2. What’s Leapfrog?
to take a giant step
to accelerate competition
to leap into future
to use tomorrow’s technology today
3. How the concept of Leapfrog is
applied to education?
introduce the futuristic education
today
by implementing the fourth version
of education
by skipping the middle versions
4. What are the different versions of
education?
Version 1.0: Rote-memorization
Version 2.0: Electronic
Version 3.0: Creativity
Version 4.0: Innovation
5. How do the versions of education
differ from each other?
6. Version 1.0: Rote-memorization
Resource: Children
Tools: Syllabus, Classroom, Teacher,
Board, Exams
Process: Memorization, Reproduction
Output: Clerks of 20th century
Productivity: Reproduces the
definition of an egg
7. Version 2.0: Electronic
Resource: Children
Tools: Media, Library, Internet, CDs, Audio
Visual aids
Process: Identifying competencies,
activities/projects, collecting information,
writing research papers, making
presentations
Output: Clerks of 21th century
Productivity: Writes a research paper about
the eggs of different species, makes a
presentation on this topic
8. Version 3.0: Creativity
Resource: Children
Tools: Media, Library, Internet, CDs, Audio
Visual aids, arts and craft materials,
workshops
Process: Identifying tasks, collecting
information, thinking creatively,
presentations
Output: middle-managers
Productivity: Collecting, sorting and storing
eggs
9. Version 4.0: Innovation
Resource: Children
Tools: Mind, Mentor, Matter
Process: Team building, Thinking,
Researching, Need Analysis,
Innovating
Output: Leaders, Entrepreneurs,
Innovators
Productivity: Hatching Eggs
10. What are some of the areas of
innovation education?
Literature
Language
Arts
Music
Design
Fashion
Food
Manufacturing
Marketing
Advertising
Machines
Hardware
Software
Games
Learning aids
Citizenship
Crafts
Harvesting
Breeding
Ideology
Social interactions
11. What are the benefits of Version
4.0 (Innovation)?
Increase in productivity
Improved services: cost reduction, better quality
New products and services
Stronger bondage among people
Enhanced channels of communication between
educational institutes and industry
Strengthening of national identity
Advanced thinking and research skills
Improved standards of reading, writing and
mathematics
12. What’s the critical analysis of
version 4.0 and version 1.0?
Version 1.0 Version 4.0
Daily The whole day is divided into
periods. Students spend most
of the time taking notes,
listening to lectures,
memorizing or taking exams.
Half of the school time is for developing
academic competencies or practising
skills and the remaining is for thinking,
making plans, researching or inventing.
Students
Assessment
They are graded on the
quality of their reproduction.
Their competencies are assessed through
the contributions they make in their team
during the innovation process.
Teachers
Performance
By counting the students
passes in their class.
By assessing the application of students’
academic competencies, the way
teachers mentored and facilitated the
process of innovation.
School
Evaluation
By calculating the percentage
of the A-1 grades achieved.
By the number of useful innovations, the
way students researched, developed,
presented and implemented their
innovations.
13. What versions of education do we
have in Pakistan?
Most madaris, government and
private schools are version one (rote
memorization)
A few private schools are version two
(electronic)
Still fewer are version three
(creativity)
Most of the developed world is
version three
14. Where the concept of Leapfrog was
developed and implemented?
The concept of Leapfrog was
developed by the University of
Minnesota (USA)
It was first implemented at the local
schools of Minnesota
From there it was picked up by
Chinese who are now implementing
it as the fourth version of education
15. How much is needed to leapfrog
the fourth version?
Not a penny more than what’s
already been allocated
An innovative mindset
A paradigm shift
16. Where do we start?
Model schools
Staff identification and version 4.0
training
A central training and support cell
17. Where can we get more
information?
www.educationfutures.com
www.leapfroginstitue.com
www.eastonline.com.pk
End of Part 1
18. Taxonomy –Version 4.0
Thinking systemically: perceiving existing
patterns and constructing alternatives to
them.
Thinking simulationally. Conducting "What if?"
thought experiments and mental rehearsals
using controlled imagination and projections.
Thriving in the midst of changes, challenges,
and unknowns: developing perspectives,
knowledge, and choices to cope with and
leverage complexity and uncertainty.
19. Creating and manipulating alternative pasts,
presents, and futures: creating and
managing virtual time; developing flexible
definitions of social and personal time;
selectively associating alternative pasts and
futures with multiple presents.
Developing and responding to goals and
challenges: setting goals and objectives;
detecting and anticipating impediments to
success; designing solutions to impediments.
Understanding and effectively utilizing
existing information: accessing and
selectively employing information in pursuit
of opportunities and problem resolutions.
20. Constructing and utilizing personally applicable
knowledge: selectively transforming information
into personally usable knowledge; building a
personally styled capability to add intellectual and
other forms of variety to the world; enhancing
decision-making options.
Constructing and utilizing knowledge related to
contexts, processes, and cultures: perceiving,
designing, and constructing real and virtual
contexts suitable for specific tasks; compiling and
utilizing many perspectives on given subjects;
enhancing decision-making options.
Utilizing current and emerging lCT systems:
staying atop the technologies that permit modern
learning and economies; being first in the
adoption and effective use of hardware, software,
and net-working technologies.
21. Acquiring and assessing knowledge of selected global
trends: constructing "big pictures" of the world using differ-
ent resources for each picture; becoming a global thinker
and citizen; employing big pictures to help contextualize
relatively localized problems, opportunities, goals and
means.
Writing, speaking, and using media through a unique voice:
developing and utilizing personal uniqueness; applying
uniqueness alone and with cohorts, groups, and teams; de-
veloping identity and character.
Taking personal responsibility for intentions and perform-
ance quality: ethically accepting accountability for personal
actions and inactions; accepting personal and social assess-
ments of performance quality.
22. Topics of Innovation
Literature – Drama: write and perform a
drama highlighting a social issue
Language – Punctuation: develop new
rules for SMS, Internet
Art – Material: Create a new material
using natural and human made substance
Design-Housing: Create a more
environmental friendly and economical
housing, and then market it.
Manufacturing – Process: Increase the
productivity of a system at a factory
28. conclusion
Innovation version 4.0 is about brining students directly in
touch with the challenges of the society
To make them come up with profitable products and
services
To help them work directly with professionals and managers
for the development of new and viable ideas that can
increase value
This taxonomy is developed by John Moravec of University
of Minnesota
The End
