En un mundo en constante cambio, la elección de la mejor escuela para nuestros hijos vuelve una decisión crucial. Todos soñamos con una institución que no solo fomente la curiosidad, sino que también inspire el amor por el aprendizaje. La mejor escuela debe ofrecer un entorno donde los niños se sientan motivados y apoyados, brindando herramientas tecnológicas, intelectuales y recursos humanos que los preparen para un futuro incierto.
La educación moderna debe adaptarse a las necesidades del siglo XXI, integrando la tecnología en el aula y promoviendo habilidades críticas como el pensamiento crítico y la colaboración. La mejor escuela implementa metodologías activas que invitan a los estudiantes a explorar y descubrir por sí mismos, haciendo del aprendizaje una experiencia dinámica y significativa. Esto no solo desarrolla su potencial académico, sino que también fortalece su confianza y habilidades interpersonales.
Además, una escuela que valore la diversidad y fomente la inclusión prepara a los estudiantes para un mundo globalizado. La enseñanza de valores como la empatía y el respeto es fundamental en la formación integral de nuestros hijos. En resumen, encontrar la mejor escuela es un paso esencial para garantizar que nuestros hijos reciban una educación que los empodere, los inspire y les brinde las herramientas necesarias para enfrentar los retos del futuro.
Para más información y recursos sobre cómo elegir la mejor escuela para tus hijos, no dudes en seguirnos.
#MejorEscuela, #EducacionFutura, #AprendizajeInnovador
**Keywords:** mejor escuela, educación moderna, herramientas tecnológicas, curiosidad infantil, aprendizaje activo, habilidades del siglo XXI, inclusión educativa, diversidad en la educación, formación integral, empoderamiento infantil.
La educación moderna debe adaptarse a las necesidades del siglo XXI, integrando la tecnología en el aula y promoviendo habilidades críticas como el pensamiento crítico y la colaboración. La mejor escuela implementa metodologías activas que invitan a los estudiantes a explorar y descubrir por sí mismos, haciendo del aprendizaje una experiencia dinámica y significativa. Esto no solo desarrolla su potencial académico, sino que también fortalece su confianza y habilidades interpersonales.
Además, una escuela que valore la diversidad y fomente la inclusión prepara a los estudiantes para un mundo globalizado. La enseñanza de valores como la empatía y el respeto es fundamental en la formación integral de nuestros hijos. En resumen, encontrar la mejor escuela es un paso esencial para garantizar que nuestros hijos reciban una educación que los empodere, los inspire y les brinde las herramientas necesarias para enfrentar los retos del futuro.
Para más información y recursos sobre cómo elegir la mejor escuela para tus hijos, no dudes en seguirnos.
#MejorEscuela, #EducacionFutura, #AprendizajeInnovador
**Keywords:** mejor escuela, educación moderna, herramientas tecnológicas, curiosidad infantil, aprendizaje activo, habilidades del siglo XXI, inclusión educativa, diversidad en la educación, formación integral, empoderamiento infantil.
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00:00Let's begin.
00:01Assisting in school is a necessary step to learn to read, write and count.
00:12We may not all have great memories of our school days.
00:17However, we all want the best school for our children.
00:20A place where knowledge is shared, that ignites their curiosity and thirst for learning,
00:24and, above all, that prepares them for the world.
00:28The world has changed a lot and fast.
00:30Unfortunately, one of the sectors where things move more slowly is education.
00:36At the dawn of the 21st century, technology and social networks have taken over our daily lives,
00:42and especially those of young people.
00:44Education must be reinvented to stay in line with the world around us.
00:48But in terms of creativity, the school is undoubtedly failing.
00:52One of the many challenges that education must face is not the only one, but the biggest.
00:57It is the impact of new technologies, which are changing everything tremendously fast.
01:04Closed classrooms with limited access to technology, strict and outdated teaching methods.
01:10The system has stopped working, and for some, access to education is still a dream.
01:16According to UNESCO, 57 million children aged and attending elementary school are still uneducated.
01:23So, how will education be in 2050?
01:26Will all students be widely trained, as science fiction usually shows us?
01:42By 2050, education will certainly be more technological and more digital,
01:46and robots will be used as teaching tools.
01:49But all this is just part of a much deeper change.
01:52Children don't have to adapt to school, it's the school that has to do it.
01:56School is a place of work like any other.
01:59Mobile furniture can be a practical solution.
02:05The school of the future is approaching thanks to men and women who invent new concepts.
02:10These dreamers are already testing new methods that will be the heart of the future school.
