1 00:00:00,000 --> 00:00:02,520 Welcome back everybody for another deep dive. 2 00:00:02,520 --> 00:00:03,360 Yeah. 3 00:00:03,360 --> 00:00:06,840 And today we're gonna be looking at the future of learning. 4 00:00:06,840 --> 00:00:08,400 Ooh, exciting. 5 00:00:08,400 --> 00:00:09,920 Yeah, it is exciting. 6 00:00:09,920 --> 00:00:11,480 You know what's interesting is that you sent over 7 00:00:11,480 --> 00:00:12,720 a chapter to me. 8 00:00:12,720 --> 00:00:14,640 It's called learner tasks. 9 00:00:14,640 --> 00:00:15,480 Okay. 10 00:00:15,480 --> 00:00:18,120 And it's from like a big book on education and technology. 11 00:00:18,120 --> 00:00:18,960 Right. 12 00:00:18,960 --> 00:00:20,360 And one of the things that just jumped out 13 00:00:20,360 --> 00:00:23,600 is that the author is saying that overhead projectors 14 00:00:23,600 --> 00:00:25,920 didn't actually change how students learn. 15 00:00:25,920 --> 00:00:26,760 Really? 16 00:00:26,760 --> 00:00:28,440 Yeah, it's basically like they were just delivering 17 00:00:28,440 --> 00:00:30,840 the same old information in like a flashier way. 18 00:00:30,840 --> 00:00:31,680 Wow. 19 00:00:31,680 --> 00:00:32,520 Yeah. 20 00:00:32,520 --> 00:00:34,360 And they even go so far as to say that 21 00:00:34,360 --> 00:00:38,200 calculators are making some math skills like obsolete. 22 00:00:38,200 --> 00:00:39,040 Hmm. 23 00:00:39,040 --> 00:00:39,880 I know. 24 00:00:39,880 --> 00:00:41,960 So it makes you wonder like in a world where tech 25 00:00:41,960 --> 00:00:44,880 is changing everything so fast, what skills do we need? 26 00:00:44,880 --> 00:00:46,120 Right, exactly. 27 00:00:46,120 --> 00:00:46,960 Yeah. 28 00:00:46,960 --> 00:00:48,600 And thankfully we have our expert here to help us figure 29 00:00:48,600 --> 00:00:49,440 that all out. 30 00:00:49,440 --> 00:00:51,680 Yeah, I think, you know, it is really interesting to consider 31 00:00:51,680 --> 00:00:54,120 how much the learning landscape has changed even just 32 00:00:54,120 --> 00:00:55,480 in the last few years. 33 00:00:55,480 --> 00:00:56,520 Well, absolutely. 34 00:00:56,520 --> 00:00:59,720 The author really like hits this point home saying, 35 00:00:59,720 --> 00:01:02,080 we've gone from this industrial age where knowledge 36 00:01:02,080 --> 00:01:05,920 was kind of like fixed to this era where tech is constantly 37 00:01:05,920 --> 00:01:06,920 changing everything. 38 00:01:06,920 --> 00:01:07,760 Right. 39 00:01:07,760 --> 00:01:11,120 And there's this quote that like stopped me in my tracks. 40 00:01:11,120 --> 00:01:13,880 The ability to know information and to be able to recall it 41 00:01:13,880 --> 00:01:16,800 on demand is a skill that is losing importance. 42 00:01:16,800 --> 00:01:17,880 Hmm. 43 00:01:17,880 --> 00:01:18,720 Like what? 44 00:01:18,720 --> 00:01:19,560 That's a big statement. 45 00:01:19,560 --> 00:01:21,360 I know, it's a big statement. 46 00:01:21,360 --> 00:01:22,320 So what do you think about that? 47 00:01:22,320 --> 00:01:25,440 What does that even mean for like how we learn? 48 00:01:25,440 --> 00:01:27,960 Well, I think it really challenges the traditional model 49 00:01:27,960 --> 00:01:29,360 of education, doesn't it? 50 00:01:29,360 --> 00:01:32,000 If simply knowing facts isn't as important, 51 00:01:32,000 --> 00:01:34,840 what does that mean for how we approach learning? 52 00:01:34,840 --> 00:01:37,720 And the author contrasts what they call like mechanistic 53 00:01:37,720 --> 00:01:39,640 education, which is all about memorization. 54 00:01:39,640 --> 00:01:40,080 Right. 55 00:01:40,080 --> 00:01:42,000 With the need for skills like adaptability 56 00:01:42,000 --> 00:01:43,360 and resourcefulness. 57 00:01:43,360 --> 00:01:45,600 You know, I think we can all kind of relate to that now. 58 00:01:45,600 --> 00:01:47,680 Think about how much we need to be able to find information 59 00:01:47,680 --> 00:01:49,520 quickly and figure things out on the fly. 60 00:01:49,520 --> 00:01:50,480 Oh, totally. 61 00:01:50,480 --> 00:01:52,760 Like remember when that huge storm knocked out power 62 00:01:52,760 --> 00:01:56,640 to half the city, my neighbor, who's a total tech whiz, 63 00:01:56,640 --> 00:02:00,040 figured out how to use his car battery to charge his phone. 64 00:02:00,040 --> 00:02:01,000 Wow. 65 00:02:01,000 --> 00:02:03,520 And create a Wi-Fi hotspot for the whole block. 66 00:02:03,520 --> 00:02:04,920 That's amazing. 67 00:02:04,920 --> 00:02:05,680 I know. 68 00:02:05,680 --> 00:02:07,400 And it's like that's the kind of adaptability 69 00:02:07,400 --> 00:02:08,240 this author's talking about. 70 00:02:08,240 --> 00:02:09,280 Yeah, exactly. 71 00:02:09,280 --> 00:02:12,000 He wasn't limited by what was happening around him. 72 00:02:12,000 --> 00:02:14,280 He used his knowledge and his resources 73 00:02:14,280 --> 00:02:16,640 in a creative way to solve a problem. 74 00:02:16,640 --> 00:02:17,200 Totally. 75 00:02:17,200 --> 00:02:19,480 It's so different from just like memorizing facts 76 00:02:19,480 --> 00:02:20,480 from a textbook. 77 00:02:20,480 --> 00:02:21,200 Absolutely. 78 00:02:21,200 --> 00:02:22,400 It really is. 79 00:02:22,400 --> 00:02:25,480 And the author goes on to compare technology strengths 80 00:02:25,480 --> 00:02:27,840 to what makes us humans unique. 81 00:02:27,840 --> 00:02:30,120 They use this analogy of levers. 82 00:02:30,120 --> 00:02:32,600 Like tech can shout and listen globally, 83 00:02:32,600 --> 00:02:35,280 remember tons of data, and follow algorithms 84 00:02:35,280 --> 00:02:36,920 at lightning speed. 