How is everyone else doing today? Can you guys see my screen? Yeah,
we can.
Okay, great, yeah, I just post all the questions here, so we may follow this sequence, start from research, then design their writing and solution. Architect, I don't know if Paul is here, but if he is not, I can just ask the question on behalf of him. All right, so I think we have most of us here. I just want to give us a very brief opening. Is I want to first introduce Mr. Ben. So Mr. Ben is the founder of dyslexia foundation in Nigeria, and he is applying psychologist. He is a dyslexia trainer, and he is also a master brain trainer. He has been involved with our project since last year in phase zero, so he has always been very supportive to us, and we just really appreciate that. Yeah. So in terms of the this project, we are currently in phase two, and as I mentioned, we have some colleagues from different teams being here today. Since today, we may have like kind of limited time. So in the later like in the next couple of minutes, just ask the question that you believe is the most important to your team. As you can see here, I kind of cross over some questions because they're either like repeated or they can be addressed in the later stage because they're too detailed, because Mr. Ben gonna with us in the every other week's demo, right? So he's gonna watch our reports, and we can just continuously communicate with Mr. Ben and see, see case opinions and ideas. So I think I'll just start with a very important question regarding to the brain training materials. Because, Mr. Bell, you may have heard that we've been rejected Institute. So just wondering, if you have any other resources, we can reach to any suggestions.
Okay, thank you very much. Actually, I was quite surprised that they would reject that. I was surprised. I was taken aback. And I asked informally. You know that, of course, every every organization has its politics, so I think it's we just got caught up in the politics of Rena Rex, leninax and the Gibson Institute. Perhaps, perhaps, I'm not sure, I'm not sure to what extent, because they are the same people. Maybe just executive director is different, perhaps, if you had approached the Gibson Institute, which already originally this was addressed to, because the Latinx is purely commercial. It's a private company for commercial reasons, my different. But anyway, things are what they are, right month. So what I think, are there other alternatives? I think that's what the research team needs to look look into. Are there alternatives to brain I'm sorry, Are there alternative to learning directs, and brain directs? The fact that I'm using Latinx and brain RX doesn't mean that it's only available in thing in the world, I know that is we also use in at the moment, or something called structure of intellect. It's also structure of intellect. I'm sure you've come across it. Yeah, we are also certified to train people, and we use it for actually training children, as well training both children adults. So that exists. So I'm saying to the research, see, maybe you need to do more research and see what are the other existing options besides learning directs. Learning directs is just one of several
tools,
even online, I think there might be even some free tools that might be there. The reason why I don't go for I'm not confident in the free tools that they have a limit, and then they say, subscribe. So I'm looking out for a partnership with any of those organizations that actually has this proprietary material that we can use. For instance, like I mentioned, structure of intellect. I know is there. I know there is the neuro neuro, neuro sense bands. Neuro sense band. We also use neuro sense bands. They do there is a bit of cognitive training in the sense band memory they use. There is a product called memory. They have a memory program. They have also an attention program. So there are several options, if the research team would just broaden its net and just search, what are the existing cognitive skills training programs across the globe, and then see which ones we can approach to seek partnership or collaboration, whatever it is. Because again, as as a purist in this field, I'm very purist when it comes to the approach, because I've tried both. I've tried structured literacy, I've tried joins, I've tried other options, and I see them every time I don't see them make sustainable changes to the cognitive development of the children of the people we train. The one thing that makes a sustainable difference, as I often say, and I advocate and converse all the time is cognitive skills improvement once the cognitive skills of a person are improved, reading, writing, spelling, comprehension becomes easy and fun. The reason they struggle is that their cognitive skills are very weak and low. So we need to do something to improve that their memory is low. Therefore, when you want, you teach them anything. Now, if you like, teach them anything. You teach them today, without improving that memory, they will come back and struggle with even pronouncing the words or blending the words, even whatever. So that's where I think that we should intensify our search for alternatives, and there are alternatives, definitely in the world, brain and rest cannot be the only alternative. It cannot be the only provider of cognitive skill, strength. Yes, they might be the leading ones, but they are not the only ones. As I mentioned. There is a structure of intellect. There is the neuro eh, neurofeed. There is also several, several, so
gotcha, um, thank you very much. So we're going to do some research and find like materials, especially for Brain Training, especially focused on like training their memories, right? Am I understand that correctly? Okay, right? That's something we can definitely do, all right, um, so I think, without further ado, I'll just start with the research team. If you have any questions you think that you need to ask Mr. Ben, just please go ahead.
