Episode 43: Change in the AI Era

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welcome to the under the hat

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podcast the show where we

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talk about everything and

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anything that is top of

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mind in education the goal

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is to provide meaningful

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conversations to what is

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currently happening in our

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classrooms stories pains

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moments of success we want to hear it all

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hello hello and welcome to

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today's show um steve is a

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little sick today so it's

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just me welcome um so it's

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a it's a new adventure

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flying solo today uh um

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today we have with us dan

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fitzpatrick who is a

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leading voice in the field

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of ai in education he's a

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former teacher and senior leader

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He now empowers educators to

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embrace AI's potential

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through his best-selling book,

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The AI Classroom.

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And I think he has something else coming.

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He's also written for Forbes.

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And you have the AIeducator.io website.

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He helps schools and

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businesses navigate the

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transformative power of AI,

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ensuring learners are

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prepared for the future.

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Welcome, Dan.

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Hi, Dan.

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Hi, Sophie.

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Thanks for having me.

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It's great to be with you.

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super excited to chat with

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you today um especially

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about your uh four steps

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right you have four steps

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yeah yeah so the my new

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book which comes out um on

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monday it's it's infinite

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education uh the four-step

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strategy for leading change

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in the age of artificial

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intelligence so yeah

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there's the second half of

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the book goes into those

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four steps of how we can

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start to practically

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try and move our schools

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into new territory really

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to deal with the challenges

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that are ahead with

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technology like artificial

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intelligence and to embrace

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those opportunities.

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I love that.

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I love that.

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I also love that it's four

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steps because that seems

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totally doable in my head.

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Seems totally like a doable thing.

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But before we start diving

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into all of that,

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I know I just gave you a

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little bit of an intro,

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but there was a you before AI, right?

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So why don't you tell me a

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little bit about your education journey?

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Yeah, yeah, of course.

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So I, as you can tell from my accent,

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I'm from England.

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I'm from the northeast of England,

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a city called Newcastle.

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And yeah,

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I trained to be a teacher in high

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schools.

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So I was a high school

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teacher and it was really,

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it was in my...

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my training year,

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so when I was training to be a teacher,

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I remember coming across Google,

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Google Tools,

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and I think it was just

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before maybe Google

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Classroom was launched.

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But I remember thinking,

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we need to start using these.

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We need to start actually

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getting this into the hands

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of the teachers in the school.

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It made me think,

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why aren't we using this already?

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So there was a few of us in my department,

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a few teachers who we

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started to get very

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passionate about ed tech

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and started to really kind

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of do grassroots, I suppose,

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evangelization of ed tech, really.

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We would put breakfast

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mornings on after school sessions.

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And so myself and

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One of the other teachers

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who I worked with, Ben,

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we started a podcast,

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I think it was about six,

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seven years ago now,

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where we were exploring ed tech.

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And I suppose anybody who

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kind of goes down the route of ed tech,

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at some point you start to

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explore the future of education.

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It kind of leads you down that path.

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And that's where I kind of

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found my passion in going, right, well,

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How can we do this better?

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I know that we can do this in a better way,

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but how can we do it?

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And that kind of marked my career, really,

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of moving up into

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leadership in high schools

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and leadership in colleges

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and then leading from a strategic,

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from an innovation point of view.

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When I first came across AI,

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I started playing with AI

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and testing out AI pre-ChatGPT.

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And then my journey's kind

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of carried on since the

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release of ChatGPT with

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writing books about AI.

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And I'm really fortunate I

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get to travel the world and

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work with schools, districts, businesses,

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and help them to upskill

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and raise awareness of this

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technology and also to

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strategize around this

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technology as well.

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I love that.

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I love that you get to travel too,

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because then you get to see

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all these different

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cultures and learn about

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all these different areas in the world.

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I love traveling.

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Yeah, it's been amazing.

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It was always a big dream of mine,

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especially to spend more

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time in the United States

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and see more of the United States.

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And I get to do that really regularly now.

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So a lot of my work comes

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from your side of the Atlantic.

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And it's great to be able to

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spend time with some

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amazing educators and Americans.

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That's fantastic.

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Are you coming over here for any U.S.

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conferences this year?

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I am definitely over.

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Next month I think I'm over.

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I can't remember what for at

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this moment in time.

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I think I'm spending some time in Seattle,

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California, Florida,

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and a few other places over

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the next few months.

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But, yeah, a mix, I think, conferences,

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working with districts, universities,

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and so on.

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That's fantastic.

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Well, Steve's in California.

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Maybe you might be going to

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the same event.

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Oh, cool.

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Yeah.

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I think it's at Anaheim.

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It's a conference in Anaheim.

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Yeah.

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Okay, cool.

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I would love to go to Seattle.

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I'm going to Florida this month,

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so I'll probably be there.

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Oh, nice.

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Are you going for FATC?

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I am.

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That's really cool.

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I was there last year.

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I keynoted one of the days last year.

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But I'm not returning this year.

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But yeah, yeah, it's a great event.

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It's an amazing event.

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That's one of my favorites, it is.

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I love the networking, the energy.

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It's fantastic.

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Yeah, no, absolutely.

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And Jen Womble, who runs the conference,

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is an amazing person and

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does a fantastic job.

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She is.

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I agree.

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Okay,

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so you sort of touched on this a

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little bit.

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Like,

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what initially sparked your passion

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for integrating AI into education?

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And it was being, like,

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innovative and helping others, right?

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Yeah, well,

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that was... I think when I was

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working in college education, I...

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I was writing a strategy at

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the time and I got to spend

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quite a bit of time with

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local industries I really

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wanted to do that I wanted

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to go out and see what kind

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of technology cutting edge

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technology was was in the

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workplace because I then I

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wanted to try and reverse

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engineer that into kind of

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the digital strategies and

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innovation strategies we or

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I was writing at the time so

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And that was where I first

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came across generative AI, really.

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And hearing,

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I think I first heard the term,

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like somebody said,

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it's a bit like a calculator,

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but for words.

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And that really kind of resonated with me.

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And I thought,

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we need to we need we need

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something like that back in

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in the classroom because um

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a lot of the colleges I was

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working at were quite

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vocational colleges so that

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that meant that a lot of

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the lecturers had a lot of

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coursework and a lot of um

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long bits of writing that

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they would have to mark and

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give feedback on I thought

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this could be amazing if this could help

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uh our teachers with that

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with that workload so we

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started looking at some

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kind of early experiments

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uh with it really um I

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suppose my passion for it

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goes back even further back

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in I think it was when I

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was doing my ma I remember

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my one of my lecturers

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saying to me uh recommended

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a book about about ai uh

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which is to be it's called

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the feed by mt anderson it's like a

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It's a bit like a dystopian teenage novel,

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you know,

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like kind of written in the same

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style as a bit like Hunger Games.

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Yeah.

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Like for that type of audience.

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And it's all about this kind

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of future world where when

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people are born,

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they get a they get a kind

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of an AI chip put in their

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head and then they have

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like an augmented

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experience of the world and so on.

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But I remember reading that

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and just being fascinated by it.

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But if you look at where

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we're going with the

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Neuralink technology and AI

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being integrated with

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people's brains and their bodies,

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we're kind of going towards

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that reality at full speed at the moment.

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So I suppose what really

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intrigued me back then,

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fifteen years ago,

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is kind of coming full circle now.

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But no, I love this technology.

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I think I'm a realist.

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I think we've got a lot of opportunity,

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but we've also got a lot of

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dangers that we need to be aware of,

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especially when we're

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dealing with young people

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as we do in our professions.

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But ultimately, I think there are...

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amazing opportunities and

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the world's heading in that

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direction so fast so even

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if we even if we're a bit

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unsure of it we've we've

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kind of kind of grabbed the

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bull by the horns here and

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figure it out and figure

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out how we can help our

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fellow educators and our

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students to to use this in

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a way that's going to

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ultimately benefit us yes

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yes um I have some teachers

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Because I was a I was a

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middle school math teacher.

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And so you're like, it's a calculator,

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but for words that like I'm like, yes,

00:09:53.567 --> 00:09:54.149
everyone.

00:09:54.729 --> 00:09:57.312
I remember when the photo

00:09:57.371 --> 00:09:58.552
math app came out and it

00:09:58.572 --> 00:09:59.594
would like tell the kids

00:09:59.614 --> 00:10:01.255
how to solve the math problem.

00:10:01.275 --> 00:10:02.216
But that's really cool

00:10:02.256 --> 00:10:03.018
because they can't have

00:10:03.077 --> 00:10:04.558
access to me all the time

00:10:04.960 --> 00:10:06.421
if used appropriately.

00:10:07.322 --> 00:10:08.642
It's an amazing tool.

00:10:09.802 --> 00:10:10.682
But then there are teachers

00:10:10.702 --> 00:10:12.523
that want to ban it and

00:10:12.543 --> 00:10:14.163
block it and are afraid of it.

00:10:14.364 --> 00:10:16.945
And the same thing with AI now.

00:10:17.024 --> 00:10:18.384
There's a lot that's like

00:10:18.424 --> 00:10:19.825
they're afraid of it.

00:10:20.066 --> 00:10:23.166
And there's this fear that

00:10:23.206 --> 00:10:24.287
Terminator is going to happen.

00:10:24.626 --> 00:10:27.267
There's a fear that

00:10:27.307 --> 00:10:29.327
Terminator is going to happen or iRobot.

00:10:30.187 --> 00:10:30.788
And I'm like,

00:10:30.827 --> 00:10:33.589
that's why we need to educate

00:10:34.509 --> 00:10:36.350
ethical use of it and to

00:10:36.856 --> 00:10:38.158
be aware of it and to learn

00:10:38.177 --> 00:10:39.539
about it so that we can be

00:10:39.659 --> 00:10:40.581
used appropriately.

00:10:43.302 --> 00:10:44.004
In the book,

00:10:44.485 --> 00:10:46.386
chapter nine is called Surviving.

00:10:46.407 --> 00:10:47.388
I don't know if you can see that.

00:10:47.847 --> 00:10:50.309
It's called Surviving the Liminal Space.

00:10:50.811 --> 00:10:54.293
And that chapter is all about... Actually,

00:10:55.054 --> 00:10:55.975
I did a lot of research

00:10:56.015 --> 00:10:57.317
into psychology for that

00:10:57.356 --> 00:10:58.479
chapter and looking at how...

00:10:59.648 --> 00:11:01.970
when when we're in those

00:11:02.049 --> 00:11:04.831
moments of change how do we

00:11:04.931 --> 00:11:06.272
psychologically react and

00:11:06.312 --> 00:11:08.313
how can we how can we get

00:11:08.374 --> 00:11:10.455
help to to get through

00:11:10.495 --> 00:11:11.916
those times in a positive

00:11:11.936 --> 00:11:13.476
way and because I really do

00:11:13.496 --> 00:11:14.498
believe we're in a liminal

00:11:14.538 --> 00:11:15.518
space and liminal space

00:11:15.557 --> 00:11:18.840
just meaning we're kind of on where we

00:11:20.504 --> 00:11:21.806
one way is kind of fading

00:11:21.826 --> 00:11:24.606
away is becoming irrelevant

00:11:24.907 --> 00:11:26.167
to put it in an extreme way

00:11:26.927 --> 00:11:29.148
and a new way is is not yet

00:11:29.227 --> 00:11:30.369
here so we're we're in that

00:11:30.448 --> 00:11:32.048
moment and I suppose we go

00:11:32.068 --> 00:11:32.730
through stuff like that

00:11:32.769 --> 00:11:33.629
don't we in our personal

00:11:33.649 --> 00:11:34.971
lives maybe maybe we've had

00:11:34.990 --> 00:11:36.230
to leave a job early and we

00:11:36.250 --> 00:11:37.711
don't have another job yet

00:11:37.772 --> 00:11:39.812
lined up maybe we're we're

00:11:39.871 --> 00:11:40.913
moving house we

00:11:42.094 --> 00:11:42.754
Whatever it is,

00:11:42.815 --> 00:11:44.917
but we have those moments in our lives.

00:11:45.077 --> 00:11:47.139
But what we're seeing here

00:11:47.179 --> 00:11:48.480
is kind of many industries

00:11:48.500 --> 00:11:50.062
around the world, not just education,

00:11:50.563 --> 00:11:51.485
starting to go through a

00:11:51.745 --> 00:11:53.145
similar type of phase where,

00:11:53.927 --> 00:11:54.707
and I suppose like you've

00:11:54.727 --> 00:11:55.729
just highlighted, Sophie,

00:11:55.749 --> 00:11:56.910
like question marks are

00:11:56.931 --> 00:11:59.413
starting to appear over kind of,

00:12:00.094 --> 00:12:01.293
what we'd consider like

00:12:01.414 --> 00:12:02.794
orthodox practices in

00:12:02.855 --> 00:12:03.914
education like how we

00:12:03.955 --> 00:12:05.556
assess students knowledge

00:12:06.255 --> 00:12:08.677
um suddenly we're starting

00:12:08.697 --> 00:12:09.697
to think this isn't this

00:12:09.738 --> 00:12:11.238
isn't good enough like we

00:12:11.697 --> 00:12:12.778
we're gonna have to bat or

00:12:12.839 --> 00:12:14.339
ban ai or we're gonna have

00:12:14.798 --> 00:12:16.100
to move away from writing

00:12:16.159 --> 00:12:17.299
and we're getting these

00:12:17.360 --> 00:12:18.701
extreme conversations we're

00:12:18.721 --> 00:12:20.201
getting fearful reactions

00:12:20.620 --> 00:12:22.642
because what comes next

00:12:23.081 --> 00:12:24.663
hasn't fully been established yet

00:12:25.562 --> 00:12:27.524
And I suppose people like

00:12:27.585 --> 00:12:28.644
ourselves are the people

00:12:28.684 --> 00:12:30.265
who are kind of reaching

00:12:30.285 --> 00:12:31.466
out into the dark to go, well,

00:12:31.767 --> 00:12:32.567
what is next?

00:12:32.607 --> 00:12:34.048
What could happen next?

00:12:34.509 --> 00:12:35.168
Could this work?

00:12:35.208 --> 00:12:36.450
And we don't know the answers yet.

00:12:36.470 --> 00:12:38.831
And it's going to take the

00:12:38.850 --> 00:12:40.532
full education sector to

00:12:40.572 --> 00:12:41.613
come up with the answers in

00:12:41.633 --> 00:12:42.493
the coming years.

00:12:43.153 --> 00:12:45.434
But it's difficult being in that space.

00:12:45.455 --> 00:12:46.436
And what it does is,

00:12:47.456 --> 00:12:49.818
it does kind of elicit that

00:12:49.938 --> 00:12:52.140
fight or flight mode and I

00:12:52.160 --> 00:12:53.162
suppose the flight mode is

00:12:53.201 --> 00:12:54.663
the right bannets let's

00:12:55.404 --> 00:12:56.164
let's pretend it's not

00:12:56.446 --> 00:12:57.626
happening get ourselves out

00:12:57.647 --> 00:12:59.849
of that scenario or we or

00:12:59.869 --> 00:13:01.190
we fight it or we fight we

00:13:01.230 --> 00:13:02.150
go in and go right you know

00:13:02.171 --> 00:13:03.032
what this is a challenge

00:13:03.052 --> 00:13:05.033
that we need to step up to

00:13:05.114 --> 00:13:06.975
and we need to embrace so

00:13:07.677 --> 00:13:08.677
yeah it's it doesn't

00:13:08.697 --> 00:13:10.200
surprise me that we're in that position

00:13:11.623 --> 00:13:12.604
and that we're having these

00:13:12.644 --> 00:13:13.823
extreme reactions.

00:13:14.504 --> 00:13:15.365
But I think it's also a good

00:13:15.404 --> 00:13:18.767
sign because what comes next is then,

00:13:19.626 --> 00:13:20.567
as I suppose, well,

00:13:20.587 --> 00:13:21.427
we've got to accept it and

00:13:21.467 --> 00:13:22.428
we've got to try and figure

00:13:22.469 --> 00:13:24.870
something else out.

00:13:24.909 --> 00:13:25.049
Yeah,

00:13:25.070 --> 00:13:26.831
that accept is sometimes really hard

00:13:26.850 --> 00:13:27.511
for some people.

00:13:27.532 --> 00:13:28.792
They're like, no,

00:13:28.851 --> 00:13:30.133
I'm just going to cling to what I know,

00:13:30.173 --> 00:13:31.474
cling to what I already know.

