DigiEduHack 2020: the finalists!

Check the list of the 12 solutions that made it to the final round

It has been a tough choice and a lengthy process, but here we are: on this page are the 12 selected solutions that made it to the final round of DigiEduHack 2020. Dive in the descriptions, choose your champion and get ready to vote!

We are delighted to present below the 12 solutions that made it to the global final round of DigiEduHack 2020. Narrowing down from the 51 challenge winners to these finalists has been an intense process. Congratulation to ALL participants and hosts that made this edition so vibrant, so special, so great. Together, we do redefine learning. 

 

You're ready to vote?
Fantastic! You can vote directly here https://ideas.unite.un.org/digieduhack/Page/Home


You need a bit of additional guidance on the process?
Meet you there https://digieduhack.com/en/stories-insights/digieduhack-2020-how-to-vote



AdobeStock 246121715 L8

#TogetherWeRedefineLearning

 

The 12 global finalists (drumroll!)

 

SaveDopamine

Short solution teaser: Matching the best employee’s profile to the most appropriate project is possible! Use AI for skill assessment and reducing misplaced resources. Make better decisions with SaveDopamine!

Team name: SaveYourDopamine
Team members: Luciano Zickler, Felix Reimann, Margareta Szego
Challenge: Individual skills tracking for the 21st century
Challenge host: Interdisciplinary Studies Research Center (ISRC) / Institute of Engineering of Porto – Polytechnic of Porto (ISEP/IPP), Porto, Portugal
Challenge theme: Individual Competences

Solution description: 
SaveDopamine is a platform that supports public and private organisations in the skills development of their employees, by matching employees’ skills to projects with the use of Artificial Intelligence (AI).

In order to succeed, organisations nowadays have to be dynamic, flexible and adaptable and need to strive for constant performance optimisation. Individuals also need to adapt by constantly learning and improving their skills. What is key in this process is that organisations and employees are aligned in their goals and values. For that reason, we came up with a solution that aims at fostering employees’ motivation for upskilling and reskilling. Our aim is to match projects driven by these goals and values with skills needed in the workforce.

SaveDopamine is an AI-based solution that is able to identify skills gaps, track skill development, recognise project challenges and match the employees’ profile with certain tasks. The tool also creates an intra-company marketplace where the demand of skills is driven by the project specifications. A reward system helps support the company's goals and give the employees an incentive to further train themselves and choose a learning path sponsored by the company.

Read the full description of the solution here

 

Squiddy - Real time collaboration platform for lab teachers

Short solution teaser: With Squiddy, students will be able to share the same working station in a lab simulator and will not miss the opportunity to learn actively, in spite of the pandemic circumstances and remote classes.

Team name: Provolosi
Team members: Simone Degiacomi, Lorenzo Framba, Sergio Facchini, Sebastiano Castellan
Challenge: Innovative learning beyond Covid
Challenge host: University of Trento, Trento, Italy
Challenge theme: Learning Spaces and Pedagogies

Solution description: 
As students during the global pandemic, we find it very hard to apply what we arelearning. This is particularly true for practical skills, which now are taught in plain frontal lessons. Without laboratories during which we could apply these skills, we feel that we learn very little. While practice could help students to better understand the concepts of theoretical lessons, labs are locked during the COVID-19 period.

During the Hackathon we've built an online collaboration platform to solve this issue: we designed Squiddy, an online collaboration platform - a digital lab, aiming to facilitate the development of practical skills during remote learning.

The aim of the solution is to allow students to actively participate in digital labs and to help teachers in the process of overcoming the challenges of physical distancing. In particular, students will have the opportunity to build mental models of concepts they are studying by using virtual environment similar to the one normally used in the classroom. On the teachers’ side, they will be able to choose an online lab from those suggested by the platform, or alternatively use another webpage as an example. They can then group the students into teams, define the goals to be achieved during the session and invite the students to work together. Students will also have access to a shared web page where they can collaborate, interact on each other’s screen and communicate through video calls.

The platform would allow simultaneous communication and collaboration, thus making distance learning more engaging and motivating. Read the full description of the solution here

 

Spark20

Short solution teaser: Spark20, our business simulation role playing game, is based onlife-like situations. Students play as employees and their teachers support them as their game-masters. The final objective? To help students develop skills while actively learning online!