Um, hi, I'm Isidora. I'm one of the CO leads for the UX research team. Nice to meet you. I just want to just clarify the kind of use case that we're going to be focusing on, like, for like, the first release, I know we have an educator and a student side of the app. But for the educator, are we focusing on just trainers at your organization? Are we also considering, you know, like classroom teachers as well using this app?
Okay, thanks. Well, the focus, the target, the focus user, is anyone teacher, whether it's class or out of class. You know, we have several teachers who are also right now in my country, in Nigeria, many teachers are leaving the classroom and providing tutoring services from home to home. So they are still teachers here. So such people would also be trained teachers in the classroom. Will be trained parents who are looking for solutions for their children, and I can there are many if they find the time to use the app. So it's not just trainers our center trainers that are center less than 1% of the need of the people who would use this app, yeah, so it's not just for Turner's license.
Okay, okay, thank you for clarifying. So do you anticipate then, for example, a single student like being connected to more than one educator within the app? So like say they have a tutor, but they also go to your center or they have a classroom teacher. Is that something we need to account for in well,
don't rule it out. It might happen. Don't rule it out. Okay, you know, people's people's people search every time. So if they have a classroom teacher who is already using it, my mention to the because some of them are tutors. My mentioning to the home tutor say, Oh, by the way, you can also use this, and the home tutor would also use it and keep the record of the progress that person is making. And it can also then be okay with my, oh, I'm not able to come mother, the mother of the child or the parent of the child. Would you help us supervise this? Yeah, so be broad minded.
Okay, got it. Thank you. Our next set of questions is mainly around, you know, just finding participants to talk with, or just just learn about their experiences. I mean, would you be able to, like we need to, you know, speak with our target audience, like connect us with whoever you have at your center, students, or, like parents of students. I know that that was kind of a blocker for, like, last phase, it was a little difficult to recruit. Would that be possible just to pass on, like, maybe a recruitment email and all of that?
Of course, yes. The challenge is, the challenge is not in passing on the information, the challenge is getting them to talk. Yeah, many parents in this context, in our context, are still in denial. Mm, those who have seen abuse our services and benefited from it say, I don't want to expose my child. They still are protective, right? Because there is still a lot of stigma associated with having dyslexia or any other learning challenge, and that's what we are trying to take away. We want to take away the stigma so that people can freely say, Hey, I have dyslexia. My son has got to that point where he can go to a class and teach the lecturers, or whichever is saying, and he says, Sorry, it doesn't work for me because I have dyslexia, and they say once that you're only pretending. They don't even know what it is. They don't believe what they're saying, they say you're just finding a way to get extra time. And he says, No, right. So it's not about it's not about not having the parents. We can give you a list, a long list, including people we know. But the ability to unwillingness to speak to you is another thing, yeah, because of the things I've just mentioned. So even if you have one or two, take that as representative of the rest of the people who are Yeah,
right. We were also thinking about how to other strategies, like how to incentivize participation, and one of the ideas we came up with was more of like an educational incentive. And I don't know, you probably understand your target audience more than we do at this point, but like maybe parents educators like offering some sort of educational workshop about dyslexia as a thank you for participation. I don't know if that is something that would be motivating to them to like, motivate them to participate, or if you have any idea other ideas of what we could offer as a thank you, you know, to try to increase participation.
Well that could, that could motivate and incentivize them, especially if they hear from a different voice, because I think maybe they're tired of hearing my voice all the time. If, if you should do, if you, if you could plan that to coincide with October, which is a dyslexia Awareness Month, that will be helpful, because you can say, okay, all those who participate will have, maybe have this session with you to just talk about this and maybe even say, okay, want you to talk about the challenges you're facing in providing support, apart from the financial challenges, because that's the one they will put up first, if everybody wants to to have financial sports or something or the other. But apart from the financial challenges, what are the other challenges that we might be able to be aware of doing this. And if it could be part of the October dyslexia Awareness Month, that will be wonderful. If it is, if it is feasible,
okay, okay, we were hoping that maybe someone at your center would want to do that. We're not, you know, because we're not subject matter experts in this. But I don't know if, yeah, you have the resources at your center for someone to offer that type of workshop. So, yeah, so you will be doing outreach in October for dyslexia Awareness Month.
