Todos soñamos con la mejor escuela para nuestros hijos! Una escuela que alimente su curiosidad y haga que quieran aprender, una escuela que les da las herramientas tecnológicas, intelectuales y recursos humanos a fin de prepararlos mejor para el futuro. Debido a que el mundo está en metamorfosis, es urgente repensar nuestros sistemas educativos. Cerca del 65% de los estudiantes de jardín de infantes de hoy va a ejercer profesiones que no existen en la actualidad. La revolución digital también altera la forma en que aprendemos y altera los modelos educativos que ya no están adaptados a la generación digital. Entonces, ¿cuál será la escuela en 2050? Cómo las nuevas tecnologías digitales cambiarán el aprendizaje? Los robots invadirán las clases y reemplazarán a los maestros? ¿Cuál será el papel de los profesores? ¿Los estudiantes se harán cargo de la escuela mañana? Para averiguarlo, el equipo Soñando el futuro ha viajado a los Estados Unidos, Francia, Inglaterra, Dinamarca, España y la India para ir al encuentro de los videntes que piensan, inventar, y hacer un boceto sobre la escuela del futuro.
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FunTranscript
00:00Let's begin.
00:01Assisting in school is a necessary step to learn to read, write and count.
00:12We may not all have great memories of our school days.
00:17However, we all want the best school for our children.
00:20A place where knowledge is shared, that ignites their curiosity and thirst for learning,
00:24and, above all, that prepares them for the world.
00:28The world has changed a lot and fast.
00:30Unfortunately, one of the sectors where things move more slowly is education.
00:36At the dawn of the 21st century, technology and social networks have taken over our daily lives,
00:42and especially those of young people.
00:44Education must be reinvented to stay in line with the world around us.
00:48But in terms of creativity, the school is undoubtedly failing.
00:52One of the many challenges that education must face is not the only one, but the biggest.
00:57It is the impact of new technologies, which are changing everything tremendously fast.
01:04Closed classrooms with limited access to technology, strict and outdated teaching methods.
01:10The system has stopped working, and for some, access to education is still a dream.
01:16According to UNESCO, 57 million children aged and attending elementary school are still uneducated.
01:23So, how will education be in 2050?
01:26Will all students be widely trained, as science fiction usually shows us?
01:42By 2050, education will certainly be more technological and more digital,
01:46and robots will be used as teaching tools.
01:49But all this is just part of a much deeper change.
01:52Children don't have to adapt to school, it's the school that has to do it.
01:56School is a place of work like any other.
01:59Mobile furniture can be a practical solution.
02:05The school of the future is approaching thanks to men and women who invent new concepts.
02:10These dreamers are already testing new methods that will be the heart of the future school.
02:17What place will technology and robotics have in the classes of 2050?
02:22What will the classes look like in the future?
02:26What role will teachers play in these new teaching systems?
02:37Before we dive into the future, let's go back for a moment to explore the evolution of teaching through the centuries.
02:45Humans have always tried to share knowledge and train the next generation,
02:50even if it was only to ensure the longevity of their group.
02:546,000 years ago, an educational system based on the teacher-disciple relationship began to take shape.
03:00The children of the upper classes of ancient India and Egypt were taught by teachers with religious authority.
03:07With the invention of writing 5,000 years ago,
03:10the transmission of knowledge became more precise and complete.
03:16And with the appearance of the alphabet in the 7th century BC,
03:20reading and writing became the basis of teaching.
03:24In the 4th century BC, in Greece, Plato and Aristotle founded the Academy and the Lyceum,
03:29where they taught philosophy, mathematics, rhetoric and sports.
03:33A school where body and mind evolved together.
03:38In the Middle Ages, religion took charge of education again.
03:42However, Charlemagne gave it a new life by creating new school programs and opening schools, even in the countryside.
03:51In 1440, the invention of the printing press by Gutenberg revolutionized the transmission of knowledge.
03:57Great thinkers then got involved in pedagogy.
04:02In the 17th century, Bacon and Locke in England and Descartes in France condemned the rigidity of the educational system.
04:11During the Enlightenment, they were followed by Rousseau,
04:14who favored an education based on the psychology of the child,
04:17and Diderot, who demanded that science be taught.
04:20In the 19th century, technological advances changed the world and demanded an increasingly high level of training.
