r million youth are most going to change the world for the better need to be connected by some missing curricula which 2013 needs to make massive open online
I am confident you can all edit deep cases on parts of dads/The Economist's 7 wonders curriculum of pro-youth economics
like millions of young people. I spent several years believing today's person whose network could best link together the first missing curriculum million youth most needed to simultaneously access was dr yunus, but by now I find it needs to be sir fazle abed (BRAC) first, then yunus 2 monicawww.singforhope.org then 1 muhammad
If we viralise a 6 week MOOC introduction tour to all the knowledge sir fazle wants to open source
then we can turn round communities anywhere that any of the 7 global markets shown is currently spinning exponentially towards collapse
What doesn't amuse (even frightens) me is in 1984 dad wrote a book (12 years after we'd first seen tests on 500 youth sharing knowledge around an early digital network) on how to connect these 7 markets positively which was very simple then -there's no reason 2010s shouldn't already be worldwide youth's most exciting job creating decade other than totally wrong maths and the wrong sort of economists and media barons keynes warned us of in his conclusion to general theory
now 30 years of spinning systems in speculators highly conflicted, job destroying, fear-addiction instead of joyful freedom and planet unsustainable directions,
I think we are down to collaborating around sir fazle as our last chance- anyhow that's what I will try to go over to dhaka and explain to him
-of course I am very glad if there are other ways but I cant find any economists or professions who are valuing things with what I believe is dads correct maths so although I share his optimistic nature, the risks of not helping sir fazle and million youth MOOC now are larger than I can verbalise
cheers
chris macrae skyoe chrismacraedc
www.wholeplanet.tv www.microeducationsummit.com
jan 2013
Dear A&A
I am spending quite a bit of february in boston and wondered if we can meet. One issue I would like to put on the agenda -can a mooc on mit100k be developed?
My father at The Economist and I first saw 500 students sharing knowhow around a digital network in 1972! so I am not particularly fazed by which internet term becomes flavor of a year. But if you try www.coursera.com it becomes evident: the basic ingredient of a Massive Open Online Curriculum/Collaboration is a slide show with a parralel youtube in bottom right hand corner giving a tour of the sides. So anyone with great collaboration knowhow to share with net generation can be a MOOC provider.
Friends I and a swarm of youth entreprenjeurs have arranged to debate this in dhaka with sir fazle abed and muhhamad yunus in last week of march 2013. If that goes well, one of them will chat with usaid to include this topic in the first global education summit they are aranging for aug 2013 out of washington dc
As I think youth development entrepreneur competitions and moocs go together in transforming education- especially if we are to value million times more collaboration technology sustainably and for all youth to be productive- it could be huge to start up a set of slides on mit100k selected so that it could progressively become a mooc as a you tube guided tour was added to them
Obviously you have the most uptodate knowledge and relationship permissions to start this up. I wonder which of Edward Roberts, Iqbal Quadir, Berners Lee, Joi Ito or Negropronte or someone else would be next to get on board with this idea so that all the most pro-youth MIT alumni networks are first to build with it
..
have you tried www.coursera.com ?- biggest change in 40 years since dad (The Economist's Norman Macrae) and i first saw 500 youth sharing knowledge around a digital network..now anyone with a set of slides that shows how collaboration with them can most change the world can get linked in to job-creating education, mentoring hopefully be star players in free university - a fascinating question to explore is which mooc will first connect a million youth live-
.help us compile 2014's 41st top 10 league table of moocs designed to empower youth job creation - note the subject catalytic mechanism (now mooc) has changed over the years but not our Entrepreneurial Revolution passion since we first saw 500 youth sharing knowhow around a digital network in 1972
…
Added by chris macrae at 7:55am on January 27, 2013
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BRAC Primary Schools
BRAC, Bangladesh Rehabilitation Assistance Committee, was established in 1985. The main objective of these non-formal primary schools is to develop a school model for underprivileged, primary school drop-out children, especially girls, to complete the five year primary school syllabus in four years.
Location:
Dhaka, Bangladesh
Established:
1972
Owner:
Sir Fazle Hasan Abed
Number of schools:
22,618
Number of students:
0.75 million
- See more at: http://www.affordable-learning.com/research-fieldwork/case-studies-stories/brac.html#sthash.k1UF0Z1j.dpuf
http://www.affordable-learning.com/what-is-affordable-learning/brief-history-of-affordable-learning.html#sthash.eT5RPpQ2.dpbs
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What is Affordable Learning?
Brief history of Affordable Learning
Where are low cost schools?
Who are the Players?
Why Pearson?
Why a Fund?
Timeline
2000-2005 2005-2010 2010-2015
2000-2005
102 million children of primary school age are out of school
875 million adults are illiterate (UNESCO)
2000
Gyan Shala low-cost private school chain is set up in India aiming to ensure the government’s student enrolment push is supported by quality education affordable to the poorest families.
1.5 million children graduate from the Bangladesh Rehabilitation Assistance Committee (BRAC) Non-formal Primary Education programme in Bangladesh which totals 34,000 schools. BRAC set up the first low-cost private school for out-of-school children in 1985, relying on donations.
Association for Formidable Educational Development in Nigeria is established to regulate and support the growth of private primary and secondary schools.
UNESCO sets Millenium Development Goal for universal primary schooling and renews its commitment to the Education for All goals established in 1990 for access, quality and equity.
2003
Professor James Tooley and Dr Pauline Dixon publish Private Schools for the Poor: a case study from India, highlighting the existence of private schools in India’s slums and villages.
2004
CK Prahalad and Stuart L Hart publish The Fortune at the Bottom of the Pyramid proposing new business models for serving the world’s poorest communities.
The People's Forum on Millenium Development Goals, Bangladesh is established as part of the Campaign for Popular Education, a coalition of more than 1,000 non-governmental organisations involved in literacy and education in Bangladesh.
2005-2010
77 million children of primary school age are out of school
759 million adults are illiterate (UNESCO)
2005
The Punjab Education Foundation, established in 1991 to promote quality education through public-private partnership (PPP), launches its flagship Foundation Assisted Schools (FAS) programme. The programme provides financial assistance to schools through PPP to improve access to education for underserved communities.
2006
Kenya Independent Schools Association (KISA) becomes involved in the growth of the non-formal education sector.
Educating Amaretch: private schools for the poor and the new frontier for investors is published by Professor James Tooley and increases investor interest in the affordable learning sector.
2007
Research on private schools in one low-income, peri-urban area of Ghana shows 75% of schools are private (registered and unregistered) and 64% of local children attend private schools.
Partnerships for Education (PfE) launched by UNESCO and the World Economic Forum. PfE aims to create global, multi-stakeholder partnerships, including the private sector, to support the delivery of Education for All goals.
Gray Matters Capital (GMC) investment company focuses its services on improving quality and access to education for poor children in developing countries.
2008
Omega Schools is set up as a for-profit business, creating low-cost private schools for poor families in Ghana.
