►
From YouTube: Team Meeting 28 ◐ Accreditation Steps ◐ Partnerships ◐ Generators ◐ Universities ◐ Admissions
Description
◐ Steps for the accreditation.
◐ Partnerships. Generators, Universities.
◐ Search for Admissions.
◐ Northeast testbed
◐ and more ...
A
B
Alone,
I'm
alone
you're,
not
taking
that
worked
up
taking
that
one.
No,
it
was
not.
It
was
not
just
your
fault,
I
mean
you
know
periodically.
You
know
we
do
have
stuff
that
pops
up
and
you
know
we
can't
have
a
live
meeting.
We
tweet,
as
you
know,
we
stream
our
meetings.
We
are
more
transparent
about
our
internal
operations
than
anybody
else,
pretty
much
and
that's
so
no.
You
had
some
work
you
had
to
do
so
today,
but.
A
That's
what
we'll?
Never
that's,
what
I
wanted
to
say
infinitely
I
have,
let
me
finish:
I
was
going
to
say
them
too
much.
My
fault
I
had
some
work
on
out
to
do
everything.
As
you
know,
I'm
doing
an
internship
with
a
serious
game
company
and
gathered
lots
of
information,
good
Intel
for
all
the
faculty
members
to
use
and
things
that
our
students
can
use
to
their
advantage.
So
I
was
doing
serious
work
for
a
plan
so
that
we
had
to
miss
2227
last
week
and
we
was
so
actually
officially.
B
That
well
Daniel
I,
also,
you
know
sorry
to
have
stepped
in
there.
I
also
know
why
you
do
excellent
work
and
I.
Also,
you
know,
sometimes
both
you
and
I
will
tend
to
one.
We
will
tend
to
internalize
in
process
our
our
our
our
blame
and
focus
on
ourselves.
When
really
you
know,
hey
stuff
happens
and
we
have
to
get.
We
have
to
handle
some
other
other
junk.
So
it's
not
so
it's
not
a
big
just
looking
out
for
you,
like
you
look
out
for
me.
Thank.
A
A
But
what
we're
going
to
discuss
today
is
the
steps
for
your
attention,
we're
going
to
be
talking
about
hardships,
generators
and
universities,
such
for
admissions
and
our
northeast
test
bed
and
I'm
very
interested
to
hear
about
that.
One
of
them
was
there,
that's
a
yeah.
That's
that's
going
to
be
an
interesting
discussion
there,
which
I'd
love
to
have
so
every.
B
Year,
oh
yeah:
well
you
know
anyone
who
saw
listening
I
know
these
are
fun
conversations
for
everybody
and
are
growing
more
populated
by
the
day.
So,
if
you're
you're
listening
to
t
mean
you
want
to
chime
in
on,
send
us
a
tweet
on
tweet
to
add
a
player
no
or
you
can
also,
unless
questions
at
a
planner
calm
and
they
will
pop
up
on
the
screen.
I
will
not
be
sharing
my
screen
in
the
meaning,
but
what
we're
going
to
do
is
yeah.
B
You
know
if
you
want
to
chime
in,
please
do
because
you
know
we're
always
were
always
open
to
questions.
So
I
want
to
talk
a
little
bit
about
so
over
the
past.
You
know
when
we
had
woodblock
really
August.
We
talked
about
the
steps
for
accreditation
and
the
idea
I
had
of
you
know.
First
we're
building
the
courses.
Then
we're
going
to
be
building
the
certificate
programs
expanding
out
the
the
idea
of
the
transfer
credits
and
getting
those
particular
things
set.
B
Then
we
add
arm
the
whole
piece
on
starting
the
degree
program
to
bend
in
the
US.
We
have
to
go
through
accreditation
by
first
on
applying
like
we
did
and
we're
successful
for
approval
to
offer
courses
for
credit
and
then
were
able
now
to
dumb
that
we
announced
in
our
update
that
came
out
in
early
September
that
we're
able
to
create
certificates,
certificates
on
various
subjects,
we're
getting
more
and
more
on
Dan
Kirk
has
created
a
section
of
of
our
project
management
software.
B
A
little
app
called
the
title
is
certificate
degree
granting
authority
areas,
so
we
can
keep
track
of
when
different
people
apply
and
submit
programs
and
certificates
for
approval.
We've
already
got
that
with
our
marketplace
program
and
so
we're
starting
to
get
those
certificate
programs
really
fleshed
out,
and
not
only
that
we're
starting
to
get
there's
no
more
people
who
are
starting
to
interact
interfaculty
wise
to
create
these
certificate
pieces.
So
that's
working
well,
so
we're
going
to
do
quite
enough.
Like
a
little
bit
of
a
lily
pad
a
leapfrogging
approach.
B
We
have
courses,
and
then
you
know,
if
you're
a
professor,
you
need
to
find
courses
that
are
attached
to
you
know.
