Tag: education

Why Universities Need a Real IoT Lab, Not Just Another Embedded Lab

I still remember a meeting with a group of lecturers, where I asked a simple question.

“Why do we really need an IoT Lab in universities?”

I paused for a moment.
Because deep down, I already knew the answer.

Most universities already have something they proudly call an IoT lab. Rows of ESP32 boards. Arduino kits. LEDs are blinking happily. LCD screens displaying temperature values. Students smile because something lights up.

And yet, something feels incomplete.

This is not IoT. This is just the beginning.

This blog is not meant to criticise universities. I have spent years inside them. I was once a lecturer designing syllabuses, labs, and assessments. This comes from care. From concern. From watching students graduate with confidence in embedded programming but struggle the moment systems become real, connected, and dependent upon.

This reflection is based on a recent lecture I delivered on the need to establish a proper IoT Lab in universities, one that reflects how systems are actually built, deployed, and trusted today.

Embedded Systems Taught Us How to Build Devices

Let me be very clear.

Embedded systems are important. They are foundational.

Students need to learn how to program microcontrollers. They need to understand sensors, actuators, interrupts, memory, and power consumption. All of that matters.

An embedded system is usually a standalone device. It senses something. It controls something. It logs data into local storage.

There is nothing wrong with that.

In fact, embedded systems are still used today in places with no connectivity. Remote areas. Harsh environments. Offline conditions.

But here is the problem.

Once the data is captured, someone has to physically go to the site, connect a laptop, download the data, return with it, and process it manually.

I have seen this happen too many times.

Two technicians. One vehicle. Hours of work. Just to retrieve data that could have been transmitted automatically.

I always ask myself… why are we still doing this in 2026?

Connectivity Changes Everything

The moment a device is connected to the internet, everything changes.

Data no longer waits for humans to come and collect it.
It flows.
It moves.
It becomes alive.

This is the moment embedded systems evolve into the Internet of Things.

Now we can monitor systems remotely.
Now we can detect failures early.
Now we can see battery levels dropping before devices die silently.
Now we can act before complaints arrive.

And yet, most university labs stop just before this moment.

Students are taught how to blink LEDs, but not how to send data reliably.
They learn how to display values, but not how to secure data in transit.
They build devices, but not systems.

And systems are what the real world depends on.

A Real IoT Lab Must Teach Technology Layers

IoT is not a single skill. It is a stack.

In my lecture, I stressed that a proper IoT Lab must expose students to multiple technology layers, not in theory, but through hands-on work.

Layer 1: Hardware and Firmware

This is where universities are already strong.

Sensors. Controllers. Actuators. Firmware logic. Power management.

Students should continue learning this well.

But they must also understand that this is just one layer.

Layer 2: Connectivity and Protocols

This is where gaps start to appear.

Students must learn how data travels.

Wi-Fi. Cellular. LPWAN.
Bluetooth. ZigBee. RFID.
MQTT. CoAP. REST. HTTP.
LoRa. NB-IoT. Sigfox.

Not as a list to memorise.
But as choices with consequences.

Which protocol suits low power?
Which network works for long range?
What happens when connectivity drops?

Without this understanding, troubleshooting becomes guesswork.

Layer 3: Platform and Middleware

This is the heart of IoT.

Devices do not talk directly to dashboards. They talk to platforms.

An IoT platform manages devices.
Authenticates them.
Stores data.
Provides APIs.
Handles scale.

This is where students should learn about device identities, data ingestion, databases, and analytics pipelines.

This is also where they start to understand why platforms like FAVORIOT exist in the first place.

Not to replace learning.
But to enable it.

Layer 4: Analytics and Visualisation

Dashboards are not the end goal.

They are the beginning of understanding.

Students should learn how data evolves from descriptive charts to deeper insights.
They should see patterns.
Spot anomalies.
Ask better questions.

This prepares them for real projects, not demos.

Security Must Exist Across All Layers

Security cannot be an afterthought.

Devices must be authenticated.
Data must be encrypted.
Platforms must be protected.
Applications must be hardened.

Most labs barely touch this.

And yet, this is where real systems fail.

When Systems Break, Knowledge Is Tested

I often tell students this.

The real test of IoT knowledge is not when everything works.

It is when something breaks.

Data stops arriving.
Dashboards go blank.
Alerts do not trigger.

At that moment, students panic if they only know how to code LEDs.

But students who understand layers start asking better questions.

Is it the device?
Is it the network?
Is it the platform?
Is it the visualisation?

This is the mindset a real IoT Lab must build.

Research, AI, and the Future of IoT Labs

Universities are not just about projects. They are about research.

To do meaningful research, students need data. Lots of it. Clean data. Continuous data.

IoT Labs enable this.

Once data flows reliably, students can apply machine learning.
They can explore pattern recognition.
They can experiment with predictive models.

Today, this also means understanding edge AI.

Inference running on devices.
Decisions made locally.
Latency reduced.
Systems are becoming smarter as they operate.

This is where IoT Labs naturally evolve into AIoT Labs.

And this is where universities must go.

This Is a Call to Universities, Lecturers, and Policymakers

If we want graduates who can build real systems, not just academic projects, we must change how we teach IoT.

IoT Labs must move beyond embedded programming.
They must teach architecture, trade-offs, and responsibility.
They must reflect how systems are deployed outside campus walls.

I believe universities can do this.
I believe lecturers want this.
I believe students deserve this.

But it requires intention.

It requires investment.
It requires collaboration with the industry.
It requires courage to redesign labs that have been unchanged for years.

If you are a lecturer, start asking what your lab is missing.
If you are a dean, ask whether your graduates can troubleshoot real systems.
If you are a policymaker, ask whether our talent pipeline matches national ambitions.

And if you are a student reading this, ask yourself one question.

