MIT+K12
Community Questions
Topics
Physics Watch fun, educational videos on all sorts of Physics questions.
Natural Science What makes living (and nonliving) things tick?
Materials Watch fun, educational videos on all sorts of Materials, how they're created and what they can do.
Measurement Everything in the universe can be measured.
here khan explains how they have given students the nest skills tracking process the world has ever seen…
ysics Watch fun, educational videos on all sorts of Physics questions.
Natural Science What makes living (and nonliving) things tick?
Materials Watch fun, educational videos on all sorts of Materials, how they're created and what they can do.
Measurement Everything in the universe can be measured.
…
edia instead of powering over citizens with PR and tv ads imaging over reality - so what would Norman celebrate asyouth's most joyful and collaborative brand movement of 2014-2017?
khan academy - what curriculum will youth value most
help with planet mooc 2013 review of year
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Added by chris macrae at 10:57pm on January 4, 2014
p of 9 minute audio training modules so that www.wholeplanet.tv 2010s can be worlkdwide youth's most productive time
Since 1972 when dad at The Economist and I first observed student experiments with early digital networks, we have been interested in Entrepreneurial Revolution - linking leaders who believe net generation can use collaboration tech to be most productive, heroic and sustainable time for worldwide youth. There are lots of debates over MOOC designs and origins but from our perspective it helps to take a general summary such as the extract from Wikipedia left and add in notes on what designs are scaling to help net generation meet the entrepreneurial revolution goals of the sorts of ER leaders we track at www.wholeplanet.tv
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External video TED talks[19]
Shimon Schocken, The self-organizing computer course, October 2012
Daphne Koller, What we're learning from online education, June 2012
Peter Norvig, The 100,000-student classroom February 2012
Salman Khan Let's use video to reinvent education, March 2011
"The New York Times dubbed 2012 'The Year of the MOOC,' and it has since become one of the hottest topics in education. Time magazine said that free MOOCs open the door to the 'Ivy League for the Masses.'”.[20] This has been primarily due to the emergence of several well-financed providers, associated with top universities, including Udacity, Coursera, and edX.[21]
In the fall of 2011 Stanford University launched three courses, each of which had an enrollment of about 100,000.[22] The first of those courses, Introduction Into AI, was launched by Sebastian Thrun and Peter Norvig, with the enrollment quickly reaching approximately 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Sebastian Thrun launched Udacity and Daphne Koller and Andrew Ng launched Coursera, both for-profit companies. Coursera subsequently announced partnerships with several other universities, including the University of Pennsylvania, Princeton University, Stanford University, and The University of Michigan.
Concerned about the commercialization of online education, MIT launched the MITx not-for-profit later in the fall, an effort to develop a free and open online platform. The inaugural course, 6.002x, launched in March 2012. Harvard joined the initiative, renamed edX, that spring, and University of California, Berkeley joined in the summer. The edX initiative now also includes the University of Texas System, Wellesley College and the Georgetown University.
In November 2012, the first high school MOOC was launched by the University of Miami Global Academy, UM's online high school. The course became available for high school students preparing for the SAT Subject Test in biology, providing access for students from any high school. About the same time Wedubox, first big MOOC in Spanish, started with the beta course including 1,000 professors.[23]
In January 2013, Udacity launched MOOCs-for-credit, in collaboration with San Jose State University. This was followed in May 2013 by the announcement of the first-ever entirely MOOC-based Master's Degree, a collaboration between Udacity, AT&T and the Georgia Institute of Technology, costing $7,000.[31]
During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business, and 6% in mathematics.[32] Udacity offered 26 courses. Udacity's CS101, with an enrollment of over 300,000 students, is the largest MOOC to date.
In Brazil, the startup Veduca launched the first MOOCs in Latin America, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Professor Vanderlei Salvador Bagnato, and Probability and Statistics, taght by Professors Melvin Cymbalista and André Leme Fleury.[33] In the first two weeks since the launching event, that took place at Polytechnic School of the University of São Paulo in June 12, 2013, more than 10,000 students have enrolled in the courses.[34]
There are few standard practices or definitions in the field yet. A number of other organisations such as Khan Academy, Peer-to-Peer University (P2PU) and Udemy are viewed as being similar to MOOCs, but differ in that they work outside the university system or mainly provide individual lessons that students may take at their own pace, rather than having a massive number of students all working on the same course schedule.[35][36][37] Note, however, that Udacity differs from Coursera and edX in that it does not have a calendar-based schedule (asynchronous); students may start a course at any time. While some MOOCs such as Coursera present lectures online, typical to those of traditional classrooms, others such as Udacity offer interactive lessons with activities, quizzes and exercises interspersed between short videos and talks.
Instructional design approaches[edit]
External video
10 Steps to Developing an Online Course: Walter Sinnott-Armstrong, Duke University[41]
Designing, developing and running (Massive) Online Courses by George Siemens, Athabasca University[42]
According to Sebastian Thrun's testimony before The President’s Council of Advisors on Science and Technology (PCAST) on November 26, 2012, MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself".[20] Because of the massive scale of learners, and the likelihood of a high student-teacher ratio, MOOCs require instructional design that facilitates large-scale feedback and interaction. There are two basic approaches:
Crowd-sourced interaction and feedback by leveraging the MOOC network, e.g. for peer-review, group collaboration
Automated feedback through objective, online assessments, e.g. quizzes and exams
Connectivist MOOCs rely on the former approach; broadcast MOOCs such as those offered by Coursera or Udacity rely more on the latter.[43]
Because a MOOC provides a way of connecting distributed instructors and learners across a common topic or field of discourse,[44] some instructional design approaches to MOOCs attempt to maximize the opportunity of connected learners who may or may not know each other already, through their network. This may include emphasizing collaborative development of the MOOC itself, or of learning paths for individual participants.
The evolution of MOOCs has also seen innovation in instructional materials. An emerging trend in MOOCs is the use of nontraditional textbooks such as graphic novels to improve students' knowledge retention.[45] Others view the possibility of the videos and other material produced by the MOOC as becoming the modern form of the textbook. "MOOC is the new textbook," according to David Finegold of Rutgers University.[46]
Instructional cost of MOOC delivery[edit]
In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation," though some instructors' pre-class preparation was "a few dozen hours." The professors then spent 8–10 hours per week on the course, including participation in discussion forums, where they posted once or twice a week.[47]
The medians were: 33,000 students enrolled in a class; 2,600 receiving a passing grade; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos in the course, 75% used open educational resources, and 27% used other resources. 9% of the classes required the purchase of a physical textbook, and 5% required the purchase of an e-book.[47][48]
In May 2013 Coursera announced that it would be offering the free use of e-textbooks for some courses in partnership with Chegg, an online textbook-rental company. Students would need to use Chegg's e-reader which limits copying and printing and could only use a textbook while enrolled in the class.[49]
As MOOCs have evolved, there appear to be two distinct types: those that emphasize the connectivist philosophy, and those that resemble more traditional and well-financed courses, such as those offered by Coursera and edX. To distinguish between the two, Stephen Downes proposed the terms "cMOOC" and "xMOOC".[52]
Connectivist MOOCs are based on several principles stemming from connectivist pedagogy.[53][54][55][56] The principles include:
Aggregation. The whole point of a connectivist MOOC is to provide a starting point for a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis. This is in contrast to traditional courses, where the content is prepared ahead of time.
