1
99:59:59,999 --> 99:59:59,999
(The hole in the wall: self organising systems in education"
Keynote speech by Sugata Mitra, Professor of Educational Technology at Newcastle University at "Into something rich and strange" - Making sense of the sea change, the 2010 conference of the Association of Learning Technology (ALT).)

2
99:59:59,999 --> 99:59:59,999
(Session given in Nottingham, UK, on Wednesday 8 September 2010 at 14:00. For information about ALT go to http://www.alt.ac.uk/ .)
Made publicly available by ALT under a Creative Commons Attribution-Non-Commercial 2.0 UK: England & Wales license http://creativecommons.org/licenses/by-nc/2.0/uk/.)

3
99:59:59,999 --> 99:59:59,999
[Applause]

4
99:59:59,999 --> 99:59:59,999
[Sugata Mitra] Thanks very much.

5
99:59:59,999 --> 99:59:59,999
One of the - you know, one of the things that is taught in the business schools, in marketing courses,

6
99:59:59,999 --> 99:59:59,999
is not to raise expectations of the customer.

7
99:59:59,999 --> 99:59:59,999
Because after that, you can only go steadily downwards.

8
99:59:59,999 --> 99:59:59,999
Well, I've sort of optimistically called this talk "The Future of Learning".

9
99:59:59,999 --> 99:59:59,999
Perhaps it should have been called "A Future of Learning"

10
99:59:59,999 --> 99:59:59,999
but it's one of the futures which I think, in the last 11 ears or so,

11
99:59:59,999 --> 99:59:59,999
I have encountered in many different ways, and that's the story I want to tell you.

12
99:59:59,999 --> 99:59:59,999
First, a little break-down of children on our planet:

13
99:59:59,999 --> 99:59:59,999
It's a sort of a personal number - these are difficult numbers to get:

14
99:59:59,999 --> 99:59:59,999
you get different numbers from different sources.

15
99:59:59,999 --> 99:59:59,999
But I would think that there are about 50 million children on the planet

16
99:59:59,999 --> 99:59:59,999
who have more than everything that they need

17
99:59:59,999 --> 99:59:59,999
for their lives, for their education, for everything.

18
99:59:59,999 --> 99:59:59,999
Then there are another about 200 million below that,

19
99:59:59,999 --> 99:59:59,999
who have adequate resources.

20
99:59:59,999 --> 99:59:59,999
And below that, there are 750 million

21
99:59:59,999 --> 99:59:59,999
who do not have adequate resources.

22
99:59:59,999 --> 99:59:59,999
So this is the situation that we're at - we're looking at.

23
99:59:59,999 --> 99:59:59,999
Here in Britain, I would think that we're dealing with

24
99:59:59,999 --> 99:59:59,999
the first two blocks

25
99:59:59,999 --> 99:59:59,999
and maybe the top slice of that 750 million.

26
99:59:59,999 --> 99:59:59,999
That's the impression I get by going around the country.

27
99:59:59,999 --> 99:59:59,999
("When I need to know something, at the time when I need to know it, I can find out in 5 minutes"
(Pre-adolescent, United Kingdon, 2008)

28
99:59:59,999 --> 99:59:59,999
Here are some sentences that I heard here,

29
99:59:59,999 --> 99:59:59,999
in various cities, at various times, from various age groups.

30
99:59:59,999 --> 99:59:59,999
"When I need to know something, at the time when I need to know it, I can find out in 5 minutes"

31
99:59:59,999 --> 99:59:59,999
"My father is an engineer, but he doesn'thave a job"
(onscreen: + "8 year old, United Kingdom, 2009")

32
99:59:59,999 --> 99:59:59,999
"Why should I work hard to be a professor like you when I can earn as much as you by driving a bus"
(onscreen + "Adolescent, United Kingdom, 2006)

33
99:59:59,999 --> 99:59:59,999
So, we need some answers to these questions,

34
99:59:59,999 --> 99:59:59,999
you know, they are important questions for children

35
99:59:59,999 --> 99:59:59,999
and we don't actually have too many convincing answers.