Am I learning how to build a device… or how to build a system people can trust?

I would love to hear your thoughts, experiences, and struggles in building or teaching IoT.
Drop a comment. Let’s talk.

Why We Want Students to Struggle a Little When Learning IoT

I want to be honest with you.

Every time I walk into a university or polytechnic to talk about IoT, I already know the answer before I ask the question.

“What platform are you using for your final year project?”

The answers come fast. Almost automatic.

One particular platform. That has …
A mobile app.
Lots of YouTube tutorials.
GitHub samples.
Forums everywhere.

I nod. I smile.

I’ve heard this story many times.

And then comes the follow-up question.

“Why that platform?”

The answer is almost always the same.

“Because it’s easy.”
“Because there’s a mobile app.”
“Because seniors used it.”
“Because everything is already there.”

At that moment, a quiet thought always crosses my mind.

Easy today, but are you ready for tomorrow?

This blog is not about criticising students. Far from it.

It is about explaining why I believe students need to struggle a little when learning IoT. And why Favoriot was built the way it is.

The Comfort Trap Students Fall Into

I understand why students choose platforms that feel comfortable.

You connect a sensor.
Data appears on your phone.
You show it to your supervisor.
Demo done.

No need to build dashboards.
No need to understand protocols.
No need to worry about servers or data pipelines.

It feels good.

But comfort can be deceptive.

I asked myself, are we training students to build IoT systems, or are we training them to click buttons?

In many universities, IoT projects are still treated as extended embedded-system exercises.

Arduino.
ESP32.
Blink an LED.
Trigger a relay.

Nothing wrong with that.

But IoT is not just about making something move.

IoT is about data travelling.

From sensors.
Through networks.
Into platforms.
Across dashboards.
Into decisions.

If students never see that journey, they never really understand IoT.

The Chicken and Egg Problem Nobody Talks About

Let me share a frustration I rarely say out loud.

Favoriot is still new compared to global platforms.

Students don’t know us because there are fewer tutorials.
There are fewer projects online.
There are fewer YouTube videos.

And because of that, students don’t choose us.

Then I stop and think, how do you ever break this loop?

No users means no content.
No content means no discovery.
No discovery means no users.

Classic chicken and egg.

This is why I spend time going to universities.
Why I accept invitations to serve on industry advisory panels.
Why I keep introducing Favoriot in syllabus discussions.

Not because I want students to use Favoriot blindly.

But because someone has to be the first builder.

“But, Sir, Favoriot Has No Mobile App”

I hear this a lot.

And yes, for a long time, Favoriot did not have its own mobile app.

But here’s something many students don’t know.

There are MQTT mobile clients on Android and iOS.
They already have dashboards.
You configure them.
Connect to Favoriot.
And instantly see live data on your phone.

When I explain this, I see faces change.

“Oh… we didn’t know that.”

That sentence tells me everything.

Sometimes adoption is not about missing features.
It is about missing awareness.

And that is on us.
We need to explain better.
Show better.
Document better.

The Part Students Rarely See: The Full IoT Stack

This is where I get passionate.

IoT is not one skill.
It is many skills stacked together.

When students use platforms that hide everything, they only learn the top layer.

Here’s what real IoT demands.

Hardware
Sensors. Microcontrollers. Power. Battery life.

Connectivity
MQTT. CoAP. REST. WiFi. Cellular. LPWAN.

Platform
Device management. Ingestion. APIs. Storage.

Visualisation
Dashboards. Alerts. Rules.

Analytics
Understanding what happened. Why did it happen? What might happen next? What action to take?

Security
From device firmware to cloud access.

I sometimes ask myself, how can someone troubleshoot what they never learned existed?

Why I Don’t Believe in “No-Code IoT”

This may sound unpopular.

But I don’t believe IoT can be fully no-code.

IoT is physical.
It touches hardware.
It touches networks.
It touches real environments.

You need to understand flows.
You need to debug failures.
You need to trace where the data stops.

If there is no data on the dashboard, is it the platform’s fault?

Or is the sensor dead?
Is the firmware corrupted?
Is the network unstable?
Is the battery empty?

If everything is hidden, you don’t know where to look.

That’s dangerous.

PaaS Is Harder, and That’s the Point

Favoriot is closer to a platform than an app.

Some people say it’s harder.
They are right.

But difficulty is not a flaw.
It is a teacher.

When students use a platform that requires them to configure devices, protocols, dashboards, and rules, they are forced to think.

Why did I choose MQTT here?
Why is my data not arriving?
Why does this alert trigger late?

Those questions build engineers.
Not button-clickers.

Analytics Is Where IoT Becomes Meaningful

I always remind students.

Collecting data is not the goal.
Understanding data is.

IoT analytics moves in stages.

First, you look back.
What happened?

Then you ask why.
What caused it?

Then you look ahead.
What might happen next?

Finally, you decide.
What should I do about it?

This is why we built Favoriot Intelligence inside the platform.

Not as a separate system.
Not as an external tool.

One pipeline.
End-to-end.

Data comes in.
Insights come out.
Actions happen.

This is where IoT starts to feel alive.

AIoT and the Future Students Will Walk Into

Things are shifting fast.

AI is no longer optional.
Edge intelligence is becoming real.

Models trained in the cloud.
Inference pushed to devices.
Decisions made closer to reality.

Students who only learned drag-and-drop dashboards will struggle here.

Students who understand flows, stacks, and constraints will adapt.

That difference matters.

Why I Care So Much About This

People sometimes ask why I spend so much time with universities.

The answer is simple.

I have seen graduates enter the industry confused.
Overwhelmed.
Afraid of real systems.

I don’t want that.

I want students who can walk into a telco, a factory, a startup, or a smart city project and say,

“I don’t know this tool yet, but I understand how IoT works.”