04:27Education for all became a matter of state, a public service.
04:32In Denmark, school became mandatory in 1814.
04:36In the 20th century, education became more important than ever.
04:40Some visionaries began to rethink teaching methods.
04:44In 1900, for example, Maria Montessori focused on the autonomy and individual learning rhythm of each child.
04:52Then, at the end of the 20th century, the digital revolution broke out in learning methods
04:57and forced us to rethink education as a whole.
05:01In order to change the school, we have to invest in research.
05:05We must consider teachers and children as researchers.
05:08We are all researchers and we must all be encouraged to invent new ways of learning
05:13to make knowledge something of ours and to reach new knowledge.
05:17Aristófanes used to say that education is not just filling a container,
05:22but also lighting a flame.
05:25It is about getting children excited
05:29to achieve something that makes them feel that it is worth living life.
05:37In 2050, related objects, digital tools and robots
05:42will have taken over the classes.
05:45Students will be experts in digital science, new technologies and robotics,
05:50to build robots, of course, but also to learn in a different way.
05:55By mastering the conceptual, implementation and control steps of these tools,
06:00they will learn and practice several disciplines that imply a single purpose.
06:05Thanks to French researchers, this will be possible.
06:09Thanks to French researchers, this learning of the future
06:13is beginning to appear in experimental classrooms.
06:21At first, I was fascinated by the mysteries of the brain,
06:25the mysteries of cognition,
06:28the mysteries of the mechanisms that allow a child to learn and discover the world.
06:40Pierre Yves Soudéye and his team of researchers have a dream,
06:44to break the learning barriers by putting robots in the classrooms
06:48and personalize learning by developing programs
06:51that can adapt to the rhythm of each student.
06:57I have gradually come to the understanding
07:01that to better understand these mysteries,
07:05it could be extremely useful
07:08to build machines that simulate the authentic learning mechanisms.
07:14Naturally, my colleagues and I wondered
07:18if it could also be useful in the field of education.
07:24POPI, the robot, was originally designed
07:28to study locomotion in children,
07:31but then we realized that it could also have an educational potential.
07:38Because it is an open and free code platform.
07:42The plans are available on the POPI website,
07:46and each can build their own robot.
07:49A few engineering schools, for example,
07:52successfully use POPI to develop projects with students.
07:57Beyond the aspect of research, they have to build the robot,
08:01thus putting their knowledge into mechanics, electronics,
08:04mechatronics and programming.
08:07Go ahead, you can move POPI.
08:11Let's move his legs.
08:13We control the engines in real time,
08:16their position and their rotation speed.
08:19We can move them without problems, quickly, whatever.
08:22We can guide his arms and legs.
08:24There you have it.
08:26We are going to deactivate the compatible mode.
08:30Now it is playing everything we recorded before.
08:34Launched in 2013,
08:36POPI is the first 3D-printed open source robot.
08:40It is a pioneer that opens the way for shared knowledge
08:43and constant evolution.
08:47But this program for engineering students
08:50could be too sophisticated for children in 2050,
08:53as brilliant as it may be.
08:56It is better to start with a much simpler robot
08:59to cultivate this approach with younger students.
09:02For a pilot project in Talens, France,
09:05at the primary school,
09:07Paul Lapie, Pierre Ipsu de Jay and his team
09:10are experimenting with an approach
09:12that could be used in all schools over time.
09:15Third-grade students are having their first encounter
09:18with robotics and with this new way of learning.
09:21Look, I found this and I need you to help me.
09:24Every time we meet with teachers and staff at the school,
09:27we find that everyone is very excited,
09:30very motivated to discover these new teaching tools.
09:33The good thing about robotics
09:36is that it offers a micro-world of learning
09:39halfway between the digital and physical worlds.
09:42It is currently used with 6-year-old children
09:45up to 4 years of age.
09:48It is a very interesting technology
09:51because it is used with 6-year-old children
09:54up to 14 or 15 years of age.
09:57The Inirobot project consists of a series
10:00of learning activities.
10:03Imagine a group of three children
10:06who have to carry out small missions
10:09with a robot and a computer.
10:12It is moving forward.
10:15Stop. Change color.
10:18I know, it detects movement.
10:21It's a motion detector.
