Solutions

Go To Class -- ask your questions, share your answers

SWITCH LANGUAGE:

Provide seamless interaction system without class flow disruption

Go To Class allows students to post questions to professors during class time which can be shared with the class. After the professor's clarification, students will share their answers which would be saved into a repository for future reference during revision. 

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Team
Slide 2 Class
Team members
Filbert Cia, Ho Xin Yi Felice, Arissa Rashid
Members roles and background

Felice, Freshman in Singapore University of Technology and Design. Plans to major in Computer Science

  • Certified Machine Learning Specialist

  • Experiences in Data Formatting

  • Experiences in HTML Coding

 

Filbert,  Freshman in Singapore University of Technology and Design. Plans to major in Computer Science, Information Security

  • Experiences in Front-end development
  • Experiences in video productions (including pre and post productions)
  • Organises hackathon

Arissa, Freshman in Singapore University of Technology and Design. Plans to major in Computer Science, UI/UX

  • Adept in Adobe Illustrator & Adobe XD
  • Experiences in web design and graphic design
  • Host of College's morning show
Contact details
Filbert Cia: filbert_cia@mymail.sutd.edu.sg +6594335418

Enhancing the learning experience within a Physical Classroom Environment

The classroom of the future will not be online but in a physical classroom where seamless interaction could take place. Lecturers and students would have requisite tools to augment their teachings and learning, contributing to a collaborative and fun learning environment.

Read more about Enhancing the learning experience within a Physical Classroom Environment

Solution description

Go To Class is a platform that allows students to post questions during lessons. These questions would be sent to a common class chatroom for classmates to view and upvote if they too do not understand the concept. If a certain percentage of students have upvoted a particular question, the lecture professor would receive a notification of the question which he will clarify to the entire classroom. Questions that do not reach the benchmark would be addressed individually by the assistant professor or teaching assistants. Upon clarifying the questions, students would key in the answer in their own interpretation or upload a video or image of the explanation. The  questions and answers clarified during lesson time will be stored in a class repository for future reference. If students key in a question that has already been addressed in the repository, the search engine will identify the keywords and will display questions with the same keywords that might be phrased differently. Students can then access their answers. 

Professors can vet through the repository to ensure that students have clarified their doubts. They can also pick out questions they feel are worth bringing up to the entire student batch. These questions will be shared in a common batch repository. 

By having access to frequently asked questions, common misconceptions and their answers organised by topic, this can help enhance students' learning as they can ask follow up questions for deeper understanding. 

Solution context

In a classroom setting, students are encouraged to frequently ask questions and clarify their doubts. Currently, students tend to do so by raising their hand and verbally voicing out their questions to the main professor. This disrupts the professor's lesson flow as he has to tend to the individual question. Furthermore, students are often afraid to ask questions as they fear that their questions may be irelevant to the topic. Hence, they usually approach the professor individually at the end of class to avoid having their questions brought up to the entire class. Usually, professors introduce concepts that are interrelated. If a student does not understand a concept, yet waits till the end of class to clarify it, they will not be able to understand the subsequent concepts taught during the class.

Even though existing competitiors such as Pigeonhole and Piazza provide platforms for students to post their questions, they have their own limitations. Firstly for Pigeonhole, it is more targeted towards one time events where the answers shared are not retained. Furthermore, questions that do not have enough votes will not even be addressed. As for Piazza, the average response time can range from 30minutes to an hour. By the time the questions have been answered, the professor would have already moved on to the next concept. These solutions do not tackle the issue of addressing all questions efficiently, hindering students' learning process.

Solution target group

students.
During class, students, regardless of their grade, would need to ask questions to clarify their doubts.This platform allows students to post their questions, which will benefit them as they are able to smoothen their learning curve in the classroom. The repository is beneficial to them in their revision as they are able to access the commonly asked questions and the solutions provided.

educators.
Teachers and professors always ask their students whether they understand what is being thought and if they have any questions. We aim help them achieve their goal of allowing students to understand the material taught. With this platform, professors can actually understand the students' gaps in learning. This would allow them to tailor their teaching content and style. Moreover, the repository provided also allows them to identify the topics that the students find difficult to grasp so that they can adjust the syllabus or the learning curve of each topic more accurately. 

