(Education Reconsidered)(Education Reconsidered)

Roger SchankRoger SchankChairman, Chairman, Socratic ArtsSocratic Arts Corp Corp

Chairman, Engines for EducationChairman, Engines for EducationProfessor Emeritus, Northwestern UniversityProfessor Emeritus, Northwestern University

Once upon a time there Once upon a time there was great kingdom that was great kingdom that

was underwas underconstant threat from constant threat from

dragons…dragons…

The Dragons Were The Dragons Were FierceFierce

The The DragonDragons were s were

a a threat threat

to to childrechildre

nn

The King asked The King asked scholars from the best scholars from the best universities to form a universities to form a curriculum committee curriculum committee to design a curriculum to design a curriculum to train dragon slayersto train dragon slayers

The committee consisted The committee consisted of…of…

arts faculty from Columbiaarts faculty from Columbia science faculty from Princetonscience faculty from Princeton business faculty from Stanfordbusiness faculty from Stanford medical faculty from Johns Hopkinsmedical faculty from Johns Hopkins law faculty from Harvardlaw faculty from Harvard engineering faculty from MITengineering faculty from MIT humanities faculty from Yalehumanities faculty from Yale

They all had some importantThey all had some importantquestions to contributequestions to contribute

Arts: what do we know about how we have traditionally Arts: what do we know about how we have traditionally depicted dragons?depicted dragons?

Science: what do we know about its habitat and mating Science: what do we know about its habitat and mating rituals?rituals?

Business: Is there a sustainable business in dragon Business: Is there a sustainable business in dragon hunting?hunting?

Medical: What is the physiology of the dragon?Medical: What is the physiology of the dragon? Law: Do dragons have rights? Might there be lawsuits?Law: Do dragons have rights? Might there be lawsuits? Engineering: Will we need to build roads and bridges or Engineering: Will we need to build roads and bridges or

design new weapons? design new weapons? Humanities: How is dragonese related to other known Humanities: How is dragonese related to other known

languages?languages?

The New CurriculumThe New CurriculumMCDBMCDB  060a060a, , Topics in Reproductive Biology of DragonsTopics in Reproductive Biology of Dragons ENGLENGL  342b342b, , Mythology and Community in Eighteenth-Century Mythology and Community in Eighteenth-Century

Dragon\ LiteratureDragon\ Literature. . ENASENAS  445a445a, , Environmental Risk AssessmentEnvironmental Risk Assessment ENASENAS  194b194b, , Ordinary and Partial Differential Equations with Ordinary and Partial Differential Equations with

ApplicationsApplications. . HISTHIST  234b234b, , Epidemics and Society in the West caused by Epidemics and Society in the West caused by

Dragons since 1600Dragons since 1600. . PHYSPHYS  461b461b, , Relativity, Astrophysics, Cosmology, and DragonsRelativity, Astrophysics, Cosmology, and Dragons. . PHILPHIL  427b427b, , Vagueness and the Sorites ParadoxVagueness and the Sorites Paradox. . PSYCPSYC  149b149b, , Dragon Communication and Human LanguageDragon Communication and Human Language. . PSYCPSYC  302b302b, , How the Dragon’s Brain WorksHow the Dragon’s Brain Works. .

Second YearSecond Year Dragon Rights Dragon Rights

Workshop Workshop Intro to Intro to

Negotiations Negotiations Business Ethics and Business Ethics and

Corporate Corporate Responsibility in Responsibility in Dragon Hunting Dragon Hunting

Contagious: How Contagious: How Dragon-Related Dragon-Related Products, Ideas and Products, Ideas and Behaviors Can Behaviors Can Catch On Catch On

Dragons and Dragons and Globalization Globalization

Cost Benefit Analysis Cost Benefit Analysis of Slaying Dragons of Slaying Dragons

Mathematical Mathematical Modeling and Its Modeling and Its Application in Application in Financing Dragon Financing Dragon ExpeditionsExpeditions

Urban Public Policy Urban Public Policy and Private Economic and Private Economic Development Development

Two Years Later:Two Years Later: there were 25 there were 25 new graduates new graduates

(most with honors)(most with honors)

So, they went So, they went out to slay out to slay dragonsdragons

Three of them formed a Three of them formed a team but...team but...

