[Music]
what steve jobs are great and insist
marie ran santos dumont she more than
have in common all of them are people who
have a high capacity to transform the
world around them and the world as a
all
sure they all have a capacity that
It is in cream or it will be that seized and there
one question is it possible to teach
people to be innovative
is that this is something innate or us
can teach this is a doubt that I
I have to respond to you that people
can be innovative
This is a process that can teach nothing.
We can bring this to schools.
we talked about innovations as much as
uber environment and everything else
all innovations are made outside the
brazil all the innovations that people
uses but we have to talk too
about the innovations that we are going to
create the kids who is playing
they will be created outside of Brazil
also come out of paper only from
consumers to producers as well
in these innovations and how we
can do that which is one of the solutions
one of the paths you will present to
you through hands-on learning in
pasta
this moving movement that has been happening
in the world that for those who do not know that this
motion maker
it is a movement that has been bringing
technology and innovation another vision of
how to work with creation has arisen in
united states
it’s on a line that you can work
create express yourself very share
their projects using technologies that
were previously closed to the world of
engineering as 3d printing cut to
laser is and bartels or not and if not right
that was already used by everyone but
schools began to use this
movement maker to be able to generate people
as happened in the states
united and began to spread throughout the world
It’s happening a lot here today in
Brazil too
many schools are beginning to create
spaces less creative spaces within
of schools
and when we talk beauty then let’s go
put a space maker and at school
let’s create a creative space
What is the context for serving?
for three things technological literacy
curricular engagement and empowerment
by design what each of these things
huh
When I speak of technological literacy, I
I’m saying the following, we’re talking.
immersed already today we speak often that
is immersed and technological universe
always as consumers
we forgot to open the black box
to understand this world behind the
technologies and when doing literacy
technology to teach our children to
deal with this technology in a way
critical so let it be so the
Let’s program these children, yes.
namely in modeling
Let’s teach yes to change the shower.
Let’s teach children to deal with
the technology that is immersed in life
her
this is the first second point
curricular engagement and here is a
of the possible keys to transforming
the way we treat education in the
traditional way because when I speak of
curricular engagement
I ‘m talking to create for ourselves.
learn what I mean by this
Imagine that your high school tone I
I have to learn about movement.
public
who reminds us that the public
Imagine if you had to learn
about building public movement
a catapult and reflect on it
construction on the phenomena that
there was a public movement will have to
to learn is easier not to
learning is easier
has a research by a teacher of the
stanford university
a brazilian whose name is paulo
blikstein he did a research where he
put the students first to
experience in later that content
yesterday the content and after
experience the result of it was that
students who experience before have
about 30% better engagement best
result in the evocation of the content of
who has a content the first
or there it has a lot of a loop
revealing twinkle of how can
be a much more effective education in
future through creation
then this is the second point that they
use the parents
make as a pedagogical tool the
third point is empowerment.
by design that by itself the name does not
Explain nothing, I’ll explain to you.
I bring you more what is so powerful
that this empowering design has to
can generate these innovative people
only to explain to you I will
take you, we’re here, I’ll have to
Take you all along with me to
Colombia last year when I had to
opportunity to attend ibds
educational program that was
is a meeting organized by Haiti where
they are people from various parts of the
world that have the function of and for that
place
develop technologies to improve
social development together with
communities are together with the people
from there
our job was to get there the team
will work in Bogotá on the outskirts of
to build a technology that would help
in educational development
Okay, well, let’s go, who did I go to?
to the people who went to work there
here I have a teacher who is from
university of colombia has a
marketing professor a marketing manager
an ong in the turkey a designer with the
Canadian
Leandro is me and there in the corner.
I do not know if everyone can see has the
Diana is the teacher of the school.
that we were working
then looks are just people coming together to
create solutions for people
This is one of the things that
everything was a photo that we
missed when you were doing the process
to understand the reality of children
and when I speak of understanding reality
of children was a very shocking thing
for me for example 20% of children
who work in the
god there in your area do not vote are children
of displaced persons who are married are
people who have their homes
peasants worked in the field and
organizations simply
get people out of their homes and so
what to promulgate
she will usually live in the outskirts
of the great cities of colombia bogota
one of which the school was
Working
percent in children are children
married and how does that understand this?
these priorities of the human being when the
We will talk to improve problems
math is super required condition
human rights and people management
build things for people okay
so let’s get together and now let’s go
create
only that leandro is not a person
inventive
the leandro is not an ip person
creative
he gets articulated he can
to do things but is not
innovative and then I was put
faced with this challenge, I suffered
design process
in this design process we start with
a problem the problem is usually
the problem of the school was the
year students had not been able to
develop in mathematics how much they
need
All right, let’s go to research.
