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Edupreneurship, the new business opportunity by Prof. M.M. Pant
1. Edupreneurs: who they are? ……..and why is Education the newest business opportunity today? Program on Educational Entrepreneurship By Prof. M.M. Pant For more details, visit: www.mmpant.net
2. The Human Species: Although there are millions of species on the planet, humans are the most critical. In almost all biological and physical characteristics, humans are inferior to many others. Darwin identified the key principles of evolution: natural selection and survival of the fittest Did Darwin ever interact with Gregor Mendel?
3. Commercial value of Knowledge Einstein formulated the relationship between the mass of matter and the amount of energy locked in it that can be released in a nuclear reaction Similarly there is a quantum of commercial value in all knowledge that needs to be assessed and then unlocked
4. Newton’s First Law An object at rest will remain at rest unless acted on by an unbalanced force. A learner will remain ignorant in the absence of an encouraging learning intervention. An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force. A motivated learner continues learning until ‘demotivated’ by an unpleasant learning experience. This law is often called "the law of inertia". This is the principle of “ learning inertia” or learner resistance.
5. Newton’s Second Law Acceleration is produced when a force acts on a mass. A pleasant and inspiring learning intervention accelerates the rate of learning. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object). The greater the learner inertia or resistance, the more the strength of intervention required.
6. Newton’s 3rd Law For every action there is an equal and opposite re-action. In every learning interaction, both the learner and teacher learn something This means that for every force there is a reaction force that is equal in size, but opposite in direction. The learning transaction affects both the learner and the teacher , thus co-constructing learning.
7. Internationally: Millenium Development Goals No Child Left Behind Initiatives in UK and Europe Development Banks funding ICT and other projects in education CoL working in Africa, Pacific Islands etc. Singapore leading in new education initiatices Dubai Knowledge Village Global Migration of Students
8. The importance of Talent: Human Capital is the new venture Capital Many businessess/projects cannot be executed because appropriate talent and skills are lacking. Education is the key: by teachers; through self-learning; group learning; technology enabled learning….or a blend of these.
9. Evolution of classroom teaching aids Blackboard and chalk Blackboard pairs Green Boards (glass) and (plastic-coated) chalk…..coloured chalk Flip charts Overhead projectors Slide projectors Slide-shows with audio-co-ordination Powerpoint slides Powerpoint with audio and video Special effects with Powerpoint
10. Learning metrics Learner side: Marks, grades, CGPA.. Teaching side: Syllabus, number of exam papers Institution: Credits
11. Research and knowledge relied upon McREL: Mid-continent regional education laboratory ACER: Australian Council of Education Research International Baccalaureate Diploma Program Trends of discoveries in allied fields of cognitive sciences Ancient Indian wisdom
12. Areas in which research has a bearing on learning Brain surgery Cognitive sciences Psychology Linguistics Artificial Intelligence
14. We still do not know how the brain functions There are however more than 300 different pedagogical strategies that have been proposed by psychologists. If all psychologists were laid end to end, they would not reach a conclusion
15. The Earl of Rochester Before I married I had six theories about bringing up children. Now I have six children and no theories
16. Other theories of learning Piaget's Developmental Theory Neuroscience Brain-Based Learning Learning Styles Right Brain/Left Brain Thinking Communities of Practice Control Theory Observational Learning Vygotsky and Social Cognition
17. Why students fail to learn? Learned helplessness Learning goals not articulated Not ready for the present learning intervention Lack of adequate reading and comprehension rate Not devoting time required for the learning tasks Inadequacy of available learning technologies
18. What makes a teacher great? Bill Gates on www.ted.com
19. How do you make a teacher great? It seems like the kind of question that people would spend a lot of time on, and we'd understand very well. And the answer is, really, that we don't. Let's start with why this is important. Well, all of us here, I'll bet, had some great teachers. We all had a wonderful education. That's part of the reason we're here today, part of the reason we're successful. I can say that, even though I'm a college drop-out. I had great teachers.
