#GetLearnD

Students tutoring students

According to MATSEC, two in every three 18-year-old students don’t make it from sixth form to university. Gail Sant speaks to the team behind LearnD to find out more about their take on student-centred education.

You love films, videos, and photos. You relax while watching Netflix, and learn new skills on platforms like Skillshare and YouTube. Me? I adore the written word. Books, magazines, blogs are all I need to live a happy life. People are unique. And we all learn things in a unique way. 

Different people require different teaching methods to learn. But most classroom set-ups involve one teacher, one lesson, and thirty-odd students. The lesson is interpreted in thirty different ways; a few absorb more than others, leaving some in need of extra help to ace their maths test. And how do they do that? With private lessons. 

In Malta, private lessons are the go-to solution for students struggling with a subject. However, these sessions tend to be a carbon copy of school classes: one tutor, one lesson, multiple students. This problem was the seed that gave rise to the education-focused startup LearnD.

The philosophy  

LearnD is a tutoring app invented by Luke Collins, Jake Xuereb, and Dr Jean-Paul Ebejer (Centre for Molecular Medicine and Biobanking, University of Malta). The concept behind it is simple, Ebejer says; ‘it’s a bridge between students who can act as mentors and students who need the help.’ 

LearnD does away with the one-size-fits-all standard of teaching and offers students tailor-made tutoring. Individuals are treated as such, their problems tackled through dedicated sessions. As a student, you don’t need to sit through a whole syll

From left to right; Jake Xuereb, Dr Jean Paul Ebejer and Luke Collins. Photo by James Moffett

abus of private lessons. The idea is to identify your weak points and hone in on them in select sessions. This is both time and money-efficient. 

Xuereb believes ‘private lessons can make students lazy.’ They don’t need to evaluate their problems, or focus on where their issues lie. Not when they know they’ll just cover all the topics at various points during their weekly appointment with their second teacher on Tuesday night. LearnD focuses on dividing attention unequally. If you get an easy A in physical chemistry but struggle to pass organic chemistry, it only makes sense to give the latter some extra TLC. To get to this point, students need to take a step back from their desks and separate their strengths from their weaknesses. 

This is also a big plus for tutors who don’t want to (or can’t) commit to teaching a whole syllabus. They can simply prepare a lesson for the requested topic and leave it at that, earning some extra money to accompany their stipend while gaining teaching experience.

But LearnD isn’t just about academia. Some lecturers lose touch with ‘the student life’, distancing their relationship with students. Conversely, student-tutors know the struggles a peer would be going through and can provide support. ‘No one would have a better understanding of what a sixth former needs to do to get into medicine than a medicine student,’ says Xuereb. ‘Through LearnD you can find people who have been through the exact same thing and who can offer their best advice on anything from time management to de-stressing, and everything else.’

Making it happen

The original concept was more related to finding a way for academically inclined 6th form students to contribute productively to society,’ says Xuereb. When he spoke to Collins, a fellow University of Malta student and Xuereb’s former maths tutor, the idea went from ‘an online local network’ to ‘app’. At the time, there were no local tutoring apps.

Despite both being passionate about the idea, they soon realised that they needed someone with business experience, and that’s where Ebejer came in: the LearnD team was born!

The process that made this idea into reality was not a simple one. Xuereb and Collins spent over six months working on the app, learning about the tech behind app-making and coming up with a business plan.

They got their break when they won the Take-Off Seed Fund Award in 2018 and got the necessary funds to make the app a reality. They quickly got the ball rolling, hiring designers, app developers, and marketing agents. The team grew; the app was built. Then, during the KSU Freshers’ Week in 2018, the app was partially launched, inviting potential tutors to apply. The app is now fully launched and available for students.

Troubles

The app comes with features such as the ‘Location Filter’ that are there to make your life easier.

As with all big projects, the team ran into a few setbacks along the way. One prominent techy mishap didn’t allow them to launch the app on the Apple Store, making it difficult to keep up with the launch date. 

Since the app is used by underage students, there were also a lot of safety features which needed inclusion. Tutors upload their police conducts and ID cards. Also, to make sure LearnD’s service is reliable, the team not only analyses tutors’ qualifications, but they also try and test each applicant out themselves. And for accounts which belong to students under the age of 16, parents need to authorise any communication which goes on through the app.

The team persisted through the struggles they encountered and continue to work hard to solve any problems which crop up. Despite difficulties with time management, Collins and Xuereb, both undergraduate students, expressed how this app allowed them to dive into the working world. They gained entrepreneurial maturity, understanding the importance of a reliable team which shares the same ideas and work ethic, as well as dividing funds for the project’s overall benefit.

