260SmithWatt 70Neumann 50F.Abed , AI20s.com Fei-Fei Li, Zbee

HumansAI.com NormanMacrae.net AIGames.solar EconomistDiary.com Abedmooc.com

comments on what is the mooc class of2013

this is taken from version published june 2013 here

we have used right hand column for comments - there is of course a difference between what a mooc is as far as educators wishing to preserve their jobs nearly as is , and youth wanting to free themselves from student loans and access actionable knowledge never prevuiously shared I=with millions of youth - eg on how to celebrate replication of microfranchsies and 3 billion job co-creation

What is a Massive Open Online Course Anyway? MN+R Attempts a Definition

Co-written by Juliana Marques and Robert McGuire

If you are reading this, you are probably curious about Massive Open Online Courses, also known as MOOCs, a form of distance learning that some say is changing education as we know it.

If you search Google for massive open online courses, you will get a massive number of results: more than two billion articles among Wikipedia, blogs, newspapers, discussion forums, databases . . . . All this content can be overwhelming, especially if you just want to have an overview of how MOOCs function.

Even if you are already familiar with MOOCs, we hope this article will help you to better understand the main concepts behind the trend of open courses. There have been some excellent “What is a MOOC” articles already, including the now-classic video by Dave Cormier, who, along with Bryan Alexander, is credited with originally coining and defining the term. But, as Cormier points out himself, the video was created 18 months before the existence of Courseraand Udacity, which have grown to millions of users and hundreds of classes, not to mention that dozens of other platforms and independent classes have also been launched.

So, in the fast-changing field of online education, a useful explanation of MOOCs for a newcomer needs some updating. As editor of this site, Robert has been working with writers, teachers and students from around the world, and Juliana has been writing her thesis for a degree in New Media and Digital Culture at the University of Amsterdam. One thing we’ve both learned along the way is that the definition of the term is changing constantly.

But before we get to a definition, let’s spend some time on the history and theory of MOOCs.

History of massive open online courses

As Juliana previously discussed in an article on the History of Distance Learning, the idea to provide free academic knowledge online is not recent. It’s been now almost 15 years, for example, since the American university The Massachusetts Institute of Technology began its OpenCourseWare project, giving more people access to university lectures and other tools to enhance e-learning. Computers connected to the Internet started to multiply in offices, libraries, schools and, most importantly, in homes in many parts of the world. Nowadays, mobile devices such as smartphones or tablets have a growing role in learning within networks, and you’re likely to start hearing a lot more about mobile learning or mobile MOOCs in the news soon.

The theory behind the first MOOCs

The idea that there is knowledge to be taken advantage of within networks inspired Canadian educator George Siemens to develop a theory called connectivism that could explain changes in education after the popularization of technology inside and outside classrooms. Using this theory, Siemens partnered with Stephen Downes to develop a new format of online course that is open for anyone interested.

That class, called Connectivism and Connective Learning/2008 (CCK/08), put into practice the main characteristics of connectivism by allowing a large number of students to collaborate between themselves, create new content and start new discussions and debates. They did this using many different platforms such as forums, blogs and social networks. The aim was to allow students to create their own personal learning environments (PLEs) independently and at the same time support an interconnected knowledge.

Other predecessors to today’s MOOCs

Meanwhile, another individual started to attract attention in North America with online education resources. Using basic tools on his home computer, Salman Khan began making short math tutoring videos, first for his younger cousins and then for anyone following his YouTube account and eventually for millions of students around the world. That has grown into Khan Academy, a non-profit provider of video lectures and exercises on a variety of subjects and now, although Khan isn’t a formally trained educator, he is one of the best-known teachers in the world.

Another antecedent to the MOOC is iTunes U, launched by Apple in 2007 to offer education materials for download. Many colleges and universities joined the site, creating courses especially designed for the format or simply posting podcasts, video lectures or textbooks for free download by anyone in the world.