20. In fact, in the United States, the teaching system has worked fairly well. There are fairly effective teachers in a narrow set of places. So the top 20 percent of students have gotten a good education. And those top 20 percent have been the best in the world, if you measure them against the other top 20 percent. And they've gone on to create the revolutions in software and biotechnology and keep the U.S. at the forefront.
21. Now, the strength for those top 20% is starting to fade on a relative basis…….. …….but even more concerning is the education that the balance of people are getting. Not only has that been weak; it's getting weaker. And if you look at the economy, it really is only providing opportunities now to people with a better education. And we have to change this. We have to change it so that people have equal opportunity. We have to change it so that the country is strong and stays at the forefront of things that are driven by advanced education, like science and mathematics.
22. When I first learned the statistics I was pretty stunned at how bad things are. Over 30 percent of kids never finish high school. And that had been covered up for a long time because they always took the dropout rate as the number who started in senior year and compared it to the number who finished senior year. Because they weren't tracking where the kids were before that. But most of the dropouts had taken place before that.
23. For minority kids, it’s over 50% And even if you graduate from high school, if you're low-income, you have less than a 25 percent chance of ever completing a college degree. If you're low-income in the United States, you have a higher chance of going to jail than you do of getting a four-year degree. And that doesn't seem entirely fair.
24. So, how do you make education better ? Now, our foundation, for the last nine years, has invested in this. There's many people working on it. We've worked on small schools, we've funded scholarships, we've done things in libraries. A lot of these things had a good effect. But the more we looked at it, the more we realized that having great teachers was the very key thing. And we hooked up with some people studying how much variation is there between teachers, between, say, the top quartile -- the very best -- and the bottom quartile.
25. Inter and intra-school variations….. How much variation is there within a school or between schools? And the answer is that these variations are absolutely unbelievable. A top quartile teacher will increase the performance of their class -- based on test scores -- by over 10 percent in a single year. What does that mean?
26. Improving the quality of teachers…. That means that if the entire U.S., for two years, had top quartile teachers, the entire difference between us and Asia would go away. Within four years we would be blowing everyone in the world away.
27. So, it’s simple. All you need are those top quartile teachers. And so you'd say, "Wow, we should reward those people. We should retain those people. We should find out what they're doing and transfer that skill to other people." But I can tell you that absolutely is not happening today.
28. Is experience important for good teaching? What are the characteristics of this top quartile? What do they look like? You might think these must be very senior teachers. And the answer is no. Once somebody has taught for three years their teaching quality does not change thereafter. The variation is very, very small
29. Does a higher qualification make a better teacher ? You might think these are people with master's degrees. They've gone back and they've gotten their Master's of Education. This chart takes four different factors and says how much do they explain teaching quality. That bottom thing, which says there's no effect at all, is a master's degree.
30. What is rewarded financially? Now, the way the pay system works is there's two things that are rewarded. One is seniority. Because your pay goes up and you vest into your pension. The second is giving extra money to people who get their master's degree. But it in no way is associated with being a better teacher.
31. In maths higher qualification may matter….. For math teachers majoring in math there's a measurable effect. But, overwhelmingly, it's your past performance. There are some people who are very good at this. And we've done almost nothing to study what that is and to draw it in and to replicate it, to raise the average capability -- or to encourage the people with it to stay in the system.
32. Flight of talent…. You might say, "Do the good teachers stay and the bad teacher's leave?" The answer is, on average, the slightly better teachers leave the system. And it's a system with very high turnover
33. An example worth emulating… Now, there are a few places -- very few -- where great teachers are being made. A good example of one is a set of charter schools called KIPP. KIPP means Knowledge Is Power. It's an unbelievable thing. They have 66 schools -- mostly middle schools, some high schools -- and what goes on is great teaching. They take the poorest kids, and over 96 percent of their high school graduates go to four-year colleges
34. Making teaching better… And the whole spirit and attitude in those schools is very different than in the normal public schools. They're team teaching. They're constantly improving their teachers. They're taking data, the test scores, and saying to a teacher, "Hey, you caused this amount of increase." They're deeply engaged in making teaching better.
