A proposal for a better world by sharing knowledge
A summary presentation of a project I am working on to create a post institutional education system that is meant to open up human knowledge to all who seek to learn.
for knowledge sharing and learning, which is - Free ~ as in freedom, Open ~ as in accessible, Competent ~ for formal use, Universal ~ as in usable by any person, deliver knowledge for the sake of knowledge, and promote critical thinking and philosophical inquiry. Future Statement 3
Rigidness Solution Approach Vision Challenges Conventional learning platforms suffer from a huge range of challenges due to their evolutionary route. They extend from access issues caused by financial or social status to political and economic influences. 1. Accessibility Lack of financial capacity, not belonging to the right social class, political restriction to travel capability, and others. 2. Influence Due to their method of funding they are heavily dependent on political, religious, and industrial bodies whose primary objective is not always to promote learning. 3. Standardization Everything from time of courses to tests, instruction, and standard of communication is standardized, affecting due dispersal of knowledge to all spectrums of intellectual capacity. 4. Rigidness Inability to adapt to changes faster due to multiple reasons including loss of elite status. 5
Accessibility Influence Standardization Rigidness Solution Approach Vision Finance lacking enough financial capacity is one of the biggest restrictions placed on an individual's ability to pursue knowledge. Social Elements Everything including class, race, caste, and origin impact a person's access to education, right from schooling to college. Political Regulations Many political actions such as restrictions placed on certain groups impact our collective capacity to gather and distribute knowledge. Instructional Inflexibility Lack of availability of a wide spectrum of instruction sets that cater to all levels of intellectual capacities and cross linguistic barriers. 6
Rigidness Solution Approach Vision Challenges The challenges in accessibility bring about impacts that hamper the quality and competency of the knowledge delivered. 1. Access to quality literature (high prices and lack of open libraries and curated resource) 2. Access to quality instructors (quality of instructors change depending on many factors including geo-political factors) 3. Access to quality peers (quality peer interaction is critical for quality knowledge building) 4. Access to tools and labs (access to these affect the amount of skill a learner can gather) 1. Accessibility 7
Rigidness Solution Approach Vision Challenges Nothing other than their drive for knowledge should restrict any person from acquiring as much of it as possible. The lesser knowledge elitism we have, the more equality and equity we will have in this world. 1. Accessibility 8
Accessibility Influence Standardization Rigidness Solution Approach Vision Political Education is the primary system that is influenced by all political systems to promote their need of the hour and influence public opinion. Religious Severe damage to the pursuit of knowledge and scientific inquiry is caused by theocentric influence and control on houses of learning. Industrial Industries have been known to selectively promote or influence areas of interest, and restrict the sharing of knowledge for profit. Social Social stigma, social intolerance, and other factors have made it difficult for people in certain societies to pursue learning in some fields. The institutions do not even cater to some areas. 9
Rigidness Solution Approach Vision Challenges The challenges caused by influence bring about impacts that hamper the credibility and agility of the knowledge delivered. 1. Restrictions in pursuit (to suit the need of continued control and to maintain ignorance) 2. Corruption (to change facts and principles to suit the need of few) 3. Control of direction (to suit the pursuit of selective agenda and profit) 4. Delay (in delivery of knowledge due to having to wait for one of the controlling elements to change) 5. Neglect ( of areas that they deem not a priority or a threat) 2. Influence 10
Rigidness Solution Approach Vision Challenges The pursuit of knowledge should be a pursuit in itself, not a tool that is used at the cost of its own mission. The more efficiently we distribute our knowledge the better we distribute power, the better we distribute power the better we distribute our resources and efforts. 2. Influence 11
Accessibility Influence Standardization Rigidness Solution Approach Vision Linguistic The language and approach of i ns t r uc t i o n a r e g e t t i ng h e a v i l y standardized for a fringe audience. Instructive Method of instruction is heavily limited to targetting and accomodating the regular schooling system and tend to neglect different methods of learning. Philosophical Critical thinking, scientific and philosophical inquiry, and pure experimentation in search of knowledge are heavily discouraged. Evaluation The evaluation is highly limited to a few forms of expression of knowledge and is highly restrictive and negligent towards the wide spectrum of human capability 12
Rigidness Solution Approach Vision Challenges The challenges caused by influence bring about impacts that hamper the diversity and usability of the knowledge delivered. 1. Elimination of passion (in seeking out knowledge and consuming it in the way that best suits the learner) 2. Limitation of usability (by standardizing the understanding and limiting the knowledge delivered) 3. Unfair elimination (of learners who are unable to fall into the standardization which was never designed with them in mind) 4. Stagnation of curiosity (by the restriction on the critical inquiry into knowledge delivered) 5. Conformity (to systems and principles as and by which the learning system is standardized by) 3. Standardization 13
Rigidness Solution Approach Vision Challenges To teach in ways that only a few comprehend is to teach in ways that only benefit a few. To neglect some for our lack of ability to teach is to not just deny knowledge to them but to deny the human potential they bring to all of us. 3. Standardization 14