They had not learned They had not learned how to finance their how to finance their expedition, and so expedition, and so they could find no they could find no fundingfunding

They decided slaying They decided slaying dragons was not dragons was not lucrative and all lucrative and all went into another went into another line of workline of work

Six of the graduates Six of the graduates formed formed

another team... another team... They couldn’t get They couldn’t get

along with each otheralong with each other One member was One member was

maimed when his maimed when his gun misfiredgun misfired

Two others got into a Two others got into a violent argument violent argument about strategyabout strategy

The rest ran away The rest ran away and were never and were never heard from againheard from again

The remaining The remaining graduates were graduates were more successfulmore successful

They formed They formed three teams three teams and went to and went to

find the find the dragondragon

Team One...Team One...

Got financingGot financing Got along well with Got along well with

each othereach other Agreed on strategyAgreed on strategy Procured the Procured the

proper weapons proper weapons and suppliesand supplies

Proceeded to Proceeded to search for the search for the dragon...dragon...

But, they never But, they never could find a could find a

dragon to slaydragon to slay

So, they formed a So, they formed a company to train company to train dragon slayersdragon slayers

[

The second team The second team encountered the encountered the

dragon...dragon... They tried to They tried to

reason with the reason with the dragon but only dragon but only one graduate could one graduate could remember how to remember how to speak Dragonesespeak Dragonese

He had failed the He had failed the negotiation coursenegotiation course

He really annoyed He really annoyed the dragonthe dragon

The dragon ate The dragon ate all four members all four members of the team for of the team for

lunchlunch(picture omitted for reasons (picture omitted for reasons

of taste)of taste)

The third team found the The third team found the dragon and engaged it in dragon and engaged it in

battlebattle But they had never But they had never

fought a dragon fought a dragon beforebefore

It was faster than It was faster than they expectedthey expected

Its flame was hotter Its flame was hotter than they expectedthan they expected

Their plan of attack Their plan of attack was not well was not well coordinatedcoordinated

End of the Dragon questEnd of the Dragon quest One team member One team member

was chased off a cliffwas chased off a cliff A second was melted A second was melted

by the dragonby the dragon A third ran awayA third ran away When the dragon When the dragon

calmed down, the calmed down, the remainder of the remainder of the team negotiated a team negotiated a dealdeal

They are now doing They are now doing Public Relations for the Public Relations for the

DragonDragon They used what They used what

they learned in they learned in negotiation classnegotiation class

And what they And what they learned in art classlearned in art class

And what they And what they learned in business learned in business classesclasses

““Why are you Why are you teaching teaching

subjects?” subjects?”

said the Kingsaid the King

Harvard in 1892 elementary studies

English Greek Latin German French Ancient History Modern History Algebra Plane Geometry Physical Science

(Descriptive) Physical Science

(Experimental)

advanced studies :

Greek Latin Greek Composition Latin Composition German French Logarithms and Trigonometry Solid Geometry Analytic Geometry Mechanics or Advanced Algebra Physics Chemistry

What is wrong with What is wrong with subjects?subjects?

The subjects are determined by academicsThe subjects are determined by academics The subjects reflect the research interests of the The subjects reflect the research interests of the

faculty faculty The subjects do not connect to each otherThe subjects do not connect to each other Students choose them for the wrong reasonsStudents choose them for the wrong reasons You can’t remember what you learned in themYou can’t remember what you learned in them They tend to not be experientialThey tend to not be experiential They are often about preparing for examsThey are often about preparing for exams Requirements are set by the faculty to make sure that Requirements are set by the faculty to make sure that

people attend their coursespeople attend their courses

Why do students put up Why do students put up with this?with this?