That confidence changes careers.

Practical Tips for Students Learning IoT

Let me leave you with a few honest tips.

Learn beyond your demo
A working demo is not the finish line. Ask what breaks when conditions change.

Trace data end-to-end
Always ask where data starts and where it stops.

Understand at least one protocol deeply
MQTT, CoAP, or REST. Know how it behaves when networks fail.

Build dashboards yourself
Dragging widgets teaches more than screenshots.

Make something fail on purpose
Turn off WiFi. Drain the battery. Observe what happens.

Learn one platform properly
Not ten platforms shallowly.

Document your struggle
Others learn from your mistakes.

A Quiet Invitation

If you are a student reading this and you feel slightly uncomfortable right now, that’s good.

It means you are growing.

If you are a lecturer, consider whether your students are learning embedded systems or IoT.

And if you are one of the early builders willing to share your Favoriot project, you are not just building a system.

You are building a community.

Someone has to be first.

I hope you’ll be one of them.

I would love to hear your thoughts, your struggles, or your stories.
Leave a comment. Let’s talk.

How Lecturer Feedback Inspired the Favoriot Lite Plan

Why a University Lecturer’s Feedback Changed Everything and Led to the Favoriot Lite Plan

This story did not start in a boardroom.

It did not start with pricing spreadsheets or growth charts.

It started with a simple, honest conversation with a university lecturer.

A conversation that stayed with me longer than expected.

“Dr. Mazlan, the Beginner plan is good. But for teaching and students, it feels a bit too expensive. And honestly, we do not need all the features. We just need a few dashboards that work well.”

I remember pausing for a moment.

Not because I disagreed.
But because I knew they were right.

That Moment of Realisation

I have spent years working closely with universities. I have seen how students learn best. I have stood in labs where excitement fades the moment tools feel heavy or out of reach.

When that lecturer shared their concern, I did not hear a complaint.

I heard care.

Care for students.
Care for learning.
Care for making sure curiosity does not die because of cost or complexity.

I thought to myself…

If a lecturer is already trying to stretch budgets just to give students real exposure, are we truly helping if we keep things as they are?

That question would not leave me alone.

The Truth About Teaching IoT

Teaching IoT is not about showing everything.

It is about showing enough.

Students do not need ten dashboards.
They need one or two that make sense.

They do not need advanced workflows on day one.
They need to see data move from a device to the cloud and onto a screen they understand.

Most importantly, they need confidence.

And confidence comes from simplicity.

The lecturer was clear.
Less features.
Lower cost.
Focused dashboards.
Real experience.

That feedback mattered.

Why the Lite Plan Had to Be Created

The Favoriot Lite Plan exists because of that conversation.

It exists because education should not feel like a compromise.

The goal was never to strip things down until nothing meaningful remained. The goal was focus.

Lite uses the same core platform that powers real projects on the Favoriot platform.

What we changed was intent.

Lite focuses on a small number of dashboards that matter for teaching and learning. Clean. Clear. Purposeful.

No unnecessary features.
No distractions.
No pressure on budgets.

Just what students and lecturers actually asked for.

Designing Lite With Students in Mind

I kept picturing a classroom.

A lecturer standing in front.
Students are opening their laptops.
Devices blinking on the table.

What do they really need at that moment?

They need to connect.
They need to see data.
They need to understand what just happened.

Lite delivers exactly that.

Students can focus on learning instead of navigating menus. Lecturers can focus on teaching instead of explaining why certain features will not be used this semester.

That was the win.

Why Fewer Dashboards Can Mean Better Learning

This might sound counterintuitive to some.

More features do not always mean more value.

In teaching, fewer dashboards often lead to deeper understanding. When students can concentrate on one or two views, patterns become clearer. Questions become sharper.

Why is the data changing?
What caused that spike?
How does the sensor behave over time?

Those questions matter more than fancy configurations.

Lite gives room for those conversations.

About Cost and Respect

I want to say this clearly.

Lowering the entry cost was not about discounts or promotions. It was about respect.

Respect for students who are still learning.
Respect for lecturers who fight for better tools within tight budgets.
Respect for institutions that want real exposure without overcommitting.

Education should never feel excluded from real platforms.

Lite is our way of saying, you are welcome here.

Not a Step Back, Just a Better First Step

Lite is not a lesser plan.

It is a thoughtful one.

When students finish their projects and want more, moving up feels natural. When lecturers want to expand labs or pilots, the path is clear.

Nothing is lost.
Nothing needs to be rebuilt.

You simply grow from where you started.

What This Means to Me Personally

That lecturer probably does not realise how much their feedback meant.

But it reminded me why Favoriot exists.

Not just to build technology.
But to remove barriers.

I asked myself…

If our platform cannot support learning at its earliest stage, what are we really building?

The Lite Plan is my answer to that question.

An Invitation to Lecturers, Students, and Builders

If you are a lecturer looking for a practical way to teach IoT without overwhelming students, Lite was built with you in mind.

If you are a student who wants hands-on experience without worrying about cost or complexity, this is your starting point.

If you are building something small and want clarity before commitment, Lite is enough.

You can explore the plans here
https://www.favoriot.com/iotplatform/pricing/

I would genuinely love to hear your thoughts.

What do you need in the classroom?
What feels too much today?
What would make learning easier?

Leave a comment. Share your experience. Start a conversation.

Sometimes, the most meaningful changes come from one honest piece of feedback.

My Journey Through Academia, Telco, and Startup Mayhem — And Why I’d Do It Again

From Signals to Sensing: The Early Spark

Every time I look back at where this whole adventure began, I’m reminded of how simple the starting point was. I was just a young engineer obsessed with how things connected. My academic path shaped the first chapter — electrical engineering, telematics, and finally a doctoral dive into telecommunications.

