Charities Trust. Its mission is to inspire digital creativity, nurture students' proactive use of technologies for social good from a young age, and mainstream CT education in Hong Kong’s formal curriculum. CoolThink@JC convened the government, renowned educators, and local and global institutions to systematically transform HK’s technology education ecosystem with modern curriculum innovation, capacity building and thought leadership. Its impact is moving beyond the territory and reaching out to the world.
Submitted By: Paul Yau
HKJC Charities Trust
Location: Hong Kong SAR, Asia
Leader: Paul Yau, paul.cn.yau@hkjc.org.hk, Project Manager, Charities
Members:
Learnidy - Build Engaging Lessons, Lightning Quick
Project Description:
Learnidy is a digital workspace for teachers to create and share engaging lessons easily. The web platform combines a simple drag and drop lesson builder tool with a library of interactive class activity templates and an automated presentation tool. Teachers can see metrics of how they design their lessons overtime and brainstorm recommendations on ways to improve their lessons. They can also share with colleagues to review, collaborate, and remix their lessons.
Submitted By: Joanna Huang
Learnidy
Location: United States, USA & Canada
Leader: Joanna Huang, joanna@learnidy.com, Co-Founder
Members:
Hushel Roberts, hushel@learnidy.com, Co-Founder
Learning from Demonstration & the RASA Humanoid Robot Architecture for Adaptive Teaching: A Case Study on Iranian Sign Language
Project Description:
Social robots may soon be able to play an important role in expanding communication with the deaf. Hence, adaptive user interfaces lead to greater user acceptance and increased teaching efficiency compared to non-adaptive ones. Learning from demonstration architectures for Sign Language-based Human–Robot Interactions can also make them more extensible. In this project a robotic architecture is built to simultaneously adjust the RASA humanoid robot’s teaching parameters according to the user’s hands performance, to teach sign language similar to a human teacher. One-shot learning techniques are also employed to learn to recognize and imitate a sign after seeing its demonstration.
Submitted By: Minoo Alemi
Sharif University of Technology
Location: Iran, Islamic Republic of, Asia
Leader: Ali Meghdari, meghdari@sharif.edu, Professor & Chancellor
Members:
Alireza Taheri, artaheri@sharif.edu, Assistant Professor
Minoo Alemi, alemi@sharif.edu, Associate Professor
Phonotopia: A Convenient Package to Enhance the English Phonics Ability of Chinese Children with Reading Difficulties
Project Description:
This is a convenient package to enhance the English phonics ability of junior elementary Chinese children with reading difficulties in a multi-schoolwide program. This package, compiled an array of instructional ideas to teach English phonics skills from an extensive network of instructors of English phonics, is serving as a platform which allows instructors to enhance the self-efficacy of students in applying English phonics knowledge through games. The content includes lesson plans and teacher materials established from empirically-grounded studies for teachers to convey English reading instructions in a face-to-face classroom, as well as electronic teaching resource tools for facilitating online real-time classes.
Submitted By: Ricky Van Yip Tso
The Education University of Hong Kong
Location: Hong Kong SAR, Asia
Leader: Ricky Van-yip Tso, rvytso@eduhk.hk, Assistant Professor
Members:
Kit-yu Kitty Yeung, kykyeung@hku.hk, Lecturer (Educational Psychologist)
QUT Design for Impact
Project Description:
Innovative, complex and authentic transdisciplinary ‘Impact Labs’ were introduced across the reimagined QUT Bachelor of Design curriculum in 2019. Drawing on stakeholder feedback reflecting shifting employer and global needs, the four units, ‘Place’, ‘People’, ‘Planet’ and ‘Purpose’ aim to future-proof design students’ careers. Labs facilitate the gradual development of students’ theoretical understandings of societal and global issues. Experiential, inquiry-led design challenges undertaken in the labs build students’ core design skills and twenty-first century capabilities including transdisciplinary collaboration, reflection, networking and profile-building. The scalable model supports large cohorts and mutually-beneficial industry partnerships, while facilitating repeated intimate, transformative and ethically-grounded design experiences.
Submitted By: Sheona Thomson
QUT
Location: Australia, Oceania
Leader:
Members:
Amanda Bellaby, amanda.bellaby@qut.edu.au, Learning Designer
Andrew Scott, aj.scott@qut.edu.au, Senior Lecturer
Claire Brophy, cj.brophy@qut.edu.au, Lecturer
Special Industry Project at The Australian National University: Linking Industry Partners & Alumni Community in Innovative Presence Learning
Project Description:
The first of its kind at The Australian National University, Special Industry Project is an innovative experiential learning initiative linking business and alumni communities to improving the presence learning of current students. Over the past 10 intakes, we have collaborated with 10 industry partners, from an Aboriginal community and not-for-profit organizations to government agencies and multinational corporations, which have presented 10 unique business challenges to be solved by students. Working in interdisciplinary teams under the mentorship of strategy consultants (most are university alumni), students have excelled in their learning and significantly grown important skills for the increasingly competitive job market.
Submitted By: Vinh Lu
The Australian National University
Location: Australia, Oceania
Leader: Vinh Lu, vinh.lu@anu.edu.au, Associate Dean (Advancement & Engagement)
Members:
Statistics For Social Impact
Project Description:
The only subject of its kind since 2016, undergraduate statistics students in Singapore apply and project everything learnt onto the country’s societal problems with Alzheimer’s disease, rising suicide rates, end-of-life preparations, appalling public toilet hygiene, low breast cancer-screening rates, mobility problems and stigma facing the visually-impaired. Such work is often beyond anything heard of or done in Singapore’s history. With more than 40,000 surveyed in active fieldwork countrywide, this project gives students high-level training for analysis and mixes creativity in live shows of application directly on society, leading to unprecedented exposure, witnessing real impact in government and on citizenry.
Submitted By: Rosie Ching
Singapore Management University
Location: Singapore, Asia
Leader: Rosie Ching, rosieching@smu.edu.sg, Senior Lecturer of Statistics
Members:
Summer Lab
Project Description:
Summer Lab is a four week experience that is designed to ignite the entrepreneur within. It teaches the essential skills needed to create ideas and turn these into business ventures through action-oriented learning. This includes rapid prototyping, workshops, access to entrepreneurs and industry leaders, as well as using tools and frameworks to shape innovative thinking. Participants explore emerging technologies, minimum viable products, and concepts such as design-led thinking. Summer Lab is free and open to all current students and staff of the University of Auckland, ensuring diversity of knowledge, ideas and perspectives to help create innovative solutions to global problems.
Submitted By: Naomi Bradshaw
The University of Auckland
Location: New Zealand, Oceania
Leader: Darsel Keane, d.keane@auckland.ac.nz, Director - Centre for Innovation and Entrepreneurship
Members:
Jessica Schneider, jessica.schneider@auckland.ac.nz, Programme Coordinator
Judith Marecek, j.marecek@auckland.ac.nz, Programme Manager
Teaching Core Engineering Courses, Statics and Dynamics, Considering Different Types of Learners
Project Description:
Statics and Dynamics are complex core courses in the engineering program that display challenges facing our students. The diverse population in our classrooms demands a broader spectrum in instructional approaches. This project focuses on creating assorted resources to engage all students regardless of background in different ways of learning to create a solid base understanding of the material and increase success in future courses as well as in the students' future engineering careers. Our approaches include a granular course structure, different instructional technologies, support of learning assistants in the classroom, tutoring outside the classroom, and different forms of assessment and accessibility.
Submitted By: Carmen Muller-Karger
Florida International University
Location: United States, USA & Canada
Leader: Carmen Muller-Karger, cmullerk@fiu.edu, Teaching Assistant Professor
Members:
WhizGirls Academy
Project Description:
WhizGirls Academy is a STEM-focused learning workshop for students (girl focused, boy inclusive) to build healthy, balanced tech lifestyles. The students, or “special agents,” engage in exciting interactive projects (project-based learning/gamification) that help them acquire skills in the areas of coding, fitness, healthy eating, meditation, entrepreneurship, and more. Through in person and virtual hackathons students connect with mentors, learn to work in team, learn how to pitch their projects 'shark tank' style with real investors, and learn about potential career pathways in the STEM and tech industries. To date we have have 5000 students come through our programs.
Submitted By: Shirin Salemnia
PlayWerks, Inc and WhizGirls Academy
Location: United States, USA & Canada
Leader: Shirin Salemnia, shirin@play-werks.com, Founder and CEO
Members:
AIM Pathways Online Learning Platform - Improving Teacher & Administrator Knowledge and K-12 Student Outcomes
Project Description:
AIM Institute for Learning & Research is dedicated to identifying and disseminating evidence- based best practices in the field of literacy. AIM Pathways is designed to deliver AIM’s proven research and content in an affordable, scaleable, on demand, highly interactive and innovative digital platform that uses simulations, case studies and interactive practice technology with content approved by top neuroscience and literacy researchers. The platform content is aligned with the International Dyslexia Association’s Knowledge of Practice Standards for Teachers of Reading and is designed to improve teacher and administrator knowledge of the science of reading and improved practice in the classroom.
Submitted By: Joy Antonoplos
AIM Academy/AIM Institute for Learning & Research
Location: United States, USA & Canada
Leader: Dawn Brookhart, dbrookhart@aimpa.org, Associate Director
Members:
Joy Antonoplos, jantonoplos@aimpa.org, Associate Director of Institutional Advancement
Karen Keesey, kkeesey@aimpa.org, Director of Educational Outreach
Unlocking the power of internal feedback: Comparison changes everything
Project Description:
Internal feedback is the catalyst for all learning and crucial for students’ self-regulation of learning. Students generate internal feedback by comparing their current knowledge against some reference information. That information might come from teachers as comments, or from textbooks, online resources, videos, performance observations, sharing work with peers or from discussions with them etc. Educators have completely neglected these natural feedback comparisons. This project provides evidence that when teachers help students turn some natural comparisons into formal comparisons and to explicate the internal feedback that results, students’ learning is accelerated without increasing teacher workload.
Submitted By: David Nicol
Adam Smith Business School
Location: United Kingdom, Europe
Leader: David Nicol, david.nicol@glasgow.ac.uk, Research Professor: Teaching Excellence Initiative
Members:
Dr Geethanjali Selvaretnam, Geethanjali.Selvaretnam@glasgow.ac.uk, Senior Lecturer, Economics
Dr Mairead Brady, Mairead.Brady@tcd.ie, Associate Professor in Marketing
Pedagogic and Active Learning Mobile Solutions (PALMS) Project for STEM Tertiary Education
Project Description:
According to extensive evidenced-based research, active learning strategies significantly improve STEM education students' achievement, understanding and application of concepts. There is also evidence that mobile applications for education enable teachers to improve their teaching practices and engage and highly motivate students by providing them with new opportunities to participate and construct their own learning, individually or collaboratively. Therefore, the main objectives of our project are to explore and develop new active learning and teaching pedagogies to increase active learning in STEM education and to cultivate innovative mobile applications to enhance the efficacy of said active pedagogies.