10:24In each of them, they have to identify things
10:27and maybe fill out a small form,
10:30but it's always fun, never boring.
10:33And they interact with the robots.
10:36Marie. Obey the orders.
10:39How do you give him orders? Do you tell him to go ahead?
10:42No, he obeys the gestures we make.
10:45He orients himself.
10:48He orients himself?
10:51He's smart.
10:54Good. So, as you can see,
10:57they play the role of researchers.
11:00They are young researchers.
11:03They feel the emotion that research provokes,
11:06the joy of discovery.
11:09That's the feeling we want to inspire.
11:12But how do you get rid of that?
11:15I don't know.
11:18A passive organism subjected to external stimuli
11:21does not learn.
11:24Children must participate,
11:27get involved in their own learning.
11:30To facilitate the process,
11:33games and entertainment are the key.
11:36The children have to participate.
11:39But for this to work,
11:42the tools must adapt to each student.
11:45The current school system,
11:48designed to serve specific age groups,
11:51penalizes everyone,
11:54fast and slow students alike.
11:57Pierre-Yves Soudejé offers a tailored solution
12:00with innovative software that announces a new era.
12:03The challenge we face today
12:06is that each child is different.
12:09This is what has led us
12:12to launch the KidLearn project
12:15to facilitate personalized learning.
12:18Today we are going to do an activity with money.
12:21You will have to use coins and bills
12:24to match the price of the object.
12:27Supervised by a researcher from INRIA,
12:30the KidLearn project offers math exercises
12:33on tablets.
12:36As the child progresses,
12:39the software constantly adapts to their results,
12:42depending on whether the answer is correct or not.
12:45If the child has problems,
12:48the software takes them into account
12:51and adapts their suggestions until the exercise is completed.
12:54However, if the child gets good results,
12:57the exercises get slightly more complicated.
13:00The software is designed
13:03to meet the needs of each student,
13:06but it also encourages teamwork and cooperation.
13:09Can you do it?
13:12It's easy, actually.
13:15You start by counting the cents.
13:24The results are very promising.
13:27We have discovered that, thanks to algorithms,
13:30the learning process is truly personalized.
13:33They learn and have fun.
13:36It is the best scenario we could dream of for children.
13:42It's easy, actually. It's very easy.
13:45At the beginning of my career,
13:48some teachers were suspicious.
13:51They said, wait a minute,
13:54this is a software that entertains children.
13:57It's not very credible.
14:00This playful approach can be problematic for some,
14:03but if you think about it,
14:06can someone learn without pleasure?
14:09I doubt it.
14:12Does learning have to be austere?
14:15I would say it's quite the opposite.
14:18So, what if the school of the future
14:21was a place where the last person in the class
14:24would disappear?
14:27In 2050, students will learn at their own pace,
14:30but will they be able to learn on their own?
14:35In 1999, I did the experiment
14:38that people often call the hole in the wall.
14:41I wanted to see what would happen
14:44if I left some children alone in front of a computer.
14:51Sugata Mitra is a brilliant learner of everything.
14:54This doctor and inventor designed a surprising experiment
14:57that will be crucial for the school of 2050.
15:01Sometimes I think it influenced me
15:04a movie I saw many years ago, 2001,
15:07A Space Odyssey.
15:10What that story told was an encounter
15:13between humanity and an apparently useless and meaningless object,
15:16but that really showed men
15:19the path to follow.
15:22The idea of the hole in the wall is quite simple.
15:25Put several computers accessible only to children
15:28inside the walls of a poor neighborhood in India
15:31and observe.
15:34Mitra wanted to show that although they had never seen
15:37a computer screen in their life and that they did not speak English,
15:40they could learn to use it on their own without the intervention of an adult.
15:43Eight months after the experiment began,
15:46the results were convincing.
15:49They not only learned to use the computer,
15:52but they learned together according to a self-organization system.
15:55That is a mysterious phenomenon.
15:58And I got more and more convinced
16:01that the results we saw
16:04in the hole in the wall
16:07are due to collective behavior.
16:10Which, in the language of physics,
16:14implies a continuous order.
16:17And out of that order,
16:20which is the set of knowledge
16:23that we have implanted in that school,
16:26that whole experiment accompanied me to England
16:29when I came here.
16:32Sugata Mitra currently teaches education techniques
16:35at the University of Newcastle in northern England.
