sm-transcript 0.0.4 → 0.0.6
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- data/README.txt +138 -118
- data/Rakefile +21 -10
- data/bin/sm-transcript +0 -0
- data/lib/sm_transcript/metadata.rb +25 -0
- data/lib/sm_transcript/options.rb +9 -3
- data/lib/sm_transcript/runner.rb +6 -0
- data/lib/sm_transcript/seg_reader.rb +1 -1
- data/lib/sm_transcript/transcript.rb +86 -39
- data/lib/sm_transcript/ttml_reader.rb +116 -0
- data/lib/sm_transcript/word.rb +6 -4
- data/lib/sm_transcript/wrd_reader.rb +5 -4
- data/test/results/18.03-2004-L01.align2.wrd +6441 -0
- data/test/results/8.01-1999-L01.wrd +5182 -0
- data/test/results/801-1stLecture.ttml.xml +757 -0
- data/test/results/801-lect01-4730.xml +757 -0
- data/test/results/801-lect02-4731.xml +886 -0
- data/test/results/801-lect03-4732.xml +818 -0
- data/test/results/801-lect04-4733.xml +831 -0
- data/test/results/801-lect05-4734.xml +879 -0
- data/test/results/801-lect06-4735.xml +822 -0
- data/test/results/801-lect07-4736.xml +893 -0
- data/test/results/801-lect08-4737.xml +809 -0
- data/test/results/801-lect09-4738.xml +807 -0
- data/test/results/Audio-Open-The_New_Deal_for_Education.xml +4301 -0
- data/test/test_metadatareader.rb +8 -3
- data/test/test_options.rb +8 -1
- data/test/test_runner.rb +34 -1
- data/test/test_transcript.rb +109 -12
- data/test/test_ttmlreader.rb +104 -0
- data/test/test_wrdreader.rb +24 -9
- metadata +47 -148
- data/lib/sm_transcript/optparseExample.rb +0 -113
- data/lib/sm_transcript/process_csv_files_to_html.rb +0 -58
- data/lib/sm_transcript/process_seg_files.rb +0 -21
- data/lib/sm_transcript/process_seg_files_to_csv.rb +0 -24
- data/lib/sm_transcript/process_seg_files_to_html.rb +0 -31
- data/lib/sm_transcript/require_relative.rb +0 -14
- data/test/transcripts/GardnerRileyInterview.t1.html +0 -247
- data/test/transcripts/IIHS_Diane_Davis_Nov2009-t1.html +0 -148
- data/test/transcripts/NERCOMP-SpokenMedia4.t1.html +0 -2178
- data/test/transcripts/data.js +0 -24
- data/test/transcripts/vijay_kumar-1.-t1.html +0 -557
- data/test/transcripts/vijay_kumar-1.t1.html +0 -558
- data/test/transcripts/vijay_kumar-t1.html +0 -558
- data/test/transcripts/vijay_kumar-t1.ttml +0 -570
- data/test/transcripts/vijay_kumar.data.js +0 -2
- data/test/transcripts/vijay_kumar.t1.html +0 -557
- data/test/transcripts/wirehair-beetle.data.js +0 -24
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<p begin="0:00:06.58" end="0:00:11.32">
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Let me welcome all of you on<br/>
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behalf of MIT, on behalf of the
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<p begin="0:00:11.32" end="0:00:14.14">
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Office of Educational<br/>
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Innovation and Technology, and
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</p>
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<p begin="0:00:14.14" end="0:00:19.07">
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on behalf of our partners here,<br/>
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Apple, Scott's, I don't know,
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<p begin="0:00:19.07" end="0:00:22.36">
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it's not always good to extend<br/>
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the family metaphor because
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of all the intended<br/>
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dysfunctionality, but, you
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<p begin="0:00:25.11" end="0:00:28.86">
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know, it's like a member of an<br/>
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extended family over here.
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<br/>
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<p begin="0:00:30.93" end="0:00:35.87">
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But, really, we welcome you<br/>
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to MIT and to this event.
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</p>
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<p begin="0:00:35.87" end="0:00:38.42">
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There is a lot of<br/>
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planning, I know.
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<p begin="0:00:38.42" end="0:00:42.33">
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Not just what Scott was talking<br/>
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about, I watched Andrew, who
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works in our office, along with<br/>
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Jeff and Judy go at it you
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</p>
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know, for quite some time.<br/>
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<p begin="0:00:48.9" end="0:00:50.91">
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So it's a treat to have<br/>
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you over here and to have
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this event over here.<br/>
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I'm not going to be talking<br/>
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about OEIT today, although the
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Office of Educational<br/>
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Innovation and Technology,
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<p begin="0:00:59.63" end="0:01:03.179">
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although, you know, I'm hoping<br/>
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to touch on some examples,
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as they are relevant<br/>
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to my conversation.
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I should also apologize to you<br/>
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in advance, I'm not doing to
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be singing for you today.<br/>
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My voice is a little bit off,
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but I do hope to talk about<br/>
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some things open, and really
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about this gathering storm, you<br/>
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know, which I call the open
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education movement, and the<br/>
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potentially implications it has
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for transforming education.<br/>
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And you know, it was really<br/>
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about, I don't know if it was
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at 2:00 in the morning today<br/>
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or 7:00 in the morning today.
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You know I got onto MIT's<br/>
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web page, and this was
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the page, and I said wow!<br/>
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You know, somebody paid<br/>
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somebody to do this, because
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it really epitomizes at least<br/>
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certainly the institutional
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commitment part of openness<br/>
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that we want to talk about.
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Last week at the faculty<br/>
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meeting, not in this room, some
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faculty meetings are held in<br/>
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this room, but in another
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renovated space in the main<br/>
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drag, MIT faculty wanted to
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provide, you know, to allow the<br/>
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institute to provide open
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access to all scholarly<br/>
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articles, which sort of shows
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the commitment and, of course,<br/>
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most of you have heard about
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OpenCourseWare, which was the<br/>
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educational version of this.
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So there's, you know, so<br/>
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there's some institutional
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teeth to this movement,<br/>
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certainly as far as we are
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concerned here at MIT.<br/>
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So, having -- let me pop it up<br/>
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there and -- so, I chose an old
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expression to describe a new<br/>
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phenomenon, you know the new
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deal, only to signify the<br/>
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tremendous opportunity that I
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<p begin="0:02:53.199" end="0:02:57.639">
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see, this open education<br/>
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movement has, and, you know,
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it's characterized by open<br/>
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content, open knowledge, open
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<p begin="0:03:03.02" end="0:03:07.34">
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technology and all these<br/>
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dimensions sort of describe the
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<p begin="0:03:07.34" end="0:03:09.58">
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envelope of the open<br/>
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education movement.
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<p begin="0:03:09.58" end="0:03:13.65">
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And the top part, you know, in<br/>
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this world of borrowing and
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collaboration euphemistically<br/>
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called match ups, actually
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<p begin="0:03:16.758" end="0:03:19.758">
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borrowed the top part of that,<br/>
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advancing the educational life
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<p begin="0:03:19.758" end="0:03:23.65">
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of information resources of<br/>
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title from a guru of mine, John
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<p begin="0:03:23.65" end="0:03:26.378">
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Seely Brown, who many of you<br/>
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know had this social
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life of information.<br/>
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<p begin="0:03:27.68" end="0:03:30.72">
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The thesis there being that<br/>
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the community really gives
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</p>
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<p begin="0:03:30.72" end="0:03:32.36">
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meaning to information.<br/>
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</p>
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<p begin="0:03:32.36" end="0:03:39.91">
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And here, my pitch is that a<br/>
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lot of what openness is about
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</p>
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<p begin="0:03:39.91" end="0:03:43">
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is breathing educational life<br/>
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into information resources
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</p>
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<p begin="0:03:43" end="0:03:46.098">
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which are becoming available<br/>
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and plenty, through, you
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</p>
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<p begin="0:03:46.098" end="0:03:47.66">
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know, through the kinds of<br/>
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initiatives that I'm
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</p>
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<p begin="0:03:47.66" end="0:03:48.91">
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going to talk about.<br/>
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</p>
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<p begin="0:03:48.91" end="0:03:50.19">
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<br/>
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</p>
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+
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<p begin="0:03:50.19" end="0:03:57.419">
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+
So the promise was best<br/>
|
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+
articulated by Chuck Vest, who
|
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</p>
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+
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<p begin="0:03:57.419" end="0:04:01.55">
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was President here at MIT, who<br/>
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is now the President of the
|
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</p>
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<p begin="0:04:01.55" end="0:04:05.15">
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National Academy, National<br/>
|
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Academy for Engineering, and
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</p>
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<p begin="0:04:05.15" end="0:04:09.919">
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it was under his championship,<br/>
|
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actually, that OpenCourseWare
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</p>
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<p begin="0:04:09.919" end="0:04:11.968">
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+
at MIT was launched.<br/>
|
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+
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+
</p>
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+
|
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<p begin="0:04:11.968" end="0:04:17.05">
|
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+
And Fred painted this, you<br/>
|
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|
+
know, this vision, if you will.
|
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+
</p>
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+
|
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<p begin="0:04:17.05" end="0:04:21.18">
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+
And he said we are talking<br/>
|
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|
+
about OpenCourseWare and the
|
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+
</p>
|
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|
+
|
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+
<p begin="0:04:21.18" end="0:04:24.72">
|
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|
+
surrounding initiatives that<br/>
|
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|
+
were sprouting at that time,
|
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|
+
</p>
|
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|
+
|
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+
<p begin="0:04:24.72" end="0:04:27.329">
|
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+
to say we are seeing the early<br/>
|
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|
+
emergence of a Metaversity.
|
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+
</p>
|
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+
|
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+
<p begin="0:04:27.329" end="0:04:28.36">
|
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+
<br/>
|
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|
+
|
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|
+
</p>
|
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|
+
|
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|
+
<p begin="0:04:28.36" end="0:04:32.839">
|
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|
+
A transcendent, accessible,<br/>
|
|
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|
+
empowering, dynamic community
|
|
382
|
+
</p>
|
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|
+
|
|
384
|
+
<p begin="0:04:32.839" end="0:04:36.009">
|
|
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|
+
constructed framework of open<br/>
|
|
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|
+
materials and platforms,
|
|
387
|
+
</p>
|
|
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|
+
|
|
389
|
+
<p begin="0:04:36.009" end="0:04:39.24">
|
|
390
|
+
on which much of higher<br/>
|
|
391
|
+
education worldwide can be
|
|
392
|
+
</p>
|
|
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|
+
|
|
394
|
+
<p begin="0:04:39.24" end="0:04:41.259">
|
|
395
|
+
constructed or enhanced.<br/>
|
|
396
|
+
|
|
397
|
+
</p>
|
|
398
|
+
|
|
399
|
+
<p begin="0:04:41.259" end="0:04:43.91">
|
|
400
|
+
And it's a tremendous vision.<br/>
|
|
401
|
+
|
|
402
|
+
</p>
|
|
403
|
+
|
|
404
|
+
<p begin="0:04:43.91" end="0:04:46.089">
|
|
405
|
+
It is a vision of<br/>
|
|
406
|
+
the Metaversity.
|
|
407
|
+
</p>
|
|
408
|
+
|
|
409
|
+
<p begin="0:04:46.089" end="0:04:46.43">
|
|
410
|
+
<br/>
|
|
411
|
+
|
|
412
|
+
</p>
|
|
413
|
+
|
|
414
|
+
<p begin="0:04:46.43" end="0:04:52.1">
|
|
415
|
+
And what I am contending today<br/>
|
|
416
|
+
is that much of what you have
|
|
417
|
+
</p>
|
|
418
|
+
|
|
419
|
+
<p begin="0:04:52.1" end="0:04:55.73">
|
|
420
|
+
seen, remarkable as it is, the<br/>
|
|
421
|
+
OpenCourseWare as a movement,
|
|
422
|
+
</p>
|
|
423
|
+
|
|
424
|
+
<p begin="0:04:55.73" end="0:04:58.74">
|
|
425
|
+
and I'll point to some of the<br/>
|
|
426
|
+
evidence, is the first
|
|
427
|
+
</p>
|
|
428
|
+
|
|
429
|
+
<p begin="0:04:58.74" end="0:05:00">
|
|
430
|
+
phase off that vision.<br/>
|
|
431
|
+
|
|
432
|
+
</p>
|
|
433
|
+
|
|
434
|
+
<p begin="0:05:00" end="0:05:03.095">
|
|
435
|
+
It is Metaversity part one, and<br/>
|
|
436
|
+
the kinds of things that we are
|
|
437
|
+
</p>
|
|
438
|
+
|
|
439
|
+
<p begin="0:05:03.095" end="0:05:08.699">
|
|
440
|
+
all engaged in really points to<br/>
|
|
441
|
+
a deeper vision of this second
|
|
442
|
+
</p>
|
|
443
|
+
|
|
444
|
+
<p begin="0:05:08.699" end="0:05:16.16">
|
|
445
|
+
phase, which is more akin to<br/>
|
|
446
|
+
what I think Chuck is trying to
|
|
447
|
+
</p>
|
|
448
|
+
|
|
449
|
+
<p begin="0:05:16.16" end="0:05:19.339">
|
|
450
|
+
describe over there, the<br/>
|
|
451
|
+
Metaversity part two.
|
|
452
|
+
</p>
|
|
453
|
+
|
|
454
|
+
<p begin="0:05:19.339" end="0:05:21.04">
|
|
455
|
+
<br/>
|
|
456
|
+
|
|
457
|
+
</p>
|
|
458
|
+
|
|
459
|
+
<p begin="0:05:21.04" end="0:05:26.769">
|
|
460
|
+
So, very quickly, some off the<br/>
|
|
461
|
+
artifacts some off the evidence
|
|
462
|
+
</p>
|
|
463
|
+
|
|
464
|
+
<p begin="0:05:26.769" end="0:05:30.879">
|
|
465
|
+
of this gathering storm that I<br/>
|
|
466
|
+
refer to are some of the
|
|
467
|
+
</p>
|
|
468
|
+
|
|
469
|
+
<p begin="0:05:30.879" end="0:05:34.56">
|
|
470
|
+
things that categorize<br/>
|
|
471
|
+
the Metaversity part one.
|
|
472
|
+
</p>
|
|
473
|
+
|
|
474
|
+
<p begin="0:05:34.56" end="0:05:37.899">
|
|
475
|
+
Of course, we like to<br/>
|
|
476
|
+
start with OpenCourseWare.
|
|
477
|
+
</p>
|
|
478
|
+
|
|
479
|
+
<p begin="0:05:37.899" end="0:05:44.79">
|
|
480
|
+
Around 2000, when MIT very<br/>
|
|
481
|
+
boldly, and some of us
|
|
482
|
+
</p>
|
|
483
|
+
|
|
484
|
+
<p begin="0:05:44.79" end="0:05:48.22">
|
|
485
|
+
thought at that time thought<br/>
|
|
486
|
+
rationally, announced that it
|
|
487
|
+
</p>
|
|
488
|
+
|
|
489
|
+
<p begin="0:05:48.22" end="0:05:52.079">
|
|
490
|
+
would make the content of all<br/>
|
|
491
|
+
its courses available on the
|
|
492
|
+
</p>
|
|
493
|
+
|
|
494
|
+
<p begin="0:05:52.079" end="0:05:54.1">
|
|
495
|
+
web for free to the world.<br/>
|
|
496
|
+
|
|
497
|
+
</p>
|
|
498
|
+
|
|
499
|
+
<p begin="0:05:54.1" end="0:05:57.555">
|
|
500
|
+
And I remember being in the<br/>
|
|
501
|
+
room, as part of the Counsel in
|
|
502
|
+
</p>
|
|
503
|
+
|
|
504
|
+
<p begin="0:05:57.555" end="0:06:02.12">
|
|
505
|
+
Education Technology when the<br/>
|
|
506
|
+
sub-group came back and said,
|
|
507
|
+
</p>
|
|
508
|
+
|
|
509
|
+
<p begin="0:06:02.12" end="0:06:03.85">
|
|
510
|
+
you know, maybe we<br/>
|
|
511
|
+
should do this.
|
|
512
|
+
</p>
|
|
513
|
+
|
|
514
|
+
<p begin="0:06:03.85" end="0:06:07.189">
|
|
515
|
+
And there were two remarkable<br/>
|
|
516
|
+
things that happened,
|
|
517
|
+
</p>
|
|
518
|
+
|
|
519
|
+
<p begin="0:06:07.189" end="0:06:10.16">
|
|
520
|
+
that are true.<br/>
|
|
521
|
+
One was our emotional response.
|
|
522
|
+
</p>
|
|
523
|
+
|
|
524
|
+
<p begin="0:06:10.16" end="0:06:14.009">
|
|
525
|
+
We said, whoa -- this<br/>
|
|
526
|
+
is big, you know, and,
|
|
527
|
+
</p>
|
|
528
|
+
|
|
529
|
+
<p begin="0:06:14.009" end="0:06:15.509">
|
|
530
|
+
which was tremendous.<br/>
|
|
531
|
+
We all knew this was
|
|
532
|
+
</p>
|
|
533
|
+
|
|
534
|
+
<p begin="0:06:15.509" end="0:06:16.959">
|
|
535
|
+
something very important.<br/>
|
|
536
|
+
|
|
537
|
+
</p>
|
|
538
|
+
|
|
539
|
+
<p begin="0:06:16.959" end="0:06:20.389">
|
|
540
|
+
The second thing was none of us<br/>
|
|
541
|
+
knew what it meant, you know.
|
|
542
|
+
</p>
|
|
543
|
+
|
|
544
|
+
<p begin="0:06:20.389" end="0:06:25.11">
|
|
545
|
+
So, we said, well,<br/>
|
|
546
|
+
but it was powerful.
|
|
547
|
+
</p>
|
|
548
|
+
|
|
549
|
+
<p begin="0:06:25.11" end="0:06:28.8">
|
|
550
|
+
None of us really understood<br/>
|
|
551
|
+
the profound implications
|
|
552
|
+
</p>
|
|
553
|
+
|
|
554
|
+
<p begin="0:06:28.8" end="0:06:34.67">
|
|
555
|
+
that have subsequently emerged<br/>
|
|
556
|
+
from that announcement.
|
|
557
|
+
</p>
|
|
558
|
+
|
|
559
|
+
<p begin="0:06:34.67" end="0:06:36.81">
|
|
560
|
+
Of course, one of the side<br/>
|
|
561
|
+
benefits, and then since then
|
|
562
|
+
</p>
|
|
563
|
+
|
|
564
|
+
<p begin="0:06:36.81" end="0:06:38.24">
|
|
565
|
+
lots has happened, you know.<br/>
|
|
566
|
+
|
|
567
|
+
</p>
|
|
568
|
+
|
|
569
|
+
<p begin="0:06:38.24" end="0:06:39.68">
|
|
570
|
+
<br/>
|
|
571
|
+
|
|
572
|
+
</p>
|
|
573
|
+
|
|
574
|
+
<p begin="0:06:39.68" end="0:06:47.009">
|
|
575
|
+
A couple of Octobers ago MIT,<br/>
|
|
576
|
+
all of MIT's 1,800 courses were
|
|
577
|
+
</p>
|
|
578
|
+
|
|
579
|
+
<p begin="0:06:47.009" end="0:06:52.48">
|
|
580
|
+
actually made available through<br/>
|
|
581
|
+
OpenCourseWare, and -- which is
|
|
582
|
+
</p>
|
|
583
|
+
|
|
584
|
+
<p begin="0:06:52.48" end="0:06:55.889">
|
|
585
|
+
tremendous, which is sort of --<br/>
|
|
586
|
+
you know, the first item was
|
|
587
|
+
</p>
|
|
588
|
+
|
|
589
|
+
<p begin="0:06:55.889" end="0:06:59.94">
|
|
590
|
+
Daily Word, and the first part<br/>
|
|
591
|
+
of the promise was Daily Word.
|
|
592
|
+
</p>
|
|
593
|
+
|
|
594
|
+
<p begin="0:06:59.94" end="0:07:03.16">
|
|
595
|
+
Now, one side benefit that I<br/>
|
|
596
|
+
always like to point out from
|
|
597
|
+
</p>
|
|
598
|
+
|
|
599
|
+
<p begin="0:07:03.16" end="0:07:07.25">
|
|
600
|
+
OpenCourseWare is that we like<br/>
|
|
601
|
+
to say to MIT that we figured
|
|
602
|
+
</p>
|
|
603
|
+
|
|
604
|
+
<p begin="0:07:07.25" end="0:07:10.35">
|
|
605
|
+
out actually how many courses<br/>
|
|
606
|
+
there were, indeed, at MIT.
|
|
607
|
+
</p>
|
|
608
|
+
|
|
609
|
+
<p begin="0:07:10.35" end="0:07:15.61">
|
|
610
|
+
So we, you know, because we<br/>
|
|
611
|
+
said all the courses, like
|
|
612
|
+
</p>
|
|
613
|
+
|
|
614
|
+
<p begin="0:07:15.61" end="0:07:17.86">
|
|
615
|
+
in the old days we used<br/>
|
|
616
|
+
to talk about the Athena
|
|
617
|
+
</p>
|
|
618
|
+
|
|
619
|
+
<p begin="0:07:17.86" end="0:07:20.346">
|
|
620
|
+
computing environment.<br/>
|
|
621
|
+
It was sort of everything, but
|
|
622
|
+
</p>
|
|
623
|
+
|
|
624
|
+
<p begin="0:07:20.346" end="0:07:24.23">
|
|
625
|
+
we didn't exactly what it was,<br/>
|
|
626
|
+
and 1,800 was a good number,
|
|
627
|
+
</p>
|
|
628
|
+
|
|
629
|
+
<p begin="0:07:24.23" end="0:07:25.509">
|
|
630
|
+
so that's where it come.<br/>
|
|
631
|
+
|
|
632
|
+
</p>
|
|
633
|
+
|
|
634
|
+
<p begin="0:07:25.509" end="0:07:27.81">
|
|
635
|
+
So that was there, but the<br/>
|
|
636
|
+
interesting thing about the
|
|
637
|
+
</p>
|
|
638
|
+
|
|
639
|
+
<p begin="0:07:27.81" end="0:07:32.04">
|
|
640
|
+
open education movement that<br/>
|
|
641
|
+
I'm referring to was certainly,
|
|
642
|
+
</p>
|
|
643
|
+
|
|
644
|
+
<p begin="0:07:32.04" end="0:07:37.22">
|
|
645
|
+
motivated, led, catalyzed by<br/>
|
|
646
|
+
OpenCourseWare, but that's not
|
|
647
|
+
</p>
|
|
648
|
+
|
|
649
|
+
<p begin="0:07:37.22" end="0:07:43.259">
|
|
650
|
+
the movement, and it's not<br/>
|
|
651
|
+
even, when we announced
|
|
652
|
+
</p>
|
|
653
|
+
|
|
654
|
+
<p begin="0:07:43.259" end="0:07:48.1">
|
|
655
|
+
OpenCourseWare, it was<br/>
|
|
656
|
+
interesting because the kinds
|
|
657
|
+
</p>
|
|
658
|
+
|
|
659
|
+
<p begin="0:07:48.1" end="0:07:51.86">
|
|
660
|
+
of letters we'd get from all<br/>
|
|
661
|
+
over the world, MIT used to
|
|
662
|
+
</p>
|
|
663
|
+
|
|
664
|
+
<p begin="0:07:51.86" end="0:07:57.149">
|
|
665
|
+
get, and typically in<br/>
|
|
666
|
+
presentations, and in
|
|
667
|
+
</p>
|
|
668
|
+
|
|
669
|
+
<p begin="0:07:57.149" end="0:08:00.06">
|
|
670
|
+
fact, if you go to the MIT<br/>
|
|
671
|
+
OpenCourseWare site, you will
|
|
672
|
+
</p>
|
|
673
|
+
|
|
674
|
+
<p begin="0:08:00.06" end="0:08:04.899">
|
|
675
|
+
see stats on the millions off<br/>
|
|
676
|
+
hits and how much access, and
|
|
677
|
+
</p>
|
|
678
|
+
|
|
679
|
+
<p begin="0:08:04.899" end="0:08:07">
|
|
680
|
+
that's all wonderful.<br/>
|
|
681
|
+
|
|
682
|
+
</p>
|
|
683
|
+
|
|
684
|
+
<p begin="0:08:07" end="0:08:10.62">
|
|
685
|
+
That's great data.<br/>
|
|
686
|
+
That's great information, but
|
|
687
|
+
</p>
|
|
688
|
+
|
|
689
|
+
<p begin="0:08:10.62" end="0:08:16.019">
|
|
690
|
+
the impact data is really<br/>
|
|
691
|
+
vignette like this, when you
|
|
692
|
+
</p>
|
|
693
|
+
|
|
694
|
+
<p begin="0:08:16.019" end="0:08:18.939">
|
|
695
|
+
talk about the fact that when<br/>
|
|
696
|
+
you put out resources like
|
|
697
|
+
</p>
|
|
698
|
+
|
|
699
|
+
<p begin="0:08:18.939" end="0:08:21.49">
|
|
700
|
+
OpenCourseWare, people<br/>
|
|
701
|
+
can use it for curriculum
|
|
702
|
+
</p>
|
|
703
|
+
|
|
704
|
+
<p begin="0:08:21.49" end="0:08:26.12">
|
|
705
|
+
formulation elsewhere.<br/>
|
|
706
|
+
It serves as a model and so
|
|
707
|
+
</p>
|
|
708
|
+
|
|
709
|
+
<p begin="0:08:26.12" end="0:08:29.519">
|
|
710
|
+
it's not just about consuming<br/>
|
|
711
|
+
the content that is put over
|
|
712
|
+
</p>
|
|
713
|
+
|
|
714
|
+
<p begin="0:08:29.519" end="0:08:32.178">
|
|
715
|
+
there, but being able to learn<br/>
|
|
716
|
+
from it the way it is put
|
|
717
|
+
</p>
|
|
718
|
+
|
|
719
|
+
<p begin="0:08:32.178" end="0:08:34.889">
|
|
720
|
+
together, the way it is<br/>
|
|
721
|
+
structured in order that you
|
|
722
|
+
</p>
|
|
723
|
+
|
|
724
|
+
<p begin="0:08:34.889" end="0:08:38.44">
|
|
725
|
+
can do your own thing<br/>
|
|
726
|
+
more efficiently.