36
99:59:59,999 --> 99:59:59,999
We can give them the academic answer about, you know,

37
99:59:59,999 --> 99:59:59,999
knowledge and deep understanding and so on and so forth.

38
99:59:59,999 --> 99:59:59,999
But these are specific questions.

39
99:59:59,999 --> 99:59:59,999
We have to give specific answers.

40
99:59:59,999 --> 99:59:59,999
On the other side of the world, we can't use the computer room when we want.

41
99:59:59,999 --> 99:59:59,999
It's not allowed.

42
99:59:59,999 --> 99:59:59,999
That's from India.

43
99:59:59,999 --> 99:59:59,999
The internet is down because the school didn't pay.

44
99:59:59,999 --> 99:59:59,999
So, that's the other side of the world.

45
99:59:59,999 --> 99:59:59,999
(Problems of relevance and aspiration - Problems of resources)

46
99:59:59,999 --> 99:59:59,999
So then, if you put the problems together,

47
99:59:59,999 --> 99:59:59,999
they are the problems of relevance and aspiration

48
99:59:59,999 --> 99:59:59,999
in the top part of the triangle

49
99:59:59,999 --> 99:59:59,999
And they are the problems of resources at the bottom.

50
99:59:59,999 --> 99:59:59,999
So, I will start from 11 years ago -

51
99:59:59,999 --> 99:59:59,999
(There are places on Earth, in every country, where, for various reasons, good schools cannot be built and good teachers cannot or do not want to go...)

52
99:59:59,999 --> 99:59:59,999
with this sentence, that there are places on Earth, in every country,

53
99:59:59,999 --> 99:59:59,999
where good schools can't be built and good teachers either will not go or cannot go.

54
99:59:59,999 --> 99:59:59,999
You know, when you first see this, it reminds you of the developing world, first of all:

55
99:59:59,999 --> 99:59:59,999
Africa, India, China.

56
99:59:59,999 --> 99:59:59,999
But think of any country that you know.

57
99:59:59,999 --> 99:59:59,999
Think of the map

58
99:59:59,999 --> 99:59:59,999
and think that you have an imaginary pencil.

59
99:59:59,999 --> 99:59:59,999
Would you not mark out places where you'd say good teachers will not go there?

60
99:59:59,999 --> 99:59:59,999
So it is not a developing country problem.

61
99:59:59,999 --> 99:59:59,999
It's a global problem.

62
99:59:59,999 --> 99:59:59,999
Unfortunately, it's an ironic global problem

63
99:59:59,999 --> 99:59:59,999
because those places where the good teachers won't go

64
99:59:59,999 --> 99:59:59,999
are just the ones where they're needed the most.

65
99:59:59,999 --> 99:59:59,999
So, we're stuck in a bind.

66
99:59:59,999 --> 99:59:59,999
I will show you some figures here.

67
99:59:59,999 --> 99:59:59,999
North Eastern India.

68
99:59:59,999 --> 99:59:59,999
As you go further and further away from Delhi on the X axis,

69
99:59:59,999 --> 99:59:59,999
to 200 km away from Delhi,

70
99:59:59,999 --> 99:59:59,999
leaving all the ........ [check] behind (4:46)

71
99:59:59,999 --> 99:59:59,999
the primary schools drop sharply.

72
99:59:59,999 --> 99:59:59,999
Why?

73
99:59:59,999 --> 99:59:59,999
Because the teachers, 250 km away,

74
99:59:59,999 --> 99:59:59,999
if you ask them and ask them this question:

75
99:59:59,999 --> 99:59:59,999
"Would you like to be somewhere else?"

76
99:59:59,999 --> 99:59:59,999
And the answers changed from "Not really" to "Absolutely".

77
99:59:59,999 --> 99:59:59,999
By the time you hit 300 km, they say:

78
99:59:59,999 --> 99:59:59,999
"You know, if only I could get a job in Delhi,

79
99:59:59,999 --> 99:59:59,999
there's better healthcare, better entertainment, more shopping, ec."

80
99:59:59,999 --> 99:59:59,999
Then I came to England and I thought to myself:

81
99:59:59,999 --> 99:59:59,999
"Now I will not find this problem, because it's much more uniformly developed."