Team name: Sparkers
Team members: Jérémy Argusa, Lucie Denis, Tristan Salvadori, Sabina Tartea
Challenge: Pimp my course: invent your ideal higher education course using the best of what active online learning can offer!
Challenge host: Université Numérique Economie Gestion (AUNEGe), Paris, France
Challenge theme: The Learning Experience

Solution description: 
Spark20 is a Business Simulation platform, which immerses students in life-like situations. Through a role-play game, the students take the role of employees and their teachers give them a specific scenario to follow.

The solution has an impact on the development of soft skills, motivation of both teachers and students, active online learning, and employability. After an introduction by the teachers, the students are attributed a specific company role: human resources, business development, finance, marketing, operations & logistic, information technologies, audit, accounting. The teacher puts forward a scenario with a specific situation for their students, asking them to propose targeted solutions. The players will have to offer several solutions to a specific problem, and then vote on a collective solution. At the end of each simulation, the teachers will give qualitative feedback to students and help them reflect on the experience.

Spark20 only requires a device with an internet connection for teachers and students. It values the teachers’ knowledge of business issues and uses their pedagogical expertise by encouraging them to adapt the scenarios to their students. Even better: they can develop new scenarios tailored to their needs and aimed learning outcomes.

Read the full description of the solution here

 

EduSex

Short solution teaser: EduSex is an adventure game that simulates daily life experiences according to your age, in order to teach different topics of comprehensive sexual education.

Team name: Believe
Team members: Lucía Corilla, Sergio Farfán, Nidia Quintana, Carla Rojas, Carlos Rojas
Challenge: 28H, challenge your mind - Access to quality online education
Challenge host: Universidad Peruana de Ciencias Aplicadas, Lima, Peru
Challenge theme: Access and Availability

Solution description: 
EduSex is a game based on everyday stories adapted to the age of the player, allowing children and teenagers to learn about Comprehensive Sex Education (CSE) in a playful way.

The goal of EduSex is to educate users about different topics covered by CSE, supporting them in their psychological and physical development. The game is based on scenarios related to daily life that change their content according to the age and the geographical location of the players.
The solution covers the age range between 6 and 20 years, dividing them in four separate age groups: second childhood (6-12 years old), pre adolescence (12 -14 years old), adolescence (14 - 18 years old) and late adolescence (18- 20 years old). In the long term, the solution will target people of all ages, interested in CSE.

The game is divided into 20 stages with 100 levels, each explaining different moments of the avatar's daily life through videos with interactive audios. When a certain level is reached, more stages are unlocked. Hearts, prizes, clothing, skills and keys are awarded as the game progresses to motivate the players. The game can be downloaded on any mobile device and computer and can be used without internet connection.

Read the full description of the solution here

 

Greenability - How would your world look like?

Short solution teaser: Take your friends on an adventure and discover Amsterdam (other cities coming soon) on your phone, while you construct a world based on your environmental choices. Play Greenability and see how your choices can help fight climate change! #bepartofthesolution.

Team name: Sustainable Heroes
Team members: Elena Baltaretu, Rebecca Hermanns, Alexandra Jahnke, Lieke Poel, Sari van Art
Challenge: Help us solve the challenge of how to enrich secondary education with climate innovation programmes through digital education
Challenge host: Stichting Technotrend Foundation, Utrecht, Netherlands
Challenge theme: Organisational Capability

Solution description: 
The solution addresses the lack of environmental education in primary and secondary schools. Educating children from a young age about sustainability helps raising awareness and supporting the development of a more responsible behaviour towards our planet.

Imagine an augmented reality version of the city of Amsterdam in which you can make choices and see the direct impact of those choices on your environment. Does it sound interesting? This is how we are planning to address environmental education.

We want to create an interactive ‘Pokemon-Go-like experience’ with the Green & Blue Amsterdam map. Our game, Greenability, would include a Bandersnatch effect (like in the Netflix movie) where players can choose different options on a challenge or a question, which will more or less complex depending on the age of the player. This way we want to ensure that while the players walk through Amsterdam they are directly confronted with how their choices impact their surroundings. The different locations that a player can explore will touch upon different themes like water management, pollution, plastic waste, flora, fauna, etc. and will allow the player to understand the consequences of specific choices in the city’s surrounding.

The game, which includes the possibility for teachers to start transformative conversations about sustainability and climate change within and outside the classroom, makes the most of mobile technologies to educate the youth about sustainability thought a fun and interactive experience that combines the online and offline world.

