2 Cardano Workshops for secondary students and 1 Cardano Picture Book (both inspired by the japanese Course of Study guideline | 学習指導要領)

[GENERAL] Name and surname of main applicant

Marcus Vinicius Roque

[GENERAL] Are you delivering this project as an individual or as an entity (whether formally incorporated or not)

Individual

[GENERAL] Co proposers and Additional applicants

Marcus Vinicius (marcusoregano)

Pedro Terra (pedro.terra)

Fernando Torelli (@fernandotorelly)

Filipe Vargas (do not have an Ideascale account)

[GENERAL] Requested funds in ada

86040

[GENERAL] Please specify how many months you expect your project to last (from 2-12 months)

6

[GENERAL] Please indicate if your proposal has been auto-translated into English from another language.

Yes

[GENERAL] Summarize your solution to the problem (200-character limit including spaces)

2 evidence-based Blockchain workshops for secondary students and 1 Picture Book NFT drop for elementary students, promoting early education and Cardano awareness.

[GENERAL] Does your project have any dependencies on other organizations, technical or otherwise?

No

[GENERAL] If YES, please describe what the dependency is and why you believe it is essential for your project’s delivery. If NO, please write “No dependencies.”

No dependencies.

[GENERAL] Will your project’s output/s be fully open source?

Yes

[GENERAL] Please provide here more information on the open source status of your project outputs

CC BY 4.0

Attribution 4.0 International

This license requires that reusers give credit to the creator. It allows reusers to distribute, remix, adapt and build upon the material in any medium or format, even for commercial purposes.

BY: Credit must be given to you, the creator.

Deed for CC BY 4.0: https://creativecommons.org/licenses/by/4.0/?ref=chooser-v1

[METADATA] SDG rating

SDG Goals

4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

SDG Subgoals

4.4 - By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

Key Performance Indicator (KPI)

4.4.1 - Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

[SOLUTION] Please describe your proposed solution.

The proposal includes 2 introductory Cardano workshops for secondary students in Rio de Janeiro, Brazil (15 to 17 year-old students). These in-person workshops will be specially designed for that target audience. The goal is to educate them about the Cardano blockchain in an accessible way. We are planning to take inspiration from the approach used in the Japanese "Course of Study"(学習指導要領). The "Course of Study" is one of the documents that shapes the curriculum and educational policies in Japan. We have come to this inspiration for many reasons: spiral curricular structure, focus on deep and hands-on activities, etc.

We also plan to drop 1 Picture Book NFT for non-brazilian students. We're taking a look at picture books that have been widely popular and well-received such as "I Want My Hat Back, Jon Klassen, 2019".

Most decisions should be based on EVIDENCE, like qualitative inputs from prospected schools and specific statistics (INEP, IBGE, etc).

SCOPE OF DELIERY (TLDR;)

• 2 practical workshops for secondary students (in-person, Rio de Janeiro, Brazil);
• 1 Picture Book for non-Brazilian elementary students (NFTs);

Above you can spot a sketch of our plan

MOTIVATION

Brazil has a bad track record in international education assessments, such as the PISA system, while Japan consistently achieves high scores in education. The factors contributing to Brazil's lower performance in PISA compared to Japan are intricate, involving elements like educational infrastructure, instructional quality, cultural attitudes, curriculum alignment and socioeconomic disparities. It's not our ambition to solve these issues. But our motivation is to enhance educational resources for secondary students, thereby improving students' opportunities to cultivate a culture of academic achievement and align with international standards, while also addressing certain opportunities disparities.

Above you can spot an example of Brazil's track record on PISA (https://paises.qedu.org.br/)

PRE-PROPOSAL CONTEXT

The idea for this proposal came up gradually. I was reading about curriculum standards in Brazil out of curiosity. Then I became acquainted with basic topics such as the curriculum guidelines in Brazil: BNCC (National Common Curricular Base) and the formative itineraries. Also took a quick look at some data such as IDEB (Basic Education Development Index), PISA (Programme for International Student Assessment) and a small set of educational data.

