(education reconsidered) roger schank chairman, socratic arts corp chairman, engines for education...
TRANSCRIPT
(Education Reconsidered)(Education Reconsidered)
Roger SchankRoger SchankChairman, Chairman, Socratic ArtsSocratic Arts Corp Corp
Chairman, Engines for EducationChairman, Engines for EducationProfessor Emeritus, Northwestern UniversityProfessor Emeritus, Northwestern University
Once upon a time there Once upon a time there was great kingdom that was great kingdom that
was underwas underconstant threat from constant threat from
dragons…dragons…
The Dragons Were The Dragons Were FierceFierce
The The DragonDragons were s were
a a threat threat
to to childrechildre
nn
The King asked The King asked scholars from the best scholars from the best universities to form a universities to form a curriculum committee curriculum committee to design a curriculum to design a curriculum to train dragon slayersto train dragon slayers
The committee consisted The committee consisted of…of…
arts faculty from Columbiaarts faculty from Columbia science faculty from Princetonscience faculty from Princeton business faculty from Stanfordbusiness faculty from Stanford medical faculty from Johns Hopkinsmedical faculty from Johns Hopkins law faculty from Harvardlaw faculty from Harvard engineering faculty from MITengineering faculty from MIT humanities faculty from Yalehumanities faculty from Yale
They all had some importantThey all had some importantquestions to contributequestions to contribute
Arts: what do we know about how we have traditionally Arts: what do we know about how we have traditionally depicted dragons?depicted dragons?
Science: what do we know about its habitat and mating Science: what do we know about its habitat and mating rituals?rituals?
Business: Is there a sustainable business in dragon Business: Is there a sustainable business in dragon hunting?hunting?
Medical: What is the physiology of the dragon?Medical: What is the physiology of the dragon? Law: Do dragons have rights? Might there be lawsuits?Law: Do dragons have rights? Might there be lawsuits? Engineering: Will we need to build roads and bridges or Engineering: Will we need to build roads and bridges or
design new weapons? design new weapons? Humanities: How is dragonese related to other known Humanities: How is dragonese related to other known
languages?languages?
The New CurriculumThe New CurriculumMCDBMCDB 060a060a, , Topics in Reproductive Biology of DragonsTopics in Reproductive Biology of Dragons ENGLENGL 342b342b, , Mythology and Community in Eighteenth-Century Mythology and Community in Eighteenth-Century
Dragon\ LiteratureDragon\ Literature. . ENASENAS 445a445a, , Environmental Risk AssessmentEnvironmental Risk Assessment ENASENAS 194b194b, , Ordinary and Partial Differential Equations with Ordinary and Partial Differential Equations with
ApplicationsApplications. . HISTHIST 234b234b, , Epidemics and Society in the West caused by Epidemics and Society in the West caused by
Dragons since 1600Dragons since 1600. . PHYSPHYS 461b461b, , Relativity, Astrophysics, Cosmology, and DragonsRelativity, Astrophysics, Cosmology, and Dragons. . PHILPHIL 427b427b, , Vagueness and the Sorites ParadoxVagueness and the Sorites Paradox. . PSYCPSYC 149b149b, , Dragon Communication and Human LanguageDragon Communication and Human Language. . PSYCPSYC 302b302b, , How the Dragon’s Brain WorksHow the Dragon’s Brain Works. .
Second YearSecond Year Dragon Rights Dragon Rights
Workshop Workshop Intro to Intro to
Negotiations Negotiations Business Ethics and Business Ethics and
Corporate Corporate Responsibility in Responsibility in Dragon Hunting Dragon Hunting
Contagious: How Contagious: How Dragon-Related Dragon-Related Products, Ideas and Products, Ideas and Behaviors Can Behaviors Can Catch On Catch On
Dragons and Dragons and Globalization Globalization
Cost Benefit Analysis Cost Benefit Analysis of Slaying Dragons of Slaying Dragons
Mathematical Mathematical Modeling and Its Modeling and Its Application in Application in Financing Dragon Financing Dragon ExpeditionsExpeditions
Urban Public Policy Urban Public Policy and Private Economic and Private Economic Development Development
Two Years Later:Two Years Later: there were 25 there were 25 new graduates new graduates
(most with honors)(most with honors)
So, they went So, they went out to slay out to slay dragonsdragons
Three of them formed a Three of them formed a team but...team but...