85 00:02:36,920 --> 00:02:40,040 Like tech is this amazing tool, but it's still just a tool, 86 00:02:40,040 --> 00:02:40,680 right? 87 00:02:40,680 --> 00:02:42,000 I think that's a really great way to put it. 88 00:02:42,000 --> 00:02:43,920 Recognizing what technology excels at 89 00:02:43,920 --> 00:02:46,320 helps us focus on what we bring to the table as humans, 90 00:02:46,320 --> 00:02:48,320 things like creativity, critical thinking, 91 00:02:48,320 --> 00:02:51,320 and something the author calls tacit knowledge. 92 00:02:51,320 --> 00:02:52,720 A tacit knowledge. 93 00:02:52,720 --> 00:02:53,920 I like the sound of that. 94 00:02:53,920 --> 00:02:55,120 But I'm not sure I totally get it. 95 00:02:55,120 --> 00:02:55,640 What is that? 96 00:02:55,640 --> 00:02:57,760 So tacit knowledge. 97 00:02:57,760 --> 00:02:59,200 It's kind of like that gut feeling 98 00:02:59,200 --> 00:03:01,440 you get when you just know something is right. 99 00:03:01,440 --> 00:03:03,760 Even if you can't explain exactly why, 100 00:03:03,760 --> 00:03:06,120 the author describes it as a deep understanding that 101 00:03:06,120 --> 00:03:09,440 comes from experience and immersion in a topic. 102 00:03:09,440 --> 00:03:11,040 It's hard to articulate, but it's 103 00:03:11,040 --> 00:03:13,080 essential for solving complex problems, 104 00:03:13,080 --> 00:03:15,480 especially in a world where information is constantly 105 00:03:15,480 --> 00:03:16,400 changing. 106 00:03:16,400 --> 00:03:19,400 So it's not just about knowing the facts. 107 00:03:19,400 --> 00:03:22,040 It's about knowing how to use them in different situations. 108 00:03:22,040 --> 00:03:22,640 Exactly. 109 00:03:22,640 --> 00:03:26,040 And I think the author actually have a quote about this. 110 00:03:26,040 --> 00:03:27,800 Hold on, let me find it. 111 00:03:27,800 --> 00:03:29,240 Here it is. 112 00:03:29,240 --> 00:03:31,160 Tacit knowledge arises from the indwelling 113 00:03:31,160 --> 00:03:32,600 of the learner and the content. 114 00:03:32,600 --> 00:03:35,440 And this indwelling comes about through modeling, coaching, 115 00:03:35,440 --> 00:03:37,440 and scaffolding by the educator. 116 00:03:37,440 --> 00:03:38,360 It's pretty dense. 117 00:03:38,360 --> 00:03:39,360 I know, right? 118 00:03:39,360 --> 00:03:41,320 Even the quote itself is a little hard to grasp. 119 00:03:41,320 --> 00:03:43,440 Yeah, it's definitely academic language. 120 00:03:43,440 --> 00:03:45,840 But essentially what it's saying is that true understanding 121 00:03:45,840 --> 00:03:48,560 comes from really immersing yourself in the subject matter. 122 00:03:48,560 --> 00:03:49,040 Right. 123 00:03:49,040 --> 00:03:51,680 And a good teacher can help guide you in that process 124 00:03:51,680 --> 00:03:54,400 by providing examples and support along the way. 125 00:03:54,400 --> 00:03:56,240 So think of it like this. 126 00:03:56,240 --> 00:03:59,720 Remember that time you totally nailed that presentation at work? 127 00:03:59,720 --> 00:04:00,280 Uh-huh. 128 00:04:00,280 --> 00:04:01,800 Even though you were super nervous. 129 00:04:01,800 --> 00:04:02,280 Oh, yeah. 130 00:04:02,280 --> 00:04:04,160 You didn't just recite facts. 131 00:04:04,160 --> 00:04:06,960 You used your experience and intuition 132 00:04:06,960 --> 00:04:08,520 to really connect to the audience. 133 00:04:08,520 --> 00:04:08,840 Right. 134 00:04:08,840 --> 00:04:10,520 And make that information relevant. 135 00:04:10,520 --> 00:04:13,440 I think that's a great example of tacit knowledge in action. 136 00:04:13,440 --> 00:04:14,000 Yeah. 137 00:04:14,000 --> 00:04:16,080 And the author argues that this kind of knowledge 138 00:04:16,080 --> 00:04:18,680 is becoming even more important and are rapidly 139 00:04:18,680 --> 00:04:19,400 changing world. 140 00:04:19,400 --> 00:04:20,400 Absolutely. 141 00:04:20,400 --> 00:04:20,880 OK. 142 00:04:20,880 --> 00:04:23,320 So we've got tech changing the game. 143 00:04:23,320 --> 00:04:27,840 We've got this crucial human skill of tacit knowledge. 144 00:04:27,840 --> 00:04:30,240 Where does wisdom fit into all of this? 145 00:04:30,240 --> 00:04:30,480 Right. 146 00:04:30,480 --> 00:04:33,160 Because the author mentions this model called 147 00:04:33,160 --> 00:04:37,560 D-I-K-W Data Information Knowledge Wisdom. 148 00:04:37,560 --> 00:04:38,720 Yeah. 149 00:04:38,720 --> 00:04:41,320 Are they saying that wisdom is something different? 150 00:04:41,320 --> 00:04:42,720 Can you break that down for me? 151 00:04:42,720 --> 00:04:43,120 Yeah. 152 00:04:43,120 --> 00:04:44,720 I think they are making a distinction. 153 00:04:44,720 --> 00:04:47,360 The DRKW model is a hierarchy. 154 00:04:47,360 --> 00:04:48,960 Think of it like a pyramid. 155 00:04:48,960 --> 00:04:51,640 At the bottom, you have data, like raw numbers and statistics. 156 00:04:51,640 --> 00:04:52,200 Right. 157 00:04:52,200 --> 00:04:54,120 Then you have information, which is data that's 158 00:04:54,120 --> 00:04:56,120 been organized and given context. 159 00:04:56,120 --> 00:04:58,840 Above that is knowledge, which is information that's 160 00:04:58,840 --> 00:05:00,640 been understood and integrated. 161 00:05:00,640 --> 00:05:02,720 And then at the very top, you have wisdom. 162 00:05:02,720 --> 00:05:05,200 So wisdom is like the top level. 163 00:05:05,200 --> 00:05:06,400 What makes it so special? 164 00:05:06,400 --> 00:05:09,120 Wisdom is about applying knowledge and experience 165 00:05:09,120 --> 00:05:11,920 to make sound judgments and decisions. 166 00:05:11,920 --> 00:05:15,160 It takes into account values ethics, the bigger picture. 