@MassimoOrtolano in general, my students tend to be very bad at applying things they've learned in a context other than the one they've learned it in. My department recently started asking "word problems" rather than problems defined purely in mathematical equations on the exams for the basic graduate EE probability course, and the results were really terrible.
@MassimoOrtolano I have seen it myself in my queuing theory course this semester. Ask my students questions about service times of queues and servers and it's all good, but when I ask them the same problem about waiting at a bus stop, they're completely perplexed.
I've got a theory for an open source software that will enable an education system to operate with far greater effectiveness, and I want to start an open source project to develop it and release it free to any government which might want to use it, but before I move forward with the project, I wa...
@Viziionary I have some feedback on your summary: > The purpose of this system is to take away the repetitive yearly work of re-teaching a subject from the teacher, and leave it to a high quality video. This allows the teacher to spend more time one-on-one with students and focus on the big picture and also individual tutoring needs of each individual. It makes leaps and bounds toward keeping teachers, students, and parent involved together and communicating efficiently. It potentially makes progress toward world goals of a more affordable education systems at all levels, as fewer teachers …
Regarding the first, "The purpose of this system is to take away the repetitive yearly work of re-teaching a subject from the teacher, and leave it to a high quality video" - this is not a new idea. See e.g. "flipped classroom", online education, etc. There are some drawbacks and known problems with these methods, which you should look into.
Regarding "This allows the teacher to spend more time one-on-one with students and focus on the big picture and also individual tutoring needs of each individual." - again, looking at current online education, it's not clear that eliminating the 'live lecturing' duties of the instructor allows them to spend more individual time with students.
Regarding "It makes leaps and bounds toward keeping teachers, students, and parent involved together and communicating efficiently." - I can't comment on K-12, because I don't have much experience there. In higher education, there are existing CMS/LMS systems, some of them developed specifically with online in mind. It's not clear how yours helps ease communcation in "leaps and bounds".
@Viziionary See "flipped classroom"
"It potentially makes progress toward world goals of a more affordable education systems at all levels, as fewer teachers will be able to handle more students, with greater effectiveness" - again, not clear that this is true.
I remember reading in the newspaper about a similar system at the K-12 level in my city.
There were some problems. Some students did well in this format. Some did not.
Your proposal would be much more convincing if it demonstrated an awareness of all the related "alternative" education methods that have already been proposed and tried, what their drawbacks were, and how your system overcomes them.
@ff524 Yeah, I'm not surprised either, but I'd have hoped for a larger fraction of correct guesses. What you observe in your courses is probably common everywhere, students frequently learn by separate "boxes": sometimes I have to remind to my students that even if my courses are called Electronic Measurements, what they've learned in Circuit Theory and Electronic Circuits is still valid.
Literally: the Academy of the bewildered. It was was established in 1525 in Siena, Italy, and it was a real academy. Let's say that almost 500 years has passed since then, but academia has no shortage of bewildereds ;-)
("have" passed -- I wish messages could be corrected for a longer time...)