sm-transcript 0.0.4 → 0.0.6
This diff represents the content of publicly available package versions that have been released to one of the supported registries. The information contained in this diff is provided for informational purposes only and reflects changes between package versions as they appear in their respective public registries.
- 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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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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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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know, for quite some time.<br/>
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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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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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<p begin="0:01:39.93" end="0:01:43.06">
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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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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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technology and all these<br/>
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dimensions sort of describe the
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envelope of the open<br/>
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education movement.
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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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borrowed the top part of that,<br/>
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advancing the educational life
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of information resources of<br/>
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title from a guru of mine, John
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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>
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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 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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<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/>
|
|
386
|
+
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>
|