East Coast Eduventuring

5 Apr

Hello from the East Coast! Wow, so much to update on (as always). The Eduventure 2012 Indiegogo campaign ended on April 1st, and including both online and offline donations I reached about half of my target, with a total of $3,486! I want to thank everyone who generously supported the campaign, whether their donation be $10 or $500.

After I spent this last year speaking with dozens of people as I traveled around the US as well as abroad, this trip is expanding upon the realizations I have had for what is further needed. Using a video camera, I will be able to have filmed interviews to share with you all, although I may not be able to upload videos until I return.

My group and I at CGI U!

So, what have I been up to? There’s a lot to catch up on this past month, but I will re-cap a bit on what I’ve spent the first week doing. I started out in Washington DC in order to attend the Clinton Global Initiative University conference. The plenary sessions were particularly inspiring, and included speakers such as Bill and Chelsea Clinton, Madeleine Albright, Usher, Jon Stewart, Twitter founder Biz Stone, and Vandana Shiva. Students from dozens of colleges attended, each having pledged to fulfill a Commitment to Action, whether it be starting a community garden or organizing a certain amount of money for AIDS prevention.

Many of these students are looking for ways to align their own values with what they do in their future careers. In many cases, this means working within the social or public sector. However, now with the student loan crisis, it feels increasingly risky to find a job in sectors of social impact where you most likely will be making less of an income than those in the corporate world. Students, panelists, and speakers offered various opinions and possible solutions in relation to this topic. Vandana Shiva, a personal hero of mine, was able to connect this issue to the larger problem of reclaiming “the commons.” People should have access to knowledge and skill development, as well as be validated for their learning, without having to go into unreasonable amounts of debt that will weigh heavily upon them for decades after graduating. She also said something that really resonated with the audience: “universities are squeezing students into a narrow definition of a person meant for the corporate world. We need multiversities.” Bill Clinton also responded to a question posed by a student regarding career choices and student debt by talking about one idea being floated in government in which the amount of required payment on student loans would be determined by your income. As Bill said, “your loan should become a function of your job, not your job having to become a function of your loan.” 

I’ve also continued to have various friends, acquaintances, friends of friends, and even strangers reach out to me in order to tell me their own story or to ask me for advice, especially in the past few months. Many are in the college system and, like myself, have been questioning whether or not it is what they should really be participating and investing in at this point in their lives. I had a conversation with Alan Webb of Citizens Circles the other day in DC (his filmed interview will be posted soon!) in which we discussed our belief that there is a critical life stage in human development that is completely being skipped over and neglected by the dominant and more socially-acceptable path of life that is: elementary-middle-high school-college-career-retirement. I believe that there needs to be “Periods of Reflection” between various stages to allow people to become further informed about who they are as a person and how that fits into the larger context of the world we live in today. Many of the programs I am visiting and methodologies I am learning about include elements of this “transformative learning” that fosters periods such as “Rights of Passage” that young people need as they enter into adulthood.

I’m now in New York and have already with lots of cool people and have visited programs such as General Assembly and Echoing Green. As this post is kick-starting the East Coast Eduventure, I will be regularly posting thoughts, impressions, interviews. 

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A Day at the EThOS Entrepreneurship Academy

1 Mar

When I was in high school, I wasn’t too familiar with the term “entrepreneurship.” I understood the basic concept, but I didn’t exactly know what it entailed. Venture Capitalists, Investment, Pitches, Business Plans, and Board of Advisors were pretty foreign terms to me. I would guess that this is common for most people under 18, and maybe even a little older as well. Because of this, I was surprised and excited to learn about the EThOS Entrepreneurship Academy at Thousand Oaks High School in Southern California. Their website describes the academy:

It is for students who seek the tools to nurture their creativity and become self starters with an entrepreneurial mindset, regardless of what they go on to do in life.  In addition, entrepreneurial leadership is vital to solve the world’s most pressing problems.

Jane Carlson and her students at EThOS

My pilates instructor grandmother happened to have a client named Jane who was the School to Career Coordinator at the the high school, and when she heard what I was doing she invited me to speak to two of her classes. This was right after the Ashoka U conference, so my mind was still abuzz with many of the insights I had gained that past weekend into what skills were needed for the future. 

