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The nerd's guide to learning everything online
-
0:01 - 0:03So, this is a map of New York State
-
0:03 - 0:06that was made in 1937
by the General Drafting Company. -
0:06 - 0:10It's an extremely famous map
among cartography nerds, -
0:10 - 0:13because down here at the bottom
of the Catskill Mountains -
0:13 - 0:15there is a little town called Roscoe
-
0:15 - 0:18- actually, this will go easier
if I just put it up here - -
0:20 - 0:23There's Roscoe, and then,
right above Roscoe, is Rockland, New York, -
0:23 - 0:27and then right above that
is the tiny town of Agloe, New York. -
0:27 - 0:30Agloe, New York,
is very famous to cartographers, -
0:30 - 0:32because it's a paper town.
-
0:32 - 0:35It's also known as a copyright trap.
-
0:35 - 0:38Because my map of New York
and your map of New York -
0:38 - 0:42are going to look very similar,
on account of the shape of New York. -
0:42 - 0:46Often, map makers will insert
fake places onto their maps, -
0:46 - 0:49in order to protect their copyright,
because then, -
0:49 - 0:52if my fake place shows up on your map,
-
0:52 - 0:55I can be well and truly sure
that you have robbed me. -
0:55 - 1:00Agloe is a scrabblization of the initials
of the two guys who made this map -
1:00 - 1:03Ernest G. Alpers and Otto Lindberg,
-
1:03 - 1:05and they released this map in 1937.
-
1:05 - 1:09Decades later, Rand McNally releases a map
-
1:09 - 1:14with Agloe, New York, on it,
at the same exact intersection -
1:14 - 1:17of two dirt roads
in the middle of nowhere. -
1:17 - 1:20Well, you can imagine the delight
over at General Drafting. -
1:20 - 1:23They immediately called
Rand McNally, and they say, -
1:23 - 1:27"We've caught you!
We made Agloe, New York, up. -
1:27 - 1:29It is a fake place. It's a paper town.
-
1:29 - 1:31We're going to sue your pants off!"
-
1:31 - 1:36And Rand McNally says,
"No, no, no, no, Agloe is real." -
1:37 - 1:41Because people kept going
to that intersection of two dirt roads -
1:41 - 1:43(Laughter)
-
1:43 - 1:44in the middle of nowhere,
-
1:44 - 1:47expecting there
to be a place called Agloe, -
1:48 - 1:51someone built a place
called Agloe, New York. -
1:52 - 1:55It had a gas station, a general store,
two houses at its peak. -
1:55 - 1:57(Laughter)
-
1:58 - 2:03And this is of course a completely
irresistible metaphor to a novelist, -
2:03 - 2:07because we would all like to believe
that the stuff that we write down on paper -
2:07 - 2:10can change the actual world
in which we're actually living - -
2:10 - 2:13which is why my third book
is called "Paper Towns". -
2:13 - 2:16But what interests me ultimately more
than the medium in which this happened -
2:16 - 2:19is the phenomenon itself.
-
2:20 - 2:24It's easy enough to say that the world
shapes our maps of the world, right? -
2:24 - 2:29Like the overall shape of the world
is obviously going to affect our maps. -
2:29 - 2:32But what I find a lot
more interesting is the way -
2:32 - 2:36that the manner in which we map
the world changes the world. -
2:36 - 2:41Because the world would truly be
a different place if North were down. -
2:41 - 2:44And the world would be a truly
different place if Alaska and Russia -
2:44 - 2:46weren't on opposite sides of the map.
-
2:46 - 2:48And the world would be a different place
-
2:48 - 2:52if we projected Europe
to show it in its actual size. -
2:53 - 2:56The world is changed
by our maps of the world. -
2:57 - 3:01The way that we choose to, sort of,
our personal cartographic enterprise -
3:02 - 3:04also shapes the map of our lives,
-
3:04 - 3:07and that in turn shapes our lives.
-
3:07 - 3:11I believe that what we map
changes the life we lead. -
3:12 - 3:16And I don't mean that in some, like,
secrecy Oprah's Angels network, like, -
3:16 - 3:19you-can-think-your-way-out
-of-cancer sense. -
3:19 - 3:22But I do believe that while maps
don't show you -
3:22 - 3:25where you will go in your life,
-
3:25 - 3:27they show you where you might go.