2009
World Innovation Summit for Education (WISE) is established to support the future of education through innovation.
Privatisation in Education Research Initiative (PERI) is established to encourage debate about alternative education provision.
The size and quality of education in low-cost private schools in Asia and Africa is documented in The Beautiful Tree, a personal narration by Professor James Tooley on how the world’s poorest people educate themselves.
Bridge International Academies opens its first school in Kenya, with ambitions to reach over 1 million students from poor families.
Research shows the Foundation Assisted Schools programme in Pakistan improves pupil outcomes and identifies it as one of the cheapest interventions for raising enrolments.
2010-2015
61 million children of primary age are out of school
775 million adults are illiterate (UNESCO)
2010
Pearson invests in Bridge International Academies, Kenya, which aims to deliver high-quality primary education for $4 per child per month.
Research identifies more low-cost private schools in areas of South Africa than shown in previous government estimates. It also indicates a lower level of teacher absenteeism in low-cost private schools than in public schools (CDE, Hidden Assets, 2010).
2011
BRAC's work in education reaches 10 million children, having expanded from Bangladesh to Afghanistan, Pakistan, Southern Sudan, Uganda and Haiti.
The Punjab Educational Reform Roadmap is launched, including a voucher scheme for out-of-school children.
National Independent Schools Alliance is founded in India, bringing together low-cost private schools from eight states.
Private school enrolments in rural India increase to 26% in 2011 from 19% in 2006 for 6 to 14 year olds (ASER).
2012
Punjab Education Foundation’s FAS programme grows to support 1,334 schools and 600,000 students free of cost. A further 500 schools are planned to join the programme.
KISA involves 1,600 independent community schools serving low income households, most of which are in urban slum areas of Kenya.
January: Pearson initiates multi-country evaluation of the low-cost private school market, visiting school chains and education service providers in developing countries.
June: 115,000 additional children enrol in Punjab schools since November 2011 as a result of the Punjab Educational Reform Roadmap.
July: Pearson launches the Pearson Affordable Learning Fund and makes its first investment in low-cost private school chain Omega Schools, Ghana.
August: Affordable Private Schools (APS) Sector Analysis Report - 2012 is the first research to analyse what makes low-cost private schools effective (Gray Matters Capital, 2012).
2015
56 million children of primary age will be out-of-school, and the 2015 UN target will be missed (UNESCO estimate, EFA Monitoring Report 2010)
710 million adults will be illiterate (UNESCO estimate)
- See more at: http://www.affordable-learning.com/what-is-affordable-learning/brief-history-of-affordable-learning.html#sthash.eT5RPpQ2.dpuf…
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Added by chris macrae at 5:22am on December 31, 2020
ndhi and Montessori would not be available as the most popular student 10-18 year olds exchange on the planet. For those in Lucknow's primary schools cross-cultural literacy is added to other practical literacies- what the school knows is what cross-cultural confidence (or fear) a child takes into adolescence will often spiral for life. Lucknow is a top 10 India school - run on 100 times more economical lines than any other top 10 school in India. It is also a favorite lad of past president kalam and his campaign 2020 encouraging children to tear up any non-sustainable curriculum.
+++++++++++++++++++++++++++++++++
LATEST LUCKNOW REVOLUTION " an average illiterate person can learn to read to a newspaper within a month or so with just 10-20 minutes of time investment per day. They do not need a teacher, or a classroom, or fixed timings. They do not have to spend 3 years to start reading. Anyone can become a mentor and they can learn anytime"
+++++++++++++++++++++++++++++++++
hort time horizons and practical constraints make it implausible for many illiterates to go get literate, let alone get an education. Children who do not presently attend school, will most likely never emerge from poverty in their lifetime. Official data indicates nearly 40% of adults above 15 and 25% of children from 6-15 are illiterate. In spite of tremendous effort by the government and social institutions, literacy rates have grown really slowly even in the last decade.Perhaps one reason for this is the mismatch between the needs of the underprivileged and our teaching and its methods of delivery (need a school, teacher, fixed timings, several years). It typically takes a long time to get literate, usually three years, from svar one year, to vyanjan the next, to matras the third year, time the illiterates can ill afford.If we are to ensure a literate India, we need to think out of the box of present solutions. After struggling for 14 years, we have developed a curriculum that meets that requirement. The field test data shows an average illiterate person can learn to read to a newspaper within a month or so with just 10-20 minutes of time investment per day. They do not need a teacher, or a classroom, or fixed timings. They do not have to spend 3 years to start reading. Anyone can become a mentor and they can learn anytime, anywhere with anyone’s help and quickly. Quickly is probably the most important as they also need to get motivated to continue and to finish the literacy programme. In Global Dream, a learner starts to read 2-letter words from the first day and this creates impetus in him / her to carry on.The presentation will discuss how we got to it, what it means, the present successes and how everyone can be a part.Additional InformationThe trials of the literacy curriculum have given a very positive response, the main distinguishing being the ease with which a learner can learn. As most of the learners are poor, they have little time to devote to learning and they must have huge incentives to make literacy important. Thus short sessions and building in of instant gratification have been important. Learning sessions are short, usually 10-20 minutes only. Most can read a few two-letter words from day 1 and most can learn to read a newspaper within a month!A learner can learn from anyone at any place and at any time. Anyone can also be mentor, so is not restricted by place time and availability of this person. When in doubt, a learner can ask anyone who can read to help out. There are three modes in which we are launching the programme:> Via schools and school children> Via tie ups with corporations and NGOs, youth groups, etc.> Via government. We set the aim of 1,00,000 literate in Lucknow to start with our campaign. Monday 5th of May was our first day of the launch at schools of Lucknow and we got an amazing response: Over 40,000 commitments from 51 schools of Lucknow. Nearly 27,000 literacy packs were handed out to the children on the 5th of May itself, remaining of the 40,000 were delivered by yesterday. It is now nearly 150 schools of Lucknow that are participating. It's quite likely 1,00,000 goal in terms of those who start teaching will be met within the next two weeks! The mission has begun begin spread in other cities like Kanpur and Pune. By end of this month, it will start rolling out in at least ten more cities of India, if not more, in small and big ways.ONE dollar literacyGlobal Dream is a powerful initiative to combat the problem of illiteracy. We have created a literacy curriculum that is focussed on enabling individuals who could never read before to read. This is the segment of society whose short time horizons and practical constraints make it virtually impossible to engage in education. The government of India has been addressing this problem through its National Literacy Mission and other initiatives but the problem remains to plague millions of Indians. It need not take three years to teach someone to read. Through Global Dream Curriculum, a completely illiterate person can learn to read a newspaper within a month with short 10-20 minute sessions at his / her convenience, with the assistance of anyone who can read. This truly anywhere, anytime and with anyone model has proven highly successful even in a short span of time. Nearly 70,000 of Lucknow's children have taken on the charge to teach at least one. The each one teach at least one campaign promises to envelop individuals of all ages in the broadest possible range of professions embracing this programme in a wide variety of