A LearnD future

The LearnD story doesn’t stop here. ‘We want to renovate the education space,’ says Ebejer, adding  that they wish to take the next step and make it internationally available. Malta’s size makes it the perfect test bed, but they think that the app shouldn’t be limited to its home.

According to MATSEC, in 2017 only 27% of 18-year-old students acquired the necessary qualifications to get into university. Collins expressed that students ‘shouldn’t get lost’ because of a bad exam result or because of a mismatched student-teacher scenario. Students deserve to be treated as individuals, and LearnD can offer them that. 

English for medicine: Bridging worlds

You come to Malta to attend Medical School, and you end up in an English class. Nicola Kirkpatrick talks to Dr Isabel Stabile, Omar N’Shea, and Edward Wilkinson about the often unappreciated value of the University of Malta’s Medical Foundation Programme and its impact on international medical students’ lives.

A sea of blank faces stared him down. Omar N’Shea had asked his students a question, but no reply came. None of them wanted to be there. The University of Malta’s Medical Foundation Programme (MFP) aims to equip high school graduates with less than 13 years of formal education with the skills they need to enter Medical or Dentistry school. But its focus on academic English is what receives the most ire. N’Shea, one of the programme coordinators, understands. ‘They don’t see the value initially. They think to themselves: ‘I didn’t travel thousands of miles away to sit in an English class. No, I want to study medicine.’ The frustration is understandable,’ he nods.

Omar N’Shea

But when so many international students were struggling with the medical course due to language and communication difficulties, something clearly had to be done.

Looking back at the challenges she was facing when the Medical School opened its doors to international students, Director of Studies Professor Isabel Stabile notes the discrepancy in language skills. What was expected was quite distinct from the reality of the situation. ‘What is interesting about our student body is that their spoken level of English is really high,’ says N’Shea, ‘but their written level of English needs work to keep up with the demands of an academic course.’

English Programme Coordinator and tutor Edward Wilkinson agrees, highlighting that ‘resources were lacking. Teaching exercises and materials were sourced online and everyone did the best they could. But a gap quickly emerged as far as Medical English was concerned.’ Stabile further clarifies, ‘Most books available were aimed at teaching doctors and nurses bedside manner and care for patients, but there was little to none out there that focused on academic medical English.’

Prof. Isabel Stabile

With this philosophy in mind, Stabile, N’Shea, and Wilkinson joined forces to develop a series of books called Academic Medical English for Pathway/Foundation Programmes. These books provided a framework for students to deal with the language in which scientific subjects are taught. The material improves their academic literacy in ways important to medical students, equipping them with skills such as reviewing research papers, writing reflective essays, and answering essay questions.

The book was ‘born out of the needs of these students and the medical program,’ says N’Shea. ‘The concept is to present to the students the core skills required by the medicine and surgery degrees, so that students become aware of the differences between using English as a lingua franca and using English within the framework of academic literacy.’ To enable this, the team included topics to reflect those covered in the science classes that students attend throughout the course. ‘So if they’re doing pulmonary topics in science classes,’ N’Shea says, ‘then they’re discussing them in English classes too. We used the science as a framework for our English lessons, and that was essential. Rather than teaching two disciplines with no dialogue, we created a bridge.’

This approach saw immediate shifts in perception. Dr Hussein Alibrahim, now a house officer in Kuwait, says his primary and secondary education was all in Arabic, and the foundation course, where English and science stood side by side, ‘was an advantage and a necessity. Skimming carefully through an article, identifying keywords, summarising, criticising, asking questions, and looking for the right answers are all skills that I learned for the first time in the foundation course and are skills I still use today,’ he added.

Edward Wilkinson

But the programme was not only useful for medical school. Alibrahim noted how it changed his day-to-day life as well. It taught him important lessons on punctuality and work ethic. ‘If you don’t learn [these things in foundation school] then maybe you’re in the wrong place,’ he notes.

With time, the team refined the course. After looking into the discrepancy between spoken and written levels of English, N’Shea and Wilkinson determined that the most probable reason behind it was a lack of reading by the students. Due to this, reading is now a core element of the course and is based on science topics to keep students’ interest piqued.

Now that the coursework has been implemented, positive results can already be seen. Students are so ready and raring to go that ‘sometimes they even want to take over the sessions,’ says N’Shea. ‘A student came up to me in class one time and asked to explain a concept to the others. It was such a dramatic shift.’ This has made it a joy to be in class, he adds, saying that ‘it became an active classroom. Students are totally immersed now.’ He feels that, through this course, the students are empowered ‘because they feel they can bring into the classroom all the things they know from science, but explore them through language.’ This way, ‘English is presented as a skill set to enable them to better achieve their goal in the career path of choice. It makes English less of an extra subject and more of a tool,’ he adds.

