The Future of Learning | Sugata Mitra | TEDxNewcastle
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- Опубліковано 11 лис 2018
- Almost twenty years of experiments with children's education takes us through a series of startling results - children can self organise their own learning, they can achieve educational objectives on their own, can read by themselves. Finally, the most startling of them all: Groups of children with access to the Internet can learn anything by themselves. The mechanism of this kind of learning seems similar to the appearance of spontaneous order, or ‘emergent phenomena’ in chaotic systems.
From the slums of India, to the villages of India and Cambodia, to poor schools in Chile, Argentina, Uruguay, the USA and Italy, to the schools of Gateshead and the rich international schools of Washington and Hong Kong, Sugata's experimental results show a strange new future for learning.
Using the 2013 TED Prize, he has built seven ‘Schools in the Cloud’, where Self Organised Learning Environments (SOLEs) and a ‘Granny Cloud’ of mediators over the Internet, interact with unsupervised children. Sugata will present the main findings.
We begin to see some glimpses of what schools should be for and what curricular, pedagogic and assessment changes will be required in the future.
In this talk, Sugata will discuss what steps existing schools can take in order to prepare themselves for the changes that are, inevitably, going to come.
Follow Sugata on @sugatam Sugata Mitra is Newcastle University’s Professor and Principal Investigator of Educational Technology, and world-wide known expert of self-organising systems. A physicist by training, he has worked on Organic Semiconductors, Energy Storage Systems, Bots, Remote Presence, complex dynamical systems. Since 1999, the focus of his research has been on primary learning and the Internet.
Sugata has achieved international acclaims for his successful ‘Hole in the Wall’, ‘Self Organised Learning Environments’ (SOLEs) and ‘School in the Cloud’ experiments on unsupervised learning amongst groups of children.
He is a recipient of many awards, among them the million-dollar TED Prize in 2013, and has spoken extensively about ‘Minimally invasive education’ all over the world. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at www.ted.com/tedx
"We don't need people who can tell the time without looking at the watch" best quote ever!
Muito bom!
Intelligence, simplicity, and humor to bring knowledge forward, bravo.👏
Sugata Sir- You are an amazing person! What this study finds is incredible
The future looks bright
If you're wearing headphones, turn the volume down at 5:53 or else you WILL go deaf
Thanks for the warning!
If ONLY I had seen your comment before :(
Im very shock
@@santiagowinston2633 I hope your gf gets a new bf... smh
I wish I had seen this before
Definitely on to something here, traditional schooling needs an overhaul. It isn’t what we need. I first heard his original Ted Talk now 7+ years ago (wow time flys). My inquiry is does this method create a predisposition to trust information and sources? How does critical thinking and questioning everything develop with this method of education? Do the kids get trained to trust sources and information? Or do will they actually question it even from a seemingly valid source?
This is a valid point, but I think that the "Granny Cloud" and some teachers could help out with it. So, when a child gives a report on some subject, the teacher could ask them, "Where did you get the information?". If the teacher finds an invalid or questionable source, they could point it out to the kid and assist them with it. As Sugata said, "The teacher is a friend on their journey". But, with this in mind, the teacher and Granny Cloud will also have to show a centrist attitude towards any source. Like, if a teacher is Christian, he/she might be biased towards information written in the Bible. This bias could move on into the child's mind, so the teacher has to show a centrist attitude. I hope this answers your question.
1:00 The slide should have been shown
very good, thanks, couldn't understand the Gateshead kids:-( shame we coulnd't see the slides
Well I believe early childhood require a kind of education which will help them to communicate more express no build a rich vocabulary, to build their cognitive ability!
Emotional health! And to learn how to learn, how to think!
This can help early childhood!
It doesn't matter what you believe, after all that is your opinion. It matter what works for that particular child. Learn about the origins of school and you will understand why is obsolete.
How do you make sure they aren't finding incorrect info online?
If they are finding information to solve problems instead of just repeating the answer they will test it to learn the truth. Maybe even discover something new.
I guess this is important lesson inherently learnt by doing wrong things you understand what is wrong, it's kind of try a lot and fail fast so eventually you arrive at correct conclusion!
With things like math or low level science sure, my question and I think the Sofiyah is with things that are more theoretical, or perhaps more practically something like history. History of the US’s Civil War differs quite a bit from the textbooks in the northern US vs the Southern. Even the name of the war is different.
"...How does critical thinking and questioning everything develop..."
One thing is well proven:- it does not happen as a result of compulsory state schooling.
Schooling may provide, 1 ) some ability to survive in the competitive job market and 2) more importantly, a reasonably functioning child-minding service.
lapka w dol bo nie ma polskich napisow
Bez kitu slaba sprawa
So his thesis is: who needs formal education when we have the internet? This smacks of pseudoscience.