167 00:05:15,160 --> 00:05:15,600 OK. 168 00:05:15,600 --> 00:05:21,200 For example, a computer can process tons of climate data, 169 00:05:21,200 --> 00:05:23,320 but it takes human wisdom to understand 170 00:05:23,320 --> 00:05:26,400 the implications of that data and then make choices about how 171 00:05:26,400 --> 00:05:27,640 to address climate change. 172 00:05:27,640 --> 00:05:28,760 That makes sense. 173 00:05:28,760 --> 00:05:32,080 So technology can help us with the data and information part, 174 00:05:32,080 --> 00:05:34,920 but it can't replicate human judgment and wisdom. 175 00:05:34,920 --> 00:05:35,560 Right. 176 00:05:35,560 --> 00:05:37,760 And to develop that wisdom, the author 177 00:05:37,760 --> 00:05:41,640 says, we need to shift from just instruction, 178 00:05:41,640 --> 00:05:44,120 that traditional model of just pouring information 179 00:05:44,120 --> 00:05:46,080 into students' heads to creating what they call 180 00:05:46,080 --> 00:05:47,600 educative experiences. 181 00:05:47,600 --> 00:05:48,720 What does that actually mean? 182 00:05:48,720 --> 00:05:50,840 Well, think back to a time when you were really 183 00:05:50,840 --> 00:05:52,760 engaged in learning something new. 184 00:05:52,760 --> 00:05:54,720 It probably wasn't just passively listening 185 00:05:54,720 --> 00:05:56,200 to someone lecture. 186 00:05:56,200 --> 00:05:58,160 You're actively involved. 187 00:05:58,160 --> 00:05:59,920 You were passionate about it. 188 00:05:59,920 --> 00:06:02,720 It challenged you to think differently. 189 00:06:02,720 --> 00:06:05,800 That's the essence of an educative experience. 190 00:06:05,800 --> 00:06:08,280 And the author points out that this kind of learning often 191 00:06:08,280 --> 00:06:10,160 happens outside of traditional classroom. 192 00:06:10,160 --> 00:06:10,800 Absolutely. 193 00:06:10,800 --> 00:06:11,800 Which is fascinating. 194 00:06:11,800 --> 00:06:12,300 Yeah. 195 00:06:12,300 --> 00:06:15,240 And I can't even mention how some students are actually 196 00:06:15,240 --> 00:06:17,160 more tech savvy than their teachers. 197 00:06:17,160 --> 00:06:18,640 That's right. 198 00:06:18,640 --> 00:06:21,720 It really challenges that traditional power dynamic 199 00:06:21,720 --> 00:06:25,080 and highlights the fact that learning is a two-way street. 200 00:06:25,080 --> 00:06:25,360 OK. 201 00:06:25,360 --> 00:06:29,920 So if we're moving away from this sit and get model of learning, 202 00:06:29,920 --> 00:06:32,600 what does a 21st century classroom actually look like? 203 00:06:32,600 --> 00:06:33,040 Right. 204 00:06:33,040 --> 00:06:35,560 Because the author gives some really interesting examples, 205 00:06:35,560 --> 00:06:37,760 like project-based learning and something 206 00:06:37,760 --> 00:06:39,520 called the upside down classroom. 207 00:06:39,520 --> 00:06:39,960 Yeah. 208 00:06:39,960 --> 00:06:41,240 What are those all about? 209 00:06:41,240 --> 00:06:43,120 These are both models that emphasize 210 00:06:43,120 --> 00:06:45,680 active learning and engagement. 211 00:06:45,680 --> 00:06:49,440 Project-based learning, or PBL, as it's often called, 212 00:06:49,440 --> 00:06:51,160 is about giving students the chance 213 00:06:51,160 --> 00:06:54,880 to tackle real world problems through hands-on projects. 214 00:06:54,880 --> 00:06:57,280 So instead of just reading about something in a textbook, 215 00:06:57,280 --> 00:06:58,400 they're actually doing it. 216 00:06:58,400 --> 00:06:59,200 Exactly. 217 00:06:59,200 --> 00:07:01,880 Like, remember that time you learned to bake a cake? 218 00:07:01,880 --> 00:07:03,200 You didn't just read the recipe. 219 00:07:03,200 --> 00:07:03,720 Yeah. 220 00:07:03,720 --> 00:07:04,840 You got your hands dirty. 221 00:07:04,840 --> 00:07:05,340 Yeah. 222 00:07:05,340 --> 00:07:06,120 You experimented. 223 00:07:06,120 --> 00:07:06,720 Right. 224 00:07:06,720 --> 00:07:08,920 And maybe made some mistakes along the way. 225 00:07:08,920 --> 00:07:09,640 Of course. 226 00:07:09,640 --> 00:07:12,600 But in the end, you learned by doing. 227 00:07:12,600 --> 00:07:15,240 And I bet you remember that experience way better 228 00:07:15,240 --> 00:07:16,920 than just reading about it in a book book. 229 00:07:16,920 --> 00:07:17,840 Absolutely. 230 00:07:17,840 --> 00:07:19,560 That's the beauty of PBL. 231 00:07:19,560 --> 00:07:22,200 It makes learning relevant and engaging and memorable. 232 00:07:22,200 --> 00:07:23,240 Right. 233 00:07:23,240 --> 00:07:25,400 And the author highlights how it allows students 234 00:07:25,400 --> 00:07:28,280 to develop essential 21st century skills, 235 00:07:28,280 --> 00:07:30,880 like collaboration and problem solving. 236 00:07:30,880 --> 00:07:31,520 Absolutely. 237 00:07:31,520 --> 00:07:32,020 OK. 238 00:07:32,020 --> 00:07:34,760 So PBL is all about hands-on learning. 239 00:07:34,760 --> 00:07:37,360 What about this upside down classroom thing? 240 00:07:37,360 --> 00:07:39,000 Because it sounds kind of wild. 241 00:07:39,000 --> 00:07:41,720 It is a bit of a mind shift from the traditional model. 242 00:07:41,720 --> 00:07:44,920 Instead of the typical lecture than a homework format, 243 00:07:44,920 --> 00:07:47,080 the upside down classroom flips it. 244 00:07:47,080 --> 00:07:50,040 So students might watch a video lecture at home 245 00:07:50,040 --> 00:07:52,400 to get the basic concepts and then come to class 246 00:07:52,400 --> 00:07:55,800 ready to discuss, analyze, and apply that knowledge. 247 00:07:55,800 --> 00:07:58,720 So it's like the classroom becomes a space for active learning 248 00:07:58,720 --> 00:07:59,640 and collaboration. 249 00:07:59,640 --> 00:08:00,200 Exactly. 