82
99:59:59,999 --> 99:59:59,999
So then, I should expect to see a flat distribution of primary school results.

83
99:59:59,999 --> 99:59:59,999
When I looked at the numbers, that was not the case.

84
99:59:59,999 --> 99:59:59,999
There were schools doing very badly and there were schools doing very well.

85
99:59:59,999 --> 99:59:59,999
So I started looking for relationships and very quickly found one in North Eastern England.

86
99:59:59,999 --> 99:59:59,999
The density of council housing correlates with the primary school results

87
99:59:59,999 --> 99:59:59,999
- the GCSE results in this case.

88
99:59:59,999 --> 99:59:59,999
So, the more the density of council housing,

89
99:59:59,999 --> 99:59:59,999
the worse the results seem to be.

90
99:59:59,999 --> 99:59:59,999
And this is pretty significant, as you can see from that line.

91
99:59:59,999 --> 99:59:59,999
It's not a spurious [check 6:08] thing, it's pretty sharply correlated.

92
99:59:59,999 --> 99:59:59,999
So .... [check] to those, you know, highly dense govenrment housing areas,

93
99:59:59,999 --> 99:59:59,999
and I went to those schools

94
99:59:59,999 --> 99:59:59,999
and, surprisingly, I heard the same thing that I heard in India.

95
99:59:59,999 --> 99:59:59,999
I asked the teachers "Would you consider working in another school?"- same -

96
99:59:59,999 --> 99:59:59,999
as soon as you go into the high density council areas:

97
99:59:59,999 --> 99:59:59,999
"Yes, it's very dangerous here, you know, it's not a nice area,

98
99:59:59,999 --> 99:59:59,999
the children are very rough: I wouldn't mind."

99
99:59:59,999 --> 99:59:59,999
Then there are a few teachers who say "No: that's my challenge, I want to be here."

100
99:59:59,999 --> 99:59:59,999
But not all.

101
99:59:59,999 --> 99:59:59,999
So you do have that problem.

102
99:59:59,999 --> 99:59:59,999
The remoteness in India was geographic.

103
99:59:59,999 --> 99:59:59,999
The remoteness here was socio-economic.

104
99:59:59,999 --> 99:59:59,999
(1999-2001 The Hole In The Wall)

105
99:59:59,999 --> 99:59:59,999
So, back to 1999.

106
99:59:59,999 --> 99:59:59,999
1999, in New Delhi, the rich children all have computers.

107
99:59:59,999 --> 99:59:59,999
Their - it's a new toy, their parents have spent a lot of money,

108
99:59:59,999 --> 99:59:59,999
upward of £1000 to buy them computers.

109
99:59:59,999 --> 99:59:59,999
They are all very good with their computers,

110
99:59:59,999 --> 99:59:59,999
all their parents say their children are geniuses

111
99:59:59,999 --> 99:59:59,999
because they are so good with their computers.

112
99:59:59,999 --> 99:59:59,999
Down in the slums, the children haven't heard of a computer,

113
99:59:59,999 --> 99:59:59,999
they don't even know what it is

114
99:59:59,999 --> 99:59:59,999
and they're not going to make it, because

115
99:59:59,999 --> 99:59:59,999
no computer teacher is ever going to go into the slums to teach.

116
99:59:59,999 --> 99:59:59,999
So, back in 1999, I tried an experiment.

117
99:59:59,999 --> 99:59:59,999
I made an ATM-like structure into the wall of a slum,

118
99:59:59,999 --> 99:59:59,999
which eventually got called The Hole In The Wall

119
99:59:59,999 --> 99:59:59,999
and put on the English internet

120
99:59:59,999 --> 99:59:59,999
and left it there.

121
99:59:59,999 --> 99:59:59,999
And very quickly saw that the children were beginning to teach themselves

122
99:59:59,999 --> 99:59:59,999
how to use the computer.

123
99:59:59,999 --> 99:59:59,999
[video: children's voices]
This happened everywhere,

124
99:59:59,999 --> 99:59:59,999
even in the deserts of Rajahstan.