00:13:32.934 --> 00:13:33.235
And...

00:13:33.972 --> 00:13:34.874
That it also has something

00:13:34.894 --> 00:13:36.195
to do with like a resiliency.

00:13:36.274 --> 00:13:37.216
If you're through someone

00:13:37.235 --> 00:13:39.038
that has been through change like this,

00:13:39.097 --> 00:13:40.019
you're mentioning like

00:13:40.058 --> 00:13:42.019
moving homes and maybe

00:13:42.059 --> 00:13:43.081
going on to another job

00:13:43.120 --> 00:13:44.663
without knowing what that

00:13:44.702 --> 00:13:46.924
next job is going to be type of thing.

00:13:47.085 --> 00:13:48.245
Or even maybe you do know

00:13:48.265 --> 00:13:49.307
what that next job is going to be,

00:13:49.346 --> 00:13:50.467
but it's completely

00:13:50.508 --> 00:13:51.408
different than anything

00:13:51.428 --> 00:13:52.889
that you've ever done before.

00:13:53.910 --> 00:13:54.532
Um, so,

00:13:54.552 --> 00:13:55.493
cause you don't know what it's

00:13:55.513 --> 00:13:56.052
going to be like,

00:13:56.072 --> 00:13:58.375
but you're like taking the leap.

00:13:58.716 --> 00:13:58.875
Um,

00:13:59.542 --> 00:14:00.261
Yeah, yeah.

00:14:01.523 --> 00:14:01.743
Sorry,

00:14:01.763 --> 00:14:05.166
I just got a message from Heather Brown,

00:14:05.186 --> 00:14:07.466
who I think is a mutual friend of ours.

00:14:08.067 --> 00:14:09.128
She laid out the book,

00:14:09.207 --> 00:14:10.869
so she made it look really,

00:14:10.889 --> 00:14:11.489
really amazing inside.

00:14:11.509 --> 00:14:12.169
She's fantastic.

00:14:14.110 --> 00:14:15.111
She just messaged me to say

00:14:15.131 --> 00:14:16.773
she was watching, so hi, Heather.

00:14:17.972 --> 00:14:20.215
So, yeah, it's... I think the...

00:14:21.905 --> 00:14:23.767
I think that I I think it's

00:14:23.807 --> 00:14:24.847
a it's also a time for

00:14:24.908 --> 00:14:27.909
growth and I there's it's

00:14:27.970 --> 00:14:28.830
interesting the second half

00:14:28.850 --> 00:14:30.370
of the book in so the four

00:14:30.410 --> 00:14:32.371
steps are kind of like the

00:14:32.432 --> 00:14:33.673
practical steps of how do

00:14:33.692 --> 00:14:35.975
we how do we strategize and

00:14:36.014 --> 00:14:37.014
before I get there I talk

00:14:37.034 --> 00:14:38.196
about what actually is a

00:14:38.216 --> 00:14:39.035
strategy because I think

00:14:39.056 --> 00:14:39.917
you know I don't know if

00:14:39.937 --> 00:14:40.596
you want to come back to

00:14:40.636 --> 00:14:42.018
this but I think there's a

00:14:42.038 --> 00:14:42.979
lot of misconceptions

00:14:43.019 --> 00:14:44.200
around what a strategy is

00:14:44.240 --> 00:14:45.539
but the four steps are

00:14:45.580 --> 00:14:48.042
essentially um scope shape

00:14:48.422 --> 00:14:49.663
influence and a line

00:14:50.316 --> 00:14:51.596
And in the align part,

00:14:53.177 --> 00:14:55.437
what I'm talking about, well,

00:14:55.719 --> 00:14:56.759
how do we take our whole

00:14:56.818 --> 00:14:58.100
school with us in this

00:14:58.159 --> 00:14:59.820
journey is the align part.

00:15:00.500 --> 00:15:03.902
I talk about how we need

00:15:04.822 --> 00:15:06.163
different types of leadership.

00:15:06.663 --> 00:15:08.464
So I think within education,

00:15:08.504 --> 00:15:09.524
and I'm painting with a

00:15:09.625 --> 00:15:10.845
very broad stroke here

00:15:11.326 --> 00:15:12.625
because I know not all

00:15:12.666 --> 00:15:13.407
schools are the same,

00:15:13.466 --> 00:15:14.807
but I think generally,

00:15:14.826 --> 00:15:15.807
I think it's safe to say

00:15:15.847 --> 00:15:16.967
that within education

00:15:17.048 --> 00:15:18.129
systems around the world,

00:15:18.888 --> 00:15:21.461
We've gotten to a point of maturity

00:15:23.870 --> 00:15:25.292
But we need to go beyond that.

00:15:25.731 --> 00:15:27.591
So within our current system,

00:15:28.253 --> 00:15:29.753
we kind of know what works.

00:15:29.993 --> 00:15:33.754
We know people have really,

00:15:33.794 --> 00:15:35.375
really innovated on how do

00:15:35.394 --> 00:15:37.015
we get our students to

00:15:37.196 --> 00:15:38.576
memorize so much so they

00:15:38.616 --> 00:15:39.956
can pass the tests.

00:15:40.697 --> 00:15:43.418
So we've really kind of honed our skills,

00:15:43.499 --> 00:15:45.558
really innovated on how do

00:15:45.599 --> 00:15:47.720
we function within the current system.

00:15:48.039 --> 00:15:48.120
Now,

00:15:48.159 --> 00:15:49.400
that doesn't mean every school is there.

00:15:50.000 --> 00:15:52.984
But we're kind of at the

00:15:53.004 --> 00:15:56.547
point where we've kind of mastered it,

00:15:56.586 --> 00:15:56.927
really.

00:15:57.888 --> 00:15:59.188
And a good leader can take

00:16:00.149 --> 00:16:01.650
books like... Sorry,

00:16:01.691 --> 00:16:03.251
I've just knocked my

00:16:03.292 --> 00:16:05.653
microphone and I think I broke it.

00:16:06.054 --> 00:16:06.634
But don't worry,

00:16:06.674 --> 00:16:10.578
I'll figure that out afterwards.

00:16:10.879 --> 00:16:13.961
But yeah, so we've kind of...

00:16:15.009 --> 00:16:17.210
And I think now we've got to start asking,

00:16:17.250 --> 00:16:19.009
well, what more is there?

00:16:19.049 --> 00:16:20.071
Because clearly,

00:16:20.471 --> 00:16:21.831
and we know this from surveys,

00:16:21.850 --> 00:16:24.692
we know this from data from

00:16:24.751 --> 00:16:25.413
around the world,

00:16:25.432 --> 00:16:26.812
which I've also got in the book,

00:16:27.452 --> 00:16:28.933
that the skills that our

00:16:28.974 --> 00:16:29.813
students are coming out of

00:16:29.833 --> 00:16:31.394
school with aren't sufficient.

00:16:31.855 --> 00:16:33.495
They need more in order to

00:16:33.835 --> 00:16:34.975
function in this world that

00:16:34.995 --> 00:16:35.696
we now live in.

00:16:36.436 --> 00:16:37.196
So what do we do?

00:16:37.235 --> 00:16:38.356
Well, we need to start,

00:16:38.616 --> 00:16:40.878
when we reach maturity within a system,

00:16:41.758 --> 00:16:43.599
To get over that and start

00:16:43.619 --> 00:16:44.179
thinking of something new,

00:16:44.200 --> 00:16:44.899
we need to start to

00:16:45.020 --> 00:16:47.221
creatively deconstruct it.

00:16:48.082 --> 00:16:49.663
And it takes a different type of leader.

00:16:49.724 --> 00:16:51.946
So what we've got currently

00:16:51.966 --> 00:16:53.126
in the education system, again,

00:16:53.167 --> 00:16:53.846
broad strokes,

00:16:54.727 --> 00:16:56.249
is the type of leaders who

00:16:56.288 --> 00:16:57.629
tend to rise to the top are

00:16:57.769 --> 00:17:00.812
managers because they manage the system.

00:17:01.332 --> 00:17:02.874
And they might move the

00:17:02.913 --> 00:17:04.055
needle a little bit and

00:17:04.075 --> 00:17:05.556
then they retire or they

00:17:05.596 --> 00:17:06.957
pass on the school to a new

00:17:07.017 --> 00:17:08.659
principal or superintendent,

00:17:08.679 --> 00:17:09.278
whatever it is.

00:17:09.578 --> 00:17:11.661
They come in and they manage it a bit.

00:17:12.442 --> 00:17:14.983
And I think we need to shift

00:17:16.005 --> 00:17:17.885
the type of leaders that we

00:17:17.945 --> 00:17:18.787
have in education.

00:17:19.467 --> 00:17:21.808
And I'm using a technique

00:17:21.828 --> 00:17:24.030
from a great book at a

00:17:24.070 --> 00:17:25.152
website called Liberating

00:17:25.192 --> 00:17:27.394
Structures here called Panarchy,

00:17:27.433 --> 00:17:28.273
if anyone wants to go and

00:17:28.294 --> 00:17:29.275
look deeper into this.

00:17:29.375 --> 00:17:29.535
But

00:17:30.395 --> 00:17:33.619
it's all about um uh heretic

00:17:33.661 --> 00:17:36.304
leadership so heretical

00:17:36.364 --> 00:17:38.507
leaders are those who go

00:17:38.586 --> 00:17:39.848
actually can we do this

00:17:39.888 --> 00:17:41.309
better can we pull this

00:17:41.371 --> 00:17:42.992
apart and start to think of

00:17:43.053 --> 00:17:44.714
how we can how we can do

00:17:44.755 --> 00:17:46.017
this thing we call education

00:17:46.396 --> 00:17:48.298
a bit better and I think I

00:17:48.337 --> 00:17:50.920
think we're overdue um that

00:17:50.960 --> 00:17:52.039
type of view that type of

00:17:52.099 --> 00:17:53.161
leadership those types of

00:17:53.221 --> 00:17:55.382
skills and in that in that

00:17:55.402 --> 00:17:58.003
flow it then leads to um to

00:17:58.084 --> 00:18:01.605
rebirth and then to um to

00:18:01.645 --> 00:18:03.126
to kind of entrepreneurial

00:18:03.166 --> 00:18:05.048
leadership back to maturity

00:18:05.087 --> 00:18:06.229
but it's a flow it's

00:18:06.269 --> 00:18:07.329
supposed to keep going and

00:18:07.369 --> 00:18:09.330
I feel like we've got stuck

00:18:09.411 --> 00:18:11.231
at that maturity stage so

00:18:11.372 --> 00:18:14.413
yeah does I I really think

00:18:14.433 --> 00:18:15.714
that we need to um

00:18:17.188 --> 00:18:18.167
We need to rethink things.

00:18:18.208 --> 00:18:19.568
I think we need to look at

00:18:19.628 --> 00:18:20.788
different types of innovation.

00:18:21.388 --> 00:18:23.710
We need to go back to basic

00:18:23.750 --> 00:18:25.109
principles of why are we doing it?

00:18:25.289 --> 00:18:26.750
I was on a podcast a couple

00:18:26.769 --> 00:18:27.451
of weeks ago and somebody

00:18:27.510 --> 00:18:29.510
asked me if I was in charge

00:18:29.530 --> 00:18:31.211
of the education system for like one day,

00:18:31.251 --> 00:18:31.932
what would I do?

00:18:34.051 --> 00:18:35.432
I really thought about this and I thought,

00:18:35.452 --> 00:18:36.153
you know what I think we

00:18:36.173 --> 00:18:36.772
probably need to do?

00:18:37.413 --> 00:18:39.094
It's just get people

00:18:39.114 --> 00:18:40.314
together and actually just

00:18:40.775 --> 00:18:43.576
answer the question of what is education?

00:18:43.715 --> 00:18:44.395
Because I don't think

00:18:44.516 --> 00:18:45.997
anybody really has a solid

00:18:46.057 --> 00:18:46.737
answer on that.

00:18:47.438 --> 00:18:50.098
And how can we change things?

00:18:50.118 --> 00:18:51.179
How can we progress things

00:18:51.199 --> 00:18:51.858
if we don't even have a

00:18:51.919 --> 00:18:52.900
definition for it?

00:18:53.700 --> 00:18:55.020
We're all just kind of

00:18:55.101 --> 00:18:56.280
grasping at thin air,

00:18:56.401 --> 00:18:58.021
trying to work this thing out.

00:19:00.123 --> 00:19:00.923
Yeah, yeah.

00:19:01.423 --> 00:19:02.423
I think it's an exciting time.

00:19:02.683 --> 00:19:04.305
It's a tough time, I think,

00:19:04.325 --> 00:19:05.065
that we're going into,

00:19:05.105 --> 00:19:06.546
but it's an exciting time.

00:19:08.766 --> 00:19:09.205
I agree.

00:19:09.365 --> 00:19:10.365
You're saying it's really

00:19:10.405 --> 00:19:11.546
exciting and tough.

00:19:11.606 --> 00:19:12.527
It's exciting and tough,

00:19:12.547 --> 00:19:15.807
but it's tough because it's exciting,

00:19:15.906 --> 00:19:16.747
and it's exciting because

00:19:16.767 --> 00:19:17.827
it's tough type of thing.

00:19:17.968 --> 00:19:18.928
But then other people don't

00:19:18.948 --> 00:19:19.928
look at it as exciting.

00:19:20.028 --> 00:19:22.867
It's more anxiety-riddling and fearful.

00:19:24.068 --> 00:19:26.388
But back to what is education.

00:19:26.969 --> 00:19:30.190
Heather, I love Heather,

00:19:30.210 --> 00:19:31.170
she's noticed a lot of lack

00:19:31.230 --> 00:19:32.190
of problem-solving

00:19:32.210 --> 00:19:33.670
abilities in the elementary level.

00:19:34.150 --> 00:19:37.830
And it sort of is like they're doing...

00:19:40.230 --> 00:19:41.270
well I was a coach for five

00:19:41.310 --> 00:19:42.632
and a half years and now

00:19:42.751 --> 00:19:44.271
I'm continuing coaching but

00:19:44.311 --> 00:19:46.772
for the edtech space um and

00:19:47.012 --> 00:19:48.333
but I was a secondary coach

00:19:48.432 --> 00:19:49.653
and just getting kids to

00:19:49.752 --> 00:19:50.973
even explain what they've

00:19:51.034 --> 00:19:52.594
done and why they've done

00:19:52.653 --> 00:19:54.054
something in the math space

00:19:54.134 --> 00:19:55.234
or in the science space and

00:19:55.275 --> 00:19:56.295
what does that mean

00:19:56.694 --> 00:19:57.694
inferencing like the

00:19:57.714 --> 00:19:58.615
critical thinking and

00:19:58.634 --> 00:20:01.895
problem solving is it's not

00:20:01.955 --> 00:20:03.737
really there they're just

00:20:04.616 --> 00:20:05.356
what's the formula

00:20:06.993 --> 00:20:07.714
What's the numbers?

00:20:07.795 --> 00:20:09.076
Let me plug and chug.

00:20:09.355 --> 00:20:10.876
And they're not used to

00:20:10.916 --> 00:20:12.278
having to do that critical

00:20:12.298 --> 00:20:13.900
thinking and that anymore

00:20:13.940 --> 00:20:14.799
because I felt like

00:20:14.859 --> 00:20:15.980
education sort of came up

00:20:16.000 --> 00:20:16.942
at the same time that we

00:20:16.981 --> 00:20:17.982
were in the industrial

00:20:18.323 --> 00:20:19.243
revolution and we had

00:20:19.284 --> 00:20:20.404
factories and we're just like,

00:20:20.424 --> 00:20:21.405
this is a box of kids.

00:20:21.425 --> 00:20:22.205
We're going to shove

00:20:22.246 --> 00:20:23.688
information in their heads and move on.

00:20:25.209 --> 00:20:26.609
And they're just factory

00:20:26.650 --> 00:20:27.971
moving them out to produce

00:20:28.010 --> 00:20:28.832
the same thing.