The second principle is remixing, that is, associating materials created within the course with each other and with materials elsewhere.
Re-purposing of aggregated and remixed materials to suit the goals of each participant.
Feeding forward, sharing of re-purposed ideas and content with other participants and the rest of the world.
The term MOOC was coined in 2008 during a course called "Connectivism and Connective Knowledge" that was presented to 25 tuition-paying students in Extended Education at the University of Manitoba in addition to 2,300 other students from the general public who took the online class free of charge. All course content was available through RSS feeds, and learners could participate with their choice of tools: threaded discussions in Moodle, blog posts, Second Life, and synchronous online meetings. The term was coined by Dave Cormier of the University of Prince Edward Island, and Senior Research Fellow Bryan Alexander of the National Institute for Technology in Liberal Education in response to the course designed and led by George Siemens of Athabasca University and Stephen Downes of the National Research Council (Canada).[16
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.We are interested in how to scale training to millions of youth that can be used to job create or collaborate around heroic goals which were unimaginable before the internet as the greatest communications revolution ever (1984 book Norman Macrae summarizing 10 year of Entrepreneurial Revolution Dialogue in The Economist).
What has happened in 2012 is scale has been reached by 2 opposite types of MOO content - coursera partners typically announce any specific (world best) course as a once a year evente so if you want that course you better sign up simultaneously with large (eg 100000) crowds. A coursera course typically runs 8 weeks with about 60 to 90 minute of content organsied in maximum 9 minute online modules and about 5 hours of associated activities per week including assigmnents, testing, peer group discussion
Khan academy also uses 9 minute training modules but over time as in khan's maths course - these become a definitive always online resource. So while Khan Academy doesn't simultaneoulsy connect large crowds of students to each other - over time it impacts more students. While Khan alumni may need to do more work to find each other, we posit that khan type labs can be networked out of any extraordinary information source youth need to collaborative act on. Ultimately the coursera model of content disappearing 44 weeks in a year is a weakness.
Interestingly because founders of both cousrera an khan academy agree max 9 minute mainly audio training modules are key - there is no reason why best for world content of this sort shouldn't be shared in both types of platform. Please note having said that 9 minute training modules are key- so are other features but which these are does depend on whether you have 100000 simulateanous audience or a 24.7 audience that initially studies content 1 by 1
A lot of the other defintions of origins of mooc in wikpedia are interesting to record but they do not address the issue of now we know a core module needed to scale-
Taking 9 minute modules as core -what other features segment how scaling and types of youth interaction impacts evolve? There are many additional possibiliities to those khan and coursear are currently featuring - eg why not integrate a youth entrepreneur completion into an innovation course; how does the whole world of ebooks and hyperlinking interface mooc? Have we designed features and platform that minimize bandwidth so minimising exclusion of on any online person on planet
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.We would be extremely surprised if a best for world course took less than 100 hours to assemble however we are looking for people who want to do this with the margins of their time and because they are passionate about sharing with youth actions that create jobs etc. This wikipedia extract's implication that a MOOC is costly to produce is biased in the sense that traditional books take far longer than 100 hours but historically few people have claimed that as a reason from not authoring a book
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We happily accept 2008 as where the acronym MOOC was coined partly because as co-Rheingold Associates we worked virtually with Btian Alexander around 2000 and know him to value the original dynamics of the web intended by Berners Lee,
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This does not always correspond with the order that the subjects are taught through ages such as 8 (us grade 2) to 18 (us grade 12) - your comments welcome. You can click left hand column and go to Khan's courses in Maths - one of the most wonderful benchmarks in the world of learning (You may need to free register or log in)
.............................................,................
12th grade: Calculus
12/11 Statistics (& probability)
11th grade : Trig & PreCalculus ,,more
Vectors
11 and younger
Complex Numbers
Conic Sections
Functions
Quadratic functions & Equations
Rational Expressions
Systems of Equations and inequalities
Matrices
Graphing linear functions
Linear equations
Circles
Transformations
Quadrilaterals
Congruent Triangles
Similarity
Logical reasoning
Special properties of triangles
Angles and intersecting lines
Points, lines & planes
Perimeter, area & volume
Rates and Ratios
Exponents and scientific notation
Fractions
Inferential Statistics
Applying maths reasoning
Factors and multiples
Arithmetic Properties
Decimals
Negative numbers and multiples
Telling time
Multiplication and division
Addition and subtraction
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Added by chris macrae at 9:32am on August 25, 2013
he ever-escalating cost of a traditional four-year degree education, more and more students are looking for ways to learn without necessarily incurring the costs of a traditional education (or a least a full four or five years of a college education). But beyond even all this, these platforms are a response to a much larger trend, which is the slow upending of traditional classroom-based education. With the torrid growth of Khan Academy, a non-profit provider of instructional videos for K – 12 students, and the increasing ubiquity of alternative “universities” such as TEDed and Lynda.com for lifelong learning, the availability of high-quality instruction at no or a low cost has never been higher. “Americans are going to start thinking about higher education not as, you know, a traditional college, necessarily, or even a traditional night school, but as something that’s sort of moves beyond these traditional barriers of time and place,” said Ben Wildavsky of the Kauffman Foundation in a recent NPR story. A secondary and more nascent trend is the concept of “credentials 2.0”, which is born of the need to document alternative learning accomplishment and mastery. While everyone recognizes the legitimacy of a bachelor’s degree from an accredited four-year college or university, evaluators don’t quite know what to do with claims that courses were completed via Khan Academy or edX or TEDed. While some provide certificates of completion – more commonly referred to as badges – others do not yet, and those that do may not offer versions that are downloadable or otherwise portable. In response, Mozilla has been at work building a badge platform called Open Badges specifically targeted at both traditional and non-traditional learning environments so students and lifelong learners have a way of verifying a course of study has been completed to a third-party evaluator. And companies like Pathbrite (where I am CEO) are building portfolio platforms that enable the collection and presentation of “artifacts” that can include earned badges, digital versions of transcripts and traditional diplomas, and all manner of work product demonstrating competency. Though MOOCs may sound gimmicky and faddy and even silly, they are the real deal. They’re spawning a supporting ecosystem. And they just may be the future of education…
Added by chris macrae at 11:33am on February 10, 2013
handle as the car roared away from the kerb, headed straight towards the roof's edge and then at the last second sped around a corner without slowing down. There was no one in the driver's seat.