They get certificationThey get certification They get beer and circusThey get beer and circus They don’t have to work too hardThey don’t have to work too hard They figure they can deal with the They figure they can deal with the

“real world” later on“real world” later on They see this as a kind of summer They see this as a kind of summer

campcamp Daddy pays for itDaddy pays for it

““And why do we And why do we even have even have courses?”courses?”

asked the King asked the King

Why do we have courses?Why do we have courses?

Professors only know their own Professors only know their own subjectssubjects

They can teach three hours a week They can teach three hours a week and then go back to their real workand then go back to their real work

The real goal of a professor is to train The real goal of a professor is to train researchersresearchers

Students have lots of free time if they Students have lots of free time if they are only in class 12 hours a weekare only in class 12 hours a week

““And why do we And why do we have have

classrooms?”classrooms?”said the Kingsaid the King

Why do we have Why do we have classrooms?classrooms?

1850: Only one teacher in the town1850: Only one teacher in the town 1950: Only way to keep education 1950: Only way to keep education

costs downcosts down 2010: Because we have always done 2010: Because we have always done

it that wayit that way

1916 – John Dewey1916 – John Dewey The notion that some The notion that some subjects and methods subjects and methods and that acquaintance and that acquaintance with certain facts and with certain facts and truths possess truths possess educational value in educational value in and of themselves is and of themselves is the reason why the reason why traditional education traditional education reduced the material of reduced the material of education so largely to education so largely to a diet of predigested a diet of predigested materials. materials.

There are two There are two types of types of education... One education... One should teach us should teach us how to make a how to make a living, And the living, And the other how to live. other how to live.

--John Adams--John Adams

PlatoPlato According to my view, According to my view,

any one who would be any one who would be good at anything must good at anything must practice that thing practice that thing from his youth from his youth upwards, for example, upwards, for example, he who is to be a good he who is to be a good builder, should play at builder, should play at building children's building children's houses; he who is to be houses; he who is to be a good husbandman, at a good husbandman, at tilling the ground; and tilling the ground; and those who have the those who have the care of their education care of their education should provide them should provide them when young with mimic when young with mimic tools. tools.

It’s been like this for a It’s been like this for a while nowwhile now

I'm sure the reason such young I'm sure the reason such young nitwits are produced in our schools nitwits are produced in our schools is because they have no contact with is because they have no contact with anything of any use in everyday life. anything of any use in everyday life. Petronius (d. circa 66 CE) Petronius (d. circa 66 CE) The The

SatyriconSatyricon..

““And why do we do And why do we do standardized standardized

testing?testing? asked the Kingasked the King

“Even the DMV has two tests”

said the King

““Look what we are Look what we are producing” producing”

said the Kingsaid the King

““What are our What are our graduates prepared graduates prepared

to do?”to do?”asked the Kingasked the King

What was this man What was this man prepared to do?prepared to do?

Fall Term 1987

Natural Language &Computer Introduction – Ethics Computers and Society Intermediate Spanish 1

Spring Term 1988

Physc Bases for Biology Intro/Artificial Intelligence Logic Intermediate Spanish 2

Literary Expression American History Calculus Funct 1 variable General Physics

Fall Term 1988

Natural Language Processing Moral Responsibility Introduction to Psychology Cognition and the Brain

Spring Term 1989

Knowledge & Understanding Tchngs/Symbolic Programming Special Projects Cognitive Process of the Brain Political Psychology

Fall Term (1989)

Language Culture & Society Intro History of Art Personhood&Persnl Dev Esthetics Naturalized Cultr&Devlpmt of Thought

Spring Term 1990

Science & Social Weapon Prspectvs Uncnscs Mnt Prc Directed Reading-Psyc1 Directed Research Organizational Disasters

Fall Term 1990

Senior Project Science and Literature Directed Research Social Change & the Future

Spring Term 1991

Computers & Education Senior Project Tutorial Directed Research

What was this woman What was this woman prepared to do?prepared to do?