N’Shea, Wilkinson, and Stabile all agree that they will continue to perfect the programme. Currently in the works is a coursebook dedicated to developing listening skills. It will concentrate on areas such as note writing and identifying and differentiating words even when people speak with different accents. However, before the ‘listening book’ (as they fondly call it) is released, we will see the ‘reading book’, which will provide scientific passages for the students to read and be assessed on. All editions of this book will have the added bonus of a teacher’s book, meaning that the coursework can be taught by any teacher around the world, even if their knowledge of science is lacking.

With students communicating more, isolation is less of an issue and this is immensely beneficial. ‘We have to remember the dramatic shift that these students are going through,’ Stabile says. ‘They’re moving country, dealing with culture shock, all while fending for themselves for the first time in their lives, an adjustment local students do not need to make.’ This, along with the pressure that comes with a course you only get one chance to pass, is significant.

With students communicating more, isolation is less of an issue and this is immensely beneficial.

The fruit of their hard work is evident. According to research conducted by the team, between 2008 and 2015, 86% of MFP graduates progressed through Medical School. Moreover, the proportion of MFP students who repeat Year 1 of their medical degree is only 8.2% compared with 8.8% for EU (mostly British) students between 2014 and 2017. They also found that MFP students who started in 2010 and graduated medical school in 2015 achieved the same average grade over the whole five years as did local students in that cohort.

That said, all this work is not just about grades. Stabile says the team’s intentions go beyond seeing students pass exams. What they want to do is to ‘place them on a trajectory for success.’ And that is definitely a goal they are achieving, one year at a time.

  Author: Nicola Kirkpatrick

The new digital divide

Unequal access to technology and the Internet is traditionally termed the ‘digital divide’. Both are expensive, which leaves some people behind. Today the situation has changed, with 98% of minors having home Internet access in Malta. Government targets digitally-deprived students by investing hefty sums to have tech at school. However, there is a new digital divide within formal education, and this time it is not about who uses technology but how they use it. 

What is the attitude toward the technology that is being used in class? What is the goal that students are using that technology to accomplish? You can have countless schools on the receiving end of whole shipments of tablets and laptops, but the sad reality is that without an effective strategy, they are unlikely to reap the full benefits of that investment. 

Dr Philip Bonanno

If technology is placed within a system that ignores students’ needs and is unresponsive, if not completely resistant, to new teaching and learning methods, the result is completely counterproductive. A teacher’s frustration with students being distracted by their devices is an everyday occurrence, and it needs to be addressed. The question is: Is this a technology-related problem or a more profound issue related to how humans discover and understand knowledge? Are these pedagogical conflicts arising from the presence of technology in class or from an epistemological clash between teachers’ and students’ beliefs about learning and knowledge sharing? 

If we define pedagogy as ‘guidance for learning’, we need to provide guidance for a variety of learning methods. By focusing only on the ‘chalk-and-talk’ method of teaching delivery, we may actually limit access to different ways of acquiring knowledge. Besides using technology to enhance teaching, digital tools and resources need to be used to empower students: first to take over the management of their own learning, and second, to pursue different technology-enhanced learning avenues for acquiring, creating, and sharing knowledge. This gives the student better skills in digital and information (critical) literacy, in collaboration, and in networking, hence preparing them for the world of work. 

To make this happen, challenges await both teachers and students. Teachers need to welcome new forms of learning, offering guidance and support rather than simply ‘giving students all the information they need to know.’ Students, on the other hand, have to overcome the mental conditioning that links learning directly to teaching so they can stand on their own two feet. 

Students and teachers need to work together to adopt a more independent and customised approach to learning, enhanced and transformed through technology.  

Author: Dr Philip Bonanno

Through the VR glass

As societies evolve and take in a greater number of distinct cultures, histories, and traditions, the ability to empathise with each other becomes vital, for all our sakes. In an effort to get as close as possible to seeing life through another’s eyes, researchers from the University of Malta are creating a virtual reality experience that allows users to step into someone else’s shoes.
Words by 
Dr Vanessa Camilleri.

From a young age we are often taught that if we want to understand someone else’s perspective, we must first walk a mile in their shoes. This ability to place ourselves in another’s position is what we call empathy. This component of emotional intelligence is known to increase prosocial behaviour and reduce individualistic traits, meaning that it can lead to a better quality of life where practiced, whether at home, in the workplace, or any other environment.