00:20:28.872 --> 00:20:31.773
But then as we grow as a country,

00:20:31.894 --> 00:20:32.835
as a community,

00:20:32.875 --> 00:20:34.737
as a culture all over the world,

00:20:35.196 --> 00:20:36.038
the needs

00:20:36.942 --> 00:20:38.044
are growing and are

00:20:38.344 --> 00:20:39.384
different like we don't

00:20:39.463 --> 00:20:41.625
need a manual factory

00:20:41.664 --> 00:20:42.885
worker anymore we need

00:20:42.925 --> 00:20:44.846
someone programming ai like

00:20:46.307 --> 00:20:47.127
and then the needs that

00:20:47.147 --> 00:20:50.369
we're going to have later

00:20:50.549 --> 00:20:51.790
even a year from now is

00:20:51.810 --> 00:20:52.871
going to be completely

00:20:52.911 --> 00:20:53.791
different than the needs

00:20:53.811 --> 00:20:55.491
that we have right now

00:20:55.571 --> 00:20:57.452
because of the developing

00:20:57.593 --> 00:20:59.233
ai so yeah what is

00:20:59.334 --> 00:21:00.815
education and I would say

00:21:01.895 --> 00:21:02.915
was it eidenstein I'll have

00:21:02.935 --> 00:21:03.916
to look this up said that

00:21:03.936 --> 00:21:05.237
like education is actually

00:21:05.596 --> 00:21:06.458
teaching kids how to

00:21:07.005 --> 00:21:10.009
think not what to think but

00:21:10.028 --> 00:21:12.991
like how to think yeah I

00:21:13.011 --> 00:21:14.193
could be totally wrong yeah

00:21:14.233 --> 00:21:16.636
I'm not sure um I'll I'll

00:21:16.717 --> 00:21:17.438
I'll tell you I'll start

00:21:17.458 --> 00:21:19.079
speaking you google it um okay

00:21:20.767 --> 00:21:22.567
um so yeah I think it's

00:21:22.607 --> 00:21:23.327
interesting I explore

00:21:23.387 --> 00:21:23.748
actually in the

00:21:23.768 --> 00:21:24.669
introduction of the book I

00:21:24.749 --> 00:21:27.609
explore um uh kind of this

00:21:27.829 --> 00:21:29.990
this age-old concept um

00:21:30.411 --> 00:21:31.451
about around means of

00:21:31.530 --> 00:21:33.692
production and um it's it's

00:21:33.791 --> 00:21:34.531
kind of generally agreed

00:21:34.551 --> 00:21:35.393
there are four means of

00:21:35.413 --> 00:21:36.413
product the four means of

00:21:36.432 --> 00:21:38.034
production uh if you go

00:21:38.074 --> 00:21:39.473
back like kind of to feudal

00:21:39.513 --> 00:21:41.075
times uh hundreds of years

00:21:41.115 --> 00:21:43.715
ago um before the industrial revolution

00:21:44.798 --> 00:21:46.381
The people generated wealth

00:21:46.401 --> 00:21:48.162
because they already had

00:21:48.682 --> 00:21:50.564
wealth or they already had land.

00:21:51.285 --> 00:21:52.125
So you think those who were

00:21:52.145 --> 00:21:53.247
the big landowners,

00:21:53.346 --> 00:21:55.308
they continued to generate

00:21:55.409 --> 00:21:56.288
more and more wealth

00:21:56.308 --> 00:21:57.631
because they could utilise

00:21:57.671 --> 00:21:58.611
the land that they had.

00:21:59.011 --> 00:21:59.833
Then we moved into the

00:22:00.073 --> 00:22:01.273
industrial age and those

00:22:01.294 --> 00:22:03.355
who produced wealth and

00:22:03.395 --> 00:22:05.057
production were those who

00:22:05.136 --> 00:22:06.558
had access to labour.

00:22:07.538 --> 00:22:08.920
people to come and work for them.

00:22:09.961 --> 00:22:12.082
And therefore the shift

00:22:12.182 --> 00:22:16.644
moved primarily from land

00:22:16.865 --> 00:22:18.967
to labour as the kind of

00:22:19.007 --> 00:22:20.366
most important means of production.

00:22:22.128 --> 00:22:22.808
And that's kind of like

00:22:22.828 --> 00:22:24.430
where our modern schooling,

00:22:24.630 --> 00:22:26.651
like you've just been saying, Sophie,

00:22:26.750 --> 00:22:28.613
was formed really in terms

00:22:28.653 --> 00:22:33.496
of producing the labour for the market.

00:22:35.096 --> 00:22:37.979
I think that time has ended now.

00:22:37.999 --> 00:22:38.598
Not completely,

00:22:38.618 --> 00:22:41.601
because all these factors

00:22:41.641 --> 00:22:42.461
are still in play,

00:22:42.501 --> 00:22:44.343
but it's just the focus shifts.

00:22:44.903 --> 00:22:47.404
And I think now we're into

00:22:48.885 --> 00:22:49.527
an era where the most

00:22:49.567 --> 00:22:51.807
important means of

00:22:51.928 --> 00:22:54.069
production is entrepreneurship.

00:22:54.789 --> 00:22:56.330
Now, if you think that, I mean,

00:22:56.351 --> 00:22:58.271
it's always been a needed skill.

00:22:58.311 --> 00:22:58.692
However,

00:22:59.092 --> 00:23:00.893
going back to when somebody just

00:23:00.952 --> 00:23:02.253
made wealth from their land,

00:23:02.314 --> 00:23:03.153
they didn't need a whole

00:23:03.173 --> 00:23:04.214
lot of entrepreneurship.

00:23:05.694 --> 00:23:07.516
It was quite obvious how

00:23:07.556 --> 00:23:08.596
they would make their money.

00:23:09.096 --> 00:23:11.178
Go to labour, some entrepreneurship,

00:23:11.438 --> 00:23:13.519
those entrepreneurial skills grew,

00:23:14.078 --> 00:23:15.140
but having the actual

00:23:15.180 --> 00:23:16.861
labour was still the advantage.

00:23:17.520 --> 00:23:19.741
Now I think we're in a time

00:23:19.781 --> 00:23:21.521
where entrepreneurial

00:23:21.541 --> 00:23:24.262
skills is going to be the main thing.

00:23:24.303 --> 00:23:25.903
It's going to be the main focus.

00:23:25.923 --> 00:23:26.864
Because you think about it,

00:23:26.943 --> 00:23:28.845
anybody with a laptop and

00:23:28.865 --> 00:23:30.025
an internet connection can

00:23:30.164 --> 00:23:31.885
start off a million-dollar company.

00:23:33.546 --> 00:23:35.247
And what they need is their...

00:23:36.146 --> 00:23:37.307
the thinking to do that the

00:23:37.367 --> 00:23:38.528
entrepreneurial thinking to

00:23:38.548 --> 00:23:39.648
be able to do that they

00:23:39.669 --> 00:23:40.730
don't need land they can do

00:23:40.750 --> 00:23:41.530
this in a back of a

00:23:41.550 --> 00:23:44.311
starbucks coffee shop um

00:23:44.332 --> 00:23:45.553
they don't they don't need

00:23:45.633 --> 00:23:46.673
labor because they can have

00:23:46.794 --> 00:23:48.234
they could program an ai to

00:23:48.295 --> 00:23:51.356
work with them um so I

00:23:51.376 --> 00:23:52.778
think our focus at the

00:23:52.817 --> 00:23:54.318
moment in education needs

00:23:54.358 --> 00:23:56.039
to move to entrepreneurial

00:23:56.059 --> 00:23:58.280
skills and that phrase kind

00:23:58.320 --> 00:23:59.321
of carries a bit of baggage

00:23:59.362 --> 00:23:59.821
because people

00:23:59.842 --> 00:24:00.702
automatically think oh well

00:24:01.363 --> 00:24:02.063
business people,

00:24:02.723 --> 00:24:04.064
people who create businesses.

00:24:05.785 --> 00:24:07.506
And yeah,

00:24:08.026 --> 00:24:09.606
I suppose those big kind of

00:24:09.666 --> 00:24:10.667
entrepreneurial figures in

00:24:10.728 --> 00:24:12.107
our society don't always

00:24:12.127 --> 00:24:13.209
have the best reputation.

00:24:13.989 --> 00:24:15.490
But I think what I'm trying

00:24:15.509 --> 00:24:18.271
to say is that you don't have to be

00:24:19.211 --> 00:24:20.752
a business owner or a big

00:24:20.813 --> 00:24:23.354
business person when you

00:24:23.413 --> 00:24:24.594
have entrepreneurial skills.

00:24:25.095 --> 00:24:26.035
Entrepreneurial skills can

00:24:26.075 --> 00:24:27.516
help you in all forms of life.

00:24:27.955 --> 00:24:28.635
You can still work for

00:24:28.655 --> 00:24:29.497
someone else and work for a

00:24:29.557 --> 00:24:30.497
company and be an

00:24:30.596 --> 00:24:31.778
entrepreneur and kind of

00:24:31.798 --> 00:24:33.298
put those entrepreneurial skills.

00:24:33.357 --> 00:24:34.499
And I suppose when I say

00:24:34.538 --> 00:24:35.259
entrepreneurial skills,

00:24:35.298 --> 00:24:36.400
essentially what I'm saying is,

00:24:37.019 --> 00:24:39.021
people who know how to look

00:24:39.102 --> 00:24:41.105
for problems and provide

00:24:41.144 --> 00:24:42.185
solutions for problems

00:24:42.205 --> 00:24:43.247
that's kind of the main

00:24:43.287 --> 00:24:44.608
thing there and that goes

00:24:44.628 --> 00:24:45.229
back to what you were

00:24:45.249 --> 00:24:47.151
saying about having that

00:24:47.191 --> 00:24:48.092
critical thinking it goes

00:24:48.133 --> 00:24:48.972
back to what heather was

00:24:48.993 --> 00:24:49.914
saying there about being

00:24:49.974 --> 00:24:52.336
able to problem solve um

00:24:52.396 --> 00:24:53.739
and I think that's more

00:24:53.778 --> 00:24:55.019
important than just going

00:24:55.079 --> 00:24:57.063
right we've got a curriculum here

00:24:58.042 --> 00:24:58.463
um we've got a

00:24:58.523 --> 00:24:59.825
representation of the whole

00:24:59.865 --> 00:25:00.724
world's knowledge that we

00:25:00.744 --> 00:25:01.786
need to get into these kids

00:25:01.806 --> 00:25:03.166
heads by the time they

00:25:03.207 --> 00:25:04.347
reach sixteen seventeen

00:25:04.407 --> 00:25:05.548
eighteen and then we need

00:25:05.567 --> 00:25:06.548
to test them on it to see

00:25:06.588 --> 00:25:07.910
if they kind of understood

00:25:07.970 --> 00:25:09.030
the broad general knowledge

00:25:09.050 --> 00:25:10.832
of the whole world um I

00:25:10.872 --> 00:25:12.032
think knowledge is

00:25:12.053 --> 00:25:12.833
important don't get me

00:25:12.853 --> 00:25:14.094
wrong we need knowledge but

00:25:14.173 --> 00:25:15.714
I think we need to start

00:25:15.734 --> 00:25:16.996
shifting towards well what

00:25:17.036 --> 00:25:17.895
do we do with that

00:25:17.916 --> 00:25:19.738
knowledge how do we how do

00:25:19.778 --> 00:25:22.500
we how do we teach our children to look

00:25:24.039 --> 00:25:25.941
But places where they can add value,

00:25:26.221 --> 00:25:27.201
I think that's the key.

00:25:27.882 --> 00:25:30.223
And you know that, don't you?

00:25:31.384 --> 00:25:32.545
When you're passionate,

00:25:32.565 --> 00:25:34.066
when you're on fire about something,

00:25:34.766 --> 00:25:35.846
it's normally because

00:25:35.906 --> 00:25:38.208
you've found an area where

00:25:38.268 --> 00:25:39.468
you can add some value.

00:25:40.128 --> 00:25:42.269
And if we can teach our

00:25:42.309 --> 00:25:44.750
children how to do that,

00:25:44.871 --> 00:25:46.991
I don't think we can go far

00:25:47.031 --> 00:25:47.553
wrong with that.

00:25:48.252 --> 00:25:49.614
Did you find the quote?

00:25:50.179 --> 00:25:51.680
I did.

00:25:51.700 --> 00:25:52.740
I actually used Gemini.

00:25:52.940 --> 00:25:54.361
I don't even Google anything anymore.

00:25:54.381 --> 00:25:58.461
I just Gemini it.

00:25:58.702 --> 00:26:00.962
It was Martin Luther King Jr.

00:26:01.023 --> 00:26:01.644
And he said,

00:26:01.784 --> 00:26:03.144
the function of education is

00:26:03.163 --> 00:26:04.244
to teach one to think

00:26:04.365 --> 00:26:06.306
intensively and to think critically.

00:26:06.405 --> 00:26:08.086
Intelligence plus character

00:26:08.185 --> 00:26:09.287
is the goal of true education.

00:26:09.307 --> 00:26:10.366
Nice.

00:26:10.627 --> 00:26:11.087
We should have got,

00:26:11.147 --> 00:26:12.188
it's always one of them, isn't it?

00:26:12.208 --> 00:26:14.709
It's either Einstein, Martin Luther King,

00:26:14.828 --> 00:26:16.430
Abraham Lincoln, or Gandhi.

00:26:18.084 --> 00:26:20.205
Mother Teresa is thrown in there as well.

00:26:23.289 --> 00:26:24.451
It also said that there are

00:26:24.471 --> 00:26:25.711
some other people like

00:26:25.752 --> 00:26:26.953
Socrates and John Dewey

00:26:26.973 --> 00:26:28.194
that have done something,

00:26:28.655 --> 00:26:29.856
said something similar to

00:26:29.896 --> 00:26:30.857
that sort of thing.

00:26:30.998 --> 00:26:34.301
But the education is to like think.

00:26:36.542 --> 00:26:38.063
It was Martin Luther King.

00:26:38.083 --> 00:26:38.943
Dewey's good.

00:26:39.023 --> 00:26:40.124
He's good for more than just

00:26:40.144 --> 00:26:41.305
the Dewey Decimal System.

00:26:43.065 --> 00:26:44.125
He's got some good books out

00:26:44.145 --> 00:26:46.027
there about educational philosophy,

00:26:46.146 --> 00:26:48.647
and I think that resonates

00:26:48.768 --> 00:26:49.788
entirely with where we're

00:26:49.827 --> 00:26:51.229
at in the conversation we're having.

00:26:52.328 --> 00:26:53.930
I love what you said about

00:26:54.009 --> 00:26:55.069
if we could teach them,

00:26:56.550 --> 00:26:57.330
there's a problem.

00:26:58.569 --> 00:27:01.951
let's solve it and um

00:27:01.971 --> 00:27:03.291
there's an old old movie

00:27:03.332 --> 00:27:04.452
it's not really that old um

00:27:04.492 --> 00:27:06.634
but I mean it's old for me

00:27:07.694 --> 00:27:09.194
called robots and it's a

00:27:09.214 --> 00:27:11.096
cartoon and the main

00:27:11.135 --> 00:27:14.137
character loves the this

00:27:14.218 --> 00:27:16.298
billionaire person and he

00:27:16.338 --> 00:27:18.200
has a show and I can't even

00:27:18.220 --> 00:27:19.279
remember any of the

00:27:19.720 --> 00:27:20.641
characters now because I

00:27:20.661 --> 00:27:21.340
haven't seen it in such a

00:27:21.401 --> 00:27:22.622
long time but the the

00:27:23.201 --> 00:27:24.502
billionaire person is like

00:27:25.435 --> 00:27:27.217
see a problem and solve it.

00:27:27.257 --> 00:27:30.138
That's all you need to be an

00:27:31.078 --> 00:27:34.060
inventor is to try to solve a problem.

00:27:35.001 --> 00:27:36.041
And the main character goes

00:27:36.162 --> 00:27:37.282
on to solve a problem that

00:27:37.303 --> 00:27:40.184
he sees in his own father.

00:27:40.484 --> 00:27:43.707
And it's a great adventure story, robots.

00:27:44.586 --> 00:27:45.667
But yeah, and so I'm like,

00:27:45.688 --> 00:27:46.468
what you said is like,

00:27:46.508 --> 00:27:48.288
if we could critically think to like,

00:27:48.348 --> 00:27:50.130
okay, we see this problem that is here,

00:27:50.269 --> 00:27:52.030
how can we solve it?

00:27:52.112 --> 00:27:54.133
What can we do to fix this problem?

