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The Khan Academy is most known for

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its collection of videos, so

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before I go any further,

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let me show you a little bit of a montage.

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(Video) Salman Khan: So the hypotenuse is now going to be five.

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This animal's fossils are only found in this area of South America --

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a nice clean band here --

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and this part of Africa.

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We can integrate over the surface,

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and the notation usually is a capital sigma.

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National Assembly: They create the Committee of Public Safety,

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which sounds like a very nice committee.

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Notice, this is an aldehyde,

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and it's an alcohol.

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Start differentiating into effector and memory cells.

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A galaxy. Hey, there's another galaxy.

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Oh look, there's another galaxy.

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And for dollars, is their 30 million,

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plus the 20 million dollars from the American manufacturer.

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If this does not blow your mind,

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then you have no emotion.

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(Laughter)

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(Applause)

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SK: We now have on the order

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of 2,200 videos

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covering everything from basic arithmetic

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all the way to vector calculus

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and some of the stuff you saw there.

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We have a million students a month using the site,

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watching on the order of 100 to 200,000 videos a day.

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But what we're going to talk about in this

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is how we're going to the next level.

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But before I do that,

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I want to talk a little bit about really just how I got started.

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And some of you all might know,

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about five years ago I was an analyst at a hedge fund.

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And I was in Boston,

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and I was tutoring my cousins in New Orleans, remotely.

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And I started putting the first YouTube videos up

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really just as a kind of nice-to-have,

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just a supplement for my cousins --

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something that might give them a refresher or something.

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And as soon as I put those first YouTube videos up,

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something interesting happened --

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actually a bunch of interesting things happened.

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The first was the feedback from my cousins.

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They told me

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that they preferred me on YouTube than in person.

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(Laughter)

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And once you get over the backhanded nature of that,

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there was actually something very profound there.

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They were saying

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that they preferred the automated version of their cousin

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to their cousin.

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At first, it's very unintuitive,

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but when you actually think about it from their point of view, it makes a ton of sense.

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You have this situation

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where now they can pause and repeat their cousin,

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without feeling like they're wasting my time.

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If they have to review something

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that they should have learned a couple of weeks ago,

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or maybe a couple of years ago,

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they don't have to be embarrassed and ask their cousin.

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They can just watch those videos. If they're bored they can go ahead.

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They can watch it at their own time, at their own pace.

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And probably the least appreciated aspect of this

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is the notion that the very first time,

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the very first time

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that you're trying to get your brain around a new concept,

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the very last thing you need

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is another human being saying, "Do you understand this?"

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And that's what was happening with the interaction with my cousins before.

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And now they can just do it

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in the intimacy of their own room.

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The other thing that happened is --

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I put them on YouTube just --

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I saw no reason to make it private,

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so I let other people watch it.

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And then people started stumbling on it.

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And I started getting some comments and some letters

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and all sorts of feedback

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from random people from around the world.

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And these are just a few.

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This is actually from one of the original calculus videos.

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And someone wrote just on YouTube --

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it was a YouTube comment:

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"First time I smiled doing a derivative."

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(Laughter)

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And let's pause here.

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This person did a derivative

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and then they smiled.

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And then in a response to that same comment -- this is on the thread.

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You can go on YouTube and look at these comments --

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someone else wrote: "Same thing here.

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I actually got a natural high and a good mood for the entire day.

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Since I remember seeing

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all of this matrix text in class,

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and here I'm all like, 'I know kung fu.'"

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(Laughter)

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And we get a lot of feedback all along those lines.

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This clearly was helping people.

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But then, as the viewership kept growing and kept growing,

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I started getting letters from people,

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and it was starting to become clear

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that it was actually more than a nice-to-have.

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This is just an excerpt

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from one of those letters.

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"My 12 year-old son has autism

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and has had a terrible time with math.

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We have tried everything,

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viewed everything, bought everything.

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We stumbled on your video on decimals and it got through.

