WEBVTT 00:00:00.000 --> 00:00:10.880 Good morning. Thanks very much for that intro, which reflects my age more than my achievements. 00:00:14.140 --> 00:00:21.320 I'm going to just tell you a sequence of ideas because we don't have a lot of time. 00:00:21.320 --> 00:00:28.520 And what I would suggest is that if you have a question, then you kind of accumulate it, 00:00:28.520 --> 00:00:32.200 and we might just have a few minutes at the end to examine that. 00:00:33.340 --> 00:00:39.080 I'll start off, well actually I'll start off by saying that I belong to the camp 00:00:39.080 --> 00:00:43.240 which believes that learning cannot happen without teachers. 00:00:45.240 --> 00:00:52.640 And the only proviso I'll add to that is that the teacher may not be human. 00:00:52.640 --> 00:01:14.970 Well firstly where are the good teachers How do you get good teachers If you look at that graph it a total scores of English math and science at the primary level as you go 250 kilometers away from Delhi into rural India 00:01:14.970 --> 00:01:23.970 You see this steady drop in the performance and that is caused by teacher migration. 00:01:23.970 --> 00:01:28.670 Teachers who live far away from Delhi want to come to Delhi because of the standard of living. 00:01:29.470 --> 00:01:33.630 They all try. The good ones succeed, leaving the bad ones behind. 00:01:36.050 --> 00:01:41.250 This is a graph of GCSE's results in northeastern England 00:01:41.250 --> 00:01:44.910 plotted against the density of council housing. 00:01:46.430 --> 00:01:49.190 There are places where teachers say, 00:01:49.190 --> 00:01:53.190 we don't feel really very safe. We'd like to move somewhere else. 00:01:53.190 --> 00:02:09.840 The same problem of remoteness geographic in India socioeconomic in that part of this country Such remoteness exists all over the world It can be you know social it can be economic it can be ethnic it can be religious 00:02:10.620 --> 00:02:14.060 There are places on the planet and there always will be where good teachers, 00:02:14.620 --> 00:02:19.380 for one reason or the other, cannot or do not wish to go. 00:02:20.380 --> 00:02:23.060 Usually those are the places which need them the most. 00:02:23.060 --> 00:02:27.860 so I published this and I got 00:02:27.860 --> 00:02:31.300 responses from almost every country on the planet 00:02:31.300 --> 00:02:34.560 saying all kinds of remotenesses and saying look at those children over there 00:02:34.560 --> 00:02:38.060 look at the aborigine children, look at the children of New Mexico 00:02:38.060 --> 00:02:40.820 they need those teachers but where are they 00:02:40.820 --> 00:02:46.360 about 15 years ago I found 00:02:46.360 --> 00:02:48.760 that groups of children can learn to use the internet 00:02:48.760 --> 00:02:52.320 on their own and I found that through 00:02:52.320 --> 00:02:57.200 as you just heard, an experiment with the press called the hole in the wall, 00:02:57.200 --> 00:03:09.909 which basically involved putting a computer somewhat like a do it yourself ATM into a slum wall and leaving it there In those days it was very non the result 00:03:10.109 --> 00:03:12.109 because computers used to be taught. 00:03:12.429 --> 00:03:14.489 People used to actually have classes where they said, 00:03:14.489 --> 00:03:17.469 this is a monitor, this is a mouse, that sort of thing. 00:03:18.169 --> 00:03:22.149 And these children seemed to have picked up all that on their own 00:03:22.149 --> 00:03:26.129 in a language that they don't speak English. 00:03:27.029 --> 00:03:28.769 So it was very, very puzzling. 00:03:29.169 --> 00:03:31.109 Here's a quick glimpse at those years. 00:03:31.949 --> 00:03:35.629 This is the first day at the hole in the wall, 26th of January 1999. 00:03:36.969 --> 00:03:39.089 Boy on the right is eight years old, 00:03:40.169 --> 00:03:42.389 and to his left is his student, who is six. 00:03:43.289 --> 00:03:45.829 And he was teaching her how to browse in English. 00:03:47.409 --> 00:03:49.129 In the deserts of Rajasthan... 00:03:56.129 --> 00:03:59.669 This is very much that sinkhole. 