We
think
that
marketing
courses
within
certificates
is
going
to
be
another
way
to
attract
students.
Then
what
we've
got
is
taking
those
certificates
adding
them
together
and
that
will
be
part
of
some
individual
who
individuals
who
wanted
to
be
getting
a
degree.
What's
really
interesting
this
last
night
I
got
a
the
outline
of
the
proposal
for
a
arm,
while
the
professor
called
it
a
certificate.
B
B
That
kind
of
it
it's
a
specialized
professional
in
a
professional
area,
and
what
we
have
to
do
now
is
think
about
what
kind
of
general
education
credits
we
want
to
add
in
and
how
we're
going
to
do
that
so
for
a
player
now
arm
in
we've
got
to
get
a
little.
You
know,
while
I'm
dad,
Daniel
and
I
have
been
doing
all
kinds
of
other
stuff
and
haven't
I,
have
a
chance
to
really
sit
down
and
chat.
We've
got
to
engage
the
faculty,
which
is
our.
B
What's
our
transfer
credit
policy,
we
know
that
we
want
that
to
be
as
open
as
possible,
so
we're
going
to
accept
a
Coursera
credits-
okay,
meaning
that
if
you
take
an
exam
for
Coursera
or
EDX
and
it's
a
certified
examine
you
take
the
class.
You
might
be
able
to
substitute
that
in
for
one
of
the
courses
on
their
general
education
credits
that
different.
B
Universities
and
such
offer
and
I'm
forgetting
actually
another
one
when
you
think
about
it,
we've
actually
had
we've
had
also
discussions
cerner
around
a
really
really
interesting
course
and
I.
Don't
I
can't
really
talk
about
it
yet
publicly.
We've
also
had
besides
this
professional
studies,
piece
we've
got
a
whole
nother
raft
of
of
a
degree
program
in
a
really
cutting-edge
field
that
is
more
on
technical
based
and
computer-based.
B
So
it's
really
going
to
be
interesting
to
see
how,
on
both
what
traditionally
has
been
kind
of
like
a
voc-tech,
vocational,
technical
or
professional
degree
program
on
the
one
end
and
then
really.
What
I
would
call
is
sort
of
you
know
really
applied
knowledge
on
degree
program
on
the
other,
and
you
know
we'll
have
good
of
those
announcements,
hopefully
we'll
be
able
to
announce
that
in
the
next.
B
Remember
that
you
know
most
public
universities
take
a
year
or
two
years
to
develop
a
degree
program
and
then
go
through
all
the
rigmarole
and
we're
really
cutting
that
process
down
to
you
know
we
just
announced
you
know
I,
don't
know
18
days
ago
about
how
the
fact
that
we
were
allowed
to
create
certificates
and-
or
you
might
stretch
that
back
out
to
six
weeks
ago,
when
we
were
talking
it
about
wood
block,
and
now
we
have
some
very
legitimate
certificate
proposals
going.
So
this
is
a
really
long
arm.
B
B
Once
were
once
we
have
a
few
of
these
things
set
and
once
we've
got
the
general
education,
credit
piece
really
wired
up
and
and
the
transfer
credit
policy
really
wired
up
on
and
a
few
of
the
the
student
support
services,
wired
up
and
that's
happening,
and
you
know
I
again:
I'm
I
want
to
push
and
have
us
be
at
the
place
where
we
submit
our
paperwork.
You
know
sometime
around,
you
know
six
months
from
now,
maybe
a
little
less,
but
I
definitely
want
to
be
through
that
process.
B
So,
as
long
as
we
have
everything
you
know
lined
up
an
approved
lined
up
and
where
we've
got
really
good
relationships
with
the
state
of
Vermont
in
terms
of
our
communications
with
them,
we
can
announce
the
with
the
program's
once
they're
set.
Then
we'll
do
a
big
announcement
really
saying
hey.
We
can
accept
students
into
these
certificate
or
degree
programs
on.
We
cannot
offer
them
yet
mean
we
can't
sorry.
We
can't
grab
them
until
we've
got
that
that
authority
from
Vermont.
B
But
you
know
we're
going
to
be
able
to
you
know:
one
sweet
once
I
feel
that
the
quality
is
high
enough
and
that
we've
got
all
the
particular
systems
in
place
and
we're
going
to
move
to
that
process.
And
again,
that's
really
quick,
think
about
it.
In
May
we
just
we
received
approval,
we
and
now
we
can
offer
certificates.
B
So
you
know
that's
going
well
and
of
course,
once
we
hit
Vermont
once
we
get
approval
to
be
a
degree
for
degree-granting
authority
in
the
state
of
Vermont
we're
going
straight
for
the
National
in
the
regional
accreditation,
that's
going
to
be
a
more
long,
drawn-out
process,
but
you
know
we
can
do
it.