It was the prototype of Google's self-driving car and it felt a bit like being Buck Rogers and catapulted into another century. Later, I listened to Sebastian Thrun, a German-born professor of artificial intelligence at Stanford University, explain how he'd built it, how it had already clocked up 200,000 miles driving around California, and how one day he believed it would mean that there would be no traffic accidents.
A few months later, the New York Times revealed that Thrun was the head of Google's top-secret experimental laboratory Google X, and was developing, among other things, Google Glasses – augmented reality spectacles. And then, a few months after that, I came across Thrun again.
The self-driving car, the glasses, Google X, his prestigious university position – they'd all gone. He'd resigned his tenure from Stanford, and was working just a day a week at Google. He had a new project. Though he didn't call it a project. "It's my mission now," he said. "This is the future. I'm absolutely convinced of it."
The future that Thrun believes in, that has excited him more than self-driving cars, or sci-fi-style gadgets, is education. Specifically, massive online education free to all. The music industry, publishing, transportation, retail – they've all experienced the great technological disruption. Now, says Thrun, it's education's turn.
"It's going to change. There is no doubt about it." Specifically, Thrun believes, higher education is going to change. He has launched Udacity, an online university, and wants to provide mass high quality education for the world. For students in developing countries who can't get it any other way, or for students in the first world, who can but may choose not to. Pay thousands of pounds a year for your education? Or get it free online?
University, of course, is about so much more than the teaching. There's the socialising, of course, or, as we call it here in Britain, drinking. There's the living away from home and learning how to boil water stuff. And there's the all-important sex and catching a social disease stuff. But this is the way disruptions tend to work: they disrupt first, and figure out everything else at some unspecified time later.
Thrun's great revelation came just over a year ago at the same TED conference where he unveiled the self-driving car. "I heard Salman Khan talk about the Khan Academy and I was just blown away by it," he says. "And I still am." Salman Khan, a softly spoken 36-year-old former hedge fund analyst, is the founding father of what's being called the classroom revolution, and is feted by everyone from Bill Gates (who called him "the world's favourite teacher") down.
The Khan Academy, which he set up almost accidentally while tutoring his niece and nephew, now has 3,400 short videos or tutorials, most of which Khan made himself, and 10 million students. "I was blown away by it," says Thrun. "And frankly embarrassed that I was teaching 200 students. And he was teaching millions."
Thrun decided to open up his Stanford artificial intelligence class, CS221, to the world. Anybody could join, he announced. They'd do the same coursework as the Stanford students and at the end of it take the same exam.
CS221 is a demanding, difficult subject. On campus, 200 students enrolled, and Thrun thought they might pull in a few thousand on the web. By the time the course began, 160,000 had signed up. "It absolutely blew my mind," says Thrun. There were students from every single country in the world – bar North Korea. What's more, 23,000 students graduated. And all of the 400 who got top marks were students who'd done it online.
It was, says Thrun, his "wonderland" moment. Having taught a class of 160,000 students, he couldn't go back to being satisfied with 200. "I feel like there's a red pill and a blue pill," Thrun said in a speech a few months later. "I've taken the red pill, and I've seen wonderland. We can really change the world with education."
By the time I sign up to Udacity's beginners' course in computer science, how to build a search engine, 200,000 students have already graduated from it. Although when I say "graduate" I mean they were emailed a certificate. It has more than a touch of Gillian McKeith's PhD about it, though it seems employers are taking it seriously: a bunch of companies, including Google, are sponsoring Udacity courses and regularly cream off the top-scoring students and offer them jobs.
I may have to wait a while for that call, though I'm amazed at how easy Udacity videos are to follow (having tips and advice on search-engine building from Sergey Brin, Google's co-founder, doesn't hurt). Like the Khan Academy, it avoids full-length shots of the lecturer and just shows a doodling hand.
According to Brin, if you have basic programming ability – which we'll all have if we complete the course – and a bit of creativity, "you could come up with an idea that might just change the world". But then that's Silicon Valley for you.
What's intriguing is how this will translate into a British context. Because, of course, when it comes to revolutionising educational access, Britain has led the world. We've had the luxury of open access higher education for so long – more than 40 years now – that we're blasé about it. When the Open University was launched in 1969, it was both radical and democratic. It came about because of improvements in technology – television – and it's been at the forefront of educational innovation ever since. It has free content – on OpenLearn and iTunesU. But at its heart, it's no longer radically democratic. From this year, fees are £5,000.
In America, Thrun is not the only one to have taken the pills. A year on from the Stanford experiment, and the world of higher education and the future of universities is completely different. Thrun's wasn't the only class to go online last autumn. Two of his computer science colleagues, Andrew Ng and Daphne Koller, also took part, with equally mind-blowing results. They too have set up a website, Coursera. And while Udacity is developing its own courses, Coursera is forming partnerships with universities to offer existing ones. When I met Koller in July, shortly after the website's launch, four universities had signed up – Stanford, Princeton, Michigan and Pennsylvania.
Just four months later, it has 33 partner universities, 1.8 million students and is having venture capital thrown at it – $16m (£10m) in the first round. And it doesn't stop there. It's pretty remarkable that Coursera and Udacity were spun out of the same university, but also the same department (Thrun and Koller still supervise a PhD student together). And they have the dynamic entrepreneurial change-the-world quality that characterise the greatest and most successful Silicon Valley startups.
"We had a million users faster than Facebook, faster than Instagram," says Koller. "This is a wholesale change in the educational ecosystem."
But they're not alone. Over at Massachusetts Institute of Technology, Anant Argarwal, another professor of computer science, who also cites Khan as his inspiration (and who was, in a neat twist, once his student), has launched edX, featuring content from MIT, Harvard, Berkeley and the University of Texas System.
Argarwal is not a man prone to understatement. This, he says, is the revolution. "It's going to reinvent education. It's going to transform universities. It's going to democratise education on a global scale. It's the biggest innovation to happen in education for 200 years." The last major one, he says, was "probably the invention of the pencil". In a decade, he's hoping to reach a billion students across the globe. "We've got 400,000 in four months with no marketing, so I don't think it's unrealistic."
More than 155,000 students took the first course he taught, including a whole class of children in Mongolia. "That was amazing!" says Argarwal. "And we discovered a protégé. One of his students, Batthushig, got a perfect score. He's a high school student. I can't overstate how hard this course was. If I took it today, I wouldn't get a perfect score. We're encouraging him to apply to MIT." This is the year, Argarwal says, that everything has changed. There's no going back. "This is the year of disruption."
