Browse content similar to 06/09/2014. Check below for episodes and series from the same categories and more!
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Ah. | 0:00:14 | 0:00:15 | |
This week, Click is going back to school | 0:00:30 | 0:00:33 | |
to get under the skin of education. | 0:00:33 | 0:00:35 | |
We're in Malawi to see a teaching app that could have | 0:00:35 | 0:00:39 | |
huge potential in classrooms around the world... | 0:00:39 | 0:00:42 | |
and in the US, where students are using anonymous messaging apps | 0:00:42 | 0:00:46 | |
to combat bullying. | 0:00:46 | 0:00:47 | |
Plus, it's time to limber up and learn a new routine. | 0:00:49 | 0:00:52 | |
Welcome to Click. I'm Spencer Kelly. | 0:00:57 | 0:01:00 | |
For much of the world, this week is back-to-school week, | 0:01:00 | 0:01:03 | |
so we're all about education for you on today's programme. | 0:01:03 | 0:01:05 | |
This is the music technology room | 0:01:05 | 0:01:08 | |
at Brockenhurst College in the south of England | 0:01:08 | 0:01:10 | |
and this place has been working closely with IBM | 0:01:10 | 0:01:13 | |
to study that most peculiar of creatures... | 0:01:13 | 0:01:16 | |
the student. | 0:01:16 | 0:01:17 | |
More on that later. | 0:01:17 | 0:01:19 | |
But we start in the developing world, | 0:01:19 | 0:01:22 | |
where schools can't possibly offer this level of technology. | 0:01:22 | 0:01:26 | |
We often feature projects which try to redress this by, for example, | 0:01:26 | 0:01:29 | |
distributing tablets and laptops to the kids. | 0:01:29 | 0:01:32 | |
But worthy as they are, | 0:01:32 | 0:01:34 | |
we do find ourselves asking how effective they can possibly be. | 0:01:34 | 0:01:39 | |
Well, one project that we've been following in Malawi | 0:01:39 | 0:01:42 | |
has actually proved to have so much educational benefit | 0:01:42 | 0:01:46 | |
that it might be brought out of Africa and back to the UK. | 0:01:46 | 0:01:50 | |
Welcome to the school run, Malawi-style. | 0:01:53 | 0:01:56 | |
The seventh poorest country in the world, | 0:01:58 | 0:02:00 | |
educational resources are already overstretched... | 0:02:00 | 0:02:04 | |
and that was before the recent population boom which now means | 0:02:04 | 0:02:07 | |
that nearly half of Malawians are under the age of 14. | 0:02:07 | 0:02:12 | |
There are a huge number of children in the classroom, | 0:02:12 | 0:02:16 | |
90 per teacher on average. | 0:02:16 | 0:02:17 | |
And in some schools, there are classes of 300 or more. | 0:02:17 | 0:02:21 | |
This is the solution - at least according to one charity. | 0:02:24 | 0:02:27 | |
It's something called the "onebillion" app | 0:02:27 | 0:02:31 | |
For half an hour a day, | 0:02:31 | 0:02:32 | |
each child gets a special maths teacher all to themselves. | 0:02:32 | 0:02:37 | |
It is being developed by Andrew Ashe | 0:02:37 | 0:02:39 | |
who, with his long connection with Malawi | 0:02:39 | 0:02:42 | |
and his business developing language teaching apps, | 0:02:42 | 0:02:44 | |
thought this might make the difference. | 0:02:44 | 0:02:47 | |
Children are taken out of their class a few at a time | 0:02:47 | 0:02:50 | |
and each given a tablet running the app. | 0:02:50 | 0:02:53 | |
It only takes a few minutes to learn, | 0:02:53 | 0:02:54 | |
and all the instructions are in the local language, Chichewa. | 0:02:54 | 0:02:57 | |
The app assumes kids have had no previous formal maths learning | 0:03:20 | 0:03:24 | |
and, crucially, each can progress at their own rate. | 0:03:24 | 0:03:28 | |
Learning is broken down into fun tasks and easy steps | 0:03:28 | 0:03:31 | |
and there's a test at the end of each level. | 0:03:31 | 0:03:34 | |
If you pass, you get a certificate and you can move onto the next. | 0:03:34 | 0:03:38 | |
