“Jason, you are absolutely right, in fact there is no fundamental technological reason why your desire to be tutored in English by someone in England cannot be realised. In fact we are already seeing examples of it. There are some start-ups which are enabling some tutors in India to tutor people in the United States in subjects like maths and sciences. There are a few issues, like: 'how do you build efficient market places so that those who are seeking tutoring and those that want to tutor can be brought together in an effective way?' but I don’t think that is going to be a tough long term challenge. So in fact it is my firm belief that in the not too distant future, students with computational technology and internet access will be able to get to the best teachers and the best content anywhere in the world. Good luck.”
"Nobody knows everything, but everybody knows something. I would like to make sure that everybody is given the opportunity to share his knowledge with others."
"Today's digital generation is both a very fortunate as well as at times a very frustrated generation. Fortunate because they have the entire world at their fingertips, to resource as part of their learning experience. Frustrated because the learning or the teaching or the educational environment does not help them in utilising those resources effectively, efficently and meaningfully. But this is part of any start-up. We are just about beginning to understand the impact of learning technologies on learning itself. Time is needed for our systems, for our teachers, for our instituitions to understand the technologies, to exploit them comprehensively and effectively. It will happen, it will happen certainly in your life-time. It is just unfortunate that it is not happening fast enough. Thank you."
“Education today is probably the most important area in order to make a difference in the future, and I think public/private partnership models around the world have shown that that's the right way to go. It includes of course governments, industry, multinationals, NGOs, educators, academia and so on. And those that are the most successful are those that show direct impact in the classroom, and the university, on the web. Examples could be listed here for longer , but I think in summary we have the knowledge that to make a difference today in education, IT, technology plays a major role. And its probably the differentiator towards efficiency, scale and impact. Of course it has to be done in a qualitatively right way and accessibility, connectivity, education and content are the four pillars that holistically have to be approached as a concept. When you think of the young generation then all this requires to think of it in terms of the 21st century skills.”
“I’m Roberto Carneiro. I’m from Portugal. I teach at the Catholic University. I have lot of contacts with young people. I’ve been a teacher for thirty years. I’m a digital immigrant, you are digital natives. I was very impressed by your wishes and your dreams. I think it’s very good to have dreams. There was a president of the United States who said 'Some people see things as they are ask, "why?" Others see things as they could be and ask, "why not?"' So it is your role to ask "why not"; to build this brave new world and be happy in this brave new world and to construct meaning. Meaning is the fundamental outcome of learning. We must learn to learn, to become literate in learning to learn and building meaning means retaining learning that makes sense. It helps you understand the world and your role in life, your mission. This has to do with values, with character with all that goes together with learning. So look for role models, look for your mission in the world and try to change the things for the better. Change your school, your professions, your companies, the place where you work and be people who feel empowered to make a difference in this brave new world. I wish you luck, good luck.”
“We had a very intense meeting for two days here in Kronberg. I was personally very much impressed by the questions put in front of us by the young people at the beginning of the meeting and I hope were able to provide some answers to those questions. I think we concentrated especially on two questions - what is the active role students will take in learning in the future and that the ways of assessing performance will have to change radically.”
“I’m going to talk about global knowledge asset management. We have an information society, a knowledge society. In this society knowledge is a key driving force for social and economic development. Can you guess how much knowledge is created in this category every year? According to research the amount of knowledge produced each year exceeds the amount of stored knowledge. Therefore sharing in the management of knowledge is a critical issue. The current status of the global knowledge acquisition and sharing however indicates there is a knowledge divide. The source of knowledge is mostly from developed countries and is distributed from the north to south. In addition the importance of tacit knowledge is recently increasing due to its emerging usefulness. Tacit knowledge is however mostly placed in local areas and cannot be accessed. So how can we bridge this knowledge divide using the new trends such as making tacit knowledge visible? Respecting local knowledge, facilitating different knowledge sharing systems and managing kinds of knowledge for better access and use. To answer this question I’d like to share knowledge and suggest an ecological global knowledge asset management as the solution. Generally speaking this ecological system creating harmony and co-evolution between living organisms in a natural way drawing from the ecological perspective. We need to emphasise the organic vitality of knowledge in circulation harmonising between the people, technology and sharing network. First as a common source we need to make tacit knowledge visible through articulation especially in developing countries. Through this knowledge the product of collective intelligence and various local and contextual knowledge then we can share collaborative ownership. Next for greater equity in sharing knowledge and effective use of ICT more variety is needed in our approach to knowledge ecosystems. We must remember that the technology is more than just the mechanical aspect, that it’s the people who make it functional. For example the community multimedia project centres that over 40 community multimedia centres in 15 developing countries is an excellent example of how local knowledge is acquired and shared by local people networks with local technology. In short the new global knowledge asset management is based on the combination of three networks, people, sharing and technology networks. Each contains a combination of visible and tacit knowledge also and because of diverse user contexts the home, library, school and community centred in different countries acquisition and sharing using different approaches should be built between the knowledge source and the end user. I’ve briefly introduced here global knowledge asset management from a new perspective that has a knowledge ecology. I believe this is a starting step, we need collaborative efforts in refining this area in this context and beyond. Thank you.”