00:27:55.790 --> 00:27:57.212
it's so it's really powerful

00:27:57.272 --> 00:27:58.494
and it's more than just

00:27:58.714 --> 00:28:00.196
like industrial wise right

00:28:00.798 --> 00:28:03.040
you can yeah yeah and to be

00:28:03.060 --> 00:28:04.143
honest I think learning in

00:28:04.163 --> 00:28:06.606
that context starts to take

00:28:06.646 --> 00:28:08.388
on so much more meaning because

00:28:10.758 --> 00:28:11.638
So instead of having a

00:28:11.699 --> 00:28:13.099
system where we kind of just do, well,

00:28:13.180 --> 00:28:14.780
just in case learning, you know what,

00:28:14.800 --> 00:28:15.602
we're going to learn all

00:28:15.622 --> 00:28:17.943
this stuff just in case you

00:28:18.003 --> 00:28:18.864
might ever need it.

00:28:19.545 --> 00:28:20.486
And let's be honest,

00:28:20.586 --> 00:28:22.586
you need pretty much none of it.

00:28:22.606 --> 00:28:24.808
It's like if we sat down and

00:28:24.868 --> 00:28:27.451
kind of like if we took an hour and went,

00:28:27.490 --> 00:28:27.651
right,

00:28:27.691 --> 00:28:28.791
let's write down everything we can

00:28:28.811 --> 00:28:29.653
remember from school.

00:28:30.053 --> 00:28:31.673
We probably start a struggle after fifteen,

00:28:31.713 --> 00:28:32.795
twenty minutes, I imagine.

00:28:33.516 --> 00:28:36.298
So we we we don't need all of that.

00:28:36.852 --> 00:28:37.031
I mean,

00:28:37.051 --> 00:28:39.093
that's just not how the brain works.

00:28:39.153 --> 00:28:41.233
It's not like when I'm in my fifties,

00:28:41.273 --> 00:28:42.174
I'm going to come across

00:28:42.194 --> 00:28:43.415
something and be like, ah,

00:28:43.556 --> 00:28:44.895
when I was in fourth grade,

00:28:45.457 --> 00:28:47.377
the teacher said this and

00:28:47.417 --> 00:28:48.298
now I can use it.

00:28:48.337 --> 00:28:49.318
It just doesn't work like that.

00:28:49.838 --> 00:28:50.359
But actually,

00:28:50.460 --> 00:28:53.520
if we if we can adopt a way

00:28:53.560 --> 00:28:54.162
of looking at this,

00:28:55.201 --> 00:28:56.823
so it's almost like just in

00:28:56.883 --> 00:28:57.864
time learning.

00:28:58.223 --> 00:28:59.064
So we go, you know what?

00:28:59.104 --> 00:29:00.125
We've got a problem here.

00:29:01.512 --> 00:29:04.355
What do we need to do in

00:29:04.395 --> 00:29:05.457
order to solve that problem?

00:29:06.037 --> 00:29:06.798
Well, actually,

00:29:06.817 --> 00:29:08.058
the first thing I need to

00:29:08.098 --> 00:29:09.579
do is identify where my

00:29:09.640 --> 00:29:10.800
skills or my knowledge is

00:29:10.901 --> 00:29:12.803
lacking in order to solve that problem.

00:29:13.242 --> 00:29:14.344
And we do that as adults.

00:29:14.364 --> 00:29:15.164
We do that all the time.

00:29:15.184 --> 00:29:17.867
How many times... When we

00:29:17.928 --> 00:29:19.348
got this house a few years ago,

00:29:19.449 --> 00:29:20.549
I wanted to change all of

00:29:20.589 --> 00:29:23.512
the light switches around and the...

00:29:24.153 --> 00:29:24.353
You know,

00:29:24.753 --> 00:29:25.753
the on-off switches for the

00:29:25.773 --> 00:29:26.494
lights and everything.

00:29:27.055 --> 00:29:29.317
I'm not an electrician.

00:29:30.037 --> 00:29:31.518
But I looked at a YouTube video.

00:29:31.617 --> 00:29:33.259
Probably shouldn't have for electricity.

00:29:33.700 --> 00:29:34.619
Could have been a disaster.

00:29:34.700 --> 00:29:36.221
But I looked at a YouTube video.

00:29:36.260 --> 00:29:38.103
An electrician taught me

00:29:38.143 --> 00:29:38.883
through a five-minute

00:29:38.923 --> 00:29:40.223
YouTube video how to do it.

00:29:41.005 --> 00:29:42.806
And it was just in time learning.

00:29:42.865 --> 00:29:46.689
I was one hundred percent

00:29:46.808 --> 00:29:48.230
motivated to learn that in

00:29:48.269 --> 00:29:49.329
that time because it was

00:29:49.390 --> 00:29:51.271
going to be solving an immediate problem.

00:29:52.452 --> 00:29:55.015
And I think it just makes sense.

00:29:55.795 --> 00:29:57.936
And so instead of

00:29:58.116 --> 00:30:02.558
manufacturing or creating these,

00:30:02.839 --> 00:30:04.580
what we call schools,

00:30:05.280 --> 00:30:06.761
why can't we put problems

00:30:06.801 --> 00:30:09.663
to our students?

00:30:10.203 --> 00:30:11.605
And in the book,

00:30:11.625 --> 00:30:12.705
I go through some case studies.

00:30:12.726 --> 00:30:12.965
So there's

00:30:14.361 --> 00:30:15.143
the first few chapters I

00:30:15.163 --> 00:30:16.565
talk about an educator

00:30:16.585 --> 00:30:18.428
called yakov hecht in tel

00:30:18.448 --> 00:30:20.231
aviv who created a concept

00:30:20.251 --> 00:30:21.974
called city schools and his

00:30:22.015 --> 00:30:24.479
whole thing is um if I've

00:30:24.499 --> 00:30:25.601
got a student who needs to

00:30:25.641 --> 00:30:26.362
learn something

00:30:27.269 --> 00:30:29.573
Why would I go and hire somebody,

00:30:30.073 --> 00:30:32.256
take them out of the workforce?

00:30:32.516 --> 00:30:33.596
Let's say a dance teacher.

00:30:33.936 --> 00:30:35.878
So a group of students want

00:30:35.900 --> 00:30:36.599
to learn dance.

00:30:37.441 --> 00:30:38.883
Why would I go and hire

00:30:38.903 --> 00:30:40.064
someone full time to come

00:30:40.124 --> 00:30:41.746
in as a dance teacher when

00:30:41.766 --> 00:30:43.007
there are hundreds of dance

00:30:43.047 --> 00:30:43.988
teachers in the city?

00:30:44.568 --> 00:30:45.369
Why don't I just send the

00:30:45.390 --> 00:30:46.070
students to them?

00:30:47.330 --> 00:30:49.771
Why manufacture a situation

00:30:50.712 --> 00:30:53.193
and spend a lot of money on

00:30:53.233 --> 00:30:54.454
giving someone a full-time

00:30:54.515 --> 00:30:55.555
job to come and do that

00:30:56.035 --> 00:30:57.875
when actually the city can provide that?

00:30:57.895 --> 00:31:00.037
And his model is called City Schools.

00:31:01.157 --> 00:31:01.817
And I think,

00:31:01.877 --> 00:31:03.038
and that's not going to be for everyone,

00:31:03.058 --> 00:31:04.299
but I think if we use our

00:31:04.339 --> 00:31:06.740
imagination and start to think, well,

00:31:07.520 --> 00:31:08.982
How can we utilize the

00:31:09.022 --> 00:31:10.605
skills that are around us?

00:31:11.125 --> 00:31:12.528
How can we make sure that

00:31:12.548 --> 00:31:14.089
our students aren't just

00:31:14.111 --> 00:31:15.311
doing activities that go

00:31:15.392 --> 00:31:18.415
into exercise books on a shelf,

00:31:18.876 --> 00:31:20.118
but actually get them

00:31:20.179 --> 00:31:21.520
solving problems now?

00:31:21.721 --> 00:31:23.864
Like bring a local businessman in who's

00:31:24.644 --> 00:31:25.885
whose business is failing,

00:31:27.107 --> 00:31:30.211
and task the students with

00:31:30.270 --> 00:31:32.594
trying to solve the problem

00:31:33.295 --> 00:31:35.217
and then present on it and

00:31:35.616 --> 00:31:36.718
go visit the company,

00:31:36.837 --> 00:31:38.299
interview the employees,

00:31:39.121 --> 00:31:40.682
and then figure out how

00:31:40.722 --> 00:31:41.363
they're going to learn.

00:31:41.423 --> 00:31:42.865
And there are schools that do this.

00:31:42.884 --> 00:31:43.846
There's a great school called...

00:31:45.458 --> 00:31:46.439
called XB School.

00:31:46.459 --> 00:31:48.019
There's a group of them in the UK,

00:31:48.380 --> 00:31:50.301
High Tech High in America.

00:31:50.761 --> 00:31:51.883
In the Netherlands,

00:31:52.604 --> 00:31:54.085
there's a school called Agora,

00:31:54.125 --> 00:31:55.026
where essentially on the

00:31:55.066 --> 00:31:56.606
first day they say to a student,

00:31:57.186 --> 00:31:58.188
what do you want to do?

00:31:59.148 --> 00:32:00.289
And let's say a student says,

00:32:00.309 --> 00:32:02.271
I want to make a skateboard.

00:32:03.172 --> 00:32:04.133
And then what they do is

00:32:04.173 --> 00:32:07.615
they get a project lead,

00:32:07.635 --> 00:32:08.636
essentially a teacher,

00:32:09.317 --> 00:32:10.979
who will sit down with them and go, right,

00:32:11.398 --> 00:32:11.519
well,

00:32:11.558 --> 00:32:13.039
what skills and what knowledge are

00:32:13.059 --> 00:32:14.682
you going to need to be able to do that?

00:32:15.281 --> 00:32:16.143
And they break it down.

00:32:16.182 --> 00:32:16.644
So they go, right,

00:32:16.663 --> 00:32:17.304
you're going to need to

00:32:17.344 --> 00:32:18.384
know how to bend wood.

00:32:18.586 --> 00:32:19.846
So you're going to need to

00:32:19.886 --> 00:32:21.008
learn from a carpenter.

00:32:21.409 --> 00:32:22.829
You're going to need to know

00:32:22.869 --> 00:32:24.372
some really advanced maths

00:32:24.491 --> 00:32:26.673
for bending for the angles,

00:32:26.693 --> 00:32:27.935
for bending the woods and all.

00:32:28.576 --> 00:32:29.557
And they break it all down.

00:32:29.758 --> 00:32:32.421
And then they've got to then

00:32:32.560 --> 00:32:33.622
ring up the carpenter,

00:32:34.082 --> 00:32:35.144
maybe go and spend one day

00:32:35.163 --> 00:32:36.424
a week work experience with

00:32:36.464 --> 00:32:37.226
them per week.

00:32:37.886 --> 00:32:39.907
They've got to then use the

00:32:39.948 --> 00:32:41.209
in-house maths teacher

00:32:41.348 --> 00:32:43.990
maybe an hour every day to

00:32:44.029 --> 00:32:44.931
learn that skill.

00:32:45.590 --> 00:32:46.991
And then they come back and

00:32:47.031 --> 00:32:47.952
every morning they meet

00:32:47.972 --> 00:32:49.012
with their project manager

00:32:49.073 --> 00:32:50.973
to evaluate the last twenty

00:32:50.993 --> 00:32:52.134
four hours and plan for the

00:32:52.154 --> 00:32:53.095
next twenty four hours.

00:32:53.976 --> 00:32:55.557
And I just think I just

00:32:55.656 --> 00:32:57.597
think it feels like a lot

00:32:57.637 --> 00:32:59.378
more wholesome way to do this.

00:33:00.960 --> 00:33:01.140
Yeah.

00:33:07.083 --> 00:33:07.403
Oh, yeah.

00:33:07.442 --> 00:33:08.523
Heather was like and use the

00:33:08.644 --> 00:33:10.744
extra skills that our teachers have, too.

00:33:11.285 --> 00:33:13.685
So like I'm a math teacher,

00:33:13.705 --> 00:33:15.346
but I was also a science

00:33:15.366 --> 00:33:16.846
geek and I went off and got

00:33:16.906 --> 00:33:18.428
certified to be a science teacher, too.

00:33:18.448 --> 00:33:21.229
But Heather can teach them to tap dance.

00:33:21.430 --> 00:33:24.671
And like there's more to I

00:33:24.691 --> 00:33:26.632
remember we had clubs at my

00:33:26.672 --> 00:33:28.512
old school last year that I

00:33:29.292 --> 00:33:31.153
taught middle school math.

00:33:32.412 --> 00:33:33.855
we had these clubs and my

00:33:33.875 --> 00:33:35.257
club was a sewing like a

00:33:35.277 --> 00:33:36.960
quilting club and we were

00:33:37.560 --> 00:33:39.845
designing a doctor who

00:33:39.884 --> 00:33:43.090
quilt actually um with

00:33:44.326 --> 00:33:45.185
I probably shouldn't say her name.

00:33:45.807 --> 00:33:47.086
One of the characters names

00:33:47.307 --> 00:33:48.127
was actually a name of the

00:33:48.147 --> 00:33:50.449
student that was like in the classroom.

00:33:50.489 --> 00:33:51.429
And we were in the club and

00:33:51.449 --> 00:33:53.269
we were designing this Dr.

00:33:53.289 --> 00:33:54.631
Who quilt and all of the

00:33:54.711 --> 00:33:55.290
angles and things.

00:33:55.330 --> 00:33:56.051
And it was something that

00:33:56.092 --> 00:33:58.512
they wanted to do because they wanted to.

00:33:58.952 --> 00:33:59.733
And because we were in

00:33:59.814 --> 00:34:01.634
eighth grade math together,

00:34:01.673 --> 00:34:02.434
they were my students.

00:34:02.674 --> 00:34:03.615
They were actually able to

00:34:03.674 --> 00:34:04.655
apply a lot of the math

00:34:04.675 --> 00:34:05.576
that we were doing and

00:34:05.615 --> 00:34:08.797
geometry wise to design this quilt.

00:34:09.398 --> 00:34:10.498
And it was something that they,

00:34:10.539 --> 00:34:11.418
they ended up being really,

00:34:11.539 --> 00:34:12.219
really strong.

00:34:12.400 --> 00:34:12.960
And, um,

00:34:14.608 --> 00:34:15.489
We never did finish it.

00:34:15.568 --> 00:34:15.929
Oh, well.

00:34:17.451 --> 00:34:18.572
But it was something that

00:34:18.592 --> 00:34:19.833
they were interested in learning.

00:34:20.635 --> 00:34:21.094
You were like,

00:34:21.615 --> 00:34:22.838
the stuff that we learn now

00:34:22.858 --> 00:34:23.619
are things that we're never

00:34:23.639 --> 00:34:24.259
going to learn.

00:34:24.358 --> 00:34:25.400
And as a math teacher,

00:34:25.521 --> 00:34:27.663
I hear that question so much.

00:34:27.744 --> 00:34:28.844
When am I ever going to use this?

00:34:29.668 --> 00:34:31.329
um and such as the

00:34:31.369 --> 00:34:32.389
pythagorean theorem which

00:34:32.409 --> 00:34:34.088
was my favorite theorem to

00:34:34.128 --> 00:34:35.329
teach I love the

00:34:35.349 --> 00:34:36.309
pythagorean theorem it is

00:34:36.449 --> 00:34:37.811
so fun I can actually solve

00:34:37.851 --> 00:34:39.090
a ton of different problems

00:34:39.130 --> 00:34:41.391
in life um just because of

00:34:41.411 --> 00:34:42.652
the things you know of how

00:34:42.692 --> 00:34:43.853
it works and why it works

00:34:43.893 --> 00:34:45.512
not necessarily the theorem

00:34:45.572 --> 00:34:47.853
itself and it was some it

00:34:47.873 --> 00:34:48.753
was the concept that the

00:34:48.793 --> 00:34:49.813
kids just didn't quite get

00:34:49.873 --> 00:34:50.675
I'm not going to use this

00:34:50.894 --> 00:34:54.315
directly in my life but

00:34:55.070 --> 00:34:55.510
And I was like,

00:34:55.590 --> 00:34:57.012
but you're going to use the

00:34:57.032 --> 00:34:58.233
skills that you're training

00:34:58.253 --> 00:35:00.733
your brain to do because

00:35:00.773 --> 00:35:01.534
we're learning how to do

00:35:01.675 --> 00:35:03.094
this later in life.