A month ago, I signed up for one of the Coursera courses: an introduction to genetics and evolution, taught by Mohamed Noor, a professor at Duke University. Unlike Udacity's, Coursera's courses have a start date and run to a timetable. I quite fancied a University of Pennsylvania course on modern poetry but it had already started. This one was 10 weeks long, would feature "multiple mini-videos roughly 10-15 minutes in length", each of which would contain a number of quizzes, and there would also be three tests and a final exam.
It's just me, Noor, and my 36,000 classmates. We're from everywhere: Kazakhstan, Manila, Donetsk, Iraq. Even Middlesbrough. And while I watch the first videos and enjoy Noor's smiley enthusiasm, I'm not blown away.
They're just videos of lectures, really. There's coursework to do, but I am a journalist. I am impervious to a deadline until the cold sweat of impending catastrophe is upon me. I ignore it. And it's a week or so later when I go back and check out the class forum.
And that's when I have my being-blown-away moment. The traffic is astonishing. There are thousands of people asking – and answering – questions about dominant mutations and recombination. And study groups had spontaneously grown up: a Colombian one, a Brazilian one, a Russian one. There's one on Skype, and some even in real life too. And they're so diligent! If you are a vaguely disillusioned teacher, or know one, send them to Coursera: these are people who just want to learn.
Four weeks in, Noor announces that he's organising a Google hangout: it's where a limited number of people can talk via their webcams. But it's scheduled for 1am GMT on Sunday morning. I go to sleep instead. However I do watch the YouTube video of it the next day and it's fascinating viewing. Despite the time, Richard Herring, a train driver from Sheffield, is there, bright and alert and wanting to tell Noor how much he's enjoying the course.
"Richard!" says Noor. "Nice to meet you! Your posts are amazing. I often find that before I have a chance to go in and answer a question, somebody else has already answered it, and it's often Richard. Thank you."
"I just love science," says Richard. "I was never any good at school, but I've just picked it up along the way. It's a brilliant course. To get something like this without paying anything is marvellous. I'm loving it."
So is Sara Groborz, a graphic designer who was born in Poland but now lives in Britain. And then there's Naresh Ramesh, from Chennai, who's studying for a degree in biotechnology, and Maria, who lives in the US and is using the course to teach her students in a juvenile correction institute. Aline, a high school student in El Salvador, comes on. She took the course, she says, because she goes to a Catholic school where they don't teach evolution. "And you're the best teacher I've ever had!" she tells Noor.
How gratifying must it be to be a teacher on one of these courses? When I catch up by email with Noor the next day, he writes. "I'm absolutely LOVING it!" By phone, he says it's one of the most exciting things he's ever done.
What's more, it means that next semester he's going to be able to "flip the classroom". This is a concept that Khan has popularised and shown to be successful: students do the coursework at home by watching the videos, and then the homework in class, where they can discuss the problems with the instructor.
There are still so many issues to figure out with online education. Not least the fact that you don't get a degree out of it, although a university in the US has just announced that it will issue credit for it. At the moment, most people are doing courses for the sake of simply learning new stuff. "And a certificate, basically a pdf, which says this person may or may not be who they say they are," says Noor.
And while computers are excellent at grading maths questions, they're really much less hot at marking English literature essays. There's a preponderance of scientific and technical subjects, but the number of humanties courses is increasing with what Koller says is "surprisingly successful" peer assessment techniques. "It can't replace a one-to-one feedback from an expert in the field, but with the right guidance, peer assessment and crowd-sourcing really does work."
And in terms of content, the course I'm doing is pretty much the same as the one Noor's students take. At Duke, they have more interaction, and a hands-on lab environment, but they are also charged $40,000 a year for the privilege.
It's a lot of money. And it's this, that makes Udacity's and Coursera's and edX's courses so potentially groundbreaking. At the moment, they're all free. And while none of them can compete with traditional degrees, almost every other industry knows what happens when you give teenagers the choice between paying a lot of money for something or getting it for nothing.
Of course, education isn't quite an industry, but it is a business, or as Matt Grist, an education analyst from the thinktank Demos tells me, "a market", although he immediately apologises for saying this. "I know. It's terrible. That's the way we talk about it these days. I don't really like it, but I do it. But it is a market. And universities are high-powered businesses with massive turnovers. Some of the best institutions in Britain are global players these days."
Grist has been looking at the funding model of British universities, and sees trouble ahead. The massive rise in fees this year is just the start of it. "We've set off down this road now, and if you create competition and a market for universities, I think you're going to have to go further." He foresees the best universities becoming vastly more expensive, and the cheaper, more vocational ones "holding up". "It's the middle-tier, 1960s campus ones that I think are going to struggle."
When I ask Koller why education has suddenly become the new tech miracle baby, she describes it as "the perfect storm. It's like hurricane Sandy, all these things have come together at the same time. There's an enormous global need for high quality education. And yet it's becoming increasingly unaffordable. And at the same time, we have technological advances that make it possible to provide it at very low marginal cost."
And, in Britain, the storm is perhaps even more perfect. This is all happening at precisely the moment that students are having to pay up to £9,000 a year in fees and being forced to take on unprecedented levels of debt.
Students, whether they like it or not, have been turned into consumers. Education in Britain has, until now, been a very pure abstraction, a concept untainted by ideas of the market or value. But that, inevitably, is now changing. University applications by UK-born students this year were down almost 8%. "Though the number who turned up was much lower than that," Peter Lampl, the founder of the Sutton Trust, tells me. "They were 15% down."
The trust champions social mobility and nothing accelerates that more than university. "That's why we're so keen on it," says Lampl. "We're monitoring the situation. We don't know what the true impact of the fees will be yet. Or what the impact of coming out of university with £50,000 worth of debt will have on the rest of your life. "Will it delay you buying a house? Or starting a family? People compare it to the States, but in America one third of graduates have no debt, and two-thirds have an average of $25,000. This is on a completely different scale."
And it's amid this uncertainty and this market pressure that these massive open online courses – or Moocs as they're known in the jargon – may well come to play a role. There are so many intangible benefits to going to university. "I learned as much if not more from my fellow students than I did from the lectures," says Lampl. But they're the things – making life-long friends, joining a society, learning how to operate a washing machine – that are free. It's the education bit that's the expensive part. But what Udacity and the rest are showing is that it doesn't necessarily have to be."
The first British university to join the fray is Edinburgh. It's done a deal with Coursera and from January, will offer six courses, for which 100,000 students have already signed up. Or, to put this in context, four times as many undergraduates as are currently at the university.
It's an experiment, says Jeff Hayward, the vice-principal, a way of trying out new types of teaching "I'll be happy if we break even." At the moment Coursera doesn't charge students to receive a certificate of completion, but at some point it's likely to, and when it does, Edinburgh will get a cut.