Those initiatives influenced most MOOCs offered nowadays. If you browse courses on any MOOC provider, you will see that many have characteristics of iTunes U’s classes, of Khan’s videos and also of Connectivism and Connective Learning/2008 and of later versions of that class. Over the next few years, many individual teachers around the world were experimenting with bringing together these different ideas into online classes that they made freely available.

Nor should we forget what, funnily enough, are now sometimes called “traditional” online classes. For many years now, most colleges and universities have offered at least a few of their classes in online formats for tuition-paying students and for credit. You can even earn an entire online degree this way from a growing number of programs. While these are not massive and not free, they demonstrate that online learning is possible, and much of the technology behind those classes are part of how MOOCs function now.

Then, in 2012, the MOOC initiatives many of us are familiar with burst onto the scene. Educators, social entrepreneurs, charitable foundations, universities and venture capitalists began forming initiatives to unite the best online tools with the best — or, at least, the most prestigious — teaching available. This was how Udacity, Coursera and edX (the only non-profit among those major MOOC platforms) were founded. The response they got was enormous, with tens of thousands students signing up for each class.

Defining a MOOC

Let’s at last discuss a possible definition of a massive open online course and try to understand how it differs from other forms of distance learning. We think the best way to understand a MOOC is to work backward through the abbreviation.

In what way is a MOOC a course?

A MOOC is a course in two important senses. First of all, it has assignments and evaluations built in the way that a college class has assignments and exams. Most MOOCs have quizzes along the way and exams at the end, but more subjective assignments, such as written essays or creative projects, are also possible. (The Berklee School of Music Songwriting MOOC, for example, required . . . . writing a song.) The evaluation may be done by the teacher, by software or by peers. Having assignments and evaluations distinguishes a MOOC from university initiatives like Open Yale that offer free lectures but don’t have any way of assessing a visitor to the site.

Second, MOOCs are courses in the sense of having a completion point. Khan Academy has exercises along the way, but if you jump in to start learning, for example, elementary school arithmetic, you’ll never reach a last day of school. Somehow, Sal always has recorded one more advanced mathematics lesson for you or a lesson in a related topic. MOOC courses are designed to come to a conclusion, usually after 4 – 12 weeks.

In what way is a MOOC online?

It’s pretty obvious what online means, but one thing to keep in mind is that some forms of distance learning are hybrid, where students do part of their work online and meet with the teacher at school part of the time. Increasingly, hybrid classes use materials from a MOOC to support the class, but the class itself isn’t what most people would call a MOOC. One example of this hybrid format is the on-campus version of Professor Mohamed Noor’s Introduction to Genet... at Duke University. He teaches it in MOOC form and he uses the MOOC materials in a hybrid or flipped class for his on-campus students.

In what way is a MOOC open?

MOOC can of worms

Tristram Biggs via Flickr

This is the part of the definition that is most in dispute. Lately, most people refer to something as a MOOC when it is free for anyone to participate in without a fee and without any admissions process. It’s open in the sense of being no-cost, and it’s open in the sense of having no application requirements. All you need is a username and password.

But the original designers of MOOCs meant for them to be open in two other important senses. MOOCs were originally open (and many still are) in the sense of open-access, much like creative works under a Creative Commons license can be open. These instructors use materials in the public domain that don’t have copyright restrictions, and they intend for their work to be freely available for others to reuse and adapt.

That’s not how today’s major MOOC providers work, though. On sites like Coursera and edX, anyone may enter, but the materials a visitor will find there are under copyright and can’t be removed or modified. Also, after those classes are completed, the materials are often closed from public view until the next time they are offered, whereas on many independent MOOCs outside those major platforms, even after they are inactive, the materials remain available for anyone to access.

Second, the original MOOC concept was open in the connectivist sense. The boundaries between teacher and student and between each student are much more open than in a traditional classroom, and the creation of knowledge happens through connections that are unexpected and unplanned. Some critics of the most popular MOOC platforms say they establish traditional flows of information from the teacher to the student. The class is less open to interaction among its participants and to letting them introduce their own knowledge brought in with them from the outside. To distinguish between these different styles of MOOCs, many people use two different terms, which are explained very well in The Ultimate Student Guide to xMOOCs and cMOOOCs by Debbie Morrison.