250 00:08:00,200 --> 00:08:01,760 Rather than just passive listening. 251 00:08:01,760 --> 00:08:02,160 Right. 252 00:08:02,160 --> 00:08:04,880 And it's interesting because the author emphasizes that using 253 00:08:04,880 --> 00:08:07,240 video isn't just about convenience. 254 00:08:07,240 --> 00:08:07,640 Right. 255 00:08:07,640 --> 00:08:10,920 It's about creating a more engaging and natural learning 256 00:08:10,920 --> 00:08:12,000 experience. 257 00:08:12,000 --> 00:08:14,040 They give the example of a poetry teacher 258 00:08:14,040 --> 00:08:16,480 who shows videos of poets reading their work. 259 00:08:16,480 --> 00:08:17,440 I see. 260 00:08:17,440 --> 00:08:20,240 It's about leveraging technology to enhance 261 00:08:20,240 --> 00:08:21,240 the learning experience. 262 00:08:21,240 --> 00:08:22,480 Exactly. 263 00:08:22,480 --> 00:08:25,840 And I think it speaks to how our relationship with technology 264 00:08:25,840 --> 00:08:26,800 is changing. 265 00:08:26,800 --> 00:08:30,640 We're not just passively consuming information anymore. 266 00:08:30,640 --> 00:08:33,320 We're interacting with it, creating with it, 267 00:08:33,320 --> 00:08:36,000 and using it to connect with others in new ways. 268 00:08:36,000 --> 00:08:39,000 And the author even talks about having students collect data 269 00:08:39,000 --> 00:08:40,080 outside of class. 270 00:08:40,080 --> 00:08:40,680 Oh, wow. 271 00:08:40,680 --> 00:08:44,080 Which then frees up class time for analysis and discussion. 272 00:08:44,080 --> 00:08:46,280 It's like they're bringing their fieldwork back 273 00:08:46,280 --> 00:08:48,600 to the classroom and working together to make sense of it. 274 00:08:48,600 --> 00:08:51,600 It's really shifting the focus from passively receiving 275 00:08:51,600 --> 00:08:55,480 information to actively constructing knowledge. 276 00:08:55,480 --> 00:08:56,680 I love it. 277 00:08:56,680 --> 00:09:01,120 And these models, PBL and the upside down 278 00:09:01,120 --> 00:09:04,000 of classroom are just two examples of how education is 279 00:09:04,000 --> 00:09:04,480 changing. 280 00:09:04,480 --> 00:09:04,960 Right. 281 00:09:04,960 --> 00:09:07,800 They both encourage students to become more than just compliant. 282 00:09:07,800 --> 00:09:10,040 They help them develop the schools and mindsets 283 00:09:10,040 --> 00:09:13,560 they need to become competent, adaptable learners. 284 00:09:13,560 --> 00:09:14,880 Exactly. 285 00:09:14,880 --> 00:09:16,440 This is also fascinating. 286 00:09:16,440 --> 00:09:18,560 And we've covered so much, but I feel like we're just 287 00:09:18,560 --> 00:09:19,400 getting started. 288 00:09:19,400 --> 00:09:20,480 And I know me too. 289 00:09:20,480 --> 00:09:22,400 There's still so much more to explore. 290 00:09:22,400 --> 00:09:22,880 Yeah. 291 00:09:22,880 --> 00:09:24,720 And I'm already thinking differently about how 292 00:09:24,720 --> 00:09:26,080 I approach my own learning. 293 00:09:26,080 --> 00:09:27,440 I think that's great. 294 00:09:27,440 --> 00:09:29,240 And that's what we want, right, for people 295 00:09:29,240 --> 00:09:31,720 to be thinking about how they can apply these ideas 296 00:09:31,720 --> 00:09:32,880 to their own lives. 297 00:09:32,880 --> 00:09:34,080 Absolutely. 298 00:09:34,080 --> 00:09:35,920 We'll dive into those personal applications more 299 00:09:35,920 --> 00:09:37,280 in the next part of our deep dive. 300 00:09:37,280 --> 00:09:37,760 Yes. 301 00:09:37,760 --> 00:09:39,560 But for now, we'd love to hear from you. 302 00:09:39,560 --> 00:09:40,520 Yeah. 303 00:09:40,520 --> 00:09:42,720 What are some of the ways you're adapting 304 00:09:42,720 --> 00:09:44,400 to the changing demands of learning? 305 00:09:44,400 --> 00:09:45,760 How are you learning differently? 306 00:09:45,760 --> 00:09:48,480 Let us know, because we're all in this together. 307 00:09:48,480 --> 00:09:49,480 Exactly. 308 00:09:49,480 --> 00:09:53,040 It's really interesting to think about how these ideas apply 309 00:09:53,040 --> 00:09:55,200 outside of a traditional classroom. 310 00:09:55,200 --> 00:09:56,080 Oh, totally. 311 00:09:56,080 --> 00:09:56,400 Yeah. 312 00:09:56,400 --> 00:09:58,320 Because it's like we're all constantly learning, right? 313 00:09:58,320 --> 00:09:59,160 We are. 314 00:09:59,160 --> 00:10:01,120 And you know what else I thought was really interesting? 315 00:10:01,120 --> 00:10:02,280 What's that? 316 00:10:02,280 --> 00:10:05,640 The author goes into assessment. 317 00:10:05,640 --> 00:10:07,800 Like it's not just about grades anymore. 318 00:10:07,800 --> 00:10:11,800 It's about figuring out how to measure real learning 319 00:10:11,800 --> 00:10:13,240 and competence. 320 00:10:13,240 --> 00:10:15,720 Yeah, I was struck by that too. 321 00:10:15,720 --> 00:10:19,360 They argue that traditional testing isn't always enough. 322 00:10:19,360 --> 00:10:21,560 We need a more holistic approach that 323 00:10:21,560 --> 00:10:26,160 captures those nuances of critical thinking and creativity. 324 00:10:26,160 --> 00:10:28,640 And they even go so far as to say that calculators 325 00:10:28,640 --> 00:10:31,560 are making some traditional math skills less relevant. 326 00:10:31,560 --> 00:10:35,000 Yeah, it really makes you wonder like if just 327 00:10:35,000 --> 00:10:38,440 knowing how to do long division isn't as important anymore. 328 00:10:38,440 --> 00:10:40,560 What should math education focus on? 329 00:10:40,560 --> 00:10:42,200 What kind of mathematical thinking 330 00:10:42,200 --> 00:10:46,640 do we need in this world that's driven by data and algorithms? 