It's
not
it's
complicated.
B
It's
complex,
but
I've
I've
been
through
it
before,
and
we
can
also
draw
on
lots
of
knowledge
on
in
our
local
group
and
our
local
community
to
help
us
with
that
and
our
global
community,
because
the
faculty
are
spectacular.
So
enough
of
my
yakking
and
preaching
on.
Do
you
dan
and
Daniel?
You
guys
got
any
questions.
B
A
A
Sounds
absolutely
delicious,
whatever
I
think
I
should
keep
it
straight
to
my
stomach
fans
can
tell
okay,
no
but
I'm
as
I.
Tell
you
every
time,
I'm
stoked.
Every
time
I
said
I
hear
that
we
go
where
we
go,
what
stepfather
into
the
right
into
the
direction
of
that
that
become
a
fully
fledged
institute,
getting
our
accreditation
done,
getting
all
over
all
the
things
in
place
that
we
need
and
I'm
just
a
mess
of
the
speed
that
we're
going
bad,
and
I
think
it's
fantastic
that
I
recently
do
anything
like
that.
You.
B
A
Absolutely
wonderful
is,
but
especially
if
we
look
at
I
think
it
was
was
it
last
because
we
could
feel
that
when
we
hit
a
hundred
and
fifty
courses
that
we
were
that
our
current
leader
of
or
a
kind
of
a
question,
I
think
we're
now
has
ten
courses
which
we've
approved
for
it
for
instruction
it's
a
quite
so
was
quite
if
I'm
still
very
excited
and
I'm
love.
Anything.
B
Yeah,
it's
it's
good.
You
know
again
the
larger
the
catalog.
We
have,
the
more
interested
I
think
students
are
going
to
become.
You
know
when
we'll
talk
a
little
bit
about
you
know.
One
of
the
things
to
attract
students
is
the
concept,
is
legitimacy,
okay
and
it's
a
little
bit
of
legitimacy
by
association.
B
So
or
you
know
it
the
most
interesting
thing
about
creating
partnerships
and
we're
looking
for
partnerships
with
you
know
with
colleges
and
universities
in
the
we
can
talk
a
little
bit
about
the
you
know
in
the
Northeast
the
issue
in
the
northeast
of
the
u.s.
we're
really
looking
for
universities
right
now,
the
start
and
colleges
to
start
creating
water
called
articulation
agreements-
okay,
oh,
and
what
they
basically
are
is
that
that
college
or
university
recognizes
our
courses
and
they
want
to
partner
the
in
partnership
with
us
for
those
four
classes.
B
Let
me
tell
you
how
it
kind
of
works
on
at
all
kinds
of
institutions
over
in
the
world.
You
can
only
offer
a
limited
number
of
classes
if
you're
a
place-based
institution
of
higher
learning,
so
you
might
have
some
students
who,
for
example,
really
want
to
actually
find
a
course.
They
love
their
college
that
they're
at
they
really
need
a
class
in
little.
Let's
say:
computer
security
and
hacking.
Okay
and
I
should
do.
B
They
really
want
to
cook
a
course
to
take
as
a
supplement
to
their
own
computer
science
degree
and
what
we
can
do
is
we
can
offer
that
ecology,
University
access
to
our
faculty
so
that
the
they
can
on
the
students
can
access
those
classes.
Those
extra
classes
online,
and
we
in
the
biggest
thing,
is
that
that
by
having
the
faculty
on
the
IP
again,
okay,
our
development
costs
for
courses
is
a
whole
lot.
Lower
faculty
get
paid
a
whole
lot
more
money.
B
B
Well,
it
costs
a
tremendous
amount
of
money
for
those
on
to
sign
a
contract
with
Pearson's.
They
also
have
all
these
Unseelie
ery
things
that
you
shouldn't
sign
up
to
like
tutoring
and
all
kinds
of
stuff.
Well,
when
you
have
the
faculty
owning
the
IP
in
the
fat
and
the
classes,
very,
very
small,
your
costs
to
provide
all
those
extra
in
ciliary
services
are
a
whole
lot
lower
and
you
have
a
whole
lot
better
ability
to
kind
of
pick
and
choose
a
little
bit
who
you
want
to
deal
with.
B
The
only
thing
that
we
play
now,
what
we're
kind
of
doing
is
we
want
to
make
sure
that
the
faculty
get
the
those
kinds
of
the
the
fees
that
the
same
9010
rule
sticks.
Okay,
in
other
words,
faculty,
get.
Ninety
percent
of
the
tuition
revenue,
I'm
a
planner,
gets
ten
armed
people
are
interested
in
that
and
we're
taking
our
first.
You
know
with
the
a
institution
of
higher
education
that
will
go
unnamed,
we're
taking
those
first
steps
of
negotiating
and
talking
about.
Well,
how
can
we?