35. The high energy levels of a good teacher… When you actually go and sit in one of these classrooms, at first it's very bizarre. I sat down and I thought, "What is going on?" The teacher was running around, and the energy level was high. I thought, "I'm in the sports rally or something
36. Involving all the kids in class… What's going on?" And the teacher was constantly scanning to see which kids weren't paying attention, which kids were bored, and calling kids rapidly, putting things up on the board. It was a very dynamic environment, because particularly in those middle school years -- fifth through eighth grade -- keeping people engaged and setting the tone that everybody in the classroom needs to pay attention, nobody gets to make fun of it or have the position of the kid who doesn't want to be there. Everybody needs to be involved. And so KIPP is doing it.
37. Lack of data on teaching quality…. How does that compare to a normal school? Well, in a normal school teachers aren't told how good they are. The data isn't gathered. In the teacher's contract, it will limit the number of times the principal can come into the classroom -- sometimes to once per year. And they need advanced notice to do that.
38. An (inappropriate) comparison to a factory So imagine running a factory where you've got these workers, some of them just making crap and the management is told, "Hey, you can only come down here once a year, but you need to let us know, because we might actually fool you, and try and do a good job in that one brief moment."
39. Lack of information and techniques… Even a teacher who wants to improve doesn't have the tools to do it. They don't have the test scores, and there's a whole thing of trying to block the data. For example, New York passed a law that said that the teacher improvement data could not be made available and used in the tenure decision for the teachers. And so that's sort of working in the opposite direction. But I'm optimistic about this, I think there are some clear things we can do.
40. Testing and teaching tools First of all, there's a lot more testing going on, and that's given us the picture of where we are. And that allows us to understand who's doing it well, and call them out, and find out what those techniques are
41. Including video clips of best practices that work.. Of course, digital video is cheap now. Putting a few cameras in the classroom and saying that things are being recorded on an ongoing basis is very practical in all public schools. And so every few weeks teachers could sit down and say, "OK, here's a little clip of something I thought I did well. Here's a little clip of something I think I did poorly. Advise me -- when this kid acted up, how should I have dealt with that?" And they could all sit and work together on those problems. You can take the very best teachers and kind of annotate it, have it so everyone sees who is the very best at teaching this stuff.
42. Tracking and helping children You can take those great courses and make them available so that a kid could go out and watch the physics course, learn from that. If you have a kid who's behind, you would know you could assign them that video to watch and review the concept
43. Accessible even without Internet And in fact, these free courses could not only be available just on the Internet, but you could make it so that DVDs were always available, and so anybody who has access to a DVD player can have the very best teachers. And so by thinking of this as a personnel system, we can do it much better.
44. Work hard, be nice…. Now there's a book actually, about KIPP -- the place that this is going on -- that Jay Matthews, a news reporter, wrote -- called, "Work Hard, Be Nice." And I thought it was so fantastic. It gave you a sense of what a good teacher does. I'm going to send everyone here a free copy of this book.
45. Importance of investing in education Now, we put a lot of money into education, and I really think that education is the most important thing to get right for the country to have as strong a future as it should have. In fact we have in the stimulus bill -- it's interesting -- the House version actually had money in it for these data systems, and it was taken out in the Senate because there are people who are threatened by these things
46. Making a difference But I -- I'm optimistic. I think people are beginning to recognize how important this is, and it really can make a difference for millions of lives, if we get it right. I only had time to frame those two problems
47. More possible challenges There's a lot more problems like that -- AIDS, pneumonia -- I can just see you're getting excited, just at the very name of these things. And the skill sets required to tackle these things are very broad.
48. Who does it? You know, the system doesn't naturally make it happen. Governments don't naturally pick these things in the right way. The private sector doesn't naturally put its resources into these things.