They had not learned They had not learned how to finance their how to finance their expedition, and so expedition, and so they could find no they could find no fundingfunding
They decided slaying They decided slaying dragons was not dragons was not lucrative and all lucrative and all went into another went into another line of workline of work
Six of the graduates Six of the graduates formed formed
another team... another team... They couldn’t get They couldn’t get
along with each otheralong with each other One member was One member was
maimed when his maimed when his gun misfiredgun misfired
Two others got into a Two others got into a violent argument violent argument about strategyabout strategy
The rest ran away The rest ran away and were never and were never heard from againheard from again
The remaining The remaining graduates were graduates were more successfulmore successful
They formed They formed three teams three teams and went to and went to
find the find the dragondragon
Team One...Team One...
Got financingGot financing Got along well with Got along well with
each othereach other Agreed on strategyAgreed on strategy Procured the Procured the
proper weapons proper weapons and suppliesand supplies
Proceeded to Proceeded to search for the search for the dragon...dragon...
But, they never But, they never could find a could find a
dragon to slaydragon to slay
So, they formed a So, they formed a company to train company to train dragon slayersdragon slayers
[
The second team The second team encountered the encountered the
dragon...dragon... They tried to They tried to
reason with the reason with the dragon but only dragon but only one graduate could one graduate could remember how to remember how to speak Dragonesespeak Dragonese
He had failed the He had failed the negotiation coursenegotiation course
He really annoyed He really annoyed the dragonthe dragon
The dragon ate The dragon ate all four members all four members of the team for of the team for
lunchlunch(picture omitted for reasons (picture omitted for reasons
of taste)of taste)
The third team found the The third team found the dragon and engaged it in dragon and engaged it in
battlebattle But they had never But they had never
fought a dragon fought a dragon beforebefore
It was faster than It was faster than they expectedthey expected
Its flame was hotter Its flame was hotter than they expectedthan they expected
Their plan of attack Their plan of attack was not well was not well coordinatedcoordinated
End of the Dragon questEnd of the Dragon quest One team member One team member
was chased off a cliffwas chased off a cliff A second was melted A second was melted
by the dragonby the dragon A third ran awayA third ran away When the dragon When the dragon
calmed down, the calmed down, the remainder of the remainder of the team negotiated a team negotiated a dealdeal
They are now doing They are now doing Public Relations for the Public Relations for the
DragonDragon They used what They used what
they learned in they learned in negotiation classnegotiation class
And what they And what they learned in art classlearned in art class
And what they And what they learned in business learned in business classesclasses
““Why are you Why are you teaching teaching
subjects?” subjects?”
said the Kingsaid the King
Harvard in 1892 elementary studies
English Greek Latin German French Ancient History Modern History Algebra Plane Geometry Physical Science
(Descriptive) Physical Science
(Experimental)
advanced studies :
Greek Latin Greek Composition Latin Composition German French Logarithms and Trigonometry Solid Geometry Analytic Geometry Mechanics or Advanced Algebra Physics Chemistry
What is wrong with What is wrong with subjects?subjects?
The subjects are determined by academicsThe subjects are determined by academics The subjects reflect the research interests of the The subjects reflect the research interests of the
faculty faculty The subjects do not connect to each otherThe subjects do not connect to each other Students choose them for the wrong reasonsStudents choose them for the wrong reasons You can’t remember what you learned in themYou can’t remember what you learned in them They tend to not be experientialThey tend to not be experiential They are often about preparing for examsThey are often about preparing for exams Requirements are set by the faculty to make sure that Requirements are set by the faculty to make sure that
people attend their coursespeople attend their courses
Why do students put up Why do students put up with this?with this?