ways. Equivalent to a toolkit, the Global Dream Literacy Toolkit is a huge incentive for everyone that can read to take on this opportunity to reach someone and teach him. All it takes is a total of some 10-15 hours of commitment and the Literacy Toolkit. It took 14 years to develop the Global Dream Literacy Toolkit and after several trials and errors. The challenge was to make something simple, so simple that even a Class 1 child can teach another person. We wanted the learning sessions to be short. We wanted a person can learn anywhere at their own convenience, on their own timeframe, in their own places, even at their own pace. We wanted instant gratification from the first session itself. A learner learns two-letter words in the first session itself. They feel so empowered, they want to immediately go teach someone else. It creates tremendous intrinsic motivation to continue to learn. They can also largely learn by themselves and require just a little support of another person / mentor. The curriculum that emerged is so basic and simple, we wonder why we or anyone could not think of it earlier. And perhaps the key was to make it so simple and easy, even a Class 1 level knowledge is adequate. Put another way, any individual even with the most basic knowledge can mentor a child or an adult to read. This leads us to the possibility of a full-blown nationwide campaign. We set the goal of 1,00,000 literate in Lucknow. Within four days of initiation, we had found 2/3rds of the commitments met. We don't believe there has been a faster moving mission to reach the illiterate and with the potential to engage, literally the whole nation. An old paradigm says, 'Success breeds success'. We are literally finding this to be happening all around us! On the third day of the launch, Barabanki, Kanpur and Pune enrolled with individuals there vouching to take the baton to education one lakh in their own cities. The side benefits of this programme we can scarcely begin to fathom. We also challenged ourselves to make it dead cheap. We can now provide this powerful Dream Kit for Rs 60 or for a mere 1 dollar a piece. Some anecdotes from an American mentor Jon working in a slum of LucknowI've had one 9-year-old girl taking 3rd class who started almost from scratch (knew some letters but couldn't form words) who is now at the end of the 1st book and reading all the poems and stories after 12 sessions. A 25-year-old mother who Rose is working with is now on Lesson 4 after only 4 sessions even though she started with a 0/30 score on the pretest! An 11-year-old boy in 2nd class who started with 7/30 on the pretest has made it to Lesson 3 after just 4 sessions, but is not always motivated to work. And just a few days ago we started with our fastest and most motivated learner yet. This 13-year-old girl from a nearby village who has never gone to school started with a 0/30 on the pretest, but after 4 sessions in 4 days she has already completed Lesson 5 and started reading the little poems!On the not so fast side, I have a 7-year-old girl from 1st class who started with a 5/30 on the pretest and took a very long time to figure out how to form words, who is still on Lesson 3 after 10 sessions (but who keeps showing improvement!). I have two boys aged 10 and 7 who are just now figuring out Lesson 1 after 4 sessions, and hopefully will move on to Lesson 2 in the 5th or 6th session. Two other learners, a 5-year-old girl and a 13-year-old boy, both of whom don't do school, are really struggling to even remember the letters after 4 sessions and still don't form words well most of the time. And one of our most difficult students is a 15-year-old girl who has never gone to school, who is finally starting to form words right some of the time, but who still forgets most of the Lesson 1 letters even after 6 sessions.Finally, I've tried passing out the books to a few other people to see if they can consistently teach and get results with learners. One young man, a 21-year-old friend of mine in the basti who just completed 12th grade in Hindi medium, is going to try to use Book 2 to help firm up the reading skills of some of the boys that he does tuition for. And a friend of mine who volunteers at the Mother Theresa home in Lucknow is experimenting with using the book there with the patients or with some of the staff, along with another volunteer.
The great good fortune for china and our borderless planet is that China's most passionate internet wizard Jack Ma comes form education worlds and values his own success in whether he helps create 100 million jobs faster than Muhammad Yunus. Fortunately he sees this as more of a collaboration challenge than a competitive one
New Zealand's Dryden is the only educator we now of to have spent 30 years experimenting with how to implement Norman Macrae's 1984 book on the net generation's next 3 billion jobs- see his progress at eg http://thelearningweb.net - a book version of which was bought by 10 million chinese families after its good news had been celebrated on state run tv. Dryden was kind enough to write up his over quarter of a century of his journey of supporting educators adapting the 1984 future history or Norman Macrae for the inaugural issue of Journal of Social Business celebrating visions and networks of Muhammad Yunus
KHANac
BRACAbed,
CEUSoros
,SABlecher
MITtbl
NOBATYunus
LUCKNOWGandhi
ChinaMa
NZDryden
MEDIALABNegropronte
COURSEraKoller…
ntact About Us https://www.coursera.org/user/i/6358056ef89fd5ad2a1add98d44860ed
chris macraeWashington D.C., DC
Spend every free second on MOOC, new economics & mapping microfranchises - community solution designed to be replicated by & for the peoples across open networked communities. Since father's (Norman Macrae) death 2010, family foundation partners in reunions (eg London-Dkaka-Tokyo-Johannesburg) where pro-youth economists or open tech genii debate Entrepreneurial Revolution and Open Society Education economics - a genre my father shared in The Economist from 1972 -chris.macrae@yahoo.co.uk
Find Me Here
http://www.linkedin.com/pub/chris-macrae/0/5/5b8
microeconomics
obamauni
+chris macrae
http://normanmacrae.ning.com/
My Profession's Most Needed Courses
Generating the Wealth of Nations
Apr 29th 2013
Economics of Money and Banking, Part One
New Models of Business in SocietySep 2nd 2013
My Curious Courses
Probabilistic Graphical Models -Koller can save the world ; wish she'd also star in one more easily accessible course - even though as an MA in statistics I think she's cool Apr 8th 2013
Introduction to Finance the introduction to this was so long-winded that I fell asleep over my laptop-pity cos there was something I wanted to learn Jun 3rd 2013
Think Again: How to Reason and Argue Aug 26th 2013
Learn to Program: The Fundamentals Aug 19th 2013 not the level I wanted to start at but cool if you decided to make your first ever programming experience python
Principles of Obesity Economics Date to be announced
Health for All Through Primary Health Care May 29th 2013
Community Change in Public Health Apr 22nd 2013
Computational Investing, Part I
Aug 26th 2013
Fundamentals of Online Education: Planning and Application
Date to be announced
Critical Thinking in Global Challenges
Jan 28th 2013
Introduction to Sustainability
Aug 26th 2013
Grow to Greatness: Smart Growth for Private Businesses, Part II Apr 29th 2013
Developing Innovative Ideas for New Companies: The First Step in Entrepreneurship Jan 28th 2013 -it really bothers me when a course starts by requiring (marking) you to learn parrot fashion some terms one professor has coined that may mean something to the students he indoctrinates but aren't relevant to practice -UMD can do better -in fact I know many there who do
A New History for a New China, 1700-2000: New Data and New Methods, Part 1
Jul 22nd 2013
Creative Programming for Digital Media & Mobile Apps
Jun 10th 2013
Nutrition, Health, and Lifestyle: Issues and Insights May 6th 2013 - I was there to learn which foods no longer have much nutrition in them instead the professor was too much of a big industry apologist- I could help wondering how John Mackey alumn would have re-edited this course. However she did teach me to be even more suspicious of what you read on American food labels
A Brief History of Humankind
Aug 11th 2013
TechniCity -this would be a hugely fun topic to write one's own course on if time permitted - there are so many future changes you could explore; I think where I'd go to get 9 minute perspectives millions of youth most need to debate is MIT media lab, and somewhere in China - where'd you post a module from? and why cant courser weave together some courses from multiple correspondent sources?