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Then we went on to the dreaded fractions. Again, he got it.

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We could not believe it.

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He is so excited."

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And so you can imagine,

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here I was an analyst at a hedge fund.

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It was very strange for me to do something of social value.

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(Laughter)

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(Applause)

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But I was excited, so I kept going.

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And then a few other things started to dawn on me.

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That, not only would it help my cousins right now,

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or these people who are sending letters,

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but that this content will never go old,

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that it could help their kids

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or their grandkids.

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If Isaac Newton

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had done YouTube videos on calculus,

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I wouldn't have to.

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(Laughter)

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Assuming he was good. We don't know.

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(Laughter)

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The other thing that happened --

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and even at this point, I said, "Okay, maybe it's a good supplement.

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It's good for motivated students.

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It's good for maybe home schoolers."

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But I didn't think it would be something

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that would somehow penetrate the classroom.

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But then I started getting letters from teachers.

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And the teachers would write, saying,

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"We use your videos to flip the classroom.

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You've given the lectures, so now what we do ... "

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and this could happen in every classroom in America tomorrow,

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" ... what I do is I assign the lectures for homework.

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And what used to be homework,

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I now have the students doing in the classroom."

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And I want to pause here for --

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(Applause)

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I want to pause here for a second,

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because there's a couple of interesting things.

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One, when those teachers are doing that,

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there's the obvious benefit --

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the benefit that now their students

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can enjoy the videos in the way that my cousins did.

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They can pause, repeat at their own pace,

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at their own time.

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But the more interesting thing is --

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and this is the unintuitive thing when you talk about technology in the classroom --

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by removing the one size fits all lecture from the classroom

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and letting students have a self-paced lecture at home,

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and then when you go to the classroom, letting them do work,

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having the teacher walk around,

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having the peers actually be able to interact with each other,

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these teachers have used technology

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to humanize the classroom.

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They took a fundamentally dehumanizing experience --

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30 kids with their fingers on their lips,

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not allowed to interact with each other.

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A teacher, no matter how good,

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has to give this one size fits all lecture

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to 30 students --

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blank faces, slightly antagonistic --

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and now it's a human experience.

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Now they're actually interacting with each other.

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So once the Khan Academy --

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I quit my job

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and we turned into a real organization --

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we're a not-for-profit --

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the question is, how do we take this to the next level?

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How do we take what those teachers are doing

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to their natural conclusion?

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And so what I'm showing you over here,

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these are actual exercises

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that I started writing for my cousins.

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The ones I started were much more primitive.

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This is a more competent version of it.

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But the paradigm here is, we'll generate as many questions as you need

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until you get that concept,

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until you get 10 in a row.

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And the Khan Academy videos are there.

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You get hints, the actual steps for that problem,

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if you don't know how to do it.

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But the paradigm here, it seems like a very simple thing:

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10 in a row, you move on.

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But it's fundamentally different than what's happening in classrooms right now.

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In a traditional classroom,

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you have a couple of homework,

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homework, lecture, homework, lecture,

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and then you have a snapshot exam.

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And that exam, whether you get a 70 percent, an 80 percent,

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a 90 percent, or a 95 percent,

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the class moves on to the next topic.

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And even that 95 percent student,

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what was the five percent they didn't know?

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Maybe they didn't know what happens when you raise something to the zero power.

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And then you go build on that in the next concept.

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That's analogous to

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imagine learning to ride a bicycle,

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and maybe I give you a lecture ahead of time,

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and I give you that bicycle for two weeks.

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And then I come back after two weeks,

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and I say, "Well, let's see. You're having trouble taking left turns.

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You can't quite stop.

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You're an 80 percent bicyclist."

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So I put a big C stamp on your forehead

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and then I say, "Here's a unicycle."

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But as ridiculous as that sounds,

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that's exactly what's happening

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in our classrooms right now.

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And the idea is you fast forward

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and good students start failing algebra all of a sudden

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and start failing calculus all of a sudden,

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despite being smart, despite having good teachers.