-
3:27 - 3:32You very rarely go to a place
that isn't on your personal map. -
3:32 - 3:35So I was a really terrible
student when I was a kid. -
3:35 - 3:38My GPA was consistently in the low 2s,
-
3:38 - 3:41and I think the reason
that I was such a terrible student -
3:41 - 3:44is that I felt like education
was just a series of hurdles -
3:44 - 3:47that had been erected before me,
-
3:47 - 3:51and I had to jump over
in order to achieve adulthood. -
3:51 - 3:53And I didn't really want
to jump over these hurdles, -
3:53 - 3:56because they seemed completely arbitrary,
so I often wouldn't, -
3:56 - 3:58and then people would threaten me,
you know, -
3:58 - 4:01they'd threaten me with
"this going on my permanent record", -
4:01 - 4:03or "you'll never get a good job".
-
4:03 - 4:05I didn't want a good job!
-
4:05 - 4:08As far as I could tell
at eleven or twelve years old, like, -
4:08 - 4:11people with good jobs woke up
very early in the morning, -
4:11 - 4:13(Laughter)
-
4:13 - 4:17and the men who had good jobs,
one of the first things they did -
4:17 - 4:22was tie a strangulation item
of clothing around their necks. -
4:22 - 4:24They literally put nooses on themselves,
-
4:24 - 4:27and then they went off to their jobs,
whatever they were. -
4:27 - 4:30That's not a recipe for a happy life.
-
4:30 - 4:34These people - in my, symbol-obsessed,
twelve-year-old imagination, -
4:34 - 4:37these people who are strangling themselves
-
4:37 - 4:39as one of the first things
they do each morning, -
4:39 - 4:41they can't possibly be happy.
-
4:41 - 4:44Why would I want to jump over
all these hurdles -
4:44 - 4:46and have that be the end?
-
4:46 - 4:48That's a terrible end!
-
4:48 - 4:51And then, when I was in tenth grade,
I went to this school, -
4:51 - 4:54Indian Springs School,
a small boarding school, -
4:54 - 4:55outside of Birmingham, Alabama,
-
4:55 - 4:59and all at once I became a learner.
-
4:59 - 5:01And I became a learner,
because I found myself -
5:01 - 5:03in a community of learners.
-
5:03 - 5:06I found myself surrounded by people
-
5:06 - 5:09who celebrated intellectualism
and engagement, -
5:09 - 5:12and who thought that my ironic
oh-so-cool disengagement -
5:12 - 5:14wasn't clever, or funny,
-
5:14 - 5:18but, like, it was a simple
and unspectacular response -
5:18 - 5:21to very complicated
and compelling problems. -
5:21 - 5:24And so I started to learn,
because learning was cool. -
5:24 - 5:27I learned that some infinite sets
are bigger than other infinite sets, -
5:27 - 5:31and I learned that iambic pentameter is
and why it sounds so good to human ears. -
5:31 - 5:35I learned that the Civil War
was a nationalizing conflict, -
5:35 - 5:36I learned some physics,
-
5:36 - 5:39I learned that correlation
shouldn't be confused with causation - -
5:39 - 5:41all of these things, by the way,
-
5:41 - 5:45enriched my life
on a literally daily basis. -
5:45 - 5:48And it's true that I don't use
most of them for my "job", -
5:48 - 5:51but that's not what it's about for me.
-
5:51 - 5:52It's about cartography.
-
5:52 - 5:55What is the process of cartography?
-
5:55 - 5:58It's, you know, sailing upon some land,
and thinking -
5:58 - 6:00"I think I'll draw that bit of land",
-
6:00 - 6:04and then wondering,
"Maybe there's some more land to draw". -
6:04 - 6:06And that's when learning
really began for me. -
6:06 - 6:08It's true that I had teachers
that didn't give up on me, -
6:08 - 6:11and I was very fortunate
to have those teachers, -
6:11 - 6:15because I often gave them cause to think
there was no reason to invest in me. -
6:15 - 6:19But a lot of the learning
that I did in high school -
6:19 - 6:22wasn't about what happened
inside the classroom, -
6:22 - 6:24it was about what happened
outside of the classroom. -
6:24 - 6:26For instance, I can tell you that,
-
6:26 - 6:29"There's a certain slant of light,
[On] winter afternoons, -
6:29 - 6:32That oppresses, like the heft [weight]
Of cathedral tunes", -
6:32 - 6:34not because I memorized
Emily Dickinson in school, -
6:34 - 6:36when I was in high school,
-
6:36 - 6:38but because there was a girl,
when I was in high school, -
6:38 - 6:40and her name was Amanda,
-
6:40 - 6:43and I had a crush on her,
and she liked Emily Dickinson poetry. -
6:43 - 6:46The reason I can tell you
what opportunity cost is, -
6:46 - 6:50is because one day when I was playing
Super Mario Kart on my couch, -
6:50 - 6:52my friend Emmet walked in, and he said,
-
6:52 - 6:54"How long have you been playing
Super Mario Kart?", -
6:54 - 6:57and I said, "I don't know,
like, six hours?", and he said, -
6:57 - 7:01"You realize that if you'd worked
at Baskin-Robbins those six hours, -
7:01 - 7:03you could have made thirty dollars,
so in some ways, -
7:03 - 7:06you just paid thirty dollars
to play Super Mario Kart", -
7:06 - 7:09and I was, like, "I'll take that deal."