125
99:59:59,999 --> 99:59:59,999
Here's the desert where of all things, in four hours,

126
99:59:59,999 --> 99:59:59,999
the children were using the sound recorder

127
99:59:59,999 --> 99:59:59,999
to sing into the computer and listen themselves sing.

128
99:59:59,999 --> 99:59:59,999
By themselves.

129
99:59:59,999 --> 99:59:59,999
Down in South India, they were downloading games from disney.com.

130
99:59:59,999 --> 99:59:59,999
This game is to assemble a camera and then take a photograph.

131
99:59:59,999 --> 99:59:59,999
Something that urban children would do all the time,

132
99:59:59,999 --> 99:59:59,999
but remember, these children have seen a computer only a few days ago,

133
99:59:59,999 --> 99:59:59,999
or a few months ago.

134
99:59:59,999 --> 99:59:59,999
They don't know any English,

135
99:59:59,999 --> 99:59:59,999
they've taught themselves whatever English they needed to do --

136
99:59:59,999 --> 99:59:59,999
to be able to do all this.

137
99:59:59,999 --> 99:59:59,999
So I started to document this whole process

138
99:59:59,999 --> 99:59:59,999
and to measure on a computer literacy scale

139
99:59:59,999 --> 99:59:59,999
what happens to groups of children if you just leave a computer with them.

140
99:59:59,999 --> 99:59:59,999
And the numbers were interesting.

141
99:59:59,999 --> 99:59:59,999
It was a straight upward curve, reaching about 42 on that scale,

142
99:59:59,999 --> 99:59:59,999
which is what an office secretary can do.

143
99:59:59,999 --> 99:59:59,999
If you gave that test today to an office secretary here,

144
99:59:59,999 --> 99:59:59,999
she would get about 42, 45 percent.

145
99:59:59,999 --> 99:59:59,999
So they were reaching that on their own in nine months.

146
99:59:59,999 --> 99:59:59,999
(writing on video read aloud later)

147
99:59:59,999 --> 99:59:59,999
This was the conclusion from that section of the work,

148
99:59:59,999 --> 99:59:59,999
that groups of children can learn to use computers and the internet on their own,

149
99:59:59,999 --> 99:59:59,999
irrespective of who or where they are.

150
99:59:59,999 --> 99:59:59,999
So it didn't matter what language they spoke,

151
99:59:59,999 --> 99:59:59,999
it didn't matter how rich or poor they were.

152
99:59:59,999 --> 99:59:59,999
And I tried this in India in hundreds and hundreds of villages,

153
99:59:59,999 --> 99:59:59,999
I tried it in Cambodia, I tried it in Africa,

154
99:59:59,999 --> 99:59:59,999
and everywhere, we got the same result.

155
99:59:59,999 --> 99:59:59,999
So in those days, this was an important result

156
99:59:59,999 --> 99:59:59,999
about computer literacy not having to be taught.

157
99:59:59,999 --> 99:59:59,999
So, I could then say with some amount of confidence

158
99:59:59,999 --> 99:59:59,999
that it doesn't matter if your school doesn't have an excellent computer teacher,

159
99:59:59,999 --> 99:59:59,999
you can still achieve the same results by simply allowing the children access.

160
99:59:59,999 --> 99:59:59,999
But around this time, something different started to happen.

161
99:59:59,999 --> 99:59:59,999
(Lessons from The Hole In The Wall)

162
99:59:59,999 --> 99:59:59,999
In the schools where these computers had been placed,

163
99:59:59,999 --> 99:59:59,999
in the schools in India, many of them --

164
99:59:59,999 --> 99:59:59,999
many of them started to report improvements in English and mathematics scores.

165
99:59:59,999 --> 99:59:59,999
I couldn't quite understand

166
99:59:59,999 --> 99:59:59,999
- actually English, science and mathematics scores -

167
99:59:59,999 --> 99:59:59,999
I couldn't quite understand what was the reason for that,

168
99:59:59,999 --> 99:59:59,999
because as far as I could tell,

169
99:59:59,999 --> 99:59:59,999
the children were continuously playing games all the time.

170
99:59:59,999 --> 99:59:59,999
But then, I wasn't there to watch all the while.