02:17What place will technology and robotics have in the classes of 2050?
02:22What will the classes look like in the future?
02:26What role will teachers play in these new teaching systems?
02:37Before we dive into the future, let's go back for a moment to explore the evolution of teaching through the centuries.
02:45Humans have always tried to share knowledge and train the next generation,
02:50even if it was only to ensure the longevity of their group.
02:546,000 years ago, an educational system based on the teacher-disciple relationship began to take shape.
03:00The children of the upper classes of ancient India and Egypt were taught by teachers with religious authority.
03:07With the invention of writing 5,000 years ago,
03:10the transmission of knowledge became more precise and complete.
03:16And with the appearance of the alphabet in the 7th century BC,
03:20reading and writing became the basis of teaching.
03:24In the 4th century BC, in Greece, Plato and Aristotle founded the Academy and the Lyceum,
03:29where they taught philosophy, mathematics, rhetoric and sports.
03:33A school where body and mind evolved together.
03:38In the Middle Ages, religion took charge of education again.
03:42However, Charlemagne gave it a new life by creating new school programs and opening schools, even in the countryside.
03:51In 1440, the invention of the printing press by Gutenberg revolutionized the transmission of knowledge.
03:57Great thinkers then got involved in pedagogy.
04:02In the 17th century, Bacon and Locke in England and Descartes in France condemned the rigidity of the educational system.
04:11During the Enlightenment, they were followed by Rousseau,
04:14who favored an education based on the psychology of the child,
04:17and Diderot, who demanded that science be taught.
04:20In the 19th century, technological advances changed the world and demanded an increasingly high level of training.
04:27Education for all became a matter of state, a public service.
04:32In Denmark, school became mandatory in 1814.
04:36In the 20th century, education became more important than ever.
04:40Some visionaries began to rethink teaching methods.
04:44In 1900, for example, Maria Montessori focused on the autonomy and individual learning rhythm of each child.
04:52Then, at the end of the 20th century, the digital revolution broke out in learning methods
04:57and forced us to rethink education as a whole.
05:01In order to change the school, we have to invest in research.
05:05We must consider teachers and children as researchers.
05:08We are all researchers and we must all be encouraged to invent new ways of learning
05:13to make knowledge something of ours and to reach new knowledge.
05:17Aristófanes used to say that education is not just filling a container,
05:22but also lighting a flame.
05:25It is about getting children excited
05:29to achieve something that makes them feel that it is worth living life.
05:37In 2050, related objects, digital tools and robots
05:42will have taken over the classes.
05:45Students will be experts in digital science, new technologies and robotics,
05:50to build robots, of course, but also to learn in a different way.
05:55By mastering the conceptual, implementation and control steps of these tools,
06:00they will learn and practice several disciplines that imply a single purpose.
06:05Thanks to French researchers, this will be possible.
06:09Thanks to French researchers, this learning of the future
06:13is beginning to appear in experimental classrooms.
06:21At first, I was fascinated by the mysteries of the brain,
06:25the mysteries of cognition,
06:28the mysteries of the mechanisms that allow a child to learn and discover the world.
06:40Pierre Yves Soudéye and his team of researchers have a dream,
06:44to break the learning barriers by putting robots in the classrooms
06:48and personalize learning by developing programs
06:51that can adapt to the rhythm of each student.
06:57I have gradually come to the understanding
07:01that to better understand these mysteries,
07:05it could be extremely useful
07:08to build machines that simulate the authentic learning mechanisms.
07:14Naturally, my colleagues and I wondered
07:18if it could also be useful in the field of education.
07:24POPI, the robot, was originally designed
07:28to study locomotion in children,
07:31but then we realized that it could also have an educational potential.
07:38Because it is an open and free code platform.
07:42The plans are available on the POPI website,
07:46and each can build their own robot.
07:49A few engineering schools, for example,
07:52successfully use POPI to develop projects with students.
07:57Beyond the aspect of research, they have to build the robot,
08:01thus putting their knowledge into mechanics, electronics,
08:04mechatronics and programming.
08:07Go ahead, you can move POPI.
08:11Let's move his legs.
08:13We control the engines in real time,
08:16their position and their rotation speed.
08:19We can move them without problems, quickly, whatever.
08:22We can guide his arms and legs.
08:24There you have it.
08:26We are going to deactivate the compatible mode.
08:30Now it is playing everything we recorded before.
08:34Launched in 2013,
08:36POPI is the first 3D-printed open source robot.