Those years were filled with long nights, dense textbooks, and moments where I quietly wondered, “Is this really the road I want to stay on?” But something about networks — the way invisible signals could connect lives — kept pulling me forward.

My early years in academia gave me a grounding that I still rely on today. Teaching forced me to explain ideas clearly, question assumptions, and stay curious. It was the first real test of whether I understood the world of connectivity or was just reciting formulas.

Into the Telco Trenches

Eventually, the classroom walls felt too small. I wanted to see how these theories behaved under real pressure. That shift took me deep into the telecommunications industry.

Those years were intense: real customers, real failures, real deadlines. It wasn’t just about making a system work; it was about keeping it alive when the world depended on it.

Later, I moved to a national research agency, where I led teams working on early broadband, wireless sensor networks, and technologies that today fall neatly under the label of IoT. Back then, it felt like tinkering with the future. Testing prototypes in rural villages, deploying sensors in unfamiliar places, experimenting with wireless technologies that many considered too early or too ambitious.

Yet I couldn’t shake the thought: “What if this tech leaves the labs and enters daily life?” That question lingered for years.

The Entrepreneurial Leap

Eventually, that question grew too loud to ignore. I left the comfort of corporate structures and returned to the raw, unknown world of startup life.

First came a role in shaping a national IoT initiative. Then came the big leap: building a company from scratch.

That company was REDtone IoT. Running it taught me one of the toughest lessons — great tech means nothing if people can’t use it easily. Every client wanted IoT, but most didn’t know where to start. They struggled with device integration, cloud setups, dashboards, maintenance, and the countless hidden complexities that IoT quietly hides behind its shiny promise.

That frustration became the seed for something bigger.

The Birth of FAVORIOT

By 2017, the vision crystallised: create a platform that removes the chaos and gives everyone — students, SMEs, city councils, engineers — a simple way to bring IoT ideas to life.

FAVORIOT wasn’t built to be fancy. It was built to be practical.

I wanted a platform where a lecturer could run a complete IoT project without having to manage 10 different systems. Where a hardware company didn’t need to customise dashboards endlessly. Where a city council could monitor sensors without drowning in integration nightmares.

FAVORIOT was designed for inclusion. For accessibility. For the everyday builder, not just the big spender.

And every year since, that vision has deepened.

Wearing Many Hats

Even as FAVORIOT was growing, I continued teaching and speaking. These weren’t side gigs. They kept me grounded. They reminded me why I started.

Standing in front of students made me rethink complexity. Speaking to industry leaders challenged my ideas. Engaging with smart city stakeholders, founders, and device makers kept me aware of the real obstacles people face.

Sometimes I’d walk out of a lecture hall thinking, “This feedback is better than any consultancy report.”

Sometimes a conversation with a frustrated engineer made me go back and tweak the platform design.

Those experiences shaped FAVORIOT as much as any technology roadmap ever did.

Recognition and Reality Checks

Over time, things began to click. FAVORIOT earned recognition. My own work in IoT and smart cities gained global visibility. Industry groups listed me among the top influencers. Conferences kept inviting me to speak.

But none of that ever felt like a trophy finish. If anything, it reminded me that the journey had only just reached a new checkpoint.

“Alright, Mazlan, now don’t get comfortable,” I’d quietly tell myself.

The pressure increased. Expectations rose. The work became heavier… but also more meaningful.

Why the Story Still Matters

When I piece the chapters together, it becomes clear that every phase — the student, the professor, the telco engineer, the researcher, the entrepreneur — served a purpose.

  • Academia taught discipline.
  • Telco taught scale.
  • Research taught imagination.
  • Entrepreneurship taught resilience.
  • Teaching and speaking taught clarity.

FAVORIOT stands today as more than a platform. It’s a symbol of what happens when technology is shaped around people — their pains, their limitations, their hopes.

I’ve always believed IoT should be accessible. Not something locked behind expensive teams or giant corporations. Not something only “experts” can touch.

If we can empower everyday builders, we’re doing something right.

A Note to My Younger Self

If I could sit with the younger version of me — the one carrying textbooks thicker than his arm — I’d probably smile and say:

“Every jump you make will make sense one day. Every detour, every frustration, every late night… you’re collecting tools. Don’t rush the process.”

And maybe I’d add:

“When you build for people, not systems, that’s when the real magic happens.”

If you’ve read this far, I’m curious — which part of this journey speaks to you the most? Drop your thoughts. Let’s connect through stories.

Lessons Learned in Building FAVORIOT’s IoT Ecosystem

The story of FAVORIOT mirrors the word in that image, FAILURE, not as an end but as a teacher.

It began with a fall.
When FAVORIOT was first founded, the dream was bold — to make Malaysia a producer of IoT technology, not just a consumer. But reality was harsh. Funding was scarce, and few believed that a local IoT platform could compete with global giants like AWS or Azure. There were moments when the lights almost went out.

Then came acknowledgement.
The team looked in the mirror and admitted that building a platform alone was not enough. They needed to build an ecosystem. An IoT movement. Training, community, developers, partners, the entire value chain. It was not about selling software anymore. It was about empowering people.

Next was investigation.
What went wrong in those early pilots? Why were customers hesitant? FAVORIOT analysed every feedback, every failed proof of concept, and every lost deal. They realised the issue was not the technology but trust, awareness, and readiness.

So they began to learn.
They turned lessons into playbooks, products, and courses. They trained universities, upskilled engineers, and worked hand in hand with students and enterprises to show that IoT was not rocket science. Every workshop, every certification, every hands-on project became a step towards mastery.

Then came understanding.
The mission became clearer. Build Malaysia’s own IoT backbone for data sovereignty and local innovation. FAVORIOT was not just a platform; it was a bridge between learning and real-world application, between local talent and global opportunity.