The kids in the small groups trialling this programme have found, | 0:03:38 | 0:03:42 | |
in a short time, their scores are not simply improving, | 0:03:42 | 0:03:45 | |
they are rocketing. | 0:03:45 | 0:03:46 | |
Now, this project is a little different from the similar schemes | 0:03:49 | 0:03:52 | |
we've seen before because it caught the attention of researchers | 0:03:52 | 0:03:55 | |
at Nottingham University in the UK | 0:03:55 | 0:03:57 | |
and they wanted to try a little experiment. | 0:03:57 | 0:04:00 | |
Back home, they decided to test out the app | 0:04:03 | 0:04:06 | |
they'd seen in Malawi on children in this Nottingham school. | 0:04:06 | 0:04:09 | |
After translating the app into English, | 0:04:11 | 0:04:13 | |
it was handed out to these four and five-year-olds here | 0:04:13 | 0:04:16 | |
at the Dunkirk Primary School. | 0:04:16 | 0:04:19 | |
Group learning was carried out in the same way as in Malawi, | 0:04:19 | 0:04:22 | |
daily 30-minute sessions with their progress monitored. | 0:04:22 | 0:04:26 | |
In Malawi, the choice is an app teacher | 0:04:26 | 0:04:29 | |
or almost no teacher attention at all. | 0:04:29 | 0:04:31 | |
But surely here, where schools have far more resources, | 0:04:31 | 0:04:35 | |
this app wouldn't make that much of a difference. | 0:04:35 | 0:04:38 | |
Well, it turns out it did. | 0:04:38 | 0:04:42 | |
Nottingham University's study found that six weeks using the app | 0:04:42 | 0:04:46 | |
accelerated the maths learning of these children | 0:04:46 | 0:04:48 | |
by between 12 and 18 months. | 0:04:48 | 0:04:52 | |
What was incredible about this was that in both countries, | 0:04:52 | 0:04:55 | |
we saw this same gain. | 0:04:55 | 0:04:57 | |
One week of working on the iPads for 30 minutes a day | 0:04:57 | 0:05:01 | |
lead to three months of formal education. | 0:05:01 | 0:05:05 | |
That sounds incredible. How did you feel when you saw those results? | 0:05:05 | 0:05:10 | |
Well, we were amazed. | 0:05:10 | 0:05:12 | |
One thing that the Malawian and British children have in common | 0:05:12 | 0:05:16 | |
is that neither started with any formal maths learning. | 0:05:16 | 0:05:20 | |
That seems important, but why did it get such good results? | 0:05:20 | 0:05:24 | |
So one of the reasons I think the app works is that the children | 0:05:24 | 0:05:27 | |
get immediate feedback on getting a question right. | 0:05:27 | 0:05:32 | |
If they don't get it right, they can't progress, | 0:05:32 | 0:05:35 | |
but when they do get it right, | 0:05:35 | 0:05:37 | |
they get a big yellow checkmark and they get a nice ping. | 0:05:37 | 0:05:40 | |
And that immediate feedback is really rewarding to the children. | 0:05:40 | 0:05:44 | |
When you get close, when you get them all, you can win a certificate. | 0:05:44 | 0:05:51 | |
Oh, no. What are we going to do now? | 0:05:51 | 0:05:54 | |
-Do you like playing these computers? -Yeah. -Yeah? | 0:05:55 | 0:05:57 | |
-They're not computers, they're iPads! -Oh, I'm sorry. | 0:05:59 | 0:06:02 | |
'And those rewards were doing their job for sure.' | 0:06:05 | 0:06:08 | |
-TABLET PINGS -Yes! | 0:06:08 | 0:06:10 | |
COMPUTER RECORDING CHEERS | 0:06:10 | 0:06:12 | |
But even if the children enjoy using the tablets, | 0:06:12 | 0:06:16 | |
is it right to encourage it? | 0:06:16 | 0:06:18 | |
After all, many parents are trying to cut down their kids' screen time. | 0:06:18 | 0:06:23 | |
We found that after half an hour, most of the children said, you know, | 0:06:23 | 0:06:27 | |
"No, we've had enough now, we want to go and carry on playing." | 0:06:27 | 0:06:30 | |
Because they love playing outside, they love playing with each other. | 0:06:30 | 0:06:33 | |
Thank you very much. Thank you, thank you. | 0:06:33 | 0:06:36 | |
He's busy. | 0:06:36 | 0:06:38 | |