08:40It is a pioneer that opens the way for shared knowledge
08:43and constant evolution.
08:47But this program for engineering students
08:50could be too sophisticated for children in 2050,
08:53as brilliant as it may be.
08:56It is better to start with a much simpler robot
08:59to cultivate this approach with younger students.
09:02For a pilot project in Talens, France,
09:05at the primary school,
09:07Paul Lapie, Pierre Ipsu de Jay and his team
09:10are experimenting with an approach
09:12that could be used in all schools over time.
09:15Third-grade students are having their first encounter
09:18with robotics and with this new way of learning.
09:21Look, I found this and I need you to help me.
09:24Every time we meet with teachers and staff at the school,
09:27we find that everyone is very excited,
09:30very motivated to discover these new teaching tools.
09:33The good thing about robotics
09:36is that it offers a micro-world of learning
09:39halfway between the digital and physical worlds.
09:42It is currently used with 6-year-old children
09:45up to 4 years of age.
09:48It is a very interesting technology
09:51because it is used with 6-year-old children
09:54up to 14 or 15 years of age.
09:57The Inirobot project consists of a series
10:00of learning activities.
10:03Imagine a group of three children
10:06who have to carry out small missions
10:09with a robot and a computer.
10:12It is moving forward.
10:15Stop. Change color.
10:18I know, it detects movement.
10:21It's a motion detector.
10:24In each of them, they have to identify things
10:27and maybe fill out a small form,
10:30but it's always fun, never boring.
10:33And they interact with the robots.
10:36Marie. Obey the orders.
10:39How do you give him orders? Do you tell him to go ahead?
10:42No, he obeys the gestures we make.
10:45He orients himself.
10:48He orients himself?
10:51He's smart.
10:54Good. So, as you can see,
10:57they play the role of researchers.
11:00They are young researchers.
11:03They feel the emotion that research provokes,
11:06the joy of discovery.
11:09That's the feeling we want to inspire.
11:12But how do you get rid of that?
11:15I don't know.
11:18A passive organism subjected to external stimuli
11:21does not learn.
11:24Children must participate,
11:27get involved in their own learning.
11:30To facilitate the process,
11:33games and entertainment are the key.
11:36The children have to participate.
11:39But for this to work,
11:42the tools must adapt to each student.
11:45The current school system,
11:48designed to serve specific age groups,
11:51penalizes everyone,
11:54fast and slow students alike.
11:57Pierre-Yves Soudejé offers a tailored solution
12:00with innovative software that announces a new era.
12:03The challenge we face today
12:06is that each child is different.
12:09This is what has led us
12:12to launch the KidLearn project
12:15to facilitate personalized learning.
12:18Today we are going to do an activity with money.
12:21You will have to use coins and bills
12:24to match the price of the object.
12:27Supervised by a researcher from INRIA,
12:30the KidLearn project offers math exercises
12:33on tablets.
12:36As the child progresses,
12:39the software constantly adapts to their results,
12:42depending on whether the answer is correct or not.
12:45If the child has problems,
12:48the software takes them into account
12:51and adapts their suggestions until the exercise is completed.
12:54However, if the child gets good results,
12:57the exercises get slightly more complicated.
13:00The software is designed
13:03to meet the needs of each student,
13:06but it also encourages teamwork and cooperation.
13:09Can you do it?
13:12It's easy, actually.
13:15You start by counting the cents.
13:24The results are very promising.
13:27We have discovered that, thanks to algorithms,
13:30the learning process is truly personalized.
13:33They learn and have fun.
13:36It is the best scenario we could dream of for children.
13:42It's easy, actually. It's very easy.
13:45At the beginning of my career,
13:48some teachers were suspicious.
13:51They said, wait a minute,
13:54this is a software that entertains children.
13:57It's not very credible.
14:00This playful approach can be problematic for some,
14:03but if you think about it,
14:06can someone learn without pleasure?
14:09I doubt it.
14:12Does learning have to be austere?
14:15I would say it's quite the opposite.
14:18So, what if the school of the future
14:21was a place where the last person in the class
14:24would disappear?
14:27In 2050, students will learn at their own pace,
14:30but will they be able to learn on their own?
14:35In 1999, I did the experiment
14:38that people often call the hole in the wall.
14:41I wanted to see what would happen
14:44if I left some children alone in front of a computer.
14:51Sugata Mitra is a brilliant learner of everything.
14:54This doctor and inventor designed a surprising experiment
14:57that will be crucial for the school of 2050.