It was then that I met Pedro Terra, a Physics teacher and researcher specialized in emerging themes and hands-on approaches in high school education. Pedro is pursuing a Ph.D. in Physics Education and has completed an Academic Internship in Japan at Chiba University, giving him expertise in curricular aspects of the Japanese education system (Course of Study case | 学習指導要領). We engaged in discussions about Pedagogy and mutually agreed to propose an idea here.

Above it's possible to spot some pedagogical traits from Japanese basic educational materials.

On the other side, my old partner Fernando Torelli was recently talking to me about a Picture Book proposal. But destined to young students (6 years to 12 years old).

Above you can spot a picture book example (I Want My Hat Back, Jon Klassen, 2019)

BENCHMARKING

We also took a look at the ORT School work in Rio de Janeiro for our technology workshops. The ORT School has a strong track record of promoting innovation and excellence in education, especially in technology. For instance, they emphasize providing communities with the skills and knowledge to promote economic self-sufficiency through advanced technologies.

Disclaimer: None of the members of this proposal are affiliated with ORT School, it's only displayed here as a benchmark.

We are also reviewing some educational materials aimed at the youth audience, including the Manga Guide Series by Ohmsha Ltd.

Above you can spot a material we're analysing for the 2 Workshops. Note that it's NOT the layout and genre of a picture book, which we're proposing.

SUMMARY

Our proposal involves 3 outputs in 6 months.

First: we plan to conduct 2 hands-on Workshops with secondary school students in Rio de Janeiro, Brazil (15 to 17 years students). During these workshops, we plan to cover some basic concepts of Cardano blockchain in a simplified and child-friendly manner inspired on "Course of Study" guideline case.

Second: we are planning 1 Picture Book NFTs with educational content about Cardano for non-brazilian students (6 to 12 year-old students).

To summarize we are planning 3 main deliverables:

• 2 practical workshops in Rio de Janeiro (month 2 and month 5);
• 1 Picture Book NFT for non-brazilian students (month 6);

Note that the school calendar typically begins in February in Rio de Janeiro, Brazil.

BREAKDOWN - 2 WORKSHOPS

• 2 practical workshops with secondary students, using a Cardano tool (in-person, Rio de Janeiro).

The focus should be on some of the the easiest tools available (easier user experiece).

The workshops would be held in Rio de Janeiro, RJ, Brazil.

• Lesson plan A: creating a test NFT on Pre-production Cardano Testnet using NMKR.

This test NFT could register some metadata. Like the standard energy fee per KWH on student's house, for example.

• Lesson plan B: interacting with a Cardano DAO on Cardano testnet (Clarity Protocol, etc).

Subject to change depending on platforms and time budget. The plan is to fit the entire dynamic inside 4 hour learning curve for the students.

We also plan to Invite students and stakeholders to register on the Cardano Blockchain Certified Associate (CBCA) Course: https://academy.cardanofoundation.org/ Note that we couldn't strictly require students to register, since we're ruled by a "GDPR like" bill in Brazil (LGPD).

BREAKDOWN - 1 PICTURE BOOK (7 ADA PER NFT)

• 1 educational Picture Book for English Speaking students.
• Open license: CC BY 4.0 charging the minimal cost on NMKR: ~7 ADA (A Picture Book, EN-US)

BREAKDOWN - CLOSING REPORT

• 1 Closing report.

WORKSHOPS' LOCATION

Rio de Janeiro, Brazil (in-person)

Education overview of Rio de Janeiro in Brazil:

REFERENCES

Course of Study, Japan | 学習指導要領: https://www.mext.go.jp/a_menu/shotou/new-cs/1384661.htm

Manga Guide Series, Ohmsha: https://www.ohmsha.co.jp/english/manga.htm

BNCC, Brazil | Base Nacional Comum Curricular: http://basenacionalcomum.mec.gov.br/

Educational Data Analysis, Applying Evidence in Public Management, School of Data: https://escoladedados.org/courses/analise-de-dados-educacionais/

Educational Qualitative Analysis, PROFMAT, Luiz Manoel de Santana Neto: https://profmat-sbm.org.br/dissertacoes/?aluno=Luiz+Manoel+de+Santana+Neto&titulo=&polo=

QEdu: https://paises.qedu.org.br/

Curricular Guidelines: Independent,hands-on and Deep Learning | 主体的・対話的で深い学びの実現:

https://youtu.be/I32bvcMUdjg?si=0NrOI7Tkkb1EcYWv

[IMPACT] Please define the positive impact your project will have on the wider Cardano community.