16:38His reputation has followed him to Europe
16:41and his experiment with the hole in the wall
16:44has aroused the interest of his British colleagues.
16:49The teachers here were very interested
16:52and we learned very quickly that the children
16:55to whom access to the Internet is provided
16:58are perfectly capable of learning anything by themselves.
17:01The most difficult thing is to tell the teachers
17:04what their role is in this matter,
17:07because in the hole in the wall there is not a single teacher.
17:10In the outskirts of Newcastle,
17:13at the George Stephenson Intermediate School,
17:16several teachers decided to try the concept
17:19and allowed a slight change in their way of teaching
17:22for a few hours a week.
17:25Since 2013, this public school has launched workshops
17:28called Self-Organized Learning Environments,
17:31or SOLE for its English acronyms,
17:34in which children learn in complete autonomy,
17:37independently and with the control of their own learning.
17:40Good afternoon everyone.
17:43We are in the study room and this is the third class
17:46we are going to have to learn more about history.
17:49Today I have a question to ask you
17:52and it is, when did history begin?
17:55I firmly believe in evolutionary pedagogy
17:58and in anything that empowers it,
18:01how to experiment with new technologies
18:04and how to organize what young people have.
18:07And I hope we get to a point
18:10where learning processes
18:13place young people in front of a big question.
18:16The general premise behind it is that
18:19education is something completely open,
18:22based on curiosity and the desire to learn
18:25and how to implement access to learning,
18:28which has to be a friendly project.
18:31It's not just about writing in Google
18:34and finding the right answer.
18:37Are you researching Georgia?
18:40Where do you think you can find more information?
18:43Well, I think we should research a little more
18:46to be able to find new data.
18:49Interesting, interesting.
18:52And are you looking for more data on its history or not?
18:55I don't think so.
18:58What is the definition of history?
19:01It's everything that has happened before this moment.
19:04All right, let me know when you find it.
19:07Okay.
19:10We find a technological aspect that we have to know,
19:13touch screens, wide screen computers,
19:16screens with which young people enter the Internet
19:19to investigate and find information.
19:22So the role of the teacher is minimal
19:25but it's very much an evolving pedagogy.
19:28My view is that the teacher has stopped being a provider
19:31of didactic content
19:34to become someone who facilitates learning.
19:37So my role is really simple.
19:40I have to train the young people
19:43to learn how to think
19:46as opposed to how to ask questions.
19:49Okay, ladies and gentlemen,
19:52how about what we've done?
19:58Right, okay.
20:01I've really had some really interesting things to tell you
20:04about some things that I'm interested in.
20:07What happened to the history of the Internet?
20:10It's interesting that.
20:13Well, it started from the beginning of time,
20:16from the Big Bang or something like that.
20:19Is that what they say about yesterday?
20:22That's a really interesting point of view.
20:25People know they're going to die
20:28and they want the rest of the world to remember them.
20:31So that's why they put things in writing.
20:38And my final question,
20:41there's a really important point here.
20:44You guys are collaborating with each other.
20:47What does that mean?
20:50That we're more responsible.
20:53That you don't have to tell us
20:56what we have to do.
20:59It's us who are going to decide.
21:02Good, very good.
21:05It's fun to attend a school like this.
21:08The best way to learn is to do it all together.
21:11It's much better than just saying,
21:14well, let's see how they learned that.
21:17They're going to tell us that they learned it by themselves
21:20and that it was pretty easy.
21:23See you tomorrow, guys.
21:26It's very strange that most of the kids
21:29are afraid to learn by themselves
21:32because they think it's not right,
21:35when it's not quite the opposite.
21:38In order to offer children all over the world,
21:41Jackie has created an extension of this concept.
21:44She has created a team of online volunteers
21:47who are always willing to share their knowledge
21:50from wherever they are with students from all over the world.
21:53In this way, the experiment transcends borders and social classes.
21:58Hi, hello everyone.
22:01Jackie Barrow, a retired French teacher,
22:04has been part of the Grandmother's Cloud for two years.
22:07Once a week, Jackie talks and exchanges ideas
22:10with students from India.
22:13This digital mediator stimulates their creativity,
22:16their curiosity about the world,
22:19and contributes to the Virtual School of the Future,
22:22a global project by Sugata Mitra called The School in the Cloud.