|
|
727
|
+
</p>
|
|
728
|
+
|
|
729
|
+
<p begin="0:08:38.44" end="0:08:41.95">
|
|
730
|
+
So this is, Richard Hall, who<br/>
|
|
731
|
+
says it saved him an enormous
|
|
732
|
+
</p>
|
|
733
|
+
|
|
734
|
+
<p begin="0:08:41.95" end="0:08:43.47">
|
|
735
|
+
amount of time and stress.<br/>
|
|
736
|
+
|
|
737
|
+
</p>
|
|
738
|
+
|
|
739
|
+
<p begin="0:08:43.47" end="0:08:45.07">
|
|
740
|
+
I could use some of that myself.<br/>
|
|
741
|
+
|
|
742
|
+
</p>
|
|
743
|
+
|
|
744
|
+
<p begin="0:08:45.07" end="0:08:50.558">
|
|
745
|
+
So, the other kind of vignette,<br/>
|
|
746
|
+
which I look at as evidence is
|
|
747
|
+
</p>
|
|
748
|
+
|
|
749
|
+
<p begin="0:08:50.558" end="0:08:53.21">
|
|
750
|
+
this one, where, you know,<br/>
|
|
751
|
+
you actually have students
|
|
752
|
+
</p>
|
|
753
|
+
|
|
754
|
+
<p begin="0:08:53.21" end="0:08:57.509">
|
|
755
|
+
elsewhere who are using this,<br/>
|
|
756
|
+
and who actually go and look at
|
|
757
|
+
</p>
|
|
758
|
+
|
|
759
|
+
<p begin="0:08:57.509" end="0:09:01.09">
|
|
760
|
+
the notes in OpenCourseWare and<br/>
|
|
761
|
+
then use them as supplements
|
|
762
|
+
</p>
|
|
763
|
+
|
|
764
|
+
<p begin="0:09:01.09" end="0:09:02.98">
|
|
765
|
+
to what they're learning.<br/>
|
|
766
|
+
And by the way, this is a
|
|
767
|
+
</p>
|
|
768
|
+
|
|
769
|
+
<p begin="0:09:02.98" end="0:09:05.87">
|
|
770
|
+
phenomenon that I experience<br/>
|
|
771
|
+
all the time when I'm giving
|
|
772
|
+
</p>
|
|
773
|
+
|
|
774
|
+
<p begin="0:09:05.87" end="0:09:09.36">
|
|
775
|
+
talks, for instance, in India,<br/>
|
|
776
|
+
I'd be there giving a talk to
|
|
777
|
+
</p>
|
|
778
|
+
|
|
779
|
+
<p begin="0:09:09.36" end="0:09:13.48">
|
|
780
|
+
you know, some 1,700 people in<br/>
|
|
781
|
+
a class like this, and I'll as
|
|
782
|
+
</p>
|
|
783
|
+
|
|
784
|
+
<p begin="0:09:13.48" end="0:09:17.45">
|
|
785
|
+
for a show of hands, how many<br/>
|
|
786
|
+
of you have heard of OCW, you
|
|
787
|
+
</p>
|
|
788
|
+
|
|
789
|
+
<p begin="0:09:17.45" end="0:09:19.558">
|
|
790
|
+
know, the hands will go up.<br/>
|
|
791
|
+
|
|
792
|
+
</p>
|
|
793
|
+
|
|
794
|
+
<p begin="0:09:19.558" end="0:09:22.129">
|
|
795
|
+
Then I'll ask, how<br/>
|
|
796
|
+
many of you use OCW?
|
|
797
|
+
</p>
|
|
798
|
+
|
|
799
|
+
<p begin="0:09:22.129" end="0:09:28.028">
|
|
800
|
+
And what is remarkable is that<br/>
|
|
801
|
+
there are classes where all
|
|
802
|
+
</p>
|
|
803
|
+
|
|
804
|
+
<p begin="0:09:28.028" end="0:09:30.389">
|
|
805
|
+
the students would have<br/>
|
|
806
|
+
their hands up, you know.
|
|
807
|
+
</p>
|
|
808
|
+
|
|
809
|
+
<p begin="0:09:30.389" end="0:09:35.308">
|
|
810
|
+
And unselfconsciously, with the<br/>
|
|
811
|
+
instructor over there, because
|
|
812
|
+
</p>
|
|
813
|
+
|
|
814
|
+
<p begin="0:09:35.308" end="0:09:36.69">
|
|
815
|
+
they using get the supplements.<br/>
|
|
816
|
+
|
|
817
|
+
</p>
|
|
818
|
+
|
|
819
|
+
<p begin="0:09:36.69" end="0:09:43.408">
|
|
820
|
+
Sometimes they're looking at it<br/>
|
|
821
|
+
as a benchmark, to ask an
|
|
822
|
+
</p>
|
|
823
|
+
|
|
824
|
+
<p begin="0:09:43.408" end="0:09:48.279">
|
|
825
|
+
instructor why isn't our course<br/>
|
|
826
|
+
looking like that, or why
|
|
827
|
+
</p>
|
|
828
|
+
|
|
829
|
+
<p begin="0:09:48.279" end="0:09:52.038">
|
|
830
|
+
aren't we covering those<br/>
|
|
831
|
+
aspects of the content?
|
|
832
|
+
</p>
|
|
833
|
+
|
|
834
|
+
<p begin="0:09:52.038" end="0:09:55.24">
|
|
835
|
+
So you can start to see<br/>
|
|
836
|
+
the kinds of implications
|
|
837
|
+
</p>
|
|
838
|
+
|
|
839
|
+
<p begin="0:09:55.24" end="0:09:56.72">
|
|
840
|
+
of things open.<br/>
|
|
841
|
+
|
|
842
|
+
</p>
|
|
843
|
+
|
|
844
|
+
<p begin="0:09:56.72" end="0:09:59.69">
|
|
845
|
+
It is not just about being able<br/>
|
|
846
|
+
to go and grab the contents.
|
|
847
|
+
</p>
|
|
848
|
+
|
|
849
|
+
<p begin="0:09:59.69" end="0:10:02.009">
|
|
850
|
+
It serves as a model.<br/>
|
|
851
|
+
It serves as a benchmark.
|
|
852
|
+
</p>
|
|
853
|
+
|
|
854
|
+
<p begin="0:10:02.009" end="0:10:05.74">
|
|
855
|
+
It serves as a mirror into your<br/>
|
|
856
|
+
quality, and this is, these are
|
|
857
|
+
</p>
|
|
858
|
+
|
|
859
|
+
<p begin="0:10:05.74" end="0:10:08.08">
|
|
860
|
+
the -- I'm trying to start<br/>
|
|
861
|
+
giving you hints of the
|
|
862
|
+
</p>
|
|
863
|
+
|
|
864
|
+
<p begin="0:10:08.08" end="0:10:10.86">
|
|
865
|
+
transubmitive impact<br/>
|
|
866
|
+
of things open.
|
|
867
|
+
</p>
|
|
868
|
+
|
|
869
|
+
<p begin="0:10:10.86" end="0:10:12.308">
|
|
870
|
+
<br/>
|
|
871
|
+
|
|
872
|
+
</p>
|
|
873
|
+
|
|
874
|
+
<p begin="0:10:12.308" end="0:10:14.09">
|
|
875
|
+
Again, but that's is<br/>
|
|
876
|
+
not the movement.
|
|
877
|
+
</p>
|
|
878
|
+
|
|
879
|
+
<p begin="0:10:14.09" end="0:10:16.7">
|
|
880
|
+
This was, so far I've<br/>
|
|
881
|
+
talked about OCW.
|
|
882
|
+
</p>
|
|
883
|
+
|
|
884
|
+
<p begin="0:10:16.7" end="0:10:21.6">
|
|
885
|
+
What characterized the movement<br/>
|
|
886
|
+
was, now actually hundreds
|
|
887
|
+
</p>
|
|
888
|
+
|
|
889
|
+
<p begin="0:10:21.6" end="0:10:23.918">
|
|
890
|
+
of OCWs that started.<br/>
|
|
891
|
+
|
|
892
|
+
</p>
|
|
893
|
+
|
|
894
|
+
<p begin="0:10:23.918" end="0:10:26.07">
|
|
895
|
+
There's a consortium<br/>
|
|
896
|
+
with 160 institutions.
|
|
897
|
+
</p>
|
|
898
|
+
|
|
899
|
+
<p begin="0:10:26.07" end="0:10:27.548">
|
|
900
|
+
<br/>
|
|
901
|
+
|
|
902
|
+
</p>
|
|
903
|
+
|
|
904
|
+
<p begin="0:10:27.548" end="0:10:29.6">
|
|
905
|
+
Brandon, sitting over there,<br/>
|
|
906
|
+
is actually involved in
|
|
907
|
+
</p>
|
|
908
|
+
|
|
909
|
+
<p begin="0:10:29.6" end="0:10:32.36">
|
|
910
|
+
the consortium, as I am.<br/>
|
|
911
|
+
|
|
912
|
+
</p>
|
|
913
|
+
|
|
914
|
+
<p begin="0:10:32.36" end="0:10:37.12">
|
|
915
|
+
So the number of universities<br/>
|
|
916
|
+
who started making there
|
|
917
|
+
</p>
|
|
918
|
+
|
|
919
|
+
<p begin="0:10:37.12" end="0:10:41.82">
|
|
920
|
+
materials available, and number<br/>
|
|
921
|
+
of initiatives that started
|
|
922
|
+
</p>
|
|
923
|
+
|
|
924
|
+
<p begin="0:10:41.82" end="0:10:44.918">
|
|
925
|
+
making their resources<br/>
|
|
926
|
+
available in one form or the
|
|
927
|
+
</p>
|
|
928
|
+
|
|
929
|
+
<p begin="0:10:44.918" end="0:10:48.47">
|
|
930
|
+
other, making them available<br/>
|
|
931
|
+
for consumption across
|
|
932
|
+
</p>
|
|
933
|
+
|
|
934
|
+
<p begin="0:10:48.47" end="0:10:49.83">
|
|
935
|
+
the world for free.<br/>
|
|
936
|
+
|
|
937
|
+
</p>
|
|
938
|
+
|
|
939
|
+
<p begin="0:10:49.83" end="0:10:55.529">
|
|
940
|
+
So that characterizes the scale<br/>
|
|
941
|
+
of the movement, and why I
|
|
942
|
+
</p>
|
|
943
|
+
|
|
944
|
+
<p begin="0:10:55.529" end="0:10:59.7">
|
|
945
|
+
use terms like a gatherings<br/>
|
|
946
|
+
storm, because this is big.
|
|
947
|
+
</p>
|
|
948
|
+
|
|
949
|
+
<p begin="0:10:59.7" end="0:11:04.98">
|
|
950
|
+
I go to the Commonwealth of<br/>
|
|
951
|
+
Learning meetings in London,
|
|
952
|
+
</p>
|
|
953
|
+
|
|
954
|
+
<p begin="0:11:04.98" end="0:11:08.35">
|
|
955
|
+
and they say, well you know, we<br/>
|
|
956
|
+
have to have OER as a strategy
|
|
957
|
+
</p>
|
|
958
|
+
|
|
959
|
+
<p begin="0:11:08.35" end="0:11:11.408">
|
|
960
|
+
for extensive access to<br/>
|
|
961
|
+
education in developing
|
|
962
|
+
</p>
|
|
963
|
+
|
|
964
|
+
<p begin="0:11:11.408" end="0:11:13.36">
|
|
965
|
+
countries, you know.<br/>
|
|
966
|
+
And why they are able to make
|
|
967
|
+
</p>
|
|
968
|
+
|
|
969
|
+
<p begin="0:11:13.36" end="0:11:17.009">
|
|
970
|
+
statements like that is because<br/>
|
|
971
|
+
they see the evidence of the
|
|
972
|
+
</p>
|
|
973
|
+
|
|
974
|
+
<p begin="0:11:17.009" end="0:11:19.61">
|
|
975
|
+
movement in pretty<br/>
|
|
976
|
+
dramatically ways.
|
|
977
|
+
</p>
|
|
978
|
+
|
|
979
|
+
<p begin="0:11:19.61" end="0:11:22.33">
|
|
980
|
+
So that's one part.<br/>
|
|
981
|
+
|
|
982
|
+
</p>
|
|
983
|
+
|
|
984
|
+
<p begin="0:11:22.33" end="0:11:24.158">
|
|
985
|
+
I mention the consortium.<br/>
|
|
986
|
+
|
|
987
|
+
</p>
|
|
988
|
+
|
|
989
|
+
<p begin="0:11:24.158" end="0:11:27.86">
|
|
990
|
+
Now, typically we think this<br/>
|
|
991
|
+
is all about higher education.
|
|
992
|
+
</p>
|
|
993
|
+
|
|
994
|
+
<p begin="0:11:27.86" end="0:11:29.2">
|
|
995
|
+
Not true, you know.<br/>
|
|
996
|
+
|
|
997
|
+
</p>
|
|
998
|
+
|
|
999
|
+
<p begin="0:11:29.2" end="0:11:31.509">
|
|
1000
|
+
There are very significant<br/>
|
|
1001
|
+
K through 12 initiatives,
|
|
1002
|
+
</p>
|
|
1003
|
+
|
|
1004
|
+
<p begin="0:11:31.509" end="0:11:34.21">
|
|
1005
|
+
some of which you see<br/>
|
|
1006
|
+
listed before you.
|
|
1007
|
+
</p>
|
|
1008
|
+
|
|
1009
|
+
<p begin="0:11:34.21" end="0:11:38.149">
|
|
1010
|
+
One that Scott mentioned<br/>
|
|
1011
|
+
in my introduction.
|
|
1012
|
+
</p>
|
|
1013
|
+
|
|
1014
|
+
<p begin="0:11:38.149" end="0:11:40.84">
|
|
1015
|
+
Curriki which I served as<br/>
|
|
1016
|
+
adviser to, which actually
|
|
1017
|
+
</p>
|
|
1018
|
+
|
|
1019
|
+
<p begin="0:11:40.84" end="0:11:46.158">
|
|
1020
|
+
came out of Scott McNealy's<br/>
|
|
1021
|
+
championship from Sun
|
|
1022
|
+
</p>
|
|
1023
|
+
|
|
1024
|
+
<p begin="0:11:46.158" end="0:11:49.6">
|
|
1025
|
+
Microsystems, but this is, the<br/>
|
|
1026
|
+
Curriki initiative is to make
|
|
1027
|
+
</p>
|
|
1028
|
+
|
|
1029
|
+
<p begin="0:11:49.6" end="0:11:52.45">
|
|
1030
|
+
sure that you can create a<br/>
|
|
1031
|
+
framework so that people can
|
|
1032
|
+
</p>
|
|
1033
|
+
|
|
1034
|
+
<p begin="0:11:52.45" end="0:11:56.59">
|
|
1035
|
+
contribute resources for K<br/>
|
|
1036
|
+
through 12, and then make it
|
|
1037
|
+
</p>
|
|
1038
|
+
|
|
1039
|
+
<p begin="0:11:56.59" end="0:11:59.24">
|
|
1040
|
+
widely available in an<br/>
|
|
1041
|
+
open-fashion and open-source
|
|
1042
|
+
</p>
|
|
1043
|
+
|
|
1044
|
+
<p begin="0:11:59.24" end="0:12:04.399">
|
|
1045
|
+
model, and mapping it<br/>
|
|
1046
|
+
to regional, local and
|
|
1047
|
+
</p>
|
|
1048
|
+
|
|
1049
|
+
<p begin="0:12:04.399" end="0:12:07.97">
|
|
1050
|
+
curricula, not just in this<br/>
|
|
1051
|
+
country, but elsewhere.
|
|
1052
|
+
</p>
|
|
1053
|
+
|
|
1054
|
+
<p begin="0:12:07.97" end="0:12:11.99">
|
|
1055
|
+
So in the K through 12 domain<br/>
|
|
1056
|
+
also there is a palpable
|
|
1057
|
+
</p>
|
|
1058
|
+
|
|
1059
|
+
<p begin="0:12:11.99" end="0:12:16.21">
|
|
1060
|
+
movement, open movement, and<br/>
|
|
1061
|
+
you know, with some good
|
|
1062
|
+
</p>
|
|
1063
|
+
|
|
1064
|
+
<p begin="0:12:16.21" end="0:12:18.399">
|
|
1065
|
+
materials, people say, well<br/>
|
|
1066
|
+
you know, if it's open,
|
|
1067
|
+
</p>
|
|
1068
|
+
|
|
1069
|
+
<p begin="0:12:18.399" end="0:12:21.558">
|
|
1070
|
+
it won't be good.<br/>
|
|
1071
|
+
It's all bitter medicine thing.
|
|
1072
|
+
</p>
|
|
1073
|
+
|
|
1074
|
+
<p begin="0:12:21.558" end="0:12:26.72">
|
|
1075
|
+
And there are some very, very<br/>
|
|
1076
|
+
good pieces off educational
|
|
1077
|
+
</p>
|
|
1078
|
+
|
|
1079
|
+
<p begin="0:12:26.72" end="0:12:32.2">
|
|
1080
|
+
courseware, you know, applets<br/>
|
|
1081
|
+
if you will, to teach
|
|
1082
|
+
</p>
|
|
1083
|
+
|
|
1084
|
+
<p begin="0:12:32.2" end="0:12:33.75">
|
|
1085
|
+
different concepts.<br/>
|
|
1086
|
+
|
|
1087
|
+
</p>
|
|
1088
|
+
|
|
1089
|
+
<p begin="0:12:33.75" end="0:12:37.779">
|
|
1090
|
+
And this contribution from<br/>
|
|
1091
|
+
around the world, there are
|
|
1092
|
+
</p>
|
|
1093
|
+
|
|
1094
|
+
<p begin="0:12:37.779" end="0:12:40.84">
|
|
1095
|
+
initiatives that have been<br/>
|
|
1096
|
+
launched, to filter, to
|
|
1097
|
+
</p>
|
|
1098
|
+
|
|
1099
|
+
<p begin="0:12:40.84" end="0:12:44.029">
|
|
1100
|
+
make sure there is good,<br/>
|
|
1101
|
+
appropriate content.
|
|
1102
|
+
</p>
|
|
1103
|
+
|
|
1104
|
+
<p begin="0:12:44.029" end="0:12:46.918">
|
|
1105
|
+
<br/>
|
|
1106
|
+
|
|
1107
|
+
</p>
|
|
1108
|
+
|
|
1109
|
+
<p begin="0:12:46.918" end="0:12:51.62">
|
|
1110
|
+
MIT itself has provided a<br/>
|
|
1111
|
+
channel to its OpenCourseWare
|
|
1112
|
+
</p>
|
|
1113
|
+
|
|
1114
|
+
<p begin="0:12:51.62" end="0:12:53.408">
|
|
1115
|
+
for, you know, for<br/>
|
|
1116
|
+
higher education.
|
|
1117
|
+
</p>
|
|
1118
|
+
|
|
1119
|
+
<p begin="0:12:53.408" end="0:12:58.558">
|
|
1120
|
+
We call it highlights for high<br/>
|
|
1121
|
+
school, where you provide
|
|
1122
|
+
</p>
|
|
1123
|
+
|
|
1124
|
+
<p begin="0:12:58.558" end="0:13:02.23">
|
|
1125
|
+
particular channels into<br/>
|
|
1126
|
+
courses and content which might
|
|
1127
|
+
</p>
|
|
1128
|
+
|
|
1129
|
+
<p begin="0:13:02.23" end="0:13:05.73">
|
|
1130
|
+
be relevant for high school<br/>
|
|
1131
|
+
consumption, for advanced
|
|
1132
|
+
</p>
|
|
1133
|
+
|
|
1134
|
+
<p begin="0:13:05.73" end="0:13:08.129">
|
|
1135
|
+
placement of, you know,<br/>
|
|
1136
|
+
of advanced preparation.
|
|
1137
|
+
</p>
|
|
1138
|
+
|
|
1139
|
+
<p begin="0:13:08.129" end="0:13:10.6">
|
|
1140
|
+
<br/>
|
|
1141
|
+
|
|
1142
|
+
</p>
|
|
1143
|
+
|
|
1144
|
+
<p begin="0:13:10.6" end="0:13:13.24">
|
|
1145
|
+
This is a resource that I<br/>
|
|
1146
|
+
like to point to in the
|
|
1147
|
+
</p>
|
|
1148
|
+
|
|
1149
|
+
<p begin="0:13:13.24" end="0:13:14.61">
|
|
1150
|
+
K through 12 domain.<br/>
|
|
1151
|
+
|
|
1152
|
+
</p>
|
|
1153
|
+
|
|
1154
|
+
<p begin="0:13:14.61" end="0:13:17.778">
|
|
1155
|
+
This was an initiative that was<br/>
|
|
1156
|
+
launch by Carl Wyman, no less,
|
|
1157
|
+
</p>
|
|
1158
|
+
|
|
1159
|
+
<p begin="0:13:17.778" end="0:13:20.96">
|
|
1160
|
+
who was the year before last,<br/>
|
|
1161
|
+
Novel Laureate in physics, and
|
|
1162
|
+
</p>
|
|
1163
|
+
|
|
1164
|
+
<p begin="0:13:20.96" end="0:13:22.59">
|
|
1165
|
+
he had launched this when he<br/>
|
|
1166
|
+
was at the University
|
|
1167
|
+
</p>
|
|
1168
|
+
|
|
1169
|
+
<p begin="0:13:22.59" end="0:13:26.09">
|
|
1170
|
+
of Colorado.<br/>
|
|
1171
|
+
And, where, if you go to this
|
|
1172
|
+
</p>
|
|
1173
|
+
|
|
1174
|
+
<p begin="0:13:26.09" end="0:13:29.72">
|
|
1175
|
+
site, and now of course, Carl<br/>
|
|
1176
|
+
has moved on to University of
|
|
1177
|
+
</p>
|
|
1178
|
+
|
|
1179
|
+
<p begin="0:13:29.72" end="0:13:33.798">
|
|
1180
|
+
British Columbia, and<br/>
|
|
1181
|
+
this site is there.
|
|
1182
|
+
</p>
|
|
1183
|
+
|
|
1184
|
+
<p begin="0:13:33.798" end="0:13:35.058">
|
|
1185
|
+
It is maintained by his group.<br/>
|
|
1186
|
+
|
|
1187
|
+
</p>
|
|
1188
|
+
|
|
1189
|
+
<p begin="0:13:35.058" end="0:13:37.57">
|
|
1190
|
+
It is openly, maid<br/>
|
|
1191
|
+
openly available.
|
|
1192
|
+
</p>
|
|
1193
|
+
|
|
1194
|
+
<p begin="0:13:37.57" end="0:13:42.658">
|
|
1195
|
+
And if you go to the site, you<br/>
|
|
1196
|
+
will find that there is very,
|
|
1197
|
+
</p>
|
|
1198
|
+
|
|
1199
|
+
<p begin="0:13:42.658" end="0:13:46.58">
|
|
1200
|
+
you know, there'll be<br/>
|
|
1201
|
+
statements about how the
|
|
1202
|
+
</p>
|
|
1203
|
+
|
|
1204
|
+
<p begin="0:13:46.58" end="0:13:49.139">
|
|
1205
|
+
resources over there<br/>
|
|
1206
|
+
have been evaluated.
|
|
1207
|
+
</p>
|
|
1208
|
+
|
|
1209
|
+
<p begin="0:13:49.139" end="0:13:53.22">
|
|
1210
|
+
There has been very, very good,<br/>
|
|
1211
|
+
you know, they have founded,
|
|
1212
|
+
</p>
|
|
1213
|
+
|
|
1214
|
+
<p begin="0:13:53.22" end="0:13:55.029">
|
|
1215
|
+
they have been developed<br/>
|
|
1216
|
+
on very, very good
|
|
1217
|
+
</p>
|
|
1218
|
+
|
|
1219
|
+
<p begin="0:13:55.029" end="0:13:56.928">
|
|
1220
|
+
educational principles.<br/>
|
|
1221
|
+
|
|
1222
|
+
</p>
|
|
1223
|
+
|
|
1224
|
+
<p begin="0:13:56.928" end="0:13:59.87">
|
|
1225
|
+
There has been some amount<br/>
|
|
1226
|
+
of vigorous evaluation done.
|
|
1227
|
+
</p>
|
|
1228
|
+
|
|
1229
|
+
<p begin="0:13:59.87" end="0:14:05.32">
|
|
1230
|
+
All this to tell you that there<br/>
|
|
1231
|
+
is open stuff there, good stuff
|
|
1232
|
+
</p>
|
|
1233
|
+
|
|
1234
|
+
<p begin="0:14:05.32" end="0:14:11.61">
|
|
1235
|
+
that, there is quality stuff<br/>
|
|
1236
|
+
there, capable off making great
|
|
1237
|
+
</p>
|
|
1238
|
+
|
|
1239
|
+
<p begin="0:14:11.61" end="0:14:14.908">
|
|
1240
|
+
transformative contribution<br/>
|
|
1241
|
+
to education as we know it.