Yes, we have several outreaches planned. We have a radio program that will run every week, once a week, the 30 minutes, just talking about dyslexia. In fact, it starts from, starts already from tomorrow, which is Saturday, every Saturday, but 30 minutes, so that it leads us into October talking about that, but also having webinars, webinars and online webinars. I mean, we can invite as many teachers. We have over 2000 teachers on our database, teachers and parents on our database. We could just send out if you if you want, can send you some. We can share that database and use it to reach them and say something is happening in partnership with a dyslexia project, or project dyslexia, what is it
called? Really dyslexia, reading. The official name, that would be great. I wanted to ask you if we could use, like next month as an opportunity to maybe recruit or like reach out to educators to speak with. So that would be really great. I think my other questions are a little bit more detailed, so we can probably skip them and go on to whoever's next. But thank you so much for answering.
Okay, thank you.
Thank you zidara, and thank you for all the answers for the research. Mr. Ben, I think we're gonna pass that to the design team B, right.
So Design Team B, does anybody want to ask the question? Or I can ask on your behalf, but I will not be very sure that I fully understand your intention. I can definitely,
Hi, I'm Shweta. I'm from Design Team B. I can ask the questions, Hi, Ben, nice to meet
you. How are you good to see you? Good
to see you. So I had some questions, a couple of questions, actually, we are working on the Student app of the design part. My question was, I understand that there is a stigma and people are not I mean, maybe students will be not available to speak, or parents might not, not be, you know, able to provide lot of inputs. But is it possible that we can ask the students to use the app and give us feedback only about the app?
Yes, sure. Definitely, okay, definitely. In fact, one of the things, one of the things that make the students, especially the younger ones from age 67891, of the things that attracts them to the Center for Training is the use of the gadgets giving them his tablet to use, or they are working on the on the computer laptop that fascinates them. So they will be happy to do that. And then, of course, we have older ones. We can say, Okay, we would want you to give us feedback on the use of the app and see how that plays out. Yeah,
okay, that will be helpful. And currently, we have a playful tone for the Student app and believing that that is the right approach for dyslexic students as well. Do you have any other suggestion for any other kind of tone to use, other than playful? No, no.
I think the playful one is the was one agreed the last time we said, make it more fun, playful, not knowing that they are actually learning in the process. One of the things that all the apps we use, or one of the things that all the tools we use, have attraction to them, is that they don't realize they are training their brains. They don't realize that they're just playing the games. And as I said, we spend 80% on cognitive improvements before we use 20% for reading, writing, spending and comprehension. Sometimes by the time we've done with the cognitive they've already picked up the reading that we don't even have to do because auditory processing skills, English word attack, that are incorporated in the in the cognitive app. Do help already, before you even say, Okay, you're now going into the reading proper in the in the time that we we have seen this happen. Yeah? So yes, keep it a playful tone. The the game, the game, the game. Make the games fun, and they, they will love it. And then, of course, the character should be because, as we tested the last time, like the character should be very, very appealing. No no shouting reds, because some of them who might use it will react negatively to red colors, sometimes things like that. Again,
that we should avoid. Say it again, is there any other color that we should avoid other than red?
I think it's just the red. The red is often unavoidable color in this this in this field, so that, because some if, if the child has autism and dyslexia, the autistic children often react negatively to red colors, so in order to get them agitated or even reported, they just don't want it. So yeah, okay,
okay, thank you. And one last question is about the cognitive and memory skills. These are the things that I that, that you mentioned in the starting that will be helpful for the kids. But is there any other thing like, for example, is that, I mean, among reading and math. Is there anything you want to give weightage to initially compared to later on, like, Should we start with math, or should we start with reading? Which will be more beneficial for the students?
I think reading will be more beneficial if it's a dyslexia app, then it should give more prominence to read. You cannot. You can add on math later on. Okay, but reading should be his primary focus, just as attention, focus and concentration should also be another early win, because part of the challenge why they can't read sometimes is that they are not patient enough, they're not focused enough. They have visualization skill problems, so they tend to just wander all around the place, to the point where they don't focus and concentrate. So those three would be initial games, I think, for us.
Thank you very much. Questions, okay,
always can find on mute. But thank you so much, Shui, and thank you for Mr. Ben answer the design question. We'll next go to the writing part. Kolise from the writing would you like to answer some question to Mr. Ben?
Hi. Did someone from my team add these questions, or these questions that you added. I was told just to come to,
I think it's Kasher, right? So, because you can see the names right here.
