Sunday, February 18, 2018

Tyranny of time – why learning is a waste of time...

The learning world, at all levels, including offline and online learning, suffers from an obsession that leads to massive waste and low productivity – an obsession with time. This is why learning, rather than increasing competence, performance and productivity, often exhibits failure, poor performance and low productivity. The metrics almost universally cost ‘teaching and learning’ like sausages…. by the pound/kilo - face time, contact time, fixed length courses, and hour of learner time in online learning. All are metrics that work against efficient delivery.
Higher Education
The one hour lecture, that pedagogic staple in HE, is an hour long simply because the Sumerians had a base-60 number system -  hence the ‘hour’. It bears no relation to the psychology of attention or efficient pedagogy. It is quite simply the slavish adherence to a fossilised method of delivery that is easy for faculty to timetable. Even then, attendance is often appalling (even at Harvard), and often not recorded, rendering even rudimentary attempts at measurement meaningless. University terms still adhere to an 18th century agricultural calendar, with long holidays, that could have been designed as periods of forgetting. Fixed three and four year length degree courses with only one start date per year, take no account of actual needs. Oh, and lets build and market ‘Masters’ Degrees to that we can add yet another year. Nowhere is the tyranny of time more crude and obvious than in Higher Education.
Schools
Similarly in schools, that mimic Universities, as they must be kept in sych, another form of tyranny as schools have been their feeders, despite the fact that the majority of young people do not take that route. The ‘period’ in schools mimics the ‘lecture’ where millions of young people pack up, stand up and shuffle through crowded corridors to another identical room where they have to unpack, sit down and settle again. This waste of time is immense. Imagine running a company where all employees have to rise on the hour and move somewhere else? And again the tyranny of the agricultural calendar, where unhealthy doses of forgetting punctuate the year, determine the rhythm of learning, which should be stead, not full on, nothing, full on, nothing…..
Workplace
An obsession with ‘courses’ from compliance to whatever fad arises (Emotional Intelligence, NLP. Mindfulness and so on) means days of wasted time doing courses that have little or no effect on performance. Batch people through in dull rooms with round tables, bowls of mints, coloured pens and some half-baked attempt at collaboration, where you throw out a vague question, discuss at the table, feedback on flipchart paper, which gets pinned on the wall, then the promise that the results will be sent to you – they never are. These courses are always delivered by the half-day, full day, or worse, days on end and when it comes to impact the adherence to a ridiculous mode of evaluation (Kirkpatrick) means very little is meaningfully measured.
Online learning
Just as bad is online learning, bought and sold by the ‘learner hour’, mimicking the University and school model. Rather then focus on value and the idea that this really can save time, it encourages vendors to over-deliver so that they can charge more. The net result is overdesigned content, with oodles of meaningless, illustrative graphics, thinly punctuated by multiple-choice questions, and maybe some Pavlovian gamification (so that a premium price can be paid). Even MOOCs were foolishly deigned to match University semesters, with a drip feed of content over up to 10 weeks – and they wonder why people fell to the wayside?
What to do?
So the tyranny of time comes in many guises, the lecture, period, semester, term, course and degree. Some make it worse by recommending lifelong learning, in the form of going back to college – life as one long courses. No thanks. Life is far too short for that nonsense. By and large all of these take too long as they suffer from the following flaws:
1. Fixed form of delivery
Most ‘teaching and learning’ is shaped by pre-existing, fixed modes of delivery, the lecture, period, term, module, course and so on. This ‘ass before elbow’ mode of delivery should be shaped by the type of learning, needs of learners and resources, not mode of delivery. The solution is to imagine that the learning experience doesn’t exist, take it back to a blank slate, now re-design. Match modes of delivery to the typology of learning, learning needs and resources. Look to make everything shorter and more efficient for the learner. Some call this Blended Learning - that doesn’t mean a bit of online bolted on to a bit of classroom, let’s call that Velcro Learning, and don’t confuse Blended ‘Learning’ with Blended ‘Teaching’, where you simply slice and dice a bit of your old and new delivery methods and call it a ‘Blend’. Escape the tyranny of time and focus on value.
