WEBVTT 00:00:00.000 --> 00:00:02.839 I want you to picture something with me. Go back 00:00:02.839 --> 00:00:05.879 to, say, seventh grade. OK. You're sitting in 00:00:05.879 --> 00:00:09.019 class and the teacher hands out the textbooks 00:00:09.019 --> 00:00:12.900 for the year. Heavy, glossy, probably smells 00:00:12.900 --> 00:00:15.259 like, you know, industrial glue. Oh, yeah. But 00:00:15.259 --> 00:00:17.600 before you can even open it, there's a lecture, 00:00:17.980 --> 00:00:20.980 a very specific warning. The condition lecture. 00:00:21.120 --> 00:00:24.239 The condition lecture. This book is number 402. 00:00:24.600 --> 00:00:27.269 It is in good condition. When you return it in 00:00:27.269 --> 00:00:29.289 June, it better still be in good condition. And 00:00:29.289 --> 00:00:31.929 the cardinal sin, the one thing that would get 00:00:31.929 --> 00:00:34.310 you sent to the office faster than talking it 00:00:34.310 --> 00:00:37.829 back. Writing in the margins. Highlighting, underlining, 00:00:38.270 --> 00:00:41.149 even a stray pencil mark. It was treated like 00:00:41.149 --> 00:00:44.090 a crime. Which, if you really think about it 00:00:44.090 --> 00:00:47.189 from a learning perspective, is completely backward. 00:00:47.289 --> 00:00:49.350 Oatley. I mean, engaging with the text usually 00:00:49.350 --> 00:00:52.130 means marking it up, arguing with it, highlighting 00:00:52.130 --> 00:00:55.869 the key points. But in schools, for like the 00:00:55.869 --> 00:00:58.990 last century, that was vandalism. Vandalism. 00:00:59.009 --> 00:01:01.009 That is the exact word used in the piece we're 00:01:01.009 --> 00:01:02.890 covering today. And it really stuck with me. 00:01:03.130 --> 00:01:05.989 Why was interacting with knowledge considered 00:01:05.989 --> 00:01:08.870 destruction of property? That's the question 00:01:08.870 --> 00:01:11.310 that's launching us into today's deep dive. I 00:01:11.310 --> 00:01:13.569 love that question. We are looking at a fascinating 00:01:13.569 --> 00:01:17.030 article by Gary Ackerman from Hack Science Education. 00:01:17.349 --> 00:01:20.469 It was published back in December 2022. And the 00:01:20.469 --> 00:01:23.370 title is, On Digital Information in Schools. 00:01:23.650 --> 00:01:26.569 Which, I'll admit, sounds a little dry. It does, 00:01:26.730 --> 00:01:28.650 but it's not really. He's not just talking about 00:01:28.650 --> 00:01:31.109 iPads replacing paper. No, not at all. It's more 00:01:31.109 --> 00:01:33.530 like a philosophy of knowledge, just kind of... 00:01:33.260 --> 00:01:36.000 disguised as a tech article. Exactly. He's arguing 00:01:36.000 --> 00:01:39.319 that we've undergone this fundamental shift in 00:01:39.319 --> 00:01:41.840 the physics of information. Right. We moved from 00:01:41.840 --> 00:01:45.040 an era of heavy lifting, where information was 00:01:45.040 --> 00:01:48.459 actual physical matter, to an era of signals. 00:01:48.579 --> 00:01:50.640 And that change explains everything about why 00:01:50.640 --> 00:01:52.140 you weren't allowed to write in that textbook. 00:01:52.219 --> 00:01:54.400 So let's unpack this era of heavy lifting, because 00:01:54.400 --> 00:01:56.299 I think we forget, you know, now that we live 00:01:56.299 --> 00:01:58.900 in the cloud, that information used to have actual 00:01:58.900 --> 00:02:01.760 weight. It had mass. Ackerman calls them physical 00:02:01.760 --> 00:02:04.739 artifacts. If you wanted to teach a kid about 00:02:04.739 --> 00:02:08.319 the solar system in, say, 1990, you needed a 00:02:08.319 --> 00:02:10.580 physical object, a book, a film strip, maybe 00:02:10.580 --> 00:02:14.379 a model. And creating that object was this huge 00:02:14.379 --> 00:02:16.460 industrial process. Oh, absolutely. You can't 00:02:16.460 --> 00:02:18.180 just hit publish. You have to, I don't know, 00:02:18.300 --> 00:02:21.120 chop down a tree, pulp it, bleach it, press it, 00:02:21.219 --> 00:02:23.199 ink it, bind it. And then you have to move it. 00:02:23.419 --> 00:02:25.120 This is the part Ackerman highlights that we 00:02:25.120 --> 00:02:27.759 often just... We just overlook it. The dissemination 00:02:27.759 --> 00:02:30.639 part. Yeah, the dissemination. Information had 00:02:30.639 --> 00:02:33.099 to be shielded from the elements. It had to be 00:02:33.099 --> 00:02:36.500 put on a truck. It literally burned diesel fuel 00:02:36.500 --> 00:02:38.800 to get from the printing press to your locker. 