see also .. In 2016 the human race spends 1000 times more money and time on Learning Commns Tech. We invite you to vote for the the most productive Youth Economies (more) linking in 3 billion new jobs that were impossible to co-create in times when distance caused communications to be expensive and the idea of an app being mobilised any time any place by anyone sounded like science fiction. see also microfranchise & health as pivotal youth economy

Let's begin with the most exciting girls empowerment economy: its human epicentre is Sir Fazle Abed in Bangladesh of the world's largest and most collaborative NGO known by hundreds of partners and millions whose education calling is girls empowerment as pre-digital BRAC and post-digital BKASH -currently the world's largest cashless economy co-created by and for girls faced with poverty's and sustainability most extreme challenges. Starting the search for how to value this youth economy was to be the last project of The Economist's Norman Macrae whose work (more) on the Entrepreneurial Revolution of millennials 3 billion new jobs began with this (Keynsian inspired - more) future history in 1972. RSVP or to start linking in text Norman's family in wsshington DC at USA 240 316 8157
next education open space new york 1 to 12 march 2016 - previous MIT 25 to 29 january - queries on linking in - or text usa 240 316 8157 Freeing 3rd grade teachers to ask parents & communities: do you live in a sustainable economy?

Friday, February 12, 2016

MIT Dean Takes Leave to Start New University Without Lectures or Classrooms

By Jeffrey R. Young FEBRUARY 01, 2016
Christine Ortiz is the dean for graduate education and a professor of materials science and engineering at the Massachusetts Institute of Technology. In a conversation withThe Chronicle, she discusses her ideas about building a new type of college from scratch.
Christine Ortiz is taking a leave from her prestigious post as a professor and dean at the Massachusetts Institute of Technology to start a radical, new nonprofit university that she says will have no majors, no lectures, and no classrooms.
Many details about the new university are still undetermined, she says, but the basic idea is to answer the question, What if you could start a university from scratch for today’s needs and with today’s technology?
Her venture is not the only effort to create a new kind of college — there’s theMinerva Project, created by a tech entrepreneur in San Francisco, andMOOC providers like Udacity, started by a former Stanford University professor.
But those are for-profit businesses. Ms. Ortiz says she plans to create a nonprofit institution so that "all of the revenue can be reinvested in the enterprise to serve the public."