|
|
1242
|
+
</p>
|
|
1243
|
+
|
|
1244
|
+
<p begin="0:14:14.908" end="0:14:17.44">
|
|
1245
|
+
And what happens is, over time,<br/>
|
|
1246
|
+
when you start doing these
|
|
1247
|
+
</p>
|
|
1248
|
+
|
|
1249
|
+
<p begin="0:14:17.44" end="0:14:21.509">
|
|
1250
|
+
things, the kind of sort of<br/>
|
|
1251
|
+
vision that Scott was alluding
|
|
1252
|
+
</p>
|
|
1253
|
+
|
|
1254
|
+
<p begin="0:14:21.509" end="0:14:23.07">
|
|
1255
|
+
to, you start seeing pieces of.<br/>
|
|
1256
|
+
|
|
1257
|
+
</p>
|
|
1258
|
+
|
|
1259
|
+
<p begin="0:14:23.07" end="0:14:26.389">
|
|
1260
|
+
<br/>
|
|
1261
|
+
|
|
1262
|
+
</p>
|
|
1263
|
+
|
|
1264
|
+
<p begin="0:14:26.389" end="0:14:31.778">
|
|
1265
|
+
But like I said, that's all<br/>
|
|
1266
|
+
fantastic, but it's still
|
|
1267
|
+
</p>
|
|
1268
|
+
|
|
1269
|
+
<p begin="0:14:31.778" end="0:14:35.11">
|
|
1270
|
+
-- I characterize all<br/>
|
|
1271
|
+
that as F part one.
|
|
1272
|
+
</p>
|
|
1273
|
+
|
|
1274
|
+
<p begin="0:14:35.11" end="0:14:41.37">
|
|
1275
|
+
Part two, I think, is when, and<br/>
|
|
1276
|
+
if you've noticed, many of
|
|
1277
|
+
</p>
|
|
1278
|
+
|
|
1279
|
+
<p begin="0:14:41.37" end="0:14:46.21">
|
|
1280
|
+
those are about fantastic<br/>
|
|
1281
|
+
resources, largely about
|
|
1282
|
+
</p>
|
|
1283
|
+
|
|
1284
|
+
<p begin="0:14:46.21" end="0:14:51.808">
|
|
1285
|
+
content, and they are<br/>
|
|
1286
|
+
stand-alone, they are
|
|
1287
|
+
</p>
|
|
1288
|
+
|
|
1289
|
+
<p begin="0:14:51.808" end="0:14:56.428">
|
|
1290
|
+
disparitary resources, but<br/>
|
|
1291
|
+
transformative impact or
|
|
1292
|
+
</p>
|
|
1293
|
+
|
|
1294
|
+
<p begin="0:14:56.428" end="0:15:00.1">
|
|
1295
|
+
systemic change, I think, for<br/>
|
|
1296
|
+
education, happens when we can
|
|
1297
|
+
</p>
|
|
1298
|
+
|
|
1299
|
+
<p begin="0:15:00.1" end="0:15:07.058">
|
|
1300
|
+
move from there to another kind<br/>
|
|
1301
|
+
of place where we can actually
|
|
1302
|
+
</p>
|
|
1303
|
+
|
|
1304
|
+
<p begin="0:15:07.058" end="0:15:10.019">
|
|
1305
|
+
provide quality end to an<br/>
|
|
1306
|
+
educational experience
|
|
1307
|
+
</p>
|
|
1308
|
+
|
|
1309
|
+
<p begin="0:15:10.019" end="0:15:11.298">
|
|
1310
|
+
through things open.<br/>
|
|
1311
|
+
|
|
1312
|
+
</p>
|
|
1313
|
+
|
|
1314
|
+
<p begin="0:15:11.298" end="0:15:13.129">
|
|
1315
|
+
So when we think about<br/>
|
|
1316
|
+
end-to-end educational
|
|
1317
|
+
</p>
|
|
1318
|
+
|
|
1319
|
+
<p begin="0:15:13.129" end="0:15:16.259">
|
|
1320
|
+
experiences, we think not<br/>
|
|
1321
|
+
only about content, but how we
|
|
1322
|
+
</p>
|
|
1323
|
+
|
|
1324
|
+
<p begin="0:15:16.259" end="0:15:19.57">
|
|
1325
|
+
might be able to do, provide<br/>
|
|
1326
|
+
first-hand experiences,
|
|
1327
|
+
</p>
|
|
1328
|
+
|
|
1329
|
+
<p begin="0:15:19.57" end="0:15:25.288">
|
|
1330
|
+
laboratory experiences, as,<br/>
|
|
1331
|
+
you know, to complement
|
|
1332
|
+
</p>
|
|
1333
|
+
|
|
1334
|
+
<p begin="0:15:25.288" end="0:15:26.71">
|
|
1335
|
+
good content out there.<br/>
|
|
1336
|
+
|
|
1337
|
+
</p>
|
|
1338
|
+
|
|
1339
|
+
<p begin="0:15:26.71" end="0:15:29.798">
|
|
1340
|
+
How might we provide good<br/>
|
|
1341
|
+
interactive experiences for
|
|
1342
|
+
</p>
|
|
1343
|
+
|
|
1344
|
+
<p begin="0:15:29.798" end="0:15:38.49">
|
|
1345
|
+
people learning and how we<br/>
|
|
1346
|
+
might actually harvest
|
|
1347
|
+
</p>
|
|
1348
|
+
|
|
1349
|
+
<p begin="0:15:38.49" end="0:15:41.69">
|
|
1350
|
+
resources that might be<br/>
|
|
1351
|
+
available anywhere and
|
|
1352
|
+
</p>
|
|
1353
|
+
|
|
1354
|
+
<p begin="0:15:41.69" end="0:15:44.808">
|
|
1355
|
+
productivity combine them to<br/>
|
|
1356
|
+
deliver different kinds of
|
|
1357
|
+
</p>
|
|
1358
|
+
|
|
1359
|
+
<p begin="0:15:44.808" end="0:15:48.149">
|
|
1360
|
+
learning experiences to<br/>
|
|
1361
|
+
suit different audiences.
|
|
1362
|
+
</p>
|
|
1363
|
+
|
|
1364
|
+
<p begin="0:15:48.149" end="0:15:54.538">
|
|
1365
|
+
And, really keep the focus<br/>
|
|
1366
|
+
on quality, the fact that
|
|
1367
|
+
</p>
|
|
1368
|
+
|
|
1369
|
+
<p begin="0:15:54.538" end="0:15:58.94">
|
|
1370
|
+
you can generate new kinds<br/>
|
|
1371
|
+
of experiences, new
|
|
1372
|
+
</p>
|
|
1373
|
+
|
|
1374
|
+
<p begin="0:15:58.94" end="0:16:00.389">
|
|
1375
|
+
kinds of material.<br/>
|
|
1376
|
+
|
|
1377
|
+
</p>
|
|
1378
|
+
|
|
1379
|
+
<p begin="0:16:00.389" end="0:16:04.72">
|
|
1380
|
+
So what I'd like to do now is<br/>
|
|
1381
|
+
just point to some off the
|
|
1382
|
+
</p>
|
|
1383
|
+
|
|
1384
|
+
<p begin="0:16:04.72" end="0:16:08.399">
|
|
1385
|
+
kinds of initiatives, and I<br/>
|
|
1386
|
+
will apologize, many of the
|
|
1387
|
+
</p>
|
|
1388
|
+
|
|
1389
|
+
<p begin="0:16:08.399" end="0:16:13.528">
|
|
1390
|
+
initiatives that I'm pointing<br/>
|
|
1391
|
+
to are MIT based, but
|
|
1392
|
+
</p>
|
|
1393
|
+
|
|
1394
|
+
<p begin="0:16:13.528" end="0:16:16.08">
|
|
1395
|
+
you know, I talk about<br/>
|
|
1396
|
+
what I know better.
|
|
1397
|
+
</p>
|
|
1398
|
+
|
|
1399
|
+
<p begin="0:16:16.08" end="0:16:19.278">
|
|
1400
|
+
So I'll point to them,<br/>
|
|
1401
|
+
but they're done.
|
|
1402
|
+
</p>
|
|
1403
|
+
|
|
1404
|
+
<p begin="0:16:19.278" end="0:16:22.72">
|
|
1405
|
+
And I'll also point out that<br/>
|
|
1406
|
+
they might have been launched
|
|
1407
|
+
</p>
|
|
1408
|
+
|
|
1409
|
+
<p begin="0:16:22.72" end="0:16:28.278">
|
|
1410
|
+
at MIT, but right from the<br/>
|
|
1411
|
+
get-go they involved other
|
|
1412
|
+
</p>
|
|
1413
|
+
|
|
1414
|
+
<p begin="0:16:28.278" end="0:16:30.889">
|
|
1415
|
+
institutions, other players.<br/>
|
|
1416
|
+
|
|
1417
|
+
</p>
|
|
1418
|
+
|
|
1419
|
+
<p begin="0:16:30.889" end="0:16:35.389">
|
|
1420
|
+
But they speak to the kinds of,<br/>
|
|
1421
|
+
the value proposition elements
|
|
1422
|
+
</p>
|
|
1423
|
+
|
|
1424
|
+
<p begin="0:16:35.389" end="0:16:38.35">
|
|
1425
|
+
that I think will take us to to<br/>
|
|
1426
|
+
this vision of a Metaversity II.
|
|
1427
|
+
</p>
|
|
1428
|
+
|
|
1429
|
+
<p begin="0:16:38.35" end="0:16:46.08">
|
|
1430
|
+
So, this is an initiative that<br/>
|
|
1431
|
+
I like to talk about a lot.
|
|
1432
|
+
</p>
|
|
1433
|
+
|
|
1434
|
+
<p begin="0:16:46.08" end="0:16:47.61">
|
|
1435
|
+
<br/>
|
|
1436
|
+
|
|
1437
|
+
</p>
|
|
1438
|
+
|
|
1439
|
+
<p begin="0:16:47.61" end="0:16:50.95">
|
|
1440
|
+
On the left is Jesus del<br/>
|
|
1441
|
+
Alamo he is a professor right
|
|
1442
|
+
</p>
|
|
1443
|
+
|
|
1444
|
+
<p begin="0:16:50.95" end="0:16:55.408">
|
|
1445
|
+
here, upstairs, teaches in<br/>
|
|
1446
|
+
electrical engineering.
|
|
1447
|
+
</p>
|
|
1448
|
+
|
|
1449
|
+
<p begin="0:16:55.408" end="0:16:56.95">
|
|
1450
|
+
<br/>
|
|
1451
|
+
|
|
1452
|
+
</p>
|
|
1453
|
+
|
|
1454
|
+
<p begin="0:16:56.95" end="0:17:00.96">
|
|
1455
|
+
So some years ago, he started<br/>
|
|
1456
|
+
this thing called iLab and the
|
|
1457
|
+
</p>
|
|
1458
|
+
|
|
1459
|
+
<p begin="0:17:00.96" end="0:17:04.759">
|
|
1460
|
+
intent of iLab is to provide<br/>
|
|
1461
|
+
access to real laboratories
|
|
1462
|
+
</p>
|
|
1463
|
+
|
|
1464
|
+
<p begin="0:17:04.759" end="0:17:07.96">
|
|
1465
|
+
over the internet, not<br/>
|
|
1466
|
+
simulations, actually labs.
|
|
1467
|
+
</p>
|
|
1468
|
+
|
|
1469
|
+
<p begin="0:17:07.96" end="0:17:13.22">
|
|
1470
|
+
So, initially it started off<br/>
|
|
1471
|
+
with some, you know, network
|
|
1472
|
+
</p>
|
|
1473
|
+
|
|
1474
|
+
<p begin="0:17:13.22" end="0:17:17.96">
|
|
1475
|
+
signal analyzer and for digital<br/>
|
|
1476
|
+
signal processing courses.
|
|
1477
|
+
</p>
|
|
1478
|
+
|
|
1479
|
+
<p begin="0:17:17.96" end="0:17:20.68">
|
|
1480
|
+
And then there were some<br/>
|
|
1481
|
+
other labs that actually got
|
|
1482
|
+
</p>
|
|
1483
|
+
|
|
1484
|
+
<p begin="0:17:20.68" end="0:17:23.96">
|
|
1485
|
+
launched, and we had students<br/>
|
|
1486
|
+
from Singapore, from Sweden
|
|
1487
|
+
</p>
|
|
1488
|
+
|
|
1489
|
+
<p begin="0:17:23.96" end="0:17:28.588">
|
|
1490
|
+
sort of places who were<br/>
|
|
1491
|
+
actually conducting
|
|
1492
|
+
</p>
|
|
1493
|
+
|
|
1494
|
+
<p begin="0:17:28.588" end="0:17:29.836">
|
|
1495
|
+
labs over here.<br/>
|
|
1496
|
+
|
|
1497
|
+
</p>
|
|
1498
|
+
|
|
1499
|
+
<p begin="0:17:29.836" end="0:17:31.99">
|
|
1500
|
+
<br/>
|
|
1501
|
+
|
|
1502
|
+
</p>
|
|
1503
|
+
|
|
1504
|
+
<p begin="0:17:31.99" end="0:17:34.848">
|
|
1505
|
+
And, you know, then we had<br/>
|
|
1506
|
+
some of our Cambridge students
|
|
1507
|
+
</p>
|
|
1508
|
+
|
|
1509
|
+
<p begin="0:17:34.848" end="0:17:37.259">
|
|
1510
|
+
actually looking at, you know,<br/>
|
|
1511
|
+
we had a partnership with the
|
|
1512
|
+
</p>
|
|
1513
|
+
|
|
1514
|
+
<p begin="0:17:37.259" end="0:17:39.618">
|
|
1515
|
+
University of Cambridge,<br/>
|
|
1516
|
+
who was looking at
|
|
1517
|
+
</p>
|
|
1518
|
+
|
|
1519
|
+
<p begin="0:17:39.618" end="0:17:40.9">
|
|
1520
|
+
chemical reactors.<br/>
|
|
1521
|
+
|
|
1522
|
+
</p>
|
|
1523
|
+
|
|
1524
|
+
<p begin="0:17:40.9" end="0:17:44.328">
|
|
1525
|
+
There was a civil engineering,<br/>
|
|
1526
|
+
a shake table experiment to do
|
|
1527
|
+
</p>
|
|
1528
|
+
|
|
1529
|
+
<p begin="0:17:44.328" end="0:17:51.298">
|
|
1530
|
+
seismic measurements, and these<br/>
|
|
1531
|
+
work controlled, accessed,
|
|
1532
|
+
</p>
|
|
1533
|
+
|
|
1534
|
+
<p begin="0:17:51.298" end="0:17:54.328">
|
|
1535
|
+
through browsers, and people<br/>
|
|
1536
|
+
actually adjusted the
|
|
1537
|
+
</p>
|
|
1538
|
+
|
|
1539
|
+
<p begin="0:17:54.328" end="0:17:57.17">
|
|
1540
|
+
parameters, saw the results,<br/>
|
|
1541
|
+
and not only that, there were
|
|
1542
|
+
</p>
|
|
1543
|
+
|
|
1544
|
+
<p begin="0:17:57.17" end="0:17:59.99">
|
|
1545
|
+
communities swarming which<br/>
|
|
1546
|
+
would discuss the results.
|
|
1547
|
+
</p>
|
|
1548
|
+
|
|
1549
|
+
<p begin="0:17:59.99" end="0:18:05.73">
|
|
1550
|
+
And in fact, we have one that<br/>
|
|
1551
|
+
is going on right now, an NSF
|
|
1552
|
+
</p>
|
|
1553
|
+
|
|
1554
|
+
<p begin="0:18:05.73" end="0:18:08.74">
|
|
1555
|
+
supported project where K<br/>
|
|
1556
|
+
through 12 students have
|
|
1557
|
+
</p>
|
|
1558
|
+
|
|
1559
|
+
<p begin="0:18:08.74" end="0:18:11.828">
|
|
1560
|
+
browser-based access.<br/>
|
|
1561
|
+
MIT has a benign,
|
|
1562
|
+
</p>
|
|
1563
|
+
|
|
1564
|
+
<p begin="0:18:11.828" end="0:18:13.368">
|
|
1565
|
+
friendly, nuclear reactor.<br/>
|
|
1566
|
+
|
|
1567
|
+
</p>
|
|
1568
|
+
|
|
1569
|
+
<p begin="0:18:13.368" end="0:18:18.24">
|
|
1570
|
+
I have to put all these<br/>
|
|
1571
|
+
qualifiers over there, but
|
|
1572
|
+
</p>
|
|
1573
|
+
|
|
1574
|
+
<p begin="0:18:18.24" end="0:18:22.278">
|
|
1575
|
+
you know, it's provides<br/>
|
|
1576
|
+
access to those.
|
|
1577
|
+
</p>
|
|
1578
|
+
|
|
1579
|
+
<p begin="0:18:22.278" end="0:18:23.43">
|
|
1580
|
+
<br/>
|
|
1581
|
+
|
|
1582
|
+
</p>
|
|
1583
|
+
|
|
1584
|
+
<p begin="0:18:23.43" end="0:18:26.39">
|
|
1585
|
+
And you can see, I mean you can<br/>
|
|
1586
|
+
imagine the empowerment when K
|
|
1587
|
+
</p>
|
|
1588
|
+
|
|
1589
|
+
<p begin="0:18:26.39" end="0:18:28.163">
|
|
1590
|
+
through 12 students are<br/>
|
|
1591
|
+
watching these neutrons go,
|
|
1592
|
+
</p>
|
|
1593
|
+
|
|
1594
|
+
<p begin="0:18:28.163" end="0:18:30.64">
|
|
1595
|
+
and by the way, the same<br/>
|
|
1596
|
+
browser-based access that is
|
|
1597
|
+
</p>
|
|
1598
|
+
|
|
1599
|
+
<p begin="0:18:30.64" end="0:18:35.779">
|
|
1600
|
+
providing data for spectrometry<br/>
|
|
1601
|
+
experiments to a nuclear
|
|
1602
|
+
</p>
|
|
1603
|
+
|
|
1604
|
+
<p begin="0:18:35.779" end="0:18:43.66">
|
|
1605
|
+
engineering program, but the<br/>
|
|
1606
|
+
fact is that iLabs, the
|
|
1607
|
+
</p>
|
|
1608
|
+
|
|
1609
|
+
<p begin="0:18:43.66" end="0:18:49.769">
|
|
1610
|
+
technical architecture, the<br/>
|
|
1611
|
+
framework iLabs, makes labs
|
|
1612
|
+
</p>
|
|
1613
|
+
|
|
1614
|
+
<p begin="0:18:49.769" end="0:18:54.858">
|
|
1615
|
+
available, labs accessible<br/>
|
|
1616
|
+
openly over the internet.
|
|
1617
|
+
</p>
|
|
1618
|
+
|
|
1619
|
+
<p begin="0:18:54.858" end="0:18:58.44">
|
|
1620
|
+
So that's brings a first-time,<br/>
|
|
1621
|
+
hands-on experience to
|
|
1622
|
+
</p>
|
|
1623
|
+
|
|
1624
|
+
<p begin="0:18:58.44" end="0:19:02.588">
|
|
1625
|
+
complement open resources that<br/>
|
|
1626
|
+
might be available in a course.
|
|
1627
|
+
</p>
|
|
1628
|
+
|
|
1629
|
+
<p begin="0:19:02.588" end="0:19:07.24">
|
|
1630
|
+
Now, so you can see, and I<br/>
|
|
1631
|
+
normally talk about this more
|
|
1632
|
+
</p>
|
|
1633
|
+
|
|
1634
|
+
<p begin="0:19:07.24" end="0:19:09.769">
|
|
1635
|
+
than I should, but I'm really<br/>
|
|
1636
|
+
passionate about this.
|
|
1637
|
+
</p>
|
|
1638
|
+
|
|
1639
|
+
<p begin="0:19:09.769" end="0:19:14.24">
|
|
1640
|
+
Because, one of the things that<br/>
|
|
1641
|
+
you find that happens, and this
|
|
1642
|
+
</p>
|
|
1643
|
+
|
|
1644
|
+
<p begin="0:19:14.24" end="0:19:18.99">
|
|
1645
|
+
is a transformative dimension<br/>
|
|
1646
|
+
of this, is that iLabs is not
|
|
1647
|
+
</p>
|
|
1648
|
+
|
|
1649
|
+
<p begin="0:19:18.99" end="0:19:23.058">
|
|
1650
|
+
just about making expensive<br/>
|
|
1651
|
+
equipment, you know, a radio
|
|
1652
|
+
</p>
|
|
1653
|
+
|
|
1654
|
+
<p begin="0:19:23.058" end="0:19:29.38">
|
|
1655
|
+
telescope accessible to people,<br/>
|
|
1656
|
+
you know, but it really alters
|
|
1657
|
+
</p>
|
|
1658
|
+
|
|
1659
|
+
<p begin="0:19:29.38" end="0:19:31.868">
|
|
1660
|
+
the economics of<br/>
|
|
1661
|
+
lab instruction.
|
|
1662
|
+
</p>
|
|
1663
|
+
|
|
1664
|
+
<p begin="0:19:31.868" end="0:19:35.578">
|
|
1665
|
+
Labs are expensive, whether<br/>
|
|
1666
|
+
they're small labs or big labs.
|
|
1667
|
+
</p>
|
|
1668
|
+
|
|
1669
|
+
<p begin="0:19:35.578" end="0:19:38.588">
|
|
1670
|
+
You configure them.<br/>
|
|
1671
|
+
They take time to be configured.
|
|
1672
|
+
</p>
|
|
1673
|
+
|
|
1674
|
+
<p begin="0:19:38.588" end="0:19:40.029">
|
|
1675
|
+
They are one-time installation.<br/>
|
|
1676
|
+
|
|
1677
|
+
</p>
|
|
1678
|
+
|
|
1679
|
+
<p begin="0:19:40.029" end="0:19:41.558">
|
|
1680
|
+
You set it up. You do it.<br/>
|
|
1681
|
+
|
|
1682
|
+
</p>
|
|
1683
|
+
|
|
1684
|
+
<p begin="0:19:41.558" end="0:19:44.308">
|
|
1685
|
+
Then you've got to wait long<br/>
|
|
1686
|
+
time before you set up again.
|
|
1687
|
+
</p>
|
|
1688
|
+
|
|
1689
|
+
<p begin="0:19:44.308" end="0:19:45.7">
|
|
1690
|
+
There's always latency.<br/>
|
|
1691
|
+
|
|
1692
|
+
</p>
|
|
1693
|
+
|
|
1694
|
+
<p begin="0:19:45.7" end="0:19:48.5">
|
|
1695
|
+
I do not know about your<br/>
|
|
1696
|
+
education, but you know,
|
|
1697
|
+
</p>
|
|
1698
|
+
|
|
1699
|
+
<p begin="0:19:48.5" end="0:19:51.16">
|
|
1700
|
+
Monday you got the lecture.<br/>
|
|
1701
|
+
|
|
1702
|
+
</p>
|
|
1703
|
+
|
|
1704
|
+
<p begin="0:19:51.16" end="0:19:53.078">
|
|
1705
|
+
And a couple of weeks<br/>
|
|
1706
|
+
later you did the lab
|
|
1707
|
+
</p>
|
|
1708
|
+
|
|
1709
|
+
<p begin="0:19:53.078" end="0:19:55.75">
|
|
1710
|
+
work or didn't do it.<br/>
|
|
1711
|
+
Solid latency between when you
|
|
1712
|
+
</p>
|
|
1713
|
+
|
|
1714
|
+
<p begin="0:19:55.75" end="0:19:57.868">
|
|
1715
|
+
learned the concept and you<br/>
|
|
1716
|
+
would actually be able
|
|
1717
|
+
</p>
|
|
1718
|
+
|
|
1719
|
+
<p begin="0:19:57.868" end="0:19:59.69">
|
|
1720
|
+
to learn from it.<br/>
|
|
1721
|
+
|
|
1722
|
+
</p>
|
|
1723
|
+
|
|
1724
|
+
<p begin="0:19:59.69" end="0:20:03.769">
|
|
1725
|
+
So it was expensive, you<br/>
|
|
1726
|
+
know, what IT affrays, it
|
|
1727
|
+
</p>
|
|
1728
|
+
|
|
1729
|
+
<p begin="0:20:03.769" end="0:20:06.259">
|
|
1730
|
+
was expensive in terms<br/>
|
|
1731
|
+
of the learner's time.