Fall Term 1987 English 125-13 EngPoetChaucer-Eloiot1 French 130-16 Intrmdt&Advanced French1 PolScie 116a Intro Comparatv Politics Psychi 110a-2 Introductn to Psychology Spring Term 1988

Eng&AS 110b Prspecvs on Technology English 125-11 EngPoetsChaucer-Elliot2 French 130-16 Intrmdt&AdvancedFrench2 Musci 232b Mozart

Relst 197b Relgn/AmerSoc, 1840-1980

Fall Term 1988

Archtr 150a Intro to Architecture I

English 192a Engl Renaissance Poetry French 138-7 Advnced Language Prctcel Philos 116a History Ancient Philosophy

Spring Term 1989

English 301b 20thC British Novel French 138-1 Advanced Language Prctce 2 HsArt 115b Intro/Rnssance-Present HsArt 249b ArtArcItlyFrnc 16001715

Fall Term 1989

CptSci 110a Elements of Computing English 170a Chaucer English 254a English Romantic Novel English 307a Black Women&Thir Ficnts Soclgy 117a Ineqlty&OprtuntyAmerSoc

Yale In London

Spring Term 1990

Britst 216b Shkspr&RnssncEnglshDrm BritSt 371b British Painting in 1SC BritSt 468b Critics Colonial Policy BritSt 470b Britain in S Africa

Fall Term 1990

Anthro 254 JapaneseSociety&Culture English 235a The Age of Johnson English 265a The Victorian Novel English 281a 19thC Amrlit, 1865-1910 History 142a NAmericn Envrnmntl History

Spring Term 1991

English 309b V Woolf Tests & Contexts HsArt 299b Modern Architecture English 342b Problems Cultrl Criticism English 447b Modern American Drama

In 2008…In 2008… Jonathan L. ZittrainJonathan L. Zittrain (born (born

1969) is an 1969) is an American professor of professor of Internet law at at the the Oxford Internet Institute of of the the University of Oxford; co-; co-founder, visiting founder, visiting professor and researcher professor and researcher at the at the Berkman Center for Internet & Society of of Harvard University; ; visiting professor at the visiting professor at the New York University School of Law; author, most recently, ; author, most recently, of of The Future of the Internet and The Future of the Internet and How to Stop ItHow to Stop It; and co-editor ; and co-editor of the book of the book Access Denied.Access Denied.

(from Wikipedia)(from Wikipedia)

I spent several years as a legal assistant in New York, D.C. and San Francisco; worked briefly as a client services coordinator for a legal staffing firm; and most recently worked as a copy editor for CNET News.com before taking time off to have kids. I am currently a stay-at-home parent but plan to return to editing (at least part-time) when my younger child is 6 or so.

““And why is And why is teaching done in teaching done in this awful way?”this awful way?”asked the Kingasked the King

What do we teach?What do we teach?

Why do we make Why do we make teachers into the teachers into the ultimate judge of ultimate judge of their student’s their student’s

success? success?

Why do we teach Why do we teach theory first and theory first and

practice second (if practice second (if at all)? at all)?

Why do we come up Why do we come up with lists of with lists of knowledge that knowledge that

every student must every student must know?know?

Why do we teach Why do we teach something without something without

explaining the use of explaining the use of learning it?learning it?

Why do we load Why do we load students with students with homework? homework?

Why do rarely teach Why do rarely teach students things students things

they actually may they actually may need to know after need to know after they leave school? they leave school?

Why do we make Why do we make “pleasing the “pleasing the

teacher” the goal of teacher” the goal of the student? the student?

““Who is profiting Who is profiting from the testing and from the testing and

standardization standardization obsessions?” obsessions?”

asked the Kingasked the King

Just a few of them…Just a few of them…

ETS – 1 Billion in revenuesETS – 1 Billion in revenues McGraw Hill – 4 billionMcGraw Hill – 4 billion Houghton-MifflinHoughton-Mifflin Washington Post – 2.6 billionWashington Post – 2.6 billion

Albert EinsteinAlbert Einstein "One had to cram all "One had to cram all

this stuff into one's this stuff into one's mind for the mind for the examinations, whether examinations, whether one liked it or not. one liked it or not. This coercion had such This coercion had such a deterring effect on a deterring effect on me that, after I had me that, after I had passed the final passed the final examination, I found examination, I found the consideration of the consideration of any scientific problems any scientific problems distasteful to me for distasteful to me for an entire year."an entire year."

