0:00:00.207,0:00:03.558
I'd like to reimagine education.

0:00:03.558,0:00:05.148
The last year

0:00:05.148,0:00:08.054
has seen the invention of a new four-letter word.

0:00:08.054,0:00:09.967
It starts with an M.

0:00:09.967,0:00:14.424
MOOC: massive open online courses.

0:00:14.424,0:00:15.901
Many organizations

0:00:15.901,0:00:18.659
are offering these online courses

0:00:18.659,0:00:22.689
to students all over the world, in the millions, for free.

0:00:22.689,0:00:24.249
Anybody who has an Internet connection

0:00:24.249,0:00:26.777
and the will to learn can access these great courses

0:00:26.777,0:00:28.871
from excellent universities

0:00:28.871,0:00:32.128
and get a credential at the end of it.

0:00:32.128,0:00:34.752
Now, in this discussion today,

0:00:34.752,0:00:35.987
I'm going to focus

0:00:35.987,0:00:39.255
on a different aspect of MOOCs.

0:00:39.255,0:00:41.606
We are taking what we are learning

0:00:41.606,0:00:44.171
and the technologies we are developing in the large

0:00:44.171,0:00:46.271
and applying them in the small

0:00:46.271,0:00:49.250
to create a blended model of education

0:00:49.250,0:00:51.043
to really reinvent and reimagine

0:00:51.043,0:00:53.470
what we do in the classroom.

0:00:53.470,0:00:55.980
Now, our classrooms could use change.

0:00:55.980,0:00:58.401
So, here's a classroom

0:00:58.401,0:01:00.426
at this little three-letter institute

0:01:00.426,0:01:03.210
in the Northeast of America, MIT.

0:01:03.210,0:01:05.529
And this was a classroom about 50 or 60 years ago,

0:01:05.529,0:01:08.996
and this is a classroom today.

0:01:08.996,0:01:12.116
What's changed?

0:01:12.116,0:01:14.663
The seats are in color.

0:01:14.663,0:01:17.791
Whoop-de-do.

0:01:17.791,0:01:20.502
Education really hasn't changed

0:01:20.502,0:01:22.197
in the past 500 years.

0:01:22.197,0:01:24.528
The last big innovation in education

0:01:24.528,0:01:28.010
was the printing press and the textbooks.

0:01:28.010,0:01:29.420
Everything else has changed around us.

0:01:29.420,0:01:31.243
You know, from healthcare to transportation,

0:01:31.243,0:01:35.736
everything is different,[br]but education hasn't changed.

0:01:35.736,0:01:38.409
It's also been a real issue in terms of access.

0:01:38.409,0:01:40.036
So what you see here

0:01:40.036,0:01:42.538
is not a rock concert.

0:01:42.538,0:01:45.084
And the person you see at the end of the stage

0:01:45.084,0:01:47.144
is not Madonna.

0:01:47.144,0:01:48.773
This is a classroom

0:01:48.773,0:01:53.191
at the Obafemi Awolowo University in Nigeria.

0:01:53.191,0:01:57.127
Now, we've all heard of distance education,

0:01:57.127,0:01:58.495
but the students way in the back,

0:01:58.495,0:02:00.607
200 feet away from the instructor,

0:02:00.607,0:02:05.502
I think they are undergoing long-distance education.

0:02:05.502,0:02:07.177
Now, I really believe

0:02:07.177,0:02:09.392
that we can transform education,

0:02:09.392,0:02:12.238
both in quality and scale and access,

0:02:12.238,0:02:14.546
through technology.

0:02:14.546,0:02:18.241
For example, at edX,

0:02:18.241,0:02:20.494
we are trying to transform education

0:02:20.494,0:02:23.654
through online technologies.

0:02:23.654,0:02:26.913
Given education has been calcified for 500 years,

0:02:26.913,0:02:29.104
we really cannot think about reengineering it,

0:02:29.104,0:02:30.249
micromanaging it.

0:02:30.249,0:02:32.557
We really have to completely reimagine it.

0:02:32.557,0:02:36.598
It's like going from ox carts to the airplane.

0:02:36.598,0:02:38.121
Even the infrastructure has to change.

0:02:38.121,0:02:39.734
Everything has to change.

0:02:39.734,0:02:43.099
We need to go from lectures on the blackboard

0:02:43.099,0:02:45.707
to online exercises, online videos.