With clarity, they began to realign.
FAVORIOT expanded globally, partnering with system integrators from Indonesia, the Philippines, India, and Canada. The vision grew into “25 countries by 2025.” They built the Fayverse, a galaxy of innovators orbiting the same belief that local technology can shine on the world stage.

And finally, they evolved.
FAVORIOT became more than a company. It became a story of resilience. A proof that falling is not failure. Staying down is. Every setback became a stepping stone. Every obstacle, a teacher.

From falling to flying, that is the real story of FAVORIOT.

Why Do Students Hire Outsiders to Do Their Projects?

A Response from an Educator, Entrepreneur, and Tech Education Advocate

“Why are students willing to pay outsiders to do their projects? What’s the root cause? Where did we go wrong?”

This question isn’t new. It has been raised many times in discussions between academics, industry players, and the tech maker community. But this time, it was addressed with raw honesty by a trainer who truly understands students — someone who has taught students, trained lecturers, and now works with industry professionals. I found the four points he raised very insightful, and I’d like to unpack them — not to dispute, but to build on the conversation with my own experience.

1. University Syllabi Don’t Offer Enough Hands-On Experience?

“Is this really true, or are we not seeing the bigger picture?”

I’ll admit — there’s some truth to this. Many students who’ve come to me for consultation, especially on IoT or Favoriot training, often complain that their final year projects had to rely on self-learning via YouTube because they lacked deep technical guidance.

“But… surely not all universities are like that?”

Exactly. Some universities have moved towards hands-on learning, especially polytechnics, vocational colleges, and certain engineering faculties that actively collaborate with industry. The real problem is inconsistency. Some still rely heavily on simulation — and in fields like IoT, AI, or robotics, learning without touching hardware is like trying to learn swimming on dry land.

When I trained university lecturers through our Train the Trainers program for IoT, I saw firsthand how much they wanted to shift to practical methods — but were sometimes constrained by equipment, budget, or institutional policies. That’s reality.

This is why platforms like Favoriot are designed to break those barriers — offering affordable, easy-to-access platforms that can be embedded into courses, enabling students and lecturers to work from basic projects to advanced real-time data integration.

2. Lecturers Can’t Identify Student Talents?

“Are we too busy to notice the potential blooming right in front of us?”

As a former lecturer, I understand the pressure — full lecture schedules, endless meetings, research deadlines, and admin tasks. It becomes almost impossible to personally assess each student’s potential — unless they step forward.

But that’s not an excuse.

I’ve learned something through running smaller classes. “When the group is small, it’s easier to spot who’s struggling, who’s excelling. But in a lecture hall with 100 students?” We need a system.

Some suggestions:

  • Use mini-projects at the beginning of the semester to diagnose technical aptitude.
  • Bring in industry mentors (like us at Favoriot) to support project work.
  • Offer microlearning platforms like IoT Academy as supplements, not just stick to lecture notes.

Talent has to be discovered — not waited on.

3. Students Chase Paper Qualifications Only?

“Grades matter. But is that the ultimate goal?”

Many students believe excellent CGPAs equal great jobs. But times have changed. Employers now care more about your portfolio than your transcript.

I’ve met students with perfect grades who can’t troubleshoot a sensor. But I’ve also seen average students who build working temperature-monitoring systems with Telegram alerts using Favoriot — and are now working with real IoT startups.

This isn’t about who’s smarter, it’s about who’s brave enough to learn on their own.

That’s why we always encourage students to start with mini-projects early in the semester. Better to fail early and learn fast. We must build a culture of “learn by doing, fail fast, recover faster.”

4. Universities Are Slow to Update the Syllabus?

I fully agree here. Technology evolves every six months — yet syllabi may only change every six years. Changing a curriculum isn’t easy — it requires senate approvals, academic committees, MQA validation, and more.

But I applaud technical institutions like TVET, polytechnics, and certain private colleges that quickly adopt new tech. Some don’t just teach “how to use,” but also “how to think.”

However, we can’t just create skilled workers. We need thinkers, problem-solvers, and future tech leaders — those who can build solutions, not just follow instructions.

That’s why Favoriot is more than just a data platform. It’s a thinking tool. A place where students ask:

  • How can I solve a real-world problem?
  • How does data help decision-making?
  • How can tech integration impact communities?

So… Is It Wrong for Students to Hire Outsiders?

I asked myself the same thing — is it the students’ fault or the system’s?

I don’t fully blame the students. Sometimes they panic, lack support, and just want to pass. I also don’t blame those who offer project services — sometimes that’s the only indirect way a student learns something.

“But… if a student pays and learns nothing — that’s the real problem.”

We need to change the narrative:

  • From “doing it just to pass” to “doing it to learn.”
  • From “copying projects” to “creating value.”

From Training Students to Training Lecturers to Training Industry

I understand what the original author meant when he said:

“I used to train students, then lecturers, and now industry staff…”

That’s the cycle. When students and lecturers reach a certain capability, they don’t need you anymore. And that’s not a loss — that’s a win.

I’ve experienced the same. When IoT becomes embedded in campus life, when the Favoriot dashboard becomes an official teaching tool — I know my mission is progressing. Even if I’m no longer invited, I quietly smile inside.

“Opportunities will always come — maybe not from the same place, but from the impact you’ve already planted.”

To close:

  • Students need more hands-on guidance.
  • Lecturers need time and tools to identify talent.
  • Universities need the courage to match industry demands.
  • And all of us must see education as more than just passing — it’s about living, contributing, and growing.

For those who help students — do it with the heart to teach, not just to earn. Let them learn — even if it’s through you.

One day, they will thank you — not for finishing their project, but for making them someone who can stand on their own and create value.