May 4th 2013
Introductory Physics I with Laboratory
Aug 19th 2013
An Introduction to Corporate Finance
Oct 28th 2013
Big Data in Education
Oct 24th 2013
The Role of the Renminbi in the International Monetary System
Sep 30th 2013
Globalizing Higher Education and Research for the ‘Knowledge Economy’
Jan 21st 2014
Foundations of Virtual Instruction
Sep 30th 2013
Conditions of War and Peace
Oct 15th 2013
Art and Inquiry: Museum Teaching Strategies For Your Classroom
Jul 29th 2013
Emerging Trends & Technologies in the Virtual K-12 Classroom
Nov 11th 2013
Foundations of Teaching for Learning 1: Introduction
Aug 5th 2013
Engaging Students through Cooperative Learning
Date to be announced
Sep 1st 2013
9/11 and Its Aftermath -- Part I
Sep 9th 2013
…
Added by chris macrae at 8:28am on September 15, 2013
local communities of Fab Labs, government and organisations in order to develop local strategies for Fab Cities. Contact us in order to start this conversation in your city.
Explore Our Full Conference
See the Event
The 11th Fab Lab Conference and Symposium
MAKING: IMPACT
Drawing from over a decade of field experience, Fabbers are creating an interactive Fab11 program that includes hands-on workshops, talks, planning meetings, project demonstrations, Fab Academy graduation, Global Fab Awards, a Fab Youth track , informal opportunities to connect and fabricate and, of course, fun celebrations of our network. Join your colleagues at Fab11 and expand the impact you have on your world! Stay up to date on the emerging program by checking the Schedule here.
International Fab Lab Network members from more than 450 labs in 55 countries are gathering in August 2015 in the birthplace of the Fab Lab concept. We come together this year to explore how the ability to “Make (almost) Anything” is impacting individuals, communities, businesses and collaborative research and projects from Detroit to Togo, Barcelona to Shanghai and everywhere in between. At Fab11, members will share technical expertise, best practices, and the powerful stories behind Neil Gershenfeld’s statement “The power of Digital Fabrication is social, not technical”.
Fab11 Symposium
The Fab Symposium: Making : Impact will take place August 6th at Boston’s famed Symphony Hall. It is a one-day, public event that explores the principles, applications and implications of digital fabrication. This year our focus will be on the incredible makers who have emerged from fab labs and digital fabrication education over the last 12+ years, who have made significant social, economic and community impact in the world and who are inventing the future. From the White House to Google to Barcelona to Togo, these makers are changing the world around us. Details about speakers and participants will be updated frequently on the conference scheduleweb page and via our social media channels.
Fab Festival
Over the weekend of August 8 and 9 the cities of Boston, Cambridge and Somerville will come alive with a public Fab Festival. The 3-city Festival is a celebration of making and creativity. The weekend includes exhibitions, demonstrations, cool performances, hands-on activities for the whole family, and talks and panels featuring great makers from around the world. The Fab Festival is free and open to the public. Check the Fab Festival program often as new, fun activities will be added daily by Fabbers from across the city and around the globe!
Our Venues
MIT Center for Bits and Atoms
Symphony Hall
Reggie Lewis Track and Athletic Center
John F. Kennedy Presidential Library and Museum
South End Technology Center
Fab 11 Hosts
Neil GershenfeldDirector, MIT Center for Bits and Atoms
Sherry LassiterMIT Center for Bits and Atoms; President, Fab Foundation
Fab 11 Conversations
Mon Aug 3 11:00-12:00 Making Robots >>
Russ TedrakeDirector, Center for Robotics, MIT Computer Science and Artificial Intelligence Lab
Sangbae KimMIT Biomimetic Robotics Lab
Mick MountzFounder, Kiva Systems
Gill PrattProgram Manager, DARPA Robotics Challenge, DARPA Defense Sciences
Marc RaibertFounder, Boston Dynamics
Radhika NagpalSelf-organizing Systems Research and Robotics Group, Harvard University
Tue Aug 4 11:00-12:00 Making Movies >>
Will StaplesScreenwriter; Mission Impossible: Rogue Nation, and Call of Duty video games
Paul DebevecChief Visual Officer, USC Institute for Creative Technologies
Janet and Jerry Zucker (video)Zucker Productions; Science and Entertainment Exchange
Alex McDowellCreative Director, 5D GlobalStudio at Wondros; Professor of Practice, University of Southern California
Sebastian SylwanFormer Chief Technology Officer, Weta Digital
Bran FerrenCo-Founder & Chief Creative Officer, Applied Minds
Wed Aug 5 11:00-12:00 Making Life >>
George ChurchRobert Winthrop Professor of Genetics, Harvard Medical School
Peng YinMolecular Systems Lab, Harvard Medical School
Joseph JacobsonMolecular Machines Group, MIT; Co-founder, Gen9
Pamela A. Silver Ph.D.Professor of Systems Biology, Harvard Medical School
Fri Aug 7 11:00-12:00 Making Policy >>
Megan SmithUnited States Chief Technology Officer
Rep. Bill FosterCongressman (Il-11); Fermilab; Electronic Theatre Controls
Rush HoltCEO, American Association for the Advancement of Science; Executive Publisher, Science Family of Journals
Sat Aug 8 11:00-12:00 Making Cities >>
Martin J. “Marty” WalshMayor, Boston MA
Nadeem MazenCouncil Member, Cambridge, MA
Joseph CurtatoneMayor, Somerville MA
Shirley FengExecutive vice president and Secretary-General, N.I.D.I.A., ShenZhen Industrial Design Profession Association
Mondli GungubeleMayor of Ekurhuleni, South Africa
Dr Jayasankar Prasad CChief Executive Officer; Kerala Start Up Mission
Irakli KashibadzeChairman, Innovation and Technology Agency; Ministry of Economy and Sustainable Development
Fab 11 Symposium
Moderators
Mitchell BakerChair of the Mozilla Foundation
Haakon KarlsenSolvik Gard, Norway
Mel KingDirector, South End Technology Center
Stuart KestenbaumFormer Director, Haystack Mountain School of Crafts
Melissa FranklinDepartment Chair and Mallinckrodt Professor of Physics, Harvard University
Martin Luther CulpepperMaker Czar, MIT Mechanical Engineering
Andrew McAfeeCo-Director, MIT Initiative on the Digital Economy; Associate Director, Center for Digital Business
Marko AhtisaariCo-founder, The Sync Project; former Head of Product Design, Nokia
Neil GershenfeldDirector, MIT Center for Bits and Atoms
Speakers
How To Make Design >>
Markus KayserMediated Matter Research Group, MIT
Hiroya TanakaKeio University; Fab Lab Japan
Skylar TibbitsMIT Self-Assembly Lab; SJET LLC
Vicente GuallartBarcelona City Architect; founder Institute for Advanced Architecture of Catalonia
Meejin YoonHead, Department of Architecture, MIT
Kelly DobsonGoogle ATAP; Former Head of Digital + Media, Rhode Island School of Design
How To Make Business >>
