Category Archives: Learning


I always believe that one important aspect of future learning/education is that everyone can become a teacher. To be more specific, people who really have rich learning experiences and domain knowledge — usually those accomplished professionals — should be able to teach and guide learners effectively in their spare time. Thus we will really change the profession of teaching, and bring out the true value of “teaching”. We can see now that many websites are making efforts in this direction. Some allow individual teachers to host a class online and teach students like in a classroom. Some connect individual teachers and learners so that the teachers can teach offline face to face. But all these current efforts have serious drawbacks. They didn’t fully leverage the power of internet, and they cannot compete with the current mainstream teaching, e.g. the classroom teaching in schools.

What is trying to bring about is something that is dramatically different. Let’s say, someone who wants to learn something, for example, software programming, photography or management, post his request. People who think they can teach can answer the request by commenting or giving a simple learning/starting plan for the learner. For example, what good books there are, what areas the learner need to learn, what kind of path that he will go through. Or the teacher can share with the learner the learning material he has organized with the notebook. Based on these infos, the learner can decide who can be his teacher. He can have one or several teachers. So the teachers can give out specific areas that the learner can try. The learner has to make notes of what he has learned in the process and questions he has. The teachers need to provide feedbacks and guidelines in time. The teacher can also share his learning materials. The charge of service might be free for the starting period. Then the learner need to pay to get continued service.

This way the teacher knows where the students are in their study and the teacher is able to provide very effective and timely guidance to the students. The teacher can also use to record his own learning experiences and learning materials, and provide them later for the students to study. These learning resources are unlike the traditional ones, which are just knowledge that need to be memorized. These new resources include the teacher’s own experiences and reasoning in his exploration of knowledge. The students are supposed to replicate similar experiences and reasoning in their own various daily activities and construct their own knowledge. So the teaching shifts away from traditional way of filing in students with knowledge and starts to focus on guiding students in their exploring and building their own knowledge. The students also get trained to form the habit and skills of self-reflection, which should be the center of learning. Thus compared to other sites, provides a more complete learning experience. And the research work of knowledge engine, provides the technology backbone of the above process.

In United States, more and more learning centers and schools are starting to bring contemplative skills and methodologies back into learning and teaching, and start to have very powerful impact. I think the future learning won’t be like the current schools, where the students are supposed to grasp (quite often memorize) the knowledge in the book and pass the tests. Learning will not be separated from real life. Learners learn to solve their problems or to live a better life. Teachers are those who are able to guide the students in that process, helping students bring their experiences and reasoning together to reach some systemic knowledge and understanding. With and knowledge engine, we hope we can start to explore a systemic way to do this.

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My work in the past three years and seeking future collaborators

Here is my work in the past three years:

It is a self-learning tool. It can be used by individuals to help them learn by themselves. It can also be used in school for teacher-led courses. You can also use it for peer learning in a learning group.

For example, in the case of teacher-led courses, the teacher can outline the knowledge in the subject area. Sample phenomenons or experiences in this area, and how students can practice in their daily lives to experience various aspects of it. The students can also view the teachers’ personal learning notes to get an idea of this learning area. The teacher can also show the kind of tags students can use to make notes of their learning experiences. And then students should try various things on their own in their daily lives to gain experiences in various aspects of the area. In the course sessions, the teacher can have the students show and tell what they have explored. The simplest form of that is to go through each experience s/he has collected and explains it. More complex forms can be making knowledge frames from the notes made. The teacher should help the students analyze their experiences and teach them how to synthesize them. So basically learners are still playing the major role of learning, and they do self-learning. The teacher only leads them to explore the field.

So the teachers should be those who really have learning experiences in the field, and have a complete map of the knowledge. S/he should be able to describe the knowledge or the things to be learned in the area, and s/he should be able to break it into several small modules that students can practice in and accumulate related experiences. The students can try whatever resources out there to learn by themselves. But their learning experiences and collected learning material can be reflected in this twitter-like snippet knowledge system. By promoting the students to form a habit of self-reflection and consciously exploring knowledge and gaining the skills, students learn the important skills of how to learn.

So with this twitter-like snippet system, the way of teaching in school will be dramatically different from the past. The twitter-like snippet knowledge system makes it easy to carry out the kind of teaching where the students are at the center of learning and exploring by themselves and the teacher can guide the students in combining their experiences from practice together with construction of the knowledge system in the area. We hope that more people can try this and together we can come up with more standard and systemic ways of doing this kind of teaching.