The New Education Landscape

The Chronicle of Higher Education’s Re:Learning project provides stories and analysis about this change moment for learning.
 The plan is to begin with a campus in the Boston area that she hopes will grow to about 10,000 students and 1,000 faculty members — about the size of MIT. And her long-term plan is to add more campuses in other cities as well.
That will take serious financial backing, and she says the fund raising has not yet begun. But she says that she has had an outpouring of support for the idea and that she has assembled a team to start the project, though she said she was not yet ready to say who was on it.
The Chronicle talked with Ms. Ortiz about what the new university might look like. The following transcript of that conversation has been edited and condensed for clarity.
Q. What made you decide to leave your post as a professor and dean at MIT to start your own university?
A. I’ve been at MIT for 17 years, and it’s been amazing. And I’ve always been interested in curriculum and thinking about the future of the research university, and I did a lot of archival research on it. And I found in my research that many of the structures were really taken from hundreds of years ago. I think we’re at a time where we can think about the future, and moving forward how to reshape it.
Q. Can you give an example of a moment at MIT or elsewhere that made you say a radical, new approach is needed?
A. MIT has had many, many models. It’s very decentralized, and there’s tons of innovation going on locally. We have the Media Lab, and we have many different curricular experiments going on. Seeing those different models, and seeing what was able to be done locally, motivated me to think, What would it look like to create a new model that integrates many of the things that have been successful at MIT? And of course I’ve traveled to many universities around the world and thought about, What could we take from all these different experiments and models, and really scale it up?
Q. Can you paint a picture of what the new institution might be like?
A. Basically the idea is that we’ll have a core that’s project-based learning, but where students can have a really deep, integrative longer-term project rather than shorter projects. And then all of the knowledge acquisition would be moved virtually. So instead of projects' being at the periphery, to sort of flip it more toward the graduate-education model. And I think it would be much more inspirational for the students because they could come in and really work on projects from the get-go that they wanted to work on and that they were most passionate about, and they could tailor their knowledge base to the projects they want to work on.
Q. Will there be lectures?
A. Not on the ground. The fundamental idea is to put all knowledge acquisition virtually online. There’s a great quote by [the former MIT president Charles M. Vest] on the emergence of the metacurriculum, and he predicted it 10 or 15 years ago, that the virtually open curriculum metacurriculum would be emerging. And that’s what is happening. So we’re sort of betting that the evolution that is happening very rapidly, that we’re going to take advantage of that.
Q. So you’re betting that lectures will be online elsewhere, and your students can access them?
A. A lecture has been defined as 50 minutes or one and a half hours of a professor speaking. But what’s happening online is that now this is being modularized, and there’s active learning embedded into the whole system. As you see with MOOCs, they’re modularized. Every five or 10 minutes, there are chunks where there’s active learning and recall, and all these different mechanisms of learning embedded into the system. So our focus is how do we create the on-ground system that can take advantage of that?
Q. So if you’re not using classrooms for lectures, what kind of space do you think you’ll need for the campus? What will that look like?
A. What I’m thinking of is huge project spaces. Large centralized laboratories. Basically just large, large open spaces, as well as big centralized laboratories where no one really has their own individual laboratory. So it’s just one integrated giant laboratory. And that goes with the research model that there would be no departments; it would just be transdisciplinary.
Q. What kind of financial backing do you have, or how do you plan to raise the money to get started?
A. I’m not stepping down until July, and the plan is to start fund raising over the next year after I step down. I would say there’s a huge interest.
Q. Prestige is a very important factor in higher education. Do you worry that you’ll have trouble attracting top scholars and academics because it’s so new and untested?
A. There are so many talented doctoral students and postdocs that are unable to secure jobs in academia. I can name like 100 right now … but there are not just enough jobs at prestigious university. So I know there is a plethora and a pool out there of potential faculty and faculty who would want to be part of a really innovative model and want to be part of a transdisciplinary community. And I’ve gotten hundreds of responses from potential students already saying, When can I apply?
Q. What do you tell them? What kind of timeline are you thinking?
A. Stay tuned. We’re going to work as hard and as fast as possible to get it off the ground. I hope a few years, maybe even less.
Q. What about tenure? Will your university have that?
A. My thinking at this point is very much moving away from tenure. I’m going to really investigate alternative models, and really there are a number of alternative models that are being used. At this point, tenure seems like a great mismatch with the system that we’re thinking about.
Q. Why you? How are you the person to bring this big idea into existence?
A. It’s not just me — there is a founding team. And I think that I’m just really passionate about the students. I hope that I can convene a team that could really move forward with thinking of the new model. I see myself as providing an overall skeleton for the vision.
Q. Do you have a name for it?
A. We’re throwing around a few names, but we’re not willing to say yet.
Q. Will it have the word university in it?
A. Unclear at this time.
Jeffrey R. Young writes about technology in education and leads the Re:Learning project. Follow him on Twitter @jryoung; check out his home page,; or try him by email

Thursday, February 11, 2016

how did west end up teaching non-integral models of development

Do you see the CITE lab at MIT as connected with jobenomics and integral purpose of green tv. I too am bothered by students experimenting with hundreds of separated solar projects not how the whole needs to scale

ardoso moved to the U.N. headquarters in Rome, where he was privy to the high-level funding decisions that eventually trickle down to the local level. The experience, along with a chance meeting with the late MIT professor Alice Amsden, who taught a class he was taking, motivated Cardoso to apply to a PhD program at MIT.
“In theory you have all these projects, all these amazing things that are supposed to happen, but they don't, the execution doesn't work out,” says Cardoso. “And I was like, I have to understand that pattern.”
Combining theory and practice
At MIT, Cardoso has embraced the opportunity to combine theory and practice, while also working to understand the growing role of technology in communities worldwide. Cardoso, who works with Bish Sanyal, the Ford International Professor of Urban Development and Planning, has mainly been involved in a project called the Comprehensive Initiative on Technology Evaluation, or CITE.
“The idea is one simple technology can have this huge impact on someone's well-being,” explains Cardoso. “But today there are a lot of technologies out there such as solar lanterns or water filters, and there's no way to systematically evaluate what works and what doesn't work on the ground.”
With CITE, Cardoso and the project’s other team members are working to develop an objective methodology to assess the usefulness of various technologies. To assess a product, CITE focuses on three main categories: suitability (does the technology work properly?), scalability (can the technology actually reach the consumers?), and sustainability (will the technology create a long-lasting impact, and will the business model supporting it survive long-term?). For the past five years, Cardoso and the rest of the CITE team have been organizing pilot studies all over the world, from solar lanterns in Uganda to water filters in India, and now they are in the process of compiling their results and developing the best methodology.