Submitted By: Fridolin Ting
Department of Applied Mathematics, Hong Kong Polytechnic University
Location: Hong Kong SAR, Asia
Leader: Fridolin Ting, fridolin.ting@polyu.edu.hk, Teaching Fellow
Members:
Jane Yu LU, jane.yu.lu@polyu.edu.hk, Project Assistant
Lok Wong, yellowhappy831@gmail.com, Project Associate
SHAPE Education
Project Description:
We are facing unprecedented challenges in society and the world of work, which demand changes in the design and delivery of education. Despite best intentions, many working to implement new education tools and models are working piecemeal in silos with solution-focused approaches that don’t adequately address the underlying pain points, or connect with a clear vision. SHAPE Education, an initiative from Cambridge Assessment together with Cambridge Judge Business School, seeks to connect complex real-world problems of education with creative educational ideas and research to build the next generation of educational solutions and thought leadership for the good of global education.
Submitted By: Helen Allen
Cambridge Assessment and Cambridge Judge Business School, University of Cambridge
Location: United Kingdom, Europe
Leader: Andrew Nye, nye.a@cambridgeenglish.org, Head of New Product Development
Members:
Dan Frost, frost.d@cambridgeenglish.org, Learning Technology Lead
Helen Allen, allen.h@cambridgeenglish.org, Digital Pedagogy Lead
Student Soapbox, by Brazen Learning
Project Description:
Becoming better at choice is essential to innovation and democratic society. Brazen Learning seeks to reimagine how students become better choosers, thereby delivering an exceptional learning experience through Student Soapbox. Student Soapbox encourages students to identify what it takes to make the best choice for them, and for their class, by voting on upcoming lessons or units. Built on the Salesforce Education Cloud, Student Soapbox gives agency to students in their learning while empowering educators with the insight to get them there, and leverages collaboration opportunities for teachers to create interdisciplinary learning experiences that have an impact.
Submitted By: Girija Ramapriya
Brazen Learning
Location: United States, USA & Canada
Leader: Girija Ramapriya, girija@brazenlearning.com, Founder & CEO
Members:
Brendan Heyck, b@brazenlearning.com, Co-Founder
GameChangers - Educators as agents of change through playful pedagogy
Project Description:
The GameChangers initiative is an award-winning practice-based research program, focusing on the design and implementation of playful and gameful learning experiences that promote the emergence of a more exploratory, creative culture in everyday academic contexts. GameChangers explores the opportunities of creating games and game-like solutions as a medium for expression, learning, and practice across all levels of education as well as lifelong learning. GameChangers aims to make game creation and game literacy more culturally open and accessible to learners and educators internationally, including those in marginalized communities. GameChangers expands and broadens its impact through sister initiatives (CreativeCulture.my, Aces.gchangers.org, and Beaconing.eu).
Submitted By: Jayne Beaufoy
Coventry University
Location: United Kingdom, Europe
Leader: Sylvester Arnab, aa8110@coventry.ac.uk, Professor in Game Science
Members:
Alex Masters, ac0187@coventry.ac.uk, Disruptive Media Learning Technologist
Jayne Beaufoy, adx984@coventry.ac.uk, Senior Project Manager
Wharton Interactive's Alternate Reality Courses: A Pedagogical Breakthrough
Project Description:
Wharton Interactive’s Alternate Reality Courses (ARCs) are a whole new way of learning, combining games and the latest pedagogical techniques. ARCs create engaging and effective learning through interactive stories that learners experience, getting guidance as they progress. In an ARC, learners make decisions just as they would in real life. The ARC reacts to their choices, allowing learners to practice and build skills that will transfer from the ARC to the real world. Learners get to experience events and practice in a place where failure isn't critical – so that mistakes in the ARC turn into real-life successes.
Submitted By: Lilach Mollick
Wharton Interactive
Location: United States, USA & Canada
Leader: Sarah Toms, stoms@wharton.upenn.edu, Co-Founder and Executive Director, Wharton Interactive
Members:
Innovative PALMS Drawing Pedagogies and Apps to Increase Active Learning in Mathematics and Science
Project Description:
According to extensive evidenced-based research, active learning strategies significantly improve Science and Mathematics students' achievement, understanding and application of concepts. In addition, writing and drawing are integral parts of learning and teaching in the Sciences and Mathematics, to convey abstract concepts and ideas. Finally, mobile applications for education enable teachers to improve their teaching practices and engage and highly motivate students by providing them with new opportunities to construct their own learning, individually or collaboratively. Therefore, the main objectives of our project are to increase active learning in Science and Mathematics education through innovative pedagogies, mobile writing and drawing applications.
Submitted By: Fridolin Ting
Department of Applied Mathematics, Hong Kong Polytechnic University
Location: Hong Kong SAR, Asia
Leader: Fridolin Ting, fridolin.ting@polyu.edu.hk, Senior Project Fellow
Members:
Benny Lai Ho Wo, lai.howo@gmail.com, Project Assistant
Jane Yu Lu, jane.yu.lu@polyu.edu.hk, Project Associate
Gamification as a Design Technology for the Humanities Classroom
Project Description:
Student persistence—staying in school, staying with a course, staying with frustration in an assignment—impacts success, both for learners and their communities and institutions. In response, we have created four online, asynchronous courses taught by humanities faculty that uniquely support student persistence via gamification as a design technology. We study particularly how core motivation maps to accomplishment, and then design using game mechanics—learning devices or other appurtenances that move students through the course-world actively, and which intersect psychologically understood consequence networks. Our project engages persistence discourse where gamification supports student autonomy, competency, and community, bolstering retention and learner satisfaction.
Submitted By: Emily Hipchen
Brown University
Location: United States, USA & Canada
Leader:
Members:
emily hipchen, emily_hipchen@brown.edu, Director, Nonfiction Writing Program
James Egan, james_egan@brown.edu, Professor
Naomi Pariseault, naomi_pariseault@brown.edu, Digital Learning Design Leader
FactoryVR
Project Description:
In FactoryVR, we use virtual reality (VR) to teach operations management. Students virtually visit factories to solve realistic tasks aimed at improving productivity. We use VR apps with virtual environments of real factories around the world that provide students an immersive and inquiry-based learning experience. This teaching innovation is cost-efficient and scalable, using students' own smartphones with simple VR viewers. We give the students an effective learning experience of exploring real factory environments, while, at the same time, circumventing the many logistical and financial limitations of field visits.
Submitted By: Torbjorn Netland
ETH Zurich
Location: Switzerland, Europe
Leader: Torbjorn Netland, tnetland@ethz.ch, Assistant Professor
Members:
Experiencing the Impossible - Virtual Realities for Physics Education
Project Description:
Since 2017, we have been developing novel VR apps to improve and enhance physics education. The arrival of highly-immersive VR headsets clearly promised a step-change in experiential learning. Our software tackles two problems in physics education: challenging student misconceptions, and difficulty visualising abstract models of reality. In Dissonance-VR we ask students questions that draw out their misconceptions of forces, and then present them with the non-physical worlds that manifest those misconceptions. Field-VR gives students an ‘electromagnetism playground’ to experiment with complex, invisible worlds. Early research is strongly encouraging that both apps are effective and scalable to large groups of students.
Submitted By: John Debs
Australian National University
Location: Australia, Oceania
Leader: John Debs, john.debs@anu.edu.au, Senior Lecturer and MakerSpace Mastermind
Members:
Paul Wigley, paul.wigley@anu.edu.au, Research Fellow
ChemCaveVR
Project Description:
The ChemCaveVR project emerged from the ‘Keeping it Local’ partnership between Mountain Creek State High School(MCSHS) and the University of the Sunshine Coast (USC), to encourage students to pursue their higher education locally. As part of the experience, MCSHS teachers and creative developers at USC collaborated to produce an immersive virtual reality (iVR) resource for the CAVE2TM visualisation studio. The ChemCave VR has since been developed into an Oculus Rift S HMD version to allow equity of access to the resource for chemistry education globally. ChemCaveVR has transformed the senior chemistry educational experience and reimagined VR teacher pedagogy.
Submitted By: Emma Hodkinson
ChemCave VR
Location: Australia, Oceania
Leader: Chris Buswell, cbusw3@eq.edu.au, Teacher
Members:
David Dixon, ddixon@usc.edu.au, Developer
Emma Hodkinson, ehodk2@eq.edu.au, Teacher
Virtual reality for intercultural communication competence: Learning Mandarin as a Foreign Language
Project Description:
Avoiding misunderstandings when communicating in a foreign language requires intercultural communicative competence (ICC). The cultural perspectives of the language and the differences attributed to various intercultural elements needs to be considered. Learners of Mandarin as a Foreign Language typically encounter difficulties when communicating due to low ICC. Virtual reality (VR) has the potential to immerse students in rich authentic environments and can develop ICC as well as motivate students in learning the language. Students immersed in Chinese cultural VR environments, who then produced their own VR environments to share, improved in their ICC as well as their Chinese language skills.
Submitted By: Dorothy DeWitt
Faculty of Education, University Malaya
Location: Malaysia, Asia
Leader: Dorothy DeWitt, dorothy@um.edu.my, Associate Professor Department of Curriculum & Instructional Technology
Members:
Rhett Loban, rhett.loban@mq.edu.au, Lecturer
Suet Fong Chan, chansfmail@gmail.com, Senior Lecturer
VR Classroom: Atoms and Orbitals
Project Description:
Unlike other remote learning apps that aim to fit a class of students on a 2-dimensional screen while sharing it with content, or virtual reality applications that offer a new intuitive way of learning but in a silo environment without the ability to cooperate and share your experience with others, our application combines the best of two worlds - a multiuser online classroom designed for remote multi-device participation that offers 3-dimensional content which specifically benefits from being displayed in VR. It is a stepping stone in the further evolution of digital classrooms that opens the path for more innovations.
Submitted By: Mikita Labanok
Abelana VR Productions
Location: United States, USA & Canada
Leader: Mikita Labanok, labanok@abelanavr.com, CEO
Members:
Virtual Reality for Experiential Sustainability Education
Project Description:
We are passionate about the need for the WICKED&PRESSING CHALLENGES of sustainability to be more MEANING-FULLY communicated in EDUCATION, and for LEARNING about sustainability COMPLEXITIES&SOLUTIONS to be ACCESSIBLE to ALL LEARNERS - we achieve this through Virtual Reality Technology. Consistent with the United Nations' Agenda 2030 for Sustainable Development we seek to "LEAVE NO ONE (NO LEARNER) BEHIND"; not even during COVID19 LOCKDOWN. To achieve this we have developed a CONCEPT that fosters ACCESSIBLE, INCLUSIVE and MEANINGFUL learning, called 'VIRTUAL REALITY SITUATED EXPERIENTIAL LEARNING' which has allowed 2600 STUDENTS in NZ, CANADA, VANUATU to meaningfully engage with sustainability challenges.