00:04:00.789 --> 00:04:03.709 There is 00:04:03.835 --> 00:04:16.615 They found the sound recorder on their own, and this lot of children, it's the first time 00:04:16.615 --> 00:04:18.635 in their lives that they heard themselves sing, actually. 00:04:19.395 --> 00:04:20.675 Anyway, so I measured all this. 00:04:20.755 --> 00:04:27.555 I measured computing literacy improvements within random groups of children in 23 different 00:04:27.555 --> 00:04:30.715 locations against months, against time. 00:04:31.415 --> 00:04:32.155 And that's the graph. 00:04:32.155 --> 00:04:40.455 What it says, basically, is that groups of children left unsupervised with an Internet connection anywhere 00:04:40.455 --> 00:04:50.675 will, in a period of nine months, reach the same level of computing literacy as the average office secretary in the West. 00:04:51.735 --> 00:04:54.015 Now, that raises a few questions about training. 00:04:55.375 --> 00:04:58.195 But we got it over and over again. 00:04:58.315 --> 00:05:14.024 These results are pretty firm They been reproduced all over the world with the same results roughly After that I going to cross over a large number of years I came to England in 2006 00:05:15.104 --> 00:05:21.364 By that time, I knew that children can teach themselves things using a computer if you just 00:05:21.364 --> 00:05:26.564 ask them to. You know, just say, you know, can you figure this out? And left them alone. 00:05:27.424 --> 00:05:30.764 When I came to England, I brought the hole in the wall with me 00:05:30.764 --> 00:05:34.884 and realized very quickly that you cannot do the hole in the wall experiment in England 00:05:34.884 --> 00:05:37.144 because you would get frozen children. 00:05:41.204 --> 00:05:42.464 You know, these were outdoors. 00:05:43.224 --> 00:05:46.244 So I had to turn the experiment upside down. 00:05:46.684 --> 00:05:49.764 I brought the hole in the wall into the English classrooms in North Eastern England. 00:05:49.904 --> 00:05:50.584 How do you do that? 00:05:50.584 --> 00:05:55.124 You take a classroom, you ask the children to shut down computers 00:05:55.124 --> 00:05:59.324 except for one computer for every four of them. 00:05:59.324 --> 00:06:14.754 That number I got from the hole in the wall And then you just ask them a question What kind of question Well something that might interest them You know what the easiest way to cut off somebody head 00:06:15.674 --> 00:06:16.314 That sort of thing. 00:06:16.354 --> 00:06:18.654 Children like that kind of question. 00:06:19.214 --> 00:06:22.154 And you find that they're very good at researching 00:06:22.154 --> 00:06:24.574 and quickly telling you a whole lot of things about it. 00:06:25.574 --> 00:06:29.634 We call this a self-organized learning environment, or a soul. 00:06:30.554 --> 00:06:32.374 It's basically chaotic, 00:06:33.514 --> 00:06:38.554 and the main difficulty I had when I first introduced it 00:06:38.554 --> 00:06:40.754 was to take the teacher out 00:06:40.754 --> 00:06:45.414 because she felt that she needed to guide the process. 00:06:46.834 --> 00:06:48.654 And I realized something about guidance, 00:06:48.934 --> 00:06:50.054 which I think is very important. 00:06:50.054 --> 00:06:51.574 When you tell a child, 00:06:52.474 --> 00:06:55.494 why don't you try putting in the following keywords, 00:06:56.794 --> 00:06:59.014 you're not necessarily helping him. 00:06:59.014 --> 00:07:12.644 because the unspoken part of what you said is do not try anything else Whereas if nobody is around they try everything And the results are always surprising 00:07:14.244 --> 00:07:17.484 So I did a whole range of experiments. 00:07:17.684 --> 00:07:19.144 I won't go into the details of it. 00:07:19.224 --> 00:07:23.604 Everything is published, which showed that children in groups 00:07:23.604 --> 00:07:26.844 can learn mathematics on their own, 00:07:26.944 --> 00:07:28.864 change their English pronunciation on their own, 00:07:28.864 --> 00:07:36.564 culminating in an experiment which was almost a challenge from my fellow faculty members at Newcastle University, 00:07:37.084 --> 00:07:38.804 which was to say, how far does this go? 00:07:39.204 --> 00:07:40.864 It has to have a limit somewhere. 