Accessibility Influence Standardization Rigidness Solution Approach Vision Institutional The pursuit of knowledge is often restricted to maintain the structure, integrity, and name of the institute or its objectives, hidden or otherwise. Persona People and their academic standing are considered to be above knowledge itself and criticism of the same is silenced. Procedure The procedure of learning has failed to evolve with the changes and needs of the modern population and the requirements of the future. Time A residual element of the past due to limitations in tools available then, hamper the pursuit for faster and flexible learning. 15
Rigidness Solution Approach Vision Challenges The challenges caused by rigidness bring about impacts that hamper the agility and flexibility of the knowledge delivered. 1. Stress and Delay (both imposed due to time limits) 2. Idolization (of the source over the knowledge delivered hampering academic freedom) 3. Loss of flexibility (in choice of path for learning) 4. Compliance (with rules, over quality result in poorer use of the learners capacity) 5. Malice (as a means to bypass or speed up the rusty system) 4. Rigidness 16
Rigidness Solution Approach Vision Challenges To define the way of learning is to define what is learned. To define what is learned is to define what they become. By the act of constraining the method of obtaining knowledge we are not just constraining the process of its acquisition but its value. 4. Rigidness 17
Discussion Participation Evaluation Approach Vision Solution The solution would be to design a system that incorporates absolute freedom in the pursuit of knowledge and permit the learning and evaluation process to be flexible enough for the learners and instructors. Holding it to be a 1.Open and Interconnected To present learning material as they are in their true sense an interconnected web of knowledge that is cross-disciplinary and traversable for better understanding. 2. Comprehensive and Competent The content should be in detail, peer-reviewed, easily updatable, and competent for formal use. This should be achieved without sacrificing accessibility. 3. Multi-model Every part of the content shall be made available in textual, visual, audio, activities/experiments, documentaries, discussion, and other forms that are possible to enable multiple types of learners to learn. 4. Use based evaluation The learners shall be evaluated on their ability to use and communicate the knowledge they achieved rather than on standardized tests. 19
Discussion Participation Evaluation Approach Vision Solution Knowledgebase Creation of a fully open access knowledge base that acts as a comprehensive platform for anyone to learn anything without even a requirement of an account 1 Interconnected and Navigatable Each topic is designed to be self-contained and t h e n c a n b e interconnected with t h o s e t h a t a r e prerequisites and those that can be learned next to advance 2 Updatable and peer- reviewed The content of each topic goes through a thorough community and expert review for quality. Anyone may recommend edits or contribute. 3 Accessible & Multi- Model The learning content shall be fully open to access and licensed free (as in freedom). The content shall also be in text, visual, audio, animations etc 20
Discussion Participation Evaluation Approach Vision Solution Discussion To promote critical inquiry and make asking questions and seeing out problems a general way of learning with community-driven discussion and inquiry. Inquiry oriented material - The concept information shall be presented in such a manner that prompts the learner to question and learn from search and confirmation. Debates and Discussions -The learners shall be presented with discussions, debates, and challenges raised against the concept and confirmation methods used to solve those. Discussion Forum - The learners shall be encouraged to ask questions and take part in discussions about each topic with dedicated forums assigned to each topic. The forums shall be well moderated and will have tools to make explaining easier. 21
Discussion Participation Evaluation Approach Vision Solution Participation Learning is an active process, where the learner has as much to contribute to the process as a teacher has, and hence participation in multiple forms shall be made possible. Recommend changes or updates - Edits can be recommended by the learners or anyone, which shall go through a well-structured discussion and approval to be adopted into the material if found to be valid and good. Submit Material - Learners can submit training materials, explanations, questionnaires, problems and other elements to the community and the same can be adopted by the community after stringent review. Teach to Learn - The learners shall have space and tools to teach or share knowledge with others as they learn along with the community hence improving their understanding. 22
Discussion Participation Evaluation Approach Vision Solution Evaluation A new approach to evaluating the learner based on the evaluation of skill, understanding, and usability in a much wider spectrum than conventional methods. Quizzes & Tests - by completing tests and quizzes or answering questions. Teaching - by teaching others, answering questions, creating learning material, etc. Academic Submissions - by submitting papers, reports, and others that are their original work for evaluation. Practical use - by submitting proof of work of how the concept they learned was used by them in real life and display a proper understanding of the said topic. 23
Discussion Participation Evaluation Approach Vision Solution Curiosity to learn about the world is inherent in every being and probably the only reason we are here. 24
Topic Subject Evaluation Vision 1. Element Definition: An element is a packet of information on a single concept that can't be divided into subunits. eg: Whole numbers, NOR Gate, Water Cycle Knowledge Element [ID] Structure Classifiction tags Concept & Philosophy Technical Information Problems / Excersises Application / Observation Learn Extra Prerequisite tags Content data Navigation data ID Unique identifier Approach 27
Data Concept & Philosophy - A detailed explanation of the philosophical or scientific concept that we are dealing with. Storytelling and analogy can be used extensively to communicate this. Technical Information - The academic technical details of the topic as expressed within formal literature. Application / Observation - Applications of this concept or where it can be observed. Examples and use cases. Problems / Exercises - Tasks and activities by which one can learn or solidify the element. Learn Extra - Collection of additional learning material from ebooks to documentaries, papers, and others. Challenges Solution Approach Element Topic Subject Evaluation Vision 28