0:02:45.707,0:02:48.188
We have to go to interactive virtual laboratories

0:02:48.188,0:02:49.837
and gamification.

0:02:49.837,0:02:51.748
We have to go to completely online grading

0:02:51.748,0:02:54.501
and peer interaction and discussion boards.

0:02:54.501,0:02:56.782
Everything really has to change.

0:02:56.782,0:02:59.288
So at edX and a number of other organizations,

0:02:59.288,0:03:01.447
we are applying these technologies to education

0:03:01.447,0:03:04.633
through MOOCs to really[br]increase access to education.

0:03:04.633,0:03:06.350
And you heard of this example,

0:03:06.350,0:03:08.966
where, when we launched our very first course --

0:03:08.966,0:03:10.732
and this was an MIT-hard

0:03:10.732,0:03:12.320
circuits and electronics course --

0:03:12.320,0:03:15.014
about a year and a half ago,

0:03:15.014,0:03:20.317
155,000 students from 162 countries

0:03:20.317,0:03:22.020
enrolled in this course.

0:03:22.020,0:03:24.706
And we had no marketing budget.

0:03:24.706,0:03:28.194
Now, 155,000 is a big number.

0:03:28.194,0:03:29.933
This number is bigger

0:03:29.933,0:03:32.564
than the total number of alumni of MIT

0:03:32.564,0:03:36.389
in its 150-year history.

0:03:36.389,0:03:38.547
7,200 students passed the course,

0:03:38.547,0:03:41.010
and this was a hard course.

0:03:41.010,0:03:44.464
7,200 is also a big number.

0:03:44.464,0:03:48.006
If I were to teach at MIT two semesters every year,

0:03:48.006,0:03:50.883
I would have to teach for 40 years

0:03:50.883,0:03:53.485
before I could teach this many students.

0:03:53.485,0:03:55.023
Now these large numbers

0:03:55.023,0:03:57.181
are just one part of the story.

0:03:57.181,0:03:59.843
So today, I want to discuss a different aspect,

0:03:59.843,0:04:01.068
the other side of MOOCs,

0:04:01.068,0:04:03.247
take a different perspective.

0:04:03.247,0:04:06.182
We are taking what we develop[br]and learn in the large

0:04:06.182,0:04:07.727
and applying it in the small

0:04:07.727,0:04:11.723
to the classroom, to create[br]a blended model of learning.

0:04:11.723,0:04:16.326
But before I go into that, let me tell you a story.

0:04:16.326,0:04:20.410
When my daughter turned 13, became a teenager,

0:04:20.410,0:04:23.777
she stopped speaking English,

0:04:23.777,0:04:26.838
and she began speaking this new language.

0:04:26.838,0:04:29.644
I call it teen-lish.

0:04:29.644,0:04:31.856
It's a digital language.

0:04:31.856,0:04:38.570
It's got two sounds: a grunt and a silence.

0:04:38.570,0:04:41.886
"Honey, come over for dinner."

0:04:41.886,0:04:43.481
"Hmm."

0:04:43.481,0:04:45.615
"Did you hear me?"

0:04:45.615,0:04:47.878
Silence. (Laughter)

0:04:47.878,0:04:49.250
"Can you listen to me?"

0:04:49.250,0:04:50.622
"Hmm."

0:04:50.622,0:04:52.578
So we had a real issue with communicating,

0:04:52.578,0:04:54.846
and we were just not communicating,

0:04:54.846,0:04:57.860
until one day I had this epiphany.

0:04:57.860,0:05:00.523
I texted her. (Laughter)

0:05:00.523,0:05:02.841
I got an instant response.

0:05:02.841,0:05:04.526
I said, no, that must have been by accident.

0:05:04.526,0:05:05.613
She must have thought, you know,

0:05:05.613,0:05:07.900
some friend of hers was calling her.

0:05:07.900,0:05:10.997
So I texted her again. Boom, another response.

0:05:10.997,0:05:12.806
I said, this is great.

0:05:12.806,0:05:14.862
And so since then, our life has changed.

0:05:14.862,0:05:16.420
I text her, she responds.

0:05:16.420,0:05:18.922
It's just been absolutely great.

0:05:18.922,0:05:24.777
(Applause)

0:05:24.777,0:05:26.747
So our millennial generation

0:05:26.747,0:05:28.381
is built differently.

0:05:28.381,0:05:30.882
Now, I'm older, and my[br]youthful looks might belie that,

0:05:30.882,0:05:34.738
but I'm not in the millennial generation.