15:01Sometimes I think it influenced me
15:04a movie I saw many years ago, 2001,
15:07A Space Odyssey.
15:10What that story told was an encounter
15:13between humanity and an apparently useless and meaningless object,
15:16but that really showed men
15:19the path to follow.
15:22The idea of the hole in the wall is quite simple.
15:25Put several computers accessible only to children
15:28inside the walls of a poor neighborhood in India
15:31and observe.
15:34Mitra wanted to show that although they had never seen
15:37a computer screen in their life and that they did not speak English,
15:40they could learn to use it on their own without the intervention of an adult.
15:43Eight months after the experiment began,
15:46the results were convincing.
15:49They not only learned to use the computer,
15:52but they learned together according to a self-organization system.
15:55That is a mysterious phenomenon.
15:58And I got more and more convinced
16:01that the results we saw
16:04in the hole in the wall
16:07are due to collective behavior.
16:10Which, in the language of physics,
16:14implies a continuous order.
16:17And out of that order,
16:20which is the set of knowledge
16:23that we have implanted in that school,
16:26that whole experiment accompanied me to England
16:29when I came here.
16:32Sugata Mitra currently teaches education techniques
16:35at the University of Newcastle in northern England.
16:38His reputation has followed him to Europe
16:41and his experiment with the hole in the wall
16:44has aroused the interest of his British colleagues.
16:49The teachers here were very interested
16:52and we learned very quickly that the children
16:55to whom access to the Internet is provided
16:58are perfectly capable of learning anything by themselves.
17:01The most difficult thing is to tell the teachers
17:04what their role is in this matter,
17:07because in the hole in the wall there is not a single teacher.
17:10In the outskirts of Newcastle,
17:13at the George Stephenson Intermediate School,
17:16several teachers decided to try the concept
17:19and allowed a slight change in their way of teaching
17:22for a few hours a week.
17:25Since 2013, this public school has launched workshops
17:28called Self-Organized Learning Environments,
17:31or SOLE for its English acronyms,
17:34in which children learn in complete autonomy,
17:37independently and with the control of their own learning.
17:40Good afternoon everyone.
17:43We are in the study room and this is the third class
17:46we are going to have to learn more about history.
17:49Today I have a question to ask you
17:52and it is, when did history begin?
17:55I firmly believe in evolutionary pedagogy
17:58and in anything that empowers it,
18:01how to experiment with new technologies
18:04and how to organize what young people have.
18:07And I hope we get to a point
18:10where learning processes
18:13place young people in front of a big question.
18:16The general premise behind it is that
18:19education is something completely open,
18:22based on curiosity and the desire to learn
18:25and how to implement access to learning,
18:28which has to be a friendly project.
18:31It's not just about writing in Google
18:34and finding the right answer.
18:37Are you researching Georgia?
18:40Where do you think you can find more information?
18:43Well, I think we should research a little more
18:46to be able to find new data.
18:49Interesting, interesting.
18:52And are you looking for more data on its history or not?
18:55I don't think so.
18:58What is the definition of history?
19:01It's everything that has happened before this moment.
19:04All right, let me know when you find it.
19:07Okay.
19:10We find a technological aspect that we have to know,
19:13touch screens, wide screen computers,
19:16screens with which young people enter the Internet
19:19to investigate and find information.
19:22So the role of the teacher is minimal
19:25but it's very much an evolving pedagogy.
19:28My view is that the teacher has stopped being a provider
19:31of didactic content
19:34to become someone who facilitates learning.
19:37So my role is really simple.
19:40I have to train the young people
19:43to learn how to think
19:46as opposed to how to ask questions.
19:49Okay, ladies and gentlemen,
19:52how about what we've done?
19:58Right, okay.
20:01I've really had some really interesting things to tell you
20:04about some things that I'm interested in.
20:07What happened to the history of the Internet?
20:10It's interesting that.
20:13Well, it started from the beginning of time,
20:16from the Big Bang or something like that.
20:19Is that what they say about yesterday?
20:22That's a really interesting point of view.
20:25People know they're going to die
20:28and they want the rest of the world to remember them.
20:31So that's why they put things in writing.
20:38And my final question,
20:41there's a really important point here.
20:44You guys are collaborating with each other.
20:47What does that mean?
20:50That we're more responsible.
20:53That you don't have to tell us
20:56what we have to do.
20:59It's us who are going to decide.
21:02Good, very good.
21:05It's fun to attend a school like this.
21:08The best way to learn is to do it all together.
21:11It's much better than just saying,
21:14well, let's see how they learned that.