But then Edinburgh already has an online model. More than 2,000 students studying for a masters at the university aren't anywhere near it; they're online. "And within a few years, we're ramping that up to 10,000," says Hayward.
For undergraduates, on the other hand, study is not really the point of university, or at least not the whole point. I know a student at Edinburgh called Hannah. "Do you have any lectures tomorrow?" I text her. "Only philosophy at 9am," she texts back. "So obviously I'm not going to that."
She's an example of someone who would be quite happy to pay half the fees, and do some of the lectures online. "God yes. Some of the lecturers are so crap, anyway. We had a tutorial group the other day, and he just sat there and read the paper and told us to get on with it."
Max Crema, the vice-president of the student union, tells me that he's already used online lectures from MIT to supplement his course. "Though that may be because I'm a nerd," he concedes. "The problem with lectures is that they are about 300 years out of date. They date back to the time when universities only had one book. That's why you still have academic positions called readers."
I trot off to one of them, an actual lecture in an actual lecture theatre, the old anatomy theatre, a steeply raked auditorium that's been in use since the 19th century when a dissecting table used to hold centre stage, whereas today there's just Mayank Dutia, professor of systems neurophysiology, talking about the inner ear.
He's one of the first academics signed up to co-deliver one of the Coursera courses come January, although he defends the real-life version too: "Universities are special places. You can't do what we do online. There's something very special in being taught by a world leader in the field. Or having a conversation with someone who's worked on a subject their whole lives. There's no substitute for this."
There isn't. But what the new websites are doing is raising questions about what a university is and what it's for. And how to pay for it. "Higher education is changing," says Hayward. "How do we fund mass global education? There are agonies all over the world about this question."
There are. And there's no doubting that this is something of a turning point. But it may have an impact closer to home too. Argarwal sees a future in which universities may offer "blended" models: a mixture of real-life and online teaching.
Coursera has already struck its first licensing deal. Antioch College, a small liberal arts institution in Ohio, has signed an agreement under which it will take content from Duke University and the University of Pennsylvania. And a startup called the Minerva Project is attempting to set up an online Ivy League university, and is going to encourage its students to live together in "dorm clusters" so that they'll benefit from the social aspects of university life. Seeing how the students on Coursera and Udacity organise themselves, it's not impossible to see how in the future, students could cluster together and take their courses online together. For free.
There's so much at stake. Not least the economies of dozens of smallish British cities, the "second-tier" universities that Matt Grist of Demos foresees could struggle in the brave new free education market world.
At Edinburgh, fees are having an effect – applications are down – but "most students seem to see it as mañana money," says Jeff Hayward. "It's still hypothetical at the moment."
But this is the first year of £9,000 fees. An English student at Edinburgh (it's free for Scottish students), where courses are four years, is looking at £36,000 of debt just for tuition. And maybe another £30,000 of living expenses on top of that.
These websites are barely months old. They're still figuring out the basics. Universities aren't going anywhere just yet. But who knows what they'll look like in 10 years' time? A decade ago, I thought newspapers would be here for ever. That nothing could replace a book. And that KITT, David Hasselhoff's self-driving car in Knight Rider was nothing more than a work of fantasy.
…
Added by chris macrae at 11:51am on February 10, 2013
entrepreneurs around the world are tackling this challenge, and how the research community has begun to measure their success ahead of the upcoming GEC2, a global gathering focused on smarter policies for entrepreneurial learning which I will co-host with President Ivo Josipović of Croatia September 22 – 26, 2014.
A recent Kauffman Foundation study that examined why certain U.S. cities have more startups than others observed that the public sector actually has little impact on startup creation rates, except for education. It concluded that the most effective way that governments can increase startup activity is to increase education levels.
The United States Department of Education is seeking evidence on what works in improving education outcomes. This month, it released a notice inviting applications for a $1.5 million grant to study online education, in a quest to enrich the body of evidence about what works in online education.
The Organization for Economic Cooperation and Development (OECD) in turn recently reported in its first-ever study on education innovation that U.S. schools and classrooms rank near the bottom among the countries studied. Denmark, Indonesia, Korea, and the Netherlands were found to have the most innovative educational systems.
The OECD report, "Measuring Innovation in Education," finds that, in general, more innovation has come from classroom practices than school practices in the countries studied over this time. In a separate countryreport, the top pedagogic innovations found in the U.S. were:
More observation and description in secondary school science lessons;
More individualized reading instruction in primary school classrooms;
More use of answer explanation in primary mathematics;
More relating of primary school lessons to everyday life; and,
More text interpretation in primary lessons.
While not a measure of educational superiority or of entrepreneurial muscle in the education arena, the new index produced by the OECD shows policymakers that there is an entrepreneurial approach to education, something that experimenting teachers and edtech entrepreneurs alike have been adopting in increasing numbers in response to high rates of youth unemployment.
Anant Agarwal, who I recently met in Spain, introduced me to edX, an initiative that offers interactive online classes and MOOCs from the world’s best universities, including MITx, HarvardX, BerkeleyX, UTx and many other universities. Classes cover a range of fields, from biology to engineering to music. I also met with rock star education entrepreneurMichael Chasen, founder and former CEO of Blackboard, who inspired new players like Chris Etesse, CEO of Flat World Knowledge, which provides high-quality, affordable college textbooks, as well as an online platform that allows instructors and institutions to personalize content in new ways to help students succeed.
The impact of these entrepreneurs is tangible in many homes and schools. Today, adults and children alike around the world benefit from Khan Academy videos. Founder Sal Khan thought videos could help convey the subtle lessons that can't be conveyed in textbooks. Others have been inspired by this model, such as the Kauffman Foundation, which has launched itsFounders School on-line.
Startup entrepreneurs are recognizing opportunities beyond vehicles for lessons. Their ideas extend to other related areas, such as fundraising. The EdBacker and TurMS startups, for example, offer a fundraising platform similar to Kickstarter and Indiegogo to help address budgetary shortfalls in education for teachers and schools. More inspiring ideas that were turned into innovations can be found in the Telefonica Foundation’s report on the top 100 innovative educational initiatives, which focus mostly on the field of science education.
Entrepreneurs emerging from classrooms and startup garages are seeking to increase educational effectiveness through innovation, and they are eager to collaborate across borders. The GEC2 gathering on the Entrepreneurial Mindset in Croatia next September will kick off with a hackathon for entrepreneurs innovating in the education realm. GEW’s new 10x10 eventwill see 10 groups of young people from at least 10 countries come together to develop education startups in real-time. We will see innovative pedagogic solutions across various intersecting areas, such as code literacy, personalized teaching, distance learning, collaborative learning, teaching tools and more.