0:05:34.738,0:05:36.370
But our kids are really different.

0:05:36.370,0:05:38.229
The millennial generation is completely comfortable

0:05:38.229,0:05:39.469
with online technology.

0:05:39.469,0:05:41.498
So why are we fighting it in the classroom?

0:05:41.498,0:05:43.131
Let's not fight it. Let's embrace it.

0:05:43.131,0:05:44.820
In fact, I believe -- and I have two fat thumbs,

0:05:44.820,0:05:46.469
I can't text very well --

0:05:46.469,0:05:48.636
but I'm willing to bet that with evolution,

0:05:48.636,0:05:50.881
our kids and their grandchildren

0:05:50.881,0:05:52.711
will develop really, really little, itty-bitty thumbs

0:05:52.711,0:05:54.094
to text much better,

0:05:54.094,0:05:56.954
that evolution will fix all of that stuff.

0:05:56.954,0:05:58.725
But what if we embraced technology,

0:05:58.725,0:06:01.329
embraced the millennial generation's

0:06:01.329,0:06:02.594
natural predilections,

0:06:02.594,0:06:05.639
and really think about creating[br]these online technologies,

0:06:05.639,0:06:07.073
blend them into their lives.

0:06:07.073,0:06:08.896
So here's what we can do.

0:06:08.896,0:06:11.388
So rather than driving our kids into a classroom,

0:06:11.388,0:06:13.960
herding them out there at 8 o'clock in the morning --

0:06:13.960,0:06:16.718
I hated going to class at 8 o'clock in the morning,

0:06:16.718,0:06:18.800
so why are we forcing our kids to do that?

0:06:18.800,0:06:19.974
So instead what you do

0:06:19.974,0:06:21.994
is you have them watch videos

0:06:21.994,0:06:23.805
and do interactive exercises

0:06:23.805,0:06:26.494
in the comfort of their dorm rooms, in their bedroom,

0:06:26.494,0:06:28.355
in the dining room, in the bathroom,

0:06:28.355,0:06:30.932
wherever they're most creative.

0:06:30.932,0:06:32.927
Then they come into the classroom

0:06:32.927,0:06:36.351
for some in-person interaction.

0:06:36.351,0:06:38.188
They can have discussions amongst themselves.

0:06:38.188,0:06:39.764
They can solve problems together.

0:06:39.764,0:06:40.910
They can work with the professor

0:06:40.910,0:06:43.904
and have the professor answer their questions.

0:06:43.904,0:06:47.767
In fact, with edX, when we[br]were teaching our first course

0:06:47.767,0:06:50.193
on circuits and electronics around the world,

0:06:50.193,0:06:52.572
this was happening unbeknownst to us.

0:06:52.572,0:06:54.111
Two high school teachers

0:06:54.111,0:06:57.793
at the Sant High School in Mongolia

0:06:57.793,0:06:59.940
had flipped their classroom,

0:06:59.940,0:07:02.219
and they were using our video lectures

0:07:02.219,0:07:04.092
and interactive exercises,

0:07:04.092,0:07:05.703
where the learners in the high school,

0:07:05.703,0:07:07.288
15-year-olds, mind you,

0:07:07.288,0:07:09.122
would go and do these things in their own homes

0:07:09.122,0:07:10.469
and they would come into class,

0:07:10.469,0:07:12.405
and as you see from this image here,

0:07:12.405,0:07:13.491
they would interact with each other

0:07:13.491,0:07:15.828
and do some physical laboratory work.

0:07:15.828,0:07:17.149
And the only way we discovered this

0:07:17.149,0:07:18.572
was they wrote a blog

0:07:18.572,0:07:22.595
and we happened to stumble upon that blog.

0:07:22.595,0:07:24.702
We were also doing other pilots.

0:07:24.702,0:07:27.184
So we did a pilot experimental blended courses,

0:07:27.184,0:07:30.156
working with San Jose State University in California,

0:07:30.156,0:07:32.003
again, with the circuits and electronics course.

0:07:32.003,0:07:34.471
You'll hear that a lot. That course has become

0:07:34.471,0:07:37.947
sort of like our petri dish of learning.

0:07:37.947,0:07:40.215
So there, the students would, again,

0:07:40.215,0:07:42.942
the instructors flipped the classroom,

0:07:42.942,0:07:44.663
blended online and in person,

0:07:44.663,0:07:46.971
and the results were staggering.