Submitted By: Christian Schott
Victoria University of Wellington
Location: New Zealand, Oceania
Leader: Christian Schott, christian.schott@vuw.ac.nz, Associate Professor
Members:
Exploring the Use of Mobile Augmented Reality as an Urban Design Educational Tool
Project Description:
"This pilot project aims to develop Mobile Augmented Reality (MAR) applications for undergraduate level education in the discipline of urban design and planning. MAR presents an innovative method that dramatically enhances teaching delivery and the educational process. It is readily adaptable to e-learning modules and provides students with a set of skills essential for emerging professional markets.
The project collaborates with an Urban Design Course at the School of Architecture at the German Jordanian University, to develop interactive MAR experiences using real-time development engines, as a tool for analysis, design of context-sensitive interventions, and visualization and communication of the outcomes."
Submitted By: Janset Shawash
German Jordanian University
Location: Jordan, Middle East
Leader: Janset Shawash, janset.shawash@gju.edu.jo, Assistant Professor
Members:
Mohammad Ali Yaghan, mohammad.yaghan@gju.edu.jo, Professor
Narmeen Marji, narmeenm@gmail.com, Research and Teaching Assistant
Open and Arthroscopic Global Surgical Training in a Portable and Collaborative Environment.
Project Description:
In the absence of an effective and cost-effective training model, varied experiences have led to a wide disparity in global health care delivery. PrecisionOS addresses this problem through the development of an immersive education software platform powered by a portable virtual reality solution. Our MultiUser project permits remote collaboration from anywhere in the world permitting experts to educate users. It is the most comprehensive software platform covering areas including trauma, pediatrics, arthroplasty (hip, knee and shoulder replacements), spine surgery and arthroscopic procedures.
Submitted By: Danny Goel
PrecisionOS
Location: Canada, USA & Canada
Leader: Danny Goel, danny@precisionostech.com, CEO - Founder
Members:
Making Biodiesel in Virtual Reality
Project Description:
Virtual reality (VR) makes it possible to access laboratories in places that lack them, and it fosters students' interest, curiosity, and motivation. This project consists of the "virtualization" of a biodiesel production process, making it accessible to all the students taking a basic chemical engineering course, which includes the design and implementation of a laboratory practice activity. The first product of the project was a 360-degree video. The impact of the use of VR on intrinsic motivation (student engagement) was evaluated statistically.
Submitted By: Ana Yael Vanoye
Tecnologico de Monterrey
Location: Mexico, Latin America
Leader: Ana Yael Vanoye, avanoye@tec.mx ,
Members:
Ana Yael Vanoye García, anayael@gmail.com, Professor
Ana Yael Vanoye Garcia, avanoye@itesm.mx, Professor
Quality@Scale: Online MBA at Questrom
Project Description:
The fully Online MBA (OMBA) at the Questrom School of Business is an innovative, six-module graduate business management program designed for working adult learners. Developed with an integrated curriculum and faculty, the OMBA program is priced at $24,000 to provide greater access and opportunity to a global market at scale. The OMBA program’s mission is to provide quality business management education to all parts of the world. The OMBA program launched in Fall 2020 in marketing partnership with edX. With an inaugural cohort of 400 students in Fall 2020, the OMBA program reached 1200 students in its first year.
Submitted By: Paul Carlile
Boston University, Questrom School of Business
Location: United States, USA & Canada
Leader: Paul Carlile, CARLILE@BU.EDU, Sr. Associate Dean for Innovation
Members:
Augmented and Virtual Reality for Remote Learning
Project Description:
During COVID-19 remote learning has posed a new challenge for teachers and students: how to learn practical and artistic skills remotely? Virtual learning environments using augmented reality (“AR”) and virtual reality (“VR”) provides an excellent answer to this question. The pandemic has made a nice to have technology a must-have for education. Now instead of catching monsters and collecting coins, students can practice hands-on and artistic skills with AR/VR when it otherwise would not be possible. Students have been able to graduate using the technology.
Submitted By: Jussi Kajala
3DBear
Location: Finland, Europe
Leader: Jussi Kajala, jussi@3dbear.fi, CEO
Members:
Augmented Classroom
Project Description:
CleverBooks provides an award-winning digital collaborative learning space "Augmented Classroom (ARC) (www.augmented-classroom.com)" for K-12 STEM education based on Augmented Reality (AR) and Artificial Intelligence (AI). ARC combines three fundamental functions in the edtech space: explore, create and collaborate in the multi-player augmented environment and AI. It is a digital resources for educators to help get their students engaged and excited about the curriculum they are teaching. The contents are designed to support collaborative learning activities to develop students' digital competencies to enhance innovative education and meta-cognitive skills which are vital for their impact on the process of learning.
Submitted By: Dr. Inna Armstrong
CleverBooks
Location: Ireland, Europe
Leader: Dr. Inna Armstrong, inna@cleverbooks.eu, VP Strategic Development
Members:
Collaborative Virtual Reality Simulation Learning Package for Aerospace Technology Training
Project Description:
The use of Virtual Reality (VR) for training purposes is prevalent in many industries (e.g., aviation, firefighting, and law enforcement.) VR is especially useful when real-world training is dangerous or expensive. The Institute of Technical Education (ITE), Singapore, developed a Collaborative VR (CVR) training package to train the students to perform aircraft engine ground run procedures. A total of 96 students participated in the research study: The Control Group n = 32 and Experiment Group n = 64. Findings in this research study showed that the CVR learning package was able to enhance students’ learning performance.
Submitted By: Benny Ho
Institute of Technical Education
Location: Singapore, Asia
Leader: Benny Ho, benny_w_k_ho@ite.edu.sg, Course Manager
Members:
HoloBoard
Project Description:
HoloBoard is an interactive large-format pseudo-holographic display system for lecture-based classes. Teachers can utilize techniques like immersive presentation, role-play, and lecturing behind the scenes, step-wise afterimage teaching and etc. so that students can enjoy the amazing experience of a holographic classroom without wearing extra devices. The multimodal learning analytics results of our comparative study demonstrated that students in the HoloBoard group were more engaged behaviorally, emotionally, and cognitively. We believe that this concept can be generalized to a large-scale population, bringing about more immersion, engagement, and interactivity in the primary school classroom.
Submitted By: ZHOURUI XIA
Lenovo Research
Location: China (Mainland), Asia
Leader: JiangTao Gong, gongjiangtao2@gmail.com, Senior Researcher of Human-Computer Interaction
Members:
Bin Li, libinm@lenovo.com, Sr. Manager, Sr. Researcher • LR Smart Education Platform and Solution Developme
Duan Yong, duanyong1@lenovo.com, Sr. Researcher, SW • Smart Education Key Technology
KERBS Language Learning in VR
Project Description:
Have you ever tried a pair of glasses looking like any other, transparent, launching an immersive episode? Then, people land in your room(AR) and talk to you, you have to respond. Suddenly, the glasses darken(VR), you are transported to a restaurant, where all characters, real actors, speak to you. Slowly at first, and then faster. You don't understand? They help you. For 600 hours, you will follow their stories, participate in them, and talk with them for more than 100 hours. It's not a dream, it's a reality. Virtual and augmented. And when you wake up, you are bilingual.
Submitted By: Raphael Moraglia
Kerbs
Location: United Arab Emirates, Middle East
Leader: Raphael Moraglia, alaph@kerbs.com, CEO
Members:
Making Virtual a Reality in a Paediatric Medical School Curriculum
Project Description:
Medical students have few opportunities to practice making time critical decisions in the management of paediatric emergencies. The COVID pandemic has reduced both ward and simulation opportunities. Our prospective cohort study is integrating emergency paediatric virtual reality scenarios into the core curriculum for a year group of 180 medical students. A novel peer-peer feedback system was designed including a clinical assessment tool, verbal interaction and video pre-briefing. Its introduction resulted in a statistically significant improvement in feedback scores using the Simulation Effectiveness Tool - Modified (SET-M) questionnaire.
Submitted By: Sally Anne Shiels
OxSTaR
Location: United Kingdom, Europe
Leader: Helen Higham, helen.higham@ndcn.ox.ac.uk, Associate professor
Nathan Gauge, nathangauge@gmail.com, Anaesthetic Registrar
Members:
Eleanor Hogg, eleanor.hogg@medsci.ox.ac.uk, Academic Foundation Doctor
MARVL
Project Description:
MARVL is a language instruction tool that provides evidence-based bilingual instruction and curriculum support for English language learners (ELLs) in K-12 schools, potentially reducing academic achievement inequalities. We leverage AI and AR to provide interactive, individualized instruction, in both the user’s home language and English in an immersive environment. By scanning vocab cards, users trigger a learning experience helmed by 3D characters who fully engage with the learner, delivering instructions, encouragement, and demonstrating concepts.
Submitted By: Murewa Olubela
MARVL
Location: United States, USA & Canada
Leader: Murewa Olubela, murewa@marvllanguage.com, Operations & Partnership (COO)
Sara Smith, Ph.D., Sara@marvllanguage.com, CEO
Members:
Multi-sensory Extended Reality (MS-XR) Medical Crisis Management System (Mass Casualty Incident START Triage Protocol)
Project Description:
The Crisis Management System is a Multi-Sensory Extended Reality training simulation that is meant to educate medical trainees on the triage procedure in a guided, virtual environment. The trainee interacts with a physical manikin, represented in a precise one-to-one mapping in virtual space, so the trainee can feel tangible sensation matching what s/he sees and operates in the virtual world.
Submitted By: Eugenie Si Li Yien
Singapore Armed Forces Medical Training Institute
Location: Singapore, Asia
Leader: Chor Guan Teo, idmtcg@nus.edu.sg, Project Director
Eugenie Si Li Yien, yien_eugenie_si_li@defence.gov.sg, Medical Simulation and Technologies Trainer
Members:
Ching-Chiuan Yen, didyc@nus.edu.sg, Co-Director
Real Tools in Vocational Virtual Reality Training
Project Description:
In this project, we enable haptic interaction in vocational virtual reality (VR) training. This is achieved by substituting the VR system’s game controllers with hand-tracking enabled VR gloves and a real, physical tool with two VR trackers attached. We implemented this for the case of learning to press sanitary pipes, traditionally taught only in theory due to high costs. Besides the advantage of experiencing the weight of the pressing tool in VR, trainees learn all procedural steps in the correct order. Simultaneously, roughly 400€ are saved per session for each trainee, while creating high levels of motivation and engagement.
Submitted By: Joy Gisler
ETH Zurich
Location: Switzerland, Europe
Leader: Joy Gisler, gj@ethz.ch, PhD Student / Scientific Assistant
Members:
Christian Hirt, hirtc@ethz.ch, PhD Student / Scientific Assistant
Valentin Holzwarth, valentin.holzwarth@rhysearch.ch, PhD Student / Scientific Assistant
Sustaining Academic Integrity and Ethics (AIE) in Students through Mobile Augmented Reality (AR) Learning Trails
Project Description:
The AIE-AR project is a cross-institutional project led by Hong Kong Baptist University (HKBU) in collaboration with 6 other local and non-local universities to combine AR and mobile technology for creating a blended learning environment. It motivates students to internalise their learning of AIE, and adopt an intrinsic mindset to behave ethically and act with integrity using situated learning. A total of 12 physical TIEs have been developed since 2015, with 6 of them smoothly transitioned to online in response to the pandemic over the past two years. More project details are available on https://arlearn.hkbu.edu.hk/.