People who promote open education resources (OER) are disappointed that the term MOOC is being applied to classes without open access. However, we believe a word is defined by its usage, and, for better or worse, right now the term is mostly used in a way that includes classes that don’t have an open-access or connectivist approach. On this site, if anyone in the world is free to enter the class without paying and without any admissions criteria, we consider it a MOOC.

In what way is a MOOC massive?

The massiveness of a MOOC is a natural result of being an online course open for anyone to enter. What counts as massive varies quite a bit. Some MOOCs have a few hundred students and a few have had more than 100,000 students. But one way to look at it is to consider a course massive when it has more students than the teachers and assistants can themselves interact with. When machine grading, peer assessment and other peer support become not only desirable but necessary, that counts as massive from the teacher’s perspective, and a few thousand more or less doesn’t make much difference.

So, on this site, we define a MOOC the way we understand most people to be using the term — an educational resource resembling a class, that has assessment mechanisms and an endpoint, that is all online, that is free to use without admissions criteria and that involves hundreds of students or more.
So, on this site, we define a MOOC the way we understand most people to be using the term — an educational resource resembling a class, that has assessment mechanisms and an endpoint, that is all online, that is free to use without admissions criteria and that involves hundreds of students or more.

But, like we said at the beginning, this is a fast-moving (not to mention vigorously contested) field. Let us know in the comments section if you have another take.

What can I learn in a MOOC?

Most MOOCs are offered by college professors on subjects that are usually covered in college classrooms and with a workload and schedule resembling a college semester. So MOOCs are about getting a college education, right?

Actually, MOOCs have a much broader application than that. A growing number of MOOCs cover material for earlier grades. The A.P. exam prep MOOCs from the University of Miami Global Academy are one example.

And many massive open online courses aren’t offered by colleges or universities at all but by cultural organizations and philanthropies. These can be short classes for a few weeks and on topics related to the special expertise of that organization. Staffing agencies and workforce development nonprofits are exploring how MOOCs can be used to support workplace readiness. And businesses are testing out ways to use MOOCs to engage their customers and build professional skills within their industries. Some are as large as the software giant SAP, and others are as small as the two-man startup Instreamia. After all, if Sal Khan can become a massively popular teacher online, why can’t you or I?

What is it like to study in a MOOC?

Of course, MOOC formats may differ from one platform to another, but on the major platforms you can expect to find more than video lectures. They usually offer discussion forums, quizzes, peer grading exercises, exams and readings to guide you through the content. Additionally, students are inspired to create study groups and networks online (on Facebook, for example), or even offline through the MeetUp website. Most courses provide a syllabus with a schedule and detailed explanations about the content.

You might notice that most classes offered at the moment by universities are introductory, taken from undergraduate disciplines. However, it is also possible to find subjects in other levels or MOOCs specializing in a particular field of knowledge. 

The flexibility of courses also may differ. On Udacity, for example, you can start a class anytime you like and complete every task or exam at your own pace. This reduces the massiveness and the opportunity to interact with other students. On Coursera, classes have a start and an end date. Although it’s possible to watch lectures at any time you want (and to pause, start again, rewind and make your comments), most assignments and exams have a deadline.

Self-paced, synchronous and asynchronous

The terms self-paced, synchronous and asynchronous are applied to these different models in inconsistent ways. A self-paced class at Udacity is usually called asynchronous, since you don’t have to take it during a specific period. You may be taking the class a year after the teacher produced and published it.

From that perspective, the classes at Coursera and edX are often called synchronous. Everyone is moving through the material at approximately the same pace established by a schedule and deadlines.

However, some “traditional” online education models have all the students in a class — say 20 or fewer — gathering at the same time for live video conferences. This is often called synchronous online education. From that perspective, most MOOCs, including Coursera and edX, which don’t require students to meet at the same time, are often called asynchronous.