“That’s the real purpose of education. And that’s the legacy we should all strive to leave behind.”

The Story Behind Favoriot – Part 15: From Lecture Halls to Investor Pitches

I never imagined public speaking would become such a big part of my life. Yet, I stand before audiences—students, industry experts, corporate executives, and even investors—sharing ideas, teaching, and sometimes convincing people to believe in what I say.

Public speaking was never something I actively sought out. It was more of an expectation that grew into a skill and eventually became a passion. But it wasn’t always smooth sailing. There were moments of doubt, nervousness, and even outright fear.

Let me take you on this journey—from my early days as a nervous lecturer to confidently pitching my company’s vision to investors.

The Classroom as My First Stage

My journey into public speaking began in the most unexpected place—a classroom. As a lecturer, I stood before students daily, speaking for an hour or two.

What if they don’t understand what I’m saying? What if they get bored? These thoughts constantly ran through my mind.

At first, I took the traditional approach—delivering information and expecting students to absorb it like sponges. But I quickly realized that wasn’t how learning worked. Students needed engagement, real-world examples, and, most importantly, a connection with their lecturer.

I started tweaking my delivery and experimenting with storytelling, analogies, and humour. Some things worked; some didn’t, but each lecture became a lesson for me as much as it was for them.

I realized that a good speaker doesn’t just present facts; they make the audience feel the knowledge.

From Lecture Halls to Global Stages

After years of teaching, I received invitations to speak at conferences and seminars. This was an entirely different ball game. Instead of students, my audience now consisted of professionals—industry experts, business leaders, and even government officials.

Unlike in a classroom, where I had hours to explain a concept, I was given at most 15 to 40 minutes.

How do I compress years of knowledge into a short presentation, and how do I keep a diverse audience engaged?

I discovered that the opening of a speech is everything. You’ve lost them if you don’t capture attention in the first minute. I began experimenting with provocative questions, compelling anecdotes, or surprising facts. And it worked. The engagement level skyrocketed.

One of my favorite moments was being invited to speak about IoT at an international conference. Instead of diving straight into technical jargon, I started with a simple yet relatable question: “Have you ever lost your keys?”

That one question had the audience hooked. From there, I smoothly transitioned into how IoT can solve everyday problems. The feedback was overwhelming.

That’s when I learned an important lesson: It’s not about how much you know but how well you can make others understand.

The Marathon of Workshops

Then came the next challenge—workshops. Unlike seminars, which last under an hour, workshops stretched for a full day or even two days.

How do I keep people engaged for that long?

A one-way lecture wouldn’t work. No one wants to sit through hours of someone talking non-stop. I had to make workshops interactive. I incorporated discussions, real-life problem-solving, and case studies. I encouraged participants to share their thoughts and experiences.

And something magical happened—I started learning from my audience.

Workshops became two-way learning sessions. I realized that every room I entered was filled with people who had valuable insights. The key was to tap into that collective knowledge.

Selling a Vision: From Knowledge Sharing to Persuasion

As I transitioned into the corporate and technology world, my role in public speaking shifted. It was no longer just about teaching; it was about persuasion.

This is where Product Talks came in—presentations where I had to sell the vision and benefits of our products.

How do I convince people without sounding like a salesperson?

I quickly learned that the secret wasn’t selling but solving. People don’t want to hear about product features; they want to know how a product can solve their problems. So, I stopped listing specifications and started telling stories—stories of businesses that faced struggles and how our solutions helped them overcome challenges.

One time, during a client meeting, instead of presenting slides full of technical details, I told the story of a small business that lost thousands of dollars due to equipment failures and how our IoT solution helped prevent future losses.

The result? The client was more engaged and convinced than they would have been with any technical presentation.

That’s when I realized that people remember stories, not bullet points.

The Ultimate Test: Pitching to Investors

The biggest challenge of all? Investor pitches.

Unlike lectures or product talks, where I had at least 15 minutes, investor pitches often had a brutal time limit—sometimes as short as three to five minutes.

Imagine summarising an entire business, its potential, market opportunity, and financial projections in just a few minutes. It felt impossible.

How do I say everything that matters in such a short time?

I learned three crucial lessons:

  1. Clarity is everything. Investors don’t have time for fluff. Every sentence must add value.
  2. Confidence matters more than words. If you don’t believe in your own vision, why should they?
  3. The slides must be minimalist but powerful. Too much text? They’ll stop listening. Too few details? They won’t take you seriously. Every slide must serve a clear purpose.

I remember one particular pitch where I had only five minutes. Instead of panicking, I focused on three key points: the problem, the solution, and the impact.

That day, at least, we secured interest from investors. That’s when I understood that investors don’t just invest in businesses but in people who clearly communicate a vision.

The Lessons from a Life of Speaking

After years of standing in front of audiences, I’ve come to realize a few things:

  1. Public speaking isn’t about what you say but how you make people feel. If they feel connected, they will remember your message.
  2. Engagement is everything. Whether it’s a lecture, a workshop, or a pitch, if people aren’t engaged, they aren’t listening.
  3. Every speech is a chance to improve. Even after all these years, I still analyze every talk I give, asking myself, What could I have done better?

Now, every time I step onto a stage, whether in a lecture hall, a corporate boardroom, or an investor pitch, I remind myself of one thing:

Speaking is not about impressing people with knowledge; it’s about making them care about what you’re saying.

And if you can do that—you’ve already won.

What About You?

Are you afraid of public speaking? Have you ever struggled to communicate an idea effectively? Or maybe you’re already an experienced speaker looking to improve?

Whatever stage you’re at, just remember: public speaking is a skill that can be mastered. The more you do it, the better you’ll get.

And who knows? Maybe one day, you’ll be the one standing on a stage, inspiring others with your words.