00:02:38.939 --> 00:02:41.000 Which brings us right back to the vandalism rule. 00:02:41.159 --> 00:02:43.240 It wasn't just that the teachers were mean or 00:02:43.240 --> 00:02:45.180 something. No, it was practical. It's that the 00:02:45.180 --> 00:02:48.419 information was expensive. It was scarce. That 00:02:48.419 --> 00:02:51.159 textbook had to last for five, maybe 10 years. 00:02:51.240 --> 00:02:53.780 So if you highlighted a paragraph, you were degrading 00:02:53.780 --> 00:02:56.580 a physical asset. that the school district couldn't 00:02:56.580 --> 00:02:59.599 afford to just go out and replace. The user experience, 00:02:59.800 --> 00:03:02.240 to use a modern term, was all about preservation. 00:03:02.520 --> 00:03:05.219 You were a viewer of information. You were never 00:03:05.219 --> 00:03:08.560 a participant. It was static. You look, you memorize, 00:03:08.659 --> 00:03:11.379 you return the object. And if you damaged it, 00:03:11.620 --> 00:03:15.639 you got a bill. Ackerman mentions that, specifically, 00:03:16.060 --> 00:03:18.460 the financial penalty for altering the artifact. 00:03:18.680 --> 00:03:20.780 It created this mindset, right, that information 00:03:20.780 --> 00:03:23.099 is something to be protected, not something to 00:03:23.099 --> 00:03:26.520 be messed with. But then the computer arrives. 00:03:27.039 --> 00:03:29.060 And I feel like usually when we talk about computers 00:03:29.060 --> 00:03:31.840 in schools, we talk about engagement or games. 00:03:31.919 --> 00:03:36.460 Sure. But Ackerman goes a lot deeper. He looks 00:03:36.460 --> 00:03:39.400 at the actual mechanism of how digital information 00:03:39.400 --> 00:03:42.060 is made. He asks a question that seems really 00:03:42.060 --> 00:03:44.379 simple, but it's actually quite profound. Which 00:03:44.379 --> 00:03:47.669 is? How is digital info actually created? I mean, 00:03:47.689 --> 00:03:50.449 I, I type on a keyboard. Right. But what is physically 00:03:50.449 --> 00:03:53.530 happening? You perform a physical action, a keystroke, 00:03:53.550 --> 00:03:56.650 a gesture, a spoken word, but almost instantly 00:03:56.650 --> 00:03:59.469 that physical action gets converted into an electronic 00:03:59.469 --> 00:04:01.990 signal. So you stop manipulating matter. And 00:04:01.990 --> 00:04:04.009 you start manipulating energy. And once it's 00:04:04.009 --> 00:04:06.530 a signal, the rules of physics, at least the 00:04:06.530 --> 00:04:08.689 old physics of books, they just don't apply anymore. 00:04:08.830 --> 00:04:10.909 OK, this is where he brings up RAM versus ROM. 00:04:11.069 --> 00:04:13.969 Right. Yes. And this is where I think it gets 00:04:13.969 --> 00:04:16.399 brilliant. I know everyone hearing this is thinking, 00:04:16.740 --> 00:04:19.319 OK, I know what RAM is. It's the memory stick 00:04:19.319 --> 00:04:21.120 in my laptop. Yeah, I feel like we've all had 00:04:21.120 --> 00:04:23.240 to upgrade our RAM at some point. But he's not 00:04:23.240 --> 00:04:25.740 talking about specs here. No, not at all. He's 00:04:25.740 --> 00:04:27.420 talking about the nature of the information when 00:04:27.420 --> 00:04:30.759 it lives in RAM, random access memory. OK. Think 00:04:30.759 --> 00:04:35.519 of RAM not just as storage, but as a A workspace. 00:04:35.720 --> 00:04:38.120 A workspace, right. When information is in RAM, 00:04:38.319 --> 00:04:42.160 it's totally fluid. It is inherently unstable. 