21:17They're going to tell us that they learned it by themselves
21:20and that it was pretty easy.
21:23See you tomorrow, guys.
21:26It's very strange that most of the kids
21:29are afraid to learn by themselves
21:32because they think it's not right,
21:35when it's not quite the opposite.
21:38In order to offer children all over the world,
21:41Jackie has created an extension of this concept.
21:44She has created a team of online volunteers
21:47who are always willing to share their knowledge
21:50from wherever they are with students from all over the world.
21:53In this way, the experiment transcends borders and social classes.
21:58Hi, hello everyone.
22:01Jackie Barrow, a retired French teacher,
22:04has been part of the Grandmother's Cloud for two years.
22:07Once a week, Jackie talks and exchanges ideas
22:10with students from India.
22:13This digital mediator stimulates their creativity,
22:16their curiosity about the world,
22:19and contributes to the Virtual School of the Future,
22:22a global project by Sugata Mitra called The School in the Cloud.
22:25Okay, I'm going to convert it.
22:28The School in the Cloud is an extraordinary phenomenon
22:31that allows you to understand and learn at your own pace,
22:34minimizing the effect of adult intervention
22:37and favoring the use of the Internet by yourself.
22:40This combination between the very organization
22:43of the learning environment
22:46extracted from the hole in the wall of India
22:49and the Grandmother's Cloud,
22:52what we call the Grandmother's Cloud,
22:55results in a collection of individuals
22:58who are in their own schools
23:01and who receive the same quality of teaching
23:04as the Grandmother's Cloud.
23:07Good, very good.
23:10The role of the Grandmother's Cloud
23:13is very important in the media.
23:16The Granny does not teach.
23:19The Granny does not teach.
23:22The Granny does not teach.
23:25The Granny does not teach.
23:28The Granny does not teach.
23:31And most importantly,
23:34they begin to understand that learning by yourself
23:37is actually the best thing that can happen to them.
23:40Thank you, thank you.
23:43You have done a good job.
23:46The School in the Cloud project
23:49is based on the concept of total discovery
23:52and accelerates the semi-autonomous learning process.
23:55This initiative is gaining so much momentum
23:58that the School will reach students,
24:01all students.
24:08We can imagine that future universities
24:11will also be digital.
24:14Courses will be online, interactive, participatory
24:17and accessible with a single click.
24:20Universities are changing rapidly
24:23and have to start adapting their platforms.
24:29San Francisco, West Coast of the United States.
24:32In the mecca of companies and innovative technologies,
24:35a creative former Stanford professor
24:38launched Coursera,
24:41a pioneering company that offers online courses.
24:44Every day, a team of young developers
24:47works to provide access to the courses
24:50of the most prestigious universities.
24:53When I started working at Stanford,
24:56my main goal was to learn, to learn.
24:59So that the experience that Stanford offers
25:02to its students would be able to communicate
25:05the benefits of attending class
25:08and investing in it,
25:11the fact of not being just a spectator.
25:18By doing this,
25:21I tried to create a set of online courses
25:24that would be very interesting.
25:27And I realized that everything
25:30was starting to grow very fast.
25:33So I didn't want it to just stay at Stanford,
25:36I wanted it to be accessible to everyone.
25:39These online courses are open to anyone
25:42and are aimed at university experts
25:45on the Internet and eager to update knowledge.
25:48I think we hit something important
25:51because in the world there is a real hunger
25:54for fantastic learning opportunities.
25:57We have over 500 courses
26:00and what we're really seeing is the increase
26:03of the ability to do online courses
26:06because we're no longer able to have them
26:09come online to everyone.
26:12They're offered most of them on an annual basis
26:15and they last six months.
26:18With online courses and the demand for knowledge,
26:21the school is gradually reaching the student.
26:24I think education is on the brink
26:27of a very significant transformation
26:30and I think people are using it
26:33to give themselves the knowledge
26:36they need for their lives,
26:39for their careers,
26:42without having to go to mass schools
26:45and I think online learning
26:48is a way to achieve those kinds of results.
27:11We've realised that the people
27:14who apply for online courses
27:17are the ones with the highest level of education
27:20so inequality tends to increase.
27:23Interestingly, among people with diplomas,
27:26teachers themselves are studying most of the courses.
27:29Therefore, MOOCs can help teachers
27:32to learn new pedagogical techniques.
27:35I think this potential has been little used
27:38and must be exploited.
27:42In 2050, online schools will have revolutionised teaching.
27:45MOOCs will be an additional tool for teachers.