Submitted By: Theresa Kwong
Hong Kong Baptist University
Location: Hong Kong SAR, Asia
Leader:
Members:
Andrew Morrall, ecandym@polyu.edu.hk, Senior Teaching Fellow, English Language Centre
Binu Thomas, binu.thomas@mariancollege.org, Associate Professor, Department of Computer Applications; Joint Director Marian Institute for Innovative Teaching-Learning and Evaluation
Dave E. Marcial, demarcial@su.edu.ph, Director, Silliman Online University Learning
Virtual Angkor
Project Description:
The Virtual Angkor project aims to recreate the sprawling Cambodian metropolis of Angkor at the height of the Khmer empire’s power and influence around 1300. A groundbreaking collaboration between Archaeologists, Historians and Virtual History specialists based in Australia, Cambodia and the United States, the project is designed to bring Angkor to life. Built for the classroom, it has been created to take students into a 3D world, allowing them to view the famous bas-reliefs first hand without leaving their seats, to inspect a marketplace selling goods from across the region and to watch as thousands of animated people and processions circulate around the complex. The reconstructed city enables teachers to draw students into an immersive, historically accurate world and then to use this as a starting point for further investigation.
Submitted By: Adam Clulow
University of Texas at Austin
Location: United States, USA & Canada
Leader: Adam Clulow, adam.clulow@austin.utexas.edu, Professor
Tom Chandler, tom.chandler@monash.edu, Senior Lecturer
Members:
VIRTUAL SURGICAL TRAINING AND EDUCATION FOR SCOLIOSIS
Project Description:
The spinal Tether™ system is the first of its kind to revolutionize the treatment of scoliosis in younger patients, potentially yielding better patient outcomes through a less invasive procedure. With any kind of large advancement comes a large need for adjustment and learning. With a VR surgical training module, surgeons can learn in a risk-free setting and are free to make mistakes while learning about the instrumentation of a new advanced procedure.
Submitted By: Kirsteen McJannett
PrecisionOS Technology
Location: Canada, USA & Canada
Leader: Danny Goel, danny@precisionostech.com, CEO and co-founder
Members:
Kirsteen McJannett, kirsteen@precisionostech.com, Operations Administrator
Water, life giver and threat
Project Description:
Action-oriented education enables every child to ensure a sustainable future. Water affects the health and well-being of every person on the planet. Water issues make a society unable to confront future challenges. Education can help us to address water issues. That’s why, as a Global Teacher Prize Finalist 2019 and a Varkey Foundation Teacher Ambassador, I launched the "Water, life giver and threat" project. It’s an international STEAM project that aims at raising water awareness among children who suffer from water shortage. It adopts an interdisciplinary approach. Water is examined from a physics, symbolical, practical, religious and artistic point of view. (Please see the link for more details:
https://drive.google.com/file/d/1XsUeFykK4he0ZI7F5oKhe1AMyb3E0J7I/view?usp=sharing
Submitted By: Ourania Lampou
Astronomy and Space Company (Annex of Salamis), Greece
Location: Greece, Europe
Leader: Ourania Lampou, rania.lampou@gmail.com, STEM Instructor
Members:
Leadership and Intrapersonal Development (LIPD) Program
Project Description:
Social sustainability is “a process for creating sustainable successful places that promote well-being” [1]. The Leadership and Intrapersonal Development (LIPD) Program at The Hong Kong Polytechnic University adopts a curriculum-based approach to build up important personal assets among university students, which can enable them to develop better social infrastructure and their own well-being, now and in the future. Through a suite of four subjects, the LIPD Program steers the promotion of social sustainability by providing both formal and informal learning processes that actively support students to create healthy and livable communities with care, moral character, and social responsibility (Attachment 1).
Submitted By: Lu Yu
The Hong Kong Polytechnic University
Location: Hong Kong SAR, Asia
Leader: Daniel Tan Lei Shek, daniel.shek@polyu.edu.hk, Chair Professor
Members:
Diya Dou, diya.dou@polyu.edu.hk, Research Assistant Professor
Li Lin, jocelyn.lin@polyu.edu.hk, Research Assistant Professor
Teachers Training Program (TTP): A Capacity Building and Skills Improvement Outreach Initiative
Project Description:
Jindal Institute of Behavioural Sciences is a value-based research institute of O.P. Jindal Global University. Our utmost effort to serve the nation builders is manifested in interdisciplinary, evidence-based Teacher Training Programs (TTPs). The outreach is implemented with a purpose to equip our stakeholders with 21st-century skills and promote their holistic wellbeing. Our research-informed programs help educators sharpen their teaching skills and augment subject matter expertise with experiential learning, resulting in an improved student learning environment. Our programs cater to improved quality education and align with United Nations Sustainable Development Goals (SDG)-4, 2018 universal goal.
Submitted By: Bhavya Chhabra
Jindal Institute of Behavioural Sciences (JIBS)
Location: India, Asia
Leader: Dr. Manjushree Palit, mpalit@jgu.edu.in, Director and Associate Professor at Jindal Institute of Behavioural Sciences (JIBS)
Members:
Dr. Mohita Junnarkar, mjunnarkar@jgu.edu.in, Associate Professor and Deputy Director, Centre for Community Mental Health at Jindal Institute of Behavioural Sciences (JIBS)
Dr. Pulkit Khanna, pkhanna@jgu.edu.in, Associate Professor and Assistant Director, Centre for Leadership and Change at Jindal Institute of Behavioural Sciences (JIBS)
Challenges Online: virtual interdisciplinary working to tackle wicked sustainability problems, by the University of Exeter
Project Description:
Challenges Online is an innovation of the well-established Grand Challenges (GC) programme at the University of Exeter, which was developed and delivered in summer 2020 in response to the COVID-19 social-distancing restrictions. GC itself had been running in its current form since 2012 as an intense week of interdisciplinary work by groups of undergraduates focusing on some of the most challenging problems faced by humanity (e.g. Global Security, Climate Change, Sustainable Food, Plastics in the Environment). In 2020, Challenges Online exceeded the energy and student outputs of GC, while also broadening its global reach and reducing its environmental footprint.
Submitted By: Anka Djordjevic
University of Exeter
Location: United Kingdom, Europe
Leader: ANKA DJORDJEVIC, A.Djordjevic@exeter.ac.uk, Programme Manager (Interdisciplinary Pathways)
Members:
Dan Bebber, D.Bebber@exeter.ac.uk, Associate Professor in Biosciences
Dave Hodgson, D.J.Hodgson@exeter.ac.uk, Professor of Ecology
Cambodia Service-Learning and Leadership Summer School
Project Description:
The Cambodia Service-Learning and Leadership Summer School is organized by the Hong Kong Polytechnic University. In 2019, The Summer School had 8 service teams from 6 departments , 1 teachers development team and 2 student service teams visited Cambodia for around 2 weeks to conduct services and exchange of ideas. The Summer School comprises service projects, student forum and student service teams. The combination of these programs works well together and enables students to have a deeper and more thorough understanding of abstract concepts like global responsible citizenship and empathy towards the world.
Submitted By: Sean Leung
The Hong Kong Polytechnic University
Location: Hong Kong SAR, Asia
Leader: Anna Ho, anna.ho@polyu.edu.hk, Associate Director, English Language Centre
Members:
Chi-fai Stephen Chan, stephen.c.chan@polyu.edu.hk, Consultant, Service-Learning and Leadership Office
Chi-wai Do, chi-wai.do@polyu.edu.hk, Associate Professor, School of Optometry
SiLAS 2020
Project Description:
SiLAS, a research based program, weaves differentiated instruction, interventions and Evidence Based Practices to provide Social Emotional Learning to ALL students. SiLAS’ curriculum instruction aligns with CASEL’s five SEL Competencies. SiLAS features over 60 SEL topics at three levels; basic, foundational and continued growth. Lessons can be presented to whole and small groups or individually. Learners have the opportunity to collaborate through the sharing of ideas, thoughts and questions. To wrap up the lesson, students complete scripts as partners or in a group. These scripts are then turned into dialogue used to create animations showcasing what they have learned.
Submitted By: Christopher Dudick
SiLAS
Location: United States, USA & Canada
Leader: Chris Dudick, chris@silassolutions.com, CEO
Members:
Megan Horsley, megan@silassolutions.com, SVP Customer Success
Project-Based Learning: Providing Skills-Based Opportunities for Students and the Future of Work
Project Description:
Work-integrated experiential learning (WIEL) is a proven method of enhancing students’ skills, career clarity, networks, and employability, but traditional methods (e.g. coops, internships) are costly to scale and often challenging for underserved students to access. Online WIEL solves these challenges. To date, Riipen has engaged with over 220 post-secondary institutions, to deliver over 2.5 million hours of experiential learning hours to students partnering with over 10,000 employers.
Submitted By: Jan Natividad
Riipen
Location: Canada, USA & Canada
Leader: Dana Stephenson, dana@riipen.com, CEO and Co-Founder
Members:
Jan Natividad, jan.natividad@riipen.com, Strategic Policy Analyst
Nurturing Innovative Solutions to Tackle Social Issues
Project Description:
Integrated Brilliant Education Limited, a Section 88 charity (IR 91/16221) has been bridging the academic gap between marginalised Non-Chinese speakers and city's educational system to ensure inclusive, equal opportunities for all since 2015. Critically needed after -school educational support is provided via two EDB registered education centres with a special focus on Chinese to ensure children complete their education and improve career chances. Innovative initiatives include intensive Social Impact Program, Incubator program for future educators to gain intercultural teaching experience. IBEL is committed towards facilitating these children's integration into Hong Kong's society in a sustainable manner and increase their employability.
Submitted By: Manoj Dhar
Integrated Brilliant Education Limited
Location: Hong Kong SAR, Asia
Leader: Manoj Dhar, manoj@ibelhk.org, Co-founder & CEO
Members:
21st Century Learning about Sustainability and UN's Agenda 2030 - 'leave no one behind'
Project Description:
"We are passionate about the need for the WICKED & PRESSING CHALLENGES of sustainability to be more MEANING-FULLY communicated in OUR EDUCATION, and for LEARNING about sustainability COMPLEXITIES and SOLUTIONS to be ACCESSIBLE to ALL LEARNERS. The United Nations' Agenda 2030 for Sustainable Development makes the pledge to "LEAVE NO ONE BEHIND", which we embrace to ALSO mean "LEAVE NO LEARNER BEHIND"; not even during COVID19 LOCKDOWN. In response we have developed a LEARNING CONCEPT that fosters ACCESSIBLE, INCLUSIVE and MEANINGFUL LEARNING. Using 'VIRTUAL REALITY EXPERIENTIAL LEARNING'
2600 STUDENTS in NZ, CANADA, VANUATU have meaningfully engaged with sustainability in PERU and Fiji."
Submitted By: Christian Schott
Victoria University of Wellington
Location: New Zealand, Oceania
Leader: Christian Schott, christian.schott@vuw.ac.nz, Associate Professor
Members:
Colorado State University Impact MBA: Preparing students to address today's most complex social and sustainable challenges.