0:07:46.971,0:07:49.613
Now don't take these results to the bank just yet.

0:07:49.613,0:07:52.101
Just wait a little bit longer as we[br]experiment with this some more,

0:07:52.101,0:07:54.262
but the early results are incredible.

0:07:54.262,0:07:56.659
So traditionally, semester upon semester,

0:07:56.659,0:07:59.000
for the past several years, this course,

0:07:59.000,0:08:00.689
again, a hard course,

0:08:00.689,0:08:03.805
had a failure rate of about 40 to 41 percent

0:08:03.805,0:08:05.305
every semester.

0:08:05.305,0:08:08.003
With this blended class late last year,

0:08:08.003,0:08:11.984
the failure rate fell to nine percent.

0:08:11.984,0:08:15.747
So the results can be extremely, extremely good.

0:08:15.747,0:08:18.974
Now before we go too far into this,

0:08:18.974,0:08:21.626
I'd like to spend some time discussing

0:08:21.626,0:08:22.775
some key ideas.

0:08:22.775,0:08:23.986
What are some key ideas

0:08:23.986,0:08:26.843
that makes all of this work?

0:08:26.843,0:08:29.070
One idea is active learning.

0:08:29.070,0:08:31.510
The idea here is, rather than have students

0:08:31.510,0:08:33.696
walk into class and watch lectures,

0:08:33.696,0:08:36.738
we replace this with what we call lessons.

0:08:36.738,0:08:38.982
Lessons are interleaved sequences

0:08:38.982,0:08:41.663
of videos and interactive exercises.

0:08:41.663,0:08:44.842
So a student might watch a five-, seven-minute video

0:08:44.842,0:08:47.882
and follow that with an interactive exercise.

0:08:47.882,0:08:51.027
Think of this as the ultimate[br]Socratization of education.

0:08:51.027,0:08:53.007
You teach by asking questions.

0:08:53.007,0:08:54.511
And this is a form of learning

0:08:54.511,0:08:55.788
called active learning,

0:08:55.788,0:08:59.067
and really promoted by a very early paper, in 1972,

0:08:59.067,0:09:00.585
by Craik and Lockhart,

0:09:00.585,0:09:02.106
where they said and discovered

0:09:02.106,0:09:04.486
that learning and retention really relates strongly

0:09:04.486,0:09:06.235
to the depth of mental processing.

0:09:06.235,0:09:07.727
Students learn much better

0:09:07.727,0:09:10.915
when they are interacting with the material.

0:09:10.915,0:09:13.693
The second idea is self-pacing.

0:09:13.693,0:09:15.329
Now, when I went to a lecture hall,

0:09:15.329,0:09:16.619
and if you were like me,

0:09:16.619,0:09:18.585
by the fifth minute I would lose the professor.

0:09:18.585,0:09:22.165
I wasn't all that smart, and I would[br]be scrambling, taking notes,

0:09:22.165,0:09:25.356
and then I would lose the lecture[br]for the rest of the hour.

0:09:25.356,0:09:27.826
Instead, wouldn't it be nice with online technologies,

0:09:27.826,0:09:31.694
we offer videos and interactive[br]engagements to students?

0:09:31.694,0:09:33.425
They can hit the pause button.

0:09:33.425,0:09:35.916
They can rewind the professor.

0:09:35.916,0:09:39.015
Heck, they can even mute the professor.

0:09:39.015,0:09:41.069
So this form of self-pacing

0:09:41.069,0:09:43.694
can be very helpful to learning.

0:09:43.694,0:09:47.048
The third idea that we have is instant feedback.

0:09:47.048,0:09:48.525
With instant feedback,

0:09:48.525,0:09:50.380
the computer grades exercises.

0:09:50.380,0:09:52.675
I mean, how else do you teach 150,000 students?

0:09:52.675,0:09:54.969
Your computer is grading all the exercises.

0:09:54.969,0:09:56.503
And we've all submitted homeworks,

0:09:56.503,0:09:58.544
and your grades come back two weeks later,

0:09:58.544,0:10:00.168
you've forgotten all about it.

0:10:00.168,0:10:02.245
I don't think I've still received[br]some of my homeworks

0:10:02.245,0:10:03.730
from my undergraduate days.

0:10:03.730,0:10:05.077
Some are never graded.

0:10:05.077,0:10:06.571
So with instant feedback,

0:10:06.571,0:10:08.061
students can try to apply answers.