00:35:03.596 --> 00:35:03.775
Like,

00:35:04.155 --> 00:35:06.996
are you going to know and use A

00:35:07.036 --> 00:35:07.757
squared plus B squared

00:35:07.777 --> 00:35:09.378
equals C squared in your everyday life?

00:35:10.119 --> 00:35:11.019
Probably not.

00:35:11.139 --> 00:35:12.159
Unless you're a plumber or a

00:35:12.199 --> 00:35:13.661
welder or something like that,

00:35:13.701 --> 00:35:14.641
then you might be using

00:35:14.661 --> 00:35:15.541
that every single day.

00:35:16.362 --> 00:35:19.563
But if you're a historian or

00:35:19.724 --> 00:35:22.065
you're working in a part of

00:35:22.105 --> 00:35:22.885
a factory or whatever,

00:35:24.181 --> 00:35:26.338
Maybe mechanics even use it and stuff,

00:35:26.581 --> 00:35:26.922
but like,

00:35:28.652 --> 00:35:29.932
Me, I don't use it every day in life.

00:35:30.032 --> 00:35:30.413
I'm in sales.

00:35:30.432 --> 00:35:31.052
So I don't use it every day.

00:35:33.454 --> 00:35:34.394
But I do think, though,

00:35:35.695 --> 00:35:37.735
even just letting them know the relevance,

00:35:41.018 --> 00:35:43.378
I had to cover one math

00:35:43.418 --> 00:35:44.780
lesson when I was teaching,

00:35:44.840 --> 00:35:46.840
and I vowed never to do it again.

00:35:47.360 --> 00:35:50.922
So my only memory of my math

00:35:51.623 --> 00:35:53.143
lessons is actually from school.

00:35:54.403 --> 00:35:56.085
And nobody ever put it into context.

00:35:56.164 --> 00:35:57.146
Nobody ever said, you know,

00:35:57.326 --> 00:35:59.166
do you know why this might be important?

00:36:00.027 --> 00:36:01.369
Do you know what careers

00:36:01.429 --> 00:36:02.349
this might link to?

00:36:02.369 --> 00:36:04.391
Do you know what this, if you knew this,

00:36:04.431 --> 00:36:06.291
do you know what you could go on to do?

00:36:06.931 --> 00:36:08.652
And I think even just

00:36:08.693 --> 00:36:10.855
putting it into some

00:36:10.894 --> 00:36:13.115
context within the

00:36:13.155 --> 00:36:15.117
classroom could really spark off.

00:36:15.157 --> 00:36:15.438
I mean,

00:36:17.159 --> 00:36:20.061
the ambitions of a student in that room,

00:36:20.081 --> 00:36:22.501
it goes, I want to do that.

00:36:22.541 --> 00:36:22.822
So I...

00:36:24.222 --> 00:36:25.364
And I've now got intrinsic

00:36:25.403 --> 00:36:28.626
motivation to actually sit up and go,

00:36:29.347 --> 00:36:30.186
I want to know about this.

00:36:30.206 --> 00:36:31.188
I want to learn about this.

00:36:32.289 --> 00:36:33.528
Even just little things like that,

00:36:33.548 --> 00:36:34.750
I think there are ways.

00:36:34.809 --> 00:36:34.949
Now,

00:36:35.891 --> 00:36:37.092
I think so far what we've been talking

00:36:37.112 --> 00:36:40.393
about is kind of, it's quite extreme.

00:36:40.414 --> 00:36:40.873
It's going, well,

00:36:41.393 --> 00:36:43.576
how can we completely redo school?

00:36:45.456 --> 00:36:46.878
But there's a lot of steps in between,

00:36:47.217 --> 00:36:48.119
like a lot of steps.

00:36:48.478 --> 00:36:49.460
And I think this is one of them.

00:36:49.579 --> 00:36:51.041
It's putting it into more of a,

00:36:51.800 --> 00:36:53.820
of a of a mean putting

00:36:53.880 --> 00:36:54.842
education into a more

00:36:54.882 --> 00:36:55.882
meaningful way for our

00:36:55.922 --> 00:36:57.041
students I think is so

00:36:57.101 --> 00:37:00.103
important heather says that

00:37:00.163 --> 00:37:01.902
she's used ai to help make

00:37:01.922 --> 00:37:03.103
those math connections for

00:37:03.143 --> 00:37:04.264
her students like into real

00:37:04.284 --> 00:37:05.923
life and I think that like

00:37:05.983 --> 00:37:07.184
curriculum companies have

00:37:07.204 --> 00:37:08.585
been trying to do this with

00:37:08.625 --> 00:37:10.425
the problem like word

00:37:10.465 --> 00:37:12.405
problems and story problems

00:37:12.505 --> 00:37:14.686
and stuff like that um but

00:37:14.726 --> 00:37:15.746
they're also they're not

00:37:15.786 --> 00:37:17.907
quite just specifically

00:37:17.947 --> 00:37:18.666
when it comes to this and

00:37:18.686 --> 00:37:19.527
we're sort of off topic a

00:37:19.547 --> 00:37:20.067
little bit but i

00:37:20.452 --> 00:37:24.193
I'll also talk about this one.

00:37:24.213 --> 00:37:24.353
Yeah, no,

00:37:24.373 --> 00:37:26.974
I think AI does help with... I

00:37:26.994 --> 00:37:28.094
think I got the idea first

00:37:28.114 --> 00:37:28.735
from Magic School,

00:37:28.755 --> 00:37:29.496
because Magic School's got

00:37:29.516 --> 00:37:33.297
a little tool in there that way you type,

00:37:33.317 --> 00:37:34.277
put in your topic,

00:37:34.318 --> 00:37:35.358
and it'll give you some

00:37:35.398 --> 00:37:38.480
real-world context for it.

00:37:39.800 --> 00:37:40.280
Yeah, I mean,

00:37:40.300 --> 00:37:41.360
if you just go to ChatGPT or

00:37:41.380 --> 00:37:44.481
Gemini and type in,

00:37:45.121 --> 00:37:45.943
how can I make this...

00:37:47.003 --> 00:37:48.664
more relevant to my students

00:37:48.684 --> 00:37:49.465
this is what my students

00:37:49.525 --> 00:37:50.425
are doing this is the types

00:37:50.465 --> 00:37:51.806
of careers that they might

00:37:51.847 --> 00:37:54.367
go into and so on um it

00:37:54.387 --> 00:37:55.648
just provides that kind of

00:37:55.668 --> 00:37:59.431
and I suppose we are in a

00:37:59.512 --> 00:38:01.213
system where a lot of

00:38:01.233 --> 00:38:01.974
teachers are kind of

00:38:02.094 --> 00:38:05.135
lifetime teachers so they

00:38:05.215 --> 00:38:06.617
they might not have had a

00:38:06.657 --> 00:38:09.278
previous career and they've

00:38:09.518 --> 00:38:10.360
they've learned to be an

00:38:10.440 --> 00:38:12.161
educator at university they've gone

00:38:12.460 --> 00:38:13.820
then into university.

00:38:14.402 --> 00:38:15.202
So they,

00:38:15.302 --> 00:38:16.101
although they might know the

00:38:16.121 --> 00:38:17.702
theory and the knowledge of

00:38:17.742 --> 00:38:18.543
a lot of things,

00:38:18.583 --> 00:38:19.262
they might not know the

00:38:19.302 --> 00:38:20.862
real world context in a

00:38:20.902 --> 00:38:22.103
real way behind a lot of things.

00:38:22.643 --> 00:38:24.643
And that's okay.

00:38:24.664 --> 00:38:27.625
There's a lot that somebody on the other,

00:38:27.664 --> 00:38:28.485
the opposite end of the

00:38:29.045 --> 00:38:30.385
spectrum would not know

00:38:30.405 --> 00:38:31.346
about their job as well

00:38:31.365 --> 00:38:32.425
when you can't know everything.

00:38:33.186 --> 00:38:35.367
But if you've got AI,

00:38:35.407 --> 00:38:37.748
which has got a lot of deep

00:38:37.788 --> 00:38:38.487
knowledge in there,

00:38:39.190 --> 00:38:39.989
if you know how to use it

00:38:40.030 --> 00:38:41.951
right then you can use ai

00:38:41.990 --> 00:38:43.612
as that companion that that

00:38:43.632 --> 00:38:45.932
assistant to be able to to

00:38:45.952 --> 00:38:48.673
to to look at well what is

00:38:48.713 --> 00:38:49.894
the context here how might

00:38:50.014 --> 00:38:52.155
I integrate that into the

00:38:52.195 --> 00:38:53.396
learning experiences of my

00:38:53.436 --> 00:38:56.137
students I just thought

00:38:56.157 --> 00:38:58.398
like if I were to go back

00:38:58.438 --> 00:39:00.579
into my classroom right now

00:39:00.639 --> 00:39:01.679
and a student asked me well

00:39:01.719 --> 00:39:02.641
when am I going to use the

00:39:02.661 --> 00:39:04.260
pythagorean theorem I would

00:39:04.280 --> 00:39:05.242
be like gemini

00:39:06.106 --> 00:39:07.887
Ask Jim and I when you might

00:39:07.987 --> 00:39:09.889
use this in your life.

00:39:09.909 --> 00:39:10.889
I don't have to be the one

00:39:10.929 --> 00:39:12.150
providing all that information.

00:39:12.271 --> 00:39:13.070
I don't even want to be the

00:39:13.150 --> 00:39:15.012
one using the AI to find

00:39:15.032 --> 00:39:15.833
that information.

00:39:15.952 --> 00:39:17.494
The kid can use it.

00:39:18.173 --> 00:39:20.476
And that is a legitimate thing to like,

00:39:20.556 --> 00:39:21.275
they're not putting any

00:39:22.237 --> 00:39:23.396
personal information in there.

00:39:23.436 --> 00:39:25.559
Just when could I use this?

00:39:26.139 --> 00:39:28.139
Which is just interesting.

00:39:28.480 --> 00:39:30.440
Like how different

00:39:31.601 --> 00:39:34.563
classrooms could be relevant.

00:39:37.414 --> 00:39:39.956
sometimes I wonder when

00:39:40.135 --> 00:39:41.637
would I go back I wonder

00:39:41.737 --> 00:39:43.657
would I go back I really

00:39:43.677 --> 00:39:44.378
like what I'm doing now

00:39:44.418 --> 00:39:48.079
though um anyways heather

00:39:48.099 --> 00:39:49.320
says she uses magical I use

00:39:49.360 --> 00:39:50.501
gemini for literally

00:39:50.581 --> 00:39:53.101
everything I have a weird

00:39:53.141 --> 00:39:54.643
talk a word well not weird

00:39:54.663 --> 00:39:56.403
for you but like okay so if

00:39:56.543 --> 00:39:58.644
you were to say one ai tool

00:39:58.784 --> 00:40:00.485
for any educator

00:40:01.701 --> 00:40:03.541
that they've never touched AI.

00:40:03.561 --> 00:40:05.103
They've been sort of staying away from it.

00:40:05.123 --> 00:40:06.083
Maybe they've made some

00:40:06.742 --> 00:40:08.043
images generated to make

00:40:08.063 --> 00:40:09.565
maybe a superhero alter ego

00:40:09.625 --> 00:40:10.425
or something like that.

00:40:10.844 --> 00:40:13.385
What tool would you suggest

00:40:13.405 --> 00:40:17.487
this brand new to AI teacher use?

00:40:17.648 --> 00:40:19.748
I'd always go with one of

00:40:19.789 --> 00:40:20.929
the frontier tools first.

00:40:20.949 --> 00:40:22.809
So a tool like ChachiBT or Gemini.

00:40:22.889 --> 00:40:24.431
I think always kind of,

00:40:24.570 --> 00:40:25.871
I would say always start

00:40:25.891 --> 00:40:27.211
with that type of tool first.

00:40:30.347 --> 00:40:32.509
be and I and I think because

00:40:32.728 --> 00:40:34.230
because it it's I suppose

00:40:34.250 --> 00:40:35.170
it's like an open window

00:40:35.231 --> 00:40:37.393
really you can and you can

00:40:38.713 --> 00:40:40.735
kind of see right into what

00:40:40.755 --> 00:40:42.197
this what this thing can do

00:40:42.876 --> 00:40:43.858
um just by having a

00:40:43.918 --> 00:40:45.139
conversation with it and

00:40:45.780 --> 00:40:46.519
and I suppose there has to

00:40:46.539 --> 00:40:47.641
be a few caveats there of

00:40:47.800 --> 00:40:49.503
of of not being afraid I think

00:40:51.567 --> 00:40:53.108
it's a bit different to what we're used to,

00:40:53.168 --> 00:40:53.427
isn't it?

00:40:53.447 --> 00:40:54.909
So you go to ChatGPT, you've got,

00:40:55.829 --> 00:40:56.730
it resembles more an

00:40:56.849 --> 00:40:59.192
instant messenger than a

00:40:59.291 --> 00:41:01.893
platform or a tool.

00:41:02.974 --> 00:41:05.155
And it doesn't come with a

00:41:05.195 --> 00:41:05.976
set of features.

00:41:06.036 --> 00:41:06.277
You know,

00:41:06.297 --> 00:41:09.940
like you buy a new bit of

00:41:09.980 --> 00:41:11.239
software for your school,

00:41:11.501 --> 00:41:13.922
you get the manual of all the features,

00:41:13.942 --> 00:41:17.065
you go to the websites of the platform,

00:41:17.085 --> 00:41:18.606
you got all the features listed.

00:41:19.425 --> 00:41:20.907
um it doesn't come with that

00:41:21.407 --> 00:41:22.206
uh which can be quite

00:41:22.246 --> 00:41:23.987
daunting but it's because

00:41:24.909 --> 00:41:26.869
the the features are are

00:41:26.909 --> 00:41:28.269
born from your imagination

00:41:28.329 --> 00:41:29.510
really and what whatever

00:41:29.550 --> 00:41:31.612
you want to do with it um

00:41:31.711 --> 00:41:33.112
and I'd say just start

00:41:33.552 --> 00:41:34.974
start asking it questions

00:41:35.074 --> 00:41:36.753
start seeing what it can do

00:41:37.474 --> 00:41:39.496
um I think that so I think

00:41:39.516 --> 00:41:40.376
that would be my first

00:41:40.396 --> 00:41:42.416
thing but I think also

00:41:42.456 --> 00:41:43.016
explore some of the

00:41:43.077 --> 00:41:44.157
educational tools that are

00:41:44.197 --> 00:41:45.858
out there as well and i

00:41:48.375 --> 00:41:50.139
Yeah, I think there are some amazing ones.

00:41:50.559 --> 00:41:53.043
I think there are loads of

00:41:53.083 --> 00:41:54.085
amazing tools at the minute.

00:41:55.429 --> 00:41:56.371
You will hear some people

00:41:56.391 --> 00:41:58.153
who talk about kind of

00:41:59.228 --> 00:41:59.849
Or will some of them are

00:41:59.869 --> 00:42:01.550
just rappers on top of ChatGPT?

00:42:01.590 --> 00:42:03.192
And what they mean by that is, well,

00:42:03.351 --> 00:42:05.213
it's kind of a platform

00:42:05.233 --> 00:42:06.653
that has ChatGPT plugged

00:42:06.673 --> 00:42:08.114
into the back and it's kind

00:42:08.135 --> 00:42:09.697
of acting as a bit of a go-between.

00:42:09.717 --> 00:42:10.976
I don't think that's

00:42:10.996 --> 00:42:11.958
necessarily a bad thing.

00:42:12.177 --> 00:42:12.918
I think sometimes that can

00:42:12.958 --> 00:42:14.860
be actually a better thing

00:42:14.900 --> 00:42:15.621
for an educator.

00:42:16.021 --> 00:42:17.001
I don't fully get the

00:42:17.061 --> 00:42:18.143
argument that rappers are...