(Laughter) -
7:10 - 7:14But I learned what opportunity cost is,
-
7:15 - 7:17and along the way,
-
7:17 - 7:21the map of my life got better,
it got bigger, it contained more places. -
7:22 - 7:26There were more things that might happen,
more futures I might have. -
7:27 - 7:30It wasn't a formal
organized learning process, -
7:30 - 7:32and I'm happy to admit that.
-
7:32 - 7:36It was spotty, it was inconsistent,
there was a lot I didn't know. -
7:36 - 7:38I might know, you know,
that Cantor's idea -
7:38 - 7:41that some infinite sets are larger
than other infinite sets, -
7:41 - 7:43but I didn't really understand
the calculus behind that idea. -
7:43 - 7:46I might know the idea of opportunity cost,
-
7:46 - 7:48but I didn't know the law
of diminishing returns. -
7:48 - 7:51But the great thing about imagining
learning as cartography, -
7:51 - 7:53instead of imagining it
as arbitrary hurdles -
7:53 - 7:54that you have to jump over
-
7:54 - 7:58is that you see a bit of coast line,
and that makes you want to see more. -
7:58 - 8:00And so now I do know
at least some of the calculus -
8:00 - 8:02that underlies all of that stuff.
-
8:02 - 8:05So, I had one learning community
in high school, -
8:05 - 8:07then I went to another for college,
-
8:07 - 8:09and then I went to another,
when I started working -
8:09 - 8:11at a magazine called "Booklist",
-
8:11 - 8:12where I was an assistant
-
8:12 - 8:14surrounded by astonishingly
well-read people, -
8:14 - 8:17and then I wrote a book,
and like all authors dream of doing, -
8:17 - 8:20I promptly quit my job.
-
8:21 - 8:23And for the first time since high school,
-
8:23 - 8:26I found myself
without a learning community, -
8:26 - 8:28and it was miserable.
-
8:28 - 8:29I hated it.
-
8:29 - 8:33I read many, many books
during this two-year period. -
8:33 - 8:35I read books about Stalin,
-
8:35 - 8:38and books about how the Uzbek people
came to identify as Muslims, -
8:38 - 8:40and I read books about
how to make atomic bombs, -
8:40 - 8:43but it just felt like
I was creating my own hurdles, -
8:43 - 8:47and then jumping over them myself,
instead of feeling the excitement -
8:47 - 8:50of being part of a community of learners,
a community of people -
8:50 - 8:53who are engaged together
in a cartographic enterprise -
8:53 - 8:57of trying to better understand
and map the world around us. -
8:57 - 9:00And then, in 2006, I met that guy.
-
9:00 - 9:02His name is Ze Frank.
-
9:02 - 9:05I didn't actually meet him,
just on the Internet. -
9:05 - 9:09Ze Frank was running, at the time,
a show called "The Show with Ze Frank", -
9:10 - 9:14and that was my way back
into being a community learner again. -
9:15 - 9:17Here's Ze talking about Las Vegas:
-
9:18 - 9:22(Video) Ze Frank: Las Vegas was built
in the middle of a huge hot desert, -
9:22 - 9:25almost everything here
was brought from somewhere else - -
9:25 - 9:27the sort of rocks,
the trees, the waterfalls. -
9:27 - 9:30These fish are almost as out of place
as my pig that flew. -
9:30 - 9:33Contrasted to the scorching desert
that surrounds this place, -
9:33 - 9:34so are these people.
-
9:34 - 9:36Things from all over the world
have been rebuilt here, -
9:36 - 9:38away from their histories,
-
9:38 - 9:40and the people
that experience them differently. -
9:40 - 9:42Sometimes, improvements were made.
-
9:42 - 9:43Even the Sphinx got a nose job.