“ “ Aren’t there Aren’t there thinking skills thinking skills you should be you should be teaching?”teaching?”

asked the asked the KingKing

“ “ What cognitive What cognitive processes underlie processes underlie

thinking and thinking and learning?”learning?”

asked the King asked the King

The main Cognitive The main Cognitive ProcessesProcesses

1. Prediction 1. Prediction 2. Judgment 2. Judgment 3. Modeling 3. Modeling 4. Experimentation 4. Experimentation 5. Describing 5. Describing 6. Managing 6. Managing

7. Step by Step 7. Step by Step 8. Artistry 8. Artistry 9. Values9. Values

10. Diagnosis 10. Diagnosis 11. Planning 11. Planning 12. Causation12. Causation

13. Influence 13. Influence 14. Teamwork 14. Teamwork 15. Negotiation 15. Negotiation 16. Goal Conflict16. Goal Conflict

PredictionPrediction

JudgmentJudgment

ModelingModeling

DiagnosisDiagnosis

PlanningPlanning

CausationCausation

TeamworkTeamwork

Goal ConflictGoal Conflict

““Why doesn’t the Why doesn’t the faculty want to faculty want to teach thinking teach thinking

skills?”skills?” asked the Kingasked the King

To what extent do To what extent do you think the you think the

faculty actually faculty actually cares about the cares about the answer to this answer to this

question?question?

Concerns of the Yale Concerns of the Yale faculty:faculty:

Getting tenureGetting tenure Getting publishedGetting published Becoming important in one’s fieldBecoming important in one’s field Making extra money by consultingMaking extra money by consulting Being invited to give talks at Being invited to give talks at

meetings and universitiesmeetings and universities Being respected by one’s colleagues Being respected by one’s colleagues

and by the administrationand by the administration

The Yale faculty’s The Yale faculty’s concerns concerns

about teaching…about teaching… They should be able to teach as little as They should be able to teach as little as

possiblepossible They should be able to teach at convenient They should be able to teach at convenient

timestimes They should get to teach advanced seminars They should get to teach advanced seminars

that count against their teaching loadthat count against their teaching load They should not have to teach large They should not have to teach large

introductory coursesintroductory courses They should be able to get a semester off They should be able to get a semester off

from teaching whenever possiblefrom teaching whenever possible

What What do do

professprofessors ors

teach?teach?

Important Important professors professors

teach teach anything anything they wantthey want

““And why are you And why are you teaching by teaching by talking?”talking?”

asked the Kingasked the King

““Why haven’t your Why haven’t your provided students provided students

with experiences?” with experiences?”

asked the asked the KingKing

Immanuel KantImmanuel Kant That all our That all our

knowledge begins knowledge begins with experience with experience there can be no there can be no doubt. ...no doubt. ...no knowledge of ours knowledge of ours is antecedent to is antecedent to experience, but experience, but begins with it.begins with it.

All there is to know about All there is to know about learning on one slidelearning on one slide

You have a goal You have a goal (a real thing that you want to (a real thing that you want to happen)happen)

You have an expectation that a plan of action You have an expectation that a plan of action will achieve itwill achieve it

The plan fails The plan fails (this is what it means to have an (this is what it means to have an experience)experience)

You need an explanation of why your You need an explanation of why your expectation was wrong expectation was wrong (this is called thinking)(this is called thinking)

You adapt an old explanation or someone You adapt an old explanation or someone provides you with a new oneprovides you with a new one

You create a new expectation and try againYou create a new expectation and try again

““What about the What about the role of stories in role of stories in

learning?” learning?” said the Kingsaid the King

Every Every curriculum curriculum should should tell atell a

storystory..