00:42:19.023 --> 00:42:20.625
are a bad thing which which

00:42:20.664 --> 00:42:21.867
some people put forward I

00:42:21.887 --> 00:42:23.268
think actually as an

00:42:23.369 --> 00:42:24.449
educator you're probably

00:42:24.469 --> 00:42:25.311
going to want some extra

00:42:25.331 --> 00:42:27.494
features on on these tools

00:42:28.335 --> 00:42:29.956
um you're going to want like if I look at

00:42:31.233 --> 00:42:32.753
to like school ai which

00:42:33.293 --> 00:42:35.695
allows my students to speak

00:42:35.855 --> 00:42:37.456
have a conversation with ai

00:42:37.936 --> 00:42:38.735
as a teacher I'm going to

00:42:38.755 --> 00:42:39.336
want to know what they're

00:42:39.356 --> 00:42:40.117
talking about I'm going to

00:42:40.137 --> 00:42:41.998
want to be alerted if the

00:42:42.038 --> 00:42:42.918
conversation becomes

00:42:42.958 --> 00:42:43.978
inappropriate I'm going to

00:42:44.018 --> 00:42:46.300
want to be able to assess

00:42:46.719 --> 00:42:47.920
the are they meeting the

00:42:47.940 --> 00:42:49.760
learning outcomes and

00:42:49.800 --> 00:42:50.862
that's where tools like

00:42:50.882 --> 00:42:53.262
school ai brisk and and so on

00:42:53.782 --> 00:42:54.842
can offer those extra

00:42:54.903 --> 00:42:56.244
functionalities so I think

00:42:56.824 --> 00:42:57.644
start with a tool like

00:42:57.664 --> 00:43:00.565
chachi bt gemini uh claude

00:43:00.905 --> 00:43:02.186
uh some amazing tools out

00:43:02.206 --> 00:43:03.927
there but then once you

00:43:03.967 --> 00:43:05.088
start to go right well how

00:43:05.108 --> 00:43:05.967
do I integrate this

00:43:06.047 --> 00:43:07.969
properly into maybe using

00:43:07.989 --> 00:43:10.510
it with students um take a

00:43:10.550 --> 00:43:11.429
look at some of those tools

00:43:11.469 --> 00:43:13.550
I've mentioned because um

00:43:13.570 --> 00:43:15.192
some of me yeah there's

00:43:15.632 --> 00:43:16.731
some some amazing tools out

00:43:16.751 --> 00:43:19.914
there and on your website

00:43:20.134 --> 00:43:22.735
you actually have a whole list

00:43:25.398 --> 00:43:28.521
Educator tool repository and

00:43:28.541 --> 00:43:29.202
where you can actually

00:43:29.302 --> 00:43:30.503
search for something and I

00:43:30.523 --> 00:43:32.085
would actually I love that

00:43:32.105 --> 00:43:33.005
you're suggesting like the

00:43:33.045 --> 00:43:34.045
simple basic ones that you

00:43:34.065 --> 00:43:35.387
could do like on totally on

00:43:35.427 --> 00:43:36.788
your own where you're just

00:43:36.827 --> 00:43:37.849
curious and you ask it

00:43:37.869 --> 00:43:38.789
random questions and see

00:43:38.809 --> 00:43:39.871
what it can actually do.

00:43:42.432 --> 00:43:43.112
I love that,

00:43:43.152 --> 00:43:44.514
but then I would actually take

00:43:44.534 --> 00:43:45.914
it a step further and sort

00:43:45.954 --> 00:43:47.235
of connect to what we were already doing.

00:43:47.677 --> 00:43:48.516
What is something that's

00:43:48.556 --> 00:43:50.539
taking up a ton of your time?

00:43:51.465 --> 00:43:52.306
What is it that could

00:43:52.346 --> 00:43:53.987
potentially solve for you?

00:43:54.507 --> 00:43:55.527
And go look for something

00:43:55.547 --> 00:43:56.369
that is going to solve that

00:43:56.389 --> 00:43:57.048
problem for you.

00:43:57.088 --> 00:43:59.050
So if you are wanting to

00:43:59.090 --> 00:44:02.634
make math questions more

00:44:02.753 --> 00:44:04.175
relevant to your students

00:44:04.195 --> 00:44:04.755
with the things that

00:44:04.795 --> 00:44:06.096
they're actually interested,

00:44:06.155 --> 00:44:06.956
like Heather is.

00:44:07.818 --> 00:44:08.577
Like right now,

00:44:08.657 --> 00:44:10.719
my kids want to do anything

00:44:10.739 --> 00:44:12.021
and everything with Legos.

00:44:12.420 --> 00:44:13.541
It doesn't matter which Legos.

00:44:13.641 --> 00:44:14.402
They just want to build

00:44:14.523 --> 00:44:15.903
Legos and play with Lego

00:44:15.943 --> 00:44:17.264
things that are already built.

00:44:18.125 --> 00:44:19.907
But if it has anything to do with Mario,

00:44:20.815 --> 00:44:22.757
then yes, they're going to love that too.

00:44:23.818 --> 00:44:24.958
But there's not a whole lot

00:44:25.018 --> 00:44:25.980
of curriculums out there

00:44:26.000 --> 00:44:26.659
that are talking about

00:44:26.719 --> 00:44:27.780
Legos and Mario because

00:44:27.840 --> 00:44:29.121
those are copyrighted.

00:44:29.402 --> 00:44:31.523
So you could go to Gemini or

00:44:31.623 --> 00:44:33.704
ChachiBT or Magic School or

00:44:33.844 --> 00:44:36.766
a number of other things and have,

00:44:36.867 --> 00:44:37.807
if it's School AI,

00:44:37.827 --> 00:44:39.969
maybe they're chatting with Yoshi.

00:44:40.030 --> 00:44:42.490
Yoshi is helping them with their problem.

00:44:42.510 --> 00:44:43.132
I don't know.

00:44:43.172 --> 00:44:43.452
Sorry.

00:44:43.492 --> 00:44:44.032
That's just a little...

00:44:44.853 --> 00:44:45.273
Cool thing.

00:44:45.393 --> 00:44:46.393
But you all have you have

00:44:46.414 --> 00:44:47.974
these tools here on your

00:44:48.014 --> 00:44:50.195
website and you could be

00:44:50.215 --> 00:44:51.396
like made for education

00:44:51.436 --> 00:44:53.177
category and type and stuff.

00:44:53.197 --> 00:44:55.599
So you could go looking for

00:44:55.639 --> 00:44:56.259
the problem that you're

00:44:56.298 --> 00:44:57.800
wanting to solve on your website.

00:44:57.820 --> 00:45:01.101
That is AI educator dot IO.

00:45:01.202 --> 00:45:02.983
And you just click the AI

00:45:03.023 --> 00:45:04.664
tools like right here.

00:45:05.476 --> 00:45:06.996
Yeah, it's kind of,

00:45:08.297 --> 00:45:09.818
I created that because

00:45:09.838 --> 00:45:11.320
there are so many tools out there.

00:45:11.860 --> 00:45:14.061
So just as a repository so

00:45:14.101 --> 00:45:15.702
you can kind of really, like you say,

00:45:15.742 --> 00:45:17.465
dig down for what you need

00:45:17.505 --> 00:45:18.244
at that moment.

00:45:20.067 --> 00:45:21.327
But yeah, yeah,

00:45:21.447 --> 00:45:22.188
I need to update that

00:45:22.228 --> 00:45:22.929
actually because I haven't

00:45:22.949 --> 00:45:23.748
updated it for a while.

00:45:23.789 --> 00:45:27.492
But once the book's released next week,

00:45:28.112 --> 00:45:29.193
my mind's clear of that,

00:45:29.233 --> 00:45:31.514
then I've got a free mind

00:45:31.554 --> 00:45:33.215
to get back on that, I think.

00:45:34.521 --> 00:45:36.023
I sort of totally lost track of time.

00:45:36.043 --> 00:45:36.724
I've been enjoying the

00:45:36.744 --> 00:45:37.764
conversation so much.

00:45:39.186 --> 00:45:41.086
How long do you usually do this for?

00:45:42.668 --> 00:45:44.170
We're on about an hour.

00:45:44.190 --> 00:45:46.672
But we are to the point

00:45:47.472 --> 00:45:48.753
where I probably want to go

00:45:48.833 --> 00:45:55.099
to the question that we ask everybody,

00:45:55.139 --> 00:46:00.923
which is, let me see if I can find it.

00:46:02.144 --> 00:46:02.344
Yes.

00:46:04.550 --> 00:46:05.371
What is top of mind in

00:46:05.431 --> 00:46:06.512
education right now?

00:46:06.592 --> 00:46:08.713
This is the what is under the hat.

00:46:08.853 --> 00:46:09.554
And you probably have

00:46:09.574 --> 00:46:11.916
already talked about it,

00:46:11.936 --> 00:46:13.456
but just sort of pull from

00:46:13.476 --> 00:46:14.557
what you've already said or

00:46:14.677 --> 00:46:15.757
add a little bit more to it

00:46:15.838 --> 00:46:17.318
of what is top of mind in

00:46:17.458 --> 00:46:19.661
education for you right now?

00:46:20.927 --> 00:46:22.309
yeah for me and and I

00:46:22.369 --> 00:46:25.452
suppose it's I I wrote a

00:46:25.472 --> 00:46:26.612
book about it I guess so

00:46:26.672 --> 00:46:29.114
it's it's it's where do we

00:46:29.155 --> 00:46:32.077
go from here I suppose and

00:46:32.458 --> 00:46:35.039
um in and I mentioned this

00:46:35.079 --> 00:46:36.280
in my first book the ai

00:46:36.340 --> 00:46:39.784
classroom as well but I I I

00:46:39.824 --> 00:46:40.824
talk about it a lot in

00:46:41.760 --> 00:46:43.202
There's chapter eleven of

00:46:43.242 --> 00:46:44.882
this new book called Three

00:46:44.902 --> 00:46:47.144
Boxes That Will Change the Way You Think.

00:46:49.447 --> 00:46:51.728
And my whole thing here is

00:46:51.768 --> 00:46:54.030
it's based on a business

00:46:54.791 --> 00:46:56.032
philosophy by a guy called

00:46:56.092 --> 00:46:57.373
Vijay Govindarajan.

00:46:57.413 --> 00:47:00.014
And he presents three boxes

00:47:00.034 --> 00:47:00.795
for innovation.

00:47:01.295 --> 00:47:03.496
And I kind of apply them to education.

00:47:03.516 --> 00:47:04.818
And he talks about innovation.

00:47:04.998 --> 00:47:08.818
The first box being our kind

00:47:08.838 --> 00:47:09.719
of performance engine,

00:47:09.739 --> 00:47:11.340
what we do on a day-to-day basis.

00:47:11.440 --> 00:47:13.001
If you work in a school,

00:47:13.041 --> 00:47:14.641
it's kind of what you –

00:47:14.240 --> 00:47:15.121
it's the schedule.

00:47:15.181 --> 00:47:17.461
It's the lessons that

00:47:17.501 --> 00:47:18.963
everybody has to take part in.

00:47:19.963 --> 00:47:20.742
It's the processes.

00:47:20.782 --> 00:47:21.583
It's the systems.

00:47:23.123 --> 00:47:25.144
They don't tend to change that often,

00:47:25.224 --> 00:47:26.525
especially within education.

00:47:26.565 --> 00:47:28.766
The system just tends to take over.

00:47:29.905 --> 00:47:31.067
There is some innovation there.

00:47:31.795 --> 00:47:32.855
And that type of innovation

00:47:32.894 --> 00:47:34.036
tends to be linear.

00:47:34.615 --> 00:47:36.655
So we've still got the same

00:47:36.735 --> 00:47:39.737
success metrics.

00:47:39.757 --> 00:47:41.496
We've still got the same

00:47:41.556 --> 00:47:42.376
systems and processes.

00:47:42.717 --> 00:47:43.358
But we might get there a

00:47:43.378 --> 00:47:44.077
little bit faster.

00:47:44.217 --> 00:47:46.257
We might get there a bit more efficiently.

00:47:47.358 --> 00:47:49.898
And I think for the last two years,

00:47:49.938 --> 00:47:51.498
ever since generative AI

00:47:52.019 --> 00:47:53.199
burst into the scene,

00:47:54.039 --> 00:47:57.981
That's how schools have been using AI.

00:47:58.501 --> 00:48:00.722
It's in a linear innovation way.

00:48:02.543 --> 00:48:03.943
Because it's some of the

00:48:03.963 --> 00:48:04.804
most obvious things you

00:48:04.844 --> 00:48:06.385
think of when you think of these tools.

00:48:06.786 --> 00:48:07.806
This could save me time.

00:48:07.846 --> 00:48:09.106
This could help me be more efficient,

00:48:09.126 --> 00:48:10.567
maybe help me with creativity.

00:48:11.708 --> 00:48:14.128
It's the linear type of innovation.

00:48:14.369 --> 00:48:18.311
Now, as educators, as schools,

00:48:18.411 --> 00:48:19.471
as an education system,

00:48:19.670 --> 00:48:20.891
we tend to be really good at that.

00:48:21.391 --> 00:48:22.273
and we talked a bit before

00:48:22.293 --> 00:48:23.614
didn't we about how we've

00:48:23.655 --> 00:48:25.235
kind of really honed in on

00:48:25.576 --> 00:48:26.737
getting students ready for

00:48:26.757 --> 00:48:28.719
those exams and that's

00:48:28.820 --> 00:48:29.860
linear innovation and I'm

00:48:29.880 --> 00:48:30.681
not saying that's a good

00:48:30.722 --> 00:48:32.684
thing in fact personally I

00:48:32.704 --> 00:48:34.025
don't think it is a good

00:48:34.045 --> 00:48:36.226
thing um but we're good at

00:48:36.266 --> 00:48:37.367
it I think that's that's

00:48:37.387 --> 00:48:39.309
what I want to say yeah now

00:48:39.329 --> 00:48:41.592
there's a problem there and that is

00:48:42.789 --> 00:48:44.570
What if something disrupts,

00:48:44.610 --> 00:48:45.172
like something from

00:48:45.251 --> 00:48:47.614
external disrupts that box one?

00:48:48.574 --> 00:48:49.614
And it doesn't have to be tech.

00:48:49.635 --> 00:48:51.335
It could be changing

00:48:51.416 --> 00:48:52.998
demographics in your area.

00:48:53.177 --> 00:48:54.679
It could be government policy.

00:48:54.699 --> 00:48:54.918
A pandemic?

00:48:55.018 --> 00:48:59.262
Yeah, yeah, it could be.

00:48:59.282 --> 00:49:01.043
You know, like in the States,

00:49:02.003 --> 00:49:02.945
Trump has made a lot of

00:49:02.965 --> 00:49:05.606
noise about affecting...

00:49:08.266 --> 00:49:11.007
the federal education system

00:49:11.128 --> 00:49:12.088
department for education

00:49:12.108 --> 00:49:14.451
and so on so it could be it

00:49:14.490 --> 00:49:15.813
could be policies that come

00:49:15.853 --> 00:49:17.653
from that it could be so we

00:49:17.693 --> 00:49:18.635
have to react to things

00:49:18.655 --> 00:49:20.637
that are external now what

00:49:20.697 --> 00:49:23.518
happens if something

00:49:23.599 --> 00:49:25.240
external actually threatens

00:49:25.320 --> 00:49:27.422
to make part of what we're

00:49:27.503 --> 00:49:28.563
doing irrelevant

00:49:29.559 --> 00:49:30.860
then just doing more and

00:49:30.900 --> 00:49:31.922
more linear innovation

00:49:32.001 --> 00:49:33.302
isn't going to help we need

00:49:33.322 --> 00:49:34.342
to do a different type of

00:49:34.382 --> 00:49:36.224
innovation now I think this

00:49:36.284 --> 00:49:37.344
is the leap here this is

00:49:37.364 --> 00:49:38.525
the liminal space this is

00:49:38.565 --> 00:49:40.027
the where do we go now

00:49:40.822 --> 00:49:43.443
And in this model, the third box,

00:49:43.463 --> 00:49:44.103
and I'll come back to the

00:49:44.143 --> 00:49:44.862
second box in a second,

00:49:44.882 --> 00:49:45.583
but the third box is

00:49:46.963 --> 00:49:48.222
non-linear innovation,

00:49:48.282 --> 00:49:50.744
and it's how do we create something new?

00:49:52.443 --> 00:49:53.824
So it's the innovation of

00:49:53.864 --> 00:49:55.525
the systems themselves,

00:49:56.045 --> 00:49:57.784
not just how well we do

00:49:57.824 --> 00:49:58.885
within the systems.

00:49:58.965 --> 00:49:59.846
That's box one.

00:50:00.286 --> 00:50:01.045
This is a, well,

00:50:01.065 --> 00:50:02.346
how do we create something

00:50:02.405 --> 00:50:04.447
new that is going to be...