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And it's usually because they have these Swiss cheese gaps

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that kept building throughout their foundation.

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So our model

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is learn math the way you'd learn anything,

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like the way you would learn a bicycle.

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Stay on that bicycle. Fall off that bicycle.

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Do it as long as necessary until you have mastery.

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The traditional model,

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it penalizes you for experimentation and failure,

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but it does not expect mastery.

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We encourage you to experiment. We encourage you to failure.

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But we do expect mastery.

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This is just another one of the modules.

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This is trigonometry.

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This is shifting and reflecting functions.

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And they all fit together.

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We have about 90 of these right now.

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And you can go to the site right now. It's all free. Not trying to sell anything.

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But the general idea is that they all fit into this knowledge map.

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That top node right there, that's literally single digit addition.

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It's like one plus one is equal to two.

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And the paradigm is, once you get 10 in a row on that,

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it keeps forwarding you to more and more advanced modules.

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So if you keep further down the knowledge map,

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we're getting into more advanced arithmetic.

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Further down, you start getting into pre-algebra and early algebra.

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Further down, you start getting into algebra one, algebra two,

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a little bit of precalculus.

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And the idea is, from this we can actually teach everything --

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well, everything that can be taught

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in this type of a framework.

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So you can imagine -- and this is what we are working on --

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is from this knowledge map

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you have logic, you have computer programming,

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you have grammar, you have genetics,

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all based off of that core of,

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if you know this and that,

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now you're ready for this next concept.

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Now that can work well for an individual learner,

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and I encourage, one, for you to do it with your kids,

265
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but I also encourage everyone in the audience to do it yourself.

266
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It'll change what happens at the dinner table.

267
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But what we want to do

268
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is to use the natural conclusion of the flipping of the classroom

269
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that those early teachers had emailed me about.

270
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And so what I'm showing you here,

271
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this is actually data from a pilot in the Los Altos school district,

272
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where they took two fifth grade classes and two seventh grade classes

273
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and completely gutted their old math curriculum.

274
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These kids aren't using textbooks,

275
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they're not getting one size fits all lectures.

276
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They're doing Khan Academy, they're doing that software,

277
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for roughly half of their math class.

278
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And I want to make it clear, we don't view this as the complete math education.

279
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What it does is -- and this is what's happening in Los Altos --

280
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it frees up time.

281
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This is the blocking and tackling,

282
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making sure you know how to move through a system of equations,

283
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and it frees up time for the simulations, for the games,

284
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for the mechanics, for the robot building,

285
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for the estimating how high that hill is based on its shadow.

286
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And so the paradigm is the teacher walks in every day,

287
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every kid works at their own pace --

288
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and this is actually a live dashboard from Los Altos school district --

289
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and they look at this dashboard.

290
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Every row is a student.

291
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Every column is one of those concepts.

292
00:12:02,675 --> 00:12:04,500
Green means the student's already proficient.

293
00:12:04,500 --> 00:12:07,167
Blue means they're working on it -- no need to worry.

294
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Red means they're stuck.

295
00:12:09,250 --> 00:12:12,542
And what the teacher does is literally just say,

296
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"Let me intervene on the red kids."

297
00:12:14,145 --> 00:12:16,583
Or even better, "Let me get one of the green kids

298
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who are already proficient in that concept

299
00:12:18,750 --> 00:12:19,750
to be the first line of attack

300
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and actually tutor their peer."

301
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(Applause)

302
00:12:29,750 --> 00:12:33,167
Now I come from a very data-centric reality,

303
00:12:33,167 --> 00:12:35,292
so we don't want that teacher to even go and intervene

304
00:12:35,292 --> 00:12:37,292
and have to ask the kid awkward questions:

305
00:12:37,292 --> 00:12:39,500
"Oh, what do you not understand?" or "What do you do understand?"

306
00:12:39,500 --> 00:12:40,625
and all of the rest.