Project Description:
For 13 years, Impact MBA students have learned to merge their business goals with their desire to nourish, empower and protect people. In this program, students gain hands-on experience and the business skills necessary to identify and create opportunities where the market falls short. The Impact MBA teaches students how to build and manage global ventures that achieve sustainability with results focused on the triple bottom line (economic, social, and environmental) performance. Our unique summer practicum requirement, embedded social and sustainable enterprise curriculum , and diverse cohort model enables students to enter the business world as leaders in their fields.
Submitted By: Grace Wright
Impact MBA, Colorado State University
Location: United States, USA & Canada
Leader: Grace Wright, gracekh@colostate.edu, Faculty, Impact MBA
Members:
Kathryn Ernst, kat.ernst@colostate.edu, Director, Impact MBA
Shelby Sack, shelby.sack@colostate.edu, Program Manager, Impact MBA
RawTag: Art and Education for Sustainability
Project Description:
RawTag is a collective art project started in 2015 engaging with higher education students and communities as an action learning experience of sustainability. It works in three phases: Participants are invited to choose a Loved garment holding memories, to Think about where it comes from (supply chain), materials and disposal and to pledge specific Actions about their clothes consumption. Around 1000 participants have created collages, posters, poems or performances, reflecting on the exercise which feeds into an art installation exhibited in galleries across the United Kingdom and internationally. RawTag merges art and education and promote sustainable behavioral change.
Submitted By: Beatriz Acevedo
Anglia Ruskin University
Location: United Kingdom, Europe
Leader: Beatriz Acevedo, Beatriz.Acevedo@aru.ac.uk, Senior Lecturer in Sustainability
Members:
Beatriz Acevedo, beatrixace@yahoo.com, Senior Lecturer in Sustainability
ETH Week: educating change agents for sustainability
Project Description:
ETH Week educates up to 200 change agents for sustainability every year. The Bachelor’s and Master's students come from all study programmes. Each edition provides students with the opportunity to engage with a complex sustainability problem. Students are responsible for defining their own problem by exchanging with over 60 experts from science, industry, policy or NGOs. Over 750 students from 61 nationalities have participated at the ETH Week so far. Students learn to collaborate across disciplines, to think critically, and to create a workable solution. They improve analytical skills, acquire design skills, strengthen their social competence, and enhance their self-competence.
Submitted By: Christine Bratrich
ETH Zurich / ETH Sustainability
Location: Switzerland, Europe
Leader: Christine Bratrich, cbratrich@gmail.com, Director, ETH Sustainability
Members:
Green Urban Environments: A Virtual Platform for Collaboration for Secondary School Students (GRUEN)
Project Description:
GRUEN is an online EU-funded Jean-Monnet project in Hong Kong engaging secondary school students in Southeast Asia and Europe in a discussion about sustainable cities, with 300+ participants from France, Germany, Hong Kong SAR, India, Indonesia, Nepal, the Netherlands and Spain. GRUEN revolves around a Small Private Online Course (SPOC) on the Moodle platform, where students learn independently about EU sustainability policies, perform research tasks in pairs, participate in forum discussions and are challenged to design their ideal green urban environment while collaborating in groups of 6-8 students locally and globally on relevant sustainability issues.
Submitted By: Tushar Chaudhuri
Hong Kong Baptist University
Location: Hong Kong SAR, Asia
Leader: Tushar Chaudhuri, tusharc@hkbu.edu.hk, Principal Lecturer
Members:
Brant Knutzen, brant@knutsen.se, External Project Associate
Ivelina Ivanova, ivelina@hkbu.edu.hk, Senior Project Assistant
Humanitarian Engineering Education
Project Description:
To nurture a sense of purpose in engineers, The Australian National University established the transformative Humanitarian Engineering Program. This motivates and equips engineers with skills and mindsets to create positive social impact through engineering and technology for communities facing short- or long-term disadvantage, crises or vulnerability. Over 13 years this has reached more than 11,000 students, 3,000 through studies at the ANU and 8,500 participants in outreach programs. Innovations have been adopted at almost a quarter of the universities in Australia that teach engineering. This is creating engineering with purpose; to improve quality of life and human well-being for all.
Submitted By: Oceane Chapel
ANU College of Engineering & Computer Science
Location: Australia, Oceania
Leader: Jeremy Smith, jeremy.smith@anu.edu.au, Senior Lecturer
Members:
Oceane Chapel, oceane.chapel@anu.edu.au, Business Development
Speaking of myself - Networking of Children in the West region of Azerbaijan for better inclusion of vulnerable children in education and community life
Project Description:
Through building network and cooperation among and between the civil society organisations, education professionals (teachers, psychologists, social workers), schools and children themselves, the current innovative initiative strives to achieve sustainable results and enhance the expansion of best practices and lessons learnt from partner organisations throughout the West region of Azerbaijan to change the situation for vulnerable children and families. The current project’s goal is to support the regional networking between children in the West region of Azerbaijan allowing them to participate, express their views and opinions on their own issues and concerns using different media and communication tools.
Submitted By: Mehriban Ahmadova
Psycho-Social Training and Consultation Centre
Location: Azerbaijan, Asia
Leader: Gulgez Abasguliyeva, gulgezabasguliyeva@gmail.com, Social worker
Members:
Mehriban Ahmadova, m.lion73@hotmail.com, Director
Mehriban Ahmadova, mehribanahmadova@gmail.com, Director
TEC4Schools
Project Description:
TEC4Schools was founded in 2011 in Israel and uses technology to bring children together from diverse cultural backgrounds, Arabs and Jews, from the towns and the peripheral areas and from different social backgrounds. TEC4Schools is based on the TEC Model where the children work together over the course of a year in small groups of six, two from each class. They have an hour a week in the school timetable for the program and work using collaborative online learning through a social media platform developed for the program, a few synchronous meetings and meetings in a virtual world. At the end of the year they meet F2F for a celebration of their joint achievements.
Submitted By: Elaine Hoter
TEC4Schools
Location: Israel, Middle East
Leader: Elaine Hoter, ehoter@gmail.com, Joint founder and Head of pedagogy
Members:
Miri Shonfeld, miri.shonfeld@smkb.ac.il, Head of TEC Center
Bildits
Project Description:
Bildits is a construction kit used in schools where kids build their house with their hands following the real construction process and using authentic miniature material. They will design their house, build formworks, pour cement (not real cement) for the columns and slabs, build masonry walls, and paint their houses. Bildits developed a 10 levels curriculum applied throught the kit in schools, it explains in a more tangible way the theories learned in class through experimentation and real life applications (building the house), it also develop creativity, divergent thinking, scientific curiosity, learning through trial and error, and develop psychomotor skills.
Submitted By: Rayan Barhouche
Bildits
Location: Lebanon, Asia
Leader: Josef Deeb, info@bildits.com, Scale up manager
Rayan Barhouche, rayan.barhouche@bildits.com, CEO
Members:
Carbon Literacy Training for Educators, Communities, Organisations and Students (CLT-ECOS)
Project Description:
As people learn that climate change is anthropogenic, they realize they hold the key to mitigate it by embedding the right high-impact climate solutions and institutional policies addressing all SDGs and creating economic, social and environmental benefits. Addressing this gap in the provision of climate change mitigation education, Carbon Literacy Training for Educators, Communities, Organizations and Students (CLT-ECOS) is a virtual Train-the-Trainer developed and upscaled by Nottingham Business School, Nottingham Trent University, UK, in collaboration with the UN Global Compact PRME Working Group on Climate Change empowering people to embed high-impact climate solutions in their personal, professional and community life.
Submitted By: Petra Molthan-Hill
Nottingham Business School
Location: United Kingdom, Europe
Leader:
Members:
Alex Mifsud, sustainabilitybyalex@gmail.com, Carbon Literacy Trainer
Alex Hope, alex.hope@northumbria.ac.uk, Co-Chair of UN PRME Working Group on Climate Change
Jennifer S.A. Leigh, jleigh4@naz.edu, Professor of Management
Collaborative Learning Cases (CLCs)
Project Description:
A newer pedagogical approach, known as Collaborative Learning Cases (CLCs), has been adopted in the medical school to facilitate integration of biomedical sciences and clinical training and collaborative learning. This novel approach provides a proper schema for students to work with under adequate guidance and promoting self-directed and deeper learning simultaneously. This approach reduces resources required for small group teaching in terms of facilitators and space and could be scalable to other institutions especially low resource countries. Besides, this approach also inculcate important non-technical skills such as communications skill and professional identity as a future health profession.
Submitted By: SHUH SHING LEE
National University of Singapore
Location: Singapore, Asia
Leader:
Members:
Bettina Lieske, bettina_lieske@nuhs.edu.sg, Assistant Professor
Derrick Chen Wee Aw, derrick.aw.c.w@singhealth.com.sg, Associate Professor
Dow Rhoon Koh, phskohdr@nus.edu.sg, Associate Professor
Creating a Sustainable World: University Living Lab
Project Description:
Our world is in crisis. Creating a Sustainable World offers a solution through education. Our flexible, accessible online course inspires and equips learners to make a difference using the United Nations Sustainable Development Goals. For assessment, our University Living Lab (ULL) brokers applied research between students and organisations who need the insight to affect change for sustainable development. In our scalable model, the projects can be tailored to any assessment, at any level, for any degree. ULL uniquely bridges a need for research insight with existing student assessment with little resource requirement whilst enhancing students' employability and effecting change.
Submitted By: Jennifer O\'Brien
University of Manchester
Location: United Kingdom, Europe
Leader: Jennifer O\'Brien, jennifer.obrien@manchester.ac.uk, Senior Lecturer of Human Geography
Members:
Cultivating a Heart for Conservation
Project Description:
Good Work Foundation's Travel & Tourism Academy provides a skills development opportunity to young adults of our target rural communities wanting to enter the tourism industry. The academy comprises two separate career academies: Hospitality and Conservation. These academies were developed to respond specifically to the thriving nature-based tourism industry in the adjacent Greater Kruger National park and the subsequent employment opportunities this presents. This ideal “next step” from GWF’s Bridging Year Academy which provides a base platform of skills in improved English & digital literacy, life skills as well as chosen a clear career interest pathway.
Submitted By: Gemma Thompson
Good Work Foundation
Location: South Africa, Africa
Leader: Gemma Thompson, gemma@goodworkfoundation.org, Head of Development
Members:
Green Teams Program
Project Description:
The Green Teams Program was initiated as a trans-disciplinary internship program targeted to upper level undergraduates (exceptional rising sophomores may also be considered) coming from any discipline who are interested in sustainability. The Green Teams Program places students who are low income, first generation college, and from groups traditionally underrepresented in STEM into a hands-on internship program. Teams of students partner with hosting organizations such as corporations, nonprofits, municipalities and community groups. Students are trained in business, environmental, and community aspects of sustainability by subject matter experts, and teams work in partnership with host organizations to complete projects.