331 00:10:46,640 --> 00:10:47,840 That's a good question. 332 00:10:47,840 --> 00:10:49,800 But going back to assessment for a second. 333 00:10:49,800 --> 00:10:50,360 Yeah. 334 00:10:50,360 --> 00:10:53,040 The author talks about portfolios as a way 335 00:10:53,040 --> 00:10:55,520 to showcase a student's growth over time. 336 00:10:55,520 --> 00:10:56,360 Portfolios. 337 00:10:56,360 --> 00:10:58,640 And I'm kind of like wishing I had kept a portfolio 338 00:10:58,640 --> 00:10:59,320 throughout my life. 339 00:10:59,320 --> 00:11:00,520 Yeah, me too. 340 00:11:00,520 --> 00:11:02,200 Imagine being able to look back and see 341 00:11:02,200 --> 00:11:04,960 how your skills and interests have evolved. 342 00:11:04,960 --> 00:11:07,000 Right, because it's not just like a collection 343 00:11:07,000 --> 00:11:08,320 of your best work. 344 00:11:08,320 --> 00:11:08,840 Right. 345 00:11:08,840 --> 00:11:11,840 It's a way to tell your story as a learner. 346 00:11:11,840 --> 00:11:14,320 You could highlight projects that you were really 347 00:11:14,320 --> 00:11:18,000 passionate about or showcase your problem solving skills 348 00:11:18,000 --> 00:11:20,360 and just demonstrate your growth in ways 349 00:11:20,360 --> 00:11:22,480 that a test can't really capture. 350 00:11:22,480 --> 00:11:24,120 And think about how valuable that 351 00:11:24,120 --> 00:11:28,080 would be when applying for jobs or for further education. 352 00:11:28,080 --> 00:11:28,720 Oh, totally. 353 00:11:28,720 --> 00:11:31,640 Because it's like going beyond just listing your qualifications. 354 00:11:31,640 --> 00:11:33,720 It lets you show off your talents and your passion. 355 00:11:33,720 --> 00:11:34,280 Exactly. 356 00:11:34,280 --> 00:11:35,520 So, OK, portfolios are great. 357 00:11:35,520 --> 00:11:35,840 Yeah. 358 00:11:35,840 --> 00:11:37,440 But what about those situations where 359 00:11:37,440 --> 00:11:40,600 you do need some kind of standardized measurement, 360 00:11:40,600 --> 00:11:43,640 like college admissions or certain job fields? 361 00:11:43,640 --> 00:11:44,320 Sure. 362 00:11:44,320 --> 00:11:46,800 The author acknowledges that traditional testing still 363 00:11:46,800 --> 00:11:48,160 has a place. 364 00:11:48,160 --> 00:11:48,960 Right. 365 00:11:48,960 --> 00:11:51,000 And they also point out how technology 366 00:11:51,000 --> 00:11:53,680 can make testing more efficient and effective. 367 00:11:53,680 --> 00:11:54,200 Oh, interesting. 368 00:11:54,200 --> 00:11:57,320 Like imagine tests that adapt to your level of knowledge 369 00:11:57,320 --> 00:11:59,040 and give you immediate feedback. 370 00:11:59,040 --> 00:11:59,520 Wow. 371 00:11:59,520 --> 00:12:03,440 And let you retake sections until you've mastered the material. 372 00:12:03,440 --> 00:12:07,280 That sounds so much better than those stressful one-shot exams 373 00:12:07,280 --> 00:12:08,360 I remember from school. 374 00:12:08,360 --> 00:12:08,880 Right. 375 00:12:08,880 --> 00:12:10,800 But it's important to remember that testing 376 00:12:10,800 --> 00:12:12,760 is just one piece of the puzzle. 377 00:12:12,760 --> 00:12:14,120 Yeah, it doesn't tell the whole story. 378 00:12:14,120 --> 00:12:14,680 Exactly. 379 00:12:14,680 --> 00:12:16,840 And that's where those more authentic assessments come in. 380 00:12:16,840 --> 00:12:17,240 Right. 381 00:12:17,240 --> 00:12:19,400 The author talks about evaluating students 382 00:12:19,400 --> 00:12:22,240 based on real-world tasks and projects. 383 00:12:22,240 --> 00:12:23,200 Uh-huh. 384 00:12:23,200 --> 00:12:26,240 So giving them opportunities to actually use their knowledge. 385 00:12:26,240 --> 00:12:27,480 Yeah, I like that. 386 00:12:27,480 --> 00:12:29,720 It connects back to those models we were talking about early. 387 00:12:29,720 --> 00:12:30,080 Right. 388 00:12:30,080 --> 00:12:31,720 Like project-based learning. 389 00:12:31,720 --> 00:12:32,680 Exactly. 390 00:12:32,680 --> 00:12:35,480 It's not just about the final product. 391 00:12:35,480 --> 00:12:35,680 Right. 392 00:12:35,680 --> 00:12:37,000 It's about the process. 393 00:12:37,000 --> 00:12:37,280 Yeah. 394 00:12:37,280 --> 00:12:40,280 The collaboration, the problem-solving. 395 00:12:40,280 --> 00:12:43,200 And teachers can assess that process in so many ways. 396 00:12:43,200 --> 00:12:43,840 Yeah. 397 00:12:43,840 --> 00:12:46,200 Like observing group dynamics or reviewing drafts. 398 00:12:46,200 --> 00:12:46,680 Right. 399 00:12:46,680 --> 00:12:49,160 Or even having students reflect on their own learning. 400 00:12:49,160 --> 00:12:50,200 That's so important. 401 00:12:50,200 --> 00:12:50,800 It is. 402 00:12:50,800 --> 00:12:57,000 It makes me think about how we often focus on the what of learning. 403 00:12:57,000 --> 00:12:59,200 You know, the facts, the content, the answers. 404 00:12:59,200 --> 00:12:59,840 Right. 405 00:12:59,840 --> 00:13:01,560 But we sometimes forget about the how. 406 00:13:01,560 --> 00:13:02,400 The process. 407 00:13:02,400 --> 00:13:04,240 Yeah, the process of learning. 408 00:13:04,240 --> 00:13:06,080 Those critical thinking skills. 409 00:13:06,080 --> 00:13:07,600 The ability to collaborate. 410 00:13:07,600 --> 00:13:09,680 Those are the things that matter in the long run. 411 00:13:09,680 --> 00:13:10,840 Absolutely. 412 00:13:10,840 --> 00:13:13,680 And the author's insights really challenge us 413 00:13:13,680 --> 00:13:16,440 to think differently about how we design 414 00:13:16,440 --> 00:13:17,520 those learning experiences. 415 00:13:17,520 --> 00:13:18,560 Yeah. 416 00:13:18,560 --> 00:13:20,400 Not just for students in classrooms, 417 00:13:20,400 --> 00:13:21,720 but for ourselves too. 418 00:13:21,720 --> 00:13:22,440 Absolutely. 