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[MUSIC].

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The single most important thing we can do,
is to

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make sure we've got a world class
education system for everybody.

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That is a prerequisite for prosperity.

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[SOUND] It is an obligation that we have
for the next generation.

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>> I looked at the current education
system.

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I said, what's wrong with it?

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And the biggest problem that I found was,
it didn't know how to motivate kids.

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>> Every person alive, it's in our DNA to
be motivated.

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I think the current model, and I'm not
picking out any

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players, the current model is just really
good at squashing that motivation.

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>> How can you make that nine year old sit
in a class and say, "Do me 17 times tables"?

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What for?

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[MUSIC].

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What if I were to say that arithmetic as
we teach it today is an obsolete skill?

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Okay, the whole world will erupt if I say
that

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because they'll say, reading, writing,
arithmetic, that's the core of it.

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The core of whose education? Core of the
military education.

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Go back 200, 300 years in this country and

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say that you know, 300 years later no
one's going

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to teach anybody how to shoot a gun and no

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one's going to teach anybody how to ride a
horse?

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And the teacher's going to say, you know,
I mean, those are basic life skills.

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This guy will get killed when he moves
out.

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And he'll say, no ma'am, the world will
have changed.

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These things will become sport.

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Shooting is a sport, horse riding is a
sport.

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Will arithmetic be a sport in 2061?

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>> Let's say I have 3 x is equal to 15.

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>> For anyone who doesn't know what Khan
Academy is, it's most known for

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its collection of videos that I've been

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making, for really the last five, six
years.

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Everything from arithmetic all the way
through

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calculus and biology and all the rest.

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It can be used for individual learners or
it can be used

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in the classroom so that every student can
work at their own pace.

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My videos are definitely not the state of
the current art.

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They're, they're, they're a few steps
behind that.

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But, but, but I think that's the mistake
that most

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of the education technology's been going
is, that they just...

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They just wanna take what's already there
in the current existing model.

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And just use the next, the latest
technology to make up,

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in their mind, a more refined version of
that same thing.

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But they're not, they're not changing the
content, fundamentally.

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If the content's really interesting, and
it really is.

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I don't make a video on something unless I
find it fascinating.

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And if the content is truly fascinating,
it should be reflected in the energy

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or the voice of the deliverer and, and it
should be obvious to the student.

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They shouldn't have to have a, a rap song

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about, you know, a parabola to get excited
about it.

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[MUSIC].

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>> Video games are actually among most
powerful learning tools

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that have ever been created, because if
you look at a

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child when they first pick up a video
game, they'll

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start and they'll play for five minutes,
and then they'll fail.

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Picked themselves up, start again, play for
ten minutes.

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They fail. And they will do this 500 times

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before they finally succeed and master the
video game.

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Learning things all along the way.

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Completely self motivated and while I
don't always endorse the notion

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of instant gratification [LAUGH] I
certainly endorse the notion of relevance.

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In education we provide problems, separate
from the relevance

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or the context in which they need to be
used.

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That's one of the reasons why students are
so disengaged.

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In the video game world it's all about

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exploration. You solve a problem when you
bump into.

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And in fact that provides the relevance
for solving the problem.

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[MUSIC].

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>> 12 years ago in 1999 I said, well, how
did I learn how to write a program?

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Nobody taught me.

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How do children learn to use computers?

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Nobody seems to be actually teaching them.

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So, I stuck a computer in a slum wall.

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Nice big computer in those days with a
nice big broadband connection.

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In front of children who had never seen
computers before, hadn't heard

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of the internet, had no clue what was
going on, didn't know English.

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And they started browsing at about five or
six hours' time.

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And then it happened over and over and
over again everywhere.

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Until the experiment kind of burst out
onto the

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world media with the statement that
children anywhere in groups

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can teach themselves to use a computer.

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There appears to be no limit to this, that
children can teach themselves almost

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anything if given the internet, given the
permission to interact with

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each other and given the absence of the
teacher.

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[MUSIC]

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The absence of the teacher, in the
presence

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of the internet, can become a
pedagological tool.

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>> In order for education technology to be
successful in a classroom

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we're going to have to marry the ecosystem, the

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way technology works, with the ecosystem
of the classroom itself.

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The goal of this is to get teachers

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doing higher order things and let the
computers do

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the more basic things of is 2 plus 2

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equals 4 and all the practice that is
necessary.

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[MUSIC].

