WEBVTT 00:00:00.207 --> 00:00:03.558 I'd like to reimagine education. 00:00:03.558 --> 00:00:05.148 The last year 00:00:05.148 --> 00:00:08.054 has seen the invention of a new four-letter word. 00:00:08.054 --> 00:00:09.967 It starts with an M. 00:00:09.967 --> 00:00:14.424 MOOC: massive open online courses. 00:00:14.424 --> 00:00:15.901 Many organizations 00:00:15.901 --> 00:00:18.659 are offering these online courses 00:00:18.659 --> 00:00:22.689 to students all over the world, in the millions, for free. 00:00:22.689 --> 00:00:24.249 Anybody who has an Internet connection 00:00:24.249 --> 00:00:26.777 and the will to learn can access these great courses 00:00:26.777 --> 00:00:28.871 from excellent universities 00:00:28.871 --> 00:00:32.128 and get a credential at the end of it. 00:00:32.128 --> 00:00:34.752 Now, in this discussion today, 00:00:34.752 --> 00:00:35.987 I'm going to focus 00:00:35.987 --> 00:00:39.255 on a different aspect of MOOCs. 00:00:39.255 --> 00:00:41.606 We are taking what we are learning 00:00:41.606 --> 00:00:44.171 and the technologies we are developing in the large 00:00:44.171 --> 00:00:46.271 and applying them in the small 00:00:46.271 --> 00:00:49.250 to create a blended model of education 00:00:49.250 --> 00:00:51.043 to really reinvent and reimagine 00:00:51.043 --> 00:00:53.470 what we do in the classroom. NOTE Paragraph 00:00:53.470 --> 00:00:55.980 Now, our classrooms could use change. 00:00:55.980 --> 00:00:58.401 So, here's a classroom 00:00:58.401 --> 00:01:00.426 at this little three-letter institute 00:01:00.426 --> 00:01:03.210 in the Northeast of America, MIT. 00:01:03.210 --> 00:01:05.529 And this was a classroom about 50 or 60 years ago, 00:01:05.529 --> 00:01:08.996 and this is a classroom today. 00:01:08.996 --> 00:01:12.116 What's changed? 00:01:12.116 --> 00:01:14.663 The seats are in color. 00:01:14.663 --> 00:01:17.791 Whoop-de-do. 00:01:17.791 --> 00:01:20.502 Education really hasn't changed 00:01:20.502 --> 00:01:22.197 in the past 500 years. 00:01:22.197 --> 00:01:24.528 The last big innovation in education 00:01:24.528 --> 00:01:28.010 was the printing press and the textbooks. 00:01:28.010 --> 00:01:29.420 Everything else has changed around us. 00:01:29.420 --> 00:01:31.243 You know, from healthcare to transportation, 00:01:31.243 --> 00:01:35.736 everything is different, but education hasn't changed. NOTE Paragraph 00:01:35.736 --> 00:01:38.409 It's also been a real issue in terms of access. 00:01:38.409 --> 00:01:40.036 So what you see here 00:01:40.036 --> 00:01:42.538 is not a rock concert. 00:01:42.538 --> 00:01:45.084 And the person you see at the end of the stage 00:01:45.084 --> 00:01:47.144 is not Madonna. 00:01:47.144 --> 00:01:48.773 This is a classroom 00:01:48.773 --> 00:01:53.191 at the Obafemi Awolowo University in Nigeria. 00:01:53.191 --> 00:01:57.127 Now, we've all heard of distance education, 00:01:57.127 --> 00:01:58.495 but the students way in the back, 00:01:58.495 --> 00:02:00.607 200 feet away from the instructor, 00:02:00.607 --> 00:02:05.502 I think they are undergoing long-distance education. 00:02:05.502 --> 00:02:07.177 Now, I really believe 00:02:07.177 --> 00:02:09.392 that we can transform education, 00:02:09.392 --> 00:02:12.238 both in quality and scale and access, 00:02:12.238 --> 00:02:14.546 through technology. 00:02:14.546 --> 00:02:18.241 For example, at edX, 00:02:18.241 --> 00:02:20.494 we are trying to transform education 00:02:20.494 --> 00:02:23.654 through online technologies. 