Here is a copy of my notes for my talk to the class:

10 Key Competencies Needed for the 21st Century

  1. Learning How to Learn: School is like having the training wheels on a bike, and once you enter the “real world” you won’t have those training wheels. So learning how to learn on your own should be a skill developed while still in school.
  2. Gaining Empathy: As designers know, the first step in effective design is gaining empathy for the “user.” Whether you work in sustainable development, healthcare, education, business, or technology, designing or re-designing a service, system, or product requires the ability to tap into the mindset and perspective of your customer, patient, student, or community. Think of how many times you’ve heard someone say “now why would they build it like this? That doesn’t make sense.” The designer probably wasn’t too skilled in this area.
  3. Creativity: Like Sir Ken Robinson says, many school systems stamp out our innate creative senses and abilities. Whenever I babysit or interact with kids, I am amazed with their ability to be imaginative and resourceful. Two days ago I was babysitting a 6-year-old boy who taught me how to construct a “mini village” out of recycled materials I would never have thought of using. This competency is a big part of problem solving, especially in a time of limited resources.
  4. Foresight/Predicting the future: Trend-spotting and recognition of patterns fall under this category. “Intelliegence is the ability to predict the future” as social entrepreneur David Bornstein said at Ashoka U.
  5. Digital Literacy/Programming: Although there is a big emphasis in becoming bilingual in our internationalized world, another key language to learn is computer programming. You can save money and have a lot more freedom to get your work done and marketed if you can work well with computers. (Check out Code Academy and P2PU’s School of Webcraft). 
  6. Making sense/curating/synthesizing information: I can’t count the number of people (including myself) who complain about information overload. If you are able to handle this and weed through it all to find what’s truly valuable and useful, give yourself a pat on the back. 
  7. Being able to navigate diverse perspectives; be interdisciplinary: Everything is connected to everything, so you want to have breadth as well as depth in your knowledge and skill set. A recent Fast Company article talks about the concept of “4 year careers” and “skill hoarding” as elements of the future. 
  8. Be entrepreneurial and Make things happen: You can have great ideas and be super intelligent, but you also need to be able to implement and move forward on those ideas like boom boom boom! 
  9. Facilitate a group: You could bring together an amazing group of people, but unless it is correctly facilitated, you can’t harvest the right info and come to a conclusion within the group. I am hoping to work on this particular skill in 2012. 
  10. Be up to date with the times: a.k.a Read the Newspaper

Love this quote!

10 Recommendations for Finding Passions and Learning

  1. Taking a gap year helps you build resilience, gain real world experience, and define and discover your interests. You can see what is in the world, put learning in context, and then be better informed to decide what is needed for further learning.
  2. It’s good to know why you are doing what you are doing, and to be passionate about it. 
  3. Don’t let something else define your intelligence. Our world more than ever needs other talents and ways of thinking.
  4. Write to people who interest you, ask them to be mentors. Find out about their paths (from what I’ve found, it’s very rarely simple and linear).
  5. If you want to start something, start it. People will support you, especially if you are young and passionate and want to benefit the wider community.
  6. Entrepreneurship is important in this new economy (just listen to Obama’s recent speeches). Social Entrepreneurship (People, Planet, Profit) is on the horizon. More and more people want business to be more ethical and engaging, and aligned with their values. If you can find a way to do well by doing good, that is the key.
  7. Become an expert for free on your own, then get paid for it. It’s cheaper than ever to access knowledge and information, as well as communicate and collaborate with others. Many people (even in positions of authority) still don’t realize the full effects and power of our new tools and technologies.
  8. Failure is important and good. As Michael Jordan said, “I failed over and over again in my life and that is why I succeeded.”
  9. Careers exist now that didn’t exist before. Spend some time researching online and talking to people in and outside of your network to find out about what’s viable as a job. 
  10. Because of the internet, information is no longer scarce. Talent is now what is scarce, so build up your skill set and distinguish yourself from the masses. 

I am hoping to develop more formal presentations to be given to schools and other groups, so let me know if you are interested!

Christel: My Couchsurfing Host!

24 Feb

Registering for the Ashoka U conference was a bit of a stretch to pay for as a student who doesn’t have a university to sponsor her ticket (which is why the Indiegogo campaign goes a long way to help out!) Then came the second challenge: I didn’t have money to stay at the hotel where most attendees were staying. So after checking out couchsurfing options on couchsurfing.org, which all seemed a bit too far away from the venue, I wrote to the organizers to ask if they could put me in touch with another option. I ended up connecting with Christel, a girl attending Arizona State University who was volunteering for the Exchange. She and her roommates were super friendly, and I could not have asked for a better solution and group of people to stay with.