How
can
we
help?
B
You
know
the
traditional
institutions
of
higher
read
to
provide
a
better
service
to
again
not
lower
their
costs
on,
but
how
can
we
create
some
kind
of
partnership
where
they're
getting
some
some
extra
value
added,
there's
also
really
interesting
ideas
about.
Can
our
faculty
become
arm
sort
of
an
institution
university
as
a
need
to
develop
a
particular
type
of
class
and
armed
with
particular
types
of
skills,
and
they
can
kind
of
use
us
in
contract?
B
Out
with
that,
professor
and
then
the
professor
again
as
the
licensing
piece
now
where,
where
it
gets
tricky,
is
I
want
to
make
sure
we
fill
classes.
Okay,
the
faculty
I
mean
that's
where
the
money
is:
okay,
isn't
teaching
students,
okay
and
that's
where
we
can
can
leverage
ourselves
and
leverage
the
Faculty's
work.
But
then
you
know,
since
we
have
limited
class
sizes
220
arm,
you
know
25
students.
B
If
a
faculty
member
create
something
really
really
good,
they
can
maybe
teach
three
sections
of
that
okay,
but
they
might
want
to
license
their
curriculum
to
other
instructors
to
teach
and
they
need
to
be
able
to
get
paid.
For
that,
so
you
know:
do
I
am
really
looking
try
looking
hard
at
arm
trying
to
create.
You
know
again
those
9010
relationships
where
I
were
I'm,
shooting
as
much
revenue
out
to
the
faculty
member
members
as
possible
or
taking
our
cut,
and
the
great
thing
is
that
that
contract
that
the
faculty
have
signed.
B
That
hundred
and
fifty
you
know
that,
or
you
know
it's
all
its
larger
than
that
the
contract
that's
listed
on
the
website
set
states
very
clearly
faculty
on
all
the
IP.
So
if
you
wanted
to
do
this
or
you
wanted
to
be
a
part
of
it
on
there's
going
to
have
to
be
another
contract
that
faculty
are
going
to
have
to
agree
to
so
you
know
this
is
not
a
case.
This
is
definitely
not
a
case
of
you
know.
B
Plan
I
was
trying
to
you
monetize
via
data
and
all
this
door,
or
you
know
going
to
take
your
your
knowledge
and
then
sell
it
on
the
cheap.
With
the
contrary,
oh
we're
really
really
transparent
about
I'm
in
transparent.
In
my
conversations
that
we
are
not
interested
in
arm,
you
know
getting
certain
fees
for
headhunting.
You
know
shouldn't
you
know
getting
doing
stuff
behind
faculties
back.
This
is
going
to
be
totally
transparent
and
faculty
or
go
so
yeah.
You
know
it's
going
to
be
it's
pretty
cool.
You
know
we'll
see
how
these
things
develop.
B
You
know
you
got
to
find
the
right
institution
to
do
that
on
another
piece
of
the
generators
we're
looking
actively
for
a
might
have
found
one
for
a
maker
space
to
work
with
to
start
developing
some
folk
technical,
vocational
technical
prothom
courses
like
I,
really
want
to
see
a
program
in
you
know
advanced
3d
manufacturing,
that's
a
huge
issue.
You
know
with
the
whole
development
of
3d
printers
and
also
you
know
now:
they've
developed
on
things
to
print
houses.
B
It's
it's
genius,
you
know,
and
so
you
can
see
a
whole
arm
raft
of
of
of
skills
and
new
industries
that
are
going
to
develop
because
of
that
technology.
And
you
know
we
can't
wait
around
for
traditional
I.
Read
21,
develop
these
programs.
We've
got
to
develop
them
much
more
quickly
and
get
them
out
to
people,
and
you
know
so
we
want
to
find
so.
If
you're
out
there
and
you're
listening
I
mean
you
know,
of
really
good
makers
faces
shoot
me.
An
email
I've
got
one,
that's
interested
in
in
Vermont.
B
What
I
really
want
to
very
quickly
expand
the
network
to
outside
Vermont
and
we'll
talk
about
the
test
bed
in
a
second
and
we're
looking
for
all
KY
I've
got
some
meeting
scheduled
with
some
other
groups
about
these
groups,
some
computer,
modeling
organizations
and
systems
to
create
certificate
and
degree
programs
there.
So
you
know
things
are
bubbling
up
with
that,
but
you
can
create
a
really
great
institution,
but
you
gotta
have
students.
If
you
gotta
have
it,
you
know
really
good
emissions
and
right
now.
B
Well,
we
have
had
some
interest
and
some
people
signing
up
and
paying
us
for
classes
on
those
numbers
aren't
high
enough.
You
know
we
get.
We
haven't
cracked
and,
and
everybody
needs
to
chime
in.