They get certificationThey get certification They get beer and circusThey get beer and circus They don’t have to work too hardThey don’t have to work too hard They figure they can deal with the They figure they can deal with the
“real world” later on“real world” later on They see this as a kind of summer They see this as a kind of summer
campcamp Daddy pays for itDaddy pays for it
““And why do we And why do we even have even have courses?”courses?”
asked the King asked the King
Why do we have courses?Why do we have courses?
Professors only know their own Professors only know their own subjectssubjects
They can teach three hours a week They can teach three hours a week and then go back to their real workand then go back to their real work
The real goal of a professor is to train The real goal of a professor is to train researchersresearchers
Students have lots of free time if they Students have lots of free time if they are only in class 12 hours a weekare only in class 12 hours a week
““And why do we And why do we have have
classrooms?”classrooms?”said the Kingsaid the King
Why do we have Why do we have classrooms?classrooms?
1850: Only one teacher in the town1850: Only one teacher in the town 1950: Only way to keep education 1950: Only way to keep education
costs downcosts down 2010: Because we have always done 2010: Because we have always done
it that wayit that way
1916 – John Dewey1916 – John Dewey The notion that some The notion that some subjects and methods subjects and methods and that acquaintance and that acquaintance with certain facts and with certain facts and truths possess truths possess educational value in educational value in and of themselves is and of themselves is the reason why the reason why traditional education traditional education reduced the material of reduced the material of education so largely to education so largely to a diet of predigested a diet of predigested materials. materials.
There are two There are two types of types of education... One education... One should teach us should teach us how to make a how to make a living, And the living, And the other how to live. other how to live.
--John Adams--John Adams
PlatoPlato According to my view, According to my view,
any one who would be any one who would be good at anything must good at anything must practice that thing practice that thing from his youth from his youth upwards, for example, upwards, for example, he who is to be a good he who is to be a good builder, should play at builder, should play at building children's building children's houses; he who is to be houses; he who is to be a good husbandman, at a good husbandman, at tilling the ground; and tilling the ground; and those who have the those who have the care of their education care of their education should provide them should provide them when young with mimic when young with mimic tools. tools.
It’s been like this for a It’s been like this for a while nowwhile now
I'm sure the reason such young I'm sure the reason such young nitwits are produced in our schools nitwits are produced in our schools is because they have no contact with is because they have no contact with anything of any use in everyday life. anything of any use in everyday life. Petronius (d. circa 66 CE) Petronius (d. circa 66 CE) The The
SatyriconSatyricon..
““And why do we do And why do we do standardized standardized
testing?testing? asked the Kingasked the King
“Even the DMV has two tests”
said the King
““Look what we are Look what we are producing” producing”
said the Kingsaid the King
““What are our What are our graduates prepared graduates prepared
to do?”to do?”asked the Kingasked the King
What was this man What was this man prepared to do?prepared to do?
Fall Term 1987
Natural Language &Computer Introduction – Ethics Computers and Society Intermediate Spanish 1
Spring Term 1988
Physc Bases for Biology Intro/Artificial Intelligence Logic Intermediate Spanish 2
Literary Expression American History Calculus Funct 1 variable General Physics
Fall Term 1988
Natural Language Processing Moral Responsibility Introduction to Psychology Cognition and the Brain
Spring Term 1989
Knowledge & Understanding Tchngs/Symbolic Programming Special Projects Cognitive Process of the Brain Political Psychology
Fall Term (1989)
Language Culture & Society Intro History of Art Personhood&Persnl Dev Esthetics Naturalized Cultr&Devlpmt of Thought
Spring Term 1990
Science & Social Weapon Prspectvs Uncnscs Mnt Prc Directed Reading-Psyc1 Directed Research Organizational Disasters
Fall Term 1990
Senior Project Science and Literature Directed Research Social Change & the Future
Spring Term 1991
Computers & Education Senior Project Tutorial Directed Research
What was this woman What was this woman prepared to do?prepared to do?