A Child and Family Development Major and Non-Profit Management minor, Christel is interested in social work. ASU is the largest university in the country with 70,000 undergrad and grad students! You would think that with a university that big, it would be difficult to create change within and introduce new departments. However, the president of ASU Michael Crow who spoke at the TEDxAshokaU is a real visionary, and along with students and faculty has helped ASU become a leader in the field of social innovation learning in higher education.

Christel shares her thoughts on social entrepreneurship, and how it can be better embedded into higher education. Christel says that “I think what’s really important is an introduction to the concept of social entrepreneurship. Just through power of awareness that can help people start thinking about it. [Something] I heard at the exchange that was really interesting was that most people don’t view themselves as entrepreneurs. When they hear the idea, that’s not really how they view themselves, it’s kind of far removed. So I think that educating people that it is a possibility, and that it really starts in small ways, like the 10,000 Solutions Project… ideas that can be very raw, unformed ideas, can still make a diffference and get people thinking a little more in that mindset.”

10,000 Solutions as Christel mentioned is an initiative of ASU to gather thousands of solutions to solve local and global challenges, and participants can receive feedback on their submitted solutions and have a chance to win $10,000 for their innovative idea. You can check out my own submission, filmed at the exchange!

Regina and Christel

Another important element Christel mentions is finding and seeking out formal or informal mentors, which can include your own peers and friends. Christel was introduced to social entrepreneurship by her friend and fellow ASU student Regina. Regina was one of the student organizers of the Exchange, and interned with Ashoka U this past summer in Mexico, working with a university there. She was also the organizer who put me in touch with Christel for couchsurfing. You can watch her TEDxAshokaU talk from last year at Duke University. Christel talks about how by surrounding herself with peer mentors like Regina, she was able to be further educated about a topic that at first was an unfamiliar term and concept. 

Thanks to Christel, Regina, and Christel’s roommates Emily and Kevina for the great conversations and time at ASU!

Ashoka U: Changemaking on Campuses

18 Feb

(Update: I’ve already raised over $1,200 on Indiegogo, and a couple hundred outside of the online campaign. If you haven’t yet, check out the campaign page to learn more about Eduventure 2012!)

The Ashoka U Exchange was the first leg of the Eduventure 2012 endeavor to learn about what innovations are happening in the higher education space to creatively prepare changemakers for the future of our world. The conference happened over a course of two days and included several sessions as well as a TEDxAshokaU. I interviewed several student participants, which you can watch in the video above (I apologize for the sound quality), and I will soon be posting other videos and interviews from the conference in the next few days. As I say in the video, the conference was not only focused on how to begin to teach “social entrepreneruship” on college campuses, but how we can begin to use the same creative, entrepreneurial thinking in order to change the higher education system through disruptive innovation.

Some of my biggest takeways from the conference:

  • For a while now I have been trying to figure out the connection between two of my interests: Social Entrepreneurship/Innovation and Alternative Education. A lot of people I know in these spaces have one foot in each realm, so I knew that others have seen and understood this connection as well and saw them as interrelated. After attending the 2012 Ashoka U Exchange Conference, I am closer to being able to verbalize why these two realms are connected. Successful entrepreneurs tend to think in a creative, action-oriented manner, and don’t allow themselves to be limited by the dominant system. They want to be game-changers, people who find a new service, product, program, or system that can change the world. I think that this in a way describes many of the Eduventurists I have interviewed. They don’t wait for permission to start learning on their own or following a different path. They know what is needed and they go for it. Which is why I see a new kind of higher education program needed for creative and entrepreneurial learners who seek more autonomy, diversity, and experience in their learning, yet still need certain support structures and networks. Please comment if you would like to add on to (or even have a difference of opinion) on this point!
  • The way social entrepreneurs learn can serve as a model and solution for learning in most other disciplines. It calls for an interdisciplinary approach, as well as for the ability to adapt to new situations and to navigate chaos. Entrepreneurs of any kind need to be able to predict the future and sense what is happening in the world and in the market. Now with so much of our world changing very rapidly due to technology, globalization, and other factors, many professions call for this mindset. So although I’m focusing on social entrepreneurship education, the ways of learning that I am finding out about can (and in my opinion should) be applied to many different educational settings and programs.
  • Many school administrators and staff admire students who take the initiative to play an active role in helping to shape the academic environment (of course this is of course not true of all academic settings, unfortunately). The presidents and faculty of several schools who were attending the Exchange, including those of Tulane University, Arizona State University, Babson College, and New York University continually voice this sentiment while speaking about how the student voice was a big part of why they decided to begin to embed more opportunities for social innovation and entrepreneurship learning.
  • Many of these universities (ranging from large state and private schools to smaller independent schools) were aware of disruptive change that was facing their universities, and were taking seriously the challenge to begin to create a new system. President Cowen of Tulane University (and an advisor to President Obama) even said, “We are lost in higher education. We are running our institutions in a 20th century mindset, without clarity for what the 21st century holds.”
  • Many students I interviewed were saying that they were hoping for more institutions to value and recognize experiential learning. For people working in the social sector, experience is key. A woman representing the business school at Duke University was saying that when they first started teaching social entrepreneurship, they recognized their limitations in keeping the learning within the four walls of the classroom. They now have students interning with local social enterprises, as well as offering “challenges” with real grant money as a prize for students working to create their own. 
  • It seems that many young people are worried about how to find the intersection of what they are good at, what they enjoy, and how they can make a living. Particularly for students at this conference, a huge motivation is to make a difference in the world. There needs to be a lot more guidance for students who are worried about how they can sustain themselves but also contribute to positively impacting our world. One organization in particular had a great session where participants brainstormed ways in which they could create or find a job that included the necessary pieces. Check out Echoing Green and their book/toolkit “Work on Purpose” to learn more!
  • There was a lot of talk about technology and education. I think the term “technology” turns many traditional educators off because it sounds very impersonal. However, I believe that when used appropriately, technology can enhance the social experience of learning and create a more collaborative and inviting classroom experience. It was interesting to see the surprised and positive reactions of educators at the conference when they learned about certain tools and methodologies for how to conscientiously harness this power. And as one panelist said in a session on competencies needed by the future: “Information used to be scarce. Now it is abundant. What is now scarce is talent and skill.” The particular talent needed is the ability to make sense of and act on the overload of information that we now have access to. So in all disciplines, across the board, we need to be preparing students to be able to make sense of this information in a highly skilled manner, and to then be able to make, do, and change our world.

This conference was also just a great place to meet new people, as well as people I had been in contact with online but never had never met in person until this point. I encourage other college-age students to consider attending next year! Visit the Ashoka U website to learn more. 

New Beginnings

6 Feb

"Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover." -Mark Twain

Now that we have entered into 2012, it has been exactly a year since I embarked upon this amazing “Eduventurist” journey. What started as simply a semester off to explore alternative education for myself, as well as to profile individuals who had taken nontraditional paths to their own learning, has turned into a permanent path and in and of itself, a learning curriculum and project. I spent 4 months in Europe (read and look at the Flickr album!), participating in numerous conferences and conducting interviews with people from many countries about the state of the world and what is needed to prepare ourselves for the future.

I returned to the US with a much clearer picture of what was needed for a new generation of learners, as well as for myself. Although it was difficult to make the decision, I have decided to not return to my original college but instead  to continue to build my own educational curriculum and program and to travel further on the unfolding path that I’m finding myself on. 

One of the most exciting aspects about this “build the road as you travel” journey has been discovering and tapping into a global community of fellow enthusiastic learners who were themselves searching for other ways of creating and learning. A few of these individuals are already well on their way designing and creating alternative learning initiatives. I also began to discover programs that I had never come across in my college search as a senior in high school. Most of these programs are not officially accredited, but offer tremendous flexibility for experiential, project-based, self-designed learning. A good number of these programs were also very focused on educating and training students to not only be able to creatively market themselves and secure jobs in a rapidly changing marketplace, but to make a positive contribution and impact on our society and planet.