|
|
1732
|
+
</p>
|
|
1733
|
+
|
|
1734
|
+
<p begin="0:20:06.259" end="0:20:08.259">
|
|
1735
|
+
It was expensive in terms of<br/>
|
|
1736
|
+
the fact that there were
|
|
1737
|
+
</p>
|
|
1738
|
+
|
|
1739
|
+
<p begin="0:20:08.259" end="0:20:14.548">
|
|
1740
|
+
one-time installation, and<br/>
|
|
1741
|
+
suddenly this iLab project
|
|
1742
|
+
</p>
|
|
1743
|
+
|
|
1744
|
+
<p begin="0:20:14.548" end="0:20:18.22">
|
|
1745
|
+
provides the potential to say,<br/>
|
|
1746
|
+
you know, this 24 by 7 access
|
|
1747
|
+
</p>
|
|
1748
|
+
|
|
1749
|
+
<p begin="0:20:18.22" end="0:20:22.48">
|
|
1750
|
+
for this, being able to<br/>
|
|
1751
|
+
leverage a setup much more
|
|
1752
|
+
</p>
|
|
1753
|
+
|
|
1754
|
+
<p begin="0:20:22.48" end="0:20:26.13">
|
|
1755
|
+
extensively, can dramatically<br/>
|
|
1756
|
+
alter the economics of
|
|
1757
|
+
</p>
|
|
1758
|
+
|
|
1759
|
+
<p begin="0:20:26.13" end="0:20:27.798">
|
|
1760
|
+
laboratory instruction.<br/>
|
|
1761
|
+
|
|
1762
|
+
</p>
|
|
1763
|
+
|
|
1764
|
+
<p begin="0:20:27.798" end="0:20:31.098">
|
|
1765
|
+
That is, of course, if you<br/>
|
|
1766
|
+
believe as we do, that
|
|
1767
|
+
</p>
|
|
1768
|
+
|
|
1769
|
+
<p begin="0:20:31.098" end="0:20:34.618">
|
|
1770
|
+
laboratory instruction,<br/>
|
|
1771
|
+
first-hand experiences are a
|
|
1772
|
+
</p>
|
|
1773
|
+
|
|
1774
|
+
<p begin="0:20:34.618" end="0:20:38.45">
|
|
1775
|
+
very important part off the<br/>
|
|
1776
|
+
educational experience.
|
|
1777
|
+
</p>
|
|
1778
|
+
|
|
1779
|
+
<p begin="0:20:38.45" end="0:20:41.4">
|
|
1780
|
+
And you know, there are things<br/>
|
|
1781
|
+
that, we had students here for
|
|
1782
|
+
</p>
|
|
1783
|
+
|
|
1784
|
+
<p begin="0:20:41.4" end="0:20:45.73">
|
|
1785
|
+
one time, I remember, who<br/>
|
|
1786
|
+
wanted to do some experiments
|
|
1787
|
+
</p>
|
|
1788
|
+
|
|
1789
|
+
<p begin="0:20:45.73" end="0:20:47.298">
|
|
1790
|
+
with Compaq's clean labs.<br/>
|
|
1791
|
+
|
|
1792
|
+
</p>
|
|
1793
|
+
|
|
1794
|
+
<p begin="0:20:47.298" end="0:20:50.24">
|
|
1795
|
+
We, Compaq didn't want our<br/>
|
|
1796
|
+
student traipsing all over the
|
|
1797
|
+
</p>
|
|
1798
|
+
|
|
1799
|
+
<p begin="0:20:50.24" end="0:20:53.048">
|
|
1800
|
+
clean labs over there, but the<br/>
|
|
1801
|
+
setup allowed us to do
|
|
1802
|
+
</p>
|
|
1803
|
+
|
|
1804
|
+
<p begin="0:20:53.048" end="0:20:54.95">
|
|
1805
|
+
controlled experiments<br/>
|
|
1806
|
+
in the clean labs.
|
|
1807
|
+
</p>
|
|
1808
|
+
|
|
1809
|
+
<p begin="0:20:54.95" end="0:20:58.048">
|
|
1810
|
+
So you can start imagining<br/>
|
|
1811
|
+
the implications, not only for
|
|
1812
|
+
</p>
|
|
1813
|
+
|
|
1814
|
+
<p begin="0:20:58.048" end="0:21:00.63">
|
|
1815
|
+
formal education, but things<br/>
|
|
1816
|
+
like vocational education,
|
|
1817
|
+
</p>
|
|
1818
|
+
|
|
1819
|
+
<p begin="0:21:00.63" end="0:21:04.38">
|
|
1820
|
+
cannot connect up with<br/>
|
|
1821
|
+
equipment that might
|
|
1822
|
+
</p>
|
|
1823
|
+
|
|
1824
|
+
<p begin="0:21:04.38" end="0:21:05.68">
|
|
1825
|
+
be available industry.<br/>
|
|
1826
|
+
|
|
1827
|
+
</p>
|
|
1828
|
+
|
|
1829
|
+
<p begin="0:21:05.68" end="0:21:10.278">
|
|
1830
|
+
So it has the potential<br/>
|
|
1831
|
+
to dramatically
|
|
1832
|
+
</p>
|
|
1833
|
+
|
|
1834
|
+
<p begin="0:21:10.278" end="0:21:12.74">
|
|
1835
|
+
alter the economics.<br/>
|
|
1836
|
+
Now, again, the interesting
|
|
1837
|
+
</p>
|
|
1838
|
+
|
|
1839
|
+
<p begin="0:21:12.74" end="0:21:17.42">
|
|
1840
|
+
things about iLab and open<br/>
|
|
1841
|
+
iLabs is not the five or six or
|
|
1842
|
+
</p>
|
|
1843
|
+
|
|
1844
|
+
<p begin="0:21:17.42" end="0:21:21.16">
|
|
1845
|
+
seven labs that have been set<br/>
|
|
1846
|
+
up at MIT and being made
|
|
1847
|
+
</p>
|
|
1848
|
+
|
|
1849
|
+
<p begin="0:21:21.16" end="0:21:24.568">
|
|
1850
|
+
accessible, but the fact that<br/>
|
|
1851
|
+
there are labs elsewhere, in
|
|
1852
|
+
</p>
|
|
1853
|
+
|
|
1854
|
+
<p begin="0:21:24.568" end="0:21:28.118">
|
|
1855
|
+
fact, both at the University of<br/>
|
|
1856
|
+
Queensland our colleague,
|
|
1857
|
+
</p>
|
|
1858
|
+
|
|
1859
|
+
<p begin="0:21:28.118" end="0:21:30.99">
|
|
1860
|
+
Phil Hong, who's there.<br/>
|
|
1861
|
+
University of Queensland,
|
|
1862
|
+
</p>
|
|
1863
|
+
|
|
1864
|
+
<p begin="0:21:30.99" end="0:21:35.598">
|
|
1865
|
+
China, they have more labs<br/>
|
|
1866
|
+
in the iLab framework
|
|
1867
|
+
</p>
|
|
1868
|
+
|
|
1869
|
+
<p begin="0:21:35.598" end="0:21:37.529">
|
|
1870
|
+
than actually MIT has.<br/>
|
|
1871
|
+
|
|
1872
|
+
</p>
|
|
1873
|
+
|
|
1874
|
+
<p begin="0:21:37.529" end="0:21:41.588">
|
|
1875
|
+
And so the architecture allows<br/>
|
|
1876
|
+
lab anywhere to be set up.
|
|
1877
|
+
</p>
|
|
1878
|
+
|
|
1879
|
+
<p begin="0:21:41.588" end="0:21:44.68">
|
|
1880
|
+
In fact, for us, the value<br/>
|
|
1881
|
+
proposition is that we might
|
|
1882
|
+
</p>
|
|
1883
|
+
|
|
1884
|
+
<p begin="0:21:44.68" end="0:21:47.65">
|
|
1885
|
+
want our students to access<br/>
|
|
1886
|
+
labs that have been
|
|
1887
|
+
</p>
|
|
1888
|
+
|
|
1889
|
+
<p begin="0:21:47.65" end="0:21:49.308">
|
|
1890
|
+
set up elsewhere.<br/>
|
|
1891
|
+
|
|
1892
|
+
</p>
|
|
1893
|
+
|
|
1894
|
+
<p begin="0:21:49.308" end="0:21:53.4">
|
|
1895
|
+
So that's the value<br/>
|
|
1896
|
+
proposition, and that's where
|
|
1897
|
+
</p>
|
|
1898
|
+
|
|
1899
|
+
<p begin="0:21:53.4" end="0:21:56.608">
|
|
1900
|
+
the openness dimension comes<br/>
|
|
1901
|
+
the open architecture, allows
|
|
1902
|
+
</p>
|
|
1903
|
+
|
|
1904
|
+
<p begin="0:21:56.608" end="0:22:00.45">
|
|
1905
|
+
people to set up labs, big or<br/>
|
|
1906
|
+
small, and make it accessible
|
|
1907
|
+
</p>
|
|
1908
|
+
|
|
1909
|
+
<p begin="0:22:00.45" end="0:22:02.63">
|
|
1910
|
+
to students all over the world.<br/>
|
|
1911
|
+
|
|
1912
|
+
</p>
|
|
1913
|
+
|
|
1914
|
+
<p begin="0:22:02.63" end="0:22:05.2">
|
|
1915
|
+
So, I'm pointing to<br/>
|
|
1916
|
+
a couple of things.
|
|
1917
|
+
</p>
|
|
1918
|
+
|
|
1919
|
+
<p begin="0:22:05.2" end="0:22:07.75">
|
|
1920
|
+
This is done at our office,<br/>
|
|
1921
|
+
at the Office of Educational
|
|
1922
|
+
</p>
|
|
1923
|
+
|
|
1924
|
+
<p begin="0:22:07.75" end="0:22:10.74">
|
|
1925
|
+
Innovation and Technology.<br/>
|
|
1926
|
+
The day before yesterday, Chuck
|
|
1927
|
+
</p>
|
|
1928
|
+
|
|
1929
|
+
<p begin="0:22:10.74" end="0:22:14.89">
|
|
1930
|
+
Schubert, who heads this group<br/>
|
|
1931
|
+
called the Star Group, at, oh
|
|
1932
|
+
</p>
|
|
1933
|
+
|
|
1934
|
+
<p begin="0:22:14.89" end="0:22:17.94">
|
|
1935
|
+
yes, he came and you know, had<br/>
|
|
1936
|
+
me sign a few forms, a whole
|
|
1937
|
+
</p>
|
|
1938
|
+
|
|
1939
|
+
<p begin="0:22:17.94" end="0:22:23.108">
|
|
1940
|
+
bunch of the Star tools for<br/>
|
|
1941
|
+
visualization in biology, in
|
|
1942
|
+
</p>
|
|
1943
|
+
|
|
1944
|
+
<p begin="0:22:23.108" end="0:22:26.22">
|
|
1945
|
+
genetic modeling for genetic<br/>
|
|
1946
|
+
modeling for hydrology, that
|
|
1947
|
+
</p>
|
|
1948
|
+
|
|
1949
|
+
<p begin="0:22:26.22" end="0:22:33.23">
|
|
1950
|
+
had been set up, are now an<br/>
|
|
1951
|
+
open source and made available.
|
|
1952
|
+
</p>
|
|
1953
|
+
|
|
1954
|
+
<p begin="0:22:33.23" end="0:22:34.779">
|
|
1955
|
+
So these are<br/>
|
|
1956
|
+
fantastic simulations.
|
|
1957
|
+
</p>
|
|
1958
|
+
|
|
1959
|
+
<p begin="0:22:34.779" end="0:22:38.65">
|
|
1960
|
+
And why I'm pointing to these<br/>
|
|
1961
|
+
particular ones, because there
|
|
1962
|
+
</p>
|
|
1963
|
+
|
|
1964
|
+
<p begin="0:22:38.65" end="0:22:46.47">
|
|
1965
|
+
is educational, because they<br/>
|
|
1966
|
+
are tied to some very good deep
|
|
1967
|
+
</p>
|
|
1968
|
+
|
|
1969
|
+
<p begin="0:22:46.47" end="0:22:52.029">
|
|
1970
|
+
thinking about tools that are<br/>
|
|
1971
|
+
available openly, and you know,
|
|
1972
|
+
</p>
|
|
1973
|
+
|
|
1974
|
+
<p begin="0:22:52.029" end="0:22:53.838">
|
|
1975
|
+
there are great visualization<br/>
|
|
1976
|
+
tools tools, and
|
|
1977
|
+
</p>
|
|
1978
|
+
|
|
1979
|
+
<p begin="0:22:53.838" end="0:22:55.308">
|
|
1980
|
+
we've all seen them.<br/>
|
|
1981
|
+
They are common.
|
|
1982
|
+
</p>
|
|
1983
|
+
|
|
1984
|
+
<p begin="0:22:55.308" end="0:22:58.759">
|
|
1985
|
+
This is part of a program that<br/>
|
|
1986
|
+
we have at OEIT to bridge
|
|
1987
|
+
</p>
|
|
1988
|
+
|
|
1989
|
+
<p begin="0:22:58.759" end="0:23:01.64">
|
|
1990
|
+
research and learning, to<br/>
|
|
1991
|
+
bring, to provide our
|
|
1992
|
+
</p>
|
|
1993
|
+
|
|
1994
|
+
<p begin="0:23:01.64" end="0:23:04.65">
|
|
1995
|
+
undergraduate students,<br/>
|
|
1996
|
+
first-year students, with early
|
|
1997
|
+
</p>
|
|
1998
|
+
|
|
1999
|
+
<p begin="0:23:04.65" end="0:23:08.338">
|
|
2000
|
+
exposure to research tools, and<br/>
|
|
2001
|
+
the kinds of applications
|
|
2002
|
+
</p>
|
|
2003
|
+
|
|
2004
|
+
<p begin="0:23:08.338" end="0:23:10.92">
|
|
2005
|
+
that typically are only<br/>
|
|
2006
|
+
available to researchers.
|
|
2007
|
+
</p>
|
|
2008
|
+
|
|
2009
|
+
<p begin="0:23:10.92" end="0:23:14.568">
|
|
2010
|
+
And how can we remove the<br/>
|
|
2011
|
+
operational fog from these, so
|
|
2012
|
+
</p>
|
|
2013
|
+
|
|
2014
|
+
<p begin="0:23:14.568" end="0:23:18.519">
|
|
2015
|
+
that first-year students, again<br/>
|
|
2016
|
+
in this case even K through 12
|
|
2017
|
+
</p>
|
|
2018
|
+
|
|
2019
|
+
<p begin="0:23:18.519" end="0:23:21.598">
|
|
2020
|
+
students, can actually<br/>
|
|
2021
|
+
use these tools.
|
|
2022
|
+
</p>
|
|
2023
|
+
|
|
2024
|
+
<p begin="0:23:21.598" end="0:23:25.94">
|
|
2025
|
+
This visualization that is seen<br/>
|
|
2026
|
+
which looks like Justin, who
|
|
2027
|
+
</p>
|
|
2028
|
+
|
|
2029
|
+
<p begin="0:23:25.94" end="0:23:30.4">
|
|
2030
|
+
also works with us, twirling,<br/>
|
|
2031
|
+
you know, when they are
|
|
2032
|
+
</p>
|
|
2033
|
+
|
|
2034
|
+
<p begin="0:23:30.4" end="0:23:33.41">
|
|
2035
|
+
visualizing DNA molecules,<br/>
|
|
2036
|
+
students look at it, They make
|
|
2037
|
+
</p>
|
|
2038
|
+
|
|
2039
|
+
<p begin="0:23:33.41" end="0:23:37.7">
|
|
2040
|
+
conjectures about<br/>
|
|
2041
|
+
it's properties.
|
|
2042
|
+
</p>
|
|
2043
|
+
|
|
2044
|
+
<p begin="0:23:37.7" end="0:23:40.868">
|
|
2045
|
+
They can reach into Cornell's<br/>
|
|
2046
|
+
protein database, make
|
|
2047
|
+
</p>
|
|
2048
|
+
|
|
2049
|
+
<p begin="0:23:40.868" end="0:23:46.23">
|
|
2050
|
+
comparisons now, and so you<br/>
|
|
2051
|
+
provide some very empowering
|
|
2052
|
+
</p>
|
|
2053
|
+
|
|
2054
|
+
<p begin="0:23:46.23" end="0:23:49.97">
|
|
2055
|
+
experiences and exposure to<br/>
|
|
2056
|
+
very big professional tools
|
|
2057
|
+
</p>
|
|
2058
|
+
|
|
2059
|
+
<p begin="0:23:49.97" end="0:23:52.98">
|
|
2060
|
+
and profession thinking, and<br/>
|
|
2061
|
+
provide them the confidence by
|
|
2062
|
+
</p>
|
|
2063
|
+
|
|
2064
|
+
<p begin="0:23:52.98" end="0:23:57.788">
|
|
2065
|
+
creating visualizations like<br/>
|
|
2066
|
+
this, with students can control.
|
|
2067
|
+
</p>
|
|
2068
|
+
|
|
2069
|
+
<p begin="0:23:57.788" end="0:24:02.7">
|
|
2070
|
+
Now these kinds of simulations<br/>
|
|
2071
|
+
of tools are available in the
|
|
2072
|
+
</p>
|
|
2073
|
+
|
|
2074
|
+
<p begin="0:24:02.7" end="0:24:08.068">
|
|
2075
|
+
open, and what lies under them<br/>
|
|
2076
|
+
is a lot of good thinking, hard
|
|
2077
|
+
</p>
|
|
2078
|
+
|
|
2079
|
+
<p begin="0:24:08.068" end="0:24:12.338">
|
|
2080
|
+
problems that certainly are a<br/>
|
|
2081
|
+
faculty of experience, in
|
|
2082
|
+
</p>
|
|
2083
|
+
|
|
2084
|
+
<p begin="0:24:12.338" end="0:24:15.17">
|
|
2085
|
+
bringing research concepts into<br/>
|
|
2086
|
+
learning, because it's all nice
|
|
2087
|
+
</p>
|
|
2088
|
+
|
|
2089
|
+
<p begin="0:24:15.17" end="0:24:18.65">
|
|
2090
|
+
to say, you know, we want to<br/>
|
|
2091
|
+
have lots of proximity between
|
|
2092
|
+
</p>
|
|
2093
|
+
|
|
2094
|
+
<p begin="0:24:18.65" end="0:24:22.38">
|
|
2095
|
+
research and teaching, but to<br/>
|
|
2096
|
+
create tangible, manageable
|
|
2097
|
+
</p>
|
|
2098
|
+
|
|
2099
|
+
<p begin="0:24:22.38" end="0:24:26.97">
|
|
2100
|
+
crosswalks is not easy, and you<br/>
|
|
2101
|
+
do it through these tools, and
|
|
2102
|
+
</p>
|
|
2103
|
+
|
|
2104
|
+
<p begin="0:24:26.97" end="0:24:29.25">
|
|
2105
|
+
then you make these tools<br/>
|
|
2106
|
+
widely available so
|
|
2107
|
+
</p>
|
|
2108
|
+
|
|
2109
|
+
<p begin="0:24:29.25" end="0:24:31.788">
|
|
2110
|
+
that students all over<br/>
|
|
2111
|
+
can benefit from it.
|
|
2112
|
+
</p>
|
|
2113
|
+
|
|
2114
|
+
<p begin="0:24:31.788" end="0:24:32.848">
|
|
2115
|
+
<br/>
|
|
2116
|
+
|
|
2117
|
+
</p>
|
|
2118
|
+
|
|
2119
|
+
<p begin="0:24:32.848" end="0:24:37.91">
|
|
2120
|
+
So, I'm trying to give you a<br/>
|
|
2121
|
+
sense of the kinds of
|
|
2122
|
+
</p>
|
|
2123
|
+
|
|
2124
|
+
<p begin="0:24:37.91" end="0:24:48.328">
|
|
2125
|
+
possibilities, the enablements<br/>
|
|
2126
|
+
that lead to this vision, this
|
|
2127
|
+
</p>
|
|
2128
|
+
|
|
2129
|
+
<p begin="0:24:48.328" end="0:24:52.048">
|
|
2130
|
+
vision that is more advanced<br/>
|
|
2131
|
+
than the current capabilities
|
|
2132
|
+
</p>
|
|
2133
|
+
|
|
2134
|
+
<p begin="0:24:52.048" end="0:24:53.788">
|
|
2135
|
+
that open resources<br/>
|
|
2136
|
+
have created.
|
|
2137
|
+
</p>
|
|
2138
|
+
|
|
2139
|
+
<p begin="0:24:53.788" end="0:24:57.19">
|
|
2140
|
+
Now this is a project, this is<br/>
|
|
2141
|
+
very dear to my friend, Andrew
|
|
2142
|
+
</p>
|
|
2143
|
+
|
|
2144
|
+
<p begin="0:24:57.19" end="0:25:01.788">
|
|
2145
|
+
over there, and he and his<br/>
|
|
2146
|
+
team, and Brandon, they
|
|
2147
|
+
</p>
|
|
2148
|
+
|
|
2149
|
+
<p begin="0:25:01.788" end="0:25:03.818">
|
|
2150
|
+
are all working on this.<br/>
|
|
2151
|
+
This is a project that was
|
|
2152
|
+
</p>
|
|
2153
|
+
|
|
2154
|
+
<p begin="0:25:03.818" end="0:25:07.519">
|
|
2155
|
+
started by a professor<br/>
|
|
2156
|
+
upstairs, a Professor Jim Glass
|
|
2157
|
+
</p>
|
|
2158
|
+
|
|
2159
|
+
<p begin="0:25:07.519" end="0:25:11.99">
|
|
2160
|
+
in Computer Science, and what<br/>
|
|
2161
|
+
it does is it uses natural
|
|
2162
|
+
</p>
|
|
2163
|
+
|
|
2164
|
+
<p begin="0:25:11.99" end="0:25:15.307">
|
|
2165
|
+
language recognition, voice<br/>
|
|
2166
|
+
recognition, summarization.
|
|
2167
|
+
</p>
|
|
2168
|
+
|
|
2169
|
+
<p begin="0:25:15.307" end="0:25:16.38">
|
|
2170
|
+
<br/>
|
|
2171
|
+
|
|
2172
|
+
</p>
|
|
2173
|
+
|
|
2174
|
+
<p begin="0:25:16.38" end="0:25:20.18">
|
|
2175
|
+
And the intent is to provide<br/>
|
|
2176
|
+
very, very acute and good
|
|
2177
|
+
</p>
|
|
2178
|
+
|
|
2179
|
+
<p begin="0:25:20.18" end="0:25:22.66">
|
|
2180
|
+
access to digitized content.<br/>
|
|
2181
|
+
|
|
2182
|
+
</p>
|
|
2183
|
+
|
|
2184
|
+
<p begin="0:25:22.66" end="0:25:30.38">
|
|
2185
|
+
So we have digital video of<br/>
|
|
2186
|
+
lectures and the idea is to go
|
|
2187
|
+
</p>
|
|
2188
|
+
|
|
2189
|
+
<p begin="0:25:30.38" end="0:25:34.24">
|
|
2190
|
+
search these to get particular<br/>
|
|
2191
|
+
snippets of the lectures
|
|
2192
|
+
</p>
|
|
2193
|
+
|
|
2194
|
+
<p begin="0:25:34.24" end="0:25:37.884">
|
|
2195
|
+
that might be relevant.<br/>
|
|
2196
|
+
So, for instance, what you
|
|
2197
|
+
</p>
|
|
2198
|
+
|
|
2199
|
+
<p begin="0:25:37.884" end="0:25:41.009">
|
|
2200
|
+
can't see, probably seen in<br/>
|
|
2201
|
+
the highlight, there's a lot of
|
|
2202
|
+
</p>
|
|
2203
|
+
|
|
2204
|
+
<p begin="0:25:41.009" end="0:25:42.89">
|
|
2205
|
+
angular momentum showing up.<br/>
|
|
2206
|
+
|
|
2207
|
+
</p>
|
|
2208
|
+
|
|
2209
|
+
<p begin="0:25:42.89" end="0:25:46.99">
|
|
2210
|
+
So what we are working on is to<br/>
|
|
2211
|
+
make sure that you can use this
|
|
2212
|
+
</p>
|
|
2213
|
+
|
|
2214
|
+
<p begin="0:25:46.99" end="0:25:52.97">
|
|
2215
|
+
to go and find all those<br/>
|
|
2216
|
+
lecture segments that deal with
|
|
2217
|
+
</p>
|
|
2218
|
+
|
|
2219
|
+
<p begin="0:25:52.97" end="0:25:57.578">
|
|
2220
|
+
angular momentum, because if I<br/>
|
|
2221
|
+
as an instructor, want to
|
|
2222
|
+
</p>
|
|
2223
|
+
|
|
2224
|
+
<p begin="0:25:57.578" end="0:26:00.68">
|
|
2225
|
+
provide some deeper thinking, a<br/>
|
|
2226
|
+
nuance learning around the
|
|
2227
|
+
</p>
|
|
2228
|
+
|
|
2229
|
+
<p begin="0:26:00.68" end="0:26:03.41">
|
|
2230
|
+
notion of angular momentum, I<br/>
|
|
2231
|
+
want to be able to make
|
|
2232
|
+
</p>
|
|
2233
|
+
|
|
2234
|
+
<p begin="0:26:03.41" end="0:26:06.519">
|
|
2235
|
+
sure the students can get<br/>
|
|
2236
|
+
efficiently to that section,
|
|
2237
|
+
</p>
|
|
2238
|
+
|
|
2239
|
+
<p begin="0:26:06.519" end="0:26:09.74">
|
|
2240
|
+
because you know, it might<br/>
|
|
2241
|
+
occur all over the place in the
|
|
2242
|
+
</p>
|
|
2243
|
+
|
|
2244
|
+
<p begin="0:26:09.74" end="0:26:14.42">
|
|
2245
|
+
course of a lecture or in the<br/>
|
|
2246
|
+
course of a 14-week semester,
|
|
2247
|
+
</p>
|
|
2248
|
+
|
|
2249
|
+
<p begin="0:26:14.42" end="0:26:17.098">
|
|
2250
|
+
where this topic might be<br/>
|
|
2251
|
+
treated in different ways, and
|
|
2252
|
+
</p>
|
|
2253
|
+
|
|
2254
|
+
<p begin="0:26:17.098" end="0:26:19.548">
|
|
2255
|
+
you want students to go very,<br/>
|
|
2256
|
+
very efficiently to those
|
|
2257
|
+
</p>
|
|
2258
|
+
|
|
2259
|
+
<p begin="0:26:19.548" end="0:26:21.14">
|
|
2260
|
+
segments and get there.<br/>
|
|
2261
|
+
|
|
2262
|
+
</p>
|
|
2263
|
+
|
|
2264
|
+
<p begin="0:26:21.14" end="0:26:24.44">
|
|
2265
|
+
So the Spoken Lecture Browser<br/>
|
|
2266
|
+
provides very, very -- as it's
|
|
2267
|
+
</p>
|
|
2268
|
+
|
|
2269
|
+
<p begin="0:26:24.44" end="0:26:30.46">
|
|
2270
|
+
named -- browser-based access,<br/>
|
|
2271
|
+
and, but it uses, like I
|
|
2272
|
+
</p>
|
|
2273
|
+
|
|
2274
|
+
<p begin="0:26:30.46" end="0:26:32.21">
|
|
2275
|
+
said, natural language<br/>
|
|
2276
|
+
recognition to get there.