27:48Some innovative educators
27:51have already rethought their methodologies.
28:00San Sebastián, in the Basque Country.
28:03In this school with 1,600 students
28:06from kindergarten to high school,
28:09teachers and the head of the centre
28:12have decided to try a very innovative line.
28:15In the school of San Ignacio San Sebastián
28:18we are working a lot to go from being
28:21a teaching centre of the 20th century
28:24to a learning centre of the 21st century
28:27where the student learns by doing new things
28:30with the tools of the 21st century.
28:34In the opinion of these teachers,
28:37schools of the 21st century must take advantage
28:40of online tools such as the courses of the ACADEMIA CAN.
28:43This method is inspired by the game culture
28:46to design more convincing exercises and readings.
28:49This playful approach has revolutionised
28:52the standards of learning and teaching.
28:55We are talking about teenagers
28:58and teenagers, just like adults,
29:01are losing interest or motivation
29:04in a subject.
29:07The ACADEMIA CAN has perfectly studied
29:10the system of motivation and avatars
29:13that are used in the playstation games
29:16of teenagers.
29:19It is a system of motivation
29:22that is applied to the learning of mathematics.
29:25Therefore, the level of motivation
29:28is maintained during the 9 months of the course,
29:31which in traditional mathematics is not maintained.
29:34Cognitive science has shown that children
29:37learn more when they are committed and motivated.
29:40Even when they find difficulties,
29:43they continue to try, learn from their mistakes.
29:46Their motivation remains strong
29:49and that is due to the playful characteristics.
29:52Making mistakes is fine when you play,
29:55they can start again until they do it well,
29:58but when they punish you for your mistakes,
30:01suddenly it stops being fun.
30:04I do exercises and they give me points
30:07and with the points I can put a picture
30:10of the user.
30:13It is very cool because when you get points
30:16you are happy.
30:20ACADEMIA CAN is a video repository
30:23in which we have access in different languages
30:26to a large number of videos
30:29that are organized by subjects and disciplines.
30:32For example, in mathematics,
30:35in addition to the videos,
30:38we have a system of exercises
30:41that students can do on computers.
30:44The teacher's job is to watch the videos
30:47and the exercises in ACADEMIA CAN
30:50and to choose.
30:53I choose the subjects that I want my students to work on.
30:56I give them a list with the videos
30:59and the exercises that I want them to do.
31:02Once they have the list,
31:05each one follows the rhythm they need.
31:08This is the fourth year
31:11that we are using ACADEMIA CAN
31:14and with the different groups
31:17that we have used the tool,
31:20I think the result has been positive
31:23and the students have accepted it positively.
31:26The most difficult thing is the teacher's role in the classroom.
31:29Your role in the classroom changes completely.
31:32We are used to being on the blackboard,
31:35and I don't have to do that anymore.
31:38The students watch the videos,
31:41they do the exercises,
31:44the program corrects them,
31:47and I have to be on the blackboard
31:50solving the students' doubts.
31:53The teacher's role is to teach to learn
31:56and he is the one who gives the instructions
31:59to motivate the students by creating challenges,
32:02creating puzzles and tests
32:05that inspire these students,
32:08encouraging everyone to share their experiences
32:11and helping to find solutions.
32:14That doesn't mean that the children have to be directed.
32:17With this new teaching method,
32:20the students are responsible for their own education
32:23while the teachers are becoming guides for knowledge.
32:27Cecilia, you have been watching Alzheimer's.
32:30We are going to pay attention to what this group has understood
32:33about this video and we are going to enrich it
32:36with what you have understood about the others.
32:39So, Cecilia, tell us what you have understood.
32:42We have seen a video of Alzheimer's
32:45and we have learned that it is a disease that affects the day to day
32:48and this happens because the interneural connections
32:51are damaged and the brain does not work well.
32:55But it is a cultural change
32:58and it is a change of mentality
33:01in which we have to be very honest as educators
33:04and say clearly that the tools of the 20th century
33:07are not good for the students of the 21st century
33:10and we cannot resign ourselves to spend so many hours
33:13in school clearly bored and apathetic.
33:16This does not allow us to build a better world
33:19which is what we really fight for.
33:22For the year 2050, teachers
33:25therefore become benevolent guides
33:28far from the stereotype of the authoritarian figure
33:31of being the only depository of knowledge.
33:53The teacher of the future will be more of an advisor than an instructor.
33:56Educators will act as coordinators
33:59in increasingly interactive and technological schools.