307
00:12:40,625 --> 00:12:43,958
So our paradigm is to really arm the teachers with as much data as possible --

308
00:12:43,958 --> 00:12:46,167
really data that, in almost any other field, is expected,

309
00:12:46,167 --> 00:12:48,372
if you're in finance or marketing or manufacturing.

310
00:12:48,372 --> 00:12:51,000
And so the teachers can actually diagnose what's wrong with the students

311
00:12:51,000 --> 00:12:53,917
so they can make their interaction as productive as possible.

312
00:12:53,917 --> 00:12:57,875
So now the teachers know exactly what the students have been up to,

313
00:12:57,875 --> 00:12:59,708
how long they have been spending every day, what videos have they been watching,

314
00:12:59,708 --> 00:13:02,208
when did they pause the videos, what did they stop watching,

315
00:13:02,208 --> 00:13:03,458
what exercises are they using,

316
00:13:03,458 --> 00:13:05,958
what have they been focused on?

317
00:13:05,958 --> 00:13:07,583
The outer circle shows what exercises they were focused on.

318
00:13:07,583 --> 00:13:09,333
The inner circle shows what videos they're focused on.

319
00:13:09,333 --> 00:13:13,449
And the data gets pretty granular

320
00:13:13,449 --> 00:13:15,678
so you can see the exact problems that the student got right or wrong.

321
00:13:15,678 --> 00:13:17,458
Red is wrong, blue is right.

322
00:13:17,458 --> 00:13:20,833
The leftmost question is the first question that the student attempted.

323
00:13:20,833 --> 00:13:22,250
They watched the video right over there.

324
00:13:22,250 --> 00:13:25,458
And then you can see, eventually, they were able to get 10 in a row.

325
00:13:25,458 --> 00:13:28,333
It's almost like you can see them learning over those last 10 problems.

326
00:13:28,333 --> 00:13:29,375
They also got faster.

327
00:13:29,375 --> 00:13:33,958
The height is how long it took them.

328
00:13:33,958 --> 00:13:37,505
So when you talk about self-paced learning,

329
00:13:37,505 --> 00:13:41,000
it makes sense for everyone -- in education-speak, differentiated learning --

330
00:13:41,000 --> 00:13:44,667
but it's kind of crazy when you see it in a classroom.

331
00:13:44,667 --> 00:13:46,667
Because every time we've done this,

332
00:13:46,667 --> 00:13:49,254
in every classroom we've done,

333
00:13:49,254 --> 00:13:50,833
over and over again, if you go five days into it,

334
00:13:50,833 --> 00:13:52,917
there's a group of kids who've raced ahead

335
00:13:52,917 --> 00:13:55,617
and there's a group of kids who are a little bit slower.

336
00:13:55,617 --> 00:13:57,708
And in a traditional model, if you did a snapshot assessment,

337
00:13:57,708 --> 00:14:00,725
you say, "These are the gifted kids, these are the slow kids.

338
00:14:00,725 --> 00:14:02,333
Maybe they should be tracked differently.

339
00:14:02,333 --> 00:14:04,917
Maybe we should put them in different classes."

340
00:14:04,917 --> 00:14:06,483
But when you let every student work at their own pace --

341
00:14:06,483 --> 00:14:09,042
and we see it over and over and over again --

342
00:14:09,042 --> 00:14:11,824
you see students who took a little bit extra time

343
00:14:11,824 --> 00:14:13,792
on one concept or the other,

344
00:14:13,792 --> 00:14:15,725
but once they get through that concept,

345
00:14:15,725 --> 00:14:17,167
they just race ahead.

346
00:14:17,167 --> 00:14:20,458
And so the same kids that you thought were slow six weeks ago,

347
00:14:20,458 --> 00:14:22,125
you now would think are gifted.

348
00:14:22,125 --> 00:14:23,958
And we're seeing it over and over and over again.