-
9:43 - 9:45Here, what you see is what you get,
-
9:45 - 9:48and there's no reason to feel
like you're missing anything. -
9:48 - 9:51This New York means the same to me
as it does to everyone else. -
9:51 - 9:52Everything is out of context,
-
9:52 - 9:54and that means
context allows for everything. -
9:54 - 9:56Self Parking, Events Center, Shark Reef.
-
9:56 - 10:00This fabrication of place could be one
of the world's greatest achievements, -
10:00 - 10:02because no one belongs here,
everyone does. -
10:02 - 10:05As I walked around this morning,
I noticed most of the buildings -
10:05 - 10:08were huge mirrors reflecting
the sun back into the desert. -
10:08 - 10:11But unlike most mirrors,
which present you with an outside view -
10:11 - 10:14of yourself embedded in a place,
these mirrors come back empty. -
10:14 - 10:16John Green:
It makes me nostalgic for the days -
10:16 - 10:19when you could see
the pixels in online video. (Laughter) -
10:19 - 10:23Ze isn't just a great public intellectual,
he's also a brilliant community builder, -
10:23 - 10:25and the community of people that built up
-
10:25 - 10:28around these videos was in many ways
a community of learners, -
10:28 - 10:31so we played Ze Frank at chess
collaboratively, and we beat him. -
10:31 - 10:35We organized ourselves to take a young man
on a road trip across the United States. -
10:35 - 10:37We turned the Earth into a sandwich
-
10:37 - 10:41by having one person hold a piece of bread
at one point on the Earth, -
10:41 - 10:43and on the exact opposite point
of the Earth -
10:43 - 10:45having another person
holding a piece of bread. -
10:45 - 10:51I realize that these are silly ideas,
but they are also 'learny' ideas, -
10:52 - 10:54and that was what was so exciting to me,
-
10:54 - 10:58and if you go online, you can find
communities like this all over the place. -
10:58 - 11:00Follow the calculus tag on Tumblr,
and yes, -
11:00 - 11:02you will see people complaining
about calculus, -
11:02 - 11:05but you'll also see people
re-blogging those complaints, -
11:05 - 11:08making the argument that calculus
is interesting and beautiful, -
11:08 - 11:12and here's a way in to thinking about
the problem that you find unsolvable. -
11:12 - 11:15You can go to places like Reddit,
and find sub-Reddits, -
11:15 - 11:17like 'Ask a Historian', or 'Ask Science',
-
11:17 - 11:20where you can ask people
who are in these fields -
11:20 - 11:22a wide range of questions,
-
11:22 - 11:24from very serious ones to very silly ones.
-
11:24 - 11:27But to me, the most interesting
communities of learners -
11:27 - 11:31that are growing up on the Internet
right now are on YouTube, -
11:31 - 11:32and admittedly I am biased.
-
11:32 - 11:36But I think in a lot of ways,
the YouTube page resembles a classroom. -
11:37 - 11:38Look for instance at "Minute Physics",
-
11:38 - 11:41a guy who's teaching
the world about physics. -
11:41 - 11:43(Video) Let's cut to the chase.
-
11:43 - 11:46As of July 4th, 2012, the Higgs Boson
is the last fundamental piece -
11:46 - 11:50of the standard model of particle physics
to be discovered experimentally. -
11:50 - 11:52But, you might ask,
why was the Higgs Boson -
11:52 - 11:53included in the standard model,
-
11:53 - 11:57alongside well-known particles
like electrons and photons and quarks, -
11:57 - 11:59if it hadn't been discovered
back then in the 1970s? -
11:59 - 12:01Good question.
There are two main reasons. -
12:01 - 12:05First, just like the electron
is an excitation in the electron field, -
12:05 - 12:07the Higgs Boson is simply a particle
which is an excitation -
12:07 - 12:09of the everywhere-permeating Higgs field.
-
12:09 - 12:12The Higgs field in turn
plays an integral role -
12:12 - 12:14in our model for the weak nuclear force.
-
12:14 - 12:17In particular, the Higgs field
helps explain why it's so weak. -
12:17 - 12:19We'll talk more about this
in a later video, -
12:19 - 12:22but even though weak nuclear theory
was confirmed in the 1980s, -
12:22 - 12:24in the equations, the Higgs field
-
12:24 - 12:26is so inextricably jumbled
with the weak force, -
12:26 - 12:28that until now we've been unable
to confirm -
12:28 - 12:30its actual and independent existence.