|
|
2277
|
+
</p>
|
|
2278
|
+
|
|
2279
|
+
<p begin="0:26:32.21" end="0:26:34.38">
|
|
2280
|
+
This is a very exciting<br/>
|
|
2281
|
+
project, and what we are trying
|
|
2282
|
+
</p>
|
|
2283
|
+
|
|
2284
|
+
<p begin="0:26:34.38" end="0:26:38.808">
|
|
2285
|
+
to do is see how this can be<br/>
|
|
2286
|
+
really leveraged not only for
|
|
2287
|
+
</p>
|
|
2288
|
+
|
|
2289
|
+
<p begin="0:26:38.808" end="0:26:42.568">
|
|
2290
|
+
video content across our<br/>
|
|
2291
|
+
courses, Andrew and team
|
|
2292
|
+
</p>
|
|
2293
|
+
|
|
2294
|
+
<p begin="0:26:42.568" end="0:26:45.65">
|
|
2295
|
+
are working on a couple of<br/>
|
|
2296
|
+
introductory physics courses.
|
|
2297
|
+
</p>
|
|
2298
|
+
|
|
2299
|
+
<p begin="0:26:45.65" end="0:26:49.39">
|
|
2300
|
+
Some off you might have seen<br/>
|
|
2301
|
+
this dramatic video lecture,
|
|
2302
|
+
</p>
|
|
2303
|
+
|
|
2304
|
+
<p begin="0:26:49.39" end="0:26:51.328">
|
|
2305
|
+
Walter Lewin's lecture<br/>
|
|
2306
|
+
on OpenCourseWare.
|
|
2307
|
+
</p>
|
|
2308
|
+
|
|
2309
|
+
<p begin="0:26:51.328" end="0:26:53.41">
|
|
2310
|
+
He has been featured<br/>
|
|
2311
|
+
on everything from
|
|
2312
|
+
</p>
|
|
2313
|
+
|
|
2314
|
+
<p begin="0:26:53.41" end="0:26:56.078">
|
|
2315
|
+
Jay Leno to NPR.<br/>
|
|
2316
|
+
|
|
2317
|
+
</p>
|
|
2318
|
+
|
|
2319
|
+
<p begin="0:26:56.078" end="0:27:02.19">
|
|
2320
|
+
But, you know, you can get to<br/>
|
|
2321
|
+
segments of Lewin's lecture,
|
|
2322
|
+
</p>
|
|
2323
|
+
|
|
2324
|
+
<p begin="0:27:02.19" end="0:27:05.39">
|
|
2325
|
+
and they're working on that,<br/>
|
|
2326
|
+
because a current instructor,
|
|
2327
|
+
</p>
|
|
2328
|
+
|
|
2329
|
+
<p begin="0:27:05.39" end="0:27:09.14">
|
|
2330
|
+
Peter Dourmashkin, wants his<br/>
|
|
2331
|
+
students to go to particular
|
|
2332
|
+
</p>
|
|
2333
|
+
|
|
2334
|
+
<p begin="0:27:09.14" end="0:27:12.509">
|
|
2335
|
+
concepts, you know, advanced<br/>
|
|
2336
|
+
learning and particular things,
|
|
2337
|
+
</p>
|
|
2338
|
+
|
|
2339
|
+
<p begin="0:27:12.509" end="0:27:18.368">
|
|
2340
|
+
and the spoken lecture, you<br/>
|
|
2341
|
+
know, at OEIT, we are
|
|
2342
|
+
</p>
|
|
2343
|
+
|
|
2344
|
+
<p begin="0:27:18.368" end="0:27:21.38">
|
|
2345
|
+
stabilizing the research work<br/>
|
|
2346
|
+
in the project and enabling
|
|
2347
|
+
</p>
|
|
2348
|
+
|
|
2349
|
+
<p begin="0:27:21.38" end="0:27:22.73">
|
|
2350
|
+
that kind of research.<br/>
|
|
2351
|
+
|
|
2352
|
+
</p>
|
|
2353
|
+
|
|
2354
|
+
<p begin="0:27:22.73" end="0:27:27.298">
|
|
2355
|
+
Our goal is to take it to open<br/>
|
|
2356
|
+
video content that might be
|
|
2357
|
+
</p>
|
|
2358
|
+
|
|
2359
|
+
<p begin="0:27:27.298" end="0:27:30.259">
|
|
2360
|
+
available across, you know,<br/>
|
|
2361
|
+
from different institutions, at
|
|
2362
|
+
</p>
|
|
2363
|
+
|
|
2364
|
+
<p begin="0:27:30.259" end="0:27:32.93">
|
|
2365
|
+
least as a start for all of the<br/>
|
|
2366
|
+
universities that are in the
|
|
2367
|
+
</p>
|
|
2368
|
+
|
|
2369
|
+
<p begin="0:27:32.93" end="0:27:34.23">
|
|
2370
|
+
OpenCourseWare consortium.<br/>
|
|
2371
|
+
|
|
2372
|
+
</p>
|
|
2373
|
+
|
|
2374
|
+
<p begin="0:27:34.23" end="0:27:36.96">
|
|
2375
|
+
So that's, you can see that<br/>
|
|
2376
|
+
kind of enablement, again,
|
|
2377
|
+
</p>
|
|
2378
|
+
|
|
2379
|
+
<p begin="0:27:36.96" end="0:27:41.098">
|
|
2380
|
+
extending that to, this is a<br/>
|
|
2381
|
+
wonderful project, Shakespeare
|
|
2382
|
+
</p>
|
|
2383
|
+
|
|
2384
|
+
<p begin="0:27:41.098" end="0:27:45.19">
|
|
2385
|
+
in Asia, which has got various<br/>
|
|
2386
|
+
renderings of Shakespeare
|
|
2387
|
+
</p>
|
|
2388
|
+
|
|
2389
|
+
<p begin="0:27:45.19" end="0:27:48.73">
|
|
2390
|
+
presentations, video<br/>
|
|
2391
|
+
presentations, and the idea is
|
|
2392
|
+
</p>
|
|
2393
|
+
|
|
2394
|
+
<p begin="0:27:48.73" end="0:27:52.558">
|
|
2395
|
+
to do the same spoken lecture<br/>
|
|
2396
|
+
browser kind of access to this.
|
|
2397
|
+
</p>
|
|
2398
|
+
|
|
2399
|
+
<p begin="0:27:52.558" end="0:27:54.358">
|
|
2400
|
+
Those of you who thought<br/>
|
|
2401
|
+
Shakespeare was deal, he is
|
|
2402
|
+
</p>
|
|
2403
|
+
|
|
2404
|
+
<p begin="0:27:54.358" end="0:27:58.828">
|
|
2405
|
+
just living under an assumed<br/>
|
|
2406
|
+
name, and so, but there's --
|
|
2407
|
+
</p>
|
|
2408
|
+
|
|
2409
|
+
<p begin="0:27:58.828" end="0:28:03.798">
|
|
2410
|
+
but this is yet another --<br/>
|
|
2411
|
+
and I'm showing you these to,
|
|
2412
|
+
</p>
|
|
2413
|
+
|
|
2414
|
+
<p begin="0:28:03.798" end="0:28:06.108">
|
|
2415
|
+
let me give you the<br/>
|
|
2416
|
+
sub-text over here.
|
|
2417
|
+
</p>
|
|
2418
|
+
|
|
2419
|
+
<p begin="0:28:06.108" end="0:28:13.098">
|
|
2420
|
+
The idea of these is, see, that<br/>
|
|
2421
|
+
in order to realize the next
|
|
2422
|
+
</p>
|
|
2423
|
+
|
|
2424
|
+
<p begin="0:28:13.098" end="0:28:15.318">
|
|
2425
|
+
stage of educational<br/>
|
|
2426
|
+
transformation through open
|
|
2427
|
+
</p>
|
|
2428
|
+
|
|
2429
|
+
<p begin="0:28:15.318" end="0:28:21.14">
|
|
2430
|
+
resources, we not only need the<br/>
|
|
2431
|
+
surround off active experience,
|
|
2432
|
+
</p>
|
|
2433
|
+
|
|
2434
|
+
<p begin="0:28:21.14" end="0:28:25.88">
|
|
2435
|
+
we also need the means to go<br/>
|
|
2436
|
+
collectively harvest in useful
|
|
2437
|
+
</p>
|
|
2438
|
+
|
|
2439
|
+
<p begin="0:28:25.88" end="0:28:28.548">
|
|
2440
|
+
educational content<br/>
|
|
2441
|
+
very, very easily.
|
|
2442
|
+
</p>
|
|
2443
|
+
|
|
2444
|
+
<p begin="0:28:28.548" end="0:28:31.64">
|
|
2445
|
+
We want to reduce the barriers<br/>
|
|
2446
|
+
to get to them, and I keep
|
|
2447
|
+
</p>
|
|
2448
|
+
|
|
2449
|
+
<p begin="0:28:31.64" end="0:28:34.368">
|
|
2450
|
+
using the word productively,<br/>
|
|
2451
|
+
because you just don't want to
|
|
2452
|
+
</p>
|
|
2453
|
+
|
|
2454
|
+
<p begin="0:28:34.368" end="0:28:38.535">
|
|
2455
|
+
see and not touch, you want to<br/>
|
|
2456
|
+
see, bring, use, and use in
|
|
2457
|
+
</p>
|
|
2458
|
+
|
|
2459
|
+
<p begin="0:28:38.535" end="0:28:40.029">
|
|
2460
|
+
the fashion that you want.<br/>
|
|
2461
|
+
|
|
2462
|
+
</p>
|
|
2463
|
+
|
|
2464
|
+
<p begin="0:28:40.029" end="0:28:42.13">
|
|
2465
|
+
So, how do you<br/>
|
|
2466
|
+
productively combine them?
|
|
2467
|
+
</p>
|
|
2468
|
+
|
|
2469
|
+
<p begin="0:28:42.13" end="0:28:44.108">
|
|
2470
|
+
Now this was a wonderful<br/>
|
|
2471
|
+
project which sort of
|
|
2472
|
+
</p>
|
|
2473
|
+
|
|
2474
|
+
<p begin="0:28:44.108" end="0:28:47.19">
|
|
2475
|
+
demonstrates that, and it was<br/>
|
|
2476
|
+
built on OKI's open service
|
|
2477
|
+
</p>
|
|
2478
|
+
|
|
2479
|
+
<p begin="0:28:47.19" end="0:28:51.2">
|
|
2480
|
+
interface definition,<br/>
|
|
2481
|
+
the service interfaces.
|
|
2482
|
+
</p>
|
|
2483
|
+
|
|
2484
|
+
<p begin="0:28:51.2" end="0:28:54.779">
|
|
2485
|
+
And this was, Shigeru Miyagawa,<br/>
|
|
2486
|
+
who is the professor in
|
|
2487
|
+
</p>
|
|
2488
|
+
|
|
2489
|
+
<p begin="0:28:54.779" end="0:29:05.22">
|
|
2490
|
+
Linguistics, actually over<br/>
|
|
2491
|
+
here, and he and John Dower,
|
|
2492
|
+
</p>
|
|
2493
|
+
|
|
2494
|
+
<p begin="0:29:05.22" end="0:29:09.22">
|
|
2495
|
+
who is a prize winning,<br/>
|
|
2496
|
+
Pulitzer winning historian,
|
|
2497
|
+
</p>
|
|
2498
|
+
|
|
2499
|
+
<p begin="0:29:09.22" end="0:29:11.858">
|
|
2500
|
+
they created this program<br/>
|
|
2501
|
+
called Visualizing Cultures, by
|
|
2502
|
+
</p>
|
|
2503
|
+
|
|
2504
|
+
<p begin="0:29:11.858" end="0:29:13.98">
|
|
2505
|
+
the way, this is an<br/>
|
|
2506
|
+
OpenCourseWare also.
|
|
2507
|
+
</p>
|
|
2508
|
+
|
|
2509
|
+
<p begin="0:29:13.98" end="0:29:19.2">
|
|
2510
|
+
And it goes, the intent was<br/>
|
|
2511
|
+
to teach history and culture,
|
|
2512
|
+
</p>
|
|
2513
|
+
|
|
2514
|
+
<p begin="0:29:19.2" end="0:29:21.759">
|
|
2515
|
+
expose students to Japanese<br/>
|
|
2516
|
+
history and culture,
|
|
2517
|
+
</p>
|
|
2518
|
+
|
|
2519
|
+
<p begin="0:29:21.759" end="0:29:24.259">
|
|
2520
|
+
through images.<br/>
|
|
2521
|
+
Images that are available in a
|
|
2522
|
+
</p>
|
|
2523
|
+
|
|
2524
|
+
<p begin="0:29:24.259" end="0:29:27.21">
|
|
2525
|
+
variety of repositories, some<br/>
|
|
2526
|
+
in Japan, some of the Museum
|
|
2527
|
+
</p>
|
|
2528
|
+
|
|
2529
|
+
<p begin="0:29:27.21" end="0:29:28.788">
|
|
2530
|
+
of Fine Arts over here.<br/>
|
|
2531
|
+
|
|
2532
|
+
</p>
|
|
2533
|
+
|
|
2534
|
+
<p begin="0:29:28.788" end="0:29:32.48">
|
|
2535
|
+
And the idea was to go, be able<br/>
|
|
2536
|
+
to get these through different
|
|
2537
|
+
</p>
|
|
2538
|
+
|
|
2539
|
+
<p begin="0:29:32.48" end="0:29:33.73">
|
|
2540
|
+
kinds of applications.<br/>
|
|
2541
|
+
|
|
2542
|
+
</p>
|
|
2543
|
+
|
|
2544
|
+
<p begin="0:29:33.73" end="0:29:35.19">
|
|
2545
|
+
<br/>
|
|
2546
|
+
|
|
2547
|
+
</p>
|
|
2548
|
+
|
|
2549
|
+
<p begin="0:29:35.19" end="0:29:37.348">
|
|
2550
|
+
And you know, these<br/>
|
|
2551
|
+
images are fantastic.
|
|
2552
|
+
</p>
|
|
2553
|
+
|
|
2554
|
+
<p begin="0:29:37.348" end="0:29:41.308">
|
|
2555
|
+
For instance, some of them,<br/>
|
|
2556
|
+
which have to do with Commodore
|
|
2557
|
+
</p>
|
|
2558
|
+
|
|
2559
|
+
<p begin="0:29:41.308" end="0:29:45.519">
|
|
2560
|
+
Perry's trips to Japan, and if<br/>
|
|
2561
|
+
you look at them there's a
|
|
2562
|
+
</p>
|
|
2563
|
+
|
|
2564
|
+
<p begin="0:29:45.519" end="0:29:47.558">
|
|
2565
|
+
whole city called Black<br/>
|
|
2566
|
+
Ships and Samurai, now
|
|
2567
|
+
</p>
|
|
2568
|
+
|
|
2569
|
+
<p begin="0:29:47.558" end="0:29:49.538">
|
|
2570
|
+
that you see on top.<br/>
|
|
2571
|
+
And it's very interesting,
|
|
2572
|
+
</p>
|
|
2573
|
+
|
|
2574
|
+
<p begin="0:29:49.538" end="0:29:53.98">
|
|
2575
|
+
because depending on the<br/>
|
|
2576
|
+
relationship that the US had
|
|
2577
|
+
</p>
|
|
2578
|
+
|
|
2579
|
+
<p begin="0:29:53.98" end="0:29:57.89">
|
|
2580
|
+
with Japan, people in Japan<br/>
|
|
2581
|
+
would depict Commodore Perry.
|
|
2582
|
+
</p>
|
|
2583
|
+
|
|
2584
|
+
<p begin="0:29:57.89" end="0:30:00.778">
|
|
2585
|
+
So sometimes you see him<br/>
|
|
2586
|
+
characterized as a nice,
|
|
2587
|
+
</p>
|
|
2588
|
+
|
|
2589
|
+
<p begin="0:30:00.778" end="0:30:02.69">
|
|
2590
|
+
beaming, benevolent fellow,<br/>
|
|
2591
|
+
and sometimes you see
|
|
2592
|
+
</p>
|
|
2593
|
+
|
|
2594
|
+
<p begin="0:30:02.69" end="0:30:05.45">
|
|
2595
|
+
him drawn like an ogre.<br/>
|
|
2596
|
+
|
|
2597
|
+
</p>
|
|
2598
|
+
|
|
2599
|
+
<p begin="0:30:05.45" end="0:30:10.13">
|
|
2600
|
+
And, you know, it's reflective<br/>
|
|
2601
|
+
of the kinds of, the political
|
|
2602
|
+
</p>
|
|
2603
|
+
|
|
2604
|
+
<p begin="0:30:10.13" end="0:30:13.14">
|
|
2605
|
+
dynamics if you will,<br/>
|
|
2606
|
+
of that period.
|
|
2607
|
+
</p>
|
|
2608
|
+
|
|
2609
|
+
<p begin="0:30:13.14" end="0:30:14.288">
|
|
2610
|
+
But anyway, that's<br/>
|
|
2611
|
+
the content part.
|
|
2612
|
+
</p>
|
|
2613
|
+
|
|
2614
|
+
<p begin="0:30:14.288" end="0:30:18.608">
|
|
2615
|
+
The message here for me, from<br/>
|
|
2616
|
+
this slide, which has to do
|
|
2617
|
+
</p>
|
|
2618
|
+
|
|
2619
|
+
<p begin="0:30:18.608" end="0:30:22.17">
|
|
2620
|
+
with materials from Doc<br/>
|
|
2621
|
+
Edgerton, who was the creator
|
|
2622
|
+
</p>
|
|
2623
|
+
|
|
2624
|
+
<p begin="0:30:22.17" end="0:30:25.25">
|
|
2625
|
+
of strobe photography, who<br/>
|
|
2626
|
+
has, you know, wonderful
|
|
2627
|
+
</p>
|
|
2628
|
+
|
|
2629
|
+
<p begin="0:30:25.25" end="0:30:26.73">
|
|
2630
|
+
archive of materials.<br/>
|
|
2631
|
+
|
|
2632
|
+
</p>
|
|
2633
|
+
|
|
2634
|
+
<p begin="0:30:26.73" end="0:30:28.74">
|
|
2635
|
+
It's to say that we want to be<br/>
|
|
2636
|
+
able to say there are good
|
|
2637
|
+
</p>
|
|
2638
|
+
|
|
2639
|
+
<p begin="0:30:28.74" end="0:30:32.42">
|
|
2640
|
+
qualities of resources, rich<br/>
|
|
2641
|
+
media resources out there, and
|
|
2642
|
+
</p>
|
|
2643
|
+
|
|
2644
|
+
<p begin="0:30:32.42" end="0:30:35.39">
|
|
2645
|
+
we want to be able to really<br/>
|
|
2646
|
+
lower the barrier to getting
|
|
2647
|
+
</p>
|
|
2648
|
+
|
|
2649
|
+
<p begin="0:30:35.39" end="0:30:39.298">
|
|
2650
|
+
to these, and getting to these<br/>
|
|
2651
|
+
through different applications.
|
|
2652
|
+
</p>
|
|
2653
|
+
|
|
2654
|
+
<p begin="0:30:39.298" end="0:30:41.43">
|
|
2655
|
+
For instance, here you're<br/>
|
|
2656
|
+
seeing, and this is a
|
|
2657
|
+
</p>
|
|
2658
|
+
|
|
2659
|
+
<p begin="0:30:41.43" end="0:30:44.73">
|
|
2660
|
+
three-year old slide, four-year<br/>
|
|
2661
|
+
old slide, here you are seeing
|
|
2662
|
+
</p>
|
|
2663
|
+
|
|
2664
|
+
<p begin="0:30:44.73" end="0:30:49.88">
|
|
2665
|
+
those images that Shigeru was<br/>
|
|
2666
|
+
using for visualizing cultures,
|
|
2667
|
+
</p>
|
|
2668
|
+
|
|
2669
|
+
<p begin="0:30:49.88" end="0:30:51.71">
|
|
2670
|
+
got through Harvestrodes Hive.<br/>
|
|
2671
|
+
|
|
2672
|
+
</p>
|
|
2673
|
+
|
|
2674
|
+
<p begin="0:30:51.71" end="0:30:55.95">
|
|
2675
|
+
Hive was a Java-based<br/>
|
|
2676
|
+
application.
|
|
2677
|
+
</p>
|
|
2678
|
+
|
|
2679
|
+
<p begin="0:30:55.95" end="0:30:58.44">
|
|
2680
|
+
We had to get to content<br/>
|
|
2681
|
+
from repositories.
|
|
2682
|
+
</p>
|
|
2683
|
+
|
|
2684
|
+
<p begin="0:30:58.44" end="0:31:00.65">
|
|
2685
|
+
You're seeing it accessed<br/>
|
|
2686
|
+
through our course management
|
|
2687
|
+
</p>
|
|
2688
|
+
|
|
2689
|
+
<p begin="0:31:00.65" end="0:31:03.519">
|
|
2690
|
+
system, through a search tool<br/>
|
|
2691
|
+
for the images in our course
|
|
2692
|
+
</p>
|
|
2693
|
+
|
|
2694
|
+
<p begin="0:31:03.519" end="0:31:05.328">
|
|
2695
|
+
management system on the right.<br/>
|
|
2696
|
+
|
|
2697
|
+
</p>
|
|
2698
|
+
|
|
2699
|
+
<p begin="0:31:05.328" end="0:31:08.328">
|
|
2700
|
+
You're seeing it accessed<br/>
|
|
2701
|
+
through the visual
|
|
2702
|
+
</p>
|
|
2703
|
+
|
|
2704
|
+
<p begin="0:31:08.328" end="0:31:11.118">
|
|
2705
|
+
understanding editor, a<br/>
|
|
2706
|
+
concept tool the Tufts
|
|
2707
|
+
</p>
|
|
2708
|
+
|
|
2709
|
+
<p begin="0:31:11.118" end="0:31:12.89">
|
|
2710
|
+
University created.<br/>
|
|
2711
|
+
|
|
2712
|
+
</p>
|
|
2713
|
+
|
|
2714
|
+
<p begin="0:31:12.89" end="0:31:16">
|
|
2715
|
+
So here the idea is that you<br/>
|
|
2716
|
+
can have these, you know,
|
|
2717
|
+
</p>
|
|
2718
|
+
|
|
2719
|
+
<p begin="0:31:16" end="0:31:19.858">
|
|
2720
|
+
wonderful depositories of rich<br/>
|
|
2721
|
+
content to do good things
|
|
2722
|
+
</p>
|
|
2723
|
+
|
|
2724
|
+
<p begin="0:31:19.858" end="0:31:22.838">
|
|
2725
|
+
educationally, but you want to<br/>
|
|
2726
|
+
bring them together, make them
|
|
2727
|
+
</p>
|
|
2728
|
+
|
|
2729
|
+
<p begin="0:31:22.838" end="0:31:29.72">
|
|
2730
|
+
accessible through OEIT of open<br/>
|
|
2731
|
+
or proprietary applications.
|
|
2732
|
+
</p>
|
|
2733
|
+
|
|
2734
|
+
<p begin="0:31:29.72" end="0:31:33.93">
|
|
2735
|
+
And that's the kind of<br/>
|
|
2736
|
+
econological transformation
|
|
2737
|
+
</p>
|
|
2738
|
+
|
|
2739
|
+
<p begin="0:31:33.93" end="0:31:37.154">
|
|
2740
|
+
that we think will lead to the,<br/>
|
|
2741
|
+
at least I believe will lead to
|
|
2742
|
+
</p>
|
|
2743
|
+
|
|
2744
|
+
<p begin="0:31:37.154" end="0:31:38.808">
|
|
2745
|
+
this Metaversity vision.<br/>
|
|
2746
|
+
|
|
2747
|
+
</p>
|
|
2748
|
+
|
|
2749
|
+
<p begin="0:31:38.808" end="0:31:43.009">
|
|
2750
|
+
So, and you created, you know,<br/>
|
|
2751
|
+
you, so, the message that we
|
|
2752
|
+
</p>
|
|
2753
|
+
|
|
2754
|
+
<p begin="0:31:43.009" end="0:31:45.808">
|
|
2755
|
+
hear, it's not just about all<br/>
|
|
2756
|
+
the resources that are being
|
|
2757
|
+
</p>
|
|
2758
|
+
|
|
2759
|
+
<p begin="0:31:45.808" end="0:31:48.558">
|
|
2760
|
+
created openly, but the<br/>
|
|
2761
|
+
technological enablements, and
|
|
2762
|
+
</p>
|
|
2763
|
+
|
|
2764
|
+
<p begin="0:31:48.558" end="0:31:53.098">
|
|
2765
|
+
then as I will point out in a<br/>
|
|
2766
|
+
bit, the organizational
|
|
2767
|
+
</p>
|
|
2768
|
+
|
|
2769
|
+
<p begin="0:31:53.098" end="0:31:57.68">
|
|
2770
|
+
enablements that will allow us<br/>
|
|
2771
|
+
to approach that kind of vision.