My little boy goes to school very soon so I'm a nervous parent, | 0:06:38 | 0:06:43 | |
and I'm worried whether he's going to be learning enough | 0:06:43 | 0:06:45 | |
and whether he's going to have enough fun. | 0:06:45 | 0:06:47 | |
I'm sure these guys, for the rest of each day, | 0:06:47 | 0:06:50 | |
do have a riot and throw things and make things. | 0:06:50 | 0:06:53 | |
But what's really interesting is the half hour that they spend doing this | 0:06:53 | 0:06:57 | |
each day seems to be really quiet and really focused. | 0:06:57 | 0:07:01 | |
I really do get the feeling | 0:07:01 | 0:07:03 | |
that they are actually learning stuff here. | 0:07:03 | 0:07:06 | |
Kids in the UK have a future guaranteed to be more or less | 0:07:07 | 0:07:10 | |
connected to technology like this. | 0:07:10 | 0:07:12 | |
In Malawi, that is far from the case. | 0:07:12 | 0:07:15 | |
But onebillion believes its ambition of teaching | 0:07:15 | 0:07:17 | |
the entire nation's children just the very basics in maths | 0:07:17 | 0:07:21 | |
will have a profound effect on their future. | 0:07:21 | 0:07:24 | |
If you haven't got access to basic education, | 0:07:24 | 0:07:27 | |
if you're not even numerate, you can't do anything. | 0:07:27 | 0:07:30 | |
Even selling tomatoes at a market stall is denied to you. | 0:07:30 | 0:07:34 | |
So these children, it's so important that they get these basic skills. | 0:07:34 | 0:07:38 | |
And numeracy is a key skill, a fundamental... | 0:07:38 | 0:07:41 | |
It's almost a human right. | 0:07:41 | 0:07:44 | |
Running this app nationwide in Malawi | 0:07:44 | 0:07:46 | |
will certainly be a challenge. | 0:07:46 | 0:07:48 | |
But after seeing plenty of technologies being stripped | 0:07:48 | 0:07:50 | |
to basics and repurposed for use in the developing world, | 0:07:50 | 0:07:53 | |
it is refreshing to see that something originally made for Africa | 0:07:53 | 0:07:57 | |
can work just as well in the rest of the world, too. | 0:07:57 | 0:08:01 | |
'Now, if you could give me a couple of minutes, | 0:08:01 | 0:08:04 | |
'I really want to get that next certificate!' | 0:08:04 | 0:08:06 | |
-CHILDREN: -Bye! | 0:08:06 | 0:08:09 | |
And we'll show you what this college has been doing to help | 0:08:14 | 0:08:17 | |
its students in a couple of minutes | 0:08:17 | 0:08:18 | |
after we hear which technology stories have been making | 0:08:18 | 0:08:21 | |
the most noise this week. | 0:08:21 | 0:08:23 | |
DISCORDANT PIANO KEYS | 0:08:23 | 0:08:25 | |
It's been a revealing week for celebrities | 0:08:25 | 0:08:28 | |
who have iCloud accounts. | 0:08:28 | 0:08:30 | |
Some were hacked and private photos published on internet forum sites. | 0:08:30 | 0:08:34 | |
Apple suggested the hackers managed to work out | 0:08:34 | 0:08:37 | |
the login credentials of victims. | 0:08:37 | 0:08:39 | |
The company said there was no evidence of a breach | 0:08:39 | 0:08:41 | |
of its security systems. | 0:08:41 | 0:08:43 | |
The FBI is now looking into the case. | 0:08:43 | 0:08:46 | |
A new virtual reality headset by Samsung was one of the highlights | 0:08:46 | 0:08:49 | |
of Europe's largest consumer electronics expo, IFA. | 0:08:49 | 0:08:53 | |
Samsung also showed off a new smartphone with a touch screen edge | 0:08:53 | 0:08:57 | |
and a smart watch with its own SIM Card, capable of making calls | 0:08:57 | 0:09:02 | |
without the need to be paired with a mobile device. | 0:09:02 | 0:09:05 | |
In next week's show, | 0:09:05 | 0:09:06 | |
we'll have a full round-up of the IFA show from Berlin. | 0:09:06 | 0:09:10 | |
And a 3-D printer is about to boldly go | 0:09:10 | 0:09:13 | |
where no 3-D printer has gone before. | 0:09:13 | 0:09:15 | |
A small desktop printer is scheduled to head into the final frontier | 0:09:15 | 0:09:19 | |