00:02:23.654 --> 00:02:26.913 Given education has been calcified for 500 years, 00:02:26.913 --> 00:02:29.104 we really cannot think about reengineering it, 00:02:29.104 --> 00:02:30.249 micromanaging it. 00:02:30.249 --> 00:02:32.557 We really have to completely reimagine it. 00:02:32.557 --> 00:02:36.598 It's like going from ox carts to the airplane. 00:02:36.598 --> 00:02:38.121 Even the infrastructure has to change. 00:02:38.121 --> 00:02:39.734 Everything has to change. 00:02:39.734 --> 00:02:43.099 We need to go from lectures on the blackboard 00:02:43.099 --> 00:02:45.707 to online exercises, online videos. 00:02:45.707 --> 00:02:48.188 We have to go to interactive virtual laboratories 00:02:48.188 --> 00:02:49.837 and gamification. 00:02:49.837 --> 00:02:51.748 We have to go to completely online grading 00:02:51.748 --> 00:02:54.501 and peer interaction and discussion boards. 00:02:54.501 --> 00:02:56.782 Everything really has to change. NOTE Paragraph 00:02:56.782 --> 00:02:59.288 So at edX and a number of other organizations, 00:02:59.288 --> 00:03:01.447 we are applying these technologies to education 00:03:01.447 --> 00:03:04.633 through MOOCs to really increase access to education. 00:03:04.633 --> 00:03:06.350 And you heard of this example, 00:03:06.350 --> 00:03:08.966 where, when we launched our very first course -- 00:03:08.966 --> 00:03:10.732 and this was an MIT-hard 00:03:10.732 --> 00:03:12.320 circuits and electronics course -- 00:03:12.320 --> 00:03:15.014 about a year and a half ago, 00:03:15.014 --> 00:03:20.317 155,000 students from 162 countries 00:03:20.317 --> 00:03:22.020 enrolled in this course. 00:03:22.020 --> 00:03:24.706 And we had no marketing budget. 00:03:24.706 --> 00:03:28.194 Now, 155,000 is a big number. 00:03:28.194 --> 00:03:29.933 This number is bigger 00:03:29.933 --> 00:03:32.564 than the total number of alumni of MIT 00:03:32.564 --> 00:03:36.389 in its 150-year history. 00:03:36.389 --> 00:03:38.547 7,200 students passed the course, 00:03:38.547 --> 00:03:41.010 and this was a hard course. 00:03:41.010 --> 00:03:44.464 7,200 is also a big number. 00:03:44.464 --> 00:03:48.006 If I were to teach at MIT two semesters every year, 00:03:48.006 --> 00:03:50.883 I would have to teach for 40 years 00:03:50.883 --> 00:03:53.485 before I could teach this many students. NOTE Paragraph 00:03:53.485 --> 00:03:55.023 Now these large numbers 00:03:55.023 --> 00:03:57.181 are just one part of the story. 00:03:57.181 --> 00:03:59.843 So today, I want to discuss a different aspect, 00:03:59.843 --> 00:04:01.068 the other side of MOOCs, 00:04:01.068 --> 00:04:03.247 take a different perspective. 00:04:03.247 --> 00:04:06.182 We are taking what we develop and learn in the large 00:04:06.182 --> 00:04:07.727 and applying it in the small 00:04:07.727 --> 00:04:11.723 to the classroom, to create a blended model of learning. NOTE Paragraph 00:04:11.723 --> 00:04:16.326 But before I go into that, let me tell you a story. 00:04:16.326 --> 00:04:20.410 When my daughter turned 13, became a teenager, 00:04:20.410 --> 00:04:23.777 she stopped speaking English, 00:04:23.777 --> 00:04:26.838 and she began speaking this new language. 00:04:26.838 --> 00:04:29.644 I call it teen-lish. 00:04:29.644 --> 00:04:31.856 It's a digital language. 00:04:31.856 --> 00:04:38.570 It's got two sounds: a grunt and a silence. NOTE Paragraph 00:04:38.570 --> 00:04:41.886 "Honey, come over for dinner." NOTE Paragraph 00:04:41.886 --> 00:04:43.481 "Hmm." NOTE Paragraph 00:04:43.481 --> 00:04:45.615 "Did you hear me?" NOTE Paragraph 00:04:45.615 --> 00:04:47.878 Silence. (Laughter) NOTE Paragraph 00:04:47.878 --> 00:04:49.250 "Can you listen to me?" NOTE Paragraph 00:04:49.250 --> 00:04:50.622 "Hmm." NOTE Paragraph 00:04:50.622 --> 00:04:52.578 So we had a real issue with communicating, 00:04:52.578 --> 00:04:54.846 and we were just not communicating, 00:04:54.846 --> 00:04:57.860 until one day I had this epiphany. 