Of course, such usage in school is mainly for people who haven’t learned how to learn, which currently includes quite a lot of people. For those who are very strong learners and know how to learn by themselves, they can form learning groups and learn topics together through peer learning. This twitter-like snippet system will also have features to support and facilitate that kind of learning.

The ultimate goal is for people to be able to learn in real life. People can be engaged in whatever they want to do in their lives. They only need to spend a very small portion of their time to contemplate on what they experienced daily or weekly, and be conscious of the knowledge system they are in. Teacher and students will be more equal. The teacher is merely an early learner who has more learning experiences, probably has gained the full picture of the knowledge and is able to tell where the student is. Learning is never separated from life.

I have two master degrees in Biomedical Engineering and Computer Science from US schools. Neural system and brain have been my most favorite parts in my study of life science. I have been doing work on elearning and education for more than 10 years. I am also a long time Buddhism practitioner. I am looking for future collaborators to work on this research together. So if you are interested, please contact me.

I am glad to see that the development of contemplative science and study are helping the fields of learning and mental health, and help us understand more of the material basis of human consciousness (even some of my old classmates are now professors doing great research in this area). But none of these contemplative science and study utilize the power of software as a tool or vehicle to make breakthroughs. And my approach is more about solving the problem. Even I tried to have a whole understanding of learning and teaching on the theoretical basis, it is still for the purpose of solving the problem. To me, contemplative or feeling of the space, is not just helping learning, actually it is the center of learning and that is the original face of learning.


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Teaching based on Significant Experiences

As the article Knowledge Engine says, Significant Experiences are the source of our knowledge. All our knowledge comes from our Significant Experiences. Significant Experiences are experiences that are constructive to your life, they can make your different from the past, can increase your understanding of the world. Knowledge engine based on Significant Experiences will also bring revolutionary changes to teaching. Recently I experimented with a new way of course teaching: open courses based on Significant Experiences. Although this is the first time effort, I feel that this way of course teaching has many advantages, and it reaches the core of learning and teaching.

This is an online course for Xiamen Wuqi School. The format of the class is to discuss a knowledge frame “My growth in the middle school”. We discuss each note in the frame one by one, not spending more than 10 mins on each note. Because the students in Wuqi School are those so called “peasant workers”, most of them only have middle school diplomas, and they are from the countryside. They came to the city to work in the factories. They are very eager to change their lives so that they don’t have to work their whole lives on the production line doing repetitive mechanical work. So I feel it is suitable to choose my growth in my middle school for them. (Of course, we can teach growth in college later)

Because the first few notes in the frame are about mountain climbing, so most of the discussions at the beginning are about experiences in mountain climbing. Because there were so many of them in one class, each of them expressed some of his/her true experiences, and we can get the various aspects of mountain climbing experiences out. So we get a quite full collection of mountain climbing experiences. They even helped me to recollect some of my past experiences. Below are the experiences shared by the students in their own words (original in Chinese, translated by me):

  • in mountains, I think very clearly
  • I like to read, think, and plan things in the crispy fresh air
  • I like to go into the mountains. There is smell of earth and nature there
  • the air in the mountain is the best, so is my mood
  • I feel very relieved and trouble free, feel like flying
  • I like mountain climbing very much. I like the beautiful view when looking down from the very top of the mountain. It opens up your heart and your mind.
  • it is really a different feeling when I first climbed to the mountain top
  • although the mountain climbing is tiring, seeing all the beautiful scenery that you cannot see make you really feel worthwhile
  • I have a feeling that all other mountains are in my view and become smaller
  • I remember when climbing Beichen mountain, it was really tiring, making you want to give up. But when you got to the mountain top, all your exhaustiveness went away
  •  I felt exhausted when climbing to the highest point of the mountain. But when I look down  feeling that all mountains are at my foot, I felt very happy
  • I can see the most beautiful scenery at the mountain top
  • I feel the process of mountain climbing is just like making efforts in our study and work. Although it is tiring, but once you get to the mountain top, you feel very happy, feeling all your efforts got payback
  • I can enjoy quietly all by myself
  • I feel lonely and afraid when climbing alone. I like to go with friends so we can talk along the way
  • life is in the movement. The more friends to go together, the better I feel
  • When I feel down, I like to go climbing alone
  • It is different feelings. Sometimes I want to go alone. Sometimes I go with friends. When you climb alone, you feel purely of yourself. When with friends, we can play together and encourage each other
  • I will try to find lower mountains to preserve my energy because when climbing mountains the thoughts can fly around and it is very good to adjust your mood there