49. It’s your task as well…. So it's going to take brilliant people like you to study these things, get other people involved -- and you're helping to come up with solutions. And with that, I think there's some great things that will come out of it. Thank you.
55. Moving from a mere lecture to the creation of a learning event It is not enough that a lecture was taken What about the learning transactions? Did learning take place? Did an interest in learning take place? Did the learner learn how to learn? Did the learner learn how to think? Can the learner find meaning in large amounts of data?
56. Drawing from the double helix model: One strand is the academic knowledge/information in language, science, maths.. The other strand is generic skills of learning to learn, learning to think, enhancing learner motivation…. There are links at several levels between the two strands
57. Moving away from a uni-dimensional approach We may look at this as a double strand: one of the traditional academic knowledge in language, science maths etc. updated as per current knowledge; and the other of a set of generic skills such as learning to learn, unlearn and re-learn, together with yearning to learn and a range of information skills in addition to ICT fluency.
58. ECIP: Enhancing Creativity and Innovation Potential The UK has initiated a project to define an Innovation index for the country Research shows that GDP’s are positively correlated to R&D and Innovation Similar concepts and ideas can be applied to individual innovation and creativity Cycles of creative thinking and critical thinking to solve new problems
59. Generic skills needed in tomorrow’s world ICT fluency and Communication skills both face to face and remote Adaptive and flexible personality Creativity and Innovation Entrepreneurship Learnability across disciplines Proven mathematical abilities
60. KERI: Knowledge Economy Readiness Index Level 9: Flourishing and thriving in the eKE Level 8: Becoming Global Players in the Knowledge Game Level 7: Designing and Developing Knowledge Products Level 6: Acquire Information Processing skills for the eKE Level 5: Add proven Mathematical abilities for the eKE Level 4: English and ICT fluency to benefit from the eKE Level 3: Acknowledging the need to align to the eKE Level 2: Relying on prayer ,luck and talismans to avoid the eKE Level 1: Reluctant acknowledgement of the eKE Level 0: Ostrich like ignoring of the emerging Knowledge Economy
61. The concept of a conscious, systematic education Children seemed to have no purpose in their play beyond immediate pleasure in the activity itself. “If I could only get these children to do the things that will give more and better food, shelter, clothing, and security," thought New-Fist, "I would be helping this tribe to have a better life.”
62. The curriculum What things must we tribesmen know how to do in order to live with full bellies, warm backs, and minds free from fear?" the first subject of the first curriculum: fish-grabbing-with-the-bare-hands woolly-horse-clubbing was seen to be the second main subject of the curriculum. the third subject: saber-tooth-tiger-scaring-with-fire The education system was a success
63. forces of conservatism were won over Half of the critics took up the solemn chant, "If you oppose the will of the Great Mystery, you must die," and the remainder sang derisively in unison, "You can't change human nature." To the first set he said “The Great Mystery had ordered this new work done, that children could not learn by themselves without divine aid” To the rest , he pointed out the fact that Paleolithic culture had attained its high level by changes in human nature The tribe prospered, as a result of the education system as they had more food, shelter, clothes and better security
64. A new ice-age was approaching The water grew muddy. What had once been a crystal-clear stream in which one could easily see the bottom was now a milky stream which one could not see at all. It also made the country wetter, The ground became marshy far. The new dampness in the air was also there
65. And as a result… No matter how good a man's fish-grabbing education had been, he could not grab fish when he could not find fish to grab. The wooly horses left, and little antelopes took their place; they were so shy and speedy and had so keen a scent for danger that no one could approach them closely enough to club them Saber-tooth tigers got pneumonia, a disease to which most of them succumbed and were replaced by ferocious glacial bears
66. And then came the doers ‘n’ thinkers All of them rejected all that they had learned in the schools and looked about him for some new ways to solve their problems. They were impelled by their hunger and crying children
67. The solutions One used slender vines hanging from trees to make a net to catch fish. He bent a strong, springy young tree over an antelope trail, hung a noosed vine therefrom, and fastened the device in so ingenious a fashion that the passing animal would release a trigger and be snared neatly when the tree jerked upright. He dug a deep pit in a bear trail, covered it with branches in such a way that a bear would walk on it unsuspectingly, fall through to the bottom, and remain trapped All these changes resulted in more meat, food and skin than ever before
68. “Why can't the schools teach them?" "That wouldn't be education," "But why wouldn't it be?" “the school curriculum is too crowded now.” “a more thorough grounding in the fundamentals is needed” “What’s the point when there are no tigers, horses or fishes” “we teach it to develop a generalized agility, strength and noble courage in the learner”
69. The Final Word "you will have to admit that times have changed. Couldn't you please try these more up-to-date activities? Maybe they have some educational value, after all." "If you had any education yourself,", "you would know that the essence of true education is timelessness. It is something that endures through changing conditions like a solid rock standing squarely and firmly in the middle of a raging torrent. You must know that there are some eternal verities, and the saber-tooth curriculum is one of them!"