349
00:14:23,958 --> 00:14:25,500
And it makes you really wonder

350
00:14:25,500 --> 00:14:29,518
how much all of the labels maybe a lot of us have benefitted from

351
00:14:29,518 --> 00:14:35,125
were really just due to a coincidence of time.

352
00:14:35,125 --> 00:14:37,125
Now as valuable as something like this is

353
00:14:37,125 --> 00:14:40,250
in a district like Los Altos,

354
00:14:40,250 --> 00:14:42,149
our goal is to use technology

355
00:14:42,149 --> 00:14:45,447
to humanize, not just in Los Altos, but on a global scale,

356
00:14:45,447 --> 00:14:47,417
what's happening in education.

357
00:14:47,417 --> 00:14:49,250
And actually, that kind of brings an interesting point.

358
00:14:49,250 --> 00:14:52,750
A lot of the effort in humanizing the classroom

359
00:14:52,750 --> 00:14:55,625
is focused on student-to-teacher ratios.

360
00:14:55,625 --> 00:14:57,800
In our mind, the relevant metric

361
00:14:57,800 --> 00:15:00,083
is student-to-valuable-human-time-

362
00:15:00,083 --> 00:15:02,026
with-the-teacher ratio.

363
00:15:02,026 --> 00:15:03,976
So in a traditional model, most of the teacher's time

364
00:15:03,976 --> 00:15:06,809
is spent giving lectures and grading and whatnot.

365
00:15:06,809 --> 00:15:09,502
Maybe five percent of their time is actually sitting next to students

366
00:15:09,502 --> 00:15:10,833
and actually working with them.

367
00:15:10,833 --> 00:15:12,875
Now 100 percent of their time is.

368
00:15:12,875 --> 00:15:16,167
So once again, using technology, not just flipping the classroom,

369
00:15:16,167 --> 00:15:18,167
you're humanizing the classroom, I'd argue,

370
00:15:18,167 --> 00:15:21,437
by a factor of five or 10.

371
00:15:21,437 --> 00:15:22,598
And as valuable as that is in Los Altos,

372
00:15:22,598 --> 00:15:24,583
imagine what that does to the adult learner

373
00:15:24,583 --> 00:15:27,125
who's embarrassed to go back and learn stuff

374
00:15:27,125 --> 00:15:29,167
that they should have before, before going back to college.

375
00:15:29,167 --> 00:15:31,468
Imagine what it does

376
00:15:31,468 --> 00:15:36,708
to a street kid in Calcutta

377
00:15:36,708 --> 00:15:38,458
who has to help his family during the day,

378
00:15:38,458 --> 00:15:40,524
and that's the reason why he or she can't go to school.

379
00:15:40,524 --> 00:15:43,357
Now they can spend two hours a day and remediate,

380
00:15:43,357 --> 00:15:45,542
or get up to speed and not feel embarrassed

381
00:15:45,542 --> 00:15:48,419
about what they do or don't know.

382
00:15:48,419 --> 00:15:49,958
Now imagine what happens where --

383
00:15:49,958 --> 00:15:51,792
we talked about the peers teaching each other

384
00:15:51,792 --> 00:15:54,750
inside of a classroom.

385
00:15:54,750 --> 00:15:56,500
But this is all one system.

386
00:15:56,500 --> 00:15:57,958
There's no reason why you can't have

387
00:15:57,958 --> 00:15:59,583
that peer-to-peer tutoring

388
00:15:59,583 --> 00:16:01,917
beyond that one classroom.

389
00:16:01,917 --> 00:16:05,091
Imagine what happens if that student in Calcutta

390
00:16:05,091 --> 00:16:07,181
all of a sudden can tutor your son,

391
00:16:07,181 --> 00:16:09,917
or your son can tutor that kid in Calcutta?

392
00:16:09,917 --> 00:16:12,958
And I think what you'll see emerging

393
00:16:12,958 --> 00:16:18,605
is this notion of a global one-world classroom.