They have so many rich experiences. This really makes my feel happy for them. But when they are facing human life and society, they are not that clear in their minds. There are a lot of confusion. If the students can bring their experiences when climbing the mountains into their thinking of their life and society, reflect and analyze, identify their important experiences, and find their real interests, it will really help them to establish their value system when facing society. (This actually should be a natural process when a person grows up. But school occupies too much of their time, and makes them unable to focus on their growth when they are transitioning from the childhood time to adult life. If they can focus on what they are really growing on, I think most of them can draw their childhood experiences in nature to think of how they should face adult life and human society. But after a long time of school study, they kind of got used to live an adult life without really thinking of anything, and their memory of those great childhood fun when playing in the nature and with friends becomes vague.)

This is the summary of this class. In the attachment is the class discussion. (It is all in Chinese now.)

This is the very first teaching of open course based on Significant Experiences. From this first class, my feelings on this format are:

  • teaching based on Significant Experiences is easy to operate, and it is also easy to conduct online
  • open courses based on Significant Experiences make the teachers have to return to what really means to be a teacher, e.g. the teacher has to have rich experience in the subject s/he teaches
  • the kind of class requires the teacher to dig the students’ experiences from various angles. For example, I ask students to compare which is more fun, to go by yourself, or to go with friends. The teacher should be those that have rich experience in this field, so s/he can easily help the students dig their experiences from many different angles and depth levels, and make the students’ experiences collide together. Without rich experience in the domain, if the teacher only has textbook knowledge, it will be very difficult for the teacher to teach courses based on Significant Experiences.
  • going back to experiences makes discussion having a better foundation. Discussion based on experiences recognizes the equality of each participant, and acknowledge that everyone is equal in his/her experiences of life. If we can fully appreciate the experiences behind the other person’s views, there won’t be so many quarrels and fights. Maybe the other person expressed his view in an extremely exaggerating way, but he must have some experiences behind his arguments. The root of many quarrels and fights is that people ignore others’ experiences and why they say so, or that they draw a conclusion too quickly, forgetting where  their knowledge comes from and wanting to force other people to accept their opinions.
  • the discussion is open instead of conclusive. It is inspiring and exploratory. Learning is a cycle of “explore, experience, and express”. Knowledge Frame is also a format of knowledge. It is more open and closer to the source of knowledge. This is quite different from document-centered knowledge format such as blog and wiki. Blog is more conclusive expression of knowledge. Knowledge Frame is more open and closer to the source representation of knowledge. So Knowledge Frame based on Significant Experiences is more suited to teach this kind of class.
  • by recollecting your own experiences and knowing other people experiences in a relatively focused domain such as mountain climbing, students get the chance to practice on self-reflection. When students learned the skills and formed the habit of self-reflection, it will help them dealing with problems that come up in their real lives and find their own value system
  • the current mainstream class teaches things that are just textbook knowledge, which you pretty much can read by yourself. And such mainstream classes are not able to teach things that are deeper. Open courses based on Significant Experiences can teach things that are hard to teach in the traditional classroom, the kind of knowledge that doesn’t exist in the books. This is the core area of learning and it is not covered by modern education.

The open courses based on Significant Experiences is still in experimentation. We need to do more experiments. And we welcome you to join this experiment.

Knowledge Frames included in this blog:

  • My growth in the middle school
  • Teaching in Wuqi school class 1 (in Chinese)
  • The advantages of Open courses based on Significant Experiences (in Chinese)

p.s. It takes too much time writing an article. If all knowledge can only be shared when they are published as blogs or books, we don’t know how long we can have all the knowledge expressed, not to mention that knowledge itself is under constantly restructuring. Making it into blogs or books, you don’t see the process in the middle. Knowledge sharing by the Knowledge Frame, can share knowledge earlier and easier, and we can have many discussions from time to time on this Knowledge Frame (through online courses, or salons). It is a little like writing books online by cooperation, such as the book Thinking in Java. What Knowledge Frame lacks is that it is abstract and personal. But by attaching course/salon discussion, related frames and external links behind each frame, we can make abstract knowledge vivid and fun again.