00:07:41.724 --> 00:07:45.944 So I chose a village in southern India and gave them this problem. 00:07:46.524 --> 00:07:48.464 They had a hole-in-the-wall computer already there. 00:07:49.404 --> 00:07:57.884 I asked them to find out the biotechnology of how the DNA molecule reproduces. 00:07:58.524 --> 00:08:01.064 These were 12-year-old Tamil-speaking children. 00:08:02.904 --> 00:08:05.924 After three months, they said they'd understood nothing. 00:08:06.604 --> 00:08:07.564 They tried and they'd understood. 00:08:07.669 --> 00:08:10.429 I wasn't surprised. 00:08:11.229 --> 00:08:14.909 So I asked them, how much time did it take before they gave up? 00:08:15.409 --> 00:08:16.789 And they said, we haven't given up. 00:08:17.349 --> 00:08:19.409 We look for this information every day. 00:08:20.149 --> 00:08:21.529 So I said, you don't understand anything. 00:08:21.589 --> 00:08:22.629 Why do you look at it every day? 00:08:23.129 --> 00:08:26.329 And a little 12-year-old girl then said, in broken Tamil and English, 00:08:26.849 --> 00:08:31.049 she said, apart from the fact that improper replication of the DNA molecule 00:08:31.049 --> 00:08:33.909 causes genetic disease, we've understood nothing else. 00:08:33.909 --> 00:08:42.369 It profoundly changed my view of learning. 00:08:43.609 --> 00:08:44.369 I measured. 00:08:45.349 --> 00:08:49.029 They'd gone from 0 to 30% in two months on their own 00:08:49.029 --> 00:08:51.009 under impossible circumstances, 00:08:51.129 --> 00:08:52.229 a language they didn't know, 00:08:52.309 --> 00:08:54.469 a subject that's 15 years ahead of their time, 00:08:55.069 --> 00:08:57.809 on two computers on the street side. 00:08:58.829 --> 00:09:00.349 How could this be possible? 00:09:00.849 --> 00:09:01.829 What was happening there? 00:09:01.829 --> 00:09:13.579 I realized that there something happening there which I as a teacher simply don know anything about But 30 unfortunately in our Victorian system is a fail 00:09:14.459 --> 00:09:17.119 So how do I get them to pass? I have to get them 20 more marks. 00:09:18.439 --> 00:09:24.319 I got hold of a local girl, an accountant, who knew nothing at all about biology or biotechnology, 00:09:24.839 --> 00:09:27.619 and I asked them to help the children. She said, how do I do that? 00:09:27.739 --> 00:09:30.359 I said, well, you just stand behind them and admire them. 00:09:31.239 --> 00:09:32.259 Every time they do something, 00:09:32.379 --> 00:09:33.359 they say, wow, how did you do that? 00:09:33.399 --> 00:09:34.319 What was that page again? 00:09:34.559 --> 00:09:35.439 Where did you get it from? 00:09:35.479 --> 00:09:37.979 My God, when I was your age, I was so stupid. 00:09:38.919 --> 00:09:41.019 Okay, we called it the method of the grandmother. 00:09:42.559 --> 00:09:43.979 She did it for two months. 00:09:44.779 --> 00:09:46.339 The results jumped to 50%. 00:09:46.339 --> 00:09:47.979 Okay. 00:09:48.739 --> 00:09:50.039 When I looked at that graph, 00:09:50.639 --> 00:09:53.079 I thought, well, there has to be a mechanism 00:09:53.079 --> 00:09:54.399 that I don't know anything about. 00:09:55.019 --> 00:09:56.559 And the first, the biggest question was, 00:09:56.659 --> 00:09:58.399 how are they reading in English? 00:09:58.799 --> 00:09:59.679 They're not supposed to. 00:10:00.359 --> 00:10:04.359 I think I have a bit of an answer, and I'm just going to leave it to you as a riddle. 00:10:04.359 --> 00:10:15.789 If you take four children and you measure their reading levels and you find their reading at let say grade four level when reading together they will read at grade eight 00:10:17.609 --> 00:10:20.509 Try it sometime and you'll see how that works. 00:10:20.969 --> 00:10:24.569 I don't know how exactly it works because we never measure reading in groups. 00:10:25.109 --> 00:10:26.469 We measure it individually. 