The Story Behind Favoriot – Part 4: How Favoriot Became More Than Just an IoT Platform

I never planned for Favoriot to be more than just an internal tool.

Back when we first started developing the platform, it was purely out of necessity. We weren’t thinking about commercializing it. We just needed a reliable way to manage IoT data, and the existing platforms? They just didn’t cut it. Too rigid, too limited, and definitely not built with our specific needs in mind.

So, we decided to build our own.

I still remember that moment vividly—one of those late-night discussions with my team, fueled by frustration and too much coffee.

“Why are we wasting time forcing a square peg into a round hole?” I said. “Let’s just create something that actually works for us.”

And just like that, Favoriot was born.

At first, it was just for us—a solution to our own headaches. We never imagined it would one day be used by universities, students, or businesses. That wasn’t even on our radar. But then, something kept bothering me.

The Eye-Opener: Why Are We Using Foreign Platforms?

Every time I gave an IoT lecture at a university, I saw the same thing. Students were using foreign platforms like ThingSpeak and Blynk.

At first, I brushed it off. But then, it hit me—why were we relying so much on platforms from outside Malaysia? Didn’t we have something just as good, if not better?

That thought gnawed at me for weeks.

“We have this amazing platform,” I told my team. “Why aren’t we making it available to students and researchers here?”

The more I thought about it, the more sense it made. If we could offer Favoriot as a local alternative, students wouldn’t have to rely on foreign tools. So, I started introducing it in my lectures, offering free access to encourage students to use it in their projects.

I was optimistic. Maybe a little too optimistic.

The Harsh Reality: No One Was Interested

Despite our efforts, students weren’t biting. They continued using ThingSpeak and Blynk. I couldn’t figure it out.

“What are we doing wrong?” I asked myself.

Then it hit me—content.

Those platforms had an overwhelming amount of learning resources. Tutorials, YouTube videos, step-by-step guides. Everything a beginner needed was right at their fingertips.

Favoriot? Not so much.

It wasn’t that students didn’t want to use our platform; they just didn’t know how. Without accessible tutorials, they naturally gravitated toward platforms with a smoother learning curve.

That realization stung.

Taking Matters Into My Own Hands

At first, I thought, Maybe I can get students to create tutorial videos.

Wrong.

Most weren’t comfortable putting themselves out there as content creators. And honestly, I understood. It’s not easy to create educational content, especially when you’re just starting.

So, I made a decision.

“If no one else is going to do it, then I will.”

We started producing our own YouTube tutorials, pushing Favoriot on TikTok, and making the platform more accessible. It wasn’t easy, and it took time, but I knew it was the only way forward.

At first, progress was slow.

I had my doubts.

Is this even worth it? Are we just shouting into the void?

But I held on. If I’ve learned anything from this journey, it’s that persistence pays off.

The Turning Point: From Struggle to Recognition

Bit by bit, Favoriot started gaining traction. More students began using it, and word started to spread. But the real breakthrough? That came when external organizations started noticing us.

Suddenly, Favoriot wasn’t just an educational tool—it was being used in agriculture, industry, smart cities, and security systems.

I remember watching it all unfold, feeling both humbled and proud.

“Alhamdulillah,” I whispered. But deep down, I knew—this was just the beginning.

We didn’t stop there. We worked on differentiating Favoriot, adding unique features that platforms like ThingSpeak and Blynk didn’t offer. We weren’t just another IoT platform anymore. We were a better IoT platform.

What’s Next?

The journey hasn’t been easy. We’ve faced rejection, setbacks, and moments of self-doubt. But every challenge has taught us something valuable.

And this story? It’s far from over.

In Part 5, I’ll dive deeper into the specific challenges we faced, the roadblocks we overcame, and the key moments that shaped Favoriot into what it is today.

The best is yet to come.

More Stories About Entrepreneurship

  1. The Story Behind Favoriot – Part 6: Expanding The Business Models
  2. The Story Behind Favoriot – Part 5: Finding the Right Fit
  3. The Story Behind Favoriot – Part 4: How Favoriot Became More Than Just an IoT Platform
  4. The Story Behind Favoriot – Part 3: Why No One Wanted Our IoT Platform—And How We Turned It Around
  5. The Story Behind Favoriot – Part 2: Turning Failures into Milestones
  6. The Story Behind Favoriot – Part I: The Humble Beginnings of Favoriot
  7. Building My Personal Brand: The Stepping Stone to Favoriot’s Success
  8. From Research Lab Critiques to Startup Pitches: My Slide Story
  9. The Illusion of RFPs in the IoT World: Managing Expectations as a Startup
  10. Favoriot’s Odyssey: Navigating the Rough Waters of Early Revenue

The Impact of IoT Platforms on Student Innovation

Future-Proofing Higher Education

The IoT Campus: How Universities Are Becoming Living Labs for Smart Technology

From Theory to Tech: How IoT Platforms Are Making Education More Interactive and Engaging

On-Premise IoT Platform from Favoriot — benefits all parties in the Universities.

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The hype around IoT (Internet of Things) in universities gets me all fired up!

You see when we talk about integrating an on-premise IoT platform like Favoriot into university settings, we’re not just talking tech.

We’re talking about a revolution in how education is delivered, research is conducted, and students are introduced to real-world applications.

Let me break it down for you, nice and easy, why this stuff is game-changing.

Kicking Things Off in the Labs

Imagine this: you’re a student in a lab, surrounded by gadgets, sensors, and all sorts of techie goodies.

It’s not just about reading from textbooks or watching simulations.

With IoT devices at your fingertips, learning becomes a whole new ball game.

You get to tinker with real IoT applications, seeing firsthand how data is collected, analyzed, and transformed into actionable insights.