As the conversations about MOOCs and other online education overlap, this can get confusing. We’d love it if you can suggest a good vocabulary for distinguishing between these different concepts of pacing and timing. Leave your ideas in the comments section, please.

“Anyone can join”: The challenges of reaching massive audiences

When you enroll in a massive open online course and check the forum, you’ll see that the flexibility of MOOCs attracts a huge variety of students of different ages, nationalities, backgrounds, abilities, interests and English-language literacy. Very few of them are people who might actually be going to the particular college offering the MOOC or to any college at all.

There are many reasons colleges and universities provide free online classes in the form of a MOOC to audiences beyond their own students. One important reason is that they are hoping to reach new audiences. In some cases, they want to reach people who can’t have access to a full degree or any other university course, either because of distance, cost or a lack of time.

In other cases, they hope to influence students who may enroll in their institution. An example of that is the MathMOOC at the University of Wisconsin –..., which attracted students from around the world and every state in the U.S. but most especially from “feeder schools” around Wisconsin whose students may end up at La Crosse.

A third reason for offering MOOCs is “brand building.” Some university presidents have pointed out that by raising the profile of their school through a MOOC they are increasing the value of the degree to past and future graduates. We can offer an anecdote in support of that theory. One active MOOCer from Greece told Robert she was unsure about signing up for the MOOCs offered by Wesleyan University, because she had never heard of it. Robert thought that was funny since Wesleyan has an excellent reputation in the U.S. But as a smaller liberal arts school that emphasizes teaching, it doesn’t show up on the lists of “top” research universities an educator in Europe might see. This student has taken a couple classes from Wesleyan now, and suffice it to say the school has a new brand ambassador in Thessaloniki.

It is important to highlight that MOOCs are still experimental for everyone involved in producing and delivering them, which means that students are included in the experiment as well.

It is important to highlight that MOOCs are still experimental for everyone involved in producing and delivering them, which means that students are included in the experiment as well.

 It might be easy to enroll in a MOOC (no prerequisites, no tuition, no taxes, all content is for free!), but to complete it successfully can be challenging. It’s utopian to expect a “one size fits all” format for online education, especially when MOOCs are so massive. In addition, the use of many different media might cause information overload, especially for such a large and diverse audience.

Where will all this end and how can I get started?

Only one year after the biggest MOOC platforms were founded, it is already possible to see how fast they are changing higher education. As you can see, MOOCs are a great source of free high quality information about a topic, and they may also be a source of opportunities for career advancement or educational credentials. Some free courses are now being accepted for credit at some colleges, and some Coursera MOOCs received credit recommendations from the American Council on Education. In addition, students may choose to pay for a verified certificate and share their results with potential employers, which could lead to fewer students seeking degrees.

Meanwhile, the major American providers we’ve used as to illustrate the different kinds of MOOCs are only the beginning of the story. When you start searching for massive open online courses, you will also discover that many new platforms are being developed from all over the world and in many different languages. Some universities are also trying to reach the stream independently. The University of Amsterdam, for example, where Juliana is studying, built its own MOOC website.

It is normal to get confused in such a high tide, but never fear. The most comprehensive roundup of all the sources of MOOCs is on this site in our MOOC Around the World series. And when you do embark on a MOOC, you can have a good learning experience by considering some of the tips and strategies other students and teachers have shared here.


Read more: http://moocnewsandreviews.com/what-is-a-massive-open-online-course-...  Follow us: @MOOCNewsReviews on Twitter

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Cormier video is must see -helps explain how MOOC connects everyone who loves web as free edu medium

..note to self -used to chat to bryan alexander a lot in late 1990s as fellow Rheingold associate - need to search his mooc history..

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ignores uk experience in computer assisted learning - a national development project that started same time as open university and which stimulated entrepreneurial revolution dialogues in The Economist from 1972.