00:10:27.429 --> 00:10:30.549 Four, five children together seem to amplify intellect, 00:10:30.549 --> 00:10:35.729 And that is why these incredibly surprising results came out of the hole in the wall. 00:10:41.029 --> 00:10:42.709 Where do I get grandmothers from? 00:10:43.349 --> 00:10:47.829 I put out a request in the Guardian newspaper saying, 00:10:47.969 --> 00:10:50.869 if you're a British grandmother, if you have broadband and a web camera, 00:10:51.569 --> 00:10:54.349 would you give me one hour of your time every week for free? 00:10:55.109 --> 00:10:56.489 In two weeks, I got 200. 00:10:56.489 --> 00:11:00.169 I know more British grandmothers than anyone in this room. 00:11:00.549 --> 00:11:04.369 They form what's called the Granny Cloud. 00:11:05.369 --> 00:11:17.779 The Granny Cloud comes over the internet into schools all around the world only to do one thing to admire children And just tell them how good they are so that they can jump that extra 20 00:11:17.779 --> 00:11:22.759 That's one of the grannies there? 00:11:23.219 --> 00:11:23.579 Yes. 00:11:23.719 --> 00:11:25.539 Don't you look kind? 00:11:29.539 --> 00:11:31.179 Don't you look a nice one? 00:11:31.939 --> 00:11:32.179 No. 00:11:32.179 --> 00:11:32.459 No. 00:11:32.879 --> 00:11:33.199 No? 00:11:33.199 --> 00:11:33.419 No. 00:11:33.419 --> 00:11:37.299 Yes, he's a very nice man. 00:11:37.939 --> 00:11:39.699 So you get the general idea. 00:11:42.179 --> 00:11:44.539 What do we not know at this stage? 00:11:45.039 --> 00:11:47.759 Well, I don't know if children can learn to read by themselves. 00:11:48.759 --> 00:11:51.119 I'm trying an experiment in India right now 00:11:51.119 --> 00:11:55.039 of whether children can learn to read and understand English by themselves. 00:11:55.699 --> 00:11:59.939 And I'll show you just a tiny little flip of two little girls 00:11:59.939 --> 00:12:04.819 trying to figure out the meaning of the word sheep, S-H-E-E-P, 00:12:04.819 --> 00:12:06.179 in Pune, India. 00:12:10.179 --> 00:12:11.399 Male Speaker 1 00:12:11.504 --> 00:12:14.504 In the green 00:12:14.504 --> 00:12:16.504 Bakari 00:12:16.504 --> 00:12:17.504 Bakari 00:12:17.504 --> 00:12:19.504 Ship 00:12:19.504 --> 00:12:21.504 Ship 00:12:21.504 --> 00:12:23.504 Ship 00:12:23.504 --> 00:12:25.504 Ship 00:12:25.504 --> 00:12:27.504 Ship 00:12:27.504 --> 00:12:29.504 Ship 00:12:29.504 --> 00:12:31.504 Ship 00:12:31.504 --> 00:12:33.504 Ship 00:12:33.504 --> 00:12:35.504 Ship 00:12:35.504 --> 00:12:37.504 Ship 00:12:37.504 --> 00:12:39.504 Ship 00:12:39.504 --> 00:12:44.204 As you can see, they achieved their learning objective quite quickly. 00:12:44.504 --> 00:12:45.424 But is that reading? 00:12:45.564 --> 00:12:46.984 I mean, how far is that going to get them? 00:12:47.144 --> 00:12:47.964 I don't know yet. 00:12:48.724 --> 00:12:52.764 I know this, that children in Uruguay who have been exposed to computers for the last, 00:12:52.944 --> 00:12:55.924 I think, almost 10 years, every child in Uruguay has a computer, 00:12:56.444 --> 00:12:58.964 read better than children in the U.K. or the U.S. 00:12:59.264 --> 00:13:02.904 in Spanish, you know, compared to how they read in English over here. 00:13:03.644 --> 00:13:05.484 Does it have anything to do with the computers? 00:13:05.704 --> 00:13:06.164 I don't know. 00:13:06.204 --> 00:13:06.964 I have to measure it. 00:13:06.964 --> 00:13:18.774 We know that children can do all sorts of searching by themselves but can they search accurately Can they figure out right from wrong The children in the Northeast seem to be able to 00:13:19.334 --> 00:13:22.294 I have some data, but not enough as of now. 00:13:24.034 --> 00:13:27.834 We, however, know that children can do wonderful things by themselves. 00:13:28.474 --> 00:13:31.574 We know that they can do so at earlier and earlier ages. 00:13:31.794 --> 00:13:33.794 I used to think it starts at six or seven. 00:13:33.794 --> 00:13:35.714 I've lowered that now to two and a half. 00:13:35.714 --> 00:13:40.054 mainly because I met a girl who was two and a half years old 00:13:40.054 --> 00:13:42.974 who said to me, I've downloaded an app. 00:13:43.334 --> 00:13:44.874 She was using her mother's iPad. 00:13:45.594 --> 00:13:46.814 And the mother was not there, of course. 