aboard a SpaceX resupply mission which could be aboard | 0:09:19 | 0:09:23 | |
the International Space Station in a matter of weeks. | 0:09:23 | 0:09:26 | |
It's hoped that astronauts will be able to print the objects | 0:09:26 | 0:09:29 | |
they need on a mission, rather than wait for the next rocket to turn up. | 0:09:29 | 0:09:33 | |
Jennifer and Katie are starting a new year | 0:09:39 | 0:09:41 | |
here at Brockenhurst College. | 0:09:41 | 0:09:43 | |
A shared interest in microbiology has brought these two together | 0:09:43 | 0:09:46 | |
on the college's new, private social network. | 0:09:46 | 0:09:49 | |
The teacher can get involved in the community that's created, | 0:09:49 | 0:09:52 | |
but it's mainly for the students. | 0:09:52 | 0:09:55 | |
They can find information about their course, watch videos, | 0:09:55 | 0:09:58 | |
share work and even chat with other students | 0:09:58 | 0:10:01 | |
at a sister college in China. | 0:10:01 | 0:10:03 | |
You can follow different groups, people, pages, | 0:10:03 | 0:10:06 | |
whatever you want to follow, really. | 0:10:06 | 0:10:08 | |
It's all part of a trial being run by IBM which is looking at ways | 0:10:08 | 0:10:12 | |
of analysing data to give staff here | 0:10:12 | 0:10:14 | |
a better understanding of their students. | 0:10:14 | 0:10:17 | |
And behind this dashboard, | 0:10:17 | 0:10:19 | |
there certainly is a lot of data-crunching going on. | 0:10:19 | 0:10:22 | |
IBM calls it predictive analysis, | 0:10:22 | 0:10:24 | |
using data provided by students before they arrived at college | 0:10:24 | 0:10:28 | |
to tailor their course to the way that they learn. | 0:10:28 | 0:10:32 | |
During term time, the system is also capable of spotting those | 0:10:32 | 0:10:36 | |
who might be underperforming by monitoring social media. | 0:10:36 | 0:10:39 | |
Would you look for keywords once they're on the course | 0:10:39 | 0:10:42 | |
like, "I'm bored," or | 0:10:42 | 0:10:44 | |
"I'm not enjoying this, I'd rather go out than do this studying?" | 0:10:44 | 0:10:49 | |
Is that the sort of thing that's possible with this? | 0:10:49 | 0:10:51 | |
It's possible and of course it comes down to preferences | 0:10:51 | 0:10:54 | |
of how the college wants to implement it | 0:10:54 | 0:10:56 | |
and what students want to make available. | 0:10:56 | 0:10:58 | |
But like any consumer experience, | 0:10:58 | 0:11:00 | |
if you want to make that information available and it means | 0:11:00 | 0:11:04 | |
your experience is more positive as a consequence, | 0:11:04 | 0:11:07 | |
then people will tend to do that and it will build momentum. | 0:11:07 | 0:11:11 | |
Brockenhurst Principal Di Roberts | 0:11:11 | 0:11:13 | |
thinks this technology will help the team spot struggling students. | 0:11:13 | 0:11:18 | |
It's a development of what we already do. | 0:11:18 | 0:11:20 | |
We have a system by which we share information about students. | 0:11:20 | 0:11:24 | |
So in one particular class, how is this student working? | 0:11:24 | 0:11:28 | |
In another particular class, are they doing as well? | 0:11:28 | 0:11:31 | |
And that's shared amongst teachers, shared amongst personal tutors. | 0:11:31 | 0:11:34 | |
What the predictive analytics will do is give us greater depth. | 0:11:34 | 0:11:38 | |
So it's not just a teacher saying, | 0:11:38 | 0:11:40 | |
"Well, I'm not sure this student is doing particularly very well. | 0:11:40 | 0:11:43 | |
"Can somebody else tell me how they're doing in their class?" | 0:11:43 | 0:11:48 | |
We will have the analytic information that says this student, | 0:11:48 | 0:11:53 | |
with this sort of profile, is possibly at risk. | 0:11:53 | 0:11:56 | |
So if your students interact with the college on social media, | 0:11:56 | 0:12:00 | |