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consequently missed some of biggest possibilities- eg mooc's value could be job creating sessions that universities have never offered or edgy practices of open technology which aren't the forte of reference based acadmics

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calling www.khanacademy.org a predecessor to mooc makes it sound as if khan isn't causing as much a revolution as mooc can - this would be a false interpretation -khan is ahead in causing pro-youth educational freedoms, and neither khan or mooc compete - they are win-wins for youth and  anytime accessible affordable learning (see how concerned major text book publishers like pearson are)

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.there's agreement about how hugely innovative -massive scaling

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online are as dynamics

 

but many who we chat to about revolutionary aspects of MOOC say why is c only for Course- Collaboration, Curriculum can take you to different spaces- all three c-words are worth linking in

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Reply to This

ENTREPRENEURIAL REVOLUTION NETWORK BENCHMARKS 2025now : Remembering Norman Macrae

unaiwho.docx version 6/6/22 hunt for 100 helping guterres most with UN2.0

EconomistDiary.com Friends20.com & EntrepreneurialRevolution.city select 2022's greatest moments for citizens/youth of NY & HK & Utellus

Prep for UN Sept 22 summit education no longer fit for human beings/sustainability

JOIN SEARCH FOR UNDER 30s MOST MASSIVE COLLABS FOR HUMAN SUSTAINABILITY - 3/21/22 HAPPY 50th Birthday TO WORLD'S MOST SUSTAINABLE ECONOMY- ASIAN WOMEN SUPERVILLAGE

Since gaining my MA statistics Cambridge DAMTP 1973 (Corpus Christi College) my special sibject has been community building networks- these are the 6 most exciting collaboration opportunities my life has been privileged to map - the first two evolved as grassroots person to person networks before 1996 in tropical Asian places where village women had no access to electricity grids nor phones- then came mobile and solar entrepreneurial revolutions!! 

COLLAB platforms of livesmatter communities to mediate public and private -poorest village mothers empowering end of poverty    5.1 5.2 5.3 5.4 5.5  5.6


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NEWS FROM LIBRARY NORMAN MACRAE -latest publication 2021 translation into japanese biography of von neumann:

Below: neat German catalogue (about half of dad's signed works) but expensive  -interesting to see how Germans selected the parts  they like over time: eg omitted 1962 Consider Japan The Economist 

feel free to ask if free versions are available 

The coming entrepreneurial revolution : a survey Macrae, Norman - In: The economist 261 (1976), pp. 41-65 cited 105 

Macrae, Norman - In: IPA review / Institute of PublicAffairs 25 (1971) 3, pp. 67-72  
 Macrae, Norman - The Economist 257 (1975), pp. 1-44 
6 The future of international business Macrae, Norman - In: Transnational corporations and world order : readings …, (pp. 373-385). 1979 >
Future U.S. growth and leadership assessed from abroad Macrae, Norman - In: Prospects for growth : changing expectations for the future, (pp. 127-140). 1977 Check Google Scholar | 
9Entrepreneurial Revolution - next capitalism: in hi-tech left=right=center; The Economist 1976
Macrae, Norman -In: European community (1978), pp. 3-6
  Macrae, Norman - In: Kapitalismus heute, (pp. 191-204). 1974
23a 

. we scots are less than 4/1000 of the worlds and 3/4 are Diaspora - immigrants in others countries. Since 2008 I have been celebrating Bangladesh Women Empowerment solutions wth NY graduates. Now I want to host love each others events in new york starting this week with hong kong-contact me if we can celebrate anoither countries winm-wins with new yorkers

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50 SMALLEST ISLAND NATIONS

TWO Macroeconomies FROM SIXTH OF PEOPLE WHO ARE WHITE & war-prone

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=============

From 60%+ people =Asian Supercity (60TH YEAR OF ECONOMIST REPORTING - SEE CONSIDER JAPAN1962)

Far South - eg African, Latin Am, Australasia

Earth's other economies : Arctic, Antarctic, Dessert, Rainforest

===========

In addition to how the 5 primary sdgs1-5 are gravitated we see 6 transformation factors as most critical to sustainability of 2020-2025-2030

Xfactors to 2030 Xclimate XAI Xinfra Xyouth Wwomen Xpoor chris.macrae@yahoo.co.uk (scot currently  in washington DC)- in 1984 i co-authored 2025 report with dad norman.