we move on to that step of understanding the
reality of them feel with them
as I talked with them
live with them to really understand
any problem he is
living
I thought of 10 to solve I used
tools that have helped me a lot
more ideas than I was able to have
tools and did something generally
environment for which I have been trying to
top of the ideas to bring to the world
real
I created prototypes I started
try to bring the world
imaginary in the real world
we choose an idea we work on
details
we built it took to school and gave
all wrong once everything goes wrong
we took those problems that were
generated and we continue the cycle when
continue this cycle is started to create
cool things that we started
to create for example how you created this
microscope that here in this version was a
little more expensive but then later
this design cycle
it turned out to be a microscope of
two dollars that can be used in
classroom
then a mobile phone and a laser
people builds a device that can
be a two dollar microscope
there is connell proved that it was a
prototype that also made it very clear that
it was for you to work with one with the
children being more collaborative still
sound
and this one was one of the games that people
created the one that gave more certain is that it was a
game that we kids have a lot
problem to work with multiplication tables
a way he found working with
fashion running because she liked to
run
she is her favorite was from
physical education so let’s put
physical education along with math
We want a game that had to run.
to solve mathematical equations
now cool
we want to produce sensational things
very cool for education from there but
this was real value I learned from
have spent a month
immersed in the van was not neither me
not for the target
the teacher that when all the
process it started super people but the
teachers here do not want to work
they all work nothing that nobody is
everybody very tough she started
as a process so much so it began
saying that she had no ideas
she began to discredit her as she
goes through these parts of the process
all this was breaking down and not yet
I can create too, too.
to transform a reality, I too
I can change my school and at the end
the process was so may of it
‘I ‘m not going to pull this project and
I’m going to take this methodology in
from school
I will take this kind of approach to
education with my students lived there the
of an education for innovation there
lived the gold of empowerment through
design
there I understood what was empowerment of the
design there understands that the act as
could do to transform the
education
It’s okay, let’s get out of Colombia again.
of Brazil
how do I take it back to
reality of our country
the face has several shapes I found
through the movement well and leading to
schools bring this approach to bring
are intended to bring such
methodology
but every teacher can find his
different way of bringing a vision of the
innovation
any big key that we have
that break the head so that people
can form innovators either through
Minc culture through robotics
either through programming or through
of art how did you think people
have to change
We have to get out of the
products in the
to think of people creating a solution to
people through processes all these
they had mental processes
mental models that make them
create the absurd things because with
but she is a person who can
several serial innovations because the
very clear mental model of how
He wanted things if we
able to create in the patterns of models
in children that they can be
innovative innovations so we will
able to think about education really
transformative and something that I have
sure that I learned from the movement
make is the following we can not
think about building an education outside
Cashier
if we can not even build
a box
so what leaves you is the idea
that we have to learn to
build rates for us to power
build boxes still thanks
[Applause]
[Music]
what steve jobs are great and insist
marie ran santos dumont she more than
have in common all of them are people who
have a high capacity to transform the
world around them and the world as a
all
sure they all have a capacity that
It is in cream or it will be that seized and there
one question is it possible to teach
people to be innovative
is that this is something innate or us
can teach this is a doubt that I
I have to respond to you that people
can be innovative
This is a process that can teach nothing.
We can bring this to schools.
we talked about innovations as much as
uber environment and everything else
all innovations are made outside the
brazil all the innovations that people
uses but we have to talk too
about the innovations that we are going to
create the kids who is playing
they will be created outside of Brazil
also come out of paper only from
consumers to producers as well
in these innovations and how we
can do that which is one of the solutions
one of the paths you will present to
you through hands-on learning in
pasta
this moving movement that has been happening
in the world that for those who do not know that this
motion maker
it is a movement that has been bringing
technology and innovation another vision of
how to work with creation has arisen in
united states
it’s on a line that you can work
create express yourself very share
their projects using technologies that
were previously closed to the world of
engineering as 3d printing cut to
laser is and bartels or not and if not right
that was already used by everyone but
schools began to use this
movement maker to be able to generate people
as happened in the states
united and began to spread throughout the world
It’s happening a lot here today in
Brazil too
many schools are beginning to create
spaces less creative spaces within
of schools
and when we talk beauty then let’s go
put a space maker and at school
let’s create a creative space
What is the context for serving?
for three things technological literacy
curricular engagement and empowerment
by design what each of these things
huh
When I speak of technological literacy, I
I’m saying the following, we’re talking.
immersed already today we speak often that
is immersed and technological universe
always as consumers
we forgot to open the black box
to understand this world behind the
technologies and when doing literacy
technology to teach our children to
deal with this technology in a way
critical so let it be so the
Let’s program these children, yes.
namely in modeling
Let’s teach yes to change the shower.
Let’s teach children to deal with
the technology that is immersed in life
her
this is the first second point
curricular engagement and here is a
of the possible keys to transforming
the way we treat education in the
traditional way because when I speak of
curricular engagement
I ‘m talking to create for ourselves.
learn what I mean by this
Imagine that your high school tone I
I have to learn about movement.
public
who reminds us that the public
Imagine if you had to learn
about building public movement
a catapult and reflect on it
construction on the phenomena that
there was a public movement will have to
to learn is easier not to
learning is easier
has a research by a teacher of the
stanford university
a brazilian whose name is paulo
blikstein he did a research where he
put the students first to
experience in later that content
yesterday the content and after
experience the result of it was that
students who experience before have
about 30% better engagement best
result in the evocation of the content of
who has a content the first
or there it has a lot of a loop
revealing twinkle of how can
be a much more effective education in
future through creation
then this is the second point that they
use the parents
make as a pedagogical tool the
third point is empowerment.
by design that by itself the name does not
Explain nothing, I’ll explain to you.