0:10:08.061,0:10:10.470
If they get it wrong, they can get instant feedback.

0:10:10.470,0:10:12.118
They can try it again and try it again,

0:10:12.118,0:10:14.051
and this really becomes much more engaging.

0:10:14.051,0:10:15.634
They get the instant feedback,

0:10:15.634,0:10:18.553
and this little green check mark that you see here

0:10:18.553,0:10:22.143
is becoming somewhat of a cult symbol at edX.

0:10:22.143,0:10:25.031
Learners are telling us that they go to bed at night

0:10:25.047,0:10:28.491
dreaming of the green check mark.

0:10:28.491,0:10:30.293
In fact, one of our learners

0:10:30.293,0:10:33.074
who took the circuits course early last year,

0:10:33.074,0:10:35.006
he then went on to take a software course

0:10:35.006,0:10:37.307
from Berkeley at the end of the year,

0:10:37.307,0:10:39.453
and this is what the learner had to say

0:10:39.453,0:10:40.725
on our discussion board

0:10:40.725,0:10:42.251
when he just started that course

0:10:42.251,0:10:44.772
about the green check mark:

0:10:44.772,0:10:46.829
"Oh god; have I missed you."

0:10:46.829,0:10:49.527
When's the last time you've seen students

0:10:49.527,0:10:53.988
posting comments like this about homework?

0:10:53.988,0:10:56.384
My colleague Ed Bertschinger,

0:10:56.384,0:10:58.554
who heads up the physics department at MIT,

0:10:58.554,0:11:01.398
has this to say about instant feedback:

0:11:01.398,0:11:04.399
He indicated that instant feedback

0:11:04.399,0:11:10.174
turns teaching moments into learning outcomes.

0:11:10.174,0:11:12.466
The next big idea is gamification.

0:11:12.466,0:11:14.367
You know, all learners engage really well

0:11:14.367,0:11:15.876
with interactive videos and so on.

0:11:15.876,0:11:17.141
You know, they would sit down and shoot

0:11:17.141,0:11:19.485
alien spaceships all day long until they get it.

0:11:19.485,0:11:22.272
So we applied these gamification[br]techniques to learning,

0:11:22.272,0:11:24.495
and we can build these online laboratories.

0:11:24.495,0:11:26.742
How do you teach creativity?[br]How do you teach design?

0:11:26.752,0:11:28.421
We can do this through online labs

0:11:28.421,0:11:29.698
and use computing power

0:11:29.698,0:11:31.287
to build these online labs.

0:11:31.287,0:11:33.675
So as this little video shows here,

0:11:33.675,0:11:35.140
you can engage students

0:11:35.140,0:11:36.747
much like they design with Legos.

0:11:36.747,0:11:38.665
So here, the learners are building a circuit

0:11:38.665,0:11:40.556
with Lego-like ease.

0:11:40.556,0:11:44.647
And this can also be graded by the computer.

0:11:44.647,0:11:47.581
Fifth is peer learning.

0:11:47.581,0:11:50.416
So here, we use discussion forums and discussions

0:11:50.416,0:11:52.516
and Facebook-like interaction

0:11:52.516,0:11:54.380
not as a distraction,

0:11:54.380,0:11:57.227
but to really help students learn.

0:11:57.227,0:11:58.944
Let me tell you a story.

0:11:58.944,0:12:02.170
When we did our circuits course

0:12:02.170,0:12:04.036
for the 155,000 students,

0:12:04.036,0:12:05.701
I didn't sleep for three nights

0:12:05.701,0:12:07.588
leading up to the launch of the course.

0:12:07.588,0:12:10.147
I told my TAs, okay, 24/7,

0:12:10.147,0:12:11.413
we're going to be up

0:12:11.413,0:12:13.287
monitoring the forum, answering questions.

0:12:13.287,0:12:15.260
They had answered questions for 100 students.

0:12:15.260,0:12:18.121
How do you do that for 150,000?

0:12:18.121,0:12:20.457
So one night I'm sitting up there, at 2 a.m. at night,

0:12:20.457,0:12:21.678
and I think there's this question

0:12:21.678,0:12:23.649
from a student from Pakistan,

0:12:23.649,0:12:24.977
and he asked a question, and I said,

0:12:24.977,0:12:26.433
okay, let me go and type up an answer,

0:12:26.433,0:12:28.041
I don't type all that fast,

0:12:28.041,0:12:29.605
and I begin typing up the answer,

0:12:29.605,0:12:31.299
and before I can finish,

0:12:31.299,0:12:33.973
another student from Egypt[br]popped in with an answer,

0:12:33.973,0:12:35.891
not quite right, so I'm fixing the answer,

0:12:35.891,0:12:37.859
and before I can finish, a student from the U.S.