|
|
2772
|
+
</p>
|
|
2773
|
+
|
|
2774
|
+
<p begin="0:31:57.68" end="0:32:01.019">
|
|
2775
|
+
So, a lot of the stuff that<br/>
|
|
2776
|
+
I showed you was about deep
|
|
2777
|
+
</p>
|
|
2778
|
+
|
|
2779
|
+
<p begin="0:32:01.019" end="0:32:03.318">
|
|
2780
|
+
learning, subjects and stuff.<br/>
|
|
2781
|
+
|
|
2782
|
+
</p>
|
|
2783
|
+
|
|
2784
|
+
<p begin="0:32:03.318" end="0:32:06.5">
|
|
2785
|
+
The message of open and<br/>
|
|
2786
|
+
transformation is much
|
|
2787
|
+
</p>
|
|
2788
|
+
|
|
2789
|
+
<p begin="0:32:06.5" end="0:32:09.48">
|
|
2790
|
+
bigger than that.<br/>
|
|
2791
|
+
This is also, this is not
|
|
2792
|
+
</p>
|
|
2793
|
+
|
|
2794
|
+
<p begin="0:32:09.48" end="0:32:14.298">
|
|
2795
|
+
just about innovation at a<br/>
|
|
2796
|
+
micro-level, and significant as
|
|
2797
|
+
</p>
|
|
2798
|
+
|
|
2799
|
+
<p begin="0:32:14.298" end="0:32:18.548">
|
|
2800
|
+
it is, it's not about changing<br/>
|
|
2801
|
+
courses or even changing
|
|
2802
|
+
</p>
|
|
2803
|
+
|
|
2804
|
+
<p begin="0:32:18.548" end="0:32:22.368">
|
|
2805
|
+
universities, it is also<br/>
|
|
2806
|
+
about national crusades.
|
|
2807
|
+
</p>
|
|
2808
|
+
|
|
2809
|
+
<p begin="0:32:22.368" end="0:32:27.118">
|
|
2810
|
+
Scott mention that I had the<br/>
|
|
2811
|
+
opportunity to serve as an
|
|
2812
|
+
</p>
|
|
2813
|
+
|
|
2814
|
+
<p begin="0:32:27.118" end="0:32:29.41">
|
|
2815
|
+
advisor to India's National<br/>
|
|
2816
|
+
Knowledge Commission.
|
|
2817
|
+
</p>
|
|
2818
|
+
|
|
2819
|
+
<p begin="0:32:29.41" end="0:32:31.66">
|
|
2820
|
+
India, as most of you know,<br/>
|
|
2821
|
+
is a country in a hurry, you
|
|
2822
|
+
</p>
|
|
2823
|
+
|
|
2824
|
+
<p begin="0:32:31.66" end="0:32:36.24">
|
|
2825
|
+
know, to play in the national,<br/>
|
|
2826
|
+
in the knowledge economy.
|
|
2827
|
+
</p>
|
|
2828
|
+
|
|
2829
|
+
<p begin="0:32:36.24" end="0:32:39.48">
|
|
2830
|
+
And some years ago, you know,<br/>
|
|
2831
|
+
the National Knowledge
|
|
2832
|
+
</p>
|
|
2833
|
+
|
|
2834
|
+
<p begin="0:32:39.48" end="0:32:42.19">
|
|
2835
|
+
Commission was formed by the<br/>
|
|
2836
|
+
Prime Minister to say, how can
|
|
2837
|
+
</p>
|
|
2838
|
+
|
|
2839
|
+
<p begin="0:32:42.19" end="0:32:46.43">
|
|
2840
|
+
we really scale excellence,<br/>
|
|
2841
|
+
provide quality it the scales.
|
|
2842
|
+
</p>
|
|
2843
|
+
|
|
2844
|
+
<p begin="0:32:46.43" end="0:32:50.788">
|
|
2845
|
+
To meet the needs off<br/>
|
|
2846
|
+
this explosive economy?
|
|
2847
|
+
</p>
|
|
2848
|
+
|
|
2849
|
+
<p begin="0:32:50.788" end="0:32:53.538">
|
|
2850
|
+
We need knowledge workers<br/>
|
|
2851
|
+
to build roads, to build
|
|
2852
|
+
</p>
|
|
2853
|
+
|
|
2854
|
+
<p begin="0:32:53.538" end="0:32:57.038">
|
|
2855
|
+
hospitals, to build up, you<br/>
|
|
2856
|
+
know, engineering institutions.
|
|
2857
|
+
</p>
|
|
2858
|
+
|
|
2859
|
+
<p begin="0:32:57.038" end="0:33:01.21">
|
|
2860
|
+
We need doctors, and how can we<br/>
|
|
2861
|
+
provide quality education at
|
|
2862
|
+
</p>
|
|
2863
|
+
|
|
2864
|
+
<p begin="0:33:01.21" end="0:33:04.98">
|
|
2865
|
+
scale, and knowing what I know<br/>
|
|
2866
|
+
about the numbers, you cannot
|
|
2867
|
+
</p>
|
|
2868
|
+
|
|
2869
|
+
<p begin="0:33:04.98" end="0:33:07.108">
|
|
2870
|
+
do it in the traditional way.<br/>
|
|
2871
|
+
|
|
2872
|
+
</p>
|
|
2873
|
+
|
|
2874
|
+
<p begin="0:33:07.108" end="0:33:09.778">
|
|
2875
|
+
Not, you can't do it in the<br/>
|
|
2876
|
+
traditional way you can't build
|
|
2877
|
+
</p>
|
|
2878
|
+
|
|
2879
|
+
<p begin="0:33:09.778" end="0:33:13.769">
|
|
2880
|
+
schools I mean I could give you<br/>
|
|
2881
|
+
statistics, 55 million kids
|
|
2882
|
+
</p>
|
|
2883
|
+
|
|
2884
|
+
<p begin="0:33:13.769" end="0:33:16.828">
|
|
2885
|
+
who come out of primary<br/>
|
|
2886
|
+
education, no place to go.
|
|
2887
|
+
</p>
|
|
2888
|
+
|
|
2889
|
+
<p begin="0:33:16.828" end="0:33:19.23">
|
|
2890
|
+
Even if you built a school<br/>
|
|
2891
|
+
a week, it would not be
|
|
2892
|
+
</p>
|
|
2893
|
+
|
|
2894
|
+
<p begin="0:33:19.23" end="0:33:20.568">
|
|
2895
|
+
able to meet the demand.<br/>
|
|
2896
|
+
|
|
2897
|
+
</p>
|
|
2898
|
+
|
|
2899
|
+
<p begin="0:33:20.568" end="0:33:23.528">
|
|
2900
|
+
There are about 11 institutions<br/>
|
|
2901
|
+
in the Institute of Technology
|
|
2902
|
+
</p>
|
|
2903
|
+
|
|
2904
|
+
<p begin="0:33:23.528" end="0:33:26.65">
|
|
2905
|
+
you could keep, and they<br/>
|
|
2906
|
+
are being added on.
|
|
2907
|
+
</p>
|
|
2908
|
+
|
|
2909
|
+
<p begin="0:33:26.65" end="0:33:31.858">
|
|
2910
|
+
The message is that what the<br/>
|
|
2911
|
+
open education movement offers
|
|
2912
|
+
</p>
|
|
2913
|
+
|
|
2914
|
+
<p begin="0:33:31.858" end="0:33:37.75">
|
|
2915
|
+
is a way of going and being<br/>
|
|
2916
|
+
able to provide that kind of
|
|
2917
|
+
</p>
|
|
2918
|
+
|
|
2919
|
+
<p begin="0:33:37.75" end="0:33:40.279">
|
|
2920
|
+
quality education at<br/>
|
|
2921
|
+
scale efficiently.
|
|
2922
|
+
</p>
|
|
2923
|
+
|
|
2924
|
+
<p begin="0:33:40.279" end="0:33:41.838">
|
|
2925
|
+
<br/>
|
|
2926
|
+
|
|
2927
|
+
</p>
|
|
2928
|
+
|
|
2929
|
+
<p begin="0:33:41.838" end="0:33:44.769">
|
|
2930
|
+
And, therefore, a whole set<br/>
|
|
2931
|
+
of recommendations were made
|
|
2932
|
+
</p>
|
|
2933
|
+
|
|
2934
|
+
<p begin="0:33:44.769" end="0:33:47.21">
|
|
2935
|
+
which are being acted upon,<br/>
|
|
2936
|
+
which have been accepted.
|
|
2937
|
+
</p>
|
|
2938
|
+
|
|
2939
|
+
<p begin="0:33:47.21" end="0:33:50.578">
|
|
2940
|
+
They are part of the Planning<br/>
|
|
2941
|
+
Commission team entirely based
|
|
2942
|
+
</p>
|
|
2943
|
+
|
|
2944
|
+
<p begin="0:33:50.578" end="0:33:58.17">
|
|
2945
|
+
on open education resources,<br/>
|
|
2946
|
+
and again, the model over here,
|
|
2947
|
+
</p>
|
|
2948
|
+
|
|
2949
|
+
<p begin="0:33:58.17" end="0:34:01.39">
|
|
2950
|
+
and this is a real, a very<br/>
|
|
2951
|
+
short-time caricature of
|
|
2952
|
+
</p>
|
|
2953
|
+
|
|
2954
|
+
<p begin="0:34:01.39" end="0:34:04.18">
|
|
2955
|
+
the recommendations that<br/>
|
|
2956
|
+
I'm presenting to you.
|
|
2957
|
+
</p>
|
|
2958
|
+
|
|
2959
|
+
<p begin="0:34:04.18" end="0:34:06.038">
|
|
2960
|
+
Essentially, to say that,<br/>
|
|
2961
|
+
you know, you can have
|
|
2962
|
+
</p>
|
|
2963
|
+
|
|
2964
|
+
<p begin="0:34:06.038" end="0:34:09.3">
|
|
2965
|
+
distributed depositories<br/>
|
|
2966
|
+
of fantastic content.
|
|
2967
|
+
</p>
|
|
2968
|
+
|
|
2969
|
+
<p begin="0:34:09.3" end="0:34:12.199">
|
|
2970
|
+
You can have a very good<br/>
|
|
2971
|
+
technical substrate, which
|
|
2972
|
+
</p>
|
|
2973
|
+
|
|
2974
|
+
<p begin="0:34:12.199" end="0:34:15.579">
|
|
2975
|
+
allows and good applications,<br/>
|
|
2976
|
+
which allows people to harvest
|
|
2977
|
+
</p>
|
|
2978
|
+
|
|
2979
|
+
<p begin="0:34:15.579" end="0:34:21.018">
|
|
2980
|
+
these, and be able to deliver<br/>
|
|
2981
|
+
education to meet the
|
|
2982
|
+
</p>
|
|
2983
|
+
|
|
2984
|
+
<p begin="0:34:21.018" end="0:34:23.099">
|
|
2985
|
+
needs of various sectors.<br/>
|
|
2986
|
+
|
|
2987
|
+
</p>
|
|
2988
|
+
|
|
2989
|
+
<p begin="0:34:23.099" end="0:34:29">
|
|
2990
|
+
Again, in a scalable<br/>
|
|
2991
|
+
and efficient fashion.
|
|
2992
|
+
</p>
|
|
2993
|
+
|
|
2994
|
+
<p begin="0:34:29" end="0:34:33.559">
|
|
2995
|
+
And actually, this particular<br/>
|
|
2996
|
+
slide is because in order to
|
|
2997
|
+
</p>
|
|
2998
|
+
|
|
2999
|
+
<p begin="0:34:33.559" end="0:34:36.539">
|
|
3000
|
+
show that this is not just a<br/>
|
|
3001
|
+
pipe dream, we actually
|
|
3002
|
+
</p>
|
|
3003
|
+
|
|
3004
|
+
<p begin="0:34:36.539" end="0:34:39.03">
|
|
3005
|
+
started building small<br/>
|
|
3006
|
+
applications to show it.
|
|
3007
|
+
</p>
|
|
3008
|
+
|
|
3009
|
+
<p begin="0:34:39.03" end="0:34:44.349">
|
|
3010
|
+
I saw Jeff had just walked in,<br/>
|
|
3011
|
+
Jeff Merrimen, he and I and
|
|
3012
|
+
</p>
|
|
3013
|
+
|
|
3014
|
+
<p begin="0:34:44.349" end="0:34:47.829">
|
|
3015
|
+
some off you might know Stuart<br/>
|
|
3016
|
+
Sim, we actually we're working
|
|
3017
|
+
</p>
|
|
3018
|
+
|
|
3019
|
+
<p begin="0:34:47.829" end="0:34:51.829">
|
|
3020
|
+
with this group called<br/>
|
|
3021
|
+
IUCE, there's an Indo-U.S.
|
|
3022
|
+
</p>
|
|
3023
|
+
|
|
3024
|
+
<p begin="0:34:51.829" end="0:34:54.63">
|
|
3025
|
+
collaboration on engineering<br/>
|
|
3026
|
+
education, and the model was
|
|
3027
|
+
</p>
|
|
3028
|
+
|
|
3029
|
+
<p begin="0:34:54.63" end="0:35:00.21">
|
|
3030
|
+
to see how faculty over here<br/>
|
|
3031
|
+
could, and there, could go
|
|
3032
|
+
</p>
|
|
3033
|
+
|
|
3034
|
+
<p begin="0:35:00.21" end="0:35:03.46">
|
|
3035
|
+
get content from radius<br/>
|
|
3036
|
+
open initiatives from
|
|
3037
|
+
</p>
|
|
3038
|
+
|
|
3039
|
+
<p begin="0:35:03.46" end="0:35:04.71">
|
|
3040
|
+
MIT's OpenCourseWare.<br/>
|
|
3041
|
+
|
|
3042
|
+
</p>
|
|
3043
|
+
|
|
3044
|
+
<p begin="0:35:04.71" end="0:35:05.34">
|
|
3045
|
+
<br/>
|
|
3046
|
+
|
|
3047
|
+
</p>
|
|
3048
|
+
|
|
3049
|
+
<p begin="0:35:05.34" end="0:35:08.489">
|
|
3050
|
+
India has put a lot of its<br/>
|
|
3051
|
+
engineering content, there's
|
|
3052
|
+
</p>
|
|
3053
|
+
|
|
3054
|
+
<p begin="0:35:08.489" end="0:35:13.01">
|
|
3055
|
+
an initiative called NPTEL, The<br/>
|
|
3056
|
+
National Program on Technology
|
|
3057
|
+
</p>
|
|
3058
|
+
|
|
3059
|
+
<p begin="0:35:13.01" end="0:35:19.518">
|
|
3060
|
+
Enabled Learning, which has<br/>
|
|
3061
|
+
put out about 120 -- I
|
|
3062
|
+
</p>
|
|
3063
|
+
|
|
3064
|
+
<p begin="0:35:19.518" end="0:35:22.139">
|
|
3065
|
+
mean it's significant.<br/>
|
|
3066
|
+
All the engineering courses
|
|
3067
|
+
</p>
|
|
3068
|
+
|
|
3069
|
+
<p begin="0:35:22.139" end="0:35:26.86">
|
|
3070
|
+
available through You Tube, and<br/>
|
|
3071
|
+
so what we worked on was trying
|
|
3072
|
+
</p>
|
|
3073
|
+
|
|
3074
|
+
<p begin="0:35:26.86" end="0:35:31.13">
|
|
3075
|
+
to develop a demonstration<br/>
|
|
3076
|
+
which would allow faculty to
|
|
3077
|
+
</p>
|
|
3078
|
+
|
|
3079
|
+
<p begin="0:35:31.13" end="0:35:35.38">
|
|
3080
|
+
get content from OCW, from<br/>
|
|
3081
|
+
NPTEL from Rice University's
|
|
3082
|
+
</p>
|
|
3083
|
+
|
|
3084
|
+
<p begin="0:35:35.38" end="0:35:38.809">
|
|
3085
|
+
connections, and create courses<br/>
|
|
3086
|
+
along with the collaborative
|
|
3087
|
+
</p>
|
|
3088
|
+
|
|
3089
|
+
<p begin="0:35:38.809" end="0:35:41.268">
|
|
3090
|
+
surround, you know we keep it<br/>
|
|
3091
|
+
surround, so that they actually
|
|
3092
|
+
</p>
|
|
3093
|
+
|
|
3094
|
+
<p begin="0:35:41.268" end="0:35:45.61">
|
|
3095
|
+
collaborate, construct the<br/>
|
|
3096
|
+
courses from various resources.
|
|
3097
|
+
</p>
|
|
3098
|
+
|
|
3099
|
+
<p begin="0:35:45.61" end="0:35:47.05">
|
|
3100
|
+
<br/>
|
|
3101
|
+
|
|
3102
|
+
</p>
|
|
3103
|
+
|
|
3104
|
+
<p begin="0:35:47.05" end="0:35:53.9">
|
|
3105
|
+
So that's the value proposition.<br/>
|
|
3106
|
+
|
|
3107
|
+
</p>
|
|
3108
|
+
|
|
3109
|
+
<p begin="0:35:53.9" end="0:35:56.539">
|
|
3110
|
+
If you look at what I have,<br/>
|
|
3111
|
+
when I talk about Metaversity
|
|
3112
|
+
</p>
|
|
3113
|
+
|
|
3114
|
+
<p begin="0:35:56.539" end="0:36:02.11">
|
|
3115
|
+
two, the elements of the open<br/>
|
|
3116
|
+
movement that it really draws
|
|
3117
|
+
</p>
|
|
3118
|
+
|
|
3119
|
+
<p begin="0:36:02.11" end="0:36:09.76">
|
|
3120
|
+
upon is aid that you can have<br/>
|
|
3121
|
+
large, sort of unprecedented
|
|
3122
|
+
</p>
|
|
3123
|
+
|
|
3124
|
+
<p begin="0:36:09.76" end="0:36:14.739">
|
|
3125
|
+
volume of quality resources,<br/>
|
|
3126
|
+
which are available anywhere,
|
|
3127
|
+
</p>
|
|
3128
|
+
|
|
3129
|
+
<p begin="0:36:14.739" end="0:36:18.15">
|
|
3130
|
+
anytime, you know, through<br/>
|
|
3131
|
+
the kinds of enablements
|
|
3132
|
+
</p>
|
|
3133
|
+
|
|
3134
|
+
<p begin="0:36:18.15" end="0:36:19.5">
|
|
3135
|
+
I described.<br/>
|
|
3136
|
+
|
|
3137
|
+
</p>
|
|
3138
|
+
|
|
3139
|
+
<p begin="0:36:19.5" end="0:36:23.949">
|
|
3140
|
+
What's more, because of the way<br/>
|
|
3141
|
+
they are constructed, because,
|
|
3142
|
+
</p>
|
|
3143
|
+
|
|
3144
|
+
<p begin="0:36:23.949" end="0:36:27.159">
|
|
3145
|
+
and the kinds of information<br/>
|
|
3146
|
+
that surrounds them, they
|
|
3147
|
+
</p>
|
|
3148
|
+
|
|
3149
|
+
<p begin="0:36:27.159" end="0:36:29.26">
|
|
3150
|
+
can actually be localized.<br/>
|
|
3151
|
+
|
|
3152
|
+
</p>
|
|
3153
|
+
|
|
3154
|
+
<p begin="0:36:29.26" end="0:36:33.69">
|
|
3155
|
+
And you know, I personally am a<br/>
|
|
3156
|
+
very big believer, you know, we
|
|
3157
|
+
</p>
|
|
3158
|
+
|
|
3159
|
+
<p begin="0:36:33.69" end="0:36:38.44">
|
|
3160
|
+
keep talking about education<br/>
|
|
3161
|
+
being a cottage industry,
|
|
3162
|
+
</p>
|
|
3163
|
+
|
|
3164
|
+
<p begin="0:36:38.44" end="0:36:39.8">
|
|
3165
|
+
as if it was something bad.<br/>
|
|
3166
|
+
|
|
3167
|
+
</p>
|
|
3168
|
+
|
|
3169
|
+
<p begin="0:36:39.8" end="0:36:42.51">
|
|
3170
|
+
I actually believe that it<br/>
|
|
3171
|
+
derives its value from being a
|
|
3172
|
+
</p>
|
|
3173
|
+
|
|
3174
|
+
<p begin="0:36:42.51" end="0:36:45.76">
|
|
3175
|
+
cottage industry, and part of<br/>
|
|
3176
|
+
the challenge that we face is
|
|
3177
|
+
</p>
|
|
3178
|
+
|
|
3179
|
+
<p begin="0:36:45.76" end="0:36:47.659">
|
|
3180
|
+
how can we really make<br/>
|
|
3181
|
+
that cottage industry
|
|
3182
|
+
</p>
|
|
3183
|
+
|
|
3184
|
+
<p begin="0:36:47.659" end="0:36:49.199">
|
|
3185
|
+
thrive efficiency?<br/>
|
|
3186
|
+
|
|
3187
|
+
</p>
|
|
3188
|
+
|
|
3189
|
+
<p begin="0:36:49.199" end="0:36:50.809">
|
|
3190
|
+
<br/>
|
|
3191
|
+
|
|
3192
|
+
</p>
|
|
3193
|
+
|
|
3194
|
+
<p begin="0:36:50.809" end="0:36:53.5">
|
|
3195
|
+
And when I say cottage<br/>
|
|
3196
|
+
industry, it means that a lot
|
|
3197
|
+
</p>
|
|
3198
|
+
|
|
3199
|
+
<p begin="0:36:53.5" end="0:37:01.018">
|
|
3200
|
+
of value is derived locally,<br/>
|
|
3201
|
+
and we need to -- the idea of,
|
|
3202
|
+
</p>
|
|
3203
|
+
|
|
3204
|
+
<p begin="0:37:01.018" end="0:37:03.329">
|
|
3205
|
+
one of the things that the open<br/>
|
|
3206
|
+
education resource movement
|
|
3207
|
+
</p>
|
|
3208
|
+
|
|
3209
|
+
<p begin="0:37:03.329" end="0:37:07.199">
|
|
3210
|
+
offers is that you can have<br/>
|
|
3211
|
+
large pools of shared
|
|
3212
|
+
</p>
|
|
3213
|
+
|
|
3214
|
+
<p begin="0:37:07.199" end="0:37:11.73">
|
|
3215
|
+
resources, without militating<br/>
|
|
3216
|
+
against the localization
|
|
3217
|
+
</p>
|
|
3218
|
+
|
|
3219
|
+
<p begin="0:37:11.73" end="0:37:16.38">
|
|
3220
|
+
that is very important for<br/>
|
|
3221
|
+
good education to happen.
|
|
3222
|
+
</p>
|
|
3223
|
+
|
|
3224
|
+
<p begin="0:37:16.38" end="0:37:19.349">
|
|
3225
|
+
It provides alternatives,<br/>
|
|
3226
|
+
you know, deeper learning,
|
|
3227
|
+
</p>
|
|
3228
|
+
|
|
3229
|
+
<p begin="0:37:19.349" end="0:37:21.8">
|
|
3230
|
+
and I will some examples.<br/>
|
|
3231
|
+
|
|
3232
|
+
</p>
|
|
3233
|
+
|
|
3234
|
+
<p begin="0:37:21.8" end="0:37:25.07">
|
|
3235
|
+
One of the things that it<br/>
|
|
3236
|
+
does allow, and this is not
|
|
3237
|
+
</p>
|
|
3238
|
+
|
|
3239
|
+
<p begin="0:37:25.07" end="0:37:27.8">
|
|
3240
|
+
in my slides, but I will<br/>
|
|
3241
|
+
make a quick mention.
|
|
3242
|
+
</p>
|
|
3243
|
+
|
|
3244
|
+
<p begin="0:37:27.8" end="0:37:30.51">
|
|
3245
|
+
It does allow a lot of feedback.<br/>
|
|
3246
|
+
|
|
3247
|
+
</p>
|
|
3248
|
+
|
|
3249
|
+
<p begin="0:37:30.51" end="0:37:33.639">
|
|
3250
|
+
When we talk about educational<br/>
|
|
3251
|
+
transformation, it's not just
|
|
3252
|
+
</p>
|
|
3253
|
+
|
|
3254
|
+
<p begin="0:37:33.639" end="0:37:38.099">
|
|
3255
|
+
about access and good tools,<br/>
|
|
3256
|
+
but what is the generated
|
|
3257
|
+
</p>
|
|
3258
|
+
|
|
3259
|
+
<p begin="0:37:38.099" end="0:37:42.329">
|
|
3260
|
+
mechanism that you have in<br/>
|
|
3261
|
+
order to improve on what you do?
|
|
3262
|
+
</p>
|
|
3263
|
+
|
|
3264
|
+
<p begin="0:37:42.329" end="0:37:46.03">
|
|
3265
|
+
Now, I remember when<br/>
|
|
3266
|
+
OpenCourseWare was launched,
|
|
3267
|
+
</p>
|
|
3268
|
+
|
|
3269
|
+
<p begin="0:37:46.03" end="0:37:49.739">
|
|
3270
|
+
Shigeru, whom I refer to, now<br/>
|
|
3271
|
+
it's visualizing cultures, he
|
|
3272
|
+
</p>
|
|
3273
|
+
|
|
3274
|
+
<p begin="0:37:49.739" end="0:37:53">
|
|
3275
|
+
had a wonderful statement out<br/>
|
|
3276
|
+
there on our website, the OCW
|
|
3277
|
+
</p>
|
|
3278
|
+
|
|
3279
|
+
<p begin="0:37:53" end="0:37:56.96">
|
|
3280
|
+
websites, which said that, you<br/>
|
|
3281
|
+
know, this is about we, as
|
|
3282
|
+
</p>
|
|
3283
|
+
|
|
3284
|
+
<p begin="0:37:56.96" end="0:37:59.989">
|
|
3285
|
+
educators, we know how to share<br/>
|
|
3286
|
+
our research, but we don't know
|
|
3287
|
+
</p>
|
|
3288
|
+
|
|
3289
|
+
<p begin="0:37:59.989" end="0:38:03.82">
|
|
3290
|
+
how to share our pedagogy<br/>
|
|
3291
|
+
for critical review.