394
00:16:18,605 --> 00:16:22,292
And that's essentially what we're trying to build.

395
00:16:22,292 --> 00:16:23,435
Thank you.

396
00:16:23,435 --> 00:16:32,165
(Applause)

397
00:16:32,165 --> 00:16:34,023
Bill Gates: I've seen some things you're doing in the system

398
00:16:34,023 --> 00:16:40,708
that have to do with with motivation and feedback --

399
00:16:40,708 --> 00:17:12,800
energy points, merit badges.

400
00:17:12,800 --> 00:17:15,125
Tell me what you're thinking there?

401
00:17:15,125 --> 00:17:17,542
SK: Oh yeah. No, we have an awesome team working on it.

402
00:17:17,542 --> 00:17:19,500
And I have to make it clear, it's not just me anymore.

403
00:17:19,500 --> 00:17:22,708
I'm still doing all the videos,

404
00:17:22,708 --> 00:17:24,178
but we have a rockstar team doing the software.

405
00:17:24,178 --> 00:17:25,667
Yeah, we've put a bunch of game mechanics in there

406
00:17:25,667 --> 00:17:26,875
where you get these badges,

407
00:17:26,875 --> 00:17:29,792
we're going to start having leader boards by area, and you get points.

408
00:17:29,792 --> 00:17:31,417
It's actually been pretty interesting.

409
00:17:31,417 --> 00:17:34,583
Just the wording of the badging or how many points you get for doing something,

410
00:17:34,583 --> 00:17:36,458
we see on a system-wide basis,

411
00:17:36,458 --> 00:17:38,792
like tens of thousands of fifth graders or sixth graders

412
00:17:38,792 --> 00:17:40,458
going one direction or another,

413
00:17:40,458 --> 00:17:42,625
depending what badge you give them.

414
00:17:42,625 --> 00:17:45,333
(Laughter)

415
00:17:45,333 --> 00:17:47,750
BG: And the collaboration you're doing with Los Altos,

416
00:17:47,750 --> 00:17:50,125
how did that come about?

417
00:17:50,125 --> 00:17:53,000
SK: Los Altos, it was kind of crazy.

418
00:17:53,000 --> 00:17:56,175
Once again, I didn't expect it to be used in classrooms.

419
00:17:56,175 --> 00:17:58,172
Someone from their board came and said,

420
00:17:58,172 --> 00:18:00,680
"What would you do if you had carte blanche in a classroom?"

421
00:18:00,680 --> 00:18:03,667
And I said, "Well, I would just, every student work at their own pace

422
00:18:03,667 --> 00:18:05,875
on something like this and we'd give a dashboard."

423
00:18:05,875 --> 00:18:08,807
And they said, "Oh, this is kind of radical. We have to think about it."

424
00:18:08,807 --> 00:18:10,125
And me and the rest of the team were like,

425
00:18:10,125 --> 00:18:12,986
"They're never going to want to do this."

426
00:18:12,986 --> 00:18:15,042
But literally the next day they were like, "Can you start in two weeks?"

427
00:18:15,042 --> 00:18:18,417
(Laughter)

428
00:18:18,417 --> 00:18:21,125
BG: So fifth grade math is where that's going on right now?

429
00:18:21,125 --> 00:18:23,792
SK: It's two fifth grade classes and two seventh grade classes.

430
00:18:23,792 --> 00:18:25,665
And they're doing it at the district level.

431
00:18:25,665 --> 00:18:28,333
I think what they're excited about is they can now follow these kids.

432
00:18:28,333 --> 00:18:30,083
It's not an only-in-school thing.

433
00:18:30,083 --> 00:18:32,125
We've even, on Christmas, we saw some of the kids were doing it.

434
00:18:32,125 --> 00:18:34,042
And we can track everything.

435
00:18:34,042 --> 00:18:37,375
So they can actually track them as they go through the entire district.