Asia Rising Surveys

Entrepreneurial Revolution -would endgame of one 40-year generations of applying Industrial Revolution 3,4 lead to sustainability of extinction

1972's Next 40 Years ;1976's Coming Entrepreneurial Revolution; 12 week leaders debate 1982's We're All Intrapreneurial Now

The Economist had been founded   in 1843" marking one of 6 exponential timeframes "Future Histores"

IN ASSOCIATION WITH ADAMSMITH.app :

we offer worldwide mapping view points from

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40 years ago -early 1980s when we first framed 2025 report;

from 1960s when 100 times more tech per decade was due to compound industrial revolutions 3,4 

1945 birth of UN

1843 when the economist was founded

1760s - adam smithian 2 views : last of pre-engineering era; first 16 years of engineering ra including america's declaration of independence- in essence this meant that to 1914 continental scaling of engineeriing would be separate new world <.old world

conomistwomen.com

IF we 8 billion earthlings of the 2020s are to celebrate collaboration escapes from extinction, the knowhow of the billion asian poorest women networks will be invaluable -

in mathematically connected ways so will the stories of diaspora scots and the greatest mathematicians ever home schooled -central european jewish teens who emigrated eg Neumann , Einstein ... to USA 2nd quarter of the 20th century; it is on such diversity that entrepreneurial revolution diaries have been shaped 

EconomistPOOR.com : Dad was born in the USSR in 1923 - his dad served in British Embassies. Dad's curiosity enjoyed the opposite of a standard examined education. From 11+ Norman observed results of domination of humans by mad white men - Stalin from being in British Embassy in Moscow to 1936; Hitler in Embassy of last Adriatic port used by Jews to escape Hitler. Then dad spent his last days as a teen in allied bomber command navigating airplanes stationed at modernday Myanmar. Surviving thanks to the Americas dad was in Keynes last class where he was taught that only a handful of system designers control what futures are possible. EconomistScotland.com AbedMooc.com

To help mediate such, question every world eventwith optimistic rationalism, my father's 2000 articles at The Economist interpret all sorts of future spins. After his 15th year he was permitted one signed survey a year. In the mid 1950s he had met John Von Neumann whom he become biographer to , and was the only journalist at Messina's's birth of EU. == If you only have time for one download this one page tour of COLLABorations composed by Fazle Abed and networked by billion poorest village women offers clues to sustainability from the ground up like no white ruler has ever felt or morally audited. by London Scot James Wilson. Could Queen Victoria change empire fro slavemaking to commonwealth? Some say Victoria liked the challenge James set her, others that she gave him a poison pill assignment. Thus James arrived in Calcutta 1860 with the Queens permission to charter a bank by and for Indian people. Within 9 months he died of diarrhea. 75 years later Calcutta was where the Young Fazle Abed grew up - his family accounted for some of the biggest traders. Only to be partitioned back at age 11 to his family's home region in the far north east of what had been British Raj India but was now to be ruled by Pakistan for 25 years. Age 18 Abed made the trek to Glasgow University to study naval engineering.

new york

1943 marked centenary autobio of The Economist and my teenage dad Norman prepping to be navigator allied bomber command Burma Campaign -thanks to US dad survived, finished in last class of Keynes. before starting 5 decades at The Economist; after 15 years he was allowed to sign one survey a year starting in 1962 with the scoop that Japan (Korea S, Taiwan soon hk singapore) had found development mp0de;s for all Asian to rise. Rural Keynes could end village poverty & starvation; supercity win-win trades could celebrate Neumanns gift of 100 times more tech per decade (see macrae bio of von neumann)