0:12:37.859,0:12:39.468
had popped in with a different answer.

0:12:39.468,0:12:42.268
And then I sat back, fascinated.

0:12:42.268,0:12:44.215
Boom, boom, boom, boom, the students were

0:12:44.215,0:12:46.166
discussing and interacting with each other,

0:12:46.166,0:12:48.684
and by 4 a.m. that night, I'm totally fascinated,

0:12:48.684,0:12:50.152
having this epiphany,

0:12:50.152,0:12:51.408
and by 4 a.m. in the morning,

0:12:51.408,0:12:53.161
they had discovered the right answer.

0:12:53.161,0:12:54.888
And all I had to do was go and bless it,

0:12:54.888,0:12:56.854
"Good answer."

0:12:56.854,0:12:59.206
So this is absolutely amazing,

0:12:59.206,0:13:01.016
where students are learning from each other,

0:13:01.016,0:13:03.833
and they're telling us that they are learning

0:13:03.833,0:13:06.130
by teaching.

0:13:06.130,0:13:08.110
Now this is all not just in the future.

0:13:08.110,0:13:09.862
This is happening today.

0:13:09.862,0:13:12.179
So we are applying these blended learning pilots

0:13:12.179,0:13:14.920
in a number of universities and [br]high schools around the world,

0:13:14.920,0:13:16.706
from Tsinghua in China

0:13:16.706,0:13:19.138
to the National University of Mongolia in Mongolia

0:13:19.138,0:13:20.749
to Berkeley in California --

0:13:20.749,0:13:22.108
all over the world.

0:13:22.108,0:13:24.132
And these kinds of technologies really help,

0:13:24.132,0:13:25.681
the blended model can really help

0:13:25.681,0:13:27.779
revolutionize education.

0:13:27.779,0:13:31.190
It can also solve a practical problem of MOOCs,

0:13:31.190,0:13:32.870
the business aspect.

0:13:32.870,0:13:35.186
We can also license these MOOC courses

0:13:35.186,0:13:36.925
to other universities,

0:13:36.925,0:13:39.489
and therein lies a revenue model for MOOCs,

0:13:39.489,0:13:41.878
where the university that[br]licenses it with the professor

0:13:41.878,0:13:43.715
can use these online courses

0:13:43.715,0:13:45.916
like the next-generation textbook.

0:13:45.916,0:13:48.371
They can use as much or as little as they like,

0:13:48.371,0:13:53.857
and it becomes a tool in the teacher's arsenal.

0:13:53.857,0:13:55.907
Finally, I would like to have you

0:13:55.907,0:13:58.748
dream with me for a little bit.

0:13:58.748,0:14:02.917
I would like us to really reimagine education.

0:14:02.917,0:14:07.042
We will have to move from lecture halls to e-spaces.

0:14:07.042,0:14:09.717
We have to move from books to tablets

0:14:09.717,0:14:11.543
like the Aakash in India

0:14:11.543,0:14:13.891
or the Raspberry Pi, 20 dollars.

0:14:13.891,0:14:15.898
The Aakash is 40 dollars.

0:14:15.898,0:14:18.812
We have to move from[br]bricks-and-mortar school buildings

0:14:18.812,0:14:21.433
to digital dormitories.

0:14:21.433,0:14:22.881
But I think at the end of the day,

0:14:22.881,0:14:25.123
I think we will still need one lecture hall

0:14:25.123,0:14:27.685
in our universities.

0:14:27.685,0:14:30.509
Otherwise, how else do we tell our grandchildren

0:14:30.509,0:14:33.904
that your grandparents sat in that room

0:14:33.904,0:14:37.128
in neat little rows like cornstalks

0:14:37.128,0:14:39.681
and watched this professor at the end

0:14:39.681,0:14:42.328
talk about content and, you know,

0:14:42.328,0:14:44.975
you didn't even have a rewind button?

0:14:44.975,0:14:47.203
Thank you.

0:14:47.203,0:14:49.194
(Applause)

0:14:49.194,0:14:55.945
Thank you. Thank you. (Applause)