00:04:57.860 --> 00:05:00.523 I texted her. (Laughter) 00:05:00.523 --> 00:05:02.841 I got an instant response. 00:05:02.841 --> 00:05:04.526 I said, no, that must have been by accident. 00:05:04.526 --> 00:05:05.613 She must have thought, you know, 00:05:05.613 --> 00:05:07.900 some friend of hers was calling her. 00:05:07.900 --> 00:05:10.997 So I texted her again. Boom, another response. 00:05:10.997 --> 00:05:12.806 I said, this is great. 00:05:12.806 --> 00:05:14.862 And so since then, our life has changed. 00:05:14.862 --> 00:05:16.420 I text her, she responds. 00:05:16.420 --> 00:05:18.922 It's just been absolutely great. 00:05:18.922 --> 00:05:24.777 (Applause) NOTE Paragraph 00:05:24.777 --> 00:05:26.747 So our millennial generation 00:05:26.747 --> 00:05:28.381 is built differently. 00:05:28.381 --> 00:05:30.882 Now, I'm older, and my youthful looks might belie that, 00:05:30.882 --> 00:05:34.738 but I'm not in the millennial generation. 00:05:34.738 --> 00:05:36.370 But our kids are really different. 00:05:36.370 --> 00:05:38.229 The millennial generation is completely comfortable 00:05:38.229 --> 00:05:39.469 with online technology. 00:05:39.469 --> 00:05:41.498 So why are we fighting it in the classroom? 00:05:41.498 --> 00:05:43.131 Let's not fight it. Let's embrace it. 00:05:43.131 --> 00:05:44.820 In fact, I believe -- and I have two fat thumbs, 00:05:44.820 --> 00:05:46.469 I can't text very well -- 00:05:46.469 --> 00:05:48.636 but I'm willing to bet that with evolution, 00:05:48.636 --> 00:05:50.881 our kids and their grandchildren 00:05:50.881 --> 00:05:52.711 will develop really, really little, itty-bitty thumbs 00:05:52.711 --> 00:05:54.094 to text much better, 00:05:54.094 --> 00:05:56.954 that evolution will fix all of that stuff. 00:05:56.954 --> 00:05:58.725 But what if we embraced technology, 00:05:58.725 --> 00:06:01.329 embraced the millennial generation's 00:06:01.329 --> 00:06:02.594 natural predilections, 00:06:02.594 --> 00:06:05.639 and really think about creating these online technologies, 00:06:05.639 --> 00:06:07.073 blend them into their lives. 00:06:07.073 --> 00:06:08.896 So here's what we can do. 00:06:08.896 --> 00:06:11.388 So rather than driving our kids into a classroom, 00:06:11.388 --> 00:06:13.960 herding them out there at 8 o'clock in the morning -- 00:06:13.960 --> 00:06:16.718 I hated going to class at 8 o'clock in the morning, 00:06:16.718 --> 00:06:18.800 so why are we forcing our kids to do that? 00:06:18.800 --> 00:06:19.974 So instead what you do 00:06:19.974 --> 00:06:21.994 is you have them watch videos 00:06:21.994 --> 00:06:23.805 and do interactive exercises 00:06:23.805 --> 00:06:26.494 in the comfort of their dorm rooms, in their bedroom, 00:06:26.494 --> 00:06:28.355 in the dining room, in the bathroom, 00:06:28.355 --> 00:06:30.932 wherever they're most creative. 00:06:30.932 --> 00:06:32.927 Then they come into the classroom 00:06:32.927 --> 00:06:36.351 for some in-person interaction. 00:06:36.351 --> 00:06:38.188 They can have discussions amongst themselves. 00:06:38.188 --> 00:06:39.764 They can solve problems together. 00:06:39.764 --> 00:06:40.910 They can work with the professor 00:06:40.910 --> 00:06:43.904 and have the professor answer their questions. 