00:04:42.379 --> 00:04:44.560 But in a good way. In the best possible way, 00:04:44.560 --> 00:04:46.759 yeah. Think about that textbook page. The ink 00:04:46.759 --> 00:04:49.120 is dried. It's rigid. You can't just move the 00:04:49.120 --> 00:04:53.519 third paragraph to the top. But in RAM, the document 00:04:53.519 --> 00:04:56.459 is liquid. You can delete a sentence, move a 00:04:56.459 --> 00:04:59.740 chapter, change the font, resize an image. The 00:04:59.740 --> 00:05:02.199 information has no final form as long as it's 00:05:02.199 --> 00:05:04.740 in that state. So we go from the protected artifact 00:05:04.740 --> 00:05:08.079 to the manipulable signal. Exactly. And Ackerman 00:05:08.079 --> 00:05:11.100 identifies these three superpowers of this digital 00:05:11.100 --> 00:05:13.920 state. The first is what we just discussed. Manipulability. 00:05:14.279 --> 00:05:16.699 The ability to change the content without destroying 00:05:16.699 --> 00:05:19.319 the medium. You can't vandalize a Word doc. You 00:05:19.319 --> 00:05:21.399 just edit it. You just edit it. And that's a 00:05:21.399 --> 00:05:23.740 huge psychological shift for a student. You're 00:05:23.740 --> 00:05:26.060 not ruining it. You're iterating. Right. What's 00:05:26.060 --> 00:05:27.980 the second one? Then you have replicability. 00:05:28.199 --> 00:05:30.540 The perfect copy. This is something the physical 00:05:30.540 --> 00:05:34.060 world just never had. If I photocopy a photocopy, 00:05:34.220 --> 00:05:36.639 it gets blurry. Or record a cassette tape from 00:05:36.639 --> 00:05:39.579 another tape, the audio degrades. There is always 00:05:39.579 --> 00:05:44.079 loss, but digital signals. You can make a million 00:05:44.079 --> 00:05:46.620 copies of a file, and the millionth copy is bit 00:05:46.620 --> 00:05:49.040 for bit identical to the first. And you can do 00:05:49.040 --> 00:05:51.579 it instantly. Which leads to the third power. 00:05:52.240 --> 00:05:54.259 Transmission the end of the shipping truck pretty 00:05:54.259 --> 00:05:57.300 much the latency of information used to be measured 00:05:57.300 --> 00:06:00.199 in days or weeks now It's measured in milliseconds 00:06:00.199 --> 00:06:03.420 You can send that perfect manipulable copy to 00:06:03.420 --> 00:06:05.399 the other side of the planet before you can even 00:06:05.399 --> 00:06:07.680 take your finger off the mouse So if we look 00:06:07.680 --> 00:06:10.680 at the classroom, this just it blows the walls 00:06:10.680 --> 00:06:13.740 right out the completely Ackerman does this comparison 00:06:13.740 --> 00:06:16.439 in the article that I found really staggering. 00:06:16.740 --> 00:06:20.600 He lists the inventory of a typical pre -digital 00:06:20.600 --> 00:06:23.170 classroom It's a pretty sobering list when you 00:06:23.170 --> 00:06:25.589 hear it all laid out. It really is. So let's 00:06:25.589 --> 00:06:28.889 run through it. In the era of heavy lifting, 00:06:29.769 --> 00:06:32.649 what did a student actually have access to? OK, 00:06:32.649 --> 00:06:36.069 so first you have the textbook, one per student. 00:06:36.129 --> 00:06:38.350 That is your Bible for the subject. If it's not 00:06:38.350 --> 00:06:39.769 in the book, you probably aren't learning it. 00:06:39.910 --> 00:06:42.889 And maybe that book is five years old, so Pluto 00:06:42.889 --> 00:06:44.949 is still a planet, or the Soviet Union is still 00:06:44.949 --> 00:06:48.449 a thing. Right. Then you have the classroom library. 00:06:48.970 --> 00:06:53.240 Ackerman estimates. Maybe 50 volumes? 50. And 00:06:53.240 --> 00:06:55.259 these are books the teacher probably bought with 00:06:55.259 --> 00:06:58.259 their own money. 50 books. For 30 kids. Then 00:06:58.259 --> 00:07:01.620 you have the school library. Okay, several thousand 00:07:01.620 --> 00:07:04.800 books, which sounds like a lot. It's not really. 