Submitted By: Brianne Baird
Montclair State University Foundation
Location: United States, USA & Canada
Leader: Amy Tuininga, development@montclair.edu, Director, PSEG Institute for Sustainability Studies
Members:
Planetary Wellbeing
Project Description:
In late 2017, UPF Rector Jaume Casals announced the university’s intention to promote a multi-, inter- and transdisciplinary initiative in the field of Planetary Wellbeing. The aim is to equip the institution with a vision committed to tackling the major challenges facing global society in the 21st century and to generate transformative energies to reshape both the university and its urban environment, i.e. the city of Barcelona. The primary goal is to increase knowledge and understanding of the set of complex, interrelated and systemic issues affecting the wellbeing of humans, animals and the planet itself.
Submitted By: Lela Melon
Pompeu Fabra University
Location: Spain, Europe
Leader:
Members:
Lela Mélon, lela.melon@upf.edu, Executive Director of the Planetary Wellbeing Institutional Framework
RealEngineering: Space
Project Description:
The RealEngineering:Space project seeks to reimagine the undergraduate engineering degree as it is currently offered at York University. To address the needs of society, engineering education needs sustainable, ethical, equitable societal engagement from the ground up, and must reimagine its role and purpose where learning now comes from anywhere and anywhen. Following a pilot 6-week run of a new approach to space education in Summer 2021, this project has students (re)design, build, launch and operate a sustainable, community-driven and operated space mission as the whole activity of their degree, where all their studies are integrated into one impactful societal project.
Submitted By: Franz Newland
York University
Location: Canada, USA & Canada
Leader:
Members:
Franz Newland, franz.newland@lassonde.yorku.ca, Associate Professor and Undergraduate Program Director - Space Engineering
Recovery from COVID-19: Strengthening Social & Academic Support with Location Sensing Technologies
Project Description:
This project aims to develop and implement a social + learning mobile App (StudyBird) with Location Sensing Technologies. StudyBird will promote: 1) greater learner autonomy; 2) more student-student collaborations; and 3) higher flexibility in blended learning. With StudyBird, students can pre-set & broadcast their own learning goals (what), find their study buddies (who), choose their learning modes (how: online, f2f or mixed), set time (when) and meet up on/off campus (where) to complete their learning tasks. The data analytics creates learning portfolios on students’ CVs for future employment purposes and provides critical information to re-align teaching materials and methodologies.
Submitted By: Sara Lai-Reeve
Hong Kong University of Science and Technology
Location: Hong Kong SAR, Asia
Leader: Sara Lai-Reeve, sara.reeve@ust.hk, Lecturer
Members:
Ki Kit Lai, enkklai@ust.hk, Manager (Innovation and Product Development)
Shaun Wong, lcshaunwong@ust.hk, Lecturer
Gary S H Chan, gchan@ust.hk, Professor
Small Bites Adventure Club
Project Description:
Nine out of 10 children don't eat the recommended amount of vegetables in the U.S, but it doesn't have to be that way. Small Bites Adventure Club mission is to help children discover, eat and love fruits and vegetables. We create and ship standards based, turn-key tools for teachers and parents that help children learn mindful eating techniques, learn to cook, and become adventurous eaters. At least 50% of the featured farmers are black and brown, and/or women. Since 2019, over 20,000 students and 60,000 veggie and fruits tastes served; 75% of children are at/below poverty line.
Submitted By: Erin Croom
Small Bites Adventure Club
Location: United States, USA & Canada
Leader: Erin Croom, erin@smallbites.club, CEO and co-founder
Members:
Asata Reid, chefasata@gmail.com, Chef Educator
Donna DeCaille, envision.nutrition@gmail.com, Registered Dietician
The Sustainability Mindset Indicator - Implementation
Project Description:
The Sustainability Mindset Indicator (SMI) is a personal development tool and a resource for educators. It maps and profiles where an individual is on their journey towards developing a sustainability mindset, which is a particular way of thinking and being that enables an individual to align their values with their behaviors, and engage in actions for the greater good, impacting environment and society. The SMI provides guides for instructors to support individuals and groups in their developmental journey. It addresses key mindset aspects that present an obstacle for and limit the implementation of the UN Sustainable Development Goals (SDGs).
Submitted By: Isabel Rimanoczy
SMI LLC
Location: United States, USA & Canada
Leader: Isabel Rimanoczy, isabelrimanoczy@gmail.com, Convener
Members:
Beate Klingenberg, klingenbergb1@gmail.com, Manager
We, Food, our Planet
Project Description:
Part of a memorandum of understanding with the Italian Ministry of Education, We, food, our Planet is a digital education project, set up in 2018, designed to educate global citizenship and provide incentives for innovative ways of teaching sustainability through food. The project summarizes the key points related to food and food systems, helping teachers and students to understand its complexity and its various factors. The project is supported by a dedicated platform, where teachers can find materials and follow specific tutorials, in two languages (Italian and English). All training materials have a strong scientific base and are regularly updated.
Submitted By: Elena Cadel
Barilla Foundation
Location: Italy, Europe
Leader:
Members:
Elena Cadel, elena.cadel@external.barillacfn.com, Researcher
The Al Ghurair Young Thinkers Program
Project Description:
The Al Ghurair Young Thinkers Program (YTP), a digital platform designed to support Arab youth ages 15 to 35 make well-informed education to employment decisions, was launched in 2018 by the Abdulla Al Ghurair Foundation for Education (AGFE). YTP utilizes innovative, technology-driven components to help Arab youth develop future-facing skills needed for their school, higher education, and workforce trajectories. Designed in partnership with Arizona State University and endorsed by the UAE’s Ministry of Human Resources and Emiratization, the platform provides bilingual (English/Arabic) contextualized tools and information to over 38,000 underserved youth, and growing, including refugees, across the MENA region, free-of-charge.
Submitted By: Mia Ozegovic
Abdulla Al Ghurair Foundation for Education
Location: United Arab Emirates, Middle East
Leader:
Members:
Danah Dajani, ddajani@alghurairfoundation.org, Director of Partnerships and Programs
Mia Ozegovic, mozegovic@alghurairfoundation.org, Head of Research
Nesma Farahat, nfarahat@alghurairfoundation.org, Head of University and Career Pathways
Everyone, Everywhere! Global Online Lean Six Sigma Green Belt Theory and Individual Project Certification for your Career, Company, and Country
Project Description:
Lean Six Sigma Certification programs at the Technical University of Munich/edX are completed with Yellow and Green Belts. Our 3 Yellow Belt MOOCs teach the theoretical basics and verify performance in over 500 interactive exercises, case studies, mini-projects and homework problems. The Green Belt is earned by an individual project in a 4th MOOC. Employees implement a specific process improvement project in their company and support it with individual online coaching. For example, students may implement a project to reduce environmental waste in their hometown - according to the UN Sustainability Goal #11 - and are supported by open online lectures.
Submitted By: Holly Ott
Technical University of Munich
Location: Germany, Europe
Leader: Holly Ott, holly.ott@tum.de, Senior Lecturer / Professor Rosenheim Technical University of Applied Sciences
Members:
Martin Grunow, martin.grunow@tum.de, Professor - Chair Production and Supply Chain Management
Reiner Hutwelker, reiner.hutwelker@tum.de, Senior Lecturer
Food & Climate Shaper Boot Camps
Project Description:
The Food and Climate Shaper Digital Boot Camp redesigned the learning ecosystem and transformed the concept of education into an ongoing, collaborative, values-based process with the ultimate goal of the betterment of humanity. The initial in-person experience shifted to a digital format in 2020 to continue amidst the ongoing pandemic. The Future Food Institute in partnership with the Food and Agricultural Organization of the United Nations catalyze the knowledge of circular and sustainable agrifood systems by empowering Climate Shapers, connecting communities, and innovating solutions to food system challenges.
Submitted By: Julia Dalmadi
Future Food Institute
Location: Italy, Europe
Leader: Julia Dalmadi, julia.dalmadi@futurefoodinstitute.org, Director of Community Programs
Members:
International Flex EMBA
Project Description:
The International Flex Executive MBA was designed to meet the educational needs of graduates with degrees in management, business, engineering or technical subjects who feel the need for continuous professional development to align their skills with the management position they hold in their companies. The entire i-Flex EMBA program centers on management, cultural and personal innovation. These three objectives are taught through advanced training methods that alternate online and onsite sessions. The i-Flex EMBA develops skills in innovation and business management, provides the basis in general management and cultivates the participants’ decision-making, innovation and leadership skills.
Submitted By: Nora Marabelli
Politecnico di Milano School of Management
Location: Italy, Europe
Leader: Nora Marabelli, marabelli@mip.polimi.it, Accreditations & Rankings Manager
Members:
Tatawwar program - Building Tomorrow's Minds
Project Description:
Tatawwar, meaning ‘to develop’ in Arabic, is an exciting, interactive education program designed by Potential.com, in partnership with HSBC. It brings together students, schools, parents and the business community to help innovate for a shared future. It gives 15-18-year-olds across the MENA region the chance to practice important business skills, understand sustainable commitments, and connect with extraordinary professionals along the way. This program marks the first step into a sustainable future for participants, with Tatawwar building the skills needed for further education and employment, while promoting understanding of the UN Sustainability Goals and their impact on communities.
Submitted By: Daria German
Potential FZ LLC
Location: United Arab Emirates, Middle East
Leader: Daria German, daria@potential.com, Project manager
Members:
We Write Here
Project Description:
We Write Here (wewritehere.com) publishes and awards student writing in grades 6 through 12. Students submit their work and each week the best is selected to be awarded and published. This project started in Oakland, CA over 2 years ago and has continued to grow. It is now open to students in any location worldwide. It is supported by the UC Berkeley Graduate School of Education and Oakland Public Libraries. We Write Here was recently selected by IDEO for one of the solutions to the open call for Education (Re)Open Challenge.
Submitted By: Lauren Srivastava
We Write Here
Location: United States, USA & Canada
Leader: Lauren Srivastava, lauren.srivastava@gmail.com, Founder
Members:
HOMER Learning: Learn & Grow
Project Description:
Part of HOMER's essential early learning program, HOMER Learn & Grow takes kids aged 2 through 8 on a personalized learning journey that boosts their confidence and grows with them. The program is comprehensive, flexible, fun, and was designed by experts, backed by research, and tested by kids. The subjects taught in the program are reading, math, creativity, thinking skills, and social and emotional learning. HOMER combines your child's unique interests with their age and current learning level to create a unique learning journey that builds essential skills for school and life.
Submitted By: Kaitlin So
Homer Learning
Location: United States, USA & Canada
Leader:
Members:
Kaitlin So, kaitlin@blendedstrategy.com, Account Executive
Interescolar Ambiental
Project Description:
The main objective of the project is to create a network of climate change actions around schools. We've developed an app and a web-based service that brings people closer to climate action throughout our Interescolar Ambiental. We achieve this by providing teachers a diverse portfolio of activities for them to perform at their school. The objective of the activities is to build quality environmental education and to not only help raise awareness but also to develop self-esteem, citizenship, to build healthy lifestyle habits and also help mend social relationships in school communities.