I hope such fresh perspectives in making connections between the way people learn best and the skill sets our economies need, will offer the ultimate demonstration to policymakers of what entrepreneurial thinking can achieve in education. It will set the tone for discussions around new models of entrepreneurial learning that will immediately follow in Zagreb with President Ivo Josipović and the likes of Dane Stangler, Vice President of Research and Policy at the Kauffman Foundation; Bill Aulet, Managing Director at the Martin Trust Center for MIT Entrepreneurship and author of the acclaimed book Disciplined Entrepreneurship; Gordan Maras, Croatia’s Minister of Entrepreneurship and Crafts; Susan Amat, Founder of Venture Hive; and Michele Markey, Vice President at Kauffman FastTrac Inc.
Policymakers from the Balkan region will also be at the GEC2. They are interested in combing the world for solutions to the skill mismatch and lack of entrepreneurial spirit among young graduates in their countries.
In the United States, the Obama Administration plans to provide more Americans with the opportunity to acquire the skills they need for in-demand jobs. As part of this plan, the Department of Education announced a new round of “experimental sites” (ex-sites) on July 22, 2014 that will test certain innovative practices aimed at providing better, faster and more flexible paths to academic and career success. “This initiative will enable institutions to try some of their best ideas and most promising practices to provide more students with the opportunity to pursue a higher education and become equipped for success in today’s workforce,” U.S. Secretary of Education Arne Duncan said. The Education Department also announced that it will collaborate with the U.S. Department of Labor to develop a $25 million grant competition for an online skills academy to support the development of a platform to enable high-quality, free or low-cost pathways to degrees, certificates, or other employer-recognized credentials.
In the meantime, data analysts will be paying close attention to how innovative education offers translate into student satisfaction, quality of education, levels of attained education, and overall educational outcomes. As the authors of the recent OECD report acknowledge, measuring innovation in education is in its infancy. If this interests you, share your thoughts or please join us in Croatia.
Category: Education Tags: Arne Duncan, US Department of Education, OECD, GEC2, Ivo Josipovic, Anant Agarwal, Sal Khan,Dane Stangler, Bill Aulet, Gordan Maras, Susan Amat, Michele Markey…
y.org/commoncore/map
Maths choices rom the learning menu top left at www.khanacademy.org
Arithmetic and pre-algebra
Probability and statistics
Algebra
Differential equations
Geometry
Linear algebra
Trigonometry and precalculus
Applied math
Calculus
Recreational mathematics
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As at 21 Aug 2013, Khan Academy maths dashboard offers 508 exercises- provided you use one login name you can track your progress on each - grey not started, dark blue accomplished , pale blue studying
exercises line 4 of khan dashboard
line 4
comparing linear functions
comparing linear function applications
solve y intercept
slope intercept form
point slope form
converting slope intercept and standard form
converting point slope & slope intercept
finding equation of a line
midpoint formula
pythagorean theorem
distance formula
equations of parallel and perpendicular lines
distance between point and line
graph of inequalities
graphing linear inequalities
graphing and solving linear inequalities
slope and triangle similarity
graphing systems of equations
..some end line 3 entries relevant to precalculus
graphing points
graphing points and naming quadrants
points on the coordinate plane
coordinate plane word problems
reflecting points
equations from tables
ordered pair solutions to linear equations
identifying linear relationships
linear and nonlinear functions
equations from tables
solving for the x intercept
linear function intercepts
interpreting and finding intercepts of linear functions
rates & proportional relationships
analyzing and identifying proportional relationships
graphing proportional relationships
rate problems 1
constructing and comparing proportional relationship
identifying slope of a line
line graph intuition
average rate of change
graphing linear equations
comparing linear functions
interpreting features of linear functions
comparing linear function applications
solve y intercept
slope intercept form
systems of equations with simple elimination
\systems of equations with eliminations
systems of equationn with substitution
systems of equations
systems of equations word problems
solutions to systems of equations
graphical solutions to systems
constructing consistent and inconsistent systems
graphing systems of inequalities
graphing and solving systems of inequalities
systems of nonlinear equations
factoring differences of squares 1
factoring of differences of squares 2
factoring differences of squares 3
multiplying expressions 0.5
multiplying expressions 1
factoring linear binomials
factoring polynomials 1
factoring polynomials 2
factoring polynomials by grouping
factoring polynomials with 2 variables
adding and subtracting polynomials
multiplying polynomials
solving quadratics by factoring
solving quadratics by factoring 2
solving quadratics by taking the square root
completing the square 1
completing the square 2
quadratic formula
quadratic formula with complex solutions
solutions to quadratic equations
vertex of a parabola
graphing parabolas in standard form
graphing parabolas in vertex form
graphing parabolas in all forms
parabola intuition 3
simplifying rational expression with exponent properties
simplifying expressions with exponents
radical equations
understanding function notation
recognizing functions
recognizing functions2
domain of a function
range of a function
domain and range from graph
direct and inverse variation
views of a function
evaluating expressions with function notation
evaluating composite functions
inverses of functions
new operator definitions 1
new operator definitions 2
writing proportions
proportions 1
proportions 2
dividing polynomials by binomials 1
line 5
line 5
dividing polynomials by binomials 2
simplifying rational expressions 2
dividing polynomials by binomials 3
simplifying rational expressions 3
simplifying rational experssions 4
adding and subtracting rational expressions 0,5
adding and subtracting rational expressions 1
adding and subtracting rational expressions 1,5
adding and subtracting rational expressions 2
adding and subtracting rational expressions 3
multiplying and dividing rational expressions 1
multiplying and dividing rational expressions 2
multiplying and dividing rational expressions 3
multiplying and dividing rational expressions 4
multiplying and dividing rational expressions 5
partial fraction expansion
solving rational equations 1
solving rational equations 2
extraneous solutions
evaluating logarithms
evaluating logarithms 2
operations with logarithms
recognizing conic sections
graphing circles
equation of a circle in factored form
equation of a circle in non-factored form
graphing circles 2
equation of an ellipse
parabola intuition 1
parabola intuition 2
equation of a hyperbola
matrix dimensions
scalar matrix multiplication
matrix addition and subtraction
matrix transpose
multiplying a matrix by a vector
multiplying a matrix by a matrix
defined and undefined matrix operations
determinant of 2X2 matrix
inverse of 2X2 matrix
determinant of 3X3 matrix
inverse of 3X3 matrix
imaginary unit powers
the complex plane
adding and subtracting complex numbers
multiplying complex numbers
dividing complex numbers
absolute value of complex numbers
recognizing rays lines and line segments
points lines and planes
measuring segments
congruent segments
segment addition
midpoint of a segment
measuring angles
angle types
exploring angle pairs
vertical angles
vertical angles 2
congruent angles
parallel lines 1
parallel lines 2
corresponding angles 2
same side exterior angles 2
same side interior angles 2
alternate interior angles 2
alternate exterior angles 2
inverses of functions
angles 2
angles of a polygon