Since 1960 the legacy of von neumann means ever decade multiplies 100 times more micro-technology- an unprecedented time for better or worse of all earthdwellers; 2025 timelined and mapped innovation exponentials - education, health, go green etc - (opportunities threats) to celebrating sustainability generation by 2025; dad parted from earth 2010; since then 2 journals by adam smith scholars out of Glasgow where engines began in 1760- Social Business; New Economics have invited academic worlds and young graduates to question where the human race is going - after 30 business trips to wealthier parts of Asia, through 2010s I have mainly sherpa's young journalist to Bangladesh - we are filing 50 years of cases on women empowerment at these web sites AbedMOOC.com FazleAbed.com EconomistPoor.com EconomistUN.com WorldRecordjobs.com Economistwomen.com Economistyouth.com EconomistDiary.com UNsummitfuture.com - in my view how a billion asian women linked together to end extreme poverty across continental asia is the greatest and happiest miracle anyone can take notes on - please note the rest of this column does not reflect my current maps of how or where the younger half of the world need to linkin to be the first sdg generation......its more like an old scrap book

 how do humans design futures?-in the 2020s decade of the sdgs – this question has never had more urgency. to be or not to be/ – ref to lessons of deming or keynes, or glasgow university alumni smith and 200 years of hi-trust economics mapmaking later fazle abed - we now know how-a man made system is defined by one goal uniting generations- a system multiplies connected peoples work and demands either accelerating progress to its goal or collapsing - sir fazle abed died dec 2020 - so who are his most active scholars climate adaptability where cop26 november will be a great chance to renuite with 260 years of adam smith and james watts purposes t end poverty-specifically we interpret sdg 1 as meaning next girl or boy born has fair chance at free happy an productive life as we seek to make any community a child is born into a thriving space to grow up between discover of new worlds in 1500 and 1945 systems got worse and worse on the goal eg processes like slavery emerged- and ultimately the world was designed around a handful of big empires and often only the most powerful men in those empires. 4 amazing human-tech systems were invented to start massive use by 1960 borlaug agriculture and related solutions every poorest village (2/3people still had no access to electricity) could action learn person to person- deming engineering whose goal was zero defects by helping workers humanize machines- this could even allowed thousands of small suppliers to be best at one part in machines assembled from all those parts) – although americans invented these solution asia most needed them and joyfully became world class at them- up to 2 billion people were helped to end poverty through sharing this knowhow- unlike consuming up things actionable knowhow multiplies value in use when it links through every community that needs it the other two technologies space and media and satellite telecoms, and digital analytic power looked promising- by 1965 alumni of moore promised to multiply 100 fold efficiency of these core tech each decade to 2030- that would be a trillion tmes moore than was needed to land on the moon in 1960s. you might think this tech could improve race to end poverty- and initially it did but by 1990 it was designed around the long term goal of making 10 men richer than 40% poorest- these men also got involved in complex vested interests so that the vast majority of politicians in brussels and dc backed the big get bigger - often they used fake media to hide what they were doing to climate and other stuff that a world trebling in population size d\ - we the 3 generations children parents grandparents have until 2030 to design new system orbits gravitated around goal 1 and navigating the un's other 17 goals do you want to help/ 8 cities we spend most time helping students exchange sustainability solutions 2018-2019 BR0 Beijing Hangzhou: 

Girls world maps begin at B01 good news reporting with fazleabed.com  valuetrue.com and womenuni.com

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online library of norman macrae--

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MA1 AliBaba TaoBao

Ma 2 Ali Financial

Ma10.1 DT and ODPS

health catalogue; energy catalogue

Keynes: 2025now - jobs Creating Gen

.

how poorest women in world build

A01 BRAC health system,

A02 BRAC education system,

A03 BRAC banking system

K01 Twin Health System - Haiti& Boston

Past events EconomistDiary.com

include 15th annual spring collaboration cafe new york - 2022 was withsister city hong kong designers of metaverse for beeings.app

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