This way knowledge can be abstracted out from real life, and go back to to its concrete and vivid form again.

This is all online courses I taught at Wuqi. (in Chinese)

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Regarding schooling

Even if Sudbury Model is not for everyone, at least it is for the majority. If it is not compulsory, no one will choose the school.

When discussing the role of school in future education, Chris Anderson said that (it is not clear here what he referred to. Probably self-learning ) doesn’t suit everyone. Different people have different ways of learning.

Well, this  is a very common mis-understanding. I will do an analysis below:

Even if it is not suited for everyone, at least it is for the majority. In Sudbury Valley School, all students of various personalities are able to learn by themselves. So self-learning is not just for certain types of children. In our society, we probably see a lot of people who cannot learn by themselves and expect to be fed by the teachers. That is only because they have been screwed up by the school. If you look at children, all of them are able to learn and explore by themselves.

Actually it is the school that is compulsory in nature. If it is not compulsory and everyone has a choice to go or not to go to school, then we are able to see how many people will choose schools and think that school fits the way they learn.

So why Sudbury Valley School cannot spread to the whole society? Even in the states, there are only about 20-40 of SVSs. The reason? It is not that Sudbury model has some problem. It is the social environment that has problems. It is the adults who have deeply rooted misunderstanding of learning/education.
So we need to solve the problems with the adults, make the adults understand what is real learning/education first. The adults need a revolution in their own learning. They have to try and feel what is the real learning. They have to learn what is the best way to learn. Otherwise, when the adults come together to talk about education, they are all talking about other people’s (the kids) learning, and they only know to pass down all the wrong conceptions of learning which are formed from long time of schooling. Generation after generation, this is a bad cycle.

So how the adults learn, how to learn in real life, is what we should focus on when we are working on education.  Without first having a clear understanding of what learning is, there is no way to untangle the myth of education. Learning is relatively simple. Education is far more complex, involving various institutions.

So let’s figure out learning first.

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PyCon speech text version: Real life learning and design of Knowledge Engine

We have been calling for the coming of Knowledge Based Economy for years. But in my view, Knowledge Based Economy hasn’t really come yet. Among many reasons, one key reason is that we need a technology breakthrough here. The current way knowledge is represented, such as books, blogs, wikis, or other knowledge management systems, are all fundamentally document-based. With document-based representation of knowledge, it is hard to achieve continuous learning and knowledge management.

In the industrialization age, we invented engine to transform energy from gas into mechanical power, thus we can build airplanes, boats, cars or other products of the industrial age. In the Knowledge Based Economy age, we also need an engine, which I call Knowledge Engine, to transform people’s daily experiences and gathered important infos into well-structured knowledge, so we can build various products in the Knowledge Based Economy age, to help us better learn or do project management.

Talking about learning, the current mainstream learning is school learning. School learning is isolated from real life. One isolation is its learning “content”. The textbook in school is too outdated and cannot meet the rich needs of real life, which is in various aspects and on various levels. With Knowledge Engine, however, everyone becomes a knowledge explorer, and knowledge can be shared more timely. We will have more varieties of knowledge to be shared and they will be shared on a much more massive scale. Sharing by book publishing, blogs and so on is still too slow for knowledge propagation. Knowledge Engine will greatly lower the threshold of knowledge sharing. Through learning in a domain, the learner can accumulate his experiences in various aspects of this domain, important infos or facts, together with rich learning materials. He can work on his collections, form a good structure of knowledge and share with others while he is making progress in his learning. Actually, this is what we do in our real life learning. When we ask someone for his learning experiences in a domain, usually the knowledge sharer will list 1,2,3,4,5… key points quickly and give a brief explanation for each. In Knowledge Engine, we want to make that summarizing work happening on the go and can be done very quickly.

The second isolation of school learning from real life is that people who teach in the school have no learning experiences and thus true knowledge of the domain that they are teaching. With Knowledge Engine, however, learners collect and form a good structure of knowledge while they are learning and doing knowledge exploration. When the accumulation of knowledge is rich, complete and mature enough, the learner can try teaching it as a subject. So this way, excellent professionals in all walks can start teaching in their spare time, and become a high quality of resource of teachers. This will change the profession of teaching. Furthermore, students’ learning states can be well reflected by the Knowledge Engine, so the teachers can offer very effective instructions to the students. The teachers can build knowledge frames very timely according to the students’ learning needs.