171
99:59:59,999 --> 99:59:59,999
So I started doing a set of experiments to see

172
99:59:59,999 --> 99:59:59,999
what could be the reasons why these schools were going up.

173
99:59:59,999 --> 99:59:59,999
The first experiment was in Hyderabad.

174
99:59:59,999 --> 99:59:59,999
It's a big, sprawling, South Indian city.

175
99:59:59,999 --> 99:59:59,999
Hyderabad has a - hundreds of little private schools,

176
99:59:59,999 --> 99:59:59,999
not for rich people, but for poor people.

177
99:59:59,999 --> 99:59:59,999
And the reason why these really ramshackle little private schools make money

178
99:59:59,999 --> 99:59:59,999
is because they promise to teach English.

179
99:59:59,999 --> 99:59:59,999
And for that segment of Hyderabad society,

180
99:59:59,999 --> 99:59:59,999
learning English makes a huge difference to the kind of lives

181
99:59:59,999 --> 99:59:59,999
that these children will live later on.

182
99:59:59,999 --> 99:59:59,999
So the parents, the poor parents, pay their, whatever,

183
99:59:59,999 --> 99:59:59,999
usually around £5 - £3 to £5 pounds a month

184
99:59:59,999 --> 99:59:59,999
to send their children to these private schools.

185
99:59:59,999 --> 99:59:59,999
The schools try to do their best to teach English.

186
99:59:59,999 --> 99:59:59,999
But the problem that I spoke about prevents them.

187
99:59:59,999 --> 99:59:59,999
Good, native-language English school teachers

188
99:59:59,999 --> 99:59:59,999
are not going to go and teach in the slums of Hyderabad.

189
99:59:59,999 --> 99:59:59,999
So, they don't get native-language speakers.

190
99:59:59,999 --> 99:59:59,999
The children begin to copy the accents of the local, Telugu-speaking

191
99:59:59,999 --> 99:59:59,999
- Telugu is the language there -

192
99:59:59,999 --> 99:59:59,999
Telugu-speaking teachers.

193
99:59:59,999 --> 99:59:59,999
Telugu accents are extremely hard to understand.

194
99:59:59,999 --> 99:59:59,999
So when the children come out of school,

195
99:59:59,999 --> 99:59:59,999
they know a reasonable amount of English:

196
99:59:59,999 --> 99:59:59,999
their spelling is good, their handwriting is good,

197
99:59:59,999 --> 99:59:59,999
their grammar is good.

198
99:59:59,999 --> 99:59:59,999
But when they go for a job interview, the interviewer says:

199
99:59:59,999 --> 99:59:59,999
"Your English may be good, but I don't understand what you're saying."

200
99:59:59,999 --> 99:59:59,999
So they don't get the job.

201
99:59:59,999 --> 99:59:59,999
So here was a problem that could not be solved by human teachers,

202
99:59:59,999 --> 99:59:59,999
because human teachers were not available.

203
99:59:59,999 --> 99:59:59,999
So I had to use technology.

204
99:59:59,999 --> 99:59:59,999
I looked at what's available

205
99:59:59,999 --> 99:59:59,999
and I must say I wasn't very happy with it.

206
99:59:59,999 --> 99:59:59,999
I looked at all sorts of programs that pretend to teach English.

207
99:59:59,999 --> 99:59:59,999
In those days - 2002 -

208
99:59:59,999 --> 99:59:59,999
there were none that specifically taught about pronunciation.

209
99:59:59,999 --> 99:59:59,999
So what I did finally was, I got a PC

210
99:59:59,999 --> 99:59:59,999
and I loaded a speech-to-text software on it,

211
99:59:59,999 --> 99:59:59,999
you know, the kind that you can get for free now with Windows.

212
99:59:59,999 --> 99:59:59,999
What that does is that you take a microphone,

213
99:59:59,999 --> 99:59:59,999
you plug it into the PC,

214
99:59:59,999 --> 99:59:59,999
you speak into the microphone

215
99:59:59,999 --> 99:59:59,999
and the PC will type out whatever youre tell-- whatever you're saying,

216
99:59:59,999 --> 99:59:59,999
provided it understands you.