Oh, okay. Then, so, yeah, what tone and voice should the content adopt to ensure it's suitable for children with dyslexia?
So can you answer again, please,
what tone and voice should the content adopt to ensure it's suitable for children with dyslexia,
that's a very difficult question. I say it's difficult in the context of developing an app for an international audience, right? So if one of the let me just say this story, then you can, you can, you can understand where I'm coming from. We finished doing an assessment with the parent and and the child, and the parents said, oh, I need to see I need to sit in to see what the child is doing. I said, No, it's not, it's not allowed because you're distracted. No, no. She says, Okay. He allowed us a five minutes, and then she came out after five minutes, when the result of the assessment came out, she said, How did you expect him to pass that test, that assessment? When the English even myself as an adult, I don't understand what those people are saying, because it's Western intonation, Western accent. Alright. So I said, Ma'am, we're training your child for an international audience? We're not training her for a Nigerian audience to use Nigerian intonations and Nigerian English. She said, No, no, I think he would do better than this. I think he will do better than this. He said, Okay, then you need to take the assessment, but you need to pay again for it. She paid again, and the boy took the ass this time. It was worse because she refused to go in, and we refused to as help our staff to go in to help. So it was worse. So the point I'm making with this is that we have to find an acceptable accent that would be understood, understandable, my bearing in my the grade and age of the children we are developing this for. I don't know if that answers the question. I can say this is how it should be, but broadly, that's what I think.
Okay, yeah, no, thank you. That's very helpful. And how do you envision simplifying complex instructions to make them accessible and understandable for children who may struggle with reading? Yes,
yes, yeah, that's one of the things we we tend to do, which is why for us, every trainer has gone through the digital exercises that the child is supposed to do, so that they are also have an awareness of where the complexities and difficulties will be. So when they are pro even though we say, don't provide instructions, but when the child has done the exercise four to five, four to six times and fails the exercise four to six times, then the trainer has to intervene and say, Hey, this is the instruction you you didn't. You didn't listen to the instruction. The instruction, instructions have changed. For instance, before he says, Which direction is the arrow pointing? And it's opened up, right, left. And now the instructions change to the arrow is going to be pointing 90 degrees. Tell us where it is pointing, 90 degrees left, and the arrow goes left. If the arrow is left, 90 degrees left would be that the arrow has gone back this way. So the child should understand those simple instructions, but they don't get it off, so the trainer needs to often explain to them, yes, so getting the instructions clear and and understandable would be an should be a goal that you should also aim for. But no matter how it is, that's the reason why. Sometimes it's still, I still say center based approaches for using the app would still have advantages over just pick on the net and use
Okay, thank you. And then I don't want to take up too much time and ask all of nesta's questions. I guess. Are you looking for different tones for both the student side and the teacher facing side? Or are you anticipating differentiated tones for each
definitely, definitely, teacher tone should be different from the trainer's tone. Yes, teachers are more educated. Trainers are much more yes to answer the question.
Okay. Last question I'll ask is, What do you want the onboarding process to look like, and what specific challenges might you anticipate? And how can we how do you want the onboarding process to adjust them?
Onboarding challenges? You mean, yes? Well, generally what, what will be helpful is to have, like, a three day practice session, so to speak, an orientation and onboarding where the the system is not yet recording this course. So you have, like a three in the brain anx program. We have three days, in some cases, in some others, we have five days where the system is not yet recording the activities. So just getting familiar with it, the tone of the language, the pace of the exercises, etcetera, etcetera, before getting into the real exercises once that starts one day, once the three days finishes, then the activities that that will be one good onboarding activity to do, allowing for maybe two to three days, initial onboarding process. Get familiar with it. You know, all the sounds and everything that's one. The other one is that we did discuss it at the last time. Connectivity challenges, there might be connectivity challenges so that it should be possible for the app to work without the internet connectivity. It shouldn't just be a web based app. It should be downloadable, so that you can then use it, so that you don't depend on internet connectivity. Because one of the challenges you will face if is that if it's all the time depending on connectivity, then there might be times when the internet connectivity is not there, and then you can't use it even when they want to. But if you're able to download it into a system, all the things we are using at the moment, they are downloaded only. We download them and we use them, so they can't be used when the internet is not on, but when the Internet is on, we can use the web based one applications and use them. But once internet connectivity is challenged, we turn to the already downloaded fashions which we are using. So that will be the thing I would suggest that you take you looking to