22:25Okay, I'm going to convert it.
22:28The School in the Cloud is an extraordinary phenomenon
22:31that allows you to understand and learn at your own pace,
22:34minimizing the effect of adult intervention
22:37and favoring the use of the Internet by yourself.
22:40This combination between the very organization
22:43of the learning environment
22:46extracted from the hole in the wall of India
22:49and the Grandmother's Cloud,
22:52what we call the Grandmother's Cloud,
22:55results in a collection of individuals
22:58who are in their own schools
23:01and who receive the same quality of teaching
23:04as the Grandmother's Cloud.
23:07Good, very good.
23:10The role of the Grandmother's Cloud
23:13is very important in the media.
23:16The Granny does not teach.
23:19The Granny does not teach.
23:22The Granny does not teach.
23:25The Granny does not teach.
23:28The Granny does not teach.
23:31And most importantly,
23:34they begin to understand that learning by yourself
23:37is actually the best thing that can happen to them.
23:40Thank you, thank you.
23:43You have done a good job.
23:46The School in the Cloud project
23:49is based on the concept of total discovery
23:52and accelerates the semi-autonomous learning process.
23:55This initiative is gaining so much momentum
23:58that the School will reach students,
24:01all students.
24:08We can imagine that future universities
24:11will also be digital.
24:14Courses will be online, interactive, participatory
24:17and accessible with a single click.
24:20Universities are changing rapidly
24:23and have to start adapting their platforms.
24:29San Francisco, West Coast of the United States.
24:32In the mecca of companies and innovative technologies,
24:35a creative former Stanford professor
24:38launched Coursera,
24:41a pioneering company that offers online courses.
24:44Every day, a team of young developers
24:47works to provide access to the courses
24:50of the most prestigious universities.
24:53When I started working at Stanford,
24:56my main goal was to learn, to learn.
24:59So that the experience that Stanford offers
25:02to its students would be able to communicate
25:05the benefits of attending class
25:08and investing in it,
25:11the fact of not being just a spectator.
25:18By doing this,
25:21I tried to create a set of online courses
25:24that would be very interesting.
25:27And I realized that everything
25:30was starting to grow very fast.
25:33So I didn't want it to just stay at Stanford,
25:36I wanted it to be accessible to everyone.
25:39These online courses are open to anyone
25:42and are aimed at university experts
25:45on the Internet and eager to update knowledge.
25:48I think we hit something important
25:51because in the world there is a real hunger
25:54for fantastic learning opportunities.
25:57We have over 500 courses
26:00and what we're really seeing is the increase
26:03of the ability to do online courses
26:06because we're no longer able to have them
26:09come online to everyone.
26:12They're offered most of them on an annual basis
26:15and they last six months.
26:18With online courses and the demand for knowledge,
26:21the school is gradually reaching the student.
26:24I think education is on the brink
26:27of a very significant transformation
26:30and I think people are using it
26:33to give themselves the knowledge
26:36they need for their lives,
26:39for their careers,
26:42without having to go to mass schools
26:45and I think online learning
26:48is a way to achieve those kinds of results.
27:11We've realised that the people
27:14who apply for online courses
27:17are the ones with the highest level of education
27:20so inequality tends to increase.
27:23Interestingly, among people with diplomas,
27:26teachers themselves are studying most of the courses.
27:29Therefore, MOOCs can help teachers
27:32to learn new pedagogical techniques.
27:35I think this potential has been little used
27:38and must be exploited.
27:42In 2050, online schools will have revolutionised teaching.
27:45MOOCs will be an additional tool for teachers.
27:48Some innovative educators
27:51have already rethought their methodologies.
28:00San Sebastián, in the Basque Country.
28:03In this school with 1,600 students
28:06from kindergarten to high school,
28:09teachers and the head of the centre
28:12have decided to try a very innovative line.
28:15In the school of San Ignacio San Sebastián
28:18we are working a lot to go from being
28:21a teaching centre of the 20th century
28:24to a learning centre of the 21st century
28:27where the student learns by doing new things
28:30with the tools of the 21st century.
28:34In the opinion of these teachers,
28:37schools of the 21st century must take advantage
28:40of online tools such as the courses of the ACADEMIA CAN.