2. Sheep dip
Most teaching is a one-off event. It is ridiculous not to record lectures, even if you think it’s a poor form of pedagogy (which I do). Denying learners a second and third bite of the cherry is ridiculous – they may be ill, miss points, not understand at first pass, have trouble note taking, have the language of teaching as a second language. Above all the psychology of learning shows that repeated access for reinforcement and retrieval through revision is necessary for efficient learning. There is a strong argument for doing the same in schools. I’ve seen this work magnificently in an Italian school, yet few have ever thought about doing it.
3. Forgetting
Let’s not forget that single, fixed timetabled events ignore a well known principle in learning – that the brain forgets almost everything it’s taught. Ebbinghaus showed us this in 1885 and the learning world has studiously ignored the principle that learners need, not repetition but retrieval and deliberate practice. Learning needs to be repeatedly accessible, say through recorded lectures right through to spaced practice techniques such as top and tailing, note taking, repeated testing, up to algorithmically determined, personalised deliberate practice. Deliberate, spaced-practice frees learners from the tyranny of single event, sheep-dip learning.
4. Batching
Courses tend to batch learners who have to go through the linear course at the same pace. In any group you will have a distribution curve, where you only hit those in the middle. There will be tails of learners who find the experience too slow or too fast. Personalised delivery, now possible through adaptive, online learning, allows you to deliver learning to an individual, informed by their progress and aggregated data from all who took the course before. This results in increased attainment and lower dropout.
5. Less is more
In designing learning experiences, the ‘Garbage-In Garbage-Out’ rule is not taken seriously enough. I’ve seen far too many long compliance documents and over-engineered courses throw far too much detail at learners. Lecturers pad out lectures to fit their ‘hour’. Course designers fill out a timetable with unnecessary content and activities. The net result is actually lower learning, retention and recall. Cognitive overload results in less, not more, being retained. Research from large data sets has shown that video in learning tends to fall of a cliff at around 6 minutes. The consequence being that video should be that length or shorter.
The psychology of learning screams ‘less is more’ at us. Cut down documents until they bleed then cut them down again, so that the content is learning ready. There are few courses I’ve seen that can’t have up to 25-30% cut out – all the padding. There is no doubt that lecturers pad out to the hour, the same with classroom teachers and organisational trainers. Rather than plan to fill the time, like an empty vessel that needs to be topped up, look at making the learning experience as short as possible. Think about what learners ‘must’ learn, not generally what they ‘could’ learn. Of all the techniques to free learners from the tyranny of time this one is by far the most productive.
6. Failure to chunk
Chunking is a pretty basic pie of learning theory – that our working memory is limited and that throwing overlong learning experiences at the learner is counter productive. It happens all the time. We teach people to write essays by repeatedly getting them to ‘write essays’ rather than breaking that task down into its constituent parts. Whole word teaching was an almost perfect example of this approach to teaching that resulted in catastrophic failure in reading in UK schools. Learning experiences have to have focus.
7. Digital by default
Rethinking learning around, not existing modes of delivery and fixed timetables, but more flexible methods of delivery that suit the type of learning, learners and resources is badly needed. More often than not this means more 365/24/7 availability by being online. Being digital by default, wherever is practical, turns time-tabled learning experiences into anytime learning. Asynchronous often makes more sense than synchronous, even of its recorded lectures and resources. Switch away from a dependence on courses to an on-demand model.
Conclusion