00:07:04.879 --> 00:07:06.939 Oh, because that's covering every subject for 00:07:06.939 --> 00:07:09.620 every grade level. And it's static. It's a snapshot 00:07:09.620 --> 00:07:12.240 of what the librarian decided to buy in 1985, 00:07:12.699 --> 00:07:16.149 1990, 1995. And for current events. Oh. News. 00:07:16.449 --> 00:07:19.050 A few score periodicals. Maybe you have a subscription 00:07:19.050 --> 00:07:22.709 to Time, Newsweek, National Geographic. So the 00:07:22.709 --> 00:07:25.329 sum total of human knowledge available to a student 00:07:25.329 --> 00:07:28.250 was whatever could fit in the building. It was 00:07:28.250 --> 00:07:31.129 a walled garden, a very small, very curated garden. 00:07:31.360 --> 00:07:33.980 If you had a question about something obscure, 00:07:33.980 --> 00:07:38.939 say, deep sea vent bacteria, and the school library 00:07:38.939 --> 00:07:41.800 didn't have one of the three books written on 00:07:41.800 --> 00:07:43.639 that topic. You were just dead in the water. 00:07:43.879 --> 00:07:46.759 You were. Your curiosity had a hard physical 00:07:46.759 --> 00:07:49.720 limit. And now? Now the ceiling is gone. Ackerman 00:07:49.720 --> 00:07:52.240 contrasts that list with the modern reality. 00:07:52.800 --> 00:07:55.680 Students don't just have more books. No. They 00:07:55.680 --> 00:07:59.459 have access to full -text databases indexing 00:07:59.459 --> 00:08:03.279 thousands of periodicals. Not a few score. And 00:08:03.279 --> 00:08:05.480 not just popular magazines. We're talking academic 00:08:05.480 --> 00:08:08.459 journals. Yeah. Primary sources. Infinite online 00:08:08.459 --> 00:08:10.980 video. And I love that he uses the word infinite. 00:08:11.160 --> 00:08:13.439 It practically is. It really feels that way sometimes. 00:08:13.459 --> 00:08:16.480 But here's the key shift. Access to credible 00:08:16.480 --> 00:08:19.319 institutions directly. What do you mean by it 00:08:19.319 --> 00:08:21.819 directly? Well, in the old model, if NASA discovered 00:08:21.819 --> 00:08:24.480 something, they'd publish a report. Maybe a textbook 00:08:24.480 --> 00:08:26.399 author would read that report, summarize it, 00:08:26.420 --> 00:08:28.639 and put it in a book. Two years later, the school 00:08:28.639 --> 00:08:31.379 buys the book. Exactly. Now, the student just 00:08:31.379 --> 00:08:34.279 goes to NASA .gov. They watch the rover land 00:08:34.279 --> 00:08:38.500 in real time. The middleman of the textbook publisher 00:08:38.500 --> 00:08:41.240 is just bypassed. So we've gone from scarcity 00:08:41.240 --> 00:08:44.480 protecting the one book we have to absolute abundance. 00:08:44.679 --> 00:08:47.809 Backerman calls it vastly greater amounts of 00:08:47.809 --> 00:08:50.090 information placed directly into the curriculum. 00:08:50.129 --> 00:08:53.110 It's an explosion. And I feel like this is where 00:08:53.110 --> 00:08:55.690 the article takes a turn. Explosions are messy. 00:08:55.929 --> 00:08:58.690 They are. Very. If I just dump a billion pages 00:08:58.690 --> 00:09:01.110 of text onto a student's desk, I haven't helped 00:09:01.110 --> 00:09:03.769 them. I've buried them. Precisely. This is the 00:09:03.769 --> 00:09:06.529 navigation problem. Ah. When information was 00:09:06.529 --> 00:09:09.669 stairs, the problem was access. Now that information 00:09:09.669 --> 00:09:12.110 is infinite, the problem is sorting. It's the 00:09:12.110 --> 00:09:14.070 needle in the haystack, but the haystack is the 00:09:14.070 --> 00:09:17.049 size of the universe. So how do we cope? The 00:09:17.049 --> 00:09:18.610 source talks about the mechanics of search, which 00:09:18.610 --> 00:09:20.490 I think we all just take for granted. You know, 00:09:20.629 --> 00:09:22.309 you type in the box and magic happens. Right. 