-
12:30 - 12:32JG: Or here's a video that I made
-
12:32 - 12:35as part of my show "Crash Course",
talking about World War I: -
12:35 - 12:38(Video) The immediate cause was of course
the assassination in Sarajevo -
12:38 - 12:41of the Austrian Archduke Franz Ferdinand,
on June 28, 1914, -
12:41 - 12:44by a Bosnian-Serb nationalist
named Gavrilo Princip. -
12:44 - 12:47Quick aside: it's worth noting
that the first big war -
12:47 - 12:50of the twentieth century
began with an act of terrorism. -
12:50 - 12:52So Franz Ferdinand
wasn't particularly well-liked -
12:52 - 12:54by his uncle, the emperor Franz Joseph
-
12:54 - 12:56- now that is a moustache! -
-
12:56 - 12:59but even so, the assassination led Austria
to issue an ultimatum to Serbia, -
12:59 - 13:03whereupon Serbia accepted some,
but not all, of Austria's demands, -
13:03 - 13:05leading Austria to declare
war against Serbia. -
13:05 - 13:08And then Russia, due to its alliance
with the Serbs, mobilized its army. -
13:08 - 13:11Germany, because it had an alliance
with Austria, -
13:11 - 13:13told Russia to stop mobilizing,
-
13:13 - 13:16which Russia failed to do,
so then Germany mobilized its own army, -
13:16 - 13:19declared war on Russia,
cemented an alliance with the Ottomans, -
13:19 - 13:22and then declared war on France,
because, you know - France! -
13:22 - 13:26(Laughter)
-
13:26 - 13:28And it's not just physics
and world history -
13:28 - 13:31that people are choosing to learn
through YouTube. -
13:31 - 13:34Here's a video about abstract mathematics.
-
13:36 - 13:38(Video) So you're me,
and you're in math class yet again, -
13:38 - 13:41because they make you go,
like, every single day. -
13:41 - 13:44And you're learning about, I don't know,
the sums of infinite series. -
13:44 - 13:47That's a high school topic, right?
Which is odd, because -
13:47 - 13:50it's a cool topic, but they
somehow manage to ruin it anyway. -
13:50 - 13:53So I guess that's why they allow
infinite series in the curriculum. -
13:53 - 13:56So, in a quite understandable need
for distraction, -
13:56 - 13:57you're doodling and thinking more about
-
13:57 - 14:01what the plural of "series" should be
than about the topic at hand. -
14:01 - 14:03"Serieses," "seriese,"
"seriesen," and "serii?" -
14:03 - 14:05Or is it that the singular
should be changed? -
14:05 - 14:07One "serie," or "serus," or "serum?"
-
14:07 - 14:09Just like the singular
of "sheep" should be "shoop." -
14:09 - 14:11But the whole concept of things like
-
14:11 - 14:131/2 + 1/4 + 1/8 + 1/16 and so on,
approaching one, -
14:13 - 14:16is useful if, say, you want
to draw a line of elephants -
14:16 - 14:18each holding the tail of the next one:
-
14:18 - 14:20normal elephant, young elephant,
baby elephant, -
14:20 - 14:22dog-sized elephant,
puppy-sized elephant... -
14:22 - 14:25All the way down to Mr. Tusks and beyond.
-
14:25 - 14:27Which is at least a tiny bit awesome,
-
14:27 - 14:29because you can get an infinite number
of elephants in a line -
14:29 - 14:32and still have it fit across
a single notebook page. -
14:32 - 14:35JG: And lastly, here's Destin,
from "Smarter Every Day", -
14:35 - 14:37talking about the conservation
of angular momentum -
14:37 - 14:39and, since it's YouTube, cats:
-
14:39 - 14:42(Video) Hey, it's me, Destin.
Welcome back to "Smarter Every Day". -
14:42 - 14:45So you've probably observed that cats
almost always land on their feet. -
14:45 - 14:47Today's question is why?
-
14:47 - 14:50Like most simple questions,
there's a very complex answer. -
14:50 - 14:52For instance, let me
reword this question: -
14:52 - 14:56How does a cat go from feet up
to feet down in a falling reference frame -
14:56 - 14:59without violating the conservation
of angular momentum? -
15:00 - 15:04JG: So, here's something
all of these videos have in common: -
15:04 - 15:07they all have more than
half a million views on YouTube. -
15:07 - 15:10And those are people
watching not in classrooms, -
15:10 - 15:13but because they are part
of the communities of learning -
15:13 - 15:16that are being set up
by these channels. -
15:16 - 15:19And I said earlier that YouTube
is like a classroom to me, -
15:19 - 15:21and in many ways it is,
because here is the instructor -
15:21 - 15:25- it's like the old-fashioned classroom -
here's the instructor, -
15:25 - 15:27and then beneath the instructor
is the students, -
15:27 - 15:29and they're all having a conversation.