In practice, as you get older and become a more self-sufficient learner, you realise that freedom from the tyranny of time is the real trick to learning. You literally ‘learn’ how to learn by being measured, having focus, rehearsal, retrieval – by avoiding the waste of time that are courses and degrees. That’s lifelong learning. Life is short, it's made even shorter by wasting so much time learning and not living.

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Tuesday, February 13, 2018

Woe is me… my 10 days being counselled by a chatbot (woebot)…

Woebot is a counselling chatbot – I’m not big on mentors and counsellors preferring the “get a life not a coach” approach, but what the hell, we all need help sometimes. So I gave it a go, for research purposes only you understand…
Day 1
Started with a series of friendly exchanges, where you have little choice in options but that’s fine – it sets the tone. Couple of things I liked abut the first exchanges.
Sorted out a technical issue seamlessly – rerouting me to messenger.com - that was nice. It also linked to the Stanford clinical trial on the bot. comparing it with a non-bot intervention – although sample size is small, impressive. Also honest about the limitations of a bot – doesn’t overpromise.
You do get sucked into thinking it has human agency, even though it’s just coding, pre-scripting and maths. What’s strange is that most of the exchanges are single button presses – not dialogue at all but quite interesting, as they flip the counsellor, counselled role around. You are asking open questions, such as ‘How’, ‘Tell me more…’ ‘Oh’ ‘Sure’ ‘No doubt’ ‘Absolutely’.
Emojis are dropped in for variety and useful (at last), as they’re really are asking for an emotional response – that’s interesting and not easy to do F2F. The unlocked padlock emoji is nice as is the little sapling for hope and progress – sounds hokey, but it’s not.
What’s nice is that the interface is so simple and natural. You focus on what’s being said and asked and in this context, as you’re asked to think and reflect on your own feelings and behaviour - that’s useful. Dialogue is natural, easy and seems so very human.
The up-front promise of absolute anonymity is also good and I can see why this would appeal to people (I’d imagine the majority) who want help but are too shy or embarrassed to come forward. To be honest, I don’t want some random person counselling me… I want the distance.
The first lesson from woebot was to avoid the language of extremes – “all good”, “all bad”, “always” and to adopt a more measured language. All good… ooops!
One small thought here, I’d have liked this as audio. I’m working with a tool that allows learners to input answers by voice – it’s neat.
First session was 74 small exchanges and she said Bye. Speak again to tomorrow.
Day 2
Prompted me at 10.53, when I was active on Facebook. Asked politely if I wanted to continue. This time we’re onto multiple-choice questions about ‘all or nothing thinking’ and ‘should’ statements. Quite like the upbeat tone and lively feedback – seems appropriate in a session like this. I’m typing in more, rather than accepting responses – feels more like dialogue. Just 5 mins – small but sweet. I could get used to this.
Day 3
Had two days in London, so no time to do anything but woebot was patient.
“No worries, talk soon”. You have the option of continuing, rescheduling or waiting on the daily prompt. This, of course, is one of the great advantages of online counselling, indeed online anything, it’s 365/24/7. You do it when you feel like doing it, not when an expensive counsellor timetables you into their practice.
Day 4
Starts with asking me about my mood (emoji input from me). Gives me options
‘Work on stuff’, ‘Teach me’ or ‘Curated videos’ – not sure about these things – I don’t want to ‘wor’, want a ‘teacher’ or ‘curator’ – first really dissonant point. However, I fancied a video…
OK then.. here are some of my fav's:
1. Emotion Stress and Health (Crashcourse)
2. David Burns, MD TED
3. A video to help with sleep
4. Language is Important (featuring Me!)
5. Overcoming negative voices
6. Don't trust your feelings!
8. The worlds most unsatisfying video
9. Funny cats!
10. The importance of flattery
This led me, weirdly to Reggie Watts – I know him – hilarious and talented but this is a tangent, maybe not… but I felt like some fun…
Actually Reggie will really mess with your mind… he’s way out there… so I’m not sure how suitable that was to someone who really is on the edge…
Now a quick reflection here, a real, human therapist can’t really do this easily – direct you something really, rally interesting – you’re sort of stuck in dialogue.
Woebot says – see ya tomorrow – odd session – but fun.
Day 5
The whole thing is very upbeat, chatty…. Then it came up with SMART objectives – getting a bit of jargonish – not sure about this. Actually popped in a joke today – quite funny actually. SMART objectives – really? Getting a sense of CBT being a bit flakey – a bag of bad management technique marbles.
Day 6
That was good - tracking my mood…
Oh no it’s on to ‘mindfulness’ – but in for a penny, in for a pound of bullshit…
“Mindfulness is the opposite of mindfulness” it says, breaking its previous advice not to fall for the language of extremes…  Tried disagreeing with woebot here but it was having none of it – clearly not listening, in short, not mindful
Now a breathing exercise – 10 mindful breaths.
Day 7
Long quiz – not sure about this – far too long
Feedback – “Your greatest strength is your love of learning! You are just like Hermione Granger from ‘Harry Potter’”
That was hopeless – trite and I hate Harry Potter….
Day 8
Got a bit technical with ‘should statements’ – not so sure that this area of CBT is entirely clear – seems a bit simplistically linguistic.
Day 9
Asked me to talk about labels I use about myself – reasonable question – promises research tomorrow – didn’t like the way it cut this short – should allow me to go on if I want.
I think I prefer chatbots on-demand, like Replika, which you just tap on your phone to speak to. Replika is famous for teasing out the most intimate of thoughts from its 1.5 million users. It uses ‘cold-reading’ techniques from magicians, who claim to read minds.
Ellie’s another, created for DARPA. Designed to help doctors at military hospitals detect post-traumatic stress disorder, depression, and other mental illnesses in veterans returning from war, but is not meant to provide actual therapy, or replace a therapist. There is good evidence that people are more likely to open up to a bot than a person.
Day 10
Today is adopting a Growth Mindset. Good to see something a little bit more solid, as it reduces my general skepticism about therapeutic techniques, which seem to be a mixed bag of populist techniques almost thrown together…
Woebot wants to tell me a story to explain, I say yes… Story about woebot being told it was smart, believed it was smart but wasn’t really. This led to the wrong mindset – unable to cope with setbacks and failure. Fixed mindsets are bad so open yourself up to always learning and developing – be more open and fluid in your thinking. Be more accepting of setbacks and mistakes. Get out of polarized ‘smart v stupid labels. Then gave a link to a Carol Dweck video – good these video links. Good session.
Conclusion