|
|
3292
|
+
</p>
|
|
3293
|
+
|
|
3294
|
+
<p begin="0:38:03.82" end="0:38:07.17">
|
|
3295
|
+
Now, if you think about it for<br/>
|
|
3296
|
+
a second, what you really do
|
|
3297
|
+
</p>
|
|
3298
|
+
|
|
3299
|
+
<p begin="0:38:07.17" end="0:38:09.469">
|
|
3300
|
+
through OpenCourseWare is<br/>
|
|
3301
|
+
you say, look, this
|
|
3302
|
+
</p>
|
|
3303
|
+
|
|
3304
|
+
<p begin="0:38:09.469" end="0:38:11.829">
|
|
3305
|
+
is how we teach. Have at it.<br/>
|
|
3306
|
+
|
|
3307
|
+
</p>
|
|
3308
|
+
|
|
3309
|
+
<p begin="0:38:11.829" end="0:38:13.429">
|
|
3310
|
+
Tell us what you can do.<br/>
|
|
3311
|
+
|
|
3312
|
+
</p>
|
|
3313
|
+
|
|
3314
|
+
<p begin="0:38:13.429" end="0:38:19.449">
|
|
3315
|
+
So that's, and if you can have<br/>
|
|
3316
|
+
the means to incorporate that
|
|
3317
|
+
</p>
|
|
3318
|
+
|
|
3319
|
+
<p begin="0:38:19.449" end="0:38:23.96">
|
|
3320
|
+
feedback that people might give<br/>
|
|
3321
|
+
you into continuously improving
|
|
3322
|
+
</p>
|
|
3323
|
+
|
|
3324
|
+
<p begin="0:38:23.96" end="0:38:26.139">
|
|
3325
|
+
your courses, good<br/>
|
|
3326
|
+
things can happen.
|
|
3327
|
+
</p>
|
|
3328
|
+
|
|
3329
|
+
<p begin="0:38:26.139" end="0:38:28.55">
|
|
3330
|
+
And there's a very good<br/>
|
|
3331
|
+
demonstration of this.
|
|
3332
|
+
</p>
|
|
3333
|
+
|
|
3334
|
+
<p begin="0:38:28.55" end="0:38:31.4">
|
|
3335
|
+
Carnegie Mellon has set up this<br/>
|
|
3336
|
+
thing called, they have this
|
|
3337
|
+
</p>
|
|
3338
|
+
|
|
3339
|
+
<p begin="0:38:31.4" end="0:38:36.079">
|
|
3340
|
+
initiative called the Open<br/>
|
|
3341
|
+
Learning Initiative, OLI, and
|
|
3342
|
+
</p>
|
|
3343
|
+
|
|
3344
|
+
<p begin="0:38:36.079" end="0:38:40.239">
|
|
3345
|
+
there's a statistics course<br/>
|
|
3346
|
+
where they have created, which
|
|
3347
|
+
</p>
|
|
3348
|
+
|
|
3349
|
+
<p begin="0:38:40.239" end="0:38:42.699">
|
|
3350
|
+
allows the community to give<br/>
|
|
3351
|
+
feedback, and then that's
|
|
3352
|
+
</p>
|
|
3353
|
+
|
|
3354
|
+
<p begin="0:38:42.699" end="0:38:47.079">
|
|
3355
|
+
incorporated into the into the<br/>
|
|
3356
|
+
course segments themselves, and
|
|
3357
|
+
</p>
|
|
3358
|
+
|
|
3359
|
+
<p begin="0:38:47.079" end="0:38:51.739">
|
|
3360
|
+
what they've found was that<br/>
|
|
3361
|
+
they had a learning gain of
|
|
3362
|
+
</p>
|
|
3363
|
+
|
|
3364
|
+
<p begin="0:38:51.739" end="0:38:54.829">
|
|
3365
|
+
50% in the delivery of the<br/>
|
|
3366
|
+
statistics course, and I'll
|
|
3367
|
+
</p>
|
|
3368
|
+
|
|
3369
|
+
<p begin="0:38:54.829" end="0:38:58.07">
|
|
3370
|
+
tell you what that means.<br/>
|
|
3371
|
+
What it means is that coverage,
|
|
3372
|
+
</p>
|
|
3373
|
+
|
|
3374
|
+
<p begin="0:38:58.07" end="0:39:02.789">
|
|
3375
|
+
which they would have had, and<br/>
|
|
3376
|
+
without sacrificing quality,
|
|
3377
|
+
</p>
|
|
3378
|
+
|
|
3379
|
+
<p begin="0:39:02.789" end="0:39:06.07">
|
|
3380
|
+
the time to deliver that course<br/>
|
|
3381
|
+
was, for the same learning
|
|
3382
|
+
</p>
|
|
3383
|
+
|
|
3384
|
+
<p begin="0:39:06.07" end="0:39:08.789">
|
|
3385
|
+
games, was decreased by 50%.<br/>
|
|
3386
|
+
|
|
3387
|
+
</p>
|
|
3388
|
+
|
|
3389
|
+
<p begin="0:39:08.789" end="0:39:10.268">
|
|
3390
|
+
Now that is significant.<br/>
|
|
3391
|
+
|
|
3392
|
+
</p>
|
|
3393
|
+
|
|
3394
|
+
<p begin="0:39:10.268" end="0:39:13.579">
|
|
3395
|
+
That is transubmitive,<br/>
|
|
3396
|
+
and we are not, and this
|
|
3397
|
+
</p>
|
|
3398
|
+
|
|
3399
|
+
<p begin="0:39:13.579" end="0:39:14.409">
|
|
3400
|
+
is well written about.<br/>
|
|
3401
|
+
|
|
3402
|
+
</p>
|
|
3403
|
+
|
|
3404
|
+
<p begin="0:39:14.409" end="0:39:15.869">
|
|
3405
|
+
In fact, Candice [? Till ?]<br/>
|
|
3406
|
+
|
|
3407
|
+
</p>
|
|
3408
|
+
|
|
3409
|
+
<p begin="0:39:15.869" end="0:39:17.989">
|
|
3410
|
+
still has written about<br/>
|
|
3411
|
+
this in the book, that
|
|
3412
|
+
</p>
|
|
3413
|
+
|
|
3414
|
+
<p begin="0:39:17.989" end="0:39:20.429">
|
|
3415
|
+
we, according to, that<br/>
|
|
3416
|
+
Scott was referring to.
|
|
3417
|
+
</p>
|
|
3418
|
+
|
|
3419
|
+
<p begin="0:39:20.429" end="0:39:24.385">
|
|
3420
|
+
So there's this dimension of<br/>
|
|
3421
|
+
collected improvement and
|
|
3422
|
+
</p>
|
|
3423
|
+
|
|
3424
|
+
<p begin="0:39:24.385" end="0:39:27.989">
|
|
3425
|
+
feedback, both at the micro<br/>
|
|
3426
|
+
level and at the macro level
|
|
3427
|
+
</p>
|
|
3428
|
+
|
|
3429
|
+
<p begin="0:39:27.989" end="0:39:30.17">
|
|
3430
|
+
that is really, really<br/>
|
|
3431
|
+
important when you think
|
|
3432
|
+
</p>
|
|
3433
|
+
|
|
3434
|
+
<p begin="0:39:30.17" end="0:39:34.84">
|
|
3435
|
+
about transformation that's<br/>
|
|
3436
|
+
afforded by open education.
|
|
3437
|
+
</p>
|
|
3438
|
+
|
|
3439
|
+
<p begin="0:39:34.84" end="0:39:36.92">
|
|
3440
|
+
So all that's fine.<br/>
|
|
3441
|
+
|
|
3442
|
+
</p>
|
|
3443
|
+
|
|
3444
|
+
<p begin="0:39:36.92" end="0:39:39.139">
|
|
3445
|
+
When I think about possibility<br/>
|
|
3446
|
+
as a signal, there are two
|
|
3447
|
+
</p>
|
|
3448
|
+
|
|
3449
|
+
<p begin="0:39:39.139" end="0:39:42.789">
|
|
3450
|
+
dimensions that are really<br/>
|
|
3451
|
+
important that we all talk
|
|
3452
|
+
</p>
|
|
3453
|
+
|
|
3454
|
+
<p begin="0:39:42.789" end="0:39:45.119">
|
|
3455
|
+
about, which are<br/>
|
|
3456
|
+
enabled by this.
|
|
3457
|
+
</p>
|
|
3458
|
+
|
|
3459
|
+
<p begin="0:39:45.119" end="0:39:49.159">
|
|
3460
|
+
One which I loosely call<br/>
|
|
3461
|
+
blended learning opportunities.
|
|
3462
|
+
</p>
|
|
3463
|
+
|
|
3464
|
+
<p begin="0:39:49.159" end="0:39:53.239">
|
|
3465
|
+
And what openness allows is<br/>
|
|
3466
|
+
really, and this again speaks
|
|
3467
|
+
</p>
|
|
3468
|
+
|
|
3469
|
+
<p begin="0:39:53.239" end="0:39:56.8">
|
|
3470
|
+
to the context of setting<br/>
|
|
3471
|
+
statements that Scott was
|
|
3472
|
+
</p>
|
|
3473
|
+
|
|
3474
|
+
<p begin="0:39:56.8" end="0:40:01.119">
|
|
3475
|
+
making allows us to really<br/>
|
|
3476
|
+
look at possibilities for
|
|
3477
|
+
</p>
|
|
3478
|
+
|
|
3479
|
+
<p begin="0:40:01.119" end="0:40:04.32">
|
|
3480
|
+
intelligently combining the<br/>
|
|
3481
|
+
physical and the virtual.
|
|
3482
|
+
</p>
|
|
3483
|
+
|
|
3484
|
+
<p begin="0:40:04.32" end="0:40:07.36">
|
|
3485
|
+
How we might, you know, the<br/>
|
|
3486
|
+
highlight example for this, how
|
|
3487
|
+
</p>
|
|
3488
|
+
|
|
3489
|
+
<p begin="0:40:07.36" end="0:40:14.219">
|
|
3490
|
+
might we combine what we know<br/>
|
|
3491
|
+
as good practices and situated
|
|
3492
|
+
</p>
|
|
3493
|
+
|
|
3494
|
+
<p begin="0:40:14.219" end="0:40:16.739">
|
|
3495
|
+
learning, the kinds of<br/>
|
|
3496
|
+
authentic learning experiences
|
|
3497
|
+
</p>
|
|
3498
|
+
|
|
3499
|
+
<p begin="0:40:16.739" end="0:40:18.219">
|
|
3500
|
+
that we provide in<br/>
|
|
3501
|
+
this situation.
|
|
3502
|
+
</p>
|
|
3503
|
+
|
|
3504
|
+
<p begin="0:40:18.219" end="0:40:21.92">
|
|
3505
|
+
The labs, with what might<br/>
|
|
3506
|
+
be digitally available,
|
|
3507
|
+
</p>
|
|
3508
|
+
|
|
3509
|
+
<p begin="0:40:21.92" end="0:40:24.059">
|
|
3510
|
+
online available.<br/>
|
|
3511
|
+
So it purely provides
|
|
3512
|
+
</p>
|
|
3513
|
+
|
|
3514
|
+
<p begin="0:40:24.059" end="0:40:31.05">
|
|
3515
|
+
opportunities to mix and melt<br/>
|
|
3516
|
+
the best of good worlds, and
|
|
3517
|
+
</p>
|
|
3518
|
+
|
|
3519
|
+
<p begin="0:40:31.05" end="0:40:34.989">
|
|
3520
|
+
to be able to localize it.<br/>
|
|
3521
|
+
And this is being done.
|
|
3522
|
+
</p>
|
|
3523
|
+
|
|
3524
|
+
<p begin="0:40:34.989" end="0:40:41.429">
|
|
3525
|
+
This is not something that came<br/>
|
|
3526
|
+
out of some lazy exercise in
|
|
3527
|
+
</p>
|
|
3528
|
+
|
|
3529
|
+
<p begin="0:40:41.429" end="0:40:45.469">
|
|
3530
|
+
-- what shall I say, on<br/>
|
|
3531
|
+
controlled substances.
|
|
3532
|
+
</p>
|
|
3533
|
+
|
|
3534
|
+
<p begin="0:40:45.469" end="0:40:49.809">
|
|
3535
|
+
This is the kind of stuff that<br/>
|
|
3536
|
+
has been practiced, developed,
|
|
3537
|
+
</p>
|
|
3538
|
+
|
|
3539
|
+
<p begin="0:40:49.809" end="0:40:53.13">
|
|
3540
|
+
and demonstrated you know,<br/>
|
|
3541
|
+
through things like iLabs that
|
|
3542
|
+
</p>
|
|
3543
|
+
|
|
3544
|
+
<p begin="0:40:53.13" end="0:40:56.889">
|
|
3545
|
+
I'm talking about, and we have<br/>
|
|
3546
|
+
to start looking at these
|
|
3547
|
+
</p>
|
|
3548
|
+
|
|
3549
|
+
<p begin="0:40:56.889" end="0:40:58.34">
|
|
3550
|
+
for transformation.<br/>
|
|
3551
|
+
|
|
3552
|
+
</p>
|
|
3553
|
+
|
|
3554
|
+
<p begin="0:40:58.34" end="0:41:01.73">
|
|
3555
|
+
You know, the combining the<br/>
|
|
3556
|
+
formal and the non-formal here,
|
|
3557
|
+
</p>
|
|
3558
|
+
|
|
3559
|
+
<p begin="0:41:01.73" end="0:41:04.719">
|
|
3560
|
+
for instance, we are thinking,<br/>
|
|
3561
|
+
how can we use co-curricular
|
|
3562
|
+
</p>
|
|
3563
|
+
|
|
3564
|
+
<p begin="0:41:04.719" end="0:41:09.92">
|
|
3565
|
+
experiences and combine them<br/>
|
|
3566
|
+
with, you know, as good
|
|
3567
|
+
</p>
|
|
3568
|
+
|
|
3569
|
+
<p begin="0:41:09.92" end="0:41:12.48">
|
|
3570
|
+
substitutes for authentic<br/>
|
|
3571
|
+
learning experiences.
|
|
3572
|
+
</p>
|
|
3573
|
+
|
|
3574
|
+
<p begin="0:41:12.48" end="0:41:17.739">
|
|
3575
|
+
These are the enablements of<br/>
|
|
3576
|
+
open, given the very generous
|
|
3577
|
+
</p>
|
|
3578
|
+
|
|
3579
|
+
<p begin="0:41:17.739" end="0:41:20.59">
|
|
3580
|
+
definition of open that I<br/>
|
|
3581
|
+
provided here, you know,
|
|
3582
|
+
</p>
|
|
3583
|
+
|
|
3584
|
+
<p begin="0:41:20.59" end="0:41:24.17">
|
|
3585
|
+
about open technology, open<br/>
|
|
3586
|
+
content, and open knowledge.
|
|
3587
|
+
</p>
|
|
3588
|
+
|
|
3589
|
+
<p begin="0:41:24.17" end="0:41:30.699">
|
|
3590
|
+
The other really value element,<br/>
|
|
3591
|
+
value vision element for me
|
|
3592
|
+
</p>
|
|
3593
|
+
|
|
3594
|
+
<p begin="0:41:30.699" end="0:41:32.73">
|
|
3595
|
+
is boundary-less education.<br/>
|
|
3596
|
+
|
|
3597
|
+
</p>
|
|
3598
|
+
|
|
3599
|
+
<p begin="0:41:32.73" end="0:41:35.98">
|
|
3600
|
+
And again, this is not about<br/>
|
|
3601
|
+
traditional boundaries,
|
|
3602
|
+
</p>
|
|
3603
|
+
|
|
3604
|
+
<p begin="0:41:35.98" end="0:41:39.139">
|
|
3605
|
+
geopolitical boundaries, some<br/>
|
|
3606
|
+
of which is true, like in the
|
|
3607
|
+
</p>
|
|
3608
|
+
|
|
3609
|
+
<p begin="0:41:39.139" end="0:41:43.75">
|
|
3610
|
+
IUCEE example I gave, but even<br/>
|
|
3611
|
+
boundaries between disciplines.
|
|
3612
|
+
</p>
|
|
3613
|
+
|
|
3614
|
+
<p begin="0:41:43.75" end="0:41:48.079">
|
|
3615
|
+
If you go to the OpenCourseWare<br/>
|
|
3616
|
+
site, you will see some new
|
|
3617
|
+
</p>
|
|
3618
|
+
|
|
3619
|
+
<p begin="0:41:48.079" end="0:41:51.449">
|
|
3620
|
+
programs that have been<br/>
|
|
3621
|
+
launched for energy
|
|
3622
|
+
</p>
|
|
3623
|
+
|
|
3624
|
+
<p begin="0:41:51.449" end="0:41:53.449">
|
|
3625
|
+
studies, right?<br/>
|
|
3626
|
+
|
|
3627
|
+
</p>
|
|
3628
|
+
|
|
3629
|
+
<p begin="0:41:53.449" end="0:41:57.53">
|
|
3630
|
+
And these are being possible,<br/>
|
|
3631
|
+
made possible, some of these
|
|
3632
|
+
</p>
|
|
3633
|
+
|
|
3634
|
+
<p begin="0:41:57.53" end="0:42:00.539">
|
|
3635
|
+
boundaries are diminishing our<br/>
|
|
3636
|
+
ability to leverage, content is
|
|
3637
|
+
</p>
|
|
3638
|
+
|
|
3639
|
+
<p begin="0:42:00.539" end="0:42:03.909">
|
|
3640
|
+
happening, because the<br/>
|
|
3641
|
+
substance of the component
|
|
3642
|
+
</p>
|
|
3643
|
+
|
|
3644
|
+
<p begin="0:42:03.909" end="0:42:06.57">
|
|
3645
|
+
courses are becoming visible,<br/>
|
|
3646
|
+
and people are being able to
|
|
3647
|
+
</p>
|
|
3648
|
+
|
|
3649
|
+
<p begin="0:42:06.57" end="0:42:09.57">
|
|
3650
|
+
see much more finely where<br/>
|
|
3651
|
+
there might be substitutions,
|
|
3652
|
+
</p>
|
|
3653
|
+
|
|
3654
|
+
<p begin="0:42:09.57" end="0:42:12.679">
|
|
3655
|
+
where there might be<br/>
|
|
3656
|
+
opportunities to have compounds
|
|
3657
|
+
</p>
|
|
3658
|
+
|
|
3659
|
+
<p begin="0:42:12.679" end="0:42:17.73">
|
|
3660
|
+
of these courses to lead to new<br/>
|
|
3661
|
+
programs that transcend
|
|
3662
|
+
</p>
|
|
3663
|
+
|
|
3664
|
+
<p begin="0:42:17.73" end="0:42:21.219">
|
|
3665
|
+
disciplinary boundaries or<br/>
|
|
3666
|
+
department boundaries.
|
|
3667
|
+
</p>
|
|
3668
|
+
|
|
3669
|
+
<p begin="0:42:21.219" end="0:42:24.11">
|
|
3670
|
+
I could give you other<br/>
|
|
3671
|
+
examples with there is
|
|
3672
|
+
</p>
|
|
3673
|
+
|
|
3674
|
+
<p begin="0:42:24.11" end="0:42:27.38">
|
|
3675
|
+
boundary-less-ness being<br/>
|
|
3676
|
+
experienced where the boundary
|
|
3677
|
+
</p>
|
|
3678
|
+
|
|
3679
|
+
<p begin="0:42:27.38" end="0:42:32.15">
|
|
3680
|
+
between research learnings and<br/>
|
|
3681
|
+
the lay person is
|
|
3682
|
+
</p>
|
|
3683
|
+
|
|
3684
|
+
<p begin="0:42:32.15" end="0:42:33.48">
|
|
3685
|
+
being diminished.<br/>
|
|
3686
|
+
|
|
3687
|
+
</p>
|
|
3688
|
+
|
|
3689
|
+
<p begin="0:42:33.48" end="0:42:35.929">
|
|
3690
|
+
Neeru Paharia, she's is of<br/>
|
|
3691
|
+
the Graduate Business School
|
|
3692
|
+
</p>
|
|
3693
|
+
|
|
3694
|
+
<p begin="0:42:35.929" end="0:42:37.59">
|
|
3695
|
+
over here at Harvard.<br/>
|
|
3696
|
+
|
|
3697
|
+
</p>
|
|
3698
|
+
|
|
3699
|
+
<p begin="0:42:37.59" end="0:42:42.94">
|
|
3700
|
+
She used to be Director of<br/>
|
|
3701
|
+
Creative Commons, so she has
|
|
3702
|
+
</p>
|
|
3703
|
+
|
|
3704
|
+
<p begin="0:42:42.94" end="0:42:47.239">
|
|
3705
|
+
worked on something called<br/>
|
|
3706
|
+
Acawiki, A C A W I K I, where
|
|
3707
|
+
</p>
|
|
3708
|
+
|
|
3709
|
+
<p begin="0:42:47.239" end="0:42:50.869">
|
|
3710
|
+
actually people go in and<br/>
|
|
3711
|
+
provide sense-making documents
|
|
3712
|
+
</p>
|
|
3713
|
+
|
|
3714
|
+
<p begin="0:42:50.869" end="0:42:55.71">
|
|
3715
|
+
for the lay people, you and I,<br/>
|
|
3716
|
+
who fund research, to have, to
|
|
3717
|
+
</p>
|
|
3718
|
+
|
|
3719
|
+
<p begin="0:42:55.71" end="0:42:59.768">
|
|
3720
|
+
understand research, again, to<br/>
|
|
3721
|
+
take away the divide between,
|
|
3722
|
+
</p>
|
|
3723
|
+
|
|
3724
|
+
<p begin="0:42:59.768" end="0:43:03.61">
|
|
3725
|
+
to diminish the divide between<br/>
|
|
3726
|
+
research and lay people.
|
|
3727
|
+
</p>
|
|
3728
|
+
|
|
3729
|
+
<p begin="0:43:03.61" end="0:43:06.989">
|
|
3730
|
+
So there's a lot of<br/>
|
|
3731
|
+
boundary-less-ness that can
|
|
3732
|
+
</p>
|
|
3733
|
+
|
|
3734
|
+
<p begin="0:43:06.989" end="0:43:10.34">
|
|
3735
|
+
being enabled through openness.<br/>
|
|
3736
|
+
|
|
3737
|
+
</p>
|
|
3738
|
+
|
|
3739
|
+
<p begin="0:43:10.34" end="0:43:11.86">
|
|
3740
|
+
<br/>
|
|
3741
|
+
|
|
3742
|
+
</p>
|
|
3743
|
+
|
|
3744
|
+
<p begin="0:43:11.86" end="0:43:16.5">
|
|
3745
|
+
So I'm going to start, this<br/>
|
|
3746
|
+
is my, sort of getting to my
|
|
3747
|
+
</p>
|
|
3748
|
+
|
|
3749
|
+
<p begin="0:43:16.5" end="0:43:18.98">
|
|
3750
|
+
closing statements over here.<br/>
|
|
3751
|
+
|
|
3752
|
+
</p>
|
|
3753
|
+
|
|
3754
|
+
<p begin="0:43:18.98" end="0:43:21.289">
|
|
3755
|
+
We have this movement, and you<br/>
|
|
3756
|
+
say, well, you know, here's
|
|
3757
|
+
</p>
|
|
3758
|
+
|
|
3759
|
+
<p begin="0:43:21.289" end="0:43:23.73">
|
|
3760
|
+
this guy, he's talking about<br/>
|
|
3761
|
+
all these wonderful
|
|
3762
|
+
</p>
|
|
3763
|
+
|
|
3764
|
+
<p begin="0:43:23.73" end="0:43:26.929">
|
|
3765
|
+
possibilities, and like I<br/>
|
|
3766
|
+
said, you know, this
|
|
3767
|
+
</p>
|
|
3768
|
+
|
|
3769
|
+
<p begin="0:43:26.929" end="0:43:28.21">
|
|
3770
|
+
is not a pipe dream.<br/>
|
|
3771
|
+
|
|
3772
|
+
</p>
|
|
3773
|
+
|
|
3774
|
+
<p begin="0:43:28.21" end="0:43:35.46">
|
|
3775
|
+
How do we interpret pipe, b but<br/>
|
|
3776
|
+
it's born out of really looking
|
|
3777
|
+
</p>
|
|
3778
|
+
|
|
3779
|
+
<p begin="0:43:35.46" end="0:43:39.88">
|
|
3780
|
+
at some markers, some of the<br/>
|
|
3781
|
+
significant influences that
|
|
3782
|
+
</p>
|
|
3783
|
+
|
|
3784
|
+
<p begin="0:43:39.88" end="0:43:43.69">
|
|
3785
|
+
are around us, that give me<br/>
|
|
3786
|
+
comfort, give me solid hope.