419 00:13:22,440 --> 00:13:24,520 For anyone who's trying to learn and grow 420 00:13:24,520 --> 00:13:26,440 in this crazy world. 421 00:13:26,440 --> 00:13:27,280 Sure. 422 00:13:27,280 --> 00:13:28,960 And you know what else really caught my attention 423 00:13:28,960 --> 00:13:29,840 in this chapter? 424 00:13:29,840 --> 00:13:30,600 What's that? 425 00:13:30,600 --> 00:13:32,080 The section on metacognition. 426 00:13:32,080 --> 00:13:33,840 Ooh, metacognition. 427 00:13:33,840 --> 00:13:36,760 I'm always fascinated by the idea of thinking about thinking. 428 00:13:36,760 --> 00:13:38,000 Me too. 429 00:13:38,000 --> 00:13:40,040 And the author makes such a compelling case 430 00:13:40,040 --> 00:13:43,160 for why metacognition is crucial in the 21st century. 431 00:13:43,160 --> 00:13:45,480 Because it's about becoming aware of our own learning 432 00:13:45,480 --> 00:13:46,440 processes, right? 433 00:13:46,440 --> 00:13:46,880 Right. 434 00:13:46,880 --> 00:13:48,800 Understanding our strengths and weaknesses. 435 00:13:48,800 --> 00:13:49,080 Yeah. 436 00:13:49,080 --> 00:13:51,800 Developing strategies to learn more effectively. 437 00:13:51,800 --> 00:13:54,160 So it's not just about what we learn, but how we learn. 438 00:13:54,160 --> 00:13:54,640 Exactly. 439 00:13:54,640 --> 00:13:56,880 It's like becoming the CEO of your own brain. 440 00:13:56,880 --> 00:13:58,080 I love that analogy. 441 00:13:58,080 --> 00:14:00,440 But the author also says that metacognition 442 00:14:00,440 --> 00:14:05,040 is like a key ingredient for adapting to new situations. 443 00:14:05,040 --> 00:14:05,600 How does that work? 444 00:14:05,600 --> 00:14:09,840 Well, when we're more aware of how we think, 445 00:14:09,840 --> 00:14:12,720 we're better equipped to recognize when those processes 446 00:14:12,720 --> 00:14:13,200 aren't working. 447 00:14:13,200 --> 00:14:13,840 Right. 448 00:14:13,840 --> 00:14:15,920 And then we can adjust our strategies, 449 00:14:15,920 --> 00:14:18,360 seek out near information, and ultimately 450 00:14:18,360 --> 00:14:19,720 learn more effectively. 451 00:14:19,720 --> 00:14:21,240 Makes me think about all those times I've 452 00:14:21,240 --> 00:14:22,480 gotten stuck on a problem. 453 00:14:22,480 --> 00:14:23,280 Oh, yeah. 454 00:14:23,280 --> 00:14:25,320 Whether it's at work or just trying 455 00:14:25,320 --> 00:14:27,440 to figure out some new gadget. 456 00:14:27,440 --> 00:14:29,720 If I'd taken a step back and really thought about how 457 00:14:29,720 --> 00:14:31,840 I was approaching the problem, maybe 458 00:14:31,840 --> 00:14:33,600 I could have found a solution faster. 459 00:14:33,600 --> 00:14:34,680 Exactly. 460 00:14:34,680 --> 00:14:38,680 Metacognition is about becoming more strategic and self-aware 461 00:14:38,680 --> 00:14:39,440 as learners. 462 00:14:39,440 --> 00:14:39,940 OK. 463 00:14:39,940 --> 00:14:41,360 And you know what's really cool? 464 00:14:41,360 --> 00:14:41,860 What? 465 00:14:41,860 --> 00:14:44,080 The author suggests that technology can actually 466 00:14:44,080 --> 00:14:46,720 help us develop those metacognitive skills. 467 00:14:46,720 --> 00:14:47,400 Really? 468 00:14:47,400 --> 00:14:48,000 How so? 469 00:14:48,000 --> 00:14:50,120 I usually think of technology as like a distraction. 470 00:14:50,120 --> 00:14:51,400 I know, right? 471 00:14:51,400 --> 00:14:54,080 But think about all the tools we have now. 472 00:14:54,080 --> 00:14:58,200 Like, digital journals can help us track our progress. 473 00:14:58,200 --> 00:15:02,400 Mind mapping software can help us visualize complex ideas. 474 00:15:02,400 --> 00:15:05,520 Online platforms can connect us with mentors and peers 475 00:15:05,520 --> 00:15:06,840 who can give us feedback. 476 00:15:06,840 --> 00:15:09,160 So technology can help us become more reflective 477 00:15:09,160 --> 00:15:10,120 about our learning. 478 00:15:10,120 --> 00:15:10,760 Absolutely. 479 00:15:10,760 --> 00:15:11,880 It's a game changer. 480 00:15:11,880 --> 00:15:13,040 That is really cool. 481 00:15:13,040 --> 00:15:16,080 And it ties back to the idea that technology itself 482 00:15:16,080 --> 00:15:17,200 isn't good or bad. 483 00:15:17,200 --> 00:15:17,720 Right. 484 00:15:17,720 --> 00:15:19,000 It's all about how we use it. 485 00:15:19,000 --> 00:15:19,760 Exactly. 486 00:15:19,760 --> 00:15:21,920 And if we can use it to become more metacognitive, 487 00:15:21,920 --> 00:15:23,040 that's a huge win. 488 00:15:23,040 --> 00:15:25,360 I'm like totally inspired to step up my metacognition game 489 00:15:25,360 --> 00:15:25,600 now. 490 00:15:25,600 --> 00:15:26,720 Me too. 491 00:15:26,720 --> 00:15:28,280 But before we get too carried away, 492 00:15:28,280 --> 00:15:29,720 there's one more concept from this chapter 493 00:15:29,720 --> 00:15:30,640 I want to make sure we cover. 494 00:15:30,640 --> 00:15:31,120 OK. 495 00:15:31,120 --> 00:15:33,200 The author talks about naturalistic learning. 496 00:15:33,200 --> 00:15:34,320 Oh, yes. 497 00:15:34,320 --> 00:15:35,560 Naturalistic learning. 498 00:15:35,560 --> 00:15:36,800 Which sounds pretty intriguing. 499 00:15:36,800 --> 00:15:37,640 It is. 500 00:15:37,640 --> 00:15:40,840 It's all about applying those academic skills 501 00:15:40,840 --> 00:15:42,920 to real world problems. 502 00:15:42,920 --> 00:15:43,280 OK. 503 00:15:43,280 --> 00:15:47,120 It bridges that gap between the classroom and the real world. 