Our proposal aims to address the challenge of enhancing future generations' knowledge about the Cardano blockchain, starting from an early age. By introducing young students to the basic concepts of Cardano blockchain in accessible way, we are contributing to the expansion of knowledge about Cardano blockchain and its potential.

The success of the project will be measured in the following ways.

QUALITATIVE IMPACT CRITERIA

• Feedback from the workshop stakeholders collected on Googleform;
• Pre and Post-workshop oral evaluations with students;
• Qualitative insights coming from variable sources, like open questions;

QUANTITATIVE IMPACT CRITERIA

• Table with testnet transactions;
• Number of students attending the workshop;
• Number of stakeholders invited to register in Cardano Blockchain Certified Associate (CBCA) Course;
• non-brazilian NFT sales versus target audience (NFT sales / Cardano NFT sales volume);
• Number of Twitter impressions across sample posts

We plan to share the outputs and opportunities of this proposal on our closing report (Googlesite and Twitter).

[CAPABILITY & FEASIBILITY] What is your capability to deliver your project with high levels of trust and accountability? How do you intend to validate if your approach is feasible?

Our team consists of Marcus Vinicius, Fernando Torelli, Pedro Terra and Filipe Vargas. We combine technical, educational and design skills to ensure the capability and feasibility of our proposal.

Marcus Vinicius Roque - Primary Proposer

Having discovered Cardano in 2017, Marcus has been actively engaged in Cardano lectures and content creation since 2018. Marcus runs a page about Cardano on Instagram named "Adanote" (formerly "Ada Brasil" on Telegram). With a background in Finance, he accumulated five years of experience at a public credit bank and complemented his finance education with an internship at an oil company (Shell), both situated in Rio de Janeiro. Marcus also served as an secondary Physics tutor at a pre-admission school (pH School) and independently tutored Physics for 10 years. Moreover, he holds a Bachelor’s degree in Economics from the State University of Rio de Janeiro (UERJ).

https://www.linkedin.com/in/mvroque/

https://www.instagram.com/cardanobr/

Fernando Torelli - Cardano OG Artist

Fernando Torelli is an early adopter of Cardano and has worked with editorial illustration, sports, streetwear, music, comic books, NFTs and educational illustration since the late 90s.

https://twitter.com/regulaversoNFTs

https://tapas.io/series/Os-Vitalcios-Reguladores

Pedro Terra - Pedagogical Advisor

Pedro Terra is a physics teacher and researcher in the field of Physics Education. He holds a degree in Physics from the Federal University of Rio de Janeiro (2014) and a Master's degree in Physics Education (2016) from the same university. Pedro has completed a teacher training program in Chiba University, Japan, where he carried out a comparative research about the Course of Study (学習指導要領 ). His main interests are the analysis and production of teaching materials and innovative teaching strategies, focused on advanced topics in Classical Physics and modern Physics topics not usually covered in High School. His current interests include curriculum studies and exploring new themes and hands-on approaches in high school education. Currently, he is a doctoral student in the History and Teaching of Mathematics and Physics Program at IM-UFRJ.

http://lattes.cnpq.br/4320265194586542

https://www.cp2.g12.br/blog/propgpec/pos-graduacao/lato-sensu/fisica/corpo-docente/

Filipe Vargas - Local community facilitator

Filipe is a cryptoenthusiast who is able to bridge relationships with local communities.

[Project Milestones] What are the key milestones you need to achieve in order to complete your project successfully?

2 months (March-April 2024)

• Survey of existing educational materials;
• Prospecting schools for the workshop (conditions: school's data, facilities, school calendar and schedule, etc)
• Development of the Workshop plan;

Secondary school calendar typically begins in February in Rio de Janeiro, Brazil. There is also a typical break on late July.