We
haven't
cracked
how
to
get
at
how
to
get
at
the
18
to
25
year
old
crowd,
who
really
is
getting
hurt
by
student
debt
or
who
really
is
not
happy
with
traditional
IRA.
We
have
not
cracked
that
that
you
know
that
that
piece
of
working
really
hard
to
do
that,
would
you
guys
agree?
A
Oh,
absolutely
I'm
just
gonna
say
goodbye
to
done
because
he
has
support
is
flying.
How
well,
okay-
and
you
know
absolutely
have-
I
think
this
one
of
the
was
it
did
one
of
the
things
that's
how
currently,
mostly
mostly
in
our
way
that
we
that
we
don't
know
that
we
lack
knowledge,
basically
of
where
an
educational
institute
that
needs
to
learn
for
ourselves
as
well,
of
course,
as
everybody
else,
and
so
this
is
one
of
the
things
that
we.
If
we
had
a
course
on
this,
you
would
be
fantastic.
A
I
take
it
immediately
so
yeah,
but
there
no
there's
absolutely.
Where
is
a
potential
there
and
which-
and
I
think
there's
a
lot
of
places
that
we
can
learn
I'm.
We
also
need
to
get.
We
also
need
to
learn
from
the
faculty
members
across
our
faculty
members
of
partnership,
/
trans
students,
and
they
there
were
dated,
and
they
know
the
type
of
students
that
they
that
they're
looking
for
that
for
the
class
today
they
have
a
good
profile
of
the
students
and
they
know
far
better
than
us
where
they
can
find
them.
A
This
is
a
this
certain
hip
coffee
shops
or
of
coffee
bars
Internet,
where,
wherever
the
their
students
hang
out
and,
of
course,
isn't
as
I
was
reading
everything
this
weekend's,
the
book
four
percent,
which
is
discusses
the
four
percent
of
matter
that
we
can
actually
see
in
the
universe.
It's
a
cosmology
physics
book
white
said
wasn't
quite
interesting
about
the
history
of
cosmology
in
physics
and
they
they
were
very
much
focus
on
there.
A
There's
a
tight
group
of
people
who
love
to
love,
cosmology
and
astronomy
and
physics,
and
that
they
that
they
don't
meet
each
other,
while
they're
there
to
knowledge
bases
overlap,
at
least
in
history
and
I've
notes
slightly
different.
Now
there
was
it
they
overlap
very
much
that
they
really
need
to
find
each
other,
and
that's
what
we
had
that's.
B
B
That
you
know
the
I
don't
want
to
name
names.
We
had
a
wonderful
candidate
who,
in
terms
of
our
community
and
media
position-
and
he
actually
talked
himself
out
of
the
position-
okay
talked
us
out
of
giving
him
the
position.
Okay
very
deftly,
I
might
say
it.
It
was
genius,
okay,
a
person
whose
name
is
on
the
top
list,
okay
of
of
people
who
I'm
going
to
contact
in
6
months
when
we
we
do
start
to
scale
on
absolutely
genius.
We
talked
about
that.
B
We
haven't
yet
connected
with
that
with
that
audience
and
really
caused
us
to.
You
know
talk
about
the
next
piece
which
we'll
get
to
in
a
second
about
the
northeast
testbed
on
admissions.
Is
it's
really
funny?
While
I
did
admissions
and
started
a
school
20
years
ago,
okay
and
granted,
it
was
a
secondary
school.
B
So
it
was
a
different
piece,
I'm,
really
realizing
how
on
through
some
conversations
with
former
students
or
in
in
you
know,
in
college
or
just
out
of
college,
about
how
out
of
touch
on
the
admissions
process
is
to
to
young
people,
because
they're
concerned
about
very
different
things.
Now
that
concern
about
the
debt,
they
also
have
a
very
big
distrust
of
I
mean
you
know:
I'm
46,
okay,
a
hobbit
living
in
Vermont
I've
got
the
voice
of
this
of
the
generation.
They
give
you
your
old
guy
I'm,
an
old
dude
I'm
wrong.
B
So
there
is
this
distrust
of
people
over
30,
which
is
probably
justified
and
and
that
that
institutional
bias.
So
it's
really
you
know
how
do
you
create
these
bridges?
How
do
you
find
these
individuals
that
can
bridge
the
two
worlds,
where
we're
trying
to
create
something
too
young
that
that
people
can
use
to
educate
themselves?
Okay,
but
really
you
know,
the
standard-bearer
are
the
people
that
are
actually
using
the
tool
and
how
do
we
find
those?
And
so
so
it's
more
like
the
guerilla
marketing
piece.
B
You
know
the
ignorance
that
we
suffer
right
now
of
our
who
the
customer
is
sorry
and
I.
You
know
we're
going
to
probably
go
over
of
customer,
but
you
know
in
using
that
business
terminology.
You
know
the
students
who
are
the
students
who
are
the
customers?