00:09:22.450 --> 00:09:24.090 But what's actually going on under the hood? 00:09:24.370 --> 00:09:26.730 Well, Ackerman breaks it down to a core mechanic 00:09:26.730 --> 00:09:30.389 he calls rapid comparison. The computer is scanning 00:09:30.389 --> 00:09:33.190 the contents of millions of files against your 00:09:33.190 --> 00:09:36.000 search terms at lightning speed. So it's just 00:09:36.000 --> 00:09:38.639 comparing text to text really fast? Basically, 00:09:38.799 --> 00:09:41.019 yeah. It uses indexing to make that possible. 00:09:41.580 --> 00:09:43.159 But the really interesting part, the part that 00:09:43.159 --> 00:09:45.840 connects back to the human element, is tagging. 00:09:46.100 --> 00:09:48.539 Tagging. You mean like hashtags? Yes. But think 00:09:48.539 --> 00:09:50.659 about what tagging is. It's a human -computer 00:09:50.659 --> 00:09:54.820 collaboration. We, the users, add tags to information. 00:09:55.179 --> 00:09:58.059 We label it. We say, this isn't just a picture 00:09:58.059 --> 00:10:01.299 of a dog. This is hashtag golden retriever, hashtag 00:10:01.299 --> 00:10:04.200 cute, hashtag puppy. So by doing that, we're 00:10:04.200 --> 00:10:06.480 teaching the machine how to organize the chaos. 00:10:06.740 --> 00:10:09.220 We are. It's a participatory way of building 00:10:09.220 --> 00:10:11.379 the card catalog. That's a cool way to frame 00:10:11.379 --> 00:10:13.080 it. We aren't just searching the library. We're 00:10:13.080 --> 00:10:15.059 helping to organize it every time we tag something. 00:10:15.200 --> 00:10:17.840 But the tech is moving past just matching keywords. 00:10:18.419 --> 00:10:20.240 Ackerman mentions that researchers are developing 00:10:20.240 --> 00:10:23.960 tools to interpret ambiguous search terms. Ambiguous. 00:10:23.980 --> 00:10:26.899 You mean like when I type funny movie old guys 00:10:26.899 --> 00:10:29.039 because I can't remember the name of grumpy old 00:10:29.039 --> 00:10:33.220 men exactly that when your query is vague or 00:10:33.220 --> 00:10:37.899 messy or just human the goal of modern search 00:10:37.899 --> 00:10:40.840 isn't just to match the keyword funny it's to 00:10:40.840 --> 00:10:43.220 figure out what you mean it's trying to interpret 00:10:43.220 --> 00:10:45.320 your intent that feels like the real frontier 00:10:45.559 --> 00:10:48.320 That's the difference between a tool and, I don't 00:10:48.320 --> 00:10:51.100 know, an assistant. It is. And Ackerman argues 00:10:51.100 --> 00:10:53.340 that these tools, the indexing, the tagging, 00:10:53.419 --> 00:10:56.220 the interpretation, they're not just nice to 00:10:56.220 --> 00:10:58.100 haves. They're essential. They're essential. 00:10:58.480 --> 00:11:01.059 Without them, the infinity of the internet is 00:11:01.059 --> 00:11:03.279 basically useless. You can't navigate the ocean 00:11:03.279 --> 00:11:06.019 without a compass. It really emphasizes that 00:11:06.019 --> 00:11:09.090 the skill set has to change then. In the 1990s, 00:11:09.169 --> 00:11:12.009 the skill was remembering facts because looking 00:11:12.009 --> 00:11:14.070 them up was so hard. It was a whole process. 00:11:14.090 --> 00:11:16.389 You had to go to the library. Right. Now looking 00:11:16.389 --> 00:11:19.009 them up is instant. The skill shifts to filtering. 00:11:19.169 --> 00:11:21.610 Can you construct a good search query? Can you 00:11:21.610 --> 00:11:24.090 evaluate the results? Can you tell the difference 00:11:24.090 --> 00:11:26.889 between the NASA report and some conspiracy blog? 00:11:27.190 --> 00:11:29.590 The heavy lifting shifted from our backs to our 00:11:29.590 --> 00:11:32.159 brains. That's a perfect way to put it. The friction 00:11:32.159 --> 00:11:34.779 isn't physical anymore. It's cognitive. You know, 00:11:34.779 --> 00:11:36.879 I want to circle back to where we started the 00:11:36.879 --> 00:11:40.000 vandalism of the textbook. OK. Because when you 00:11:40.000 --> 00:11:41.740 look at it through the lens of this article, 00:11:42.600 --> 00:11:44.740 that rule against writing in the book wasn't 00:11:44.740 --> 00:11:47.620 just about saving paper. It was about authority. 