34:02For this more collaborative and open education to spread,
34:05the spaces in which it takes place
34:08will also have to be rethought from top to bottom.
34:11The classroom as we know it today will change completely
34:14and will have an inspiring environment
34:17that favors creativity, concentration
34:20and, above all, development.
34:23There are architects who are already working on it.
34:35In Copenhagen, Denmark,
34:38architect Rosan Bosch has designed the Vitra school,
34:41a multifunctional and futuristic school
34:44designed to adapt to new educational systems.
34:51The most important thing of all this
34:54is to design the schools
34:57so that the children do not feel like going home.
35:00If we get that, we will have created the best possible school.
35:13What I want is to make a school
35:16that contributes to improving learning
35:19by itself.
35:22Because the truth is that I was frustrated
35:25to see the children, including mine,
35:28feel bad because they did not want to go to school.
35:31So they went home without thinking
35:34that learning is something positive.
35:37In traditional schools,
35:40in the very traditional ones,
35:43they put the student in a position
35:46where the teacher is the only source of information
35:49and guidance that the students have.
35:52And they have to be satisfied
35:55with what they learn.
35:58But that is a very small part
36:01of the learning process.
36:04Architecture can be a tool
36:07for influencing behavior.
36:10So, in that sense,
36:13architectural design has a big impact
36:16on improving the environment
36:19of communication in the school.
36:44Something that I find interesting
36:47nowadays in schools
36:50is the use of fashionable words
36:53like co-work, co-learning,
36:56co-whatever you want.
36:59I think it encourages students
37:02to work together.
37:05That's fine, but not continuously.
37:08In order to create an environment
37:11you have to have different lighting.
37:14You have to have enough space
37:17to be able to concentrate.
37:20It can't be spaces, you know.
37:23The kids have to have space
37:26to be able to work together.
37:29There have to be organized spaces
37:32to favor dialogue and discussion.
37:35There also have to be places
37:38where you can access a lot of knowledge.
37:41So you need a lot of different levels
37:44and a lot of different shapes.
37:47Colorful objects, open and relaxing areas,
37:50well-lit areas, soft and comfortable fabrics.
37:53The Rosenbosch schools are open,
37:56built on well-being
37:59and the integration of new technologies.
38:02The biggest change
38:05and the biggest influence
38:08that technology has had
38:11in educational environments
38:14has been to favor communication.
38:17All our projects are developed
38:20by dialoguing with teachers,
38:23with school friends,
38:26with local communities,
38:29with parents and with children.
38:32It's impossible to design a good school
38:35because we don't believe in design as a solution,
38:38but in design as a tool for development,
38:41which means that the school
38:44is a tool for personal self-development.
38:47So if we can get our schools to improve
38:50and develop our societies,
38:53that will be a great success.
38:56If we look around us,
38:59we see great examples of people
39:02reinventing learning environments.
39:05The difference with conventional schools
39:08is that the first ones are not subject
39:11to institutional rules,
39:14so there is a total freedom to reinvent education,
39:17which poses a great challenge for the 21st century.
39:20Dreamers around the world
39:23are creating a new generation of schools.
39:26The green school in Bali
39:29has more than 300 students from all over the world,
39:32from preschool to high school.
39:35It was created around the concept of sustainability,
39:38both in the way buildings are designed
39:41and in the school's study plan.
39:44It is considered the greenest school in the world,
39:47which allows children to study what they like
39:50and encourage their hobbies.
39:53It gives students the opportunity
39:56to discover different professions
39:59and enter the working world through specific projects.
40:02But this school dream,
40:05reserved for a few privileged students,
40:08is not the only one that provides a bridge
40:11between the school and the professional world.
40:17What would happen if going to school in 2050
40:20allowed you to be immersed as soon as possible
40:23in the professional environment of your dreams?
40:26That is exactly what the pioneering school study
40:29in England, invented by the creative Geoff Mulgan,
40:32set out to do.
40:35Ten years ago, we started experimenting
40:38with the elements of the study with teenagers and teachers,
40:41and our first idea was to try to learn as much as possible,
40:44using learning around practical projects,
40:47projects based on learning.
40:58It was clear to us that teenagers wanted projects
41:01in which they could clearly see a link
41:04between what they were learning and a practical way out for that knowledge.
41:07We went back to the Renaissance, to Leonardo's ideas,
41:10so that we learned and integrated that knowledge.
41:13These 43 public schools,
41:16led by the British Department of Education,
41:19welcome today several thousand students from all over the UK.
41:22The different study schools are tremendously practical
41:25and are closely linked to industry.