2 months (May-June 2024)

• Preparation of the necessary resources;
• Conducting the workshop A at the elementary school;
• Evaluation of practical activities;
• Collection of feedback from Stakeholders from workshop A;
• Update educational materials;
• Update the Workshop plan;
• Develop 1 Picture Book for non-Brazilians (NFT);

2 months (August-October 2024)

• Preparation of necessary resources;
• Conducting the workshop B at the secondary school;
• Evaluation of practical activities;
• Collection of feedback from Stakeholders from workshop B;
• Make the Picture Book B available for non-Brazilians in EN-US (NFT);
• Develop a Closing Report;
• Share results with the Cardano community;

[RESOURCES] Who is in the project team and what are their roles?

Marcus Vinicius

• Overall project management and coordination;
• Planning and overseeing the workshop;
• Ensuring project objectives are met;
• Conducting the educational workshop;
• Presenting and explaining Cardano blockchain concepts to the students;
• Ensuring a positive and educational experience for the students;
• IT Management, NFT's drop, site, etc

Fernando Torelli

• Creating visually engaging and age-appropriate educational materials;
• Designing materials such as handouts, visuals and presentations;
• Ensuring that the materials are clear and easy for elementary students to understand;
• Enhancing the overall learning experience through visual elements;

Pedro Terra

• Pedagogical advise
• Prospecting school venues and providing student appropriate logistics;
• Providing insights and guidance on effective teaching methods for the age group;
• Assisting with the adaptation of materials for institutional purposes (BNCC, ECA, etc);
• Ensuring that the educational content aligns with the school's goals and the local community;

Filipe Vargas

• Backup connections for Fund11 proposal;
• Bridges with local communities for Fund13 (only planning);

[BUDGET & COSTS] Please provide a cost breakdown of the proposed work and resources.

COST BREAKDOWN IN LINES (lines perspective)

• Staff Compensation 18600 ada
• Fernando Torelli Comission 14000 ada
• Technology and Software 800 ada
• Transportation and Logistics (Uber, 2 workshops) 240 ada
• Risk's provision, Tax liability to RF (27,5%), price, etc 18000 ada
• Educational Resources and Supplies (Banners, flyers, books, etc) 1200 ada
• Management 28000 ada
• Catering 1200 ada
• Contingency and Miscellaneous 4000 ada

TOTAL 86.040 ada

COST BREAKDOWN (months perspective)

1 month (April 2024)

• Survey of existing educational materials;
• Development of the Workshop plan;
• Preparation of necessary resources;

Subtotal: 12.000 ada

1 month (May 2024)

• Conducting the workshop A at the secondary school;
• Evaluation of practical activities;

Subtotal: 18.020 ada

1 month (June 2024)

• Collection of feedback from Stakeholders;
• Develop 1 Picture Book for non-Brazilians (NFT);

Subtotal: 14.000 ada

1 month (August 2024)

• Update educational materials;
• Update the Workshop plan;
• Preparation of necessary resources;

Subtotal: 16.000 ada

1 month (September 2024)

• Conducting the workshop B at the seconndary school;
• Evaluation of practical activities;
• Collection of feedback from Stakeholders;

Subtotal: 18.020 ada

1 month (October 2024)

• Develop 1 Picture Book for non-Brazilians (NFT);
• Make the Picture Book available for non-Brazilians in EN-US (NFT);
• Develop a Closeout Report;
• Share final results;

Subtotal: 8.000 ada

TOTAL 86.040 ada

[VALUE FOR MONEY] How does the cost of the project represent value for money for the Cardano ecosystem?

VALUE FOR MONEY

• Education and Awareness: introducing Cardano blockchain concepts to elementary and secondary students fosters understanding of blockchain applications in Cardano and beyond;
• Long-term Impact: educating youth creates potential future Cardano users, building a blockchain-literate generation;
• Positive Association: this initiative creates a favorable link between Cardano and evidence in public management, enhancing its reputation and broadening appeal;
• Cost-Effective Approach: targeting a young audience efficiently uses resources for blockchain education;

RETURN ON INTEREST

The project's cost is an investment in Cardano's education, awareness, potentially yielding long-term benefits;

[IMPORTANT NOTE] The Applicant agrees to Fund Rules and also that data in the submission form and other data provided by the project team during the course of the project will be publicly available.

I Accept