00:06:43.904 --> 00:06:47.767 In fact, with edX, when we were teaching our first course 00:06:47.767 --> 00:06:50.193 on circuits and electronics around the world, 00:06:50.193 --> 00:06:52.572 this was happening unbeknownst to us. 00:06:52.572 --> 00:06:54.111 Two high school teachers 00:06:54.111 --> 00:06:57.793 at the Sant High School in Mongolia 00:06:57.793 --> 00:06:59.940 had flipped their classroom, 00:06:59.940 --> 00:07:02.219 and they were using our video lectures 00:07:02.219 --> 00:07:04.092 and interactive exercises, 00:07:04.092 --> 00:07:05.703 where the learners in the high school, 00:07:05.703 --> 00:07:07.288 15-year-olds, mind you, 00:07:07.288 --> 00:07:09.122 would go and do these things in their own homes 00:07:09.122 --> 00:07:10.469 and they would come into class, 00:07:10.469 --> 00:07:12.405 and as you see from this image here, 00:07:12.405 --> 00:07:13.491 they would interact with each other 00:07:13.491 --> 00:07:15.828 and do some physical laboratory work. 00:07:15.828 --> 00:07:17.149 And the only way we discovered this 00:07:17.149 --> 00:07:18.572 was they wrote a blog 00:07:18.572 --> 00:07:22.595 and we happened to stumble upon that blog. NOTE Paragraph 00:07:22.595 --> 00:07:24.702 We were also doing other pilots. 00:07:24.702 --> 00:07:27.184 So we did a pilot experimental blended courses, 00:07:27.184 --> 00:07:30.156 working with San Jose State University in California, 00:07:30.156 --> 00:07:32.003 again, with the circuits and electronics course. 00:07:32.003 --> 00:07:34.471 You'll hear that a lot. That course has become 00:07:34.471 --> 00:07:37.947 sort of like our petri dish of learning. 00:07:37.947 --> 00:07:40.215 So there, the students would, again, 00:07:40.215 --> 00:07:42.942 the instructors flipped the classroom, 00:07:42.942 --> 00:07:44.663 blended online and in person, 00:07:44.663 --> 00:07:46.971 and the results were staggering. 00:07:46.971 --> 00:07:49.613 Now don't take these results to the bank just yet. 00:07:49.613 --> 00:07:52.101 Just wait a little bit longer as we experiment with this some more, 00:07:52.101 --> 00:07:54.262 but the early results are incredible. 00:07:54.262 --> 00:07:56.659 So traditionally, semester upon semester, 00:07:56.659 --> 00:07:59.000 for the past several years, this course, 00:07:59.000 --> 00:08:00.689 again, a hard course, 00:08:00.689 --> 00:08:03.805 had a failure rate of about 40 to 41 percent 00:08:03.805 --> 00:08:05.305 every semester. 00:08:05.305 --> 00:08:08.003 With this blended class late last year, 00:08:08.003 --> 00:08:11.984 the failure rate fell to nine percent. 00:08:11.984 --> 00:08:15.747 So the results can be extremely, extremely good. NOTE Paragraph 00:08:15.747 --> 00:08:18.974 Now before we go too far into this, 00:08:18.974 --> 00:08:21.626 I'd like to spend some time discussing 00:08:21.626 --> 00:08:22.775 some key ideas. 00:08:22.775 --> 00:08:23.986 What are some key ideas 00:08:23.986 --> 00:08:26.843 that makes all of this work? NOTE Paragraph 00:08:26.843 --> 00:08:29.070 One idea is active learning. 00:08:29.070 --> 00:08:31.510 The idea here is, rather than have students 00:08:31.510 --> 00:08:33.696 walk into class and watch lectures, 00:08:33.696 --> 00:08:36.738 we replace this with what we call lessons. 00:08:36.738 --> 00:08:38.982 Lessons are interleaved sequences 00:08:38.982 --> 00:08:41.663 of videos and interactive exercises. 00:08:41.663 --> 00:08:44.842 So a student might watch a five-, seven-minute video 00:08:44.842 --> 00:08:47.882 and follow that with an interactive exercise. 00:08:47.882 --> 00:08:51.027 Think of this as the ultimate Socratization of education. 