Okay,
this
is
a
business.
This
is
an
educational
institution,
but
who
are
they?
What
do
they
need?
What
do
they
say
they
need,
and
how
do
we
meet
their
needs
versus
what's
happening
right
now?
B
Is
that
we're
taking
students
and
we're
putting
into
their
raw
material
that
we
shove
into
the
cookie
cutter
factory
and
out
pops?
A
degree
from
you
know
an
elite
on
an
elite
school
and
it
doesn't
work.
So
you
know
that's
a
really
cool,
it's
a
tough
thing,
because
they
again
traditional
admissions
officers,
not
that
great.
A
One
of
the
big
issues
with
the
traditional
schools,
as
well
as
their
they're,
not
really
targeting
students,
students
are
don't
have
any
money.
Students
can't
make
decisions
over
their
life,
at
least
that's
what
that
I
see.
What
a
lot
of
the
opinion
is.
They
targets
that
customer
is
not
the
student,
their
customers.
A
There
is
the
parent,
the
person
who's
going
to
pay
the
person
you
did
who
this,
whether
you
know
whether
whether
you
like
it
or
not,
so
where
they
consider
to
be
the
responsible
for
the
young
adults,
they
considers
them
responsible
for
the
young
adults
and
there's
just
not
vacationing
wetherill
a
lot
of
difficulty
getting
getting
parents
from
what
I've
been
reading.
Those
parents
aren't
paying
the
full
amount
students
are
having
to
work
now
having
to
pay
for
their
admissions
themselves
as
their
own
pockets,
with
or
whatever
type
of
michalka
they
have.
There
yep.
B
Well
in
there
there's
is
the
huge
issue
of
scale
so
on
Thursday
I
went
to
this
talk
on
down
at
Middlebury,
College
on
online
learning
and
I
did
hijack
their
twitter
feed
on.
For
those
of
you
before
following
a
player
knows
you
know
a
player,
we
totally
hijacked
the
twitter
feed,
which
is
fine,
I
mean
it.
B
B
Hey
I
have
to
prep
have
to
be
the
biggest
screwup
to
fail,
okay
to
meet
their
particular
needs.
You
know,
I'd
have
a
little
bit
more
respective.
We
added
I
would
listen
to
his
arguments
and
his
arguments
would
have
more
validity
if
he
added
three
zeros
on
to
his
on
to
his
school
enrollment,
but
he's
not
going
to
he
can't
it
up
ends
the
model
too
much,
but
yet
we
spend
so
much
time
deferring
to
these
institutions.
These
really
elite
institutions.
B
When
you
think
about
how
many
people
they
serve,
which
is
very
small
with
the
amount
of
money
expand
or
they
have
to
serve
those
students,
but
god
of
course,
you're
going
to
do
a
great
job,
it's
absurd
to
spend
a
billion
dollars
on
you
know
on
2500,
you
know
students,
you
know
we
have
the
shot
at
a
plan
of
being
larger
than
exeter.
I
know
our
faculties
larger
than
exeter,
but
we
can
be
larger
than
exeter
in
you
know
it
are.
The
goal
is
to
be
larger
than
them
by
january.
B
Now,
can
we
be
larger
than
you
know,
Middlebury,
where
I
went
to
school,
2500
students,
probably
in
two
or
three
years?
Of
course
it
took
them.
You
know
100
years
to
get
there.
So
why
are
we
talking
about
scale
and
cost?
Ok,
how
can
you
maximize
the
quality
of
the
education,
lower
the
cost-
and
you
know,
and
not
not
put
you
know
people
into
not
put
people
into
debt,
but
also
pay
your
faculty
a
living
wage.
Those
are
the
things
that
we
should
be
concentrating.
Not
this.
B
You
know
I'm
just
okay,
my
my
leveler,
my
button
I
wouldn't
call
it
leftist,
but
my
conservative
Scottish
roots
are
coming
out
in
terms
of
being
a
leveler
and
all
odd.
I
just
did
he
get
its
skin
and
it
just
made
me
realize
how
how
we're
so
right
on
track
and
we're
gonna
kick
things
over,
but
it's
a
little
good
God,
the
hell.
So
that's
sort
of
you
know
the
update
on
what
you
know,
we're
thinking
and
yeah.
You
wanted
to
add
anything
because
I've
been
here,
I
ya,
quite
a
bit
ya.
A
Know
I
am
I
love
to
hear
ya,
but
I
agree
with
so
much
of
what
you're
saying
it.
I
just.
I
also
got
a
strange
feeling
when
I,
when
I
hear
the
amount
of
money
that
some
of
these
in
schools
are
paying,
that
other
also
other
spending
and
the
antis
II
how
badly
they're
paying
the
faculty,
which
is
mostly
contingents
or
adjunct
faculty,
as
it's
like
I,
just
wonder
where
all
this
cash
is
going
in.