00:50:06.887 --> 00:50:08.429
safe or is going to thrive

00:50:09.510 --> 00:50:11.032
within those new external

00:50:11.072 --> 00:50:12.795
factors now obviously we're

00:50:12.815 --> 00:50:15.338
talking about ai um and

00:50:15.418 --> 00:50:17.481
this is all about in my

00:50:17.501 --> 00:50:19.063
book anyway this is all about how

00:50:20.114 --> 00:50:21.494
How do we create something

00:50:21.634 --> 00:50:22.894
new that will prepare our

00:50:22.934 --> 00:50:24.994
students and help education

00:50:25.034 --> 00:50:26.956
thrive in this new world

00:50:27.036 --> 00:50:27.956
that we're going into?

00:50:29.255 --> 00:50:31.195
But box two is essentially

00:50:31.275 --> 00:50:33.197
what led to success in box one.

00:50:34.577 --> 00:50:35.797
If we carried on doing it,

00:50:35.817 --> 00:50:36.637
it could actually lead us

00:50:36.677 --> 00:50:38.197
to failure in box three.

00:50:38.797 --> 00:50:40.197
So it's about what do we

00:50:40.237 --> 00:50:42.039
need to give up in order to get there?

00:50:42.759 --> 00:50:44.699
And it's probably the toughest box of all.

00:50:45.141 --> 00:50:46.262
Now, top of mind,

00:50:46.342 --> 00:50:47.242
coming back to your question,

00:50:47.481 --> 00:50:49.023
this is a real roundabout

00:50:49.063 --> 00:50:50.505
way to get to the answer,

00:50:50.985 --> 00:50:52.786
but coming back to your question,

00:50:53.005 --> 00:50:54.547
the top of mind for me is

00:50:55.387 --> 00:50:56.608
how do we move from box one

00:50:56.628 --> 00:50:57.570
now to box three?

00:50:58.590 --> 00:51:01.972
How do we move from the easy wins with AI,

00:51:02.012 --> 00:51:03.213
the low-hanging fruit,

00:51:03.313 --> 00:51:06.376
the obvious things with AI,

00:51:06.436 --> 00:51:11.920
and let it transform us rather than

00:51:13.431 --> 00:51:17.295
just kind of take it to help

00:51:17.315 --> 00:51:18.896
with what we're already doing.

00:51:19.677 --> 00:51:20.958
How do we give it a bit of freedom?

00:51:20.978 --> 00:51:21.579
How do we give the

00:51:21.619 --> 00:51:23.280
innovators within our schools,

00:51:23.702 --> 00:51:24.882
within our districts,

00:51:25.382 --> 00:51:28.065
a bit of freedom so that we can use this

00:51:28.826 --> 00:51:31.847
to to recreate what we do

00:51:31.927 --> 00:51:33.588
rather than just go well

00:51:33.967 --> 00:51:35.387
how does it support what we

00:51:35.407 --> 00:51:36.148
do and if it doesn't

00:51:36.188 --> 00:51:37.588
support what we do ban it

00:51:38.068 --> 00:51:38.849
and that's that's kind of

00:51:38.889 --> 00:51:40.170
going back this is full

00:51:40.250 --> 00:51:41.251
full circle back to start

00:51:41.271 --> 00:51:42.110
the conversation isn't it

00:51:42.130 --> 00:51:44.532
like how do we if it's not

00:51:44.552 --> 00:51:45.291
going to support what we're

00:51:45.331 --> 00:51:46.952
doing ban it what I'm

00:51:46.992 --> 00:51:49.373
saying in this book is how

00:51:49.393 --> 00:51:51.673
do we let it transform us

00:51:52.153 --> 00:51:54.755
instead of if it doesn't

00:51:54.875 --> 00:51:56.135
fit into our mold

00:51:57.269 --> 00:51:58.170
let's get rid of it.

00:51:58.251 --> 00:51:59.592
Actually, if it doesn't fit into our mold,

00:51:59.632 --> 00:52:02.213
maybe our mold needs to change.

00:52:02.355 --> 00:52:04.456
Maybe what we do needs to

00:52:04.496 --> 00:52:05.297
change a little bit.

00:52:05.797 --> 00:52:07.759
And so for me, that's top of mind.

00:52:07.878 --> 00:52:09.300
And the book is all about

00:52:09.920 --> 00:52:11.461
how do we practically get there?

00:52:11.623 --> 00:52:12.123
How do we,

00:52:12.282 --> 00:52:13.523
especially within these big

00:52:13.623 --> 00:52:14.844
organizations that are

00:52:15.565 --> 00:52:17.106
that are difficult to change

00:52:17.126 --> 00:52:18.389
that they they can be

00:52:18.469 --> 00:52:21.351
centuries old how do we how

00:52:21.371 --> 00:52:22.692
do we put some spark of

00:52:23.012 --> 00:52:24.373
entrepreneurship in there

00:52:24.414 --> 00:52:26.074
some innovation within

00:52:26.114 --> 00:52:27.076
there that could actually

00:52:27.376 --> 00:52:29.677
change things um for the

00:52:29.697 --> 00:52:33.262
better I love it the the

00:52:33.322 --> 00:52:34.282
part that is really

00:52:34.322 --> 00:52:36.583
sticking with me that you

00:52:36.603 --> 00:52:40.047
just said was um how does this

00:52:40.835 --> 00:52:43.237
tool like instead of how can

00:52:43.358 --> 00:52:44.637
I use this to keep doing

00:52:44.677 --> 00:52:48.019
what I'm already doing how

00:52:48.039 --> 00:52:50.141
can I use this to transform

00:52:50.961 --> 00:52:55.304
what I'm doing yeah and and

00:52:55.364 --> 00:52:57.106
it's it's not even about ai

00:52:57.166 --> 00:52:58.427
it's about we should have done this

00:52:59.402 --> 00:53:00.764
Twenty years ago, if I'm honest.

00:53:01.565 --> 00:53:03.527
But we've kind of left it a bit too late.

00:53:03.547 --> 00:53:06.668
And I think technology has

00:53:06.688 --> 00:53:07.889
just advanced so much that

00:53:07.909 --> 00:53:09.211
we've kind of got no choice now.

00:53:09.512 --> 00:53:10.753
Our back's against the wall.

00:53:11.733 --> 00:53:12.655
We could have done it earlier.

00:53:12.675 --> 00:53:13.775
We could have been better prepared.

00:53:14.215 --> 00:53:17.938
Now we're kind of going to

00:53:17.958 --> 00:53:19.260
be forced into it,

00:53:19.940 --> 00:53:20.961
for want of a better term.

00:53:23.067 --> 00:53:24.407
that's a good thing I think

00:53:24.668 --> 00:53:25.969
I think it's a tough like

00:53:26.070 --> 00:53:27.670
like again coming back to

00:53:27.690 --> 00:53:28.751
what was said before it's

00:53:28.831 --> 00:53:29.932
tough it's psychologically

00:53:29.992 --> 00:53:32.335
tough it's there's pain

00:53:32.375 --> 00:53:34.376
involved in in in

00:53:35.057 --> 00:53:35.998
psychologically giving

00:53:36.039 --> 00:53:37.079
something up and and

00:53:37.119 --> 00:53:38.320
starting something new but

00:53:38.860 --> 00:53:39.702
the whole world is going

00:53:39.722 --> 00:53:40.282
through it's not just

00:53:40.322 --> 00:53:41.422
education pretty much every

00:53:41.483 --> 00:53:42.704
sector every industry

00:53:43.465 --> 00:53:45.186
um our home lives will be

00:53:45.206 --> 00:53:46.208
going through it very soon

00:53:46.788 --> 00:53:48.610
um we're literally in the

00:53:48.630 --> 00:53:49.731
next few years gonna have

00:53:50.172 --> 00:53:51.833
or people who can afford it

00:53:51.913 --> 00:53:53.614
at first at least are gonna

00:53:53.635 --> 00:53:55.056
be living with robotic

00:53:55.096 --> 00:53:56.958
humanoids like that's

00:53:56.978 --> 00:53:58.139
literally gonna happen it

00:53:58.460 --> 00:54:00.201
they exist this is not this

00:54:00.240 --> 00:54:01.782
is not me going I wonder

00:54:03.003 --> 00:54:05.626
what aside these stuff exist

00:54:06.643 --> 00:54:08.304
People are going to have AI

00:54:09.083 --> 00:54:10.485
computer chips in their brain.

00:54:10.644 --> 00:54:11.585
It exists.

00:54:12.445 --> 00:54:13.726
And I go into a bit of that

00:54:13.746 --> 00:54:15.527
in the book of going,

00:54:15.547 --> 00:54:17.987
because it really annoys me

00:54:18.349 --> 00:54:20.710
when people think they've grasped AI.

00:54:22.804 --> 00:54:25.726
judged on like chat GPT or

00:54:25.766 --> 00:54:27.568
judged on a few tools that

00:54:27.588 --> 00:54:28.568
are out at the moment

00:54:29.309 --> 00:54:31.469
actually it's the stuff

00:54:31.489 --> 00:54:32.590
that's going on behind the

00:54:32.610 --> 00:54:33.751
scenes that we need to keep

00:54:33.791 --> 00:54:34.771
an eye on because that

00:54:34.791 --> 00:54:36.253
stuff is more advanced than

00:54:36.853 --> 00:54:37.713
ninety nine point nine

00:54:37.733 --> 00:54:38.594
percent of the world's

00:54:38.614 --> 00:54:40.454
population even knows yet

00:54:42.255 --> 00:54:44.476
and that's why I kind of

00:54:44.496 --> 00:54:46.277
coming back to why I think

00:54:46.318 --> 00:54:47.858
strategy is misunderstood

00:54:48.900 --> 00:54:50.701
we can't necessarily plan for this

00:54:52.010 --> 00:54:53.012
But I don't think that a

00:54:53.052 --> 00:54:54.052
strategy is a plan.

00:54:54.273 --> 00:54:55.793
Strategy comes before a plan.

00:54:56.315 --> 00:54:59.077
A plan knows where the end

00:54:59.117 --> 00:54:59.918
point is and it tries to

00:54:59.938 --> 00:55:01.119
figure out the steps to get there.

00:55:01.438 --> 00:55:02.699
That's different from a strategy.

00:55:03.460 --> 00:55:05.762
A strategy is about figuring

00:55:05.882 --> 00:55:08.224
out which direction do we want to go in.

00:55:09.025 --> 00:55:10.467
and then how do we how do we

00:55:10.547 --> 00:55:11.947
change the path as we go as

00:55:11.989 --> 00:55:14.711
we go um and I think that's

00:55:14.751 --> 00:55:15.693
what that's what we have to

00:55:15.713 --> 00:55:18.936
do here but that takes it

00:55:18.956 --> 00:55:20.777
takes people who are brave

00:55:21.059 --> 00:55:22.880
leaders who are theoretical

00:55:22.900 --> 00:55:24.322
leaders entrepreneurial

00:55:24.362 --> 00:55:27.987
leaders um managerial leaders

00:55:28.695 --> 00:55:29.934
we'll find this really difficult.

00:55:29.954 --> 00:55:30.675
And unfortunately,

00:55:30.695 --> 00:55:32.096
I think in the education system,

00:55:32.596 --> 00:55:33.737
the majority of our leaders

00:55:33.757 --> 00:55:34.797
are managerial leaders.

00:55:35.657 --> 00:55:36.538
But I think that's why we

00:55:36.577 --> 00:55:37.838
need to urgently start

00:55:38.378 --> 00:55:39.838
giving power and empowering

00:55:39.858 --> 00:55:40.978
those people in our schools

00:55:41.039 --> 00:55:45.681
who are heretics, who are entrepreneurs,

00:55:45.721 --> 00:55:46.880
who are innovators,

00:55:47.260 --> 00:55:49.001
and who question how things are done.

00:55:49.041 --> 00:55:51.161
Because just like I did when

00:55:51.202 --> 00:55:52.242
I first started teaching,

00:55:54.202 --> 00:55:55.704
people know there's a better way.

00:55:56.344 --> 00:55:57.186
we don't like to talk about

00:55:57.226 --> 00:55:59.088
it because it involves too

00:55:59.108 --> 00:56:00.692
much disruption but I think

00:56:00.731 --> 00:56:01.833
deep down most people know

00:56:01.873 --> 00:56:02.936
there's got to be a better

00:56:02.956 --> 00:56:06.021
way yeah yeah and

00:56:06.320 --> 00:56:07.782
yeah I mean every single

00:56:07.822 --> 00:56:08.541
teacher that's out there

00:56:08.561 --> 00:56:09.603
right now saying we've got

00:56:09.664 --> 00:56:10.644
issues with this this this

00:56:10.664 --> 00:56:11.686
and this in the classroom

00:56:11.965 --> 00:56:12.967
well that's because it's

00:56:13.027 --> 00:56:16.791
not working anymore we need

00:56:16.811 --> 00:56:18.112
to change the classroom up

00:56:18.132 --> 00:56:20.315
um that's not just by the

00:56:20.335 --> 00:56:21.476
way that's not just the us

00:56:21.516 --> 00:56:22.757
it's not just england it's

00:56:22.878 --> 00:56:23.737
all around the world at the

00:56:23.777 --> 00:56:25.460
moment I'm really lucky I

00:56:25.480 --> 00:56:26.360
get to go and experience a

00:56:26.380 --> 00:56:27.782
lot of educational systems and

00:56:28.672 --> 00:56:30.072
And we're all struggling

00:56:30.092 --> 00:56:32.335
from the same tension points,

00:56:32.614 --> 00:56:33.695
lack of teachers,

00:56:33.755 --> 00:56:37.278
lack of teachers being trained, budgets.

00:56:37.298 --> 00:56:39.121
I suppose like every other

00:56:40.222 --> 00:56:42.724
kind of what we would call

00:56:43.063 --> 00:56:44.465
in England public sectors,

00:56:44.545 --> 00:56:47.188
like social care,

00:56:47.228 --> 00:56:51.751
like our health system is public.

00:56:51.791 --> 00:56:52.851
So our health system,

00:56:53.293 --> 00:56:54.373
all kind of our public

00:56:54.454 --> 00:56:55.954
systems are really struggling.

00:56:57.275 --> 00:56:58.476
and really kind of on the

00:56:58.516 --> 00:57:00.137
brink of of collapsing at

00:57:00.157 --> 00:57:01.639
the moment and it's it's

00:57:01.878 --> 00:57:02.659
it's happening around the

00:57:02.679 --> 00:57:03.960
world and education is part

00:57:03.981 --> 00:57:05.942
of that and therefore we

00:57:06.001 --> 00:57:07.063
need to and I think that's

00:57:07.083 --> 00:57:08.163
why we need the box three

00:57:08.182 --> 00:57:09.264
thinking we need the box

00:57:09.284 --> 00:57:10.744
three innovation because

00:57:11.266 --> 00:57:12.186
just doing what we've

00:57:12.246 --> 00:57:13.306
always done a little bit

00:57:13.367 --> 00:57:15.969
faster isn't gonna help uh

00:57:16.009 --> 00:57:17.190
we need we need it we need

00:57:17.230 --> 00:57:18.110
creativity we need

00:57:18.150 --> 00:57:22.172
imagination I love it I'm really excited

00:57:22.661 --> 00:57:26.164
about that AI head chip stuff.

00:57:27.505 --> 00:57:28.204
I think you're probably one

00:57:28.224 --> 00:57:30.726
of the only people who is, by the way.

00:57:30.746 --> 00:57:31.005
Well,

00:57:31.085 --> 00:57:32.766
because it does solve a problem that

00:57:32.927 --> 00:57:34.108
I have in my personal life,

00:57:34.148 --> 00:57:36.528
which is the potential of that.

00:57:37.050 --> 00:57:37.849
I have two sons.

00:57:38.150 --> 00:57:41.711
They're both autistic and nonverbal.