-
15:29 - 15:31And I know that YouTube Comments
-
15:31 - 15:34have a very bad reputation
in the world of the Internet, -
15:34 - 15:37but in fact, if you go
on comments for these channels, -
15:37 - 15:40what you'll find is people
engaging the subject matter, -
15:40 - 15:45asking difficult, complicated questions
that are about the subject matter, -
15:45 - 15:47and then other people
answering those questions. -
15:47 - 15:50And because the YouTube page is set up
-
15:50 - 15:53so that the place
in which I'm talking to you -
15:55 - 15:57is on the exact same page
-
15:57 - 16:00as your comments,
you are participating in a live -
16:00 - 16:03and real and active way
in the conversation. -
16:03 - 16:07And because I'm in comments usually,
I get to participate with you, -
16:07 - 16:10and you find this
whether it's world history, -
16:10 - 16:13or mathematics, or science,
or whatever it is. -
16:13 - 16:16You also see young people using the tools
-
16:16 - 16:20and the sort of genres of the Internet
in order to create places -
16:20 - 16:23for intellectual engagement
instead of the ironic detachment -
16:23 - 16:27that maybe most of us associate
with memes and other Internet conventions, -
16:27 - 16:30you know "Got bored - Invented calculus",
-
16:30 - 16:34or here's Honey Boo Boo
criticizing industrial capitalism -
16:34 - 16:36["Liberal capitalism is not at all
the Good of humanity. -
16:36 - 16:40Quite the contrary; it is the vehicle
of savage destructive nihilism"]. -
16:40 - 16:42In case you can't see what she says...
Yeah. -
16:43 - 16:47I really believe that
these spaces, these communities -
16:48 - 16:51have become, for a new generation
of learners, -
16:51 - 16:56the kind of communities,
the kind of cartographic communities -
16:56 - 17:00that I had when I was in high school,
and then again when I was in college. -
17:00 - 17:04And as an adult,
re-finding these communities -
17:04 - 17:07has re-introduced me
to a community of learners, -
17:07 - 17:12and has encouraged me to continue
to be a learner even in my adulthood, -
17:12 - 17:16so that I no longer feel like learning
is something reserved for the young. -
17:16 - 17:19Vi Hart and "Minute Physics" introduced me
-
17:19 - 17:22to all kinds of things
that I didn't know before. -
17:22 - 17:24And I know that we all hearken back
-
17:24 - 17:27to the days of the Parisian salon
in the Enlightenment, -
17:27 - 17:29or to the Algonquin Round Table, and wish,
-
17:29 - 17:31"Oh, I wish I could have been
a part of that, -
17:31 - 17:34I wish I could have laughed
at Dorothy Parker's jokes". -
17:34 - 17:39But I'm here to tell you
that these places exist, they still exist. -
17:39 - 17:44They exist in corners of the Internet,
where old men fear to tread. (Laughter) -
17:45 - 17:51And I truly, truly believe that when
we invented Agloe, New York, in the 1960s, -
17:51 - 17:56when we made Agloe real,
we were just getting started. -
17:56 - 17:57Thank you.
-
17:57 - 18:00(Applause)
- Title:
- The nerd's guide to learning everything online
- Speaker:
- John Green
- Description:
-
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 18:10
Camille Martínez commented on English subtitles for The nerd's guide to learning everything online | ||
Camille Martínez edited English subtitles for The nerd's guide to learning everything online | ||
Yasushi Aoki commented on English subtitles for The nerd's guide to learning everything online | ||
Cynthia Betubiza edited English subtitles for The nerd's guide to learning everything online | ||
Camille Martínez approved English subtitles for The nerd's guide to learning everything online | ||
Camille Martínez edited English subtitles for The nerd's guide to learning everything online | ||
Camille Martínez edited English subtitles for The nerd's guide to learning everything online | ||
Camille Martínez edited English subtitles for The nerd's guide to learning everything online |
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Revision 7 EditedCamille Martínez
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Revision 6 EditedCynthia Betubiza
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Revision 2 UploadedMorton Bast
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Amara Bot
Yasushi Aoki
There are no paragraph marks.
http://www.ted.com/talks/john_green_the_nerd_s_guide_to_learning_everything_online/transcript?language=en
Camille Martínez
Thank you for pointing that out, Yasushi! The paragraph markers have been added.