Sam CalischMIT Center for Bits and Atoms
Kamau GachigiFounder, Fab Lab, University of Nairobi; Executive Director, Gearbox
Ed BaafiFounder, Modkit
Max LobovskyCo-founder, Formlabs
Raffi KrikorianEngineering lead, Uber Advanced Technologies Center; former VP of Platform Engineering, Twitter
Ayah BdeirFounder, littleBits
How To Make Tools >>
Matt KeeterFormlabs; Antimony developer
Fiore BasileFab Lab Toscana, Italy; Fab modules developer
Ara KnaianCo-founder, NK Labs; Project Ara
Tomas DiezBarcelona fab lab; Smart Citizen developer
Nadya PeekMachines That Make developer, MIT Center for Bits and Atoms
Amon MillnerAssistant Professor, Olin College; developer, Scratch
How To Make Research >>
Will LangfordRobotics, Fabrication; MIT Center for Bits and Atoms
Kenny CheungNASA Ames Research Center
Manu PrakashDepartment of Bioengineering, Stanford University
Rehmi PostLead Scientist, Samsung Think Tank Team; Co-Founder, ThingMagic
Rich DeVaulLeader, Google [x] Rapid Evaluation Team
Yael MaguireEngineering Director, Facebook Connectivity Lab; Co-Founder, ThingMagic
How To Make Community >>
Josh GordonsonCo-Founder, Olopede
Ted HungFabLab Asia Network Board member; Founder, FabLab Taipei
Ohad MeyuhasFounder, FabLab Israel / Hope Lab
Heloisa NevesDirector, Fab Lab Brazil Network; Coordinator, Insper Fab Lab; Founder, WE FAB
Reginald BryantIBM Research Africa
Blair EvansExecutive Director, Incite Focus, Detroit
How To Make Education >>
Richard DavisTransformative Learning Technologies Lab, Stanford University
David SengehMIT Media Lab; TED Fellow
Abubakari AdamCentury College, Minnesota; Takoradi fab lab, Ghana
Makeda StephensonNat'l Tech Outreach and Community Help Chair, NSBE
Dina El ZanfalyMIT Design and Computation; Fab Lab Egypt
Sherry LassiterMIT Center for Bits and Atoms; President, Fab Foundation
Hosts
Sponsors
Fab Lab Underwriters
Fab Movers & Shakers
Fab Sponsors
Fab Production Partners
Fab Affiliates
Fab Scholarship Sponsors
…
ts work, DFID's new policy serves as a model for businesses, philanthropies, international NGOs, and others looking to invest in ...
View on www.iyfnet.org
Preview by Yahoo
who sponsored the world bank's 400 youth in development partners summit in 2 weeks time attended by amy and stephanie -mostofa at very least please ask everyone in brac's and bkash's leadership teams- who is there best contact in dfid to whom you can explain the 2 million doilar youth pitchng comoetition dubai nov 29 www.gycommunity.com to -
yuxuan and amy lets include questions on tsighua's ali tresearch with DFID (if any) when this saturday you ask her Lowrey how to help jack ma's youth in development all over the world
this is what they have just published about DFID (also known as ukaid)
Twenty-six years ago, I was fighting for democracy on the streets in Nepal. It was a difficult journey. Today, I support young social entrepreneurs as they strive to maximize their impact and build movements. What’s changed over the last quarter century are the tools and information young people have at their disposal to innovate solutions to a growing list of global challenges. What hasn’t changed is how little trust institutions and society at-large place in youth.
That’s precisely why I got excited when I read the UK Department for International Development’s (DFIDs) new Youth Agenda. By putting youth at the heart of its work, DFID is validating the struggle of hard-working, enterprising youth the world over who too often feel unheard and marginalized in their efforts to lead positive change. By saying outright what’s needed to support youth-led development, DFID’s policy serves as a model for businesses, philanthropies, and development organizations looking to invest in solutions to a range of issues—from climate change to improving the prospects of those living at the bottom of the socio-economic pyramid.
DFID’s plan is laudable for many reasons, but particularly these three:
1. Reaching the UN’s Sustainable Development Goals (SDGs) simply can’t happen without the active engagement of youth. Implementation of the SDGs begins at the grassroots, where youth are at the forefront of efforts to lead positive change. In the business world, we’ve seen how dynamic young innovators have revolutionized entire industries. The development world is a different story, with experience and a proven track record still more valued than innovation and risk-taking. We need to change this mindset if we’re to truly achieve the SDGs. Supporting today’s young doers and trailblazers isn’t just a nice thing to do, it’s wise and imperative.
2. As part of youth's transition into a productive adulthood, we need to see them empowered to challenge social norms. The world is changing rapidly, to the point that many of today’s students are being prepared for jobs that don’t yet exist. The education and training we do provide needs to equip young people with the essential life skills,perseverance, and grit to successfully navigate this fast-changing landscape. Learning also needs to be more experiential and market-relevant, with a premium placed on nurturing youth agency if today’s young people are to assume roles as productive citizens, capable of challenging the status quo.
3. Amplifying young people’s voices in decision-making requires a new approach. Technology has transformed young people’s ability to catalyze their peers around critical development issues—fostering the growth of open societies online. Youth are voicing their opinions in networked, informal, unstructured ways—with real impact. We need non-traditional mechanisms to support such voices. Take, for example, Jhatkaa a youth-led NGO in India that’s successfully mobilized more than 100,000 citizens to take action to protect women’s rights and combat discrimination. The onus is on us to leverage these voices—and today’s young movement builders—if we’re going to hold governments and leaders accountable, and create lasting change.
Last month marked the one-year anniversary of the Nepal earthquake, which galvanized the nation’s youth in ways that surpassed institutional responses when it came to providing direct aid to those in need. It’s this energy, passion, and commitment that we need to capitalize on—not just during times of crisis—but every day. If young people can demonstrate this level of grit and perseverance during a disaster, just imagine what they can do when it comes to overcoming pressing challenges in their communities and nations. I’m privileged to witness the power of youth-led social change through the more than 1,350 young social entrepreneurs supported through IYF’s YouthActionNet®initiative and its network of 23 national and regional youth leadership institutes. I can say from experience that the hope and optimism of these dedicated change-makers is contagious.