436
00:18:37,375 --> 00:18:39,167
Through the summers, as they go from one teacher to the next,

437
00:18:39,167 --> 00:18:40,804
you have this continuity of data

438
00:18:40,804 --> 00:18:42,917
that even at the district level they can see.

439
00:18:42,917 --> 00:18:44,500
BG: So some of those views we saw

440
00:18:44,500 --> 00:18:45,917
were for the teacher

441
00:18:45,917 --> 00:18:49,625
to go in and track actually what's going on with those kids.

442
00:18:49,625 --> 00:18:51,857
So you're getting feedback on those teacher views

443
00:18:51,857 --> 00:18:57,290
to see what they think they need?

444
00:18:57,290 --> 00:18:59,380
SK: Oh yeah. Most of those were specs by the teachers.

445
00:18:59,380 --> 00:19:01,083
We made some of those for students so they could see their data,

446
00:19:01,083 --> 00:19:03,467
but we have a very tight design loop with the teachers themselves.

447
00:19:03,467 --> 00:19:06,292
And they're literally saying, "Hey, this is nice, but ... "

448
00:19:06,292 --> 00:19:09,000
Like that focus graph, a lot of the teachers said,

449
00:19:09,000 --> 00:19:11,333
"I have a feeling that a lot of the kids are jumping around

450
00:19:11,333 --> 00:19:12,430
and not focusing on one topic."

451
00:19:12,430 --> 00:19:14,458
So we made that focus diagram.

452
00:19:14,458 --> 00:19:15,587
So it's all been teacher-driven.

453
00:19:15,587 --> 00:19:17,166
It's been pretty crazy.

454
00:19:17,166 --> 00:19:18,625
BG: Is this ready for prime-time?

455
00:19:18,625 --> 00:19:23,208
Do you think a lot of classes next school year should try this thing out?

456
00:19:23,208 --> 00:19:24,643
SK: Yeah, it's ready.

457
00:19:24,643 --> 00:19:27,583
We got a million people on the site already,

458
00:19:27,583 --> 00:19:29,375
so we can handle a few more.

459
00:19:29,375 --> 00:19:32,292
(Laughter)

460
00:19:32,292 --> 00:19:34,042
No, no reason why it really can't happen

461
00:19:34,042 --> 00:19:36,542
in every classroom in America tomorrow.

462
00:19:36,542 --> 00:19:39,179
BG: And the vision of the tutoring thing.

463
00:19:39,179 --> 00:19:42,569
The idea there is, if I'm confused about a topic,

464
00:19:42,569 --> 00:19:45,309
somehow right in the user interface

465
00:19:45,309 --> 00:19:46,516
I'd find people who are volunteering,

466
00:19:46,516 --> 00:19:48,000
maybe see their reputation,

467
00:19:48,000 --> 00:19:51,167
and I could schedule and connect up with those people?

468
00:19:51,167 --> 00:19:52,583
SK: Absolutely. And this is something

469
00:19:52,583 --> 00:19:54,125
that I recommend everyone in this audience to do.

470
00:19:54,125 --> 00:19:57,151
Those dashboards the teachers have, you can go log in right now

471
00:19:57,151 --> 00:20:00,000
and you can essentially become a coach

472
00:20:00,000 --> 00:20:02,500
for your kids, or nephews, or cousins,

473
00:20:02,500 --> 00:20:05,750
or maybe some kids at the Boys and Girls Club.

474
00:20:05,750 --> 00:20:08,292
And yeah, you can start becoming a mentor, a tutor,

475
00:20:08,292 --> 00:20:09,917
really immediately.

476
00:20:09,917 --> 00:20:11,667
But yeah, it's all there.

477
00:20:11,667 --> 00:20:12,875
BG: Well, it's amazing.

478
00:20:12,875 --> 00:20:16,500
I think you just got a glimpse of the future of education.

479
00:20:16,500 --> 00:20:18,375
Thank you. (SK: Thank you.)

480
00:20:18,375 --> 00:20:26,500
(Applause)