It has its limitations and oddities but it’s good to chat to something that doesn’t judge you and has a few surprises up its sleeve. Woebot is a bit of fun, then again, I don’t feel I’m in need of help, many do. If I found it interesting, they are far more likely to get more out of the experience. You always have the chance of accepting, rescheduling or saying no to Woebot – which is useful. I’m often too busy or not in the mood for therapy but the fact that it is ‘pushed’ out to you is a real plus. I rather like its daily prompts – a bit reassuring and a bit of fun. Try it – you just might learn something – even about yourself.

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Thursday, February 01, 2018

Online healthcare learning - in minutes not months

Healthcare is a complex business. So many things to learn, so much new knowledge to constantly master. The sector is awash with documents from compliance to clinical guidelines, all with oodles of detail and never enough time to train, retain and recall. As it is patients health, even lives, that matter, there’s little room for error. Yet so much training is still delivered via lectures and PowerPoint in rooms full of professionals who are badly needed on the front line. There must be a better way to deliver this regulatory and clinical knowledge?
Online learning is part of the solution but traditional online learning takes months to produce and even one 50 page clinical guideline is often prohibitively expensive. With this in mind, rather than use tools where most of the budget goes on graphics and not interaction, AI is producing tools that do this for you. One of those tools is WildFire, a service that creates high-retention in minutes not months at a faction of previous costs.
Sources
So far we’ve delivered a lot of content to a range of organisations from a range of pharmaceutical companies and a Royal College to the NHS. The content originated as:
·      Documents
·      PowerPoints
·      Podcasts
·      Videos
Easy input
With a modest amount of preparation, one takes the text file (or automatically created transcripts from podcasts and video) and cut and paste them into WildFire, which identifies what it thinks are the main learning points. Taking our lead from recent research in cognitive science, well summarised by researchers in Make It Stick, we focus not on multiple-choice questions (see weaknesses here) but open input, even voice, if desired. Open input is superior to MCQs as it results in better retention and recall.
Frictionless
Note that healthcare documents are often highly regulated, and the fact that we take the original document means we are not breaking that covenant. It also means almost no friction between designers and subject matter experts. The content has already been signed-off – we use that content in an unadulterated form.
Effortful learning
The learner has to literally type in the correct answers, identified by our AI engine. But we do much more. We also get the AI to identify links out to supplementary content. This is done automatically. This works well in healthcare, as the vocabulary, definitions and concepts can be daunting.
Chunking
We break the content down into small 10-15 minute learning experiences. This is necessary for focus as well as frequency of formative assessment. So a large compliance or clinical guideline document, such as a NICE Guideline, can be broken down meaningfully and accessed, as and when needed.
Competence
At the end of each pass through one of these short modules, your knowledge is assessed as Green (known), Amber (nearly known) or Red (not known). You must repeat the Ambers and Reds until you reach full 100% competence. This matters in healthcare. Getting 70% is fine but the other 30% can kill.
Curation
We don’t stop there. At the end of each module you can add curated content (again using AI) by searching for content directly related to the modules at hand from the selected learning points. This guided curation increases relevance. This is the stuff that you could know, as opposed to the stuff you should know.
Types of content
This is about moving from reading to retention. One clinical guideline may be intended for many audiences, clinicians, various healthcare professionals, carers, even patients. Updates can be delivered separately when they are published. In general, WildFire has been used for:
·      Peer-reviewed medical papers
·      Royal College clinical Guidelines
·      NICE Guidelines
·      Clinician in charge of trial podcasts
·      Question & answer session with experts
·      Clinician in charge of trial video
·      Nurse training videos
·      Patient videos
·      Training PowerPoints
·      Process documents
·      Compliance documents
·      Sales processes
·      Lots more….
Uses
What matters most is not that this learning content is useful but how it is used. We have delivered online learning prior to workshops and seminars, so that expensive F2F training can benefit from everyone being brought up to speed on the basic knowledge and vocabulary. Just as important is the post F2F experience of reinforcement and revision for exams, new jobs and so on. The content is far more successful when you know the context for delivery.
Conclusion