Fall Term 1987 English 125-13 EngPoetChaucer-Eloiot1 French 130-16 Intrmdt&Advanced French1 PolScie 116a Intro Comparatv Politics Psychi 110a-2 Introductn to Psychology Spring Term 1988
Eng&AS 110b Prspecvs on Technology English 125-11 EngPoetsChaucer-Elliot2 French 130-16 Intrmdt&AdvancedFrench2 Musci 232b Mozart
Relst 197b Relgn/AmerSoc, 1840-1980
Fall Term 1988
Archtr 150a Intro to Architecture I
English 192a Engl Renaissance Poetry French 138-7 Advnced Language Prctcel Philos 116a History Ancient Philosophy
Spring Term 1989
English 301b 20thC British Novel French 138-1 Advanced Language Prctce 2 HsArt 115b Intro/Rnssance-Present HsArt 249b ArtArcItlyFrnc 16001715
Fall Term 1989
CptSci 110a Elements of Computing English 170a Chaucer English 254a English Romantic Novel English 307a Black Women&Thir Ficnts Soclgy 117a Ineqlty&OprtuntyAmerSoc
Yale In London
Spring Term 1990
Britst 216b Shkspr&RnssncEnglshDrm BritSt 371b British Painting in 1SC BritSt 468b Critics Colonial Policy BritSt 470b Britain in S Africa
Fall Term 1990
Anthro 254 JapaneseSociety&Culture English 235a The Age of Johnson English 265a The Victorian Novel English 281a 19thC Amrlit, 1865-1910 History 142a NAmericn Envrnmntl History
Spring Term 1991
English 309b V Woolf Tests & Contexts HsArt 299b Modern Architecture English 342b Problems Cultrl Criticism English 447b Modern American Drama
In 2008…In 2008… Jonathan L. ZittrainJonathan L. Zittrain (born (born
1969) is an 1969) is an American professor of professor of Internet law at at the the Oxford Internet Institute of of the the University of Oxford; co-; co-founder, visiting founder, visiting professor and researcher professor and researcher at the at the Berkman Center for Internet & Society of of Harvard University; ; visiting professor at the visiting professor at the New York University School of Law; author, most recently, ; author, most recently, of of The Future of the Internet and The Future of the Internet and How to Stop ItHow to Stop It; and co-editor ; and co-editor of the book of the book Access Denied.Access Denied.
(from Wikipedia)(from Wikipedia)
I spent several years as a legal assistant in New York, D.C. and San Francisco; worked briefly as a client services coordinator for a legal staffing firm; and most recently worked as a copy editor for CNET News.com before taking time off to have kids. I am currently a stay-at-home parent but plan to return to editing (at least part-time) when my younger child is 6 or so.
““And why is And why is teaching done in teaching done in this awful way?”this awful way?”asked the Kingasked the King
What do we teach?What do we teach?
Why do we make Why do we make teachers into the teachers into the ultimate judge of ultimate judge of their student’s their student’s
success? success?
Why do we teach Why do we teach theory first and theory first and
practice second (if practice second (if at all)? at all)?
Why do we come up Why do we come up with lists of with lists of knowledge that knowledge that
every student must every student must know?know?
Why do we teach Why do we teach something without something without
explaining the use of explaining the use of learning it?learning it?
Why do we load Why do we load students with students with homework? homework?
Why do rarely teach Why do rarely teach students things students things
they actually may they actually may need to know after need to know after they leave school? they leave school?
Why do we make Why do we make “pleasing the “pleasing the
teacher” the goal of teacher” the goal of the student? the student?
““Who is profiting Who is profiting from the testing and from the testing and
standardization standardization obsessions?” obsessions?”
asked the Kingasked the King
Just a few of them…Just a few of them…
ETS – 1 Billion in revenuesETS – 1 Billion in revenues McGraw Hill – 4 billionMcGraw Hill – 4 billion Houghton-MifflinHoughton-Mifflin Washington Post – 2.6 billionWashington Post – 2.6 billion
Albert EinsteinAlbert Einstein "One had to cram all "One had to cram all
this stuff into one's this stuff into one's mind for the mind for the examinations, whether examinations, whether one liked it or not. one liked it or not. This coercion had such This coercion had such a deterring effect on a deterring effect on me that, after I had me that, after I had passed the final passed the final examination, I found examination, I found the consideration of the consideration of any scientific problems any scientific problems distasteful to me for distasteful to me for an entire year."an entire year."