Submitted By: Constanza Carmi
Kyklos
Location: Chile, Latin America
Leader: Constanza Carmi, interescolar@kyklos.cl, Head of project
Members:
Tri Hita Karana: An MBA that leads through values
Project Description:
Tri Hita Karana is a Balinese philosophy denoting three pathways to wellbeing through attaining harmonies of people with people, nature, and the spiritual. The Griffith MBA is the world's leading value-based MBA education built on these basic principles in the form of three core values that embed all 17 UN SDGs, responsible leadership (SDG 1-10), sustainable business practices (SDG 11-15), and creating peaceful partnerships, within the Asia-Pacific region (SDG 16 & 17). The highly awarded, innovative MBA program reimagines business education to empower the minds and hearts of thousands to lead towards a better world.
Submitted By: Stephanie Schleimer
Griffith University
Location: Australia, Oceania
Leader: Stephanie Schleimer, S.Schleimer@griffith.edu.au, MBA Director
Members:
Transversal Entrepreneurship Through Comprehensive & Immersive Experiences
Project Description:
"As entrepreneurship professors at Tecnológico de Monterrey, we identified a gap between traditional entrepreneurship courses and the development of an entrepreneurial mindset comprised of knowledge, attitude and competencies that eventually lead to an increased rate of entrepreneurial activities among our students.
After analyzing the causes of this discrepancy, we developed transversal entrepreneurship events that include experiential learning, immersive experiences and direct connections with external actors to allow our students to live the entrepreneurial experience while learning from it. The results on competencies' development, perception of self-efficacy and rate of venture creation have been outstanding."
Submitted By: Romain Pouzou
ITESM
Location: Mexico, Latin America
Leader: Romain Pouzou, romain.pouzou@tec.mx, Full-time Professor of Entrepreneurship
Members:
Jan Rehak, janrehak@tec.mx, National Director of the Entrepreneurship Program
Kellogg School of Management and Poker Power Combine the Art of Poker with Women's Leadership Development
Project Description:
Poker Power and the Kellogg School of Management launched the first-of-its-kind pilot program – a six-week extracurricular course that combines the rigor and cutting-edge research of the Kellogg School of Management’s academic content with the skill of world-famous poker professionals for a unique educational experience focused on leadership, decision-making, and executive presence for women executives. The program is taught by world-renowned Kellogg faculty, including negotiation and decision expert Victoria Medvec and Deputy Director of the Kellogg Center for Executive Women Gail Berger, professional poker player Melanie Weisner, and psychologist and New York Times best-selling author Maria Konnikova.
Submitted By: Alice Pereira
Poker Power
Location: United States, USA & Canada
Leader: Erin Lydon, apereira@peak6.com, Managing Director and General Manager
Members:
Wharton Interactive: The Entrepreneurship Strategy Game, An Alternate Reality Course (ARC)
Project Description:
Wharton’s Entrepreneurship Strategy ARC is a 3-week immersive game-based course that teaches key entrepreneurial skills and is available to any learner, anywhere. This course was created to fill a serious experiential gap in business education and to harness the power of technology to make vital entrepreneurial skills available to anyone. ARCs teach through practice, adapting the story to learner choices and giving personalized feedback to help them learn from their mistakes and apply what they learn both in the course and outside of the course. This is a breakthrough in business education.
Submitted By: Lilach Mollick
Wharton Interactive
Location: United States, USA & Canada
Leader: Sarah Toms, stoms@wharton.upenn.edu, Co-Founder and Executive Director, Wharton Interactive
Members:
Inspiring Guest: Rejuvenating business school pedagogy through collaboration with outside talents
Project Description:
Our program seeks to inject business school pedagogy with valuable outside perspectives as we co-create innovative educational resources. Our guests have included a U.S. comedian, a British actor-screenwriter, and a French filmmaker. The educational resources we have created have been used at over 70 business schools in 25 countries. We have been sharing our experience through high-profile events and online media in order to show how business schools can learn from working with remarkable individuals from outside business academia in order to engage and inspire learners in a world where attention is at a premium.
Submitted By: David Stolin
TBS Education
Location: France, Europe
Leader: David Stolin, davidstolin@live.com, Professor of Finance
Members:
InStride - Strategic Enterprise Education
Project Description:
InStride is changing people’s lives by cultivating the workforce of the future and equalizing access to quality online education. A public-benefit company, InStride enables large organizations to deliver workforce education programs that provide career-boosting degrees, credentials and diplomas to their employees in partnership with high-quality academic institutions. To date, this has resulted in meaningful learner engagement and advancement across industries.
Submitted By: Rebecca Friendly
InStride
Location: United States, USA & Canada
Leader: Rebecca Friendly, media@instride.com, Senior Manager, Communications
Members:
thelighthouse
Project Description:
Thelighthouse is democratizing access to career support and leveling the playing field in today's ever-changing world of work. We're building an AI-powered personalized career growth platform built for the future of work. On thelighthouse, individuals get on-demand access to actionable and interactive career advice that is: 1) crowdsourced by professionals who have 'been there done that' and 2) personalized to their specific career goals and needs.
Submitted By: Courtney Brand
thelighthouse
Location: United States, USA & Canada
Leader: Courtney Brand, courtney@thelighthouse.us, Founder & CEO
Members:
Boardgames in Management: Business Simulation
Project Description:
This course brings a novel innovation into a regular management program. The main aim of a course like this is to bridge the gap between theory and practice. A typical management course primarily focuses on theory but this course draws on theoretical learnings of various areas from economics to finance, strategy and operations for students as they implement these concepts in their attempt to win the game. Students and the academic community in India have welcomed this new innovation and it won the Most Unconventional course award in its first year after launching.
Submitted By: Mrityunjay Tiwary
Indian Institute of Management Lucknow
Location: India, Asia
Leader:
Members:
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Accelerating Collective Impact to Improve Education for Children in Underserved Communities
Project Description:
Nigeria has the highest number of out of school children at 10.5million. Half of the children who complete six years of primary school emerge unable to read a simple sentence or add two-digit numbers. Over half of the 81 million school-aged children in Nigeria will not acquire the basic skills they need to live healthy and productive lives. Our project targets children in underserved communities who do not have access to quality education. Being the largest population in Africa with 42.54% young population, imagine the future Nigeria could create by developing the potential of the next-generation.
Submitted By: Justina Ezeamii
Teach For Nigeria
Location: Nigeria, Africa
Leader: Folawe Omikunle, folawe@teachfornigeria.org, CEO
Members:
Bayo Adekanye, account@teachfornigeria.org, Finance Manager
Flora Gabtony, flora@teachfornigeria.org, Head of Training
Agavi
Project Description:
Agavi is a context-aware digital learning system for smartphones developed for use in low-bandwidth and low-power environments for immersive science teaching in both formal and informal settings. Instructors sequence tasks for learners to complete (constructed of various blocks, like text, image, multiple-choice questions, and number inputs) and can monitor learner progress in real-time to identify problem areas and render quick assistance. The Agavi system can incorporate phone and external sensors into activities, hybridizing digital learning with the analog environment. Additionally, Agavi AI investigates how materials are adapted and adopted globally to assist instructors with localization of global content.
Submitted By: Lev Horodyskyj
Science Voices
Location: United States, USA & Canada
Leader: Bianca Costin, bianca@sciencevoices.org, Co-founder
Members:
Alexandru Gazdac, gazdac.alex21@gmail.com, Programmer
Jonathan Oribello, Jonathan.D.Oribello@gmail.com, Analytics
Bridging the Gap
Project Description:
Good Work Foundation (GWF) is a non-profit organization that has pioneered a unique ecosystem of learning and working on the edge of rural Bushbuckridge, one of South Africa’s largest informal economies, bringing opportunities to people who might otherwise be excluded. Our ecosystem delivers targeted learning programmes for adults and children in locally managed Digital Learning Campuses. Our campuses are built to be adaptable to the needs of an emerging 4IR economy and attract more than 10,000 learners and students per week. Our Bridging Academy (BYA) "bridges the gap" between students high school experience, and opportunity for success thereafter
Submitted By: Gemma Thompson
Good Work Foundation
Location: South Africa, Africa
Leader: Gemma Thompson, gemma@goodworkfoundation.org, Head of Development
Members:
Challenging WHO has access to learning
Project Description:
No-one said building a better world was going to be easy. In the rural areas where we work youth unemployment is over 72%, and our team repeatedly asks itself how we are going to change this when research shows that the majority of South Africa’s Grade 4 learners can’t read for meaning in any language? At Good Work Foundation, we believe what most good educators believe: Good learning is about creating nurturing environments that are engaging, fun and kind. And we believe, even further, that everyone has the right to wonder-filled learning.
Submitted By: Gemma Thompson
Good Work Foundation
Location: South Africa, Africa
Leader: Gemma Thompson, gemma@goodworkfoundation.org, Head of Development
Members:
DIBS for Kids
Project Description:
DIBS for Kids is on a mission to help schools provide every child with access to powerful in-home reading experiences, every school night by Delivering Infinite Book Shelves (DIBS). It’s estimated that 60% of children growing up in poverty don’t have an age appropriate book in their home. DIBS’ innovative book distribution model utilizing teacher support, community fundraising, and purpose-built software provides the resources, structure and support for every student to take a book home every school night. DIBS serves K-3rd grade students in schools with 70%+ free and reduced lunch rate.
Submitted By: Marie Kovar
DIBS for Kids
Location: United States, USA & Canada
Leader: Marie Kovar, grants@dibsforkids.org, Director of School Support
Members:
Angie Miller, angie@dibsforkids.org, Executive Director
EducaidAmerica
Project Description:
The college financial aid system and the arcane "Rube Goldberg" way we pay for higher education, is an out-of-date, badly-broken component of the nation's larger financial ecosystem. Even when a family's financial need is validated by the daunting forms and its arcane formulas , there is no guarantee that sufficient aid will follow. What matters is doing the challenging paperwork correctly not the financial aid and educational outcomes that are becoming more uncertain with every passing year. What was spawned in good faith over 50 years ago has become a dysfunctional and often cruel anachronism in the twenty-first century.
Submitted By: Paul Wrubel
MindWorksusa.inc,
Location: United States, USA & Canada
Leader: Paul Wrubel, paul@paulwrubel.com, Executive Director
Members:
Global EdTech Tablet Programme
Project Description:
Since 2014, the Breteau Foundation's Global EdTech Tablet Program aims to provide access to high quality education to disadvantaged primary school children, aged 4-11 years. Our program provides equitable access to technology, educational content, teacher training and a 2 year roadmap of digital independence and long term sustainability to formal and informal learning environments globally, ensuring schools and teachers in the most remote settings are able to access high quality education and improve children's life chances.
Submitted By: Michelle Chung
The Breteau Foundation
Location: United Kingdom, Europe
Leader: Michelle Chung, michelle@breteaufoundation.org, Education Project Manager
Members:
Indi Kindi
Project Description:
Indi Kindi is a ground-breaking early years solution for children under five in remote Australian Aboriginal communities, integrating health, wellbeing, education and development to give children the best start in life. Indi Kindi is delivered in three remote Northern Territory communities, Borroloola and Robinson River, in the Gulf of Carpentaria, and Tennant Creek. These communities experience severe disadvantages relating to health, poverty, education, nutrition, employment and living conditions. Life expectancy is 58 years, the unemployment rate is at 50% and the school attendance rate is among the lowest in the country.