on Facebook or Twitter, they can expect what they say to be monitored | 0:12:00 | 0:12:06 | |
and absorbed into the system, taken into account? | 0:12:06 | 0:12:08 | |
Absolutely. It's a little bit like Amazon, | 0:12:08 | 0:12:11 | |
when you go online and you get followed around. | 0:12:11 | 0:12:14 | |
It's not going to be like Big Brother, | 0:12:14 | 0:12:16 | |
but in terms of being able to remind students, | 0:12:16 | 0:12:19 | |
"Are you working at your full capacity? | 0:12:19 | 0:12:22 | |
"If you do this, you will go up a grade." | 0:12:22 | 0:12:25 | |
So the technology does, in theory, allow for you to spot keywords? | 0:12:25 | 0:12:30 | |
-Yes. -Is it something you would think about doing? | 0:12:30 | 0:12:33 | |
To yours and the students' advantages? | 0:12:33 | 0:12:36 | |
It is definitely around consent. | 0:12:36 | 0:12:39 | |
What you don't want to feel... | 0:12:39 | 0:12:41 | |
And certainly, I know when I was 16 and 17, | 0:12:41 | 0:12:44 | |
I didn't want to feel I had somebody watching over my shoulder. | 0:12:44 | 0:12:47 | |
But, in a way, when they come into an educational setting, | 0:12:47 | 0:12:51 | |
they are aware that we will be looking out for them. | 0:12:51 | 0:12:55 | |
We'll be making sure they're not getting into difficulty. | 0:12:55 | 0:12:59 | |
And I think if it's explained how that will operate | 0:12:59 | 0:13:03 | |
and they do consent, then yes. | 0:13:03 | 0:13:05 | |
But I really think what we don't want to do is put students off | 0:13:05 | 0:13:08 | |
by thinking they don't have an outside life | 0:13:08 | 0:13:12 | |
to the life that's about education. | 0:13:12 | 0:13:15 | |
They overlap. They integrate and they're very much interconnected. | 0:13:15 | 0:13:20 | |
But students do deserve to have the privacy. | 0:13:20 | 0:13:26 | |
But increasingly, because it's on Facebook, | 0:13:26 | 0:13:30 | |
more students probably wouldn't have an objection, | 0:13:30 | 0:13:34 | |
because it's something they're used to sharing. | 0:13:34 | 0:13:37 | |
But it would have to be with their consent. | 0:13:37 | 0:13:40 | |
We're certainly putting more of our lives online | 0:13:40 | 0:13:43 | |
and from an earlier age these days. | 0:13:43 | 0:13:45 | |
But there is a growing trend towards social networking apps, | 0:13:45 | 0:13:48 | |
like Yik Yak, Secret and Whisper, | 0:13:48 | 0:13:52 | |
which hide our online identities. | 0:13:52 | 0:13:55 | |
But anonymity comes with its own set of challenges, | 0:13:55 | 0:13:58 | |
as Jonathan Blake has been finding out in Atlanta. | 0:13:58 | 0:14:01 | |
Life is pretty good for Brooks Buffington and Tyler Droll. | 0:14:04 | 0:14:08 | |
Just out of college and barely into their twenties, | 0:14:08 | 0:14:11 | |
they've developed anonymous messaging app Yik Yak. | 0:14:11 | 0:14:13 | |
It lets users share posts with everyone nearby, | 0:14:15 | 0:14:18 | |
whilst hiding their identity. | 0:14:18 | 0:14:20 | |
From this low-key office in Atlanta's Tech Village, | 0:14:20 | 0:14:23 | |
Yik Yak is riding a wave. | 0:14:23 | 0:14:25 | |
Anonymity online has never been so popular. | 0:14:25 | 0:14:28 | |
This idea is nothing new but we really lucked out on its timing. | 0:14:28 | 0:14:32 | |
I think everyone's used Twitter and Facebook, | 0:14:32 | 0:14:34 | |
where your identity is brightly cast out on the internet. | 0:14:34 | 0:14:39 | |
Now they want some more privacy. | 0:14:39 | 0:14:41 | |
You know, "Where can I go on the internet and post things | 0:14:41 | 0:14:43 | |
"that I can't talk about on Facebook cos my teacher is on there | 0:14:43 | 0:14:46 | |
"and my mom is on there," and all of that. | 0:14:46 | 0:14:49 | |
So they just want a sense of privacy | 0:14:49 | 0:14:51 | |
where they can freely express ideas and communicate with other people. | 0:14:51 | 0:14:55 | |