|
|
3787
|
+
</p>
|
|
3788
|
+
|
|
3789
|
+
<p begin="0:43:43.69" end="0:43:47.829">
|
|
3790
|
+
You know, and some of it is<br/>
|
|
3791
|
+
because many of us in this
|
|
3792
|
+
</p>
|
|
3793
|
+
|
|
3794
|
+
<p begin="0:43:47.829" end="0:43:52.21">
|
|
3795
|
+
room are invested and engaged<br/>
|
|
3796
|
+
in these initiatives.
|
|
3797
|
+
</p>
|
|
3798
|
+
|
|
3799
|
+
<p begin="0:43:52.21" end="0:43:55.949">
|
|
3800
|
+
So one significant category of<br/>
|
|
3801
|
+
significant influence I've
|
|
3802
|
+
</p>
|
|
3803
|
+
|
|
3804
|
+
<p begin="0:43:55.949" end="0:43:58.75">
|
|
3805
|
+
already talked a lot about, is<br/>
|
|
3806
|
+
the fact that there's a lot of
|
|
3807
|
+
</p>
|
|
3808
|
+
|
|
3809
|
+
<p begin="0:43:58.75" end="0:44:00.8">
|
|
3810
|
+
open content, there is<br/>
|
|
3811
|
+
good open technology
|
|
3812
|
+
</p>
|
|
3813
|
+
|
|
3814
|
+
<p begin="0:44:00.8" end="0:44:03.389">
|
|
3815
|
+
initiatives going on.<br/>
|
|
3816
|
+
|
|
3817
|
+
</p>
|
|
3818
|
+
|
|
3819
|
+
<p begin="0:44:03.389" end="0:44:08.159">
|
|
3820
|
+
Good design, and I mean<br/>
|
|
3821
|
+
this both in terms of
|
|
3822
|
+
</p>
|
|
3823
|
+
|
|
3824
|
+
<p begin="0:44:08.159" end="0:44:10.19">
|
|
3825
|
+
organization and technology.<br/>
|
|
3826
|
+
|
|
3827
|
+
</p>
|
|
3828
|
+
|
|
3829
|
+
<p begin="0:44:10.19" end="0:44:13.699">
|
|
3830
|
+
I particularly like to talk<br/>
|
|
3831
|
+
about my pet initiative, the
|
|
3832
|
+
</p>
|
|
3833
|
+
|
|
3834
|
+
<p begin="0:44:13.699" end="0:44:17.929">
|
|
3835
|
+
open knowledge initiative,<br/>
|
|
3836
|
+
which allows this kind of, you
|
|
3837
|
+
</p>
|
|
3838
|
+
|
|
3839
|
+
<p begin="0:44:17.929" end="0:44:21.73">
|
|
3840
|
+
know, Scott referred to it as<br/>
|
|
3841
|
+
disaggregation, which allows
|
|
3842
|
+
</p>
|
|
3843
|
+
|
|
3844
|
+
<p begin="0:44:21.73" end="0:44:23.835">
|
|
3845
|
+
different players, different<br/>
|
|
3846
|
+
qualities, different
|
|
3847
|
+
</p>
|
|
3848
|
+
|
|
3849
|
+
<p begin="0:44:23.835" end="0:44:25.739">
|
|
3850
|
+
strengths to play.<br/>
|
|
3851
|
+
So, there are design
|
|
3852
|
+
</p>
|
|
3853
|
+
|
|
3854
|
+
<p begin="0:44:25.739" end="0:44:30.03">
|
|
3855
|
+
enablers, and design is a<br/>
|
|
3856
|
+
very important consideration.
|
|
3857
|
+
</p>
|
|
3858
|
+
|
|
3859
|
+
<p begin="0:44:30.03" end="0:44:33.309">
|
|
3860
|
+
But there are legal enablers,<br/>
|
|
3861
|
+
creative commons, for instance,
|
|
3862
|
+
</p>
|
|
3863
|
+
|
|
3864
|
+
<p begin="0:44:33.309" end="0:44:39.969">
|
|
3865
|
+
which, you know, so which give<br/>
|
|
3866
|
+
me hope that this vision of
|
|
3867
|
+
</p>
|
|
3868
|
+
|
|
3869
|
+
<p begin="0:44:39.969" end="0:44:46.489">
|
|
3870
|
+
Metaversity II is, indeed,<br/>
|
|
3871
|
+
realizable and can be reaffied.
|
|
3872
|
+
</p>
|
|
3873
|
+
|
|
3874
|
+
<p begin="0:44:46.489" end="0:44:49.55">
|
|
3875
|
+
But there are two dimensions<br/>
|
|
3876
|
+
which I have not touch upon
|
|
3877
|
+
</p>
|
|
3878
|
+
|
|
3879
|
+
<p begin="0:44:49.55" end="0:44:52.67">
|
|
3880
|
+
which I'll quickly tell you.<br/>
|
|
3881
|
+
One is institutional
|
|
3882
|
+
</p>
|
|
3883
|
+
|
|
3884
|
+
<p begin="0:44:52.67" end="0:44:56.42">
|
|
3885
|
+
commitment.<br/>
|
|
3886
|
+
And some of the institutional
|
|
3887
|
+
</p>
|
|
3888
|
+
|
|
3889
|
+
<p begin="0:44:56.42" end="0:44:58.389">
|
|
3890
|
+
commitment is expressed<br/>
|
|
3891
|
+
through communities
|
|
3892
|
+
</p>
|
|
3893
|
+
|
|
3894
|
+
<p begin="0:44:58.389" end="0:44:59.969">
|
|
3895
|
+
that are being created.<br/>
|
|
3896
|
+
|
|
3897
|
+
</p>
|
|
3898
|
+
|
|
3899
|
+
<p begin="0:44:59.969" end="0:45:03.82">
|
|
3900
|
+
The Sakai community,<br/>
|
|
3901
|
+
consortia around iLabs
|
|
3902
|
+
</p>
|
|
3903
|
+
|
|
3904
|
+
<p begin="0:45:03.82" end="0:45:06.96">
|
|
3905
|
+
that are being built.<br/>
|
|
3906
|
+
The groups that meet around OKI.
|
|
3907
|
+
</p>
|
|
3908
|
+
|
|
3909
|
+
<p begin="0:45:06.96" end="0:45:11.32">
|
|
3910
|
+
So these are expressions of<br/>
|
|
3911
|
+
institutional commitment around
|
|
3912
|
+
</p>
|
|
3913
|
+
|
|
3914
|
+
<p begin="0:45:11.32" end="0:45:15.25">
|
|
3915
|
+
things open that are forming,<br/>
|
|
3916
|
+
which so which are really
|
|
3917
|
+
</p>
|
|
3918
|
+
|
|
3919
|
+
<p begin="0:45:15.25" end="0:45:18.789">
|
|
3920
|
+
becoming the building<br/>
|
|
3921
|
+
blocks for this open
|
|
3922
|
+
</p>
|
|
3923
|
+
|
|
3924
|
+
<p begin="0:45:18.789" end="0:45:21.405">
|
|
3925
|
+
education movement.<br/>
|
|
3926
|
+
There is another kind, which I
|
|
3927
|
+
</p>
|
|
3928
|
+
|
|
3929
|
+
<p begin="0:45:21.405" end="0:45:24.13">
|
|
3930
|
+
really pointed to, and I had a<br/>
|
|
3931
|
+
bunch of slides, and I think
|
|
3932
|
+
</p>
|
|
3933
|
+
|
|
3934
|
+
<p begin="0:45:24.13" end="0:45:27.768">
|
|
3935
|
+
they got finished by today's<br/>
|
|
3936
|
+
web page from MIT that I
|
|
3937
|
+
</p>
|
|
3938
|
+
|
|
3939
|
+
<p begin="0:45:27.768" end="0:45:31.05">
|
|
3940
|
+
showed you, which is a real<br/>
|
|
3941
|
+
expression of MIT commitment.
|
|
3942
|
+
</p>
|
|
3943
|
+
|
|
3944
|
+
<p begin="0:45:31.05" end="0:45:35.44">
|
|
3945
|
+
The slides I was going to show<br/>
|
|
3946
|
+
you, which are really, have to
|
|
3947
|
+
</p>
|
|
3948
|
+
|
|
3949
|
+
<p begin="0:45:35.44" end="0:45:40.139">
|
|
3950
|
+
do with the fact that MIT<br/>
|
|
3951
|
+
expressed its initial, its
|
|
3952
|
+
</p>
|
|
3953
|
+
|
|
3954
|
+
<p begin="0:45:40.139" end="0:45:43.51">
|
|
3955
|
+
institutional commitment to<br/>
|
|
3956
|
+
OpenCourseWare through a lot a
|
|
3957
|
+
</p>
|
|
3958
|
+
|
|
3959
|
+
<p begin="0:45:43.51" end="0:45:46.289">
|
|
3960
|
+
strategic thinking that<br/>
|
|
3961
|
+
preceded the launch of
|
|
3962
|
+
</p>
|
|
3963
|
+
|
|
3964
|
+
<p begin="0:45:46.289" end="0:45:49.849">
|
|
3965
|
+
OpenCourseWare, it's current<br/>
|
|
3966
|
+
commitment to it, right?
|
|
3967
|
+
</p>
|
|
3968
|
+
|
|
3969
|
+
<p begin="0:45:49.849" end="0:45:55.25">
|
|
3970
|
+
And to openness, as expressed<br/>
|
|
3971
|
+
wonderfully by, you know,
|
|
3972
|
+
</p>
|
|
3973
|
+
|
|
3974
|
+
<p begin="0:45:55.25" end="0:45:56.929">
|
|
3975
|
+
by today's web page.<br/>
|
|
3976
|
+
|
|
3977
|
+
</p>
|
|
3978
|
+
|
|
3979
|
+
<p begin="0:45:56.929" end="0:45:59.699">
|
|
3980
|
+
And there is a second dimension<br/>
|
|
3981
|
+
off this, there is another
|
|
3982
|
+
</p>
|
|
3983
|
+
|
|
3984
|
+
<p begin="0:45:59.699" end="0:46:03.699">
|
|
3985
|
+
aspect which is on the<br/>
|
|
3986
|
+
collectivity culture, and you
|
|
3987
|
+
</p>
|
|
3988
|
+
|
|
3989
|
+
<p begin="0:46:03.699" end="0:46:06.32">
|
|
3990
|
+
see that, you know, through the<br/>
|
|
3991
|
+
Wikis, the blogs, the
|
|
3992
|
+
</p>
|
|
3993
|
+
|
|
3994
|
+
<p begin="0:46:06.32" end="0:46:10.5">
|
|
3995
|
+
distributed culture, all the<br/>
|
|
3996
|
+
tools and artifacts of
|
|
3997
|
+
</p>
|
|
3998
|
+
|
|
3999
|
+
<p begin="0:46:10.5" end="0:46:14.61">
|
|
4000
|
+
the digital natives that<br/>
|
|
4001
|
+
Scott was talking about.
|
|
4002
|
+
</p>
|
|
4003
|
+
|
|
4004
|
+
<p begin="0:46:14.61" end="0:46:17.01">
|
|
4005
|
+
So very quickly, some things<br/>
|
|
4006
|
+
about MIT's institutional
|
|
4007
|
+
</p>
|
|
4008
|
+
|
|
4009
|
+
<p begin="0:46:17.01" end="0:46:19.289">
|
|
4010
|
+
commitments.<br/>
|
|
4011
|
+
Like I said, OpenCourseWare
|
|
4012
|
+
</p>
|
|
4013
|
+
|
|
4014
|
+
<p begin="0:46:19.289" end="0:46:21.88">
|
|
4015
|
+
was preceded by a lot<br/>
|
|
4016
|
+
of strategic thinking.
|
|
4017
|
+
</p>
|
|
4018
|
+
|
|
4019
|
+
<p begin="0:46:21.88" end="0:46:24.889">
|
|
4020
|
+
You know, we had this Counsel<br/>
|
|
4021
|
+
on Education Technology, and
|
|
4022
|
+
</p>
|
|
4023
|
+
|
|
4024
|
+
<p begin="0:46:24.889" end="0:46:27.579">
|
|
4025
|
+
there was a particular<br/>
|
|
4026
|
+
strategic thrust around
|
|
4027
|
+
</p>
|
|
4028
|
+
|
|
4029
|
+
<p begin="0:46:27.579" end="0:46:30.809">
|
|
4030
|
+
bolstering the commons<br/>
|
|
4031
|
+
off the mind, you know.
|
|
4032
|
+
</p>
|
|
4033
|
+
|
|
4034
|
+
<p begin="0:46:30.809" end="0:46:35.239">
|
|
4035
|
+
Nice words chosen by Hal<br/>
|
|
4036
|
+
Abelson, who was, you know,
|
|
4037
|
+
</p>
|
|
4038
|
+
|
|
4039
|
+
<p begin="0:46:35.239" end="0:46:38.26">
|
|
4040
|
+
who was a leader in education<br/>
|
|
4041
|
+
technology over here at MIT.
|
|
4042
|
+
</p>
|
|
4043
|
+
|
|
4044
|
+
<p begin="0:46:38.26" end="0:46:41.659">
|
|
4045
|
+
<br/>
|
|
4046
|
+
|
|
4047
|
+
</p>
|
|
4048
|
+
|
|
4049
|
+
<p begin="0:46:41.659" end="0:46:44.07">
|
|
4050
|
+
And we had a lot of strategies<br/>
|
|
4051
|
+
around active learning, which
|
|
4052
|
+
</p>
|
|
4053
|
+
|
|
4054
|
+
<p begin="0:46:44.07" end="0:46:48.01">
|
|
4055
|
+
led to all kinds of initiatives<br/>
|
|
4056
|
+
like, you know, TEAL
|
|
4057
|
+
</p>
|
|
4058
|
+
|
|
4059
|
+
<p begin="0:46:48.01" end="0:46:50.349">
|
|
4060
|
+
and iLab and so on.<br/>
|
|
4061
|
+
|
|
4062
|
+
</p>
|
|
4063
|
+
|
|
4064
|
+
<p begin="0:46:50.349" end="0:46:54.579">
|
|
4065
|
+
But the strategy around<br/>
|
|
4066
|
+
intellectual commons was what
|
|
4067
|
+
</p>
|
|
4068
|
+
|
|
4069
|
+
<p begin="0:46:54.579" end="0:46:58.09">
|
|
4070
|
+
was an expression of MIT's<br/>
|
|
4071
|
+
institutional commitment
|
|
4072
|
+
</p>
|
|
4073
|
+
|
|
4074
|
+
<p begin="0:46:58.09" end="0:46:59.739">
|
|
4075
|
+
to things open.<br/>
|
|
4076
|
+
|
|
4077
|
+
</p>
|
|
4078
|
+
|
|
4079
|
+
<p begin="0:46:59.739" end="0:47:04.48">
|
|
4080
|
+
In fact, at that time, and<br/>
|
|
4081
|
+
these slides are dated, you
|
|
4082
|
+
</p>
|
|
4083
|
+
|
|
4084
|
+
<p begin="0:47:04.48" end="0:47:09.909">
|
|
4085
|
+
know, they're circa 2004, but<br/>
|
|
4086
|
+
these initiatives that were
|
|
4087
|
+
</p>
|
|
4088
|
+
|
|
4089
|
+
<p begin="0:47:09.909" end="0:47:12.96">
|
|
4090
|
+
launched were part of an<br/>
|
|
4091
|
+
institutional strategy and
|
|
4092
|
+
</p>
|
|
4093
|
+
|
|
4094
|
+
<p begin="0:47:12.96" end="0:47:15.559">
|
|
4095
|
+
the present MIT's commitment.<br/>
|
|
4096
|
+
|
|
4097
|
+
</p>
|
|
4098
|
+
|
|
4099
|
+
<p begin="0:47:15.559" end="0:47:22.719">
|
|
4100
|
+
This base, which is a very,<br/>
|
|
4101
|
+
very big base, to the website
|
|
4102
|
+
</p>
|
|
4103
|
+
|
|
4104
|
+
<p begin="0:47:22.719" end="0:47:26.969">
|
|
4105
|
+
announcement that you saw about<br/>
|
|
4106
|
+
open access to research, OKI
|
|
4107
|
+
</p>
|
|
4108
|
+
|
|
4109
|
+
<p begin="0:47:26.969" end="0:47:28.789">
|
|
4110
|
+
that you've heard about,<br/>
|
|
4111
|
+
OpenCourseWare that I
|
|
4112
|
+
</p>
|
|
4113
|
+
|
|
4114
|
+
<p begin="0:47:28.789" end="0:47:31.5">
|
|
4115
|
+
need not speak about.<br/>
|
|
4116
|
+
So, the institutional
|
|
4117
|
+
</p>
|
|
4118
|
+
|
|
4119
|
+
<p begin="0:47:31.5" end="0:47:36.239">
|
|
4120
|
+
commitment was because it was<br/>
|
|
4121
|
+
seen as important elements of
|
|
4122
|
+
</p>
|
|
4123
|
+
|
|
4124
|
+
<p begin="0:47:36.239" end="0:47:38.889">
|
|
4125
|
+
educational strategy at MIT.<br/>
|
|
4126
|
+
|
|
4127
|
+
</p>
|
|
4128
|
+
|
|
4129
|
+
<p begin="0:47:38.889" end="0:47:44.579">
|
|
4130
|
+
Now, the second thing about the<br/>
|
|
4131
|
+
collectivity culture, and I'm
|
|
4132
|
+
</p>
|
|
4133
|
+
|
|
4134
|
+
<p begin="0:47:44.579" end="0:47:48.25">
|
|
4135
|
+
going to close over here,<br/>
|
|
4136
|
+
the collectivity culture is
|
|
4137
|
+
</p>
|
|
4138
|
+
|
|
4139
|
+
<p begin="0:47:48.25" end="0:47:54.5">
|
|
4140
|
+
really expressed through, you<br/>
|
|
4141
|
+
know, through what we see.
|
|
4142
|
+
</p>
|
|
4143
|
+
|
|
4144
|
+
<p begin="0:47:54.5" end="0:47:59.239">
|
|
4145
|
+
And my boss, Dan Hastings,<br/>
|
|
4146
|
+
who's the Dean of Undergraduate
|
|
4147
|
+
</p>
|
|
4148
|
+
|
|
4149
|
+
<p begin="0:47:59.239" end="0:48:02.789">
|
|
4150
|
+
Education over here, has sent<br/>
|
|
4151
|
+
us these slides sometime ago.
|
|
4152
|
+
</p>
|
|
4153
|
+
|
|
4154
|
+
<p begin="0:48:02.789" end="0:48:06.07">
|
|
4155
|
+
And for me, they tells the<br/>
|
|
4156
|
+
story about the digital
|
|
4157
|
+
</p>
|
|
4158
|
+
|
|
4159
|
+
<p begin="0:48:06.07" end="0:48:10.82">
|
|
4160
|
+
natives, and the collectivity<br/>
|
|
4161
|
+
culture, which I think gives
|
|
4162
|
+
</p>
|
|
4163
|
+
|
|
4164
|
+
<p begin="0:48:10.82" end="0:48:14.829">
|
|
4165
|
+
me comfort that -- well, on the<br/>
|
|
4166
|
+
one hand it makes it very
|
|
4167
|
+
</p>
|
|
4168
|
+
|
|
4169
|
+
<p begin="0:48:14.829" end="0:48:19.38">
|
|
4170
|
+
important that we continue to<br/>
|
|
4171
|
+
march on, on this road towards
|
|
4172
|
+
</p>
|
|
4173
|
+
|
|
4174
|
+
<p begin="0:48:19.38" end="0:48:22.92">
|
|
4175
|
+
Metaversity two, but at the<br/>
|
|
4176
|
+
same time it gives me comfort
|
|
4177
|
+
</p>
|
|
4178
|
+
|
|
4179
|
+
<p begin="0:48:22.92" end="0:48:27.289">
|
|
4180
|
+
that it's well on it's<br/>
|
|
4181
|
+
way to being reaffied.
|
|
4182
|
+
</p>
|
|
4183
|
+
|
|
4184
|
+
<p begin="0:48:27.289" end="0:48:30.012">
|
|
4185
|
+
So here are a set of<br/>
|
|
4186
|
+
slides that Dan gave that
|
|
4187
|
+
</p>
|
|
4188
|
+
|
|
4189
|
+
<p begin="0:48:30.012" end="0:48:32.71">
|
|
4190
|
+
I think speak to the<br/>
|
|
4191
|
+
collectivity culture.
|
|
4192
|
+
</p>
|
|
4193
|
+
|
|
4194
|
+
<p begin="0:48:32.71" end="0:48:37.03">
|
|
4195
|
+
This is by a group of students<br/>
|
|
4196
|
+
who fancy that they work at
|
|
4197
|
+
</p>
|
|
4198
|
+
|
|
4199
|
+
<p begin="0:48:37.03" end="0:48:40.469">
|
|
4200
|
+
NASA, and who also asking why<br/>
|
|
4201
|
+
aren't we working at NASA.
|
|
4202
|
+
</p>
|
|
4203
|
+
|
|
4204
|
+
<p begin="0:48:40.469" end="0:48:43.219">
|
|
4205
|
+
And they are -- I won't<br/>
|
|
4206
|
+
say much why it is being
|
|
4207
|
+
</p>
|
|
4208
|
+
|
|
4209
|
+
<p begin="0:48:43.219" end="0:48:45.289">
|
|
4210
|
+
played, they are from gen-Y.<br/>
|
|
4211
|
+
|
|
4212
|
+
</p>
|
|
4213
|
+
|
|
4214
|
+
<p begin="0:48:45.289" end="0:48:47.48">
|
|
4215
|
+
Gen-Y is, by the way, it is<br/>
|
|
4216
|
+
characterized by everyone
|
|
4217
|
+
</p>
|
|
4218
|
+
|
|
4219
|
+
<p begin="0:48:47.48" end="0:48:52.059">
|
|
4220
|
+
between 14 and they say 40,<br/>
|
|
4221
|
+
but I'm going to say 50s.
|
|
4222
|
+
</p>
|
|
4223
|
+
|
|
4224
|
+
<p begin="0:48:52.059" end="0:48:54.739">
|
|
4225
|
+
<br/>
|
|
4226
|
+
|
|
4227
|
+
</p>
|
|
4228
|
+
|
|
4229
|
+
<p begin="0:48:54.739" end="0:49:00.849">
|
|
4230
|
+
So and well, these are the, and<br/>
|
|
4231
|
+
you're seeing characteristics
|
|
4232
|
+
</p>
|
|
4233
|
+
|
|
4234
|
+
<p begin="0:49:00.849" end="0:49:06.59">
|
|
4235
|
+
of this collectivity<br/>
|
|
4236
|
+
generations, right?
|
|
4237
|
+
</p>
|
|
4238
|
+
|
|
4239
|
+
<p begin="0:49:06.59" end="0:49:09.07">
|
|
4240
|
+
<br/>
|
|
4241
|
+
|
|
4242
|
+
</p>
|
|
4243
|
+
|
|
4244
|
+
<p begin="0:49:09.07" end="0:49:12.75">
|
|
4245
|
+
So they're talking about why<br/>
|
|
4246
|
+
are -- it's self-explanatory.
|
|
4247
|
+
</p>
|
|
4248
|
+
|
|
4249
|
+
<p begin="0:49:12.75" end="0:49:43.82">
|
|
4250
|
+
<br/>
|
|
4251
|
+
|
|
4252
|
+
</p>
|
|
4253
|
+
|
|
4254
|
+
<p begin="0:49:43.82" end="0:49:49.746">
|
|
4255
|
+
Now, there are tools that they,<br/>
|
|
4256
|
+
and this speaks exactly to your
|
|
4257
|
+
</p>
|
|
4258
|
+
|
|
4259
|
+
<p begin="0:49:49.746" end="0:50:08.19">
|
|
4260
|
+
point, By the way, this is just<br/>
|
|
4261
|
+
a sort of disclaimer slide
|
|
4262
|
+
</p>
|
|
4263
|
+
|
|
4264
|
+
<p begin="0:50:08.19" end="0:50:10.619">
|
|
4265
|
+
to say that NASA actually<br/>
|
|
4266
|
+
uses a lot of these tools.
|
|
4267
|
+
</p>
|
|
4268
|
+
|
|
4269
|
+
<p begin="0:50:10.619" end="0:50:11.9">
|
|
4270
|
+
I think I have said enough.<br/>
|
|
4271
|
+
|
|
4272
|
+
</p>
|
|
4273
|
+
|
|
4274
|
+
<p begin="0:50:11.9" end="0:50:13.599">
|
|
4275
|
+
I hope I have given<br/>
|
|
4276
|
+
you a message.
|
|
4277
|
+
</p>
|
|
4278
|
+
|
|
4279
|
+
<p begin="0:50:13.599" end="0:50:16.69">
|
|
4280
|
+
Thank you very much, and<br/>
|
|
4281
|
+
I hope the message off
|
|
4282
|
+
</p>
|
|
4283
|
+
|
|
4284
|
+
<p begin="0:50:16.69" end="0:50:18.018">
|
|
4285
|
+
everything open is clear.<br/>
|
|
4286
|
+
|
|
4287
|
+
</p>
|
|
4288
|
+
|
|
4289
|
+
<p begin="0:50:18.018" end="0:50:21.84">
|
|
4290
|
+
And I don't know, Scott, if you<br/>
|
|
4291
|
+
wanted to take any questions,
|
|
4292
|
+
</p>
|
|
4293
|
+
|
|
4294
|
+
<p begin="0:50:21.84" end="0:50:33.75">
|
|
4295
|
+
or if -- what have you<br/>
|
|
4296
|
+
noticed, but thanks a lot.
|
|
4297
|
+
</p>
|
|
4298
|
+
|
|
4299
|
+
</div>
|
|
4300
|
+
</body>
|
|
4301
|
+
</tt>
|