00:08:51.027 --> 00:08:53.007 You teach by asking questions. 00:08:53.007 --> 00:08:54.511 And this is a form of learning 00:08:54.511 --> 00:08:55.788 called active learning, 00:08:55.788 --> 00:08:59.067 and really promoted by a very early paper, in 1972, 00:08:59.067 --> 00:09:00.585 by Craik and Lockhart, 00:09:00.585 --> 00:09:02.106 where they said and discovered 00:09:02.106 --> 00:09:04.486 that learning and retention really relates strongly 00:09:04.486 --> 00:09:06.235 to the depth of mental processing. 00:09:06.235 --> 00:09:07.727 Students learn much better 00:09:07.727 --> 00:09:10.915 when they are interacting with the material. NOTE Paragraph 00:09:10.915 --> 00:09:13.693 The second idea is self-pacing. 00:09:13.693 --> 00:09:15.329 Now, when I went to a lecture hall, 00:09:15.329 --> 00:09:16.619 and if you were like me, 00:09:16.619 --> 00:09:18.585 by the fifth minute I would lose the professor. 00:09:18.585 --> 00:09:22.165 I wasn't all that smart, and I would be scrambling, taking notes, 00:09:22.165 --> 00:09:25.356 and then I would lose the lecture for the rest of the hour. 00:09:25.356 --> 00:09:27.826 Instead, wouldn't it be nice with online technologies, 00:09:27.826 --> 00:09:31.694 we offer videos and interactive engagements to students? 00:09:31.694 --> 00:09:33.425 They can hit the pause button. 00:09:33.425 --> 00:09:35.916 They can rewind the professor. 00:09:35.916 --> 00:09:39.015 Heck, they can even mute the professor. 00:09:39.015 --> 00:09:41.069 So this form of self-pacing 00:09:41.069 --> 00:09:43.694 can be very helpful to learning. NOTE Paragraph 00:09:43.694 --> 00:09:47.048 The third idea that we have is instant feedback. 00:09:47.048 --> 00:09:48.525 With instant feedback, 00:09:48.525 --> 00:09:50.380 the computer grades exercises. 00:09:50.380 --> 00:09:52.675 I mean, how else do you teach 150,000 students? 00:09:52.675 --> 00:09:54.969 Your computer is grading all the exercises. 00:09:54.969 --> 00:09:56.503 And we've all submitted homeworks, 00:09:56.503 --> 00:09:58.544 and your grades come back two weeks later, 00:09:58.544 --> 00:10:00.168 you've forgotten all about it. 00:10:00.168 --> 00:10:02.245 I don't think I've still received some of my homeworks 00:10:02.245 --> 00:10:03.730 from my undergraduate days. 00:10:03.730 --> 00:10:05.077 Some are never graded. 00:10:05.077 --> 00:10:06.571 So with instant feedback, 00:10:06.571 --> 00:10:08.061 students can try to apply answers. 00:10:08.061 --> 00:10:10.470 If they get it wrong, they can get instant feedback. 00:10:10.470 --> 00:10:12.118 They can try it again and try it again, 00:10:12.118 --> 00:10:14.051 and this really becomes much more engaging. 00:10:14.051 --> 00:10:15.634 They get the instant feedback, 00:10:15.634 --> 00:10:18.553 and this little green check mark that you see here 00:10:18.553 --> 00:10:22.143 is becoming somewhat of a cult symbol at edX. 00:10:22.143 --> 00:10:25.031 Learners are telling us that they go to bed at night 00:10:25.047 --> 00:10:28.491 dreaming of the green check mark. 00:10:28.491 --> 00:10:30.293 In fact, one of our learners 00:10:30.293 --> 00:10:33.074 who took the circuits course early last year, 00:10:33.074 --> 00:10:35.006 he then went on to take a software course 00:10:35.006 --> 00:10:37.307 from Berkeley at the end of the year, 00:10:37.307 --> 00:10:39.453 and this is what the learner had to say 00:10:39.453 --> 00:10:40.725 on our discussion board 00:10:40.725 --> 00:10:42.251 when he just started that course 00:10:42.251 --> 00:10:44.772 about the green check mark: 00:10:44.772 --> 00:10:46.829 "Oh god; have I missed you." 00:10:46.829 --> 00:10:49.527 When's the last time you've seen students 00:10:49.527 --> 00:10:53.988 posting comments like this about homework? 