A full trial looking at speed of production, ese of use and learning efficacy has been done, and is avilable on request. So, if you have good assets that are not being used for learning, WildFire offers a way to get them into effortful, high retention and recall online learning, in minutes not months. To find out more or ask for ademo see here.

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Tuesday, January 23, 2018

7 ways Africa can use AI to leapfrog into the future

Africa is huge. Just how huge is rarely appreciated but this map helps. This massive landmass makes land transport difficult, physical internet cabling difficult, infrastructure difficult. But with two spots from one satellite, it is possible to cover the entire continent. Bad or non-exiting infrastructure is the condition for leapfrogging. 
So here's a question.... What African leapfrogged the transport and energy sectors to such a degree that the oil economy look as though it’s on the way out? He did this by seeing the existing model as the problem – the oil economy - so created the self-driving, actually AI-driven, car and panels/batteries that change the way we power homes, even entire regions. He is, of course, Elon Musk,  a leapfrogger. But Africa leaps over frogs in all sorts of ways, from mobile banking to drones for blood delivery.
The first technology, the stone axe, was invented by early hominoid species in the rift valley in Africa, that allowed us to leapfrog other species, who may have been stronger and faster, but lacked the technology to compete. The first writing in the Nile Valley, again in Africa, on the first flexible writing material, Papyrus, also invented in Africa, allowed the Egyptians to leapfrog other civilisations, a stable civilisation that lasted continuously for 4000 years, longer than any other Empire ever. The very tools and technology that the modern world is built on were first seen in Africa.
There’s a lesson here – the ‘Leapfrog Principle’. This is the idea that one can innovate in environments where precedents and incumbents are poor, primitive or absent, easier than in wealthier or technologically richer environments. Africa can, again, be the crucible for leapfrog ideas and development. In finance, healthcare, energy, agriculture and education, AI can augment and improve productivity.
Leapfrog 1  Mobile banking
Africa had little in the way of a retail banking infrastructure and most people did not have a bank account. Along comes the ubiquity of cheap mobile devices and Africa does what richer countries are only now waking up to – mobile banking. In its wake came advantages in communications, finding work, paying bills and agricultural information - markets, teachniques and so on. The runaway success of M-Pesa, the mobile money transfer service launched by Safaricom, Kenya’s largest mobile operator and Vodafone, in 2007, has allowed millins to pay bills, buy goods, receive remittances from abroad and even access learning. None of this would have been possible without AI-driven encryption and now AI as the new UI interfaces.
Leapfrog 2  Zipline
Take Zipline, in Rwanda, where drones deliver blood to rural locations. Doctors request blood for ‘at risk’ patients and drones deliver, dropping the protected packages by parachutes, from 30 feet, into the backyard of the clinic, aided by GPS and navigational software. This is fast, cheap, efficient and saves lives. Why Rwanda? Well the road infrastructure prohibits speed of delivery, there is less regulation to hold back these innovations and, as a small country, it is ambitious and willing to take more risks. Older countries tend to become more risk averse. Strangely enough it is sometimes the absence of physical infrastructure; roads, fixed line telephone networks, transport options, power stations, oil reserves, that make leapfrogging more likely. The investment in leapfrog technology has less competitive pressure from incumbent technology and infrastructure.
Leapfrog 3  Offgrid Electric
The International Energy Agency states that there are over 600 million people in sub-Saharan Africa that do not have access to electricity. An African startup, Off Grid Electric, backed by Solar City, wants to rack up the supply of solar panels across Africa, with at an affordable charge of $7 a month for the system. It already powers 125,000 households. Musk has taken technology built for the wealthy car industry and applies it in a modular, LED, robust, affordable way to an African problem – no infrastructure and low income. The project has the possibility of scale and sustainability to the 1.3 billion people globally who lack access to affordable electricity. In the continent of sunshine, solar leapfrogs other forms of energy supply.
Leapfrog 4  Algorithmic agriculture
The perfect storm of satellites or drones with analytics of water, wind damage, soil condition, temperature and so on, even predictive software may lead to step changes in productivity. Precision agriculture turns AI into real solutions, in everything from GPS guidance, control systems, sensors, robotics, drones, autonomous vehicles, GPS-based soil sampling and so on. Getting the most out of every centimetre of land, sensors for yield prediction, scanning for disease and damage, productivity gains are there for the taking. In agriculture, data can fed software to increase yields to feed people.