complementary and supplementary angles
angle addition postulate
congruent postulates
congruent triangle 1
line 6
line 6
congruent triangles 2
triangle types
triangle angles 1
basic triangle proofs
fill-in-the-blank triangle proofs
wrong statements in triangle profs
perieter1
finding dimensions given perimeter
area 1
finding dimensions given area
area of triangles
shaded areas
triangle inequality theorem
heron's formula
radius diameter and circumference
area of a circle
area of parallelograms
area of trapezoids, rhombi and kites
solid geometry
similar triangles 1
similar triangles 2
solving similar triangles 1
solving similar triangles 2
special right angles
angle bisector theorem
compass constructions
quadrilateral types
quadrilateral angles
circles and arcs
areas of circles and sectors
inscribed angles 1
inscribed angles 2
inscribed angles 3
conditional statements
logical arguments and deductive reasoning
conditional states and truth value
axis of symmetry
translations of polygon
rotation of polygons
positive and negative parts of functions
even and odd functions
shifting and reflecting functions
recognizing features of functions 2
interpreting features of functions 2
comparing features of functions 2
trigonometry 0.5
trigonometry 1
reciprocal trig functions
trigonometry 1.5
trigonometry 2
degrees to radians
radians to degrees
radians and degrees
Unit circle
graphs of sine and cosine
inverse trig functions
pythagorean identities
addition and subtraction trig identities
law of cosines
arithmetic sequences 1
arithmetic sequences 2
geometric sequences 1
geometric sequences 2
recursive and explicit functions
arithmetic series
probability 1
independent probability
dependent probability
counting 2
permutations
combinations
permutations and combinations
probability with permutations and combinations
complex number polar form intuition
line 7
line 7
complex plane operations
multiplying and dividing complex numbers in polar form
powers of complex numbers
limits 1
limits 2
one-sided limits from graphs
slope of secant lines
tangent slope in limiting value of secant slope
derivatives 1
the formal and alternate form of the derivative
recognizing slope of curves
derivative intuition
visualizing derivatives
power rule
special derivatives
chain rule 1
product rule
quotient rule
implicit differentiation
recognizing concavity
L'Hopital rule
Probability space
Basic set notation
Expected value
Mean median and mode
exploring mean and median
Average word problems
Creating box & whisker plots
Variance
Exploring standard deviation 1
standard deviation
Estimating line of best fit
Empirical rule
Z scores 1
Z scores 2
Z scores 3
scaling vectors
adding vectors…
rnardo good luck -however if any brainstorm comes to you as to what poorest hispanic women first need to connect across the entire american continent on free mobile - eg safety line against abuse please tell naila as her march journey through ireland switzerland, LA and kenya is about signing up such a franchise and testing if carlos slim will lay on poorest womens terms
If you are passing through johannesburg tell us and we'll see if we can linkin taddy-by the way mostofa has just finished a week in lucknow understanding how they are redesigning entrepreneur and sustainability curriculum for 50000 children citymontessori Jgandhi globaledu
they are proposing taddy and they meet in august? to swap notes- I guess that is phase 1 of many phases at which youth summits swaps notes on entrepreneurship
I am desperately trying to involve china, korea, and japan in similar note swapping , and ultimately notes are effectively swapped when they are up in 9 minute modules like khan's
TO MOOCYUNUS OR NOT
I sort of feel that when yunus sees this page of khans he will see how far he's got behind with nursing college even as that becomes the first card for millions of youth to viralise; similarly millions of youth are now viralising jim kims knowhow on what youth's most collaborative social movements really do below the radar
Also between now and june its essential www.microcredit.tv to share short transcripts on how the real microcredits work; if jim kim gets to the annual results conference and find they are still spamming the whole world bank with fund microcredits no matter what they are do there will be an unhappy ending to everything micro financial
chris…
Added by chris macrae at 9:27am on February 22, 2014
KERRY GLASGOWIS HUMANITY'S LAST BEST CHANCE - Join search for Sustainaabilty's Curricula
101ways-generation.docx 101 ways education can save the world WHAT IF WE DESIGNED LIFELONG LIVELIHOOD LOEARNING SO THAT so that teachers & students, parent & communities were empowered to be ahead of 100 times more tech rather than the remnants of a system that puts macihnes and their exhausts ahead of human life and nature's renewal 2016 is arguably the first time thet educatirs became front and centre to the question that Von neummn asked journalist to mediate back in 1951- what goods will peoples do with 100 times more tech per decade? It appears that while multilaterals like the Un got used in soundbite and twittering ages to claim they valued rifghts & inclusion, pubblic goods & safety, they fotgot theirUN tech twin in Genva has been practising global connectivity since 1865, that dellow Goats of V neumnn has chiared Intellectual Cooperation in the 1920s which pervesrely became the quasi trade union Unesco- it took Abedian inspired educations in 2016 ro reunite ed and tecah as well as health and trade ; 7 decades of the UN not valuing Numenn's question at its core is quite late, but if we dare graviate UN2 aeound this digital coperation question now we give the younger half if the world a chnace especially as a billion poorest women have been synchronised to deep community human development since 1970
Dear Robert - you kindly asked for a short email so that you could see if there is a CGTN anchor in east coast who might confidentially share views with my expectation of how only Asian young women cultural movements (parenting and community depth but amplified by transparent tech in life shaping markets eg health, food, nature..) can return sustainability to all of us
three of my father's main surveys in The Economist 1962-1977 explain imo where future history will take us (and so why younger half of world need friendship/sustainable adaptation with Chinese youth -both on mainland and diaspora)
1962 consider japan approved by JF Kennedy: argued good news - 2 new economic models were emerging through japan korea south and taiwan relevant to all Asia Rising (nrxt to link the whole trading/supply chains of the far east coast down through hong kong and cross-seas at singapore)
1 rural keynsianism ie 100% productivity in village first of all food security- borlaug alumni ending starvation
2 supercity costal trade models which designed hi-tech borderless sme value chains- to build a 20 million person capital or an 8 million person superport you needed the same advances in engineering - partly why this second economic model was win-win for first time since engines begun Glasgow 1760 ; potentially able to leverage tech giant leaps 100 times ahead; the big opportunity von neumann had gifted us - knowhow action networking multiply value application unlike consuming up things
1976 entrepreneurial revolution -translated into italian by prodi - argued that future globalisation big politics big corporate would need to be triangularised by community scaled sme networks- this was both how innovation advancing human lot begins and also the only way to end poverty in the sense of 21st C being such that next girl born can thrive because every community taps in diversity/safety/ valuing child and health as conditions out of which intergenerational economic growth can spring
in 1977 fathers survey of china - argued that there was now great hope that china had found the system designs that would empower a billion people to escape from extreme poverty but ultimately education of the one child generation (its tech for human capabilities) would be pivotal ( parallel 1977 survey looked at the futures of half the world's people ie east of iran)
best chris macrae + 1 240 316 8157 washington DC
IN MORE DETAIL TECH HUMAN EXPONENTIALS LAST CHANCE DECADE?