28:43This method is inspired by the game culture
28:46to design more convincing exercises and readings.
28:49This playful approach has revolutionised
28:52the standards of learning and teaching.
28:55We are talking about teenagers
28:58and teenagers, just like adults,
29:01are losing interest or motivation
29:04in a subject.
29:07The ACADEMIA CAN has perfectly studied
29:10the system of motivation and avatars
29:13that are used in the playstation games
29:16of teenagers.
29:19It is a system of motivation
29:22that is applied to the learning of mathematics.
29:25Therefore, the level of motivation
29:28is maintained during the 9 months of the course,
29:31which in traditional mathematics is not maintained.
29:34Cognitive science has shown that children
29:37learn more when they are committed and motivated.
29:40Even when they find difficulties,
29:43they continue to try, learn from their mistakes.
29:46Their motivation remains strong
29:49and that is due to the playful characteristics.
29:52Making mistakes is fine when you play,
29:55they can start again until they do it well,
29:58but when they punish you for your mistakes,
30:01suddenly it stops being fun.
30:04I do exercises and they give me points
30:07and with the points I can put a picture
30:10of the user.
30:13It is very cool because when you get points
30:16you are happy.
30:20ACADEMIA CAN is a video repository
30:23in which we have access in different languages
30:26to a large number of videos
30:29that are organized by subjects and disciplines.
30:32For example, in mathematics,
30:35in addition to the videos,
30:38we have a system of exercises
30:41that students can do on computers.
30:44The teacher's job is to watch the videos
30:47and the exercises in ACADEMIA CAN
30:50and to choose.
30:53I choose the subjects that I want my students to work on.
30:56I give them a list with the videos
30:59and the exercises that I want them to do.
31:02Once they have the list,
31:05each one follows the rhythm they need.
31:08This is the fourth year
31:11that we are using ACADEMIA CAN
31:14and with the different groups
31:17that we have used the tool,
31:20I think the result has been positive
31:23and the students have accepted it positively.
31:26The most difficult thing is the teacher's role in the classroom.
31:29Your role in the classroom changes completely.
31:32We are used to being on the blackboard,
31:35and I don't have to do that anymore.
31:38The students watch the videos,
31:41they do the exercises,
31:44the program corrects them,
31:47and I have to be on the blackboard
31:50solving the students' doubts.
31:53The teacher's role is to teach to learn
31:56and he is the one who gives the instructions
31:59to motivate the students by creating challenges,
32:02creating puzzles and tests
32:05that inspire these students,
32:08encouraging everyone to share their experiences
32:11and helping to find solutions.
32:14That doesn't mean that the children have to be directed.
32:17With this new teaching method,
32:20the students are responsible for their own education
32:23while the teachers are becoming guides for knowledge.
32:27Cecilia, you have been watching Alzheimer's.
32:30We are going to pay attention to what this group has understood
32:33about this video and we are going to enrich it
32:36with what you have understood about the others.
32:39So, Cecilia, tell us what you have understood.
32:42We have seen a video of Alzheimer's
32:45and we have learned that it is a disease that affects the day to day
32:48and this happens because the interneural connections
32:51are damaged and the brain does not work well.
32:55But it is a cultural change
32:58and it is a change of mentality
33:01in which we have to be very honest as educators
33:04and say clearly that the tools of the 20th century
33:07are not good for the students of the 21st century
33:10and we cannot resign ourselves to spend so many hours
33:13in school clearly bored and apathetic.
33:16This does not allow us to build a better world
33:19which is what we really fight for.
33:22For the year 2050, teachers
33:25therefore become benevolent guides
33:28far from the stereotype of the authoritarian figure
33:31of being the only depository of knowledge.
33:53The teacher of the future will be more of an advisor than an instructor.
33:56Educators will act as coordinators
33:59in increasingly interactive and technological schools.
34:02For this more collaborative and open education to spread,
34:05the spaces in which it takes place
34:08will also have to be rethought from top to bottom.
34:11The classroom as we know it today will change completely
34:14and will have an inspiring environment
34:17that favors creativity, concentration
34:20and, above all, development.
34:23There are architects who are already working on it.
34:35In Copenhagen, Denmark,
34:38architect Rosan Bosch has designed the Vitra school,
34:41a multifunctional and futuristic school
34:44designed to adapt to new educational systems.