00:57:41.751 --> 00:57:44.333
The potential that a chip

00:57:44.373 --> 00:57:45.954
could help them communicate with me,

00:57:46.393 --> 00:57:49.096
a chip could help them tell

00:57:49.175 --> 00:57:50.936
me when something hurts,

00:57:51.896 --> 00:57:54.141
um because of the potential

00:57:54.201 --> 00:57:55.342
of that being able to solve

00:57:55.364 --> 00:57:56.045
a lot of problems that

00:57:56.065 --> 00:57:56.865
they're experiencing

00:57:56.885 --> 00:57:57.827
because this world was not

00:57:57.867 --> 00:57:58.469
made for their

00:57:58.509 --> 00:58:01.353
neurodivergence and they're trying to

00:58:02.532 --> 00:58:05.034
meander and work into this

00:58:05.134 --> 00:58:06.594
world made for very

00:58:06.713 --> 00:58:09.735
neurotypical people um and

00:58:10.155 --> 00:58:12.097
our home we have completely

00:58:12.358 --> 00:58:13.617
the systems that we had in

00:58:13.657 --> 00:58:15.480
place did not work for our

00:58:15.519 --> 00:58:16.480
children our home is

00:58:16.519 --> 00:58:18.320
completely different we

00:58:18.360 --> 00:58:19.382
have instead of a coffee

00:58:19.422 --> 00:58:20.902
table a trampoline in our

00:58:20.943 --> 00:58:22.403
living room so it's like

00:58:22.884 --> 00:58:25.505
you change the environment

00:58:25.565 --> 00:58:29.947
to help those living in it and if

00:58:32.306 --> 00:58:33.849
just the potential of

00:58:34.789 --> 00:58:36.612
helping them cope helping

00:58:36.632 --> 00:58:38.373
them communicate even with

00:58:38.414 --> 00:58:39.536
just being like my stomach

00:58:39.576 --> 00:58:42.219
hurts could change their

00:58:42.418 --> 00:58:44.782
lives so I'm excited I'm

00:58:44.822 --> 00:58:46.403
excited to see what happens

00:58:46.423 --> 00:58:47.364
to be honest I don't think

00:58:47.644 --> 00:58:48.166
I don't think there's

00:58:48.186 --> 00:58:49.186
enough talk about that side

00:58:49.206 --> 00:58:51.309
of things um I think

00:58:53.219 --> 00:58:54.501
It's interesting because in

00:58:54.541 --> 00:58:55.443
my keynote talks,

00:58:55.603 --> 00:59:00.291
I talk about the Neuralink,

00:59:00.331 --> 00:59:01.331
talk about the robotics.

00:59:02.014 --> 00:59:04.436
And I don't know why I still do it,

00:59:04.456 --> 00:59:05.338
to be honest, because it's like,

00:59:05.378 --> 00:59:05.940
ninety-nine percent of

00:59:05.960 --> 00:59:07.601
people are horrified in the audience.

00:59:08.534 --> 00:59:10.014
But I do it because I want to prod them.

00:59:10.074 --> 00:59:12.074
I want to shake them and say,

00:59:12.094 --> 00:59:13.034
this is a reality.

00:59:14.635 --> 00:59:16.755
And then probably in pretty

00:59:16.795 --> 00:59:17.835
much every talk I give,

00:59:18.096 --> 00:59:20.697
one person comes up to me at the end,

00:59:22.637 --> 00:59:24.077
someone who's normally in a

00:59:24.097 --> 00:59:26.358
position similar to yours, and who says,

00:59:26.418 --> 00:59:26.739
actually,

00:59:26.798 --> 00:59:27.579
I think this is going to be

00:59:27.599 --> 00:59:28.199
quite amazing.

00:59:29.358 --> 00:59:30.119
And I don't think enough

00:59:30.159 --> 00:59:31.239
people are thinking about that.

00:59:32.139 --> 00:59:33.880
I'll give you my personal example.

00:59:33.920 --> 00:59:35.521
So my sister is blind.

00:59:36.643 --> 00:59:37.887
And she was just diagnosed

00:59:37.907 --> 00:59:39.393
as blind about a year ago.

00:59:41.501 --> 00:59:42.603
And I got her a pair of the

00:59:42.762 --> 00:59:44.423
Meta Ray-Ban glasses.

00:59:46.085 --> 00:59:47.545
And it's completely changed our lives.

00:59:48.565 --> 00:59:49.646
They've just brought a

00:59:49.666 --> 00:59:51.068
feature out where it

00:59:51.108 --> 00:59:52.128
happens in real time now.

00:59:52.148 --> 00:59:53.568
So normally you would have to say,

00:59:53.849 --> 00:59:54.849
kind of take a photo,

00:59:54.869 --> 00:59:55.690
then it would explain the

00:59:55.710 --> 00:59:57.632
photo to you based on the

00:59:57.652 --> 00:59:58.552
photograph that I take.

00:59:58.592 --> 01:00:00.713
And now it just records in

01:00:00.773 --> 01:00:01.793
real time and you could ask

01:00:01.813 --> 01:00:03.534
it questions about what's in front of me.

01:00:03.594 --> 01:00:04.936
Can you read this out for me?

01:00:06.137 --> 01:00:06.577
And I think...

01:00:07.601 --> 01:00:09.081
I don't think people realize

01:00:09.121 --> 01:00:10.202
just how powerful that's

01:00:10.222 --> 01:00:12.125
going to be for blind people.

01:00:12.164 --> 01:00:15.547
And also for deaf people,

01:00:15.626 --> 01:00:16.608
I was working with a

01:00:16.648 --> 01:00:17.969
charity called Deaf Kids

01:00:18.028 --> 01:00:19.731
International a few months ago,

01:00:20.751 --> 01:00:23.293
and they've been trialing a

01:00:23.313 --> 01:00:24.873
pair of glasses where they...

01:00:25.614 --> 01:00:27.516
the glasses listen to the

01:00:27.556 --> 01:00:28.615
person who's talking to

01:00:28.655 --> 01:00:30.257
them and they put the

01:00:30.376 --> 01:00:31.577
writing up on the inside of

01:00:31.597 --> 01:00:33.777
the lens in real time so

01:00:33.818 --> 01:00:35.358
they can have a full now a

01:00:35.398 --> 01:00:37.278
full conversation even

01:00:37.298 --> 01:00:38.059
though they're deaf with

01:00:38.559 --> 01:00:40.760
with a with a stranger um

01:00:40.820 --> 01:00:41.900
just through these glasses

01:00:41.940 --> 01:00:44.922
and I think the the kind of accessibility

01:00:46.121 --> 01:00:47.463
um equity side of this

01:00:47.503 --> 01:00:49.644
technology is is phenomenal

01:00:49.664 --> 01:00:50.985
and I think and I think

01:00:51.085 --> 01:00:51.766
even just these little

01:00:51.786 --> 01:00:52.568
conversations we're having

01:00:52.648 --> 01:00:53.909
right now are just

01:00:53.949 --> 01:00:55.289
scratching the surface of

01:00:55.630 --> 01:00:57.112
of what's going to happen

01:00:57.152 --> 01:00:57.952
with this in the coming

01:00:57.972 --> 01:01:01.414
years it's amazing it's

01:01:01.454 --> 01:01:02.476
amazing to think that

01:01:03.516 --> 01:01:05.518
things that I saw in star

01:01:05.559 --> 01:01:09.422
trek could be happening in

01:01:09.902 --> 01:01:11.224
five ten years from now so

01:01:13.923 --> 01:01:15.224
Yeah.

01:01:15.246 --> 01:01:18.068
The glasses that you got for your sister,

01:01:18.170 --> 01:01:18.449
you said?

01:01:19.070 --> 01:01:19.692
Yeah.

01:01:19.831 --> 01:01:21.153
That's Jordy's visor.

01:01:21.213 --> 01:01:21.514
Like...

01:01:24.780 --> 01:01:27.443
yeah it is and they're still

01:01:27.463 --> 01:01:29.503
uh like I own some of them

01:01:29.543 --> 01:01:31.344
myself and although I

01:01:31.405 --> 01:01:32.304
although that I like really

01:01:32.344 --> 01:01:33.166
like them they're still

01:01:33.206 --> 01:01:34.927
kind of in prototypes in

01:01:34.987 --> 01:01:36.827
phase they're still very

01:01:36.867 --> 01:01:37.987
very like we're going to

01:01:38.007 --> 01:01:39.268
look back on them in ten

01:01:39.289 --> 01:01:40.849
years time as like

01:01:40.889 --> 01:01:42.090
prehistoric like we look

01:01:42.150 --> 01:01:43.532
back on a computer from the

01:01:43.572 --> 01:01:46.152
nineties um they they're

01:01:46.172 --> 01:01:47.414
gonna get very very

01:01:47.713 --> 01:01:48.735
advanced very quickly and

01:01:48.755 --> 01:01:49.414
we know that because the

01:01:49.434 --> 01:01:50.536
technology exists already

01:01:50.556 --> 01:01:51.735
it's just they're not in

01:01:51.775 --> 01:01:52.536
those classes yet

01:01:53.217 --> 01:01:54.057
So yeah,

01:01:54.197 --> 01:02:02.228
I think we can't grasp what this is yet.

01:02:03.489 --> 01:02:05.492
But we can strategize for it.

01:02:05.833 --> 01:02:07.275
And I think we need to.

01:02:07.315 --> 01:02:08.335
I think it's an imperative.

01:02:08.817 --> 01:02:09.177
Otherwise,

01:02:09.197 --> 01:02:10.498
we're just going to go further behind.

01:02:11.965 --> 01:02:13.847
So buy the book, Infinite Education.

01:02:13.867 --> 01:02:16.710
Infinite Education.

01:02:16.750 --> 01:02:19.210
You can go – is that infiniteeducation.ai?

01:02:19.231 --> 01:02:20.411
That's the website.

01:02:20.431 --> 01:02:22.094
You can go to learn more about it, right?

01:02:22.114 --> 01:02:23.675
Yes, that's the book website,

01:02:23.795 --> 01:02:24.856
which kind of reroutes you

01:02:24.876 --> 01:02:27.177
back to my website and the page.

01:02:28.018 --> 01:02:28.237
Yeah,

01:02:28.277 --> 01:02:31.099
so it's – the book kind of goes

01:02:31.119 --> 01:02:31.681
through the why.

01:02:31.740 --> 01:02:32.740
Why do we need this?

01:02:32.760 --> 01:02:34.101
A lot of what we talked about.

01:02:34.643 --> 01:02:36.284
And the second half is the practical.

01:02:36.324 --> 01:02:36.804
There's a lot of –

01:02:37.744 --> 01:02:39.447
There's a lot of activities in there,

01:02:39.507 --> 01:02:40.387
tasks in there,

01:02:40.507 --> 01:02:41.728
and also next week I'm

01:02:41.748 --> 01:02:43.130
going to be releasing a

01:02:43.230 --> 01:02:45.612
free kind of activity book

01:02:45.632 --> 01:02:46.853
that goes alongside it,

01:02:48.434 --> 01:02:50.257
as well as a bonus chapter as well.

01:02:50.956 --> 01:02:53.360
But the Kindle e-book is on

01:02:53.599 --> 01:02:54.960
pre-order right now on Amazon,

01:02:55.661 --> 01:02:59.425
and the paperback will be out on Monday.

01:02:59.505 --> 01:02:59.666
Yeah.

01:03:00.025 --> 01:03:01.206
that's exciting

01:03:01.246 --> 01:03:03.367
congratulations on your

01:03:03.387 --> 01:03:04.489
second book thank you thank

01:03:04.548 --> 01:03:06.309
you I'm really in fact just

01:03:06.349 --> 01:03:08.150
before I I I logged on to

01:03:08.190 --> 01:03:09.190
come and speak to you I was

01:03:09.210 --> 01:03:10.572
looking for it I'd left it

01:03:10.612 --> 01:03:11.592
in my bedroom and I walked

01:03:11.672 --> 01:03:13.333
in to grab it and I saw it

01:03:13.353 --> 01:03:14.835
and I just like I couldn't

01:03:14.855 --> 01:03:16.635
stop smiling because I this

01:03:16.655 --> 01:03:17.795
has been in my imagination

01:03:17.815 --> 01:03:20.617
for so long and uh to say

01:03:20.657 --> 01:03:21.858
it actually as a book and

01:03:21.998 --> 01:03:24.119
thanks to to to heather

01:03:24.159 --> 01:03:26.121
who's on to john wick who

01:03:26.201 --> 01:03:28.603
edited it and uh teacher goals who

01:03:29.443 --> 01:03:30.543
who have published it as

01:03:30.563 --> 01:03:31.784
well because it's it's

01:03:31.824 --> 01:03:33.365
amazing to see I love john

01:03:33.985 --> 01:03:39.469
wick we have a lot of same

01:03:39.489 --> 01:03:40.289
friends yeah john's great

01:03:40.349 --> 01:03:42.152
john john edited the first

01:03:42.192 --> 01:03:43.331
book and this book as well

01:03:44.132 --> 01:03:45.333
um he's yeah he's a great

01:03:45.353 --> 01:03:45.713
guy he's fantastic

01:03:48.170 --> 01:03:48.490
Well, Dan,

01:03:48.630 --> 01:03:51.253
thank you so much for joining me today.

01:03:51.653 --> 01:03:52.914
Sorry that Steve couldn't join us.

01:03:52.974 --> 01:03:53.735
Maybe next time.

01:03:53.775 --> 01:03:54.396
Maybe you'll see him when

01:03:54.416 --> 01:03:55.297
you're out in California.

01:03:56.277 --> 01:03:57.579
And I really appreciate you

01:03:57.599 --> 01:03:58.500
coming and sharing your

01:03:58.539 --> 01:03:59.239
knowledge and this

01:03:59.300 --> 01:04:00.300
wonderful conversation.

01:04:00.360 --> 01:04:02.802
It was really great to have you on.

01:04:03.123 --> 01:04:06.586
And again, on the X,

01:04:06.686 --> 01:04:08.608
you can find Dan on the AI

01:04:08.688 --> 01:04:10.230
Educator X. You can learn

01:04:10.269 --> 01:04:12.632
more about his infinite education book

01:04:13.112 --> 01:04:15.652
infiniteeducation.ai and his

01:04:15.693 --> 01:04:16.813
website is the ai

01:04:16.853 --> 01:04:18.894
educator.io and they have

01:04:18.914 --> 01:04:21.476
an ai tools um repository

01:04:21.496 --> 01:04:22.317
that can help you search

01:04:22.336 --> 01:04:23.257
for stuff that daniel

01:04:23.396 --> 01:04:25.677
updates it's hard to keep

01:04:25.757 --> 01:04:26.958
up I don't I mean it's hard

01:04:26.978 --> 01:04:28.260
to keep up maybe there's an

01:04:28.380 --> 01:04:29.300
ai tool that can help you

01:04:29.380 --> 01:04:31.340
update that yeah well I'm

01:04:31.380 --> 01:04:32.461
thinking of transferring it

01:04:32.481 --> 01:04:34.163
so that companies can just

01:04:34.222 --> 01:04:35.623
log in and put their own on

01:04:35.983 --> 01:04:37.643
um I just need to figure

01:04:37.664 --> 01:04:39.644
out how to do that that's

01:04:39.664 --> 01:04:42.626
fantastic all right um and

01:04:44.818 --> 01:04:47.300
We thank you all for tuning

01:04:47.340 --> 01:04:48.920
in and watching live Heather.

01:04:49.081 --> 01:04:49.762
Love you mean it.

01:04:49.922 --> 01:04:52.364
And I'll see you soon.

01:04:53.463 --> 01:04:55.606
And if you want to catch

01:04:55.646 --> 01:04:56.967
this episode's recording or

01:04:57.007 --> 01:04:58.268
any of our other episodes,

01:04:58.288 --> 01:05:00.690
you go to under hat pod.com.

01:05:01.250 --> 01:05:02.070
You can catch us on our

01:05:02.110 --> 01:05:05.032
socials at under the hat pod.

01:05:07.235 --> 01:05:09.315
Steve says, have a wonderful time.

01:05:09.436 --> 01:05:11.318
Have a wonderful weekend and enjoy.

01:05:11.990 --> 01:05:13.152
The weather, wherever you are,

01:05:13.172 --> 01:05:14.813
whether it's snowy or sunny,

01:05:14.974 --> 01:05:18.838
just you are there experiencing nature.

01:05:18.898 --> 01:05:19.619
So enjoy that.

01:05:19.798 --> 01:05:21.081
And he didn't really say that.

01:05:21.161 --> 01:05:23.322
I just made that up.

01:05:23.483 --> 01:05:26.485
I will see you guys next time.

01:05:26.525 --> 01:05:28.688
Let's see if I know how to do this outro.

01:05:28.949 --> 01:05:29.750
Thank you again, Dan.

01:05:29.789 --> 01:05:30.210
Thanks.