- we are in midst of unprecedented exponential change (dad from 1960s called death of distance) the tech legacy of von neumann (dad was his biographer due to luckily meeting him in his final years including neumann's scoping of brain science (ie ai and human i) research which he asked yale to continue in his last lecture series). Exponential risks of extinction track to mainly western top-down errors at crossroads of tech over last 60 years (as well as non transparent geonomic mapping of how to reconcile what mainly 10 white empires had monopoly done with machines 1760-1945 and embedded in finance - see eg keynes last chapter of general theory of money); so our 2020s destiny is conditioned by quite simple local time-stamped details but ones that have compounded so that root cause and consequence need exact opposite of academic silos- so I hope there are some simple mapping points we can agree sustainability and chinese anchors in particular are now urgently in the middle of
Both my fatherwww.normanmacrae.netat the economist and I (eg co-authoring 1984 book2025 report,retranslated to 1993 sweden's new vikings) have argued sustainability in early 21st c will depend mostly on how asians as 65% of humans advance and how von neumann (or moores law) 100 times more tech every decade from 1960s is valued by society and business.
My father (awarded Japan's Order of Rising Sun and one time scriptwriter for Prince Charles trips to Japan) had served as teen allied bomber command burma campaign - he therefore had google maps in his head 50 years ahead of most media people, and also believed the world needed peace (dad was only journalist at messina birth of EU ) ; from 1960 his Asian inclusion arguments were almost coincidental to Ezra Vogel who knew much more about Japan=China last 2000 years ( additionally cultural consciousness of silk road's eastern dynamics not golden rule of Western Whites) and peter drucker's view of organisational systems
(none of the 10 people at the economist my father had mentored continued his work past 1993- 2 key friends died early; then the web turned against education-journalism when west coast ventures got taken over by advertising/commerce instead of permitting 2 webs - one hi-trust educational; the other blah blah. sell sell .sex sell. viral trivial and hate politicking)
although i had worked mainly in the far east eg with unilever because of family responsibilities I never got to china until i started bumping into chinese female graduates at un launch of sdgs in 2015- I got in 8 visits to beijing -guided by them around tsinghua, china centre of globalisation, a chinese elder Ying Lowrey who had worked on smes in usa for 25 years but was not jack ma's biographer in 2015 just as his fintech models (taobao not alibaba) were empowering villagers integration into supply chains; there was a fantastic global edutech conference dec 2016 in Tsinghua region (also 3 briefings by Romano Prodi to students) that I attended connected with great womens education hero bangladesh'sfazle abed; Abed spent much of hs last decade hosting events with chinese and other asian ambassadors; unite university graduates around sdg projects the world needed in every community but which had first been massively demonstrated in asia - if you like a version of schwarzman scholars but inclusive of places linking all deepest sustainability goals challenges
and i personally feel learnt a lot from 3 people broadcasting from cgtn you and the 2 ladies liu xin and tian wei (they always seemed to do balanced interviews even in the middle of trump's hatred campaigns), through them I also became a fan of father and daughter Jin at AIIB ; i attended korea's annual general meet 2017 of aiib; it was fascinating watching bankers for 60 countries each coming up with excuses as to why they would not lead on infrastructure investments (even though the supercity economic model depends on that)
Being a diaspora scot and a mathematician borders (managers who maximise externalisation of risks) scare me; especially rise of nationalist ones ; it is pretty clear historically that london trapped most of asia in colomisdation ; then bankrupted by world war 2 rushed to independence without the un or anyone helping redesign top-down systems ; this all crashed into bangladesh the first bottom up collaboration women lab ; ironically on health, food security, education bangladesh and chinese village women empowerment depended on sharing almost every village microfranchise between 1972 and 2000 especially on last mile health networking
in dads editing of 2025 from 1984 he had called for massive human awareness by 2001 of mans biggest risk being discrepancies in incomes and expectations of rich and poor nations; he suggested that eg public broadcast media could host a reality tv end poverty entrepreneur competition just as digital media was scaling to be as impactful as mass media
that didnt happen and pretty much every mess - reactions to 9/11, failure to do ai of epidemics as priority from 2005 instead of autonomous cars, failure to end long-term carbon investments, subprime has been rooted in the west not having either government nor big corporate systems necessary to collaboratively value Asian SDG innovations especially with 5g
nye:csis jan2020 dc the greatest debate help search 2025NOW.COM
I am not smart enough to understand how to thread all the politics now going on but in the event that any cgtn journalist wants to chat especially in dc where we could meet I do not see humans preventing extinction without maximising chinese youth (particularly womens dreams); due to covid we lost plans japan had to relaunch value of female athletes - so this and other ways japan and china and korea might have regained joint consciousness look as if they are being lost- in other words both cultural and education networks (not correctly valued by gdp news headlines) may still be our best chance at asian women empowerment saving us all from extinction but that needs off the record brainstorming as I have no idea what a cgtn journalist is free to cover now that trump has turned 75% of americans into seeing china as the enemy instead of looking at what asian policies of usa hurt humans (eg afghanistan is surely a human wrong caused mostly by usa); a; being a diaspora scot i have this naive idea that we need to celebrate happiness of all peoples an stop using media to spiral hatred across nations but I expect that isnt something an anchor can host generally but for example if an anchor really loves ending covid everywhere then at least in that market she needs to want to help united peoples, transparency of deep data etc
please map how and why - more than 3 in 4 scots earn their livelihoods worldwide not in our homeland- that requires hi-trust as well as hi-tech to try to love all cultures and nature's diversity- until mcdonalds you could use MAC OR MC TO identify our community engaging networks THAT SCALED ROUND STARTING UP THE AGE OF HUMANS AND MACHINES OF GKASGOW UNI 1760 12 3 - and the microfranchises they aimed to sustain locally around each next child born - these days scots hall of fame started in 1760s around adam smith and james watt and 195 years later glasgow engineering BA fazle abed - we hope biden unites his irish community building though cop26 -ditto we hope kamalA values gandhi- public service - but understand if he or she is too busy iN DC 2021 with covid or finding which democrats or republicans or american people speak bottom-up sustainable goals teachers and enrrepreneurs -zoom with chris.macrae@yahoo.co.uk if you are curious - fanily foundation of the economist's norman macrae- explorer of whether 100 times more tehc every decade since 1945 would end poverty or prove orwell's-big brother trumps -fears correct 2025report.com est1984 or the economist's entreprenerialrevolutionstarted up 1976 with italy/franciscan romano prodi