504 00:15:47,120 --> 00:15:50,240 So it's kind of like taking what you learn from a textbook 505 00:15:50,240 --> 00:15:52,800 and using it to solve a problem that matters to you. 506 00:15:52,800 --> 00:15:53,680 Exactly. 507 00:15:53,680 --> 00:15:55,880 And the author uses this continuum 508 00:15:55,880 --> 00:15:57,400 to illustrate the different levels. 509 00:15:57,400 --> 00:15:58,000 OK. 510 00:15:58,000 --> 00:16:00,680 On one end, you have those highly structured tasks, 511 00:16:00,680 --> 00:16:01,880 like a typical worksheet. 512 00:16:01,880 --> 00:16:02,400 Right. 513 00:16:02,400 --> 00:16:05,520 On the other end, you have those fully naturalistic tasks, 514 00:16:05,520 --> 00:16:08,120 like a student who's interning at a business. 515 00:16:08,120 --> 00:16:08,560 Of course. 516 00:16:08,560 --> 00:16:12,120 And using their skills to solve real world problems. 517 00:16:12,120 --> 00:16:12,800 That's awesome. 518 00:16:12,800 --> 00:16:13,280 Yeah. 519 00:16:13,280 --> 00:16:14,840 Because it shows that learning doesn't just 520 00:16:14,840 --> 00:16:15,800 happen in the classroom. 521 00:16:15,800 --> 00:16:16,400 Exactly. 522 00:16:16,400 --> 00:16:18,200 It can happen anywhere, anytime. 523 00:16:18,200 --> 00:16:19,200 As long as we're open to it. 524 00:16:19,200 --> 00:16:20,600 I love that. 525 00:16:20,600 --> 00:16:22,480 And I think it's important to remember 526 00:16:22,480 --> 00:16:26,040 that these skills and mindsets, this adaptability, 527 00:16:26,040 --> 00:16:28,680 this resourcefulness, this metacognition, 528 00:16:28,680 --> 00:16:30,320 they're not just for students. 529 00:16:30,320 --> 00:16:30,720 Right. 530 00:16:30,720 --> 00:16:33,320 They're for everyone who wants to thrive in a world that's 531 00:16:33,320 --> 00:16:34,520 constantly changing. 532 00:16:34,520 --> 00:16:35,760 Totally agree. 533 00:16:35,760 --> 00:16:38,280 And speaking of thriving, the author also 534 00:16:38,280 --> 00:16:40,600 talks about the changing role of the teacher. 535 00:16:40,600 --> 00:16:41,520 Yeah. 536 00:16:41,520 --> 00:16:43,920 In a 21st century learning environment. 537 00:16:43,920 --> 00:16:44,360 Right. 538 00:16:44,360 --> 00:16:49,240 They say teachers are becoming less like sages on the stage 539 00:16:49,240 --> 00:16:51,600 and more like guides on the side. 540 00:16:51,600 --> 00:16:52,880 What does that even mean? 541 00:16:52,880 --> 00:16:54,800 It's a shift from the teacher being 542 00:16:54,800 --> 00:16:58,160 the sole source of knowledge to the teacher facilitating 543 00:16:58,160 --> 00:16:59,640 and guiding the learning process. 544 00:16:59,640 --> 00:17:00,000 Got it. 545 00:17:00,000 --> 00:17:02,760 It's about empowering students to take ownership 546 00:17:02,760 --> 00:17:03,600 of their learning. 547 00:17:03,600 --> 00:17:05,760 So instead of just lecturing, teachers 548 00:17:05,760 --> 00:17:07,400 are becoming more like coaches or mentors. 549 00:17:07,400 --> 00:17:07,920 Exactly. 550 00:17:07,920 --> 00:17:10,080 They're creating those learning experiences, 551 00:17:10,080 --> 00:17:13,400 providing support, and helping students connect the dots. 552 00:17:13,400 --> 00:17:14,160 Right. 553 00:17:14,160 --> 00:17:17,040 And the author uses the term cognitive apprenticeship 554 00:17:17,040 --> 00:17:18,760 to describe this new role. 555 00:17:18,760 --> 00:17:19,480 Interesting. 556 00:17:19,480 --> 00:17:22,440 Emphasizing that teachers need to manage not just the content, 557 00:17:22,440 --> 00:17:25,120 but the methods and the social dynamics of the classroom. 558 00:17:25,120 --> 00:17:25,800 Wow. 559 00:17:25,800 --> 00:17:27,640 It sounds like a really demanding job. 560 00:17:27,640 --> 00:17:28,560 It is. 561 00:17:28,560 --> 00:17:32,560 But the author also points out how rewarding it can be. 562 00:17:32,560 --> 00:17:35,640 Imagine helping students discover their passions 563 00:17:35,640 --> 00:17:37,080 and develop their talents. 564 00:17:37,080 --> 00:17:37,680 Yeah. 565 00:17:37,680 --> 00:17:39,320 That's what makes it all worthwhile. 566 00:17:39,320 --> 00:17:40,240 I bet. 567 00:17:40,240 --> 00:17:42,400 It makes me think about some of my favorite teachers. 568 00:17:42,400 --> 00:17:42,880 Yeah. 569 00:17:42,880 --> 00:17:44,920 The ones who really went above and beyond 570 00:17:44,920 --> 00:17:48,960 to make learning engaging, they weren't just experts 571 00:17:48,960 --> 00:17:50,040 in their subject. 572 00:17:50,040 --> 00:17:53,200 They were also amazing facilitators and mentors. 573 00:17:53,200 --> 00:17:55,160 Those are the teachers who make a difference. 574 00:17:55,160 --> 00:17:56,160 They do. 575 00:17:56,160 --> 00:17:58,080 And the author suggests that these models we've 576 00:17:58,080 --> 00:18:00,760 been talking about, like project-based learning 577 00:18:00,760 --> 00:18:04,160 and the upside-down classroom, can help more teachers take 578 00:18:04,160 --> 00:18:06,240 this student-centered approach. 579 00:18:06,240 --> 00:18:08,880 It's about creating an environment where students feel 580 00:18:08,880 --> 00:18:10,520 empowered and supported. 581 00:18:10,520 --> 00:18:12,840 Right, where they can explore their own ideas. 582 00:18:12,840 --> 00:18:13,680 Exactly. 583 00:18:13,680 --> 00:18:17,360 And it recognizes that students aren't just empty vessels 584 00:18:17,360 --> 00:18:19,040 waiting to be filled with knowledge. 585 00:18:19,040 --> 00:18:19,280 Right. 586 00:18:19,280 --> 00:18:21,480 They come to the classroom with their own experiences 587 00:18:21,480 --> 00:18:22,520 and perspectives. 588 00:18:22,520 --> 00:18:24,360 And sometimes even their own expertise. 589 00:18:24,360 --> 00:18:25,560 Especially with technology. 