00:11:48.200 --> 00:11:50.700 How do you mean? Well, the book was the authority. 00:11:50.980 --> 00:11:53.779 It was finished. It was perfect. You, the student, 00:11:54.259 --> 00:11:56.759 were just there to absorb it. You weren't worthy 00:11:56.759 --> 00:11:58.899 of adding to it. That's a really strong point, 00:11:58.919 --> 00:12:01.860 the read -only culture. But with digital? With 00:12:01.860 --> 00:12:05.779 RAM, everything is a draft. Everything is remixable. 00:12:06.299 --> 00:12:08.360 If I download a data set from the government, 00:12:09.019 --> 00:12:11.460 I can put it in a spreadsheet, make my own charts, 00:12:11.659 --> 00:12:13.940 come to my own conclusions. I'm not just reading 00:12:13.940 --> 00:12:16.500 the history. I'm kind of touching it. You're 00:12:16.500 --> 00:12:19.279 manipulating it. You've moved from being a passive 00:12:19.279 --> 00:12:22.340 consumer to an active participant. And that's 00:12:22.340 --> 00:12:24.220 the core of it. That is what Ackerman is getting 00:12:24.220 --> 00:12:26.799 at. The digital shift isn't just about efficiency, 00:12:27.039 --> 00:12:30.580 it's about agency. The student becomes a creator 00:12:30.580 --> 00:12:33.360 of knowledge, not just a warehouse for it. But 00:12:33.360 --> 00:12:35.620 that agency depends entirely on the tools we 00:12:35.620 --> 00:12:37.740 just discussed. If you can't search, you have 00:12:37.740 --> 00:12:40.679 no agency. Correct. If you can't navigate the 00:12:40.679 --> 00:12:43.919 ambiguity, the machine decides for you. And that's 00:12:43.919 --> 00:12:46.379 the scary part, isn't it? The ambiguous search 00:12:46.379 --> 00:12:48.279 tools. A little bit, yeah. If the search engine 00:12:48.279 --> 00:12:51.360 is guessing what I mean... Isn't it also kind 00:12:51.360 --> 00:12:54.240 of shaping what I find? It is. It's a feedback 00:12:54.240 --> 00:12:56.940 loop. The tool helps you find what you want, 00:12:57.259 --> 00:13:00.279 but it also subtly directs you toward what it 00:13:00.279 --> 00:13:02.559 thinks you want. Which brings us to the final 00:13:02.559 --> 00:13:05.360 thought I wanted to leave with today. Ackerman 00:13:05.360 --> 00:13:07.740 highlights that these tools are getting better 00:13:07.740 --> 00:13:10.539 and better at interpreting us, at figuring out 00:13:10.539 --> 00:13:13.159 our vague, messy questions. They are becoming 00:13:13.159 --> 00:13:16.139 more intuitive. But I wonder, and this is just 00:13:16.139 --> 00:13:18.220 me kind of riffing on the source material here. 00:13:18.340 --> 00:13:20.919 Go for it. If the machine gets better at understanding 00:13:20.919 --> 00:13:23.940 bad questions, do we lose the incentive to ask 00:13:23.940 --> 00:13:27.240 good ones? That is the danger. If we rely on 00:13:27.240 --> 00:13:29.820 the algorithm to fill in the blanks of our curiosity, 00:13:30.220 --> 00:13:33.240 are we really investigating or are we just being 00:13:33.240 --> 00:13:35.500 spoon -fed? It's the difference between learning 00:13:35.500 --> 00:13:38.019 to fish and just asking the fish to jump into 00:13:38.019 --> 00:13:40.899 the boat. And in a world of infinite information, 00:13:41.220 --> 00:13:43.580 that distinction is everything. We went from 00:13:43.580 --> 00:13:46.200 don't write in the book to rewrite the whole 00:13:46.200 --> 00:13:48.710 world. But we need to make sure we're actually 00:13:48.710 --> 00:13:50.529 the ones holding the pen. Couldn't have said 00:13:50.529 --> 00:13:53.230 it better myself. Gary Ackerman's article is 00:13:53.230 --> 00:13:56.889 on digital information in schools, and it is 00:13:56.889 --> 00:13:58.590 definitely worth a read if you want to understand 00:13:58.590 --> 00:14:03.129 the plumbing of the information age. Thanks for 00:14:03.129 --> 00:14:04.990 taking this deep dive with us. Always a pleasure. 00:14:05.250 --> 00:14:07.129 Keep asking better questions, everyone. We'll 00:14:07.129 --> 00:14:07.649 see you next time.