Off Learning is a platform that promotes greater engagement between students and teachers. With Off Learning, teachers are supported to produce teaching materials and to keep in touch with their students directly and effectively. In addition, the teacher receives training and guidance to make better use of technologies in education, in order to guarantee a high level in the materials produced together with an efficient methodology of knowledge transmission. At the other end of the process, Off Learning makes it possible for students who do not have a continuous internet connection to use specific support points (in general the schools where they had face-to-face classes) to perform the scheduled download of the contents produced (video lessons, exercises , evaluations) respecting the current sanitary norms, thus enabling the monitoring of the pre-existing academic calendar. Therefore, by promoting accessibility to quality content for all students, we can assist in combating the current educational gap. With these features, Off Learning makes distance education effective and accessible to all students, helping global governments to fight the pandemic without neglecting education.
When observing the challenges proposed in the hackathon, our team decided to work with a challenge that dealt directly with human development, especially in times of crisis. Therefore, what pleased us most was to think about how we could cooperate with the progress of the sustainable development goals developed by the united nations. In addition, when observing the reality of education at that time, noting mainly ours and that of several friends and family, we had the opportunity to deal with this situation directly, so we focused on the fourth sustainable objective: quality education. Based on the chosen theme, we observed the drastic change in methodology that was implemented, with the adoption of distance education as the main means of monitoring both for schools and universities. We were also able to observe how this methodology is extremely ineffective, since it reaches only a part of the students enrolled in these institutions, who have access to the internet continuously, and also demonstrated a lower learning rate due to the low adaptability of teachers to new technologies. . With that in mind, our team created a platform to increase the effectiveness of face-to-face classes with the current demands of social isolation, a platform that works with students and teachers, since this makes it possible to maintain the school calendar and increase the reach of students. classes with periodic downloads (done with full support of periodic classroom points that are the schools where classroom classes were held) promoting access to materials for those who do not have internet all the time and also manages to promote an increase in the quality of the materials produced by teachers through training on teaching dynamics and the assessment of the tasks included. In addition, there will still be the inclusion of activities that provide the use of the cooperative learning methodology, based on playful moments with learning between students, made mainly at the support points with the synchronization of materials during the downloads of new classes. But the platform is also useful as an ally with the traditional teaching methodology, since it is an inexpensive means of monitoring studies, and of helping students with the possibility of reviewing classes and materials. It is worth noting that the platform uses the core curriculum of each country as its core, with classes and materials produced accordingly, in addition to being able to use an integrated database for study, such as the database of NASA and other organizations. public and private. When making our model, we used JavaScript as a programming language and MongoDB as a database. We created the interfaces in figma. For the discussion of problems we used methodologies such as Lean Canvas and Value Proposition Canvas.
MongoDB
JavaScript
Figma
Brazil's national academic database
https://idados.id/blog/desigualdade-acesso-a-internet-entre-estudantes-do-ensino-basico-das-redes-publica-e-privada
https://data.humdata.org/dataset/novel-coronavirus-2019-ncov-cases
https://agenciabrasil.ebc.com.br/economia/noticia/2020-04/um-em-cada-quatro-brasileiros-nao-tem-acesso-internet
https://g1.globo.com/economia/tecnologia/noticia/2020/04/29/em-2018-quase-46-milhoes-de-brasileiros-ainda-nao-tinham-acesso-a-internet-aponta-ibge.ghtml