Getting to know other participants at a conference in London

At one point recently, while talking to a mentor of mine, I said “I’m thinking about applying to Knowmads School in Amsterdam.” I discussed with him how I didn’t see many of these programs yet in existence, particularly in the United States, and how my home base in the Bay Area would be a perfect spot for such a program to be created. He responded, “How about you create it then? And you can learn the skills the program would teach participants as you are creating it.” Hmm. I had actually thought of this in the past but had at that time been daunted by the thought of creating a program myself. The voice in my head would shout, “I’m only 19!”  But after this past year, I have developed a lot more confidence. So now, as he raised the idea, it wasn’t so daunting.

Fast forward to now. After various conversations with others, mostly people I know through the Hub (a network of co-working spaces for social entrepreneurs and cultural creatives), I am working to try to bring more of these programs into existence, and to equip people (such as myself)  with the tools to do just that. I have determined that one critical piece is to learn from what already exists, and from what is also now in emergence. So I am planning a learning venture (part II): Eduventure 2012, in which I will explore and visit these programs in more depth, interview the creators and participants, and help to not only gather this research, but continue to build the network between them all to share best practices. You may also notice a new tab on this site for Eduventure 2012 which includes more information. I have put up a fundraising campaign on Indiegogo (a crowd-sourced microfunding platform), so if you find this idea intriguing and exciting, please check it out and consider supporting it! It will not only help me and my development as a change agent in education, but will also have a ripple effect and empower others with the tools and knowledge to do the same. 

I will be posting videoblogs over the next few weeks while the fundraising campaign is happening, to tell more of this story and to interview others. One thing I am particularly looking forward to is the upcoming Ashoka U Exchange, a conference in Arizona next week all on social entrepreneurship education. The exact title of the conference focus is “Disruptive Innovation in Higher Education.” Perfect timing, huh? I really look forward to meeting other participants and hearing their views and ideas on all of this!

TIME Gets It

8 Dec

“College psychiatrists by no means disapprove of all dropouts. If dropouts lack ‘motivation,’ it may be a healthy reaction against too many rules and goals that—for them—are momentarily false.” And perhaps dropping out actually provided the motivation needed to look elsewhere for a satisfactory learning experience, and the chance to create something no one ever imagined possible.” -TIME Magazine, 1962

(originally quoted in an article by the Amsterdam School of Creative Leadership)

Several parents that I have talked to (and even peers and students themselves) have expressed their worry over the possibility of their son or daughter taking time off from school or leaving entirely. The term “drop out” tends to connote the student who can’t deal or handle a college-level course-load, and resorts to moving back home and sitting around all day getting stoned and watching TV. And there are definitely certain kinds of people who do need that structure in place in order to excel. But I would argue that there is a subset of the population of young adults today who, once put in a situation with less restrictions and allowed to explore and follow their true talents and passions, will become even further motivated to learn, make, and do.

This is what happened to me. I was nervous about being out of school after deciding to take time off after the first half of my sophomore year. Since I made this decision literally a week before I was supposed to return to my college after winter break 2010, I didn’t have a set  plan in place. But I surprised myself, and learned that if I was motivated enough to find a group of mentors, activities, jobs, and topics that interested me, I would be able to accomplish and learn without school, which had provided support and structure to me for the past 15 years of my life.   

But taking time off shouldn’t be limited to only those young people who have a certain kind of drive and are lucky enough to already know what they might want to do once given that freedom. Which is why I encourage students and parents to check out gap year programs, work exchange programs, internships, and other options that exist out there. In fact, it was these sorts of programs that laid the groundwork for me to eventually have the ability to be even further independent in what I have done this past year. 

So coming across the above quote from a time magazine article published nearly 50 years ago just reinforced my own belief that dropping out of school doesn’t necessarily lead to a decrease in motivation. The things I have accomplished on my own have further energized me to continue to make, learn, and do 🙂

London: “Let’s Start an Education Revolution!”

28 Nov

If you couldn’t already tell, I am a bit of a conference/workshop/festival/event junkie. So it’s no surprise that the day after Picnic ended, I left for London on a 7:30 AM flight to attend the TEDxLondon conference later that day. I had been running on very little sleep, but I was determined! I had found out about the TED conference a week before it was happening, and it just “happened” to be focused on Education (the slogan was “Let’s start an education revolution!”) I really wanted to attend, and after venturing onto the Facebook page created for the event, I saw that a woman named Darina from an education organization called Suklaa was advertising free tickets for students and people under 25 to attend. It helps being young sometimes 🙂 So I got a free ticket, and my uncle nicely offered to buy the plane ticket as an early birthday present. Before I knew it, I was jetting off to one of my favorite cities for a week!