Yik Yak was aimed at college students, | 0:14:55 | 0:14:58 | |
perfect for sharing all the details about life on campus. | 0:14:58 | 0:15:01 | |
But when the app took off in high schools, | 0:15:02 | 0:15:05 | |
it led to security scares and handed cyber bullies | 0:15:05 | 0:15:08 | |
a new and particularly nasty weapon. | 0:15:08 | 0:15:11 | |
An alert tonight on an app that's called Yik Yak and why every parent | 0:15:11 | 0:15:15 | |
really should know if their son or daughter has it | 0:15:15 | 0:15:17 | |
in tonight's Daily Dot Com. | 0:15:17 | 0:15:18 | |
I first heard about it at nine o'clock in the morning | 0:15:18 | 0:15:21 | |
and I'd say by noon, every student had it on their phone. | 0:15:21 | 0:15:24 | |
Teachers were downloading it, administrators were looking at it. | 0:15:24 | 0:15:27 | |
It became a sort of competition of who could post the meanest thing. | 0:15:27 | 0:15:30 | |
Everyone trying to top each other in terms of how funny it was | 0:15:30 | 0:15:33 | |
and also how mean it was. | 0:15:33 | 0:15:35 | |
Yik Yak responded using the location-based nature of the app | 0:15:35 | 0:15:39 | |
to block it from certain areas. | 0:15:39 | 0:15:42 | |
Yik Yak plotted the location of schools and, using the GPS technology | 0:15:42 | 0:15:46 | |
within smartphones, was able to disable the app in those areas. | 0:15:46 | 0:15:50 | |
It's now blocked from at least 85% of US schools. | 0:15:50 | 0:15:54 | |
Try downloading Yik Yak here and it's no good. | 0:15:55 | 0:15:57 | |
I get a pop-up saying it looks like I am near a school | 0:15:57 | 0:16:00 | |
and messaging is disabled and that's the geo-blocking in action. | 0:16:00 | 0:16:04 | |
But despite the problems many schools have had with anonymous messaging, | 0:16:04 | 0:16:08 | |
this one is embracing technology and anonymity with an app of its own. | 0:16:08 | 0:16:13 | |
Every student here at Irmo High School in South Carolina | 0:16:14 | 0:16:17 | |
is issued with an iPad. | 0:16:17 | 0:16:19 | |
As well as a teaching aid, the tablets are also being used as a way | 0:16:19 | 0:16:22 | |
for the school authorities to monitor what is happening. | 0:16:22 | 0:16:26 | |
An app called Anonymous Alerts allows students to tip off teachers | 0:16:26 | 0:16:30 | |
about any problems or concerns they may have. | 0:16:30 | 0:16:33 | |
"Two young males got into a fight." | 0:16:33 | 0:16:39 | |
Time, where it happened, when it happened, | 0:16:39 | 0:16:42 | |
and if you know the person's name and what they look like, | 0:16:42 | 0:16:44 | |
you can describe it there in that area. | 0:16:44 | 0:16:47 | |
Despite a few hoax reports and false alarms, | 0:16:47 | 0:16:50 | |
many students here say it's made them feel safer. | 0:16:50 | 0:16:53 | |
There was a kid and he had a gun behind me | 0:16:53 | 0:16:57 | |
and he pulled it out of his book bag and I turned around and saw it. | 0:16:57 | 0:17:01 | |
At that moment, I was kind of in shock. | 0:17:01 | 0:17:03 | |
I didn't know whether or not to get up and go to the teacher | 0:17:03 | 0:17:08 | |
or to sit there or to leave. | 0:17:08 | 0:17:10 | |
If I'd had the app, I would have definitely, at that moment, gone on | 0:17:10 | 0:17:14 | |
and probably gotten up to leave the classroom. | 0:17:14 | 0:17:18 | |
Every school leader in this country is very cognisant of the fact | 0:17:18 | 0:17:23 | |
that any day you come to work could be the day | 0:17:23 | 0:17:26 | |
that we are on the news for something horrible. | 0:17:26 | 0:17:28 | |
And I think it gives us in our building a sense of... | 0:17:28 | 0:17:32 | |
I don't want to say false security, | 0:17:32 | 0:17:34 | |
because you can never be 100% secure, | 0:17:34 | 0:17:37 | |
but it gives us additional security that we feel as though we have done | 0:17:37 | 0:17:42 | |