41:28For example, to construction,
41:31to engineering, to sports,
41:34to computer games, or to the space industry.
41:41And I think this is very important
41:44because study schools, more than other school modalities,
41:47try to integrate into the local community,
41:50into the local economy, as is the case in Banbury.
41:57The space study school is very unusual
42:00because it has adopted a very industrial,
42:03very vocational aspect,
42:06which is very far away from everyday reality in classrooms.
42:09But the truth is that the aerospace industry
42:12is an alpha industry.
42:20Study schools are different
42:23because we only accept students
42:26who are in their last two years of normal high school studies,
42:29that is, 14-year-old students
42:32who are here with us until the age of 18.
42:37When I went to my old school,
42:40I was glad to see the very different way of learning
42:43they offered and the wide variety of subjects
42:46we could choose to specialise in,
42:49with the teachers focusing on us
42:52and not on their own subjects.
42:57One of the big differences between the projects we propose here
43:00is that they are tremendously empirical
43:03with a clear approach to the practical side of the matter
43:06and what is valid for learning
43:09physics is also valid for learning chemistry
43:12and other subjects,
43:15because it involves the student more
43:18and is very different from the traditional way of learning.
43:28There is no need to be geniuses here,
43:31the only thing that matters is the appetite for the science
43:34of these future engineers.
43:40When I finish here,
43:43I will look for a job as an engineer
43:46or perhaps in a position related to computer science.
43:49I think this school is very different
43:52from many others
43:55because people choose to be here
43:58instead of having to go to school.
44:01A clear goal is the colonisation of Mars,
44:04so here we study a lot about the physics of motion
44:07while we develop specific studies for two years
44:10to try to know better what life will be like on Mars.
44:18We study the materials,
44:21how it will affect them to be on Mars
44:24and we value the results we find to build buildings, for example,
44:27so that we will study not only the contents
44:30but also the contexts.
44:37Here we have the opportunity to choose
44:40what we want to learn
44:43with the support of the school
44:46that helps each individual with their projects,
44:49giving them many more options
44:52than the schools we used to go to.
44:55I always wanted to study in a place like this
44:58and although I may not become an astronaut,
45:01who knows, maybe I can become a scientist
45:04tomorrow.
45:07Have you already turned it on? Yes.
45:10In recent years, we have tried to predict
45:13if a job will become fashionable here in the next 20 years.
45:16At that time, it is expected that half of the classic jobs will have disappeared,
45:19so we want that from here to 2035
45:22there will be jobs available in the United Kingdom.
45:25The jobs that will survive will be very demanding
45:28in terms of social intelligence
45:31and personal communication skills,
45:34so I think that is the challenge
45:37for any educational system in the world
45:40and why not prepare people
45:43according to what we know about the future labor market.
45:48As Joff Mulgan says, there are different types of intelligence.
45:51There is the possibility of knowing yesterday's solutions,
45:54but in a world full of computers and robots
45:57that store information,
46:00knowing this information will not be enough.
46:03More and more jobs are being mechanized,
46:06robotized and computerized.
46:09If we are unable to provide an added value
46:12compared to what a machine can do,
46:15then we will not keep our work for a long time.
46:18I think there are a series of mental challenges that must be faced.
46:21Some have to do with the environment,
46:24others with knowledge,
46:27and the result of all of them, ironically,
46:30depends entirely on human creativity,
46:33so that we cannot surrender to them,
46:36but investigate in more depth the challenge of education.
46:42I think there is a growing agitation
46:45within the educational system
46:48and it is the perfect time to change the way
46:51the school environment is organized.
46:54I think we are in the middle of an intelligent revolution
46:57of the school system.
47:00The most important thing about school is motivation,
47:03creating an environment where children are loved
47:06and that they want to be in school.
47:10A large part of our task
47:13is to create things,
47:16which I like,
47:19because I believe in a transition from a world
47:22where the primary thing is to create things.
47:25We bring together the wisdom of contemplative heritage
47:28and the best of science,
47:31which is evaluation
47:34and an empirical approximation of everything
47:37to create a benevolent science
47:40that aims to pray for society
47:43as well as for each of us.
47:46Then we will have an enlightened education.
47:49Trusting children,
47:52getting them involved in educational and cultural principles,
47:55mastering new technologies
47:58and integrating them in school study plans.
48:01By doing all these things,
48:04the school of the future will be more equitable,
48:07more collaborative, more connected and open.
48:19www.microsoft.com
48:21www.microsoft.com