The story should be one that tells The story should be one that tells what the life of a dragon slayer is what the life of a dragon slayer is

like like (and it should involve lots of (and it should involve lots of

practice)practice)

Carnegie Carnegie Mellon Mellon Silicon Silicon ValleyValley

VISTA: replacing high VISTA: replacing high schoolschool

Health SciencesHealth Sciences Computer ProgrammingComputer Programming BusinessBusiness CommunicationsCommunications

4 of 100 (I hope)4 of 100 (I hope)

Online experiential Online experiential web-mentored MBA at web-mentored MBA at

LaSalle BES (Barcelona)LaSalle BES (Barcelona)Purpose:Purpose:

To provide a more practical education than a To provide a more practical education than a traditional MBA, teaching skills really used in traditional MBA, teaching skills really used in businessbusiness

Geared toward those aiming to work:Geared toward those aiming to work: In a family businessIn a family business In an entry level job in a large corporationIn an entry level job in a large corporation As an entrepreneurAs an entrepreneur

Courses (Stories) in LaSalle Courses (Stories) in LaSalle

MBA-Alternative ProgramMBA-Alternative Program

Course 1: Cash Crisis Course 1: Cash Crisis Course 2: Going OnlineCourse 2: Going Online

Course 3: Marketing for a Product LaunchCourse 3: Marketing for a Product Launch

Course 4: Supply Chain ReactionCourse 4: Supply Chain Reaction

Course 5: Investment ReadinessCourse 5: Investment Readiness

Course 6: Ethical Governance and Change Management: The Story of a Course 6: Ethical Governance and Change Management: The Story of a 21st Century Business (A Novel)21st Century Business (A Novel)

Course 7: Sales and Project ManagementCourse 7: Sales and Project Management

Cash CrisisCash Crisis

Students learn how to Students learn how to MODEL MODEL two business processes in two business processes in order to solve business problems. The processes are financial order to solve business problems. The processes are financial analysis and financial planning. They do this in a analysis and financial planning. They do this in a STEP-BY-STEP-BY-STEP STEP process, in order to create a conscious model in their process, in order to create a conscious model in their minds. Within the model they need to deal with minds. Within the model they need to deal with CAUSATIONCAUSATION by examining how different past decisions are causing current by examining how different past decisions are causing current financial problems. Putting the causes together and looking at financial problems. Putting the causes together and looking at the complex interrelationships between causes and effects the complex interrelationships between causes and effects enable them to enable them to DIAGNOSE DIAGNOSE thethe current situation, which they current situation, which they mustmust DESCRIBE DESCRIBE in an understandable way for a non-financial in an understandable way for a non-financial expert. Then, considering what the company plans to do in the expert. Then, considering what the company plans to do in the future and using the financial planning process they future and using the financial planning process they PREDICTPREDICT the financial consequences of the plan. Finally they the financial consequences of the plan. Finally they correct the correct the PLAN PLAN to have the right outcomes and to have the right outcomes and PREDICT PREDICT what they think would be a good final solution to the problem. what they think would be a good final solution to the problem. They practice They practice TEAMWORKTEAMWORK and must and must INFLUENCE OTHERS INFLUENCE OTHERS and and NEGOTIATE NEGOTIATE with team members.with team members.

They also practice how to use tools such as excel sheets and They also practice how to use tools such as excel sheets and learn the STEP-By STEP processes contained in them. learn the STEP-By STEP processes contained in them.

Going Online Going Online

In this course students mainly design a new web In this course students mainly design a new web site. To design anything one must site. To design anything one must PLANPLAN what one what one wants to do and wants to do and MODELMODEL the behavior of potential the behavior of potential users. They users. They PLANPLAN the sequence of activities the the sequence of activities the user will be able of doing.user will be able of doing. They They PREDICTPREDICT the the potential choices the user will have and define each potential choices the user will have and define each outcome for each choice.outcome for each choice. They They MODELMODEL the whole the whole process consciously.process consciously. They They DESCRIBE DESCRIBE the model the model and/or pieces of the model using PowerPoint and/or pieces of the model using PowerPoint presentations and specific tools such as “persona” presentations and specific tools such as “persona” profiles or lists of requirements.profiles or lists of requirements. They make They make JUDGEMENTSJUDGEMENTS based on evidence when based on evidence when comparing the two proposals that consultants have comparing the two proposals that consultants have submitted.submitted. They They EXPERIMENTEXPERIMENT when performing when performing the user test and make design decision based on the user test and make design decision based on the user test conclusions.the user test conclusions.