everything we possibly can to try to prevent anything that could occur. | 0:17:42 | 0:17:46 | |
BALLET MUSIC | 0:17:54 | 0:17:58 | |
I've been asked to do many unusual things on this programme, | 0:18:02 | 0:18:05 | |
but I have to say... | 0:18:05 | 0:18:08 | |
never before ballet. | 0:18:08 | 0:18:09 | |
Come on, Spencer, let's go this way. | 0:18:12 | 0:18:15 | |
'OK, so how did I end up in this mess? | 0:18:15 | 0:18:17 | |
'Well, I was kind of tricked into it by an intriguing app | 0:18:17 | 0:18:21 | |
'made by Dutch developers Game Oven. | 0:18:21 | 0:18:24 | |
'Bounden asks you to find a partner and together hold a smartphone. | 0:18:24 | 0:18:29 | |
'Without letting go, you then have to twist and turn it together | 0:18:29 | 0:18:32 | |
'to move the cross hairs around this little globe. | 0:18:32 | 0:18:36 | |
'The phone's motion sensors make this a very precise job | 0:18:36 | 0:18:39 | |
'and before you know it, you're recreating the moves | 0:18:39 | 0:18:42 | |
'the choreographer had in mind. | 0:18:42 | 0:18:44 | |
'Well, that's the idea, anyway. This is how it's supposed to look.' | 0:18:44 | 0:18:48 | |
So how did Game Oven's Adriaan de Jongh | 0:18:50 | 0:18:53 | |
come to be working with a ballet company? | 0:18:53 | 0:18:56 | |
We started thinking, | 0:18:56 | 0:18:57 | |
"OK, this is apparently a way we can make people move together. | 0:18:57 | 0:19:00 | |
"But this is the way to do it. | 0:19:00 | 0:19:04 | |
"What are the actually movements that they're going to be doing?" | 0:19:04 | 0:19:06 | |
So we were looking around and thinking, | 0:19:06 | 0:19:09 | |
"Well, maybe we should get a choreographer on the team." | 0:19:09 | 0:19:12 | |
So we just, you know, called the Dutch National Ballet. | 0:19:12 | 0:19:15 | |
Well, unfortunately, we only have one expert dancer in the room at the moment, | 0:19:15 | 0:19:19 | |
although we do seem to be making a little bit of progress. | 0:19:19 | 0:19:22 | |
'My extremely patient dance partner, Julia Gillespie, used to dance | 0:19:22 | 0:19:26 | |
'with Game Oven's collaborators, the Dutch National Ballet. | 0:19:26 | 0:19:29 | |
'She's now with the Rambert Dance Company on London's South Bank.' | 0:19:29 | 0:19:34 | |
-HE LAUGHS -How do I always end up like this? | 0:19:34 | 0:19:36 | |
So does she think that Bounden can give you a balletic boost? | 0:19:36 | 0:19:41 | |
It's good for partnership and our movements but the footwork... | 0:19:42 | 0:19:48 | |
We have to work on our footwork, I think. | 0:19:48 | 0:19:52 | |
Who would you recommend this for? | 0:19:52 | 0:19:54 | |
Beginners that haven't perhaps done a dance class before. | 0:19:55 | 0:20:00 | |
Couples? | 0:20:00 | 0:20:03 | |
A nice way to get close and learn how to dance together. | 0:20:04 | 0:20:09 | |
'Perhaps, then, Adriaan and his team are thinking about more | 0:20:09 | 0:20:12 | |
'about how you feel than how you move.' | 0:20:12 | 0:20:14 | |
I think games as a medium have explored only a limited amount | 0:20:14 | 0:20:19 | |
of emotions and experiences. | 0:20:19 | 0:20:22 | |
There's so many more things that we can do. | 0:20:22 | 0:20:26 | |
It's a bit more like Twister than a dance, I have to say. | 0:20:26 | 0:20:30 | |
'Now, let's face it. There's clearly much more to ballet | 0:20:30 | 0:20:32 | |
'than moving a phone through the air but, well, it's a start | 0:20:32 | 0:20:35 | |
'and it does make a refreshing change from flinging birds at pigs.' | 0:20:35 | 0:20:40 | |
And relax. Thank you, Julie. Take five. | 0:20:40 | 0:20:45 | |
And now we will cross to... | 0:20:45 | 0:20:48 | |
Show off! | 0:20:48 | 0:20:50 | |
-We will cross to... -HE GRUNTS | 0:20:50 | 0:20:52 | |
..the Webscape studio, | 0:20:52 | 0:20:53 | |