00:13:47.234 --> 00:13:49.494 So I said, you know, you shouldn't do that. 00:13:49.534 --> 00:13:50.734 It might cost your mother money. 00:13:51.194 --> 00:13:52.274 And she said, no, it's free. 00:13:53.054 --> 00:13:56.074 So I said, how do you know it's free? 00:13:56.074 --> 00:13:57.274 And she said, see? 00:13:57.694 --> 00:13:59.874 And she put up the ad and showed me a little box, 00:14:00.014 --> 00:14:01.774 the little box that comes on the right-hand side, 00:14:02.214 --> 00:14:04.274 and says, it can have two kinds of things in it. 00:14:04.274 --> 00:14:07.214 If it's the squiggly kind of thing, then it costs money. 00:14:07.354 --> 00:14:22.184 If it not the squiggly kind then it free Is that reading We have no measure for that kind of reading We need to revise curriculum all around the world to include the internet I do not understand 00:14:22.184 --> 00:14:28.324 why mobile phones, tablets, and the internet in general cannot enter the classroom and 00:14:28.324 --> 00:14:34.104 particularly the examination hall. It might sound terrible, but the thing is, look at 00:14:34.104 --> 00:14:39.704 the way the earlier age, look at the way how the Victorians handled it. Slide rules, 00:14:40.004 --> 00:14:45.604 compasses, logarithm tables, everything that they used for solving problems were allowed 00:14:45.604 --> 00:14:50.364 inside the examination hall because they wanted to see whether you can solve problems in the 00:14:50.364 --> 00:14:57.124 real world way. Why don't we do that? So as a child in London once put it, they'd take 00:14:57.124 --> 00:15:02.404 us into school, take away all our devices and throw us back 200 years and then we have 00:15:02.404 --> 00:15:05.404 for four or five hours until they release us again. 00:15:05.404 --> 00:15:07.404 I mean, it's absurd. 00:15:07.404 --> 00:15:19.673 Here a bit of the British national curriculum which says that basically it says the teacher has to teach that history can be interpreted in different ways And normally the procedure would be that the teacher would come 00:15:19.673 --> 00:15:24.573 into class and say, you know, people can write history in different ways and give a long boring 00:15:24.573 --> 00:15:30.113 lecture. In my method what I would do is I would convert it into a question. In a museum in the 00:15:30.113 --> 00:15:35.313 Indian city of Mathura there is a statue of the great emperor Kanishka. Who was he and why is his 00:15:35.313 --> 00:15:39.173 head missing. As we all know, children are interested in missing heads. 00:15:41.133 --> 00:15:43.353 15 minutes of searching will tell 00:15:43.353 --> 00:15:47.433 a group of 9-year-olds in trying to answer that question that history can be interpreted 00:15:47.433 --> 00:15:48.793 in different ways by different people. 00:15:51.493 --> 00:15:55.373 We know this generation very well. We see them all over the place and we're very critical 00:15:55.373 --> 00:15:58.813 of them because they are all isolating themselves and they're 00:15:58.813 --> 00:16:05.033 always staring at their mobile phones and so on and so forth and 00:16:05.033 --> 00:16:09.533 wasting time. In a discussion in the Northeast once, I said, how do we know 00:16:09.533 --> 00:16:15.233 that they're wasting time? And we sort of assumed that they are. But what I did 00:16:15.339 --> 00:16:17.079 I use a lot of buses in Newcastle, 00:16:17.439 --> 00:16:19.059 and for purely scientific reasons, 00:16:19.259 --> 00:16:21.479 I would then sit on one of these seats 00:16:21.479 --> 00:16:23.959 with these little girls and boys in front 00:16:23.959 --> 00:16:25.579 and peer down at their phones. 00:16:26.379 --> 00:16:27.439 Okay? Research. 00:16:30.039 --> 00:16:32.459 What I discovered was that they text a lot, 00:16:33.279 --> 00:16:35.839 they play games sometimes, not as often as you think, 00:16:36.639 --> 00:16:38.239 and a lot of times they search. 00:16:38.779 --> 00:16:40.719 They learn continuously from those devices. 00:16:41.319 --> 00:16:42.599 It's a different form of learning. 