Nothing
can
and
I
worry
about
this.
A
Really,
when
you
see
that
we
can
make
a
difference
in
there
and
I
think
that's
a
very
important
for
a
front
of
accident,
but
I
think
the
sake
for
our
students
to
actually
have
them
their
way
their
money
that
they're
their
hard-earned
money
by
going
into
the
pockets
of
the
right
people
I
think
that's
also
very
important.
I
think
that
people
don't
want
their
money
is
going
into
a
pockets
of
big
administration.
Okay,
we
again
and
that's
my
conservative
side
coming
awesome
well,.
B
We
need
to
design
for
the
three
billion
and
not
the
300
harm.
You
need
to
be
doing
things
to
make
education
accessible
for
three
billion
people
on
the
planet
so
that
they
can
hit
their
full
potential.
Not
not
any
enough
of
this.
You
know
lets
you
know.
Well,
our
admission
standards
have
increased.
No
fifteen
percent,
the
essay
to
school
of
law,
dom
an
amazing
book
came
out
called
excellent
sheep
arm
by
yale
professor
about
a
real
great
critique
of
of
higher
ed
he's
he's
sick
of
it.
He
doesn't
like
it.
B
He
thinks
it's
absolutely
counterproductive
on
a
whole
variety
of
different
levels
and
he's
kicking
it
up,
but
the
biggest
thing
is
that
we
always
defer
to
these
jokers.
You
know
if
they
went
to
Yale
or
Harvard
or
an
elite
school
Oxford
Cambridge.
You
know
we
defer
to
these
jokers
and
we
need
to
stop
that
because
they
don't
know
anything
more
than
any
than
the
rest
of
us.
They
just
come
from.
B
You
know
a
fancier
institution
like
and
I
guess
that's
the
the
biggest
thing
that
that
that
that
dynamic
has
to
switch
this
constant
deference
to
the
very
very
small
section,
who
really
only
is
educating
a
very
small
subset
of
human
beings
on
the
planet,
with
an
incredible
number
of
resources.
Okay,
absolutely
cares.
Okay,
give
me
a
billion
dollars,
I'll
produce
for
you
anything
of
you
know
of
high
quality.
It's
not
going
to
be
that
tough,
okay
and
yeah.
B
I
want
to
talk
a
little
bit
about
the
Northeast
test
bed,
so
we're
on
we're
still
looking
to
expand
globally
and
we
are
expanding
globally
all
the
time
and
can
offer
our
courses,
but
in
order
to
sort
of
learn
about
creating
these
partnerships
and
relationships
and
also
to
get
a
subtraction
for
sort
of
like
I
would
call
them.
You
know
our
first
thousand
people
who
are
engaging
in
education
that
that's
really
our
big
test
group.
Okay.
B
In
order
to
get
those
we're
going
to
do
some
concentrates
and
admissions
work
on
the
Northeast
we're
going
to
still
concentrate
on
faculty.
Oh
we've
got
a
kind
of
like
concentrate
on
faculty
and
we're
going
to
concentrate
on
the
whole
world,
but
we've
got
to
kind
of
deal
with
using
on
the
northeast
of
the
u.s.
B
as
a
test
bed
for
some
of
the
initiatives
were
creating
until
we
get
as
kind
of
our
minimal
I
don't
know.
Maybe
we
call
it
our
minimum
viable
student
body,
but
use
that
to
generate
that
piece
as
we
continue
to
expand
globally
in
terms
of
courses
and
other
languages
that
that
the
courses
support
so
we're.
Looking
for
a
director
of
admissions
/
marketing
in
the
Northeast
on,
but
the
position
isn't
going
to
be
a
standard
cookie
cutter
piece.
We've
also
had
some
interesting
calls
from
people
in
the
I.
B
Think
of
how
do
we
organize
create
partnerships,
organize
things
but
get
more
people
involved
in
producing
these
networks
of
exchange
and
getting
more
students
on
and
hacking
that
you
know
if
somebody
were
to
approach
because
I'm
actually
talking
with
two
people,
one
over
in
the
UK
and
one
in
India
this
week,
I'm
going
to
kind
of
pitch
that
idea?
Hey
guys,
you
know
if
you
want
to
be
director
of
admissions
or
something
like
that
in
Northern,
Europe
or
in.
B
Combination,
South
Asia:
how
do
we
conceptualize
that?
How
do
we
work?
How
do
we
create?
How
do
we
create
that,
in
light
of
the
fact
that
you
know
we
are
running
a
very
tight
ship,
you
know
we're
not.
You
know
we're
not
Minerva
Coursera,
where
we're
blowing
ten
grand
sorry
10
million.
You
really
want
to
make
sure
that
the
business
model
works
from
the
get-go,
and
so
how
do
we
create
something
that
actually
is
sustainable?