34:51The most important thing of all this
34:54is to design the schools
34:57so that the children do not feel like going home.
35:00If we get that, we will have created the best possible school.
35:13What I want is to make a school
35:16that contributes to improving learning
35:19by itself.
35:22Because the truth is that I was frustrated
35:25to see the children, including mine,
35:28feel bad because they did not want to go to school.
35:31So they went home without thinking
35:34that learning is something positive.
35:37In traditional schools,
35:40in the very traditional ones,
35:43they put the student in a position
35:46where the teacher is the only source of information
35:49and guidance that the students have.
35:52And they have to be satisfied
35:55with what they learn.
35:58But that is a very small part
36:01of the learning process.
36:04Architecture can be a tool
36:07for influencing behavior.
36:10So, in that sense,
36:13architectural design has a big impact
36:16on improving the environment
36:19of communication in the school.
36:44Something that I find interesting
36:47nowadays in schools
36:50is the use of fashionable words
36:53like co-work, co-learning,
36:56co-whatever you want.
36:59I think it encourages students
37:02to work together.
37:05That's fine, but not continuously.
37:08In order to create an environment
37:11you have to have different lighting.
37:14You have to have enough space
37:17to be able to concentrate.
37:20It can't be spaces, you know.
37:23The kids have to have space
37:26to be able to work together.
37:29There have to be organized spaces
37:32to favor dialogue and discussion.
37:35There also have to be places
37:38where you can access a lot of knowledge.
37:41So you need a lot of different levels
37:44and a lot of different shapes.
37:47Colorful objects, open and relaxing areas,
37:50well-lit areas, soft and comfortable fabrics.
37:53The Rosenbosch schools are open,
37:56built on well-being
37:59and the integration of new technologies.
38:02The biggest change
38:05and the biggest influence
38:08that technology has had
38:11in educational environments
38:14has been to favor communication.
38:17All our projects are developed
38:20by dialoguing with teachers,
38:23with school friends,
38:26with local communities,
38:29with parents and with children.
38:32It's impossible to design a good school
38:35because we don't believe in design as a solution,
38:38but in design as a tool for development,
38:41which means that the school
38:44is a tool for personal self-development.
38:47So if we can get our schools to improve
38:50and develop our societies,
38:53that will be a great success.
38:56If we look around us,
38:59we see great examples of people
39:02reinventing learning environments.
39:05The difference with conventional schools
39:08is that the first ones are not subject
39:11to institutional rules,
39:14so there is a total freedom to reinvent education,
39:17which poses a great challenge for the 21st century.
39:20Dreamers around the world
39:23are creating a new generation of schools.
39:26The green school in Bali
39:29has more than 300 students from all over the world,
39:32from preschool to high school.
39:35It was created around the concept of sustainability,
39:38both in the way buildings are designed
39:41and in the school's study plan.
39:44It is considered the greenest school in the world,
39:47which allows children to study what they like
39:50and encourage their hobbies.
39:53It gives students the opportunity
39:56to discover different professions
39:59and enter the working world through specific projects.
40:02But this school dream,
40:05reserved for a few privileged students,
40:08is not the only one that provides a bridge
40:11between the school and the professional world.
40:17What would happen if going to school in 2050
40:20allowed you to be immersed as soon as possible
40:23in the professional environment of your dreams?
40:26That is exactly what the pioneering school study
40:29in England, invented by the creative Geoff Mulgan,
40:32set out to do.
40:35Ten years ago, we started experimenting
40:38with the elements of the study with teenagers and teachers,
40:41and our first idea was to try to learn as much as possible,
40:44using learning around practical projects,
40:47projects based on learning.
40:58It was clear to us that teenagers wanted projects
41:01in which they could clearly see a link
41:04between what they were learning and a practical way out for that knowledge.
41:07We went back to the Renaissance, to Leonardo's ideas,
41:10so that we learned and integrated that knowledge.
41:13These 43 public schools,
41:16led by the British Department of Education,
41:19welcome today several thousand students from all over the UK.
41:22The different study schools are tremendously practical
41:25and are closely linked to industry.
41:28For example, to construction,
41:31to engineering, to sports,
41:34to computer games, or to the space industry.
41:41And I think this is very important
41:44because study schools, more than other school modalities,
41:47try to integrate into the local community,
41:50into the local economy, as is the case in Banbury.