Data The content shall be made available in more than one format so that learners can consume it in their preferred way. Challenges Solution Approach Element Topic Subject Evaluation Vision Concept & Philosophy Technical Information Application / Observation Problems / Excersises Learn Extra Shall be made availabe as* Text Audio Lecture Video Lecture Animation Infographics Documentaries Essays News Extracts Experiments Activities Debates / Discussions Explanation Video Explanation Audio Notes * as available and in all languages 29
Classification Tags - These are URI like tags that identify the element as part of a larger group and express its classification to the learner. eg: Format { [Field]/[ Element ID] } or { [Field] / [Sub Field] / [Element ID] } An element may have multiple tags Prerequisite tags - These tags help the learner understand what he should have already understood to comprehend the element. They are references to the [Topic] or [Subject] tags or the [Element ID]. Math/Integers Hist/India/DhandiMarch Challenges Solution Approach Element Topic Subject Evaluation Vision Approach 30
is a directional route map created out of a selected number of Elements to sufficiently satisfy the requirements to understand a topic. The topic (map) is identified by an identifier tag. eg: The topic States of Matter in Chemistry Topics can have Prerequisite tags Challenges Solution Approach Element Topic Subject Evaluation Vision Approach Topic: Chem/StatesOfMatter Chem/Solid Chem/Liquid Chem/Gas 31
is a directional route map created through referencing multiple Topics and Elements together. These references may even cross between fields and types of identifiers. eg: Subject | Pre-Algebra Subjects can have Prerequisite tags Challenges Solution Approach Element Topic Subject Evaluation Vision Approach Sub: Math/PreAlgebra History/Algebra Topic : Math/Numbers Math/Variables 32
process of submitted creditable work shall be structured such that the community can be part of the process improving feedback and reducing strain on selected teachers. Challenges Solution Approach Element Topic Subject Evaluation Vision Approach Creditable work is submitted Peers who have higher credit in the topic annotates and comments on the work. They also submit feedback. More advanced community members can either reject the work or approve it. They also submit their feedback. Verified subject masters can clear the material after the final review. This heavily reduces strain on skilled personnel. Credit granted * the material, if found to be exceptionally good can be adopted into the learning set. 33
Topic Subject Evaluation Vision Approach The idea that knowledge has limits and curiosity has boundaries are the greatest lie ever told. Fixing it would change human potential, forever. 34
Milestones Future Vision Milestones The implementation of this system can broken down into three phases. Phase I Phase II Phase III Bootstrap Phase The creation of policies, standards, software tools, and initial content for the knowledgebase. The phase also initiates social education towards the use of such a system. Activation Phase To extend learning through the knowledgebase to a more active and guided process where such rigour is most needed. The phase also brings in partners to make critical tools for learning available to all. Emergence Phase To have completed itself as a learning system as capable as the formal options available today. 36
Milestones Future Vision Policy Design Policy for content quality, contribution, community, and activities are to be designed. Milestones - Phase I The following can be considered as the major milestones for Phase I. Software Design and Development The software system is built with all primary features and tools necessary. Free and open source. Begin Content Creation Open up the system to start content creation and use. Submissions from the community and other content creators shall be in a free and open license. Community Education Conduct programs to help learners and teachers get introduced to the knowledgebase and options of learning through it. Also, educate the public on the importance of learning. 37
Milestones Future Vision MOOCs MOOCs are crated to enable guided learning using the knowledgebase. The software will support this. Milestones - Phase II The following can be considered as the major milestones for Phase II. Community Learning Community members can organize regular or independent direct learning sessions. Partnerships Partnering with schools, colleges or other entities to enable certification and use of infrastructure such as labs. 38
Milestones Future Vision Peer Reviewed Journals Quality, free to publish, and open access peer-reviewed journals are created for as many subjects and fields of study. Milestones - Phase III The following can be considered as the major milestones for Phase III. Industrial and Academic Certifications Certifications of academic and industrial quality are produced through the knowledgebase with due accreditation or through partners. Learning Centers Operate publicly funded, open access, learning centers that provide tools and resource for learners. 39
Milestones Future Vision The Future The bulk of human knowledge and its gifts that we enjoy today are the result of diligent search for answers by the generations past, at times making it their last act to preserve and pass it on. Knowledge being labeled, constrained, restricted, and selectively delivered is in itself a great injustice to humanity as a whole and a threat to our existence in harmony with nature and each other. No part of it in itself will suffice, no part of it can be lost, for the rights we have found is the result of the wrongs we walked, and the wrongs we see today are just rights waiting to be found. It has neither a mission nor a reason, yet it might be all that we have as a reason. We are duty-bound to protect, share, and build on it and do all that is possible to prevent the most powerful tool we have as a specie from being the luxury of a few. Thank You 40
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