where I can imagine Kate Russell can teach us a thing or two. | 0:20:53 | 0:20:57 | |
-(Can you help me down, please?) -No. | 0:20:57 | 0:21:00 | |
There's no real substitute for pen and paper when you're learning, | 0:21:06 | 0:21:09 | |
but these days, kids need to grow up understanding how to use | 0:21:09 | 0:21:13 | |
digital notebooks and sketch pads as well, | 0:21:13 | 0:21:16 | |
or they could be left behind. | 0:21:16 | 0:21:18 | |
For artistic impulses and jotting down notes, | 0:21:18 | 0:21:21 | |
Paper by FiftyThree is a great example of what's available for iOS. | 0:21:21 | 0:21:26 | |
I'll confess, I don't normally take the time to read the instructions | 0:21:33 | 0:21:37 | |
when I try a new app out. | 0:21:37 | 0:21:39 | |
So I was a little bit lost with Paper to begin with. | 0:21:39 | 0:21:43 | |
But once I rewound and discovered the pinch and swipe peculiarities | 0:21:43 | 0:21:48 | |
of interfacing with this app, | 0:21:48 | 0:21:50 | |
I found it extremely elegant and intuitive. | 0:21:50 | 0:21:53 | |
For arty Android users, there are a few choices too. | 0:21:56 | 0:21:59 | |
I like Artflow as it has a huge selection of brushes and tools. | 0:21:59 | 0:22:04 | |
You can even export to a Photoshop file to work on a sketch | 0:22:04 | 0:22:07 | |
in more detail later. | 0:22:07 | 0:22:09 | |
And it has a nifty feature called "palm rejection", | 0:22:09 | 0:22:12 | |
so you won't accidentally zoom in resting your hand on the screen. | 0:22:12 | 0:22:17 | |
The basic features are free, | 0:22:17 | 0:22:19 | |
with in-app purchases for the more detailed stuff, | 0:22:19 | 0:22:22 | |
and if your Android already has a stylus, | 0:22:22 | 0:22:25 | |
you won't need to shell out for that extra too. | 0:22:25 | 0:22:27 | |
There are lots of great examples of apps created by kids. | 0:22:29 | 0:22:32 | |
I love this iPhone app, | 0:22:32 | 0:22:34 | |
by a seven-year-old called Leah and her dad Irwin, | 0:22:34 | 0:22:38 | |
Minihug, which helps parents monitor how much time quality time | 0:22:38 | 0:22:42 | |
they're spending away from their technology | 0:22:42 | 0:22:45 | |
playing with their children. | 0:22:45 | 0:22:47 | |
Apps can also be a great way to teach kids, | 0:22:54 | 0:22:57 | |
and this week, the Staffordshire Police Force in the UK | 0:22:57 | 0:23:00 | |
has launched a Flappy Bird-style game called Kash Dash, | 0:23:00 | 0:23:04 | |
that aims to help young people understand how to stay safe online. | 0:23:04 | 0:23:08 | |
If your mind needs further expansion, | 0:23:13 | 0:23:16 | |
the legendary lectures of Nobel prize-winning physicist | 0:23:16 | 0:23:19 | |
Richard Feynman are now all available free | 0:23:19 | 0:23:22 | |
on the Feynman Lectures website in text form. | 0:23:22 | 0:23:25 | |
If you prefer video, the Microsoft Tuva project has remastered | 0:23:28 | 0:23:32 | |
seven of the great physicist's lectures filmed in the 1960s | 0:23:32 | 0:23:36 | |
and presented them with annotations | 0:23:36 | 0:23:38 | |
and links to further educational material. | 0:23:38 | 0:23:41 | |
And mathematically, we can write that great law down in a formula, | 0:23:41 | 0:23:45 | |
some kind of a constant times the product of the two masses | 0:23:45 | 0:23:49 | |
divided by the square of the distance. | 0:23:49 | 0:23:52 | |
Kate Russell's Webscape concluding today's lesson. | 0:23:52 | 0:23:56 | |
Hope you've enjoyed our educational special from Brockenhurst College, | 0:23:56 | 0:23:59 | |
and if you'd like more from us throughout the week, | 0:23:59 | 0:24:01 | |
do check out our website. | 0:24:01 | 0:24:04 | |
If you'd like to get in touch, you can tweet us or e-mail us. | 0:24:04 | 0:24:09 | |
That is it for now, though. | 0:24:09 | 0:24:11 | |
Thank you for watching and we'll see you next time. | 0:24:11 | 0:24:13 |