“ “ Aren’t there Aren’t there thinking skills thinking skills you should be you should be teaching?”teaching?”
asked the asked the KingKing
“ “ What cognitive What cognitive processes underlie processes underlie
thinking and thinking and learning?”learning?”
asked the King asked the King
The main Cognitive The main Cognitive ProcessesProcesses
1. Prediction 1. Prediction 2. Judgment 2. Judgment 3. Modeling 3. Modeling 4. Experimentation 4. Experimentation 5. Describing 5. Describing 6. Managing 6. Managing
7. Step by Step 7. Step by Step 8. Artistry 8. Artistry 9. Values9. Values
10. Diagnosis 10. Diagnosis 11. Planning 11. Planning 12. Causation12. Causation
13. Influence 13. Influence 14. Teamwork 14. Teamwork 15. Negotiation 15. Negotiation 16. Goal Conflict16. Goal Conflict
PredictionPrediction
JudgmentJudgment
ModelingModeling
DiagnosisDiagnosis
PlanningPlanning
CausationCausation
TeamworkTeamwork
Goal ConflictGoal Conflict
““Why doesn’t the Why doesn’t the faculty want to faculty want to teach thinking teach thinking
skills?”skills?” asked the Kingasked the King
To what extent do To what extent do you think the you think the
faculty actually faculty actually cares about the cares about the answer to this answer to this
question?question?
Concerns of the Yale Concerns of the Yale faculty:faculty:
Getting tenureGetting tenure Getting publishedGetting published Becoming important in one’s fieldBecoming important in one’s field Making extra money by consultingMaking extra money by consulting Being invited to give talks at Being invited to give talks at
meetings and universitiesmeetings and universities Being respected by one’s colleagues Being respected by one’s colleagues
and by the administrationand by the administration
The Yale faculty’s The Yale faculty’s concerns concerns
about teaching…about teaching… They should be able to teach as little as They should be able to teach as little as
possiblepossible They should be able to teach at convenient They should be able to teach at convenient
timestimes They should get to teach advanced seminars They should get to teach advanced seminars
that count against their teaching loadthat count against their teaching load They should not have to teach large They should not have to teach large
introductory coursesintroductory courses They should be able to get a semester off They should be able to get a semester off
from teaching whenever possiblefrom teaching whenever possible
What What do do
professprofessors ors
teach?teach?
Important Important professors professors
teach teach anything anything they wantthey want
““And why are you And why are you teaching by teaching by talking?”talking?”
asked the Kingasked the King
““Why haven’t your Why haven’t your provided students provided students
with experiences?” with experiences?”
asked the asked the KingKing
Immanuel KantImmanuel Kant That all our That all our
knowledge begins knowledge begins with experience with experience there can be no there can be no doubt. ...no doubt. ...no knowledge of ours knowledge of ours is antecedent to is antecedent to experience, but experience, but begins with it.begins with it.
All there is to know about All there is to know about learning on one slidelearning on one slide
You have a goal You have a goal (a real thing that you want to (a real thing that you want to happen)happen)
You have an expectation that a plan of action You have an expectation that a plan of action will achieve itwill achieve it
The plan fails The plan fails (this is what it means to have an (this is what it means to have an experience)experience)
You need an explanation of why your You need an explanation of why your expectation was wrong expectation was wrong (this is called thinking)(this is called thinking)
You adapt an old explanation or someone You adapt an old explanation or someone provides you with a new oneprovides you with a new one
You create a new expectation and try againYou create a new expectation and try again
““What about the What about the role of stories in role of stories in
learning?” learning?” said the Kingsaid the King
Every Every curriculum curriculum should should tell atell a
storystory..