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Road to resilience

Hardships do not befall us all in equal measure. Cassi Camilleri talks to Prof. Carmel Cefai about his work at the Centre for Resilience and Socio-Emotional Health and the dedicated curriculum that seeks to impart the skill of resilience to those who need it most.

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Time to go

Kristina Mifsud
Kristina Mifsud

The start of a new scholastic year can bring about feelings of excitement to some and dread to others. After the relatively quiet summer months, children need to start making their way to school in the mornings. The result is traffic, an ugly monster that brings Malta to a standstill every morning. One solution could be the grouping of school trips to and from homes.

Kristina Mifsud (supervised by Ms Amanda Borg) decided to investigate the issue of traffic congestion caused by school transport by studying a hypothetical scenario in which the free school transport policy for government-run schools was extended to church and independent schools. First she conducted a survey: parents who have children at church and independent schools answered a questionnaire. These parents drove their children to school using their private vehicles. The results were very promising with more than 70% of mothers indicating that they would switch to the government-provided school transport if it was implemented. Those who said they would not take up the service gave three main reasons for this: mistrust of minivan drivers, their children being too young, and that the drive to school was a distraction-free time with their children.

Then Mifsud estimated the benefits and costs for the service using the take-up percentage from the questionnaire. The list of benefits was plentiful; time and fuel would be saved, while air pollution and environmental costs would be reduced. The costs included the initial investment (minivans), fuel, maintenance, and staff payment. When compared, the total estimated benefits far exceeded these costs! For every €1 invested by the government into this school transportation system, society would reap €2.66 in benefits. Additionally, the direct cost (time and fuel) of individual school runs per child per year amounts to €993.22, based on the average time taken per child of 48.8 minutes per school day. Given that the average fee by minivan drivers for a year worth of school runs is around €600, the minivan school transport option is much more sensible, economically speaking, and all the more so with regards to protecting our environment and solving the traffic headache.


This research was carried out as part of a Bachelor of Commerce in Economics at the Faculty of Economics, Management and Accountancy, University of Malta.

Robots in the Classroom

Reuben Ferrante, a University of Malta Engineering graduate and founder of eeRoot, has developed a small robot called eeMod. eeMods are built from only two modules stacked on top of each other. The bottom module is a ‘sensor hub’ that can sense the environment around it. It does so through connections (wifi, bluetooth, USB, microSD card slot), several sensors (gyroscope, accelerometer, light sensors), and a bit more wizardry. The second module is the controller, or brain. Its programmable controller is entirely compatible with the Arduino platform—a standard used worldwide. A set of wheels let’s the eeMod zip around.

Because the robot’s brain is empty by default, it can be hooked up to a computer to upload data. eeMods understand complex instructions and can utilise their senses to act accordingly. Users can start programming by using a very simple Arduino compatible drag and drop interface, and later make the transition to writing their own code. Having all that technology in one sleek package is one of the their unique selling points. Although eeMods were originally designed to streamline the scientific workflow in robotics, it is receiving a lot of attention from educational institutions. The robot’s simplicity allows it to be uses in schools giving children early insight into robotics. Ferrante has received multiple requests to provide a syllabus paired to the eeMods and tailored to Malta’s educational system.

Sphero is another miniature classroom robot, but looks very different from an eeMod. The company SPRK provides a near indestructible ball that can move around via various motors at its core. Recently the developers made it possible to programme Sphero through a smartphone app. For some quick fun the ball can also be remote controlled using the same app. It can move across all kinds of surfaces, and even through water—the perfect classroom bot.

The robots approach education from different angles and target different age groups. eeMods are the perfect device to delve into the technology behind robotics and learn programming algorithms early, while Sphero is a nice toy to play around with, enabling even technophobe people to experience the miracle that robots are.

With an increasing presence in everyday life robots are here to stay, in one form or the other. Allowing children to get familiar with the technology early helps teach lifelong skills and inspire them for the rest of their life.

For more information visit the official eeRoots website.

This article first appeared in ‘Sounds of Science’ in the Times of Malta, May 22 2016.

Systematic Failure, Persistence and Success – A Table of Early School Leavers

In Europe, around one in 10 students (18-24 years old) is an ‘early school leaver’. For Malta, it is one in five. A fifth of our local student population is neither in school, nor in training, and with less than five SEC exams under their belt, Malta’s public education investment (~6% GDP) is not seeing much fruit. Cassi Camilleri speaks to Prof. Carmel Borg about what is needed to abandon the antiquated system our communities are being marred by. Photography by Elisa von Brockdorff.

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