I bring you more what is so powerful
that this empowering design has to
can generate these innovative people
only to explain to you I will
take you, we’re here, I’ll have to
Take you all along with me to
Colombia last year when I had to
opportunity to attend ibds
educational program that was
is a meeting organized by Haiti where
they are people from various parts of the
world that have the function of and for that
place
develop technologies to improve
social development together with
communities are together with the people
from there
our job was to get there the team
will work in Bogotá on the outskirts of
to build a technology that would help
in educational development
Okay, well, let’s go, who did I go to?
to the people who went to work there
here I have a teacher who is from
university of colombia has a
marketing professor a marketing manager
an ong in the turkey a designer with the
Canadian
Leandro is me and there in the corner.
I do not know if everyone can see has the
Diana is the teacher of the school.
that we were working
then looks are just people coming together to
create solutions for people
This is one of the things that
everything was a photo that we
missed when you were doing the process
to understand the reality of children
and when I speak of understanding reality
of children was a very shocking thing
for me for example 20% of children
who work in the
god there in your area do not vote are children
of displaced persons who are married are
people who have their homes
peasants worked in the field and
organizations simply
get people out of their homes and so
what to promulgate
she will usually live in the outskirts
of the great cities of colombia bogota
one of which the school was
Working
percent in children are children
married and how does that understand this?
these priorities of the human being when the
We will talk to improve problems
math is super required condition
human rights and people management
build things for people okay
so let’s get together and now let’s go
create
only that leandro is not a person
inventive
the leandro is not an ip person
creative
he gets articulated he can
to do things but is not
innovative and then I was put
faced with this challenge, I suffered
design process
in this design process we start with
a problem the problem is usually
the problem of the school was the
year students had not been able to
develop in mathematics how much they
need
All right, let’s go to research.
we move on to that step of understanding the
reality of them feel with them
as I talked with them
live with them to really understand
any problem he is
living
I thought of 10 to solve I used
tools that have helped me a lot
more ideas than I was able to have
tools and did something generally
environment for which I have been trying to
top of the ideas to bring to the world
real
I created prototypes I started
try to bring the world
imaginary in the real world
we choose an idea we work on
details
we built it took to school and gave
all wrong once everything goes wrong
we took those problems that were
generated and we continue the cycle when
continue this cycle is started to create
cool things that we started
to create for example how you created this
microscope that here in this version was a
little more expensive but then later
this design cycle
it turned out to be a microscope of
two dollars that can be used in
classroom
then a mobile phone and a laser
people builds a device that can
be a two dollar microscope
there is connell proved that it was a
prototype that also made it very clear that
it was for you to work with one with the
children being more collaborative still
sound
and this one was one of the games that people
created the one that gave more certain is that it was a
game that we kids have a lot
problem to work with multiplication tables
a way he found working with
fashion running because she liked to
run
she is her favorite was from
physical education so let’s put
physical education along with math
We want a game that had to run.
to solve mathematical equations
now cool
we want to produce sensational things
very cool for education from there but
this was real value I learned from
have spent a month
immersed in the van was not neither me
not for the target
the teacher that when all the
process it started super people but the
teachers here do not want to work
they all work nothing that nobody is
everybody very tough she started
as a process so much so it began
saying that she had no ideas
she began to discredit her as she
goes through these parts of the process
all this was breaking down and not yet
I can create too, too.
to transform a reality, I too
I can change my school and at the end
the process was so may of it
‘I ‘m not going to pull this project and
I’m going to take this methodology in
from school
I will take this kind of approach to
education with my students lived there the
of an education for innovation there
lived the gold of empowerment through
design
there I understood what was empowerment of the
design there understands that the act as
could do to transform the
education
It’s okay, let’s get out of Colombia again.
of Brazil
how do I take it back to
reality of our country
the face has several shapes I found
through the movement well and leading to
schools bring this approach to bring
are intended to bring such
methodology
but every teacher can find his
different way of bringing a vision of the
innovation
any big key that we have
that break the head so that people
can form innovators either through
Minc culture through robotics
either through programming or through
of art how did you think people
have to change
We have to get out of the
products in the
to think of people creating a solution to
people through processes all these
they had mental processes
mental models that make them
create the absurd things because with
but she is a person who can
several serial innovations because the
very clear mental model of how
He wanted things if we
able to create in the patterns of models
in children that they can be
innovative innovations so we will
able to think about education really
transformative and something that I have
sure that I learned from the movement
make is the following we can not
think about building an education outside
Cashier
if we can not even build
a box
so what leaves you is the idea
that we have to learn to
build rates for us to power
build boxes still thanks
[Applause]
[Music]
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