MIC goes beyond social platforms and online teaching ecosystems
Social media and social networks, from Facebook to Snapchat to Twitter, etc., are an increasingly important part of our daily communication and contact. They are the key to staying in touch and up-to-date, contributing to and being creative in our world. Many teachers find that social networks are a great way to expand personal learning networks and gain new resources. Almost all students rely on social media as part of their daily lives.
However, the act of attracting students through social media may make professors feel unnatural. We learned from research that teachers are hesitant to use social media platforms. However, social media allows professors to reach students in new ways. In addition to teaching, there are benefits for educators and researchers to build social media brands. Although many people may try to avoid adding new content to their courses, it is recommended to treat it as a supplement to current teaching and communication methods. We all desire social connection, especially in a world where everyone is expected to practice social distancing. Social media interaction can be an opportunity to connect with current and new audiences, and even help build a brand for you and your organization or platform.
As a blockchain-based education platform, MIC will also provide an online educational social network to connect everyone, and provide users with valuable knowledge products through online distribution. By introducing a reward distribution system, users on the MIC platform can reward other users, share content revenue or co-create videos. This will establish close connections between users and improve the interaction between users and service providers.
But how will it enhance the interaction between users and providers? During office hours or after-school chats, students may hear about the provider’s career path or seek guidance on their professional development. Service providers can use their social media platforms to provide advice and guidance on internships, career opportunities, skills development, etc. Or link to the work being done by the Career Office or Academic Counseling Office to remind students of the institution’s full service offerings. This ensures that students continue to think about their personal and professional development goals, and provide them with strategies to advance their professional development goals and academic goals. Of course, there are other ways to increase the interaction between students and lecturers. For example, MIC’s online education platform will also use blockchain to build a decentralized live broadcast network, which can effectively alleviate the problem of video output transmission jams. The anchor can output online education content through this network, and the audience can give a reward through MIC to enable the two-way exchange of value.
Students usually chat before or after class, during office hours, or in the corridors. Through social media interaction, users can make their social media a space where students can “hit” them up and understand what they are doing everyday. Service providers can use the interactive features of these platforms, such as voting, questions, and quizzes, to allow students to interact with them online and share their answers anonymously to create a sense of community where their input is valued.
Although MIC’s platform does not use social networks to obtain their responses, MIC does have its own method to obtain information to further improve its education ecosystem, that is, to implement an evaluation system. Evaluation is an important process to ensure the quality of teaching content and service providers. Each teaching content provider has a score that is visible to the entire network to ensure the quality of services he/she provides. Content providers must provide high-quality courses and continue to receive praise in order to obtain higher scores and better reviews, thereby attracting more potential users. It is a point system where the dynamic quality score of the teaching content provider will be the average of the quality scores given by the users served by the provider. The consumers of teaching content will ultimately select a better service provider based on the main parameters, that is, the number of times the teaching content provider provides services and the average score. In order to prevent scoring fraud, the smart contract stipulates that only consumers who pay for teaching content are eligible to score and will receive partial MIC rewards after completing the scoring process.
The MIC platform can make the evaluation system of teachers or students fair and transparent. Teachers can publish their own teaching needs on the MIC online education network, and students can also publish their own learning needs. Since the data in the blockchain system is real and cannot be tampered with, both the teacher’s personal information and the students’ evaluation of the teacher can be objective and fair (that is, the information provided by the teacher is absolutely true, and the teaching record and evaluation cannot be obtained by swiping the order). In addition, through smart contracts, MIC tokens are used to provide low-level rewards for specific user behaviors in the MIC system, such as speaking, commenting, recommending, and sharing, thereby further stimulating user activity in the system.
MIC will focus on building an ecosystem, giving priority to students’ fun and motivation to learn in an enabling environment. This is why MIC strives to build a community that prioritizes communication, so that students can learn independently instead of being forced to learn by the system. MIC hopes that its platform will not only attract students and help them build motivation for learning, but also provide lecturers and service providers with fair and equitable income.