Submitted By: Jo Gitsham
Moriarty Foundation
Location: Australia, Oceania
Leader: Joanna Gitsham, jo.gitsham@moriartyfoundation.org.au, Comms Lead
Joanna Gitsham, jojogitsham@gmail.com, Comms Lead
Members:
Looma: An Education System For Isolated Schools (REV1)
Project Description:
"Poverty and physical isolation still deny millions of students access to ‘high-quality, affordable education’. In Nepal, an inexpensive offline system, welcomed by the government, is beginning to overcome the barriers of limited funds and lack of power and Internet. “Looma” is an interactive audio-visual education system in a box that provides reliable access to educational content for an entire classroom—offline. Looma integrates a computer, A/V projection system, webcam, and easy user interface with textbooks and a massive library of media files, teacher tools, learning games, and educational videos. It requires only 55 W which is easily provided by solar."
Submitted By: David Sowerwine
Looma Education Company
Location: United States, Asia
Leader: David Sowerwine, david@looma.education, Founder and Director
Skip Stritter, skip@stritter.com, Board Chairman and Tech Lead
Members:
Teachers Training Program (TTP): A Community Outreach Initiative to Enhance Access and Affordability
Project Description:
Jindal Institute of Behavioural Sciences is a value-based research institute of O.P. Jindal Global University. Our efforts to serve the nation builders is manifested in interdisciplinary, evidence-based Teachers Training Programs (TTPs). The outreach is implemented with a purpose to equip the school educators from the underserved and weaker sections of the society and beyond. We thus instill 21st-century skills and promote holistic wellbeing through a growth mindset. Our research-informed programs help educators sharpen their teaching skills and augment subject matter expertise. These programs cater to improved quality education and align with United Nations Sustainable Development Goals (SDG)-4.
Submitted By: Bhavya Chhabra
Jindal Institute of Behavioural Sciences (JIBS), O.P. Jindal Global University, Sonipat, Haryana, India
Location: India, Asia
Leader: Dr. Sanjeev P. Sahni, drspsahni@jgu.edu.in, Principal Director at Jindal Institute of Behavioural Sciences (JIBS); Advisor to the Vice Chancellor, O.P. Jindal Global University
Members:
Bhavya Chhabra, bchhabra@jgu.edu.in, Assistant Lecturer at Jindal Institute of Behavioural Sciences (JIBS)
Dr. Pulkit Khanna, pkhanna@jgu.edu.in, Associate Professor and Associate Dean at Jindal Institute of Behavioural Sciences (JIBS)
Ubongo Edutainment
Project Description:
UBONGO is a Pan-African social enterprise that leverages the power of entertainment, mass media, rigorous research, and kid-centered design, to bring effective, localized learning to African families at low cost through the technology they already have. As Africa’s largest classroom, Ubongo provides free edutainment programs on TV, radio, and digital. Our shows Ubongo Kids and Akili and Me are available in 11 languages in 40 countries, reaching 24.6 million families. Our content improves cognitive development, learning outcomes, and social emotional learning. Ubongo goes beyond just delivering educational content to ensure that every child can find the fun in learning.
Submitted By: Iman Lipumba
Ubongo International
Location: United States, Africa
Leader: Sara Swett, sara@ubongo.org, Development Manager
Members:
Iman Lipumba, iman@ubongo.org, Head of Marketing and Communications
Wharton Interactive's Alternate Reality Courses: Enhancing Access and Expanding the Scope of Education
Project Description:
Talent is evenly distributed, but opportunity is not. Expanding the scope of education is core to Wharton Interactive’s mission. We have created Alternate Reality Courses (ARCs) that deliver an Ivy league experience to everyone. Combining simulations and games with the latest pedagogical techniques, ARCs create engaging and effective learning through interactive stories that learners live through, getting guidance as they progress. We are committed to making our introductory ARCs free and on-demand and we are pursuing partnerships with organizations like the US State Department’s Young African Leaders Initiative and the World Bank to reach underserved cohorts of learners.
Submitted By: Lilach Mollick
Wharton Interactive
Location: United States, USA & Canada
Leader: Sarah Toms, stoms@wharton.upenn.edu, Co-Founder and Executive Director, Wharton Interactive
Members:
Learnings for Coexistence
Project Description:
The artistic and pedagogical project Learning for Coexistence, by the Ecuadorian artists and teachers Pilar Flores and Roberto Vega is an open work, which is in full development and expansion. It converges the cultivation of urban gardens, the classroom, an exhibition, workshops, notebooks that collect the investigative processes, dialogues sustained over time, writing texts, visual essays, videos, publications in magazines, a website, and the book Color as Thought. These diverse dimensions reflect, among other things, in the links and the confluence between artistic practice and teaching practice: creative process, classroom, artistic research/creation, and gardens.
Submitted By: Pilar Flores
Pontificia Universidad Catolica del Ecuador PUCE
Location: Ecuador, Latin America
Leader: Pilar Flores, mpfloresm@puce.edu.ec, Full-time Professor
Members:
Roberto Vega, robertovegacornejo@gmail.com, Part-time Professor
The Leadership and Intrapersonal Development (LIPD) Program
Project Description:
Students’ wellbeing refers to “psychological, cognitive, social and physical functioning and capabilities that students need to live a happy and fulfilling life.” (OECD, 2017). To nurture university students’ wellbeing and life purpose, it is imperative to instill students with knowledge, attitudes, and competencies, enabling them to thrive throughout and after their college years. The Leadership and Intrapersonal Development (LIPD) Program builds up important positive attributes and competencies among university students, enabling them to pursue continual self-improvement, enhance their wellbeing, and contribute to society, through a suite of four subjects with both formal and informal learning processes.
Submitted By: Lu Yu
The Hong Kong Polytechnic University
Location: Hong Kong SAR, Asia
Leader: Daniel Tan Lei Shek, daniel.shek@polyu.edu.hk, Chair Professor
LU YU, lu.yu@polyu.edu.hk, Associate Professor
Members:
Diya Dou, diya.dou@polyu.edu.hk, Research Assistant Professor
Corsicana ISD Penguin Project: Empowering All Stakeholders
Project Description:
Named for the exceptional characteristics of penguins, the Corsicana ISD Penguin Project is a unique theatre production in which all roles are filled by students with developmental disabilities; allowing students to shine forth and demonstrate their strengths. Students are joined on stage by a dedicated group of "peer mentors" who work alongside these talented students through rehearsals and performances. As the only education institution across the United States partaking in this program, the Corsicana ISD Penguin Project invests in positive, inclusive culture change, community engagement, bolsters confidence, and empowers children with special needs through theatre.
Submitted By: Margie Crow
Corsicana Independent School District
Location: United States, USA & Canada
Leader: Cranston Dodds, cdodds@cisd.org, Director
Margie Crow, mcrow@cisd.org, 504/Dyslexia Supervisor; Regional Day School Program for the Deaf Facilitator
Members:
Dr. Diane Frost, diane.frost@cisd.org, Superintendent, Corsicana ISD
C4: The Cross-Campus Capstone Classroom
Project Description:
C4 is breaking down silos within and without higher education, in order to tackle the world's complex challenges. In fall 2019, 70 students from eight faculties came together for a 2-semester capstone project course to tackle real community projects in teams of 6 to 10, across a team and class of many disciplines, in service of a positive impact on the world. In fall 2020, 160 students from all parts of York’s two campuses joined the journey, and in Summer 2021, 50 2nd, 3rd and final year students worked in a giant team to have even more impact.
Submitted By: Franz Newland
York University
Location: Canada, USA & Canada
Leader: Danielle Robinson, drobin@yorku.ca, Associate Professor, Dance
Members:
Andrea Kalmin, akalmin@yorku.ca, Adjunct Faculty, Social Science
Franz Newland, franz.newland@lassonde.yorku.ca, Associate Professor, Space Engineering
Gainde Changemakers Recreation and Training Center
Project Description:
We tend to bring a wider vision of how children should experience education. We value human being, and work on the emotional intelligence of the child. Gainde changemaker center is about creating new space of learning for any children/teen through a recreation and community involvement center and the 1st specialized training center in Senegal to follow up with youth with special needs professional's insertion. We treat some real life challenges and let the children experience them, meditate them, and process the ways to solve them. Let's focus back on how to be better human, to be more caring and make this world a better place. Children can be changemakers!
Submitted By: Aicha Fall
AURA/ La Petite Empreinte
Location: Senegal, Africa
Leader: AICHA FALL, matoufall10@hotmail.fr, MANAGER OF THE RECREATION CENTER PROGRAM
Members:
Human-Centered Schools Network
Project Description:
The Human-Centered Schools Network brings together schools and trains teachers in human-centered practices. Too many of the systems that govern schools prioritize testing performance over student well-being, and this project changes that by reorienting school systems across four categories: 1) purpose finding and community relevance 2) social justice 3) ending dehumanizing practices and 4) respecting the innate human worth of each learner. Change is enacted using Teacher Action Research, a process where individual teachers design a research-based, systems-oriented solution that meets the unique needs of their particular students. Completed projects are shared across the network to maximize results.
Submitted By: Thomas White
Human Restoration Project
Location: United States, USA & Canada
Leader: Thomas White, thomas@humanrestorationproject.org, Development Director
Members:
CLIPS++ CURIOSITY LEADING INNOVATION FOR PROSPERITY AND SUSTAINABILITY
Project Description:
CLIPS++ is a Brazilian knowledge journey that develops and experiences strategic innovation skills for students. The existing solutions do not encompass the Innovation, Education and Sustainability tripod. The differentials of CLIPS++ involve learning experienced with a focus on creativity and curiosity as strategic catalysts of this metamorphosis in search of prosperity and collective well-being. CLIPS++ reached thousands of people, generating innovative opportunities of social impact with significant returns: financial, human and social for the well-being and local prosperity. Some CLIPS++ spin-offs received nationally and internationally recognition.
Submitted By: Julio Faco
Universidade Federal do ABC - UFABC
Location: Brazil, Latin America
Leader: Julio Francisco Blumetti Faco, julio.faco@ufabc.edu.br, Associate Professor
Persio Alberto Mandel, persio@akia.com.br, CEO
Members:
Rosario Center for Emotional Education: UR-Emotion
Project Description:
UR-Emotion emerged in 2019 and was designed under a mixed intervention model that allows us to account for two key aspects in Emotional Education: curricular environment through the inclusion of emotional education contents in the training of students and teachers, as well as the creation of programs aimed at different populations, thus generating an institutional culture around emotional education. In addition to promoting self-care, thinking, and feeling in order to live recognizing the existence of others and acting to take care of them is encouraged.
Submitted By: David Gonz
Universidad del Rosario
Location: Colombia, Latin America
Leader:
Members:
David Gonzalez, davidro.gonzalez@urosario.edu.co, Psychologist