B
And
what
does
that
look
like
in
these
in
different
regions
of
the
world,
but
for
right
now,
because
I
really
want
it.
You
know
we
really
want
to
hit
that
thousand
students,
or
you
know,
start
feeling
some
classes
on
really
want
to
use
the
Northeast
a
test
bed.
For
that,
please
do
not
think
that
we
are
going
to
be
that's
the
only
thing
we're
looking.
We
just.
A
Mana
absolutely
FF
it
as
I
have
from
you.
There
was
I,
do
hear
some
hesitation,
your
voice.
Of
course
you
would
say
you.
We
have
well
domination
plans.
Of
course
we
do
I
used
to
watch
that
wish
to
get
ourselves
out
there
and
there
again
everybody
here
know
about
us,
but
what
we
have
to
starting
somewhere,
where
we
can
actually
oversee
the
whatever
see
it's
a
it's
very
difficult
to
as
like,
as
somebody
told
us
recently,
that's
a
for
a
country
that
we're
not
in
a
region
that
we're
not
seeing
it's
very
difficult
to
oversee.
A
What
exactly
the
effect
is
that
we
know
that
were
have
again
in
that
area
such
a
far
easier
to
if
we're
somewhere
close
by
at
least
where
I'll
mark
Ziggler
or
our
admissions
is
close
by,
they
can
actually
see
what
the
effect
is.
A
point
would
do
is
a
very
unfortunate
and,
of
course,
we're
still
up
well
fide
organization
with
me
in
Europe
and
the
US
center
and
our
friend
seen
all
over
the
the
other
rare
in
a
lots
of
other
Asian
countries.
South
America.
B
You
know
my
my
fear,
okay
is
the
is
that
we
really
don't
want.
You
know
I'm
really
trying
to
build
a
non
in
this
bunny.
This
song.
This
gentleman
said
that
that
was
a
little
bit
nuts
me
thinking
this
way,
but
I
I
want
to
build
a
global,
have
a
global
team,
a
diverse
team,
armed
and
because
that
fills
in
looking
spots,
the
blind
spots
that
we
all
have
and
arm.
B
But
you
know
we
have
to
start
somewhere,
so
light
bulb,
will
do
deal
and
use
the
Northeast
as
our
testbed,
but
we
still
can
again.
Our
first
students
are
actually
enrolled
from
somewhere
in
California,
so
we're
not
limited
the
more
things,
but
we've
we're
going
to
use
the
northeast
as
a
desperate
say
exactly
any
other
questions.
Danny.
A
No,
I
didn't
really
nice
I,
don't
have
any
questions
for
you
on
what
you
have
initially
implementing
there.
I
was
a
actually
quite
quite
excited
to
see
this
with
this
item
of
the
list,
because
I
think
it's
a
I
I've
always
have
I
was
seen
if
seen
this
assassin
amount
of
problem
that
we're
not
close
enough
to
our
students
and
I
think
that's
a
closer.
We
are
to
our
students.
As
you
say,
we
need
to
discover
our
students
are.
A
If
we're
close
to
our
students,
we
can
learn
more
about
them
or
a
potential
change
with
learn
more
about
them.
So
there's
a
lot
of
telus
of
doughnuts
a
potential,
but
the
slow
lots
of
possibilities
there.
If
we're
actually
less
consistent,
the
same
table
over
there,
the
student
with
future
students
yeah.
B
I
think
until
we
you
know,
we've
got
to
still
push
ourselves
in
terms
of
the
digital.
How
we
use
the
digital
pace
to
organize
I,
don't
want
us
to
run
into
the
standard
emissions.
This
fan
of
admissions,
please
Disciple
referred
as
effective,
for
what
we
want
to
do,
but
just
the
fact
of
being
able
to
have
a
test
group
is
going
to
be
it's
going
to
help
move
us
forward.
B
Then,
of
course
you
know
we
do
have
enough
sophistication
to
understand
that
different
places
on
the
planet
have
other
cultural
issues
that
crop
up
in
terms
of
marketing
the
students
thinking
about
how
to
how
to
fit
that
in.
But
we
can,
you
know
we
can
navigate
that
arm
as
our
faculty
improves.
When
we
develop
their
contacts
with
these
specific
areas,
we
will
see,
but
I
know
this
is
a
winner.
Everybody
tells
me
that
a
planner
is
a
winner
and
is
going
to
have
an
effect.
B
B
A
Well,
I,
don't
have
anything
final
to
say,
except
for
press
this
button
to
subscribe
to
our
channel
and
if
you
want
to
see
any
of
I
know
we
didn't
have
a
last
week.
But
if
you
want
to
see
the
last
from
the
week
before
that,
you
want
to
see
our
team
meeting
I
have
a
beautiful
picture
of
this
guy
here,
I
gorgeous
sir,
so
click
on
him.