The TEDxLondon conference was inspired by Sir Ken Robinson’s previous TED talk, and he is the most-viewed TED speaker ever. Unfortunately he could not attend, but he had recorded his speech through video, which was played on a screen at the start of the conference.

The conference was broken into three concise sections: What’s Wrong, What’s Happening, and What’s Right. Sir Ken’s talk came in the What’s Wrong section. Below are a few notes that came out of his talk (you should have seen how furiously I was scribbling down his great quotes, there were so many!)

According to Sir Ken, the basic functions of education for a learner are: 

  •  Economic: Economies of the 21st century are not the same as when education was conceived. Education should evolve to prepare students to enter new types of economies (for example, we are currently said to be entering a creative and knowledge economy, whereas education was first systematized during an industrial economy.)
  • Cultural: As our world becomes increasingly globalized and interconnected, the ability to understand other cultures is critical.
  • Personal: Education should be about cultivating people and their talents, abilities, etc. As Ken eloquently put it, many educational systems today are “dislocating people from their natural talents.” I have seen this in many cases where students may be passionate or talented in a certain area, but if their education discredits it or makes it difficult to further cultivate the knowledge or skills, the student becomes less motivated or passionate about learning. In my own opinion, the integration of identity-development in education or learning is important to leading to more happy and therefore more positively productive citizens.

He also talked about the fact that there is too much conformity in the current system. Every student is different in their passions and learning style, and to try to systematize learning so that we can mass educate students makes it difficult to preserve this truth.

To illustrate this further with a personal story: I had a conversation one day in the Scottish hostel I was working in for a while as a work exchange, where many of the other workers happened to be teachers taking career breaks. One man in particular, a middle school math teacher from New Zealand, seemed to look down upon having to cater to different learning styles. Apparently the traditional system worked well enough for him, and it was hard for him to empathize with those that may not see things the way he sees them, and who are confined by this narrow definition of learning. It is people like him that I actually benefit from meeting, as they challenge me to think about the other viewpoint and to re-affirm why I believe so strongly in what I am learning from people like Sir Ken. As Sir Ken says, “education is a process that depends upon students becoming properly engaged.” How can we honestly expect students to be engaged and intrinsically motivated if we are forcing them through a system that “dislocates them from their natural talents” or is very irrelevant to what they need to actually know for their future? 

Another point mentioned by several speakers is creative thinking and adaptability. Traditional education asks students to solve problems, which is definitely a needed skill. But in our new economy and frankly our new global society, we need to be good problem finders in addition to problem solvers. As I have realized during my eduventure, school is easy in that it provides a template and guide to what is expected of you. But in our new economy, we need citizens and people who can go out in the world and not only solve problems given to them by employers, but who can create their own initiatives, be entrepreneurial, and who can recognize problems to be solved without an external force or authority finding the problem for them. 

This also brings in Ken’s point about generating partnerships and engaging with community. When people have been asking me recently what kind of education I am interested in, I find myself continually mentioning community-based learning. I think this comes from my own experience growing up and learning within a community setting. Yes, service learning and volunteerism is important, but I feel like the traditional definition of those things doesn’t go far enough. When “required” learning in the classroom becomes linked with community problems, I believe that this increases students’ intrinsic motivation and citizenship, as well as furthers their sense of self-identity. When students can combine their passions and skills with what a community needs or is lacking, this will, with no doubt in my mind, give that learner a greater sense of self-worth, which increases their happiness as well as inspire them to continue to learn. Another good example of this, which brings in another value of design, is Project H, which I have profiled previously. Emily Pilloton, designer and creator of the design firm, tested this aspect of community-based learning and problem finding by teaching students in a poor area of North Carolina skills in order to revitalize their failing town economy.

Sir Ken’s Recommendations:

1) Education has to be personalized

2) We need to improve creative opportunities for teachers

3) Education has to be customized to the needs of the student. 

4) We need to generate partnerships with the community

If you have time, check out this awesome RSAnimate video from a talk by Sir Ken on Changing Educational Paradigms:

——

I will continue to post up learning from the TEDxLondon experience, as well as other stories from my 4 month learning journey in Europe. I am now back in my beloved SF Bay Area and although it is nice to be back, I already miss the people I met and the whole experience I had.