00:16:43.159 --> 00:16:44.439 It's what they want to learn. 00:16:45.159 --> 00:16:47.359 But then, they are learning. 00:16:48.459 --> 00:16:51.459 Unlike us, who used to learn only in those few hours in school, 00:16:51.559 --> 00:16:53.259 and the rest of the time, we were wasting time. 00:16:55.719 --> 00:16:56.739 Okay, two minutes. 00:16:57.999 --> 00:17:00.259 Pedagogy needs to include the internet, 00:17:01.739 --> 00:17:05.859 but it doesn't mean you show them YouTube videos. 00:17:06.059 --> 00:17:08.279 As I said, the thing to do is to ask them questions 00:17:08.279 --> 00:17:11.059 and have them answer it using the internet in the class. 00:17:11.779 --> 00:17:19.168 This is how we solve problems these days This is how we solve problems Doesn it remind you of the hole in the wall 00:17:21.408 --> 00:17:23.128 But that's our way. 00:17:24.348 --> 00:17:25.828 We solve problems in groups. 00:17:25.988 --> 00:17:28.468 All of these methods are not in school. 00:17:30.048 --> 00:17:32.608 Here's an example of children researching Cezanne 00:17:32.608 --> 00:17:35.268 in Killingworth, England. 00:17:41.308 --> 00:18:04.108 His full name was Paul Cezanne. 00:18:04.588 --> 00:18:06.948 Cezanne was his second name and Paul was his first name. 00:18:07.588 --> 00:18:08.808 He was French. 00:18:08.808 --> 00:18:10.068 I'm going to skip that. 00:18:10.068 --> 00:18:27.158 But they said some lovely stuff about the use of light and shade by Sazan Fifteen minutes This is how we ask children to answer questions Where did it come from We need to focus on the internet and collaborative problem solving inside the examination hall 00:18:28.438 --> 00:18:30.658 I'm going to skip a couple of examples. 00:18:31.278 --> 00:18:32.738 And we need to redefine success. 00:18:33.038 --> 00:18:35.058 We need to look at what doesn't need to be taught. 00:18:35.238 --> 00:18:36.838 I know I'm going to get into trouble here, 00:18:36.838 --> 00:18:42.218 but couldn't handwriting be converted into a hobby like knitting, for example? 00:18:42.278 --> 00:18:46.598 why do we need to waste time teaching children to write by hand 00:18:46.598 --> 00:18:48.658 we should teach them how to search the web properly 00:18:48.658 --> 00:18:51.938 the same for spelling, for grammar, for multiplication tables 00:18:51.938 --> 00:18:55.318 these are tools that were invented for a different age 00:18:55.318 --> 00:18:56.298 for a different purpose 00:18:56.298 --> 00:18:57.998 that time's gone 00:18:57.998 --> 00:19:02.858 why is only 1930s English the right English 00:19:02.858 --> 00:19:06.918 you cannot answer an exam using texting language 00:19:06.918 --> 00:19:08.598 who's decided that 00:19:08.598 --> 00:19:11.598 well this is where it all came from 00:19:11.598 --> 00:19:25.008 This is the way administration used to be done That the way okay Huge human computing systems The schooling system had to feed that system to produce the clerks who would run the show 00:19:26.448 --> 00:19:28.008 This is how we examine today. 00:19:29.688 --> 00:19:32.288 So if you compare that with the previous picture, 00:19:32.368 --> 00:19:34.608 you would know who we are still producing those children for, 00:19:35.148 --> 00:19:36.328 for employers who are dead. 00:19:38.728 --> 00:19:41.408 So we need to take care of obsolescence. 00:19:41.408 --> 00:19:46.288 we need to roll curriculum, examination and pedagogy all into one. 00:19:47.828 --> 00:19:51.208 And if we can change the assessment system to include the internet 00:19:51.208 --> 00:19:54.468 we would drive the change through the schooling system. 00:19:55.208 --> 00:19:58.648 And we would do so very quickly and very inexpensively. 00:19:58.868 --> 00:20:01.408 It's just one political decision. 00:20:02.068 --> 00:20:02.748 Thank you very much. 00:20:02.748 --> 00:20:03.748 Thank you. 00:20:11.408 --> 00:20:14.068 Well, that was very exciting, a very exciting start. 00:20:14.068 --> 00:20:18.008 It's now my great pleasure to introduce our second speaker, 00:20:18.008 --> 00:20:19.068 film producer Lord Daly.