Reengineer a supply chainReengineer a supply chain

Students work with a complex business process, Students work with a complex business process, the supply chain, which encompasses up to 5 sub-the supply chain, which encompasses up to 5 sub-processes. The main skills is again processes. The main skills is again MODELINGMODELING, , students build a conscious model of the processes. students build a conscious model of the processes. They deal with They deal with CAUSATIONCAUSATION when identifying when identifying root causes for the problems. They practice root causes for the problems. They practice DESCRIBING DESCRIBING when presenting reports and when presenting reports and recommendations to the board and recommendations to the board and JUDGEMENTJUDGEMENT when evaluating based on information provided, when evaluating based on information provided, the capacity of the company to undertake the the capacity of the company to undertake the supply chain full reengineering. They practice supply chain full reengineering. They practice DIAGNOSISDIAGNOSIS when they are required to analyze when they are required to analyze root causes of problems and identify requirements root causes of problems and identify requirements to fix those problems.to fix those problems.

teaching a cognitive teaching a cognitive process means…process means…

Providing an experience Providing an experience Enabling failureEnabling failure A discussion of that experience. A discussion of that experience. Helping students gradually acquire a Helping students gradually acquire a

case base case base Progressing to more complex cases, Progressing to more complex cases,

and more nuanced and and more nuanced and sophisticated discussionssophisticated discussions

““Instead of Instead of creating creating dragon dragon

scholars scholars shouldn’t we shouldn’t we

focus on focus on producing producing

dragon dragon slayers?”slayers?”

asked the Kingasked the King

“ “Let’s Let’s build a build a

new new system” system” said the said the

KingKing

The old system vs. The The old system vs. The new systemnew system

Curricula chosen by interestCurricula chosen by interest Mentors always available as Mentors always available as

neededneeded Mentors can be anywhereMentors can be anywhere Students may not see each Students may not see each

other but they work in teamsother but they work in teams Students evaluated by what Students evaluated by what

various deliverable; time is not various deliverable; time is not a factora factor

The system is globalThe system is global Certification done by Certification done by

international associationsinternational associations

Schools chosen by Schools chosen by locationlocation

Teacher available during Teacher available during class hoursclass hours

Teacher located near youTeacher located near you Students sit in class Students sit in class

together but do their together but do their work alonework alone

Students evaluated by Students evaluated by tests and essays tests and essays produced at certain timesproduced at certain times

The system is localThe system is local Certification done by Certification done by

schoolsschools

Who designs curricula?Who designs curricula?

Any curriculum can be delivered Any curriculum can be delivered worldwide to anyone in any worldwide to anyone in any language who is capable of doing the language who is capable of doing the workwork

Available curricula are determined Available curricula are determined by actual needsby actual needs

Curricula are designed by expert Curricula are designed by expert practitioners not by academics practitioners not by academics

In this global system…In this global system…

Students do not choose between Students do not choose between universities or different schoolsuniversities or different schools

They choose curricula that interest They choose curricula that interest them and that help them prepare for them and that help them prepare for real lifereal life

They choose mentors with whom they They choose mentors with whom they want to work want to work

Many different curricula will be Many different curricula will be developed and offered worldwidedeveloped and offered worldwide

We can do this in all arenas We can do this in all arenas of educationof education

Masters degree programsMasters degree programs College programsCollege programs New kinds of high school programsNew kinds of high school programs New kinds of non-stressful fun New kinds of non-stressful fun

programs for smaller kidsprograms for smaller kids Corporate trainingCorporate training

Why am I doing Why am I doing this?this?