Read the full description of the solution here

 

Philia - Fire up your learning inspiration with AI

Short solution teaser: Don't feel like taking an online class today? Speak with #Philia to study smarter, not harder.

Team name: The Philias
Team members: Belen Prado, Shivani Mehar, Huahua Tian, Sirine Abid
Challenge: Help us solving the challenge of Learning with AI! How to make best use of AI for learning new skills, attitudes, values or new kinds of thinking?
Challenge host: Aalto University, Espoo, Finland
Challenge theme: Emerging Technologies for Education

Solution description: 
The COVID-19 pandemic has radically changed educational delivery and social interactions, impacting students’ emotional mind-set and, thus, their learning performance.
In a fully online environment, emotions are often missing. Philia offers a solution to this. Based on anonymous real-time speech recognition that can be used in any e-learning setting, emotion Artificial Intelligence (AI)will support and inspire students through personalized recommendations and communication messages supporting their learning.

By means of an anonymous individual ID number, students can optionally log in to an integrated dashboard from their educational platforms and interact with their AI assistant who detects their emotional-state via speech-recognition. This simple tool implements affective computing (artificial emotional intelligence for real-time detection) and offers, to the detected emotion, an empathic conversation towards personalized recommendations (in the form of a podcast, lectures, videos, external links) whether to motivate and inspire them or to reinforce a positive outcome.

Unlike old educational testing services, which ask for students' feedback via email-exchange after courses, Philia provides a higher accuracy since as experts pointed out: "voice is the safest as well as most accurate for emotion AI analysis" (Gurjal, 2019).

This AI tool is a beneficial solution for students as well as for teachers/researchers. While assessing students' emotions safely and guiding their online learning experience, it also offers dynamic feedback to teachers and useful data for pilot research after courses.

Read the full description of the solution here

 

Learnflix – Stop, I have a question! Netflix for education

Short solution teaser: Learnflix is a Moodle integration that enables the possibility to look at asynchronous learning content both individually and in group. It has numerous functions that allows watching video lectures together.

Team name: Learnflix & Chill
Team members: Carolin Straßmann, Andreas Lingnau, André Helgert, Sebastian Brüne, Adriano Nicolosi, Malin Benjes, Alicia Neumann, Anna Westenfelder Gil
Challenge: 2020 brought the unimaginable: a university with empty classrooms. Let's hack the digital winter semester together to identify a way forward for higher education institutions in uncertain times.
Challenge host: Hochschulforum Digitalisierung, Berlin, Germany
Challenge theme: Challenging the Foundations of Education

Solution description: 
Social isolation is a factor, which may lead to decreased learning efficiency in online- and on-campus-situations as well as to low students’ satisfaction with their study-experience (Erichsen & Bollinger, 2011). Research shows that, especially in online settings, better communication between students brings increased sense of belonging and greater satisfaction (Bernholt et al., 2018).

Learnflix offers students the opportunity to watch learning videos or lectures together, in a large group of 80 people or in a private room with a small learning group. The system allows students to join a video room of their choice and watch a lesson together with their peers. One can express their mood via a button or flag important segments for later. In addition, there is the option to exchange information about the content of the video with everyone else in the chat. With a picture-in-picture view, the chat can be incorporated into the video in order to allow the viewer to follow the chat conversation without losing focus on the video.

Once a learning unit ends, the video will automatically be stored together with the corresponding chat and will be either visible to the public or only to the participants of the session, depending on the configuration of the video room. The system allows also revisiting the room flags with a timeline where each chat message will be marked with a timestamp, which allows users to jump to the corresponding position in the video. Thereby no information or question is lost.

As students, we know that during a fully online semester as the one we were forced to have during the COVID-19 outbreak, it is particularly hard for students to stay engaged and motivated. It often helps to work together in groups. With Learnflix, online learning will feel like studying on campus as the system allows following an online lecture while interacting with our fellow students.

Read the full description of the solution here

 

A short yet content-rich digital field trip for 2nd years

Short solution teaser: Join us for an engaging field trip on the Isle of Elba, using all the coolest modern technology, from the comfort of your office chair! Now packed with buzzwords like 3D modelling, drones, and even LiDAR!