71. The how and why of the Dragon-slayer curriculum Kingdom was being overrun by dragons People were terrified They turned toward the finest brains in the finest University Every Faculty was considered very valuable
72. The Curriculum-planning Meeting Business:financing and drawing business plans for dragin-slaying Engineering: reading maps,building bridges Humanities: communication Dragonese,negotiations Law: Dragon rights,indemnity & other legal issues Arts: phptography,drawing so they could show the dragon Science: habitats,evolution Medical: dragon anatomy
73. First semester Introduction to Dragonese Basic Legal Concepts Introduction to Photography Introduction to Anatomy Strength of Materials
74. Second semester Introduction to Dragonese II Civil Liberties and Animal Rights Introduction to Drawing The Anatomy of Dragons Projectile Physics
75. Third Semester Basic Negotiation History of Warfare Introduction to Ethics Evolutionary Biology Introduction to Map Reading
76. Fourth Semester Introduction to Public Policy Basic Marketing Basic Finance Introduction to Computation Logistics
77. How did the students fare after graduating? Three failed to win funding Five formed a team,but couldn’t get along One killed another and the remaining killed him The other three ran away and have not been heard of, since
78. Three teams remain(of 4 each) First could not find a dragon…started training programs on dragon slaying The second team did indeed meet the dragon. Unfortunately, this was because the dragon found them first. They tried to reason with the dragon, but only one of them could remember how to speak Dragonese, since it was a year since the students had taken Introduction to Dragonese. However, the graduate who had been good at speaking Dragonese had been the only student to fail the negotiation course. He succeeded in annoying the dragon greatly by demanding that he not breathe fire while they negotiated. The dragon ate all four members of the second team
79. The last team This team did find the dragon,but they had never really tried to fight a dragon before, and the dragon was much faster and its flame much hotter than any of them had anticipated. The dragon chased one of the members of the team off of a cliff and then proceeded to melt first the weapons and then the body of a second team member. The last two team members had no idea how they could engage in a battle between the just the two of them and the dragon, so they negotiated a truce. They are now doing public relations for the dragon
80. 2.6 Why new set of skills is required in the knowledge economy Our object is to create winners People who will be able to flourish and thrive in the knowledge economy People who will be able to participate in a democracy and through building global consensus The skills and competencies as well as attitudes and beliefs cannot be the same as that of earlier ages
81. Measures of success in the knowledge economy Massification (reaching out to larger numbers) More knowledge (transacted within the same time) Higher quality experience ( by technology mediation) Manifold enhancement of knowledge
82. Who flourishes and thrives..? Poor struggling people work for the economy (try to get money for the work that they put in) Flourishers have the economy working for them.(the intellectual capital they create gets them the money)
83. The shift In the earlier economies,because of the importance of financial capital,naturally the rich would get richer In the knowledge economy,those who are good in creating,packaging and distributing knowledge will get richer and there are almost equal opportunities for all
84. Not the end !!!! Beginning of a new era Cherish the dream and pursue the goals