The story should be one that tells The story should be one that tells what the life of a dragon slayer is what the life of a dragon slayer is
like like (and it should involve lots of (and it should involve lots of
practice)practice)
Carnegie Carnegie Mellon Mellon Silicon Silicon ValleyValley
VISTA: replacing high VISTA: replacing high schoolschool
Health SciencesHealth Sciences Computer ProgrammingComputer Programming BusinessBusiness CommunicationsCommunications
4 of 100 (I hope)4 of 100 (I hope)
Online experiential Online experiential web-mentored MBA at web-mentored MBA at
LaSalle BES (Barcelona)LaSalle BES (Barcelona)Purpose:Purpose:
To provide a more practical education than a To provide a more practical education than a traditional MBA, teaching skills really used in traditional MBA, teaching skills really used in businessbusiness
Geared toward those aiming to work:Geared toward those aiming to work: In a family businessIn a family business In an entry level job in a large corporationIn an entry level job in a large corporation As an entrepreneurAs an entrepreneur
Courses (Stories) in LaSalle Courses (Stories) in LaSalle
MBA-Alternative ProgramMBA-Alternative Program
Course 1: Cash Crisis Course 1: Cash Crisis Course 2: Going OnlineCourse 2: Going Online
Course 3: Marketing for a Product LaunchCourse 3: Marketing for a Product Launch
Course 4: Supply Chain ReactionCourse 4: Supply Chain Reaction
Course 5: Investment ReadinessCourse 5: Investment Readiness
Course 6: Ethical Governance and Change Management: The Story of a Course 6: Ethical Governance and Change Management: The Story of a 21st Century Business (A Novel)21st Century Business (A Novel)
Course 7: Sales and Project ManagementCourse 7: Sales and Project Management
Cash CrisisCash Crisis
Students learn how to Students learn how to MODEL MODEL two business processes in two business processes in order to solve business problems. The processes are financial order to solve business problems. The processes are financial analysis and financial planning. They do this in a analysis and financial planning. They do this in a STEP-BY-STEP-BY-STEP STEP process, in order to create a conscious model in their process, in order to create a conscious model in their minds. Within the model they need to deal with minds. Within the model they need to deal with CAUSATIONCAUSATION by examining how different past decisions are causing current by examining how different past decisions are causing current financial problems. Putting the causes together and looking at financial problems. Putting the causes together and looking at the complex interrelationships between causes and effects the complex interrelationships between causes and effects enable them to enable them to DIAGNOSE DIAGNOSE thethe current situation, which they current situation, which they mustmust DESCRIBE DESCRIBE in an understandable way for a non-financial in an understandable way for a non-financial expert. Then, considering what the company plans to do in the expert. Then, considering what the company plans to do in the future and using the financial planning process they future and using the financial planning process they PREDICTPREDICT the financial consequences of the plan. Finally they the financial consequences of the plan. Finally they correct the correct the PLAN PLAN to have the right outcomes and to have the right outcomes and PREDICT PREDICT what they think would be a good final solution to the problem. what they think would be a good final solution to the problem. They practice They practice TEAMWORKTEAMWORK and must and must INFLUENCE OTHERS INFLUENCE OTHERS and and NEGOTIATE NEGOTIATE with team members.with team members.
They also practice how to use tools such as excel sheets and They also practice how to use tools such as excel sheets and learn the STEP-By STEP processes contained in them. learn the STEP-By STEP processes contained in them.
Going Online Going Online
In this course students mainly design a new web In this course students mainly design a new web site. To design anything one must site. To design anything one must PLANPLAN what one what one wants to do and wants to do and MODELMODEL the behavior of potential the behavior of potential users. They users. They PLANPLAN the sequence of activities the the sequence of activities the user will be able of doing.user will be able of doing. They They PREDICTPREDICT the the potential choices the user will have and define each potential choices the user will have and define each outcome for each choice.outcome for each choice. They They MODELMODEL the whole the whole process consciously.process consciously. They They DESCRIBE DESCRIBE the model the model and/or pieces of the model using PowerPoint and/or pieces of the model using PowerPoint presentations and specific tools such as “persona” presentations and specific tools such as “persona” profiles or lists of requirements.profiles or lists of requirements. They make They make JUDGEMENTSJUDGEMENTS based on evidence when based on evidence when comparing the two proposals that consultants have comparing the two proposals that consultants have submitted.submitted. They They EXPERIMENTEXPERIMENT when performing when performing the user test and make design decision based on the user test and make design decision based on the user test conclusions.the user test conclusions.