00:10:53.988 --> 00:10:56.384 My colleague Ed Bertschinger, 00:10:56.384 --> 00:10:58.554 who heads up the physics department at MIT, 00:10:58.554 --> 00:11:01.398 has this to say about instant feedback: 00:11:01.398 --> 00:11:04.399 He indicated that instant feedback 00:11:04.399 --> 00:11:10.174 turns teaching moments into learning outcomes. NOTE Paragraph 00:11:10.174 --> 00:11:12.466 The next big idea is gamification. 00:11:12.466 --> 00:11:14.367 You know, all learners engage really well 00:11:14.367 --> 00:11:15.876 with interactive videos and so on. 00:11:15.876 --> 00:11:17.141 You know, they would sit down and shoot 00:11:17.141 --> 00:11:19.485 alien spaceships all day long until they get it. 00:11:19.485 --> 00:11:22.272 So we applied these gamification techniques to learning, 00:11:22.272 --> 00:11:24.495 and we can build these online laboratories. 00:11:24.495 --> 00:11:26.742 How do you teach creativity? How do you teach design? 00:11:26.752 --> 00:11:28.421 We can do this through online labs 00:11:28.421 --> 00:11:29.698 and use computing power 00:11:29.698 --> 00:11:31.287 to build these online labs. 00:11:31.287 --> 00:11:33.675 So as this little video shows here, 00:11:33.675 --> 00:11:35.140 you can engage students 00:11:35.140 --> 00:11:36.747 much like they design with Legos. 00:11:36.747 --> 00:11:38.665 So here, the learners are building a circuit 00:11:38.665 --> 00:11:40.556 with Lego-like ease. 00:11:40.556 --> 00:11:44.647 And this can also be graded by the computer. NOTE Paragraph 00:11:44.647 --> 00:11:47.581 Fifth is peer learning. 00:11:47.581 --> 00:11:50.416 So here, we use discussion forums and discussions 00:11:50.416 --> 00:11:52.516 and Facebook-like interaction 00:11:52.516 --> 00:11:54.380 not as a distraction, 00:11:54.380 --> 00:11:57.227 but to really help students learn. 00:11:57.227 --> 00:11:58.944 Let me tell you a story. 00:11:58.944 --> 00:12:02.170 When we did our circuits course 00:12:02.170 --> 00:12:04.036 for the 155,000 students, 00:12:04.036 --> 00:12:05.701 I didn't sleep for three nights 00:12:05.701 --> 00:12:07.588 leading up to the launch of the course. 00:12:07.588 --> 00:12:10.147 I told my TAs, okay, 24/7, 00:12:10.147 --> 00:12:11.413 we're going to be up 00:12:11.413 --> 00:12:13.287 monitoring the forum, answering questions. 00:12:13.287 --> 00:12:15.260 They had answered questions for 100 students. 00:12:15.260 --> 00:12:18.121 How do you do that for 150,000? 00:12:18.121 --> 00:12:20.457 So one night I'm sitting up there, at 2 a.m. at night, 00:12:20.457 --> 00:12:21.678 and I think there's this question 00:12:21.678 --> 00:12:23.649 from a student from Pakistan, 00:12:23.649 --> 00:12:24.977 and he asked a question, and I said, 00:12:24.977 --> 00:12:26.433 okay, let me go and type up an answer, 00:12:26.433 --> 00:12:28.041 I don't type all that fast, 00:12:28.041 --> 00:12:29.605 and I begin typing up the answer, 00:12:29.605 --> 00:12:31.299 and before I can finish, 00:12:31.299 --> 00:12:33.973 another student from Egypt popped in with an answer, 00:12:33.973 --> 00:12:35.891 not quite right, so I'm fixing the answer, 00:12:35.891 --> 00:12:37.859 and before I can finish, a student from the U.S. 00:12:37.859 --> 00:12:39.468 had popped in with a different answer. 00:12:39.468 --> 00:12:42.268 And then I sat back, fascinated. 