The school learning mostly fills students with dry knowledge. People staying in school for more than 10 or 20 years still haven’t learned how to learn. With Knowledge Engine, however, the future learning will be chiefly learning by oneself. The teachers (or the early learners) have built up knowledge with good structure and accumulated rich learning material(books, blogs, videos, examples, projects, questions, and so on) through their own learning. So the students (or the future learners) can use these as their rich learning resources. With a good overview of all the knowledge to learn and with rich learning resources, the learner can decide for himself how to learn in the fastest and best way, as Knowledge Engine also helps the learner knows clearly his current knowledge structure. The essence of learning is self-learning. In the future, learners will learn mostly by themselves or through peer learning. The teacher only gives guidance to help learners learn, besides providing a good knowledge structure and learning materials.

Because of school, people have very misled concepts of learning and knowledge. But through Knowledge Engine, people will get to know quickly what is learning and what is knowledge. Only by editing operations and through some predefined workflows, the learners can learn quickly how to learn effectively. I think this is where the power of software is.

Last but not the least, students’ knowledge is visible in their exploration of knowledge. Also when they build up open space knowledge with their teachers together, they are participating in very meaningful social works, and their contribution is visible to the public. These will be an important part of their portfolios. (Just like what happened in open source software) Future employers will use these to pick competent candidates instead of relying too much on test scores, which can not really evaluate how much the person really understand the knowledge. Furthermore, through Knowledge Engine, the learner’s capability to learn and to explore knowledge can be demonstrated. Especially if the learner is able to open a course and teach others what he has learned, it certainly reflects that he has mastered the knowledge pretty well.

So the real life learning is not very difficult. We don’t need to be locked away from real life for more than 10 or 20 years to learn. Life is the primary. Learning is only secondary. Learning is to make out life better, instead of replacing it. Otherwise, there would be no learning, just like our current schools.

I hope the work of Knowledge Engine, can help make real life learning the mainstream learning of the future, and really start the Knowledge Based Economy.

This is a conference of Python. Starting from 2002, Python has been my favorite programming language. But I only got chances to write Python scrips for years. Finally in my job, my boss allowed me to prototype in Python, but required me to translating into Java after each iteration. That was a very painful experience. Finally in the research work on Knowledge Engine, I am able to do this exploratory work with Python. When Guido was designing Python, there was a clear goal in his mind: to make everyone being able to program, to express their ideas through programming and to do exploratory works. I cannot imagine how I can do the mast work on Knowledge Engine without Python. It would be hard to imagine with Java. So this is the first huge contribution that Python makes to this project.

The second comes from the idea of Pythonic. For me, it can be simplified as Principle of Playing. The design of Python has greatly inspired me in software design and my understanding of learning. This is the second huge contribution of Python to this project.

This experimental work of Knowledge Engine has passed two stages of experimentation. The first stage is me using the software to help myself learn, to see if it can be really helpful for my own learning. It turns out an incredible tool for my daily learning, and I need to use it daily for my learning. The second stage of experiment is to have a few other people use it to see if it can help other people as well. The result of this has been quite satisfactory to me. People who have no skills of reflection earlier can learn how to reflect quickly and thus open up the space of real life learning. The result proved my hypothesis when starting this project, and made me more confident on this project. Now I want to expand the experiment to a broader group of people, but still focus on people who already are strong self-learners, and are already using various internet tools for their learning. I hope to explore and find a mature practice of learning with this Knowledge Engine. Thus we can demonstrate to the world the possibilities and the power of real life learning.

For projects similar to this internationally, I found the following: wisdomclouds. The founder of wisdomclouds shares similar or exactly the same understanding of this kind of things. He didn’t use the word Knowledge Engine. But he used this phrase “All problems, one solution”. His software is used for project management only.

Trello, Joel claims that it will be able to manage all human consciousness. This means he already sees the potential of this kind of things. Trello is also used for project management currently.

Bagtheweb, is mainly for content curation.

This is a quite new field. I hope more people can join the work.

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waiting for a wrong superman

Normally I don’t comment on things happening in a country I don’t live in. But this time I will make an exception.

Waiting for Superman pointed out the crisis in education. But the solution it offered is plainly wrong.

Standard test is not the solution. The test score cannot tell you much about a person. If I am an employer interviewing a job applicant, his high test score only tells me that he is able to control himself and is able to budget his time well and follow a plan through. Can a poor test score imply the person is unable to control himself? It is very debatable, however. I have childhood friends who are not good with school tests, but later proved themselves very able to concentrate on things that really interested them once they got into society. And a person with high testing score is also quite likely a person who has lost the flexibility and richness of mind, the curiosity and most importantly the ability to learn and analyze. If I have a factory that is mass producing something like toys and I need a lot of workers and team leaders to carry out the production, only looking at the applicants’ test score might be enough for me. But if I run an Internet company that is providing some service in this ever-changing environment, I need to find out a lot more about the candidates. Self-control is important. But I also need to know whether they are able to think independently faced with an unknown world, know how to analyze, and how to untangle the myth, and offer solutions in steps. I need to know if the candidate has a sound judgment of people and whether he has a good understanding of the world. School test scores tell me too little of these qualities.

Mass production area needs a lot of people who can be disciplined and follow existing commands in a confined environment. So modern schools come into being. But what the mass production needs and what you need are two different things. Your education is totally a different thing from schooling. You don’t have to turn yourselves into a dumb command follower to find a job in the factory. You can have your own factory if you can really “educate” yourself. Or your kid can own his own factory if he can get real education. That is how parents should tell their kids instead of instructing them to get good test scores so they can be workers in factories and lose their happiness of life.

But luckily computer software and internet are changing everything. Because of software and internet, the production becomes easier. The barrier of production is much lower. And because it is much easier to find market through internet, there is less need for mass market and mass production. Especially software and internet ushered a new age in the space of social product, causing an explosion of self-production of social product. In this new age of social product production, knowledge become the uppermost important thing. And here I mean the real knowledge, not the dead knowledge in the text book. Real knowledge is live knowledge that you form and shape and reconstruct daily with you your daily experiences and practices. Modern schooling is too outdated for this.

If Alvin Toffler  (the author of The Third Wave) is to comment on this movie, I guess he will say this is the thought of second wave pushing back. In his book, he said: “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”   The movie still talks about reading and math. How stupid is that?! And how stupid are American politicians trying to “fix” education by standardized tests?! According to Toffler, in the 50s, America already has more people working in knowledge based jobs instead of labor-intensive jobs. Now although America is still the No. 1 country in industrial production, the percentage of population working in this field drops to less than 20% (This is from Toffler’s book Revolutionary Wealth, which is written in 2006). So I guess it is still from the old idea that math is so important and Americans are losing that kids are not good at math. My experiences tell me that math is a difficult and dry subject for most people, and for most people, they will avoid it if they can. For most people, they like arts, management, and other jobs that are related to human beings. For a minority of people, they do have a strong passion for math and the physical world. So I just think that American people have a choice not to learn math if they don’t feel a strong passion for it. And there are plenty of other kinds of jobs for them. But for people in developing countries such as China, there is still no such option. So I don’t know what the director is complaining about. Is he very good at math himself? Why doesn’t he become an engineer?

Furthermore, kids have different interests at different ages. Some kids just are ready for math earlier. Some will wait until very late to develop the interest in math. Why can’t the kids have the freedom in what they want to learn and not to learn? Why we have to kill their ability to learn in order for them to learn some math?  I already talked quite a lot about this in my previous posts. So I will not go into details here.

In the internet age, in the age of knowledge, the schooling model that was set up in the industrial age for the purpose of mass production will have to be changed. Otherwise the crisis will just get more serious. We cannot fail so many kids. Still holding the ideas of the second wave and trying to strengthen the current school model is not the solution. Education/learning is a deep and broad issue. To provide the real solution you need deep and broad knowledge and a long time of focus.  So although this movie does draw a grim picture of current education system, the solution it claims it finds is very backwards and stupid.

A second wave establishment needs to be replaced by new third wave constructs. It cannot be fixed by second wave thoughts.

p.s. as for the solution that I think will work, read the previous post.

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How will Internet change education?

How will Internet change education? 1. helps self-learners and makes self-learning easier; 2. transforms professionals in various walks into a high quality teacher resource by spending just their spare time; 3. helps individuals build up comprehensive portfolios online, which reflect their learning and skills. All three hinge on one core tech breakthrough: the knowledge engine, which transforms daily experiences into knowledge. And this knowledge engine will be used to build cars, ships, and airplanes in the knowledge age.

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