It’s one thing to learn about sensor dynamics in theory, but when you’re actually deploying these sensors, watching them interact, and analyzing the data they produce?

That’s where the magic happens.

It’s active learning on steroids, pushing students to think critically, solve problems on the fly, and get a deep, intuitive understanding of complex concepts.

And let’s be honest, it’s just way more fun.

Livening Up Lectures with Favoriot

Now, let’s wander over to the lecture hall.

Imagine a lecturer armed not just with a PowerPoint but with a live IoT platform like Favoriot.

This is where lectures come alive.

Students aren’t just passive listeners; they’re engaged observers, watching real-time data flow, seeing IoT systems in action, and getting a grasp of the nitty-gritty of IoT architecture.

Using Favoriot, educators can demonstrate live scenarios, break down the workings of IoT systems, and even allow students to interact with the platform themselves.

It’s a dynamic way to keep the curriculum fresh, relevant, and in step with the latest in tech.

Plus, it demystifies a lot of the tech jargon, making these concepts accessible and, dare I say, exciting!

Boosting R&D with IoT and AI

The research angle is where things get really juicy.

By integrating IoT into their research environment, universities can supercharge their R&D, especially in hot areas like IoT and AI.

Think about it: IoT devices churn out massive datasets, ripe for analysis, modeling, and innovation.

This opens doors for faculty and students to dive into cutting-edge research, exploring how to harness IoT data to advance AI, improve machine learning algorithms, and much more.

It’s a fertile ground for interdisciplinary work, too, bridging departments and pooling expertise to tackle complex, real-world challenges.

And when these projects bear fruit?

The implications extend far beyond academia, influencing industries, shaping tech evolution, and even informing policy.

Empowering Final Year Projects

When final year students embark on their capstone projects, having an IoT platform like Favoriot at their disposal is like hitting the jackpot.

They can design, test, and refine IoT solutions, applying everything they’ve learned to create something tangible, innovative, and potentially impactful.

Whether it’s smart home tech, urban IoT applications, or something completely out of left field, these projects are their launchpad into the tech industry.

They’re not just proving they can think critically and innovate; they’re gaining hands-on experience with the tools and technologies that will define their careers.

From PoC to Real-World Implementation on Campus

Now, imagine a campus that doesn’t just teach IoT but lives it.

Universities can use their campuses as testing grounds for IoT solutions, moving from proof of concept to actual deployment.

This not only gives students a front-row seat to the lifecycle of IoT projects but also transforms the campus into a smarter, more efficient, and more sustainable environment.

It’s one thing to talk about smart buildings or energy efficiency in the abstract. It’s quite another to see those concepts in action, reducing costs, enhancing safety, and improving campus life in real-time.

Plus, it’s a fantastic way for the university to showcase its commitment to innovation and sustainability.

A Cross-Disciplinary Bonanza

One of the things I love most about IoT is how it transcends traditional academic boundaries.

It’s not just for the tech geeks in engineering or computer science.

Whether you’re studying environmental science, health care, business, or even the arts, there’s an IoT angle relevant to your field.

By adopting an IoT platform university-wide, we’re not just equipping students with tech skills.

We’re fostering a culture of collaboration, where knowledge and ideas flow freely between disciplines, sparking innovation that’s rooted in diverse perspectives and expertise.

In summary, the case for universities to get on board with an on-premise IoT platform like Favoriot is compelling.

It’s not just about staying current with tech trends.

It’s about transforming education, energizing research, and preparing students for a future where IoT will touch nearly every aspect of our lives.

And honestly?

I think it’s one of the most exciting opportunities on the horizon for higher education.

So here’s to the universities that are ready to lead the charge, embracing IoT to educate, innovate, and inspire.

Cheers to that!

Advising Higher Institutions as an Industry Panel (Tech)

The Role of Industry Panel

Offering guidance to the academic sector

Image created using Canva by Author

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“The journey of education and technology is not about equipping with the past, but empowering for the future. It’s a commitment to ‘Innovate, iterate, integrate!’ in every aspect of learning.”

Over the last decade, I have assumed the role of an industrial expert offering guidance to the academic sector.

Envision this scenario: universities and colleges are genuine in their desire to spearhead technological advancements.

However, the practicalities of revising curricula and acquiring appropriate technological tools often present unexpected hurdles.

It appears they are keen to progress yet find themselves unprepared for the journey ahead.

Year after year, I sit at the table with esteemed academics, divulging industry insights, endeavoring to harmonize their educational offerings with the pulsating demands of the commercial sphere.

The mantra I mentally chant is “Innovate, iterate, integrate!”

The real triumph emerges when the concepts resonate with them, illuminating new possibilities.

“Empowering education with the latest technology is not just an investment in tools, but a pledge to future generations, ensuring they are not merely seekers of jobs but creators of opportunities.”

Nevertheless, the path is not without its challenges.

Funding does not always reach the necessary departments.

At times, entering some laboratories feels akin to traveling back to a bygone era, a stark reminder of the rapid pace at which technology evolves.

Propelling faculty to the forefront of modern technology is often a lofty aspiration, hampered by financial constraints.

The realm of IoT, for instance, is multifaceted, encompassing hardware, software, telecommunications, middleware, and application development.

Students require access to contemporary tools to engage meaningfully with their studies and not be left grappling with outdated equipment.

The pressure of final year projects can lead to a temptation to seek alternative means to complete their theses, a route that could compromise the integrity of their education.

The ultimate concern is the risk of producing graduates who are not viable candidates for employment within the industry. This outcome is precisely what we aim to avoid.

Thus, it is imperative that we elevate our efforts to ensure that the graduates we nurture are both competent and sought after in the professional world.

“Facing the rapid pace of technological evolution, the academic world must not only keep pace but leap ahead, ensuring graduates are not just prepared but are pioneers of the future.”