Reengineer a supply chainReengineer a supply chain
Students work with a complex business process, Students work with a complex business process, the supply chain, which encompasses up to 5 sub-the supply chain, which encompasses up to 5 sub-processes. The main skills is again processes. The main skills is again MODELINGMODELING, , students build a conscious model of the processes. students build a conscious model of the processes. They deal with They deal with CAUSATIONCAUSATION when identifying when identifying root causes for the problems. They practice root causes for the problems. They practice DESCRIBING DESCRIBING when presenting reports and when presenting reports and recommendations to the board and recommendations to the board and JUDGEMENTJUDGEMENT when evaluating based on information provided, when evaluating based on information provided, the capacity of the company to undertake the the capacity of the company to undertake the supply chain full reengineering. They practice supply chain full reengineering. They practice DIAGNOSISDIAGNOSIS when they are required to analyze when they are required to analyze root causes of problems and identify requirements root causes of problems and identify requirements to fix those problems.to fix those problems.
teaching a cognitive teaching a cognitive process means…process means…
Providing an experience Providing an experience Enabling failureEnabling failure A discussion of that experience. A discussion of that experience. Helping students gradually acquire a Helping students gradually acquire a
case base case base Progressing to more complex cases, Progressing to more complex cases,
and more nuanced and and more nuanced and sophisticated discussionssophisticated discussions
““Instead of Instead of creating creating dragon dragon
scholars scholars shouldn’t we shouldn’t we
focus on focus on producing producing
dragon dragon slayers?”slayers?”
asked the Kingasked the King
“ “Let’s Let’s build a build a
new new system” system” said the said the
KingKing
The old system vs. The The old system vs. The new systemnew system
Curricula chosen by interestCurricula chosen by interest Mentors always available as Mentors always available as
neededneeded Mentors can be anywhereMentors can be anywhere Students may not see each Students may not see each
other but they work in teamsother but they work in teams Students evaluated by what Students evaluated by what
various deliverable; time is not various deliverable; time is not a factora factor
The system is globalThe system is global Certification done by Certification done by
international associationsinternational associations
Schools chosen by Schools chosen by locationlocation
Teacher available during Teacher available during class hoursclass hours
Teacher located near youTeacher located near you Students sit in class Students sit in class
together but do their together but do their work alonework alone
Students evaluated by Students evaluated by tests and essays tests and essays produced at certain timesproduced at certain times
The system is localThe system is local Certification done by Certification done by
schoolsschools
Who designs curricula?Who designs curricula?
Any curriculum can be delivered Any curriculum can be delivered worldwide to anyone in any worldwide to anyone in any language who is capable of doing the language who is capable of doing the workwork
Available curricula are determined Available curricula are determined by actual needsby actual needs
Curricula are designed by expert Curricula are designed by expert practitioners not by academics practitioners not by academics
In this global system…In this global system…
Students do not choose between Students do not choose between universities or different schoolsuniversities or different schools
They choose curricula that interest They choose curricula that interest them and that help them prepare for them and that help them prepare for real lifereal life
They choose mentors with whom they They choose mentors with whom they want to work want to work
Many different curricula will be Many different curricula will be developed and offered worldwidedeveloped and offered worldwide
We can do this in all arenas We can do this in all arenas of educationof education
Masters degree programsMasters degree programs College programsCollege programs New kinds of high school programsNew kinds of high school programs New kinds of non-stressful fun New kinds of non-stressful fun
programs for smaller kidsprograms for smaller kids Corporate trainingCorporate training
Why am I doing Why am I doing this?this?