Solution impact

Through tests and homework, we will gauge whether students' understandings have improved after undergoing this method of learning. This might not be the most accurate indicator as there is a myriad of other factors that could affect a student's performance in tests and homeworks. Nevertheless, it remains to be the better alternative since it is easily measurable. Moreover, from homeworks and especially tests, we can actually see students' responses to the various questions based on their own understanding (uninfluenced by others).

the number of institutions that adopt our platform.
as aforementioned in the target group segment, students ranging from primary school students to undergraduates face the same or similar kind of problem of not having a systematic way to asking questions. hence, educational institutions in general are able to adopt this platform and our success can be measured by the number of institutions that adopt our platform.

Solution tweet text

Our professor shared with us Go To Class today and it really helped me understand content better as I was able to ask questions with no fear. Our professor immediately addressed the questions that many of us up-voted and we could refer to each other's shared answers afterwards.

Solution innovativeness

we acknowledge that there are competitors in the market with pigeonhole live and piazza as our main competitor. However, we find that what they provide does not completely solve our problem.
Our cohort and batch repository could revolutionize the way students learn as they are able to dig deeper into certain topics by keep following up the questions in the repository that continually builds up across the student batches.

Solution transferability

We believe that Go To Class can be easily applied to classroom settings with main professors and assistant professors. The website is easily accessible, only requiring an internet connection, and is easy to use due to its simple interface design. The interface has clear and minimal instructions to aid the user in navigating through the site. The platform would be provided in different languages to cater to students from other countries. Our platform can also be used by workshops and courses which rely more heavily on a feedback system between instructor and students to ensure that the students are constantly kept on task. This can expand to a wide range of programmes such as digital literacy courses, first aid courses and even carpenting workshops. 

 

Solution sustainability

We have broken down our timeline into 3 different phases. We are currently in the first phase where we are developing a beta using a telegram bot to test the concept before bringing it to market. Our telegram bot allows students to post their questions to a main chatroom for professors to view. They are also able to select the questions that they too struggle so that the professors will be aware of the common questions the class is struggling with. The bot is also able to store the questions and answers in a repository for the future reference of students. By creating this bot, we aim to test its ability and reception by first introducing it to the classes in our school, Singapore University of Technology and Design. 

After gathering the feedback and suggestions on how we can improve, we would then proceed to phase 2. In phase 2, we aim to develop a website with the necessary changes. With the results and user feedback collected in phase 1, we aim to propose our website to the school as a beneficial tool to add into the teaching tool box of the professors. For educational institutions, we plan to charge a monthly or yearly subscription. For smaller workshop organisers, we propose a per usage charge which would include the platform to create a chatroom and the respository storage. 

In our final phase, we plan on expanding across ASEAN as we are incorporating more technology into our education. Go To Class serves as an additional tool that can help students across ASEAN deepen their understanding and be more engaged in their learning.

Solution team work

We are a group of dedicated youths who are all passionate to make a change in the world. Even though we are a group of first year students, our curiosity and desire to learn drove us to sign up for this year's edition of digi edu hack in order to challenge ourselves and to experience applying our skills to real world context. We are a diverse mix of students from different backgrounds across ASEAN and have different skills and abilities that we all recognise and apprecaite. We are excellent at dividing up the work according to our strengths, but are also open to teaching each other how to operate different parts so that we can learn new skills. We bounce off ideas very well from each other due to our strong group dynamics and similar sense of humour. We resolve conflicts easily as we are able to stay open-minded and listen to each other's arguments for what we believe in. We all believe in our common goal of having fun while learning new things and making a change, driving us to continuously challenge ourselves while having a good time together. Based off the immense amount of fun we had for this hackathon and how much we have learnt and grown as a team, we are sure that we would continue to work together in the future.

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