41:57The space study school is very unusual
42:00because it has adopted a very industrial,
42:03very vocational aspect,
42:06which is very far away from everyday reality in classrooms.
42:09But the truth is that the aerospace industry
42:12is an alpha industry.
42:20Study schools are different
42:23because we only accept students
42:26who are in their last two years of normal high school studies,
42:29that is, 14-year-old students
42:32who are here with us until the age of 18.
42:37When I went to my old school,
42:40I was glad to see the very different way of learning
42:43they offered and the wide variety of subjects
42:46we could choose to specialise in,
42:49with the teachers focusing on us
42:52and not on their own subjects.
42:57One of the big differences between the projects we propose here
43:00is that they are tremendously empirical
43:03with a clear approach to the practical side of the matter
43:06and what is valid for learning
43:09physics is also valid for learning chemistry
43:12and other subjects,
43:15because it involves the student more
43:18and is very different from the traditional way of learning.
43:28There is no need to be geniuses here,
43:31the only thing that matters is the appetite for the science
43:34of these future engineers.
43:40When I finish here,
43:43I will look for a job as an engineer
43:46or perhaps in a position related to computer science.
43:49I think this school is very different
43:52from many others
43:55because people choose to be here
43:58instead of having to go to school.
44:01A clear goal is the colonisation of Mars,
44:04so here we study a lot about the physics of motion
44:07while we develop specific studies for two years
44:10to try to know better what life will be like on Mars.
44:18We study the materials,
44:21how it will affect them to be on Mars
44:24and we value the results we find to build buildings, for example,
44:27so that we will study not only the contents
44:30but also the contexts.
44:37Here we have the opportunity to choose
44:40what we want to learn
44:43with the support of the school
44:46that helps each individual with their projects,
44:49giving them many more options
44:52than the schools we used to go to.
44:55I always wanted to study in a place like this
44:58and although I may not become an astronaut,
45:01who knows, maybe I can become a scientist
45:04tomorrow.
45:07Have you already turned it on? Yes.
45:10In recent years, we have tried to predict
45:13if a job will become fashionable here in the next 20 years.
45:16At that time, it is expected that half of the classic jobs will have disappeared,
45:19so we want that from here to 2035
45:22there will be jobs available in the United Kingdom.
45:25The jobs that will survive will be very demanding
45:28in terms of social intelligence
45:31and personal communication skills,
45:34so I think that is the challenge
45:37for any educational system in the world
45:40and why not prepare people
45:43according to what we know about the future labor market.
45:48As Joff Mulgan says, there are different types of intelligence.
45:51There is the possibility of knowing yesterday's solutions,
45:54but in a world full of computers and robots
45:57that store information,
46:00knowing this information will not be enough.
46:03More and more jobs are being mechanized,
46:06robotized and computerized.
46:09If we are unable to provide an added value
46:12compared to what a machine can do,
46:15then we will not keep our work for a long time.
46:18I think there are a series of mental challenges that must be faced.
46:21Some have to do with the environment,
46:24others with knowledge,
46:27and the result of all of them, ironically,
46:30depends entirely on human creativity,
46:33so that we cannot surrender to them,
46:36but investigate in more depth the challenge of education.
46:42I think there is a growing agitation
46:45within the educational system
46:48and it is the perfect time to change the way
46:51the school environment is organized.
46:54I think we are in the middle of an intelligent revolution
46:57of the school system.
47:00The most important thing about school is motivation,
47:03creating an environment where children are loved
47:06and that they want to be in school.
47:10A large part of our task
47:13is to create things,
47:16which I like,
47:19because I believe in a transition from a world
47:22where the primary thing is to create things.
47:25We bring together the wisdom of contemplative heritage
47:28and the best of science,
47:31which is evaluation
47:34and an empirical approximation of everything
47:37to create a benevolent science
47:40that aims to pray for society
47:43as well as for each of us.
47:46Then we will have an enlightened education.
47:49Trusting children,
47:52getting them involved in educational and cultural principles,
47:55mastering new technologies
47:58and integrating them in school study plans.
48:01By doing all these things,
48:04the school of the future will be more equitable,
48:07more collaborative, more connected and open.
48:19www.microsoft.com
48:21www.microsoft.com