217
99:59:59,999 --> 99:59:59,999
The system needs to be trained in the voice that it is expected to understand.

218
99:59:59,999 --> 99:59:59,999
What I did was I bought this computer,

219
99:59:59,999 --> 99:59:59,999
I put in the software, I trained it in a neutral English accent.

220
99:59:59,999 --> 99:59:59,999
(The Hyderabad Experiment, 2002)

221
99:59:59,999 --> 99:59:59,999
And then I blocked out the training function

222
99:59:59,999 --> 99:59:59,999
and gave it to a group of children in a private school in Hyderabad

223
99:59:59,999 --> 99:59:59,999
and they spoke into it, and the computer started to type out complete nonsense.

224
99:59:59,999 --> 99:59:59,999
So the children laughed and said:

225
99:59:59,999 --> 99:59:59,999
"It doesn't understand anything, what we're saying."

226
99:59:59,999 --> 99:59:59,999
So I said to them: "Well, I'll leave this with you for two months.

227
99:59:59,999 --> 99:59:59,999
You have to make yourselves understood to the computer."

228
99:59:59,999 --> 99:59:59,999
Now, this is where the new method started forming in my mind,

229
99:59:59,999 --> 99:59:59,999
because the children then asked: "How do we do that?"

230
99:59:59,999 --> 99:59:59,999
And I said to them, with great honesty:

231
99:59:59,999 --> 99:59:59,999
"I don't know.
[laughter]

232
99:59:59,999 --> 99:59:59,999
And anyway, I'm leaving."
[laughter]

233
99:59:59,999 --> 99:59:59,999
So -- so I left them.

234
99:59:59,999 --> 99:59:59,999
I left them. What they did was incredible.

235
99:59:59,999 --> 99:59:59,999
They downloaded pieces of software,

236
99:59:59,999 --> 99:59:59,999
they downloaded films,

237
99:59:59,999 --> 99:59:59,999
they downloaded The Speaking Oxford Dictionary,

238
99:59:59,999 --> 99:59:59,999
which I didn't know existed,

239
99:59:59,999 --> 99:59:59,999
and they started to practice in groups.

240
99:59:59,999 --> 99:59:59,999
In other words, not only were they teaching themselves,

241
99:59:59,999 --> 99:59:59,999
they had invented the pedagogy for -- by which to teach themselves

242
99:59:59,999 --> 99:59:59,999
because I hadn't told them anything.

243
99:59:59,999 --> 99:59:59,999
And the results were remarkable, to say the least.

244
99:59:59,999 --> 99:59:59,999
[Girl] Ian, he's my cousin. [check]

245
99:59:59,999 --> 99:59:59,999
[Text to speech] Ian he's my cousin.

246
99:59:59,999 --> 99:59:59,999
[Girl's recorded voice] Ian he's my cousin.

247
99:59:59,999 --> 99:59:59,999
[Mitra] Real flat English accents and you should

248
99:59:59,999 --> 99:59:59,999
-- I don't have the video here of her speaking before the experiment

249
99:59:59,999 --> 99:59:59,999
and she was barely understandable.

250
99:59:59,999 --> 99:59:59,999
So they had changed their accents. I published the work.

251
99:59:59,999 --> 99:59:59,999
And at that time I began to realize

252
99:59:59,999 --> 99:59:59,999
that children perhaps would achieve educational objectives on their own

253
99:59:59,999 --> 99:59:59,999
if they had a reason to.

254
99:59:59,999 --> 99:59:59,999
Which will bring us to the West in a little while,

255
99:59:59,999 --> 99:59:59,999
because in the West, the problem is that they don't seem to have a reason

256
99:59:59,999 --> 99:59:59,999
why they should do these things.

257
99:59:59,999 --> 99:59:59,999
(Children ...and some surprises)

258
99:59:59,999 --> 99:59:59,999
Well, some surprises in that period from 2002 to 2006:

259
99:59:59,999 --> 99:59:59,999
Well, to start with I got a message from Sir Arthur C. Clarke [check]

260
99:59:59,999 --> 99:59:59,999
who was living in Colombo in those days

261
99:59:59,999 --> 99