00:12:42.268 --> 00:12:44.215 Boom, boom, boom, boom, the students were 00:12:44.215 --> 00:12:46.166 discussing and interacting with each other, 00:12:46.166 --> 00:12:48.684 and by 4 a.m. that night, I'm totally fascinated, 00:12:48.684 --> 00:12:50.152 having this epiphany, 00:12:50.152 --> 00:12:51.408 and by 4 a.m. in the morning, 00:12:51.408 --> 00:12:53.161 they had discovered the right answer. 00:12:53.161 --> 00:12:54.888 And all I had to do was go and bless it, 00:12:54.888 --> 00:12:56.854 "Good answer." 00:12:56.854 --> 00:12:59.206 So this is absolutely amazing, 00:12:59.206 --> 00:13:01.016 where students are learning from each other, 00:13:01.016 --> 00:13:03.833 and they're telling us that they are learning 00:13:03.833 --> 00:13:06.130 by teaching. NOTE Paragraph 00:13:06.130 --> 00:13:08.110 Now this is all not just in the future. 00:13:08.110 --> 00:13:09.862 This is happening today. 00:13:09.862 --> 00:13:12.179 So we are applying these blended learning pilots 00:13:12.179 --> 00:13:14.920 in a number of universities and high schools around the world, 00:13:14.920 --> 00:13:16.706 from Tsinghua in China 00:13:16.706 --> 00:13:19.138 to the National University of Mongolia in Mongolia 00:13:19.138 --> 00:13:20.749 to Berkeley in California -- 00:13:20.749 --> 00:13:22.108 all over the world. 00:13:22.108 --> 00:13:24.132 And these kinds of technologies really help, 00:13:24.132 --> 00:13:25.681 the blended model can really help 00:13:25.681 --> 00:13:27.779 revolutionize education. 00:13:27.779 --> 00:13:31.190 It can also solve a practical problem of MOOCs, 00:13:31.190 --> 00:13:32.870 the business aspect. 00:13:32.870 --> 00:13:35.186 We can also license these MOOC courses 00:13:35.186 --> 00:13:36.925 to other universities, 00:13:36.925 --> 00:13:39.489 and therein lies a revenue model for MOOCs, 00:13:39.489 --> 00:13:41.878 where the university that licenses it with the professor 00:13:41.878 --> 00:13:43.715 can use these online courses 00:13:43.715 --> 00:13:45.916 like the next-generation textbook. 00:13:45.916 --> 00:13:48.371 They can use as much or as little as they like, 00:13:48.371 --> 00:13:53.857 and it becomes a tool in the teacher's arsenal. NOTE Paragraph 00:13:53.857 --> 00:13:55.907 Finally, I would like to have you 00:13:55.907 --> 00:13:58.748 dream with me for a little bit. 00:13:58.748 --> 00:14:02.917 I would like us to really reimagine education. 00:14:02.917 --> 00:14:07.042 We will have to move from lecture halls to e-spaces. 00:14:07.042 --> 00:14:09.717 We have to move from books to tablets 00:14:09.717 --> 00:14:11.543 like the Aakash in India 00:14:11.543 --> 00:14:13.891 or the Raspberry Pi, 20 dollars. 00:14:13.891 --> 00:14:15.898 The Aakash is 40 dollars. 00:14:15.898 --> 00:14:18.812 We have to move from bricks-and-mortar school buildings 00:14:18.812 --> 00:14:21.433 to digital dormitories. NOTE Paragraph 00:14:21.433 --> 00:14:22.881 But I think at the end of the day, 00:14:22.881 --> 00:14:25.123 I think we will still need one lecture hall 00:14:25.123 --> 00:14:27.685 in our universities. 00:14:27.685 --> 00:14:30.509 Otherwise, how else do we tell our grandchildren 00:14:30.509 --> 00:14:33.904 that your grandparents sat in that room 00:14:33.904 --> 00:14:37.128 in neat little rows like cornstalks 00:14:37.128 --> 00:14:39.681 and watched this professor at the end 00:14:39.681 --> 00:14:42.328 talk about content and, you know, 00:14:42.328 --> 00:14:44.975 you didn't even have a rewind button? NOTE Paragraph 00:14:44.975 --> 00:14:47.203 Thank you. NOTE Paragraph 00:14:47.203 --> 00:14:49.194 (Applause) NOTE Paragraph 00:14:49.194 --> 00:14:55.945 Thank you. Thank you. (Applause)