Ashok Regmi is Director, Social Innovation.
Tags dfid, positive youth development, social entrepreneurs, Posts in sustainable development goals
========================
more -if the mess that is dead-aid and trap students in debt (and top-down theory of zero sustaionable use to anyone) from the 2 main countries speaking english concerns you
reasons why not just brits should be interested in dfid
hasnt previously fully coordunated with british council - therefore missed out on amy's idea that all yoiuth in development need to speak english and chinese and can mainly peer to peer mentor each other;s missing language; has coordinated at all woith prince charles energies to empower youth to green energise the world
dfid over the yeras has been number 1 investor in brac
ukaid has its problems but its not the completely broken system that usaid has satted under obama (and will worsen under hilary or trump) -namely that it permanently subcontarcts to 5000 old people who neither want youth in development nor value chain analysis to examine how expensive their siloised knowledge is (there is one chinese lady who has been given a new free pass to refrom usaid whoi made a very interesting talk 2 months ago on how could she redesign usaid to be like BRAC!) ; but otherwise so much subcontracting of siloised projects results in soft issues like culture never being integrated by anyone allocating budgets in DC - and what with american mass media - i am sorry to say that america's youth (except boston's) includeng my 19 year old daughter are the most clueless race on cultural diversity and so incapabke of collabratively leading peace and sustainability goals across borders- americas university system makes any chnace of merican youth being the most cilabirative in develoment next to zero ; lets be clear if american youth can make great twin or triple nations youth friend partnerships americans can add a lot but cultuiral translation isnt going to be what they bring to the party
amy's world class media mentors- best able to promote her as her age's and country's greatest storytellerare in uk and we depsrately need to hook up with ian ryders projects including the lady who is successsful in finance in city of london whose 2 main things are developing woemn and the un awareness-action part of goals called everyones project
quite literally brits need the new BBC (Bangla Britain China) to celebrate good news storytelling youth exchanges beween bangladesh, britain and china- that way these 3 countries have the greatest gifts to youth around the worlkd - the 2 most commoin langiages and the greates open source solutions ti sustainabiloity- so rest of europe and usa will have to come begging to reunite social fre emarkets instead of trump usa building wall with china and europe uniion building wall with britian
there is a special twist for scotland alma mater to sir fazle and origin of youth and end poverty being in the middle of economic system designs; and ireland has a huge opportunity as te rfest of the european union falls apart as it pursues pope francis description of it as a region designed around the needs of infertile haggard gransmothers - not an open space for youth job creation…
the United Nations ...
transcript starting in 81st minute extract 80.40 president arizona state uni, with covid and other www community crises, we are where we are, not only because of politics and capitalism, but at the root of it all is us the universities- we are universally inadequate to what lies ahead in terms of the future of our species and our relationship to our beautiful planet which we are all dependent on -let me outline 5 inadequacies
1 we are inadequate in terms of our self-awareness- institutions of higher edu nof the net outcome of our design – why do we have business schools that are teaching economic models that are working against our own in sustainability, why do we have a lack of communication between chemists and biologists and economists and engineers and philosophers and historians and everyone else -82:33
inadequate. We are wholly, universally inadequate to
82:38 what lies ahead in terms of the future of our species and our relationship with 82:42
this beautiful planet that we're all dependent on it. Let me outline five
82:47 arguments for that. First, I think that we're inadequate in terms of our
82:52 self-awareness, as an institution of higher education or as institutions of 82:56 higher education, of the net outcome of our design. Why do we have business 83:00 schools teaching economic models that are in fact working against our own 83:06 sustainability? Why do we have a lack of communication between chemists 83:13and biologists and economists and engineers and philosophers and 83:18 historians and everyone else who sit inside university environments arguing 83:24 with each other in ways that are not just about intellectual development but 83:28 are in some ways inane? And so we have never thought ourselves, 83:35 we've never been adequately focused on our own self-awareness to understand 83:41
that in fact our highly disciplinary design, as Jeff Sachs indicated, our
83:46 highly structured way of doing things, our way in which theories evolve, our 83:50 ways in which faculty are recognized, the ways in which knowledge is advanced, the 83:55 net outcome of all of that is exactly where we are in terms of a non- sustainable trajectory,83:59 the non-sustainable trajectory that we're on is 84:03 a product of us. Point number one. Point number two: that same university 84:10 enterprise, that same higher education enterprise, is inadequate in terms 84:15 of its production of systems-level tools. We're an observer. We're obsessed with 84:22
reductionism. We're obsessed with the belief that somehow if we can only
84:26 understand everything down to the atomic scale, if we could only understand 84:31 everything at the genetic and sub-genetic mechanism, that somehow we would 84:37 be able to find the solution to all things. And so the answer is, no,84:41 reductionism is not the method by which we will gain an understanding of the 84:46 interconnectedness of the systems of the planet and the role of humans. It's only 84:50 through our ability to emerge systems-level thinking of equal 84:55 intellectual stature and of equal intellectual value. Third, our 85:01 universities and our higher education systems in the United States and in 85:05 other parts of the world are completely inadequate in terms of their 85:08 intellectual diversification, their cultural diversification, their socioeconomic diversification,85:13 their lack of recognition of indigenous cultures and
85:18 indigenous knowledge, the dismissal of entire cultural paradigms, all around 85:26 this notion of somehow there being one path and one trajectory and one route 85:31 forward. Well, there isn't. And this lack of diversification, lack of women in 85:37 science, technology, engineering, and math, lack of cultural diversification at 85:43 universities which actually is accelerating not decelerating. That 85:47 lack of diversification is accelerating if you look around the world, is in fact 85:52 limiting our overall intellectual contribution. We have a narrower and 85:57
narrower intellectual contribution ,not a broader and broader intellectual
86:01 contribution. So that's the third factor that I think is a key part of the design 86:06 limits. I think forth, and I would probably rank 86:10 this actually first, universities really don't care as institutions about much of