590 00:18:25,560 --> 00:18:26,160 Yeah. 591 00:18:26,160 --> 00:18:28,440 It's really about creating a learning partnership. 592 00:18:28,440 --> 00:18:29,080 I like that. 593 00:18:29,080 --> 00:18:30,040 A two-way street. 594 00:18:30,040 --> 00:18:32,160 Where everyone is both a teacher and a learner. 595 00:18:32,160 --> 00:18:33,760 That's a great way to put it. 596 00:18:33,760 --> 00:18:36,400 And it really gets to the heart of this chapter. 597 00:18:36,400 --> 00:18:40,200 It's about shifting our thinking from a model of transmission 598 00:18:40,200 --> 00:18:42,120 to a model of construction. 599 00:18:42,120 --> 00:18:42,480 OK. 600 00:18:42,480 --> 00:18:45,000 So it's not about pouring knowledge into students' heads. 601 00:18:45,000 --> 00:18:45,400 Right. 602 00:18:45,400 --> 00:18:47,920 It's about creating opportunities for them 603 00:18:47,920 --> 00:18:50,080 to build their own understanding. 604 00:18:50,080 --> 00:18:51,360 Through active engagement. 605 00:18:51,360 --> 00:18:51,960 Exactly. 606 00:18:51,960 --> 00:18:54,960 And technology can be such a powerful tool in that process. 607 00:18:54,960 --> 00:18:56,080 Absolutely. 608 00:18:56,080 --> 00:18:57,520 Not just as a source of information, 609 00:18:57,520 --> 00:19:00,280 but also as a tool for collaboration and creation. 610 00:19:00,280 --> 00:19:01,560 And even reflection. 611 00:19:01,560 --> 00:19:02,060 Right. 612 00:19:02,060 --> 00:19:04,680 One thing that really stood out to me in this chapter 613 00:19:04,680 --> 00:19:09,040 was this emphasis on creating products that matter. 614 00:19:09,040 --> 00:19:09,520 Yeah. 615 00:19:09,520 --> 00:19:11,160 As part of the learning process. 616 00:19:11,160 --> 00:19:14,200 Right. It's not just about completing assignments. 617 00:19:14,200 --> 00:19:16,040 It's about creating something meaningful. 618 00:19:16,040 --> 00:19:17,440 Something that has an impact. 619 00:19:17,440 --> 00:19:19,120 Something that goes beyond the classroom. 620 00:19:19,120 --> 00:19:20,840 And the author gives some great examples. 621 00:19:20,840 --> 00:19:21,240 Yeah. 622 00:19:21,240 --> 00:19:25,120 Like a research project that tackles a real world problem. 623 00:19:25,120 --> 00:19:28,680 Or a piece of writing that expresses a unique perspective. 624 00:19:28,680 --> 00:19:29,080 Right. 625 00:19:29,080 --> 00:19:32,120 Or a performance that moves and inspires others. 626 00:19:32,120 --> 00:19:34,440 It's about applying what we've learned 627 00:19:34,440 --> 00:19:36,320 to create something of value. 628 00:19:36,320 --> 00:19:38,880 And it makes the learning process so much more engaging. 629 00:19:38,880 --> 00:19:39,760 Absolutely. 630 00:19:39,760 --> 00:19:39,880 Right. 631 00:19:39,880 --> 00:19:42,320 And when you know your work has a purpose, 632 00:19:42,320 --> 00:19:44,440 you're more likely to put your heart into it. 633 00:19:44,440 --> 00:19:45,200 Totally. 634 00:19:45,200 --> 00:19:48,440 It's about finding that intersection of passion, purpose, 635 00:19:48,440 --> 00:19:48,960 and learning. 636 00:19:48,960 --> 00:19:49,840 Exactly. 637 00:19:49,840 --> 00:19:51,880 And that's something we can all strive for. 638 00:19:51,880 --> 00:19:54,160 You know, this whole conversation has really got me thinking 639 00:19:54,160 --> 00:19:57,800 about how I can use these ideas in my own life. 640 00:19:57,800 --> 00:19:58,120 Yeah. 641 00:19:58,120 --> 00:19:59,760 Even outside of formal learning. 642 00:19:59,760 --> 00:20:00,600 Me too. 643 00:20:00,600 --> 00:20:04,080 Like how can I be more metacognitive? 644 00:20:04,080 --> 00:20:05,320 That's a great question. 645 00:20:05,320 --> 00:20:08,280 How can I create more of those educative experiences 646 00:20:08,280 --> 00:20:08,920 for myself? 647 00:20:08,920 --> 00:20:09,360 Right. 648 00:20:09,360 --> 00:20:10,520 How can we all do that? 649 00:20:10,520 --> 00:20:14,520 And how can I use what I know to create products that matter? 650 00:20:14,520 --> 00:20:15,600 Those are great questions. 651 00:20:15,600 --> 00:20:18,120 I think it starts with being intentional about our learning 652 00:20:18,120 --> 00:20:19,160 choices. 653 00:20:19,160 --> 00:20:20,680 Like what are we curious about? 654 00:20:20,680 --> 00:20:21,040 Yeah. 655 00:20:21,040 --> 00:20:22,640 What problems do we want to solve? 656 00:20:22,640 --> 00:20:24,520 What skills do we want to learn? 657 00:20:24,520 --> 00:20:26,600 And then we can start exploring those different learning 658 00:20:26,600 --> 00:20:27,240 pathways. 659 00:20:27,240 --> 00:20:27,880 Right. 660 00:20:27,880 --> 00:20:30,320 And look for opportunities to collaborate with others. 661 00:20:30,320 --> 00:20:31,960 Learn from mentors and peers. 662 00:20:31,960 --> 00:20:32,640 Exactly. 663 00:20:32,640 --> 00:20:34,840 To share our own knowledge with the world. 664 00:20:34,840 --> 00:20:36,560 It's a journey we take together. 665 00:20:36,560 --> 00:20:37,840 I love that. 666 00:20:37,840 --> 00:20:40,880 And I think that's a perfect way to wrap up this deep dive. 667 00:20:40,880 --> 00:20:41,480 I agree. 668 00:20:41,480 --> 00:20:43,720 This chapter has given us so much to think about. 669 00:20:43,720 --> 00:20:46,400 So many ideas about how we can approach learning 670 00:20:46,400 --> 00:20:48,920 in this crazy 21st century. 671 00:20:48,920 --> 00:20:50,320 It really has. 672 00:20:50,320 --> 00:20:52,920 And I hope you're all feeling as inspired as we are 673 00:20:52,920 --> 00:20:55,680 to become more competent and adaptable learners. 674 00:20:55,680 --> 00:20:56,800 Thanks for joining us. 675 00:20:56,800 --> 00:21:08,960 Thanks, everyone.