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>> We want technology that helps us

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create an environment where students are
active and

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engaged, not just in memorizing facts, but

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in working with faculty to really create
knowledge.

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Something like the iPad application for
anatomy, I think is going to help them

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learn more efficiently, because it gives
them

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information when they need to know it.

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And one of the principles of adult
learning is you

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should learn something when you have a
reason to learn it.

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[MUSIC].

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>> To begin, connect us together.

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>> We think there's a blurry line between
play and learning

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and there should be an even blurrier line
between those two things.

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When a learning experience is playful and
exploration-oriented, it puts people's

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minds into a relaxed state where learning
actually can happen the easiest.

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>> I think the future of learning is

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really to add a new dimension to learning,
which is the dimension of collaboration.

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Collaborator's Classroom is a place where
people can share

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ideas that they may not have felt
comfortable sharing in class.

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>> There's always some kids that are shy
or they

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don't want to raise their hand in class
and when you're

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told to do it at home you can actually see
their

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opinions and you get to know them as a
person better

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[MUSIC].

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>> Science has recently told the world
that Pluto is not a planet anymore.

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But it's gonna take, literally, a decade
to remove

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that fact from the United States science
text book.

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With connections, because anyone is able to
improve on the materials and keep things

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up to date we can make that change in ten
minutes rather than ten years.

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>> We hope that what we're doing is going

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to create a far more diverse group of
university students.

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Because they will come to the university

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with just so much more self-directed
knowledge.

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So much more passion and information about
what they want to do.

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That's the future.

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>> Everyone in the education space, you
know, it's like,

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does it work, prove it, this, that and the
other.

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And they wanted you to go and prove it
before you even put it out there.

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>> Why would schools be so rigid, if they
didn't need to be rigid?

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But when did they need to be rigid?

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If you look at history the answer stares
at

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us, education as we know it came from war.

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>> I, I don't know if it's purely an
industrial age type of

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thing, if it's a Victorian era, the

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educated learned to suppressed, that
suppression of,

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of nature instincts is, is part of
becoming part of society.

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>> The Victorians, the amazing Victorians,
produced

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an education system, which would make us
photocopies of each other.

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>> Being quiet and being submissive, I
think

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that's, frankly, the only thing that's
taught right now.

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Is how do you be submissive?

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How do you sit patiently

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and be disengaged for an hour and take it?

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>> How do you motivate a kid, how do you
keep a kid engaged?

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How do you keep them interested?

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That is all psychology.

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When the gamers went and they created the
best video games that ever existed,

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they didn't sit down and say, hey, you know,
what is the cognitive science behind this?

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They didn't do that.

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They just did it.

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They created it and now all the

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cognitive scientists are coming back and
saying, what

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did you do? Because that's actually one of

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the most motivating, engaging media we've
ever seen.

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And, and the video game programmers all
said, I

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just created something that I would want
to play.

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>> A sober prediction might be that
nothing will

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take place in the next 40 years despite
the fact

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that we now have gone from a PC to an
iPad.

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We, the education innovators and the
education industry, need a win.

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And once there's one win that everyone can
point to then it's gonna help all of us.

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>> A five year old today, by the time he's
25, it's going to be 2031.

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Can any teacher say that they're preparing
that child for 2031?

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For an unknown world?

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But I believe that I can make a curriculum
for that teacher.

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And that curricula needs to only have
three things in it.

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Reading comprehension, is the most
critical skill at this point in time for

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a generation that's going to read off
screens for the rest of their lives.

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Information search and retrieval skills.
If people know

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what are key words, follow a link or not.

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It's a key skill.

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If arithmetic is an outdated skill, this
is the skill that will replace it.

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And finally, if a child knows how to read,
if a child knows

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how to search for information, how do we
teach them how to believe?

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See, in our adult heads, each one of us
has a little mechanism.

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It comes from different places.

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You and I have different mechanisms of how
to believe.

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Sometimes we say, this is obvious.

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Sometimes you say, because so and so told
me.

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Sometimes, you say, this is rubbish.

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What's that machine inside?

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How early in a child's life can we put
that in there?

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If we can do it really, really early,

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then we would have armed that child
against doctrine.

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And I don't mean only religious doctrine,
I mean doctrine in all its forms.

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I think our job as educators, the

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biggest job in today's information
saturated world,

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is to give the child an armor against
doctrine.

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Just as, in another generation we used to
teach the child

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how to fight with sword, and how to ride a
horse.

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[MUSIC]