86:14 anything. They care about bringing in faculty. They care about hiring faculty.86:19They care about having students. They care about their budgets. They care about 86:23 arguing with the government to get more money. But they don't really care 86:26 about sustainable outcomes as an institution. They do not take activist 86:32 positions, intellectual activist positions, as Jeff has built his career 86:36 around, and some of the rest of us have been fighting for decades. We just 86:40 sit back and say, "Well, we did what we could do. We educated the people we could 86:43 educate. We put out the theories that we could put out, and
86:46 we're really sorry that the politicians are too stupid or or too 86:51
lazy or businesses are too greedy or too selfish." And so this notion of not taking 86:57 some sense of responsibility, we don't realize that it is in fact our own lack 87:03 of transdisciplinary capability, our own lack of adequate, our own lack of 87:09 diversification. It's our own lack of systems-level thinking, it's our own 87:13 obsession with reductionism that actually has brought us to this point. So 87:18 when we look out and we're concerned about rapidly rising CO2 levels or we're 87:21 concerned about the overwhelming human consumption, and a manifestly negative
87:28 overwhelming consumption of fresh water, or the elimination of the entire fishing 87:33 stock or conservation disruptions on a global 87:37
scale of geological time, we don't realize that that we're responsible for
87:43 that. If you take response—if you know you've contributed to something and it's not87:47going well, if you're a responsible person or a responsible institution, you 87:51 change what you're doing. We don't have much change in what we're doing.87:54 Fifth on my list is, universities are archaic, at least in the European model, 88:01 archaic, slow, non-adaptable, non-technologically sophisticated 88:05 institutions. We're not moving at the speed of climate change. We're not moving
88:11at the speed of complexity, of complexification. We're too slow. We have 88:17no sense of time. We might argue about something for 15 years and in the same 88:22 15 years the Ross Ice Shelf cracked off of Antarctica and led to some 88:27 massive change in the in the ocean circulation cycle and thus impacting 88:34 climate etcetera, etcetera. So the five points here: inadequate self-awareness,88:38 inadequate emergence of systems-level thinking, wholly inadequate 88:42 diversification of the university itself, no sense of moral duty or moral 88:46responsibility as institutions, and inadequate speed and adaptability. If we 88:51 don't change those things, there's not going to be any climate adaptation or 88:55 climate change. There's not going to be movement back towards a sustainable 88:59
trajectory because we're not producing the people, the ideas, the tools, the
89:04 mechanisms, the devices, the theories, the assumptions—the young students who 89:08 are just presenting, they get this. They understand that they enter a university 89:12 which is in fact an archaic institution,incapable of having self-awareness 89:17 relative to where we're headed. So what are we doing at my institution arizona state, we've 89:22 done everything and then some, and still it's a slow slog. We've built the Global 89:28
Futures Laboratory, the Global Institute of Sustainability. We're
89:31 dramatically lowering our carbon footprint. We have thousands and
89:34 thousands of students. We change the design of engineering. We changed parts 89:38 of the design of our business schools. We built a new school on the Future of 89:41 Innovation and Society, a new School of Sustainability, and we're still moving 89:47 too slow. And so I think the point I'd like to make to 89:50 the audience here is, let's listen to these students. They have a sense, they 89:54 have an awareness, and they are able to see immediately upon entry into our
89:59 bureaucratic institutions that we're inadequate to the assignment and we 90:06 ought to take that as a serious, serious criticism. Now let me tell you 90:09
what's happening right now. So right now, and COVID sort of expresses this, we are 90:14 largely as colleges and universities place-based institutions, driven where we 90:21think that excellence is a function of who we exclude, and this is true all over 90:24 the world, where our structure, our technology, our flexibility, our 90:29
adaptability are completely inadequate. So my message to ministers, to UN leaders,90:35 to SDSN leaders, to higher education leaders, to students, to faculty, is that 90:40 let's shake it up. It is time to shake the foundation of the universities and 90:45 have them raise their hand and say, "Yes. We want to be responsible for the 90:50 climate outcome of our planet, for our species outcome, for the 90:56 sustainability of our species." And to do that we're going to have to change 91:00 everything down to the root. So I think that's about 12 minutes and I'll 91:05 stop there.91:13
Ok. Thank you, President Crow. I like the way you framed it because
some early nominations
botstein - as early as 1990s botstein -author jeffersons children- was arguing for a revolution in bridge between high school and college- in particular the end of education designed as a linear age process rather than everyone's potential as lifelong learner and coach- as well as his concern for changinn teen education, as a musician he had designed a new york ihilharmonic, and he had become the youngest ever vice chancelolr starting before the age of 25 at bard college an institution he has networked for over 40 years as a bencmark for 21st c liberal arts
learning curve journey - 2009 2010
of course with a vision like botstein its fascinating to see who he has chosen as equally concerned for new education- i dont yet know who is top 10 are but i see they include
soros central european university and open society and new economics networks
president crow - arizona state has the highest raking of all universities in goal 1 end poverty -and frees youth to explore radical opportunities of tech for sdgs
patrick awuah who founded ashesi university in ghana as a graduate thesis ar berkeley about 17 years ago because he believed in a platform debating future of education on a continent expecting to double population from one billion to 2 billion- and his career at microsoft had impressed on him that tech would change every element of how education spends african peoples time
there are up to 50 education institutes soros and botstein are linkinng in - sometimes asking of an institute who is its most innovative futurist isnt easy but its a qiestion 2025 associates have been surveying since 1984 wherever that freedom of debate is permitted
anothervradical network is schwarzman - there it is clear who signed up from mit, tsingus, oxford to valuing global scolars in a way never done before but since two of the three coleges are only just opening their schwarman branch i dontwant to prejudge who they chooseas coordinator of practicing education collaboration /exploration of ai's 2020s
there are countries that already valuechildren very differently - singapore, several nordica nations clearly so as do those places who dare to join jack ma's hunt at the united nations- back in 2016 30 nations education leaders started this debate but its not yet ready to publish its league tables becuae all 6 primary sdgs need to be interfaced not education as separate from g=finance hunger health , lives matter, infrastructures
…
Added by chris macrae at 5:43am on December 11, 2020
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
.].
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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education?
2015-16 Program
The five innovative projects of the 2015-16 WISE Accelerator originate from Canada, South Africa, the United Kingdom, and the United States.