Team name: University of Oxford
Team members: Iván Simon, Will McCreery, Josh Evans
Challenge: Solutions for a virtual geological exploration field trip or short internship
Challenge host: University of Miskolc, Miskolc, Hungary
Challenge theme: Emerging Technologies for Education

Solution description: 
Field trips are of great importance in geological education, however, numerous challenges can arise in their organisation. COVID-19 has made it impossible for field trips to take place; and even without the pandemic, time and financial constraints, and issues of geographical reach could present obstacles for organising field trips.

Our team from the University of Oxford proposes a 3-day field trip designed to be given online, or easily adapted to a classroom context, helping students gain a better understanding of the local geology. The course is designed with the next generation of geologists in mind, with a simple objective: to give students the fullest geological experience possible whilst elevating their understanding and appreciation of the importance of data in science. The modern day presents many opportunities for the improvement of geological field teaching through the application of digital solutions for visualising geological data in a more intuitive way.

The course is designed to last for 3 days, with each day consisting of 5-6 hours of work, covering the local lithologies, structure, and economic geology. To capitalise on the virtual nature of the course, we will be making use of existing software packages. Beyond increasing their geological knowledge, students will also get the chance to gain a deeper understanding of the inherently 3D nature of geology, have hands-on experience with manipulating data, and acquire insight into how to approach geology in a quantitative way.

The course includes independent assignments for students to complete, giving the field trip leaders a way to measure the effectiveness of the digital teaching and learning, and therefore also the success of the trip.

Read the full description of the solution here

 

Inclutech

Short solution teaser: IncluTech puts inclusivity at the heart of teaching and learning by offering a solution to those students and teachers whose sensory experiences are easily overwhelmed. Giving control to students’ and teachers’ experience, our headsets can change the way learning and teaching happens in special-needs education!

Team name: Nurture 2 at Beech Academy
Team members: Ethan, Josh, Leland, Megan, Owen, Sienna, Deborah Foster, and Mica Coleman Jones
Challenge: Chatta: What’s Your Story? Help us solve the challenge of removing barriers to learning for all.
Challenge host: Chatta, Kingston upon Hull, UK
Challenge theme: The Learning Experience

Solution description: 
As a special school we are aware that all of our pupils experience sensory differences, and these can have a significant impact on our ability to effectively teach and learn. Some of our teachers are non-neurotypical too. Sensory experiences can significantly impact our ability to stay well-regulated and focused. In students it can impact their ability to learn, while for teachers it can impact their ability to teach and support others effectively. And even in mainstream schools, where classrooms are so busy and noisy with 30 children in a class, students with special education needs struggle to participate because their sensory experiences can be overwhelmed.

The team Nurture 2 at Beech Academy found a way to support those people that feel sensitive to noise, and background noise in particular. While ear defenders already exists to cancel out background noise, we created a headset that would allow each pupil to hear the teacher, and his/her peers, with a built-in microphone. With the use of a dedicated app, the teacher would be able to control the microphone of each students, whereas the students would be able to adjust the volume of their own headset, ask the teacher for their mics to be switched on so that they can contribute to class discussion, and request discrete support from a learning assistant.

If our solution was available to schools, thousands of children would be able to take part in more class and school activities, feeling less anxious as well as able to contribute and be heard. Pupils will have greater memory recall of new learning, and will be able to self-regulate in ways that might otherwise have not been possible during discussions.

Read the full description of the solution here

 

OK Prof

Short solution teaser: Learn how to improve your autonomous study skills, and deal with unexpected difficulties – our Learning Assistant Bot is there to guide you along the way! #OKProf4BetterFuture

Team name: Team 4
Team members: Rita Cosoli, Andrea Giovani, Roberto Laricchia, Antonio Soda, Elisa Taddei, Giulia Zoffoli
Challenge: DigiEduHack Reggio Emilia 2020
Challenge host: THE HUB Reggio Emilia Soc. Coop., Reggio Emilia, Italy
Challenge theme: Emerging Technologies for Education

Solution description: 
Beyond lessons conducted by a teacher, education usually involves autonomous studying as well. While there are many different ways of studying on one’s own, external support can undoubtedly be helpful in the process. The present solution proposes the development of a Learning Assistant Bot (LAB), which supports the user in planning and managing time for studying.

From analysing the context, we noted that students (in particular the younger ones) do not have the tools to deal with unexpected events and hitches that may occur in their school path, partly because sometimes the school is unable to provide solution strategies.

OK Prof is born from a consideration of the difficulties that can be encountered throughout one’s education, with particular attention to learning disorders that affect the student's performance. The goal we set ourselves with the creation of this solution is to optimize the learning processes and the study methods. We plan to achieve this by helping users to focus on what they need effectively and efficiently, and by helping the users to manage study cycles and breaks. The LAB provides exercises to relax and concentrate, make students aware of their abilities, and learn problem-solving methodologies.

We aim to work on transversal skills typical of both work and study environments, in order to create a bridge between the students’ educational and future professional life, and the LAB is aimed both at students in high school and in higher education.

Read the full description of the solution here

 

Remote Matter Labs

Short solution teaser: Work in real laboratories with the latest technology, remotely and from anywhere, with a simple PC or mobile phone.

Team name: DiBSiP Innovations
Team members: Diego Hugo Barrera, Silvina Carla Prieto
Challenge: Imagine the future of EU/Mercosur, towards carbon-free students' mobility, e-collaboration and networking
Challenge host: Circular Influence, Buenos Aires, Argentina
Challenge theme: Learning Spaces and Pedagogies

Solution description: 
While the COVID19 pandemic has created many issues for education, it has also exposed already existing ones. One of the activities that has been most affected by the pandemic was education and within education, the access to STEM career practices. However, this was already a problem in several countries, for instance Argentina, with more than 3M km2 in extension and with very marginal areas.

Digital education is currently based on digital content: wikis, digital platforms, simulators, etc. While these can be useful for theoretical subjects and simulated (virtual) demonstrations, the laboratory experience is irreplaceable since physical phenomena are often unrepeatable (even with the most powerful simulators on the planet).

Remote Matter Labs proposes a solution to the problem of remote STEM education, by offering lab modules prepared to be operated remotely. As opposed to virtual simulators, remotely operated laboratories allow more features to overcome the lack of an in-class laboratory equipment. Additionally, these remote labs contribute to sustainability by reducing the mobility of students to and within large urban centres, and provide accessibility to high-cost technologies to students and institutions with fewer resources.

Success can be easily measured by comparing the degree of STEM expertise developed by the students using Remote Matter Labs with those students who used in-person laboratories.

Read the full description of the solution here

 

Educators Lounge

Short solution teaser: Educators Lounge – the social media platform to meet fellow education professionals, share your ideas to inspire and be inspired in return.

Team name: Team 8
Team members: Jan Sykora, Jan Krsnak, Olga Attard, Radka Tesikova, Kamila Hazdrova
Challenge: Sharing good practice and inspiration for better education
Challenge host: Ministry of Education, Youth and Sports, Prague, Czech Republic
Challenge theme: The Learning Experience

Solution description: 
While existing social media platforms can be of use to education, these platforms are generic, and lack a focus towards learning and teaching. The idea behind “Educators Lounge” is to take the best of the tried and tested applications and implement a solution targeted for Czech educational professionals.
One could argue that educators can easily use existing social media platforms to interact and share ideas, however, it is easy to get distracted when using such diverse, non-focused tools. The need for such collaborative tools has been long felt, so much so that there have been attempts in the past to bridge this gap, albeit with limited success.

Educators’ Lounge will therefore be a one-stop social platform aimed at educators to facilitate the sharing of learning materials whilst encouraging socialising with their peers. In a nutshell, it is a fusion between Facebook and Pinterest for educators. The aim is to promote a safe environment where educators share their work (such as lesson plans and videos) as open source, thus contributing and benefiting from each other’s work. The platform has three main aspects: 1) the collection of personal or shared boards with a compilation of interesting materials the user creates or finds and saves; 2) the option to use templates for creating new education material; and 3) a discussion forum where educators can discuss different topics, brainstorm and share their ideas.

User engagement, participation and feedback will be a fundamental measure of success of this solution. This platform is a paradigm for “content is king” and the more quality content uploaded and shared, the more user engagement is generated. The platform is built in a way that quality content is recognised (by ratings, mentions, and shares) thus encouraging users to upload and share their creations, knowing that apart from helping other professionals, they themselves can benefit from suggestions to improve the same content. Our motto is: “Sharing is caring, but it’s also rewarding!”

Read the full description of the solution here

 

Now time to vote!
Meet you on the Unite Ideas platform https://ideas.unite.un.org/digieduhack/Page/Home