Leapfrog 5  Entertainment
This one's often forgotten but African's love music and, arguably, gave us the Blues, Jazz and what became Rock 'n Roll, even Rap. Mobiles deliver everything from ringtones to radio. I remember an NGO worker in Uganda telling me that whenever they tried to use devices or flash drives in education, they were co-opted for music! Bt this goes well beyond music with services for photo-sharing and movie distribution. What's interesting here is the way African needs have forced the likes of Netflix to develop new AI-driven compression techniques for delivery in low bandwidth environments
Leapfrog 6  Investment
Leapfrog Investments is an investment company that specialises in African and Asian investments. This matters, as growth needs an ecosystem for sustainable success. It needs risk capital to make those leaps, not of faith, but of assessed risk. Others include Carlyle, TPG and Abraaj. Unfortunately, start-up finance in Africa is paltry at less than $150 million. Africa is going through a population explosion with young, tech savvy populations that are used to mobile solutions. We need to harness their energy and talents.
Leapfrog 7  Education
Let’s apply this principle to learning. The current problem in Africa is poor schooling, and the need for vocational skills, along with sensitivity to local languages. This is where AI comes in. Think of these two letters as the hind legs that allow the frogs to leap. OK, I know this metaphor is being stretched a little but bear with me….  One of the barriers to leapfrogging is education. To escape from the trap of poverty, one needs vision, confidence and competence. Rather than rely on foreign workers to provide practical skills in building and tourism, we must focus on vocational skills. It is pointless investing in higher education when there is no middle ground. This must happen at school and college level. Africa is going through a population explosion with young, tech savvy populations that are used to mobile solutions.
It is in education that leapfrogging can have the greatest causal effect. AI can create online learning cheaply (WildFire), and through AI assisted translation, create such learning in multiple languages. AI can personalise learning through adaptive systems. (CogBooks). This helps build a platform of knowledge delivery, so hat teachers can focus on skills. In the same way that blood type has to be selected or every patient, learning needs to be delivered to each person in a way that suits their needs – and the diversity or variability of these needs is much greater in Africa, than in a developed country. This is not the primitive Hole-in-the Wall or tablets parachuted into villages approach but scalable, sustainable learning to help teachers teach and learners to learn.
Don’t dump devices in developing world. That’s not leapfrogging, it’s device dumping. Sugata Mitra and Negroponte have both made a career out of dumping devices into the developing world and teachers lap it up as if they’re some sort of saints. Listen carefully – they don’t like teachers and schools. Researchers, like Arora, from Erasmus University Rotterdam, “little real independent evidence, other than that provided by HiWEL“, accusing Mitra of “not comparing amount of time spent on hole-in-wall material with same  time in school… making the comparison meaningless”. It was, she concluded,“self-defeating… ‘hole-in-the-wall’ has become the ‘computer-in-the-school”. This was confirmed by Mark Warschauer, Professor of Education at the University of California, who also visited sites, only to find that “parents thought the paucity of relevant content rendered it irrelevant“ and that “most of the time they were playing games…. with low level learning and not challenging”. The “internet rarely functioned” and “overall the project was not very effective”. I also visited a site, in Africa, and confirmed all of this and more. Read Mitra’s comment on my blog, “it took me 30 minutes to think about and write this response. I would have spent the time on planning a new project for very poor children. Would someone, perhaps Donald, like to take the responsibility for this wastage and the resultant loss to them.” Sugata Mitra. This is what happens when devices trump reason.
Conclusion

But let’s not underestimate the problems. Corruption, unstable political environments, poverty and weak regulatory environments don’t encourage investment and sustainable growth. To leapfrog, one must have solid ground from which to leap. Without a stable platform, these will be leaps of faith or leaps into the darkness. Innovation is only innovation of it is sustainable, that means stable regulations, a war on corruption and an investment environment that supports staged growth. Let’s start with education.

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