Selected Projects
eduTechnoz
Reach: RegionalHeadquarters: Pickering, CanadaDate of creation: 2012
eduTechnoz is an online portal that provides fun educational content such as online games, eBooks and interactive worksheets for children learning Arabic. They have reached a significant regional audience, with more than 50,000 users: children, parents, teachers and schools. The material is designed based on accredited curriculums and cognitive skills research. Furthermore, the platform measures individual progress and can be tailored to address specific skills and needs, with the possibility of being adapted for any school system. They have worked with Qatar National Library since 2014.> Read more about eduTechnoz
Kepler
Reach: RwandaHeadquarters: Cambridge, MA USADate of creation: 2013
Kepler is a non-profit university program designed for the developing world. Its mission is to expand access to excellent higher education for students coming from communities of need. It combines the best of online learning, such as MOOCs and online, competency-based degree, with in-person seminars and intensive education to employment support. They provide an US-accredited degree, a world-class education and a clear path to good jobs for thousands of students in Rwanda for around $1,000 tuition per year.> More about Kepler
Making Ghanaian Girls Great! (MGCubed)
Reach: GhanaHeadquarters: London, United KingdomDate of creation: 2014
MGCubed is Ghana’s first interactive distance-learning project. The project uses VSAT technology to enable live, interactive distance learning. Six master teachers in Accra provide English and Math classes that are broadcasted live to multiple classrooms. The project is expected to impact more than 6,000 marginalised students between the ages of 9-14 in 72 schools across Ghana. In addition to the in-school classes, there is an after-school girls’ club called ‘Wonder Woman’ including both students and out-of-school girls. The workshops engage girls in topics such as early pregnancy, early marriage, women’s rights and financial literacy, as well as introducing them to different adult female roles. The goal is to empower them, raise their self-esteem and motivate them to stay in school.> More about MGCubed
Green Shoots
Reach: South AfricaHeadquarters: Cape Town, South AfricaDate of creation: 2010
Green Shoots uses a cloud-based Moodle platform to implement an online Maths Curriculum for South African grades 3 to 9. The program tracks individual learners progress throughout the school year, and it gives comprehensive teacher trainings that develop learning through ICT. It also provides development programs for school management and Education Department official to encourage real-time data-informed decisions when planning strategies and interventions for Maths teaching and learning. They are now partnering with Gooru Learning to be able to scale their model for a wider international audience.> More about Green Shoots
TeachPitch
Reach: GlobalHeadquarters: London, United KingdomDate of creation: 2014
TeachPitch is an online library accessible via a community technology that helps teachers identify the best online learning resources available. Teachers sign up to the platform for free and find the best online content curated by TeachPitch. The library system offers a growing range of functionalities, allowing teachers to save, share, rate and review the resources they find. The project’s system and repository technology makes them a valuable management tool for schools, suitable for teacher evaluation, induction and professional development. The platform has over 10,000 teachers from over 100 countries with a continuous rapid growth rate.> Read more about TeachPitch
==================
the current incubator projects for 2017-2018 are
Aflatoun Education
Reach: AfricaHeadquarters: Amsterdam, the NetherlandsDate of creation: 2014
Alfatoun Education is a platform that strengthens teacher capacity globally by delivering Social and Financial Education through online and offline technology. The platform provides a self-study course that gives teachers who have already participated in Aflatoun workshops refresher and supplementary training. The modules deal with both program implementation and active-learning methods transferrable to any subject. The project has impacted over 150 teachers and 6000+ students so far.> Read more about Aflatoun Education
Chalk.com
Reach: GlobalHeadquarters: Ontario, CanadaDate of creation: 2013
Chalk.com is a school management system providing real time data from the classroom to help schools understand what actually works. With its award winning workflow tools for teachers, Chalk.com allows teachers to truly personalize learning by better understanding every student’s individual needs. The real time data from the classroom results in rich insights for the administration to make more informed decisions. Today, over 200,000 teachers use Chalk.com's tools to plan lessons, align to curriculum, and assess their students.> More about Chalk.com
Edukasyon.ph
Reach: PhilippinesHeadquarters: Manila, PhilippinesDate of creation: 2013
Edukasyon.ph is an online platform empowering students in the Philippines with opportunities to find education pathways for their dream careers. Students gain advice by filtering and ranking offers based on price, quality and relevance, and navigating through 200 career pathways. The website also offers convenience by allowing students to apply to schools online directly. With a current reach of 50,000 users every month, the website has witnessed user growth of over 20 percent a month.> More about Edukasyon.ph
Joko's World
Reach: GlobalHeadquarters: Collingwood, Melbourne, AustraliaDate of creation: 2013
Joko's World is a suite of interactive learning applications that brings world cultures and intercultural understanding to the classroom in a fun way. Joko's World blends music, geography and culture in a unique and educational way, allowing students to build skills and knowledge on a diverse range of cultures. The project uses games that allow students to incrementally build skills and knowledge through game-based challenges that offer instant feedback. The project currently has more than 10,000 users globally.> More about Joko's World
Learn Syria
Reach: GlobalHeadquarters: Toronto, CanadaDate of creation: 2013
Learn Syria is an education campaign bringing free digital education to Syrian refugees via a collaborative platform and Rumie tablets that work offline. The project works with local partners and thousands of skilled volunteers online and has built a full digital Syrian curriculum for children from grades 1-12 for autonomous learning. This content is then loaded onto its learning tablets that work fully offline and are deployed through local partners in Turkey and Lebanon. The project reaches over 25,000 Syrian students.> Read more about Learn Syria
===================================================
the inaugural batch of accelerator projects were
The five innovative projects of the 2014-15 WISE Accelerator originate from Chile, France, Kenya, Pakistan, and the United Arab Emirates.
Selected Projects
Ideas Box
Reach: France, Jordan, Lebanon, Ethiopia, Burundi, the United Statesand AustraliaHeadquarters: FranceDate of creation: 2013
Ideas Box is a portable media center dedicated to improving education broadly defined, and designed to be adapted to any context, including humanitarian crises. It creates an enhanced learning environment even in the most difficult conditions. It is highly standardized in its container and hardware (Internet, laptops, tablets, e-readers, arts & crafts), and finely tailored in content to each context. Ideas Box centers have arrived in Burundi, and implementation is under way in Jordan and Lebanon for populations affected by the Syrian crisis. Beyond emergency situations, orders are being finalized for communities in France, the United States, and Australia.> More about Ideas Box
Kytabu Textbook Subscription
Reach: Kenya
Headquarters: KenyaDate of creation: 2012
Kytabu is a mobile textbook subscription application on Android and Windows platforms that allows students to lease learning content in a piecemeal manner. Created to overcome the cost of bulk buying of textbooks in Kenya, Kytabu is using the mobile platform to bring learning content to thousands of students in Kenya's education system. > More about Kytabu Textbook Suscription
Mobile Taleem
Reach: The project currently reaches 200 direct (teachers) and 12,000 indirect (students) beneficiariesHeadquarters: PakistanDate of creation: 2012
The project addresses the need for deeper understanding of foundational content among primary teachers in rural Pakistan who lack access to training and learning opportunities. Through localized lessons aligned with national standards and delivered via mobile phone, the project is designed to increase math and English subject competency in order to improve the quality of education students receive.> More about Mobile Taleem
Sterio.me
Reach: LesothoHeadquarters: ChileDate of creation: 2013
Sterio.me offers teachers the ability to pre-record interactive audio lessons for their pupils. Delivered via any mobile phone, no Internet is required and learners have access to their daily homework lessons via free SMS and GSM voice. The platform marks the lessons automatically and provides teachers with insights into individual learners’ progress. The project addresses the lack of books and teaching material in Africa, as well as the difficulties arising from overcrowded classrooms, and has over 400 lessons on the platform to date.> Read more about Sterio.me
Ustad Mobile
Reach: Afghanistan, Germany, Iraq, Kenya, and ZambiaHeadquarters: Dubai, United Arab EmiratesDate of creation: 2012
Ustad Mobile is a platform for creating, delivering, and tracking learning experiences using nearly any mobile device. Educators can make use of audio, video, quizzes, and games with no need for advanced IT skills. The platform allows learners to use even low-end phones and works without requiring the Internet or even a signal. Various organizations are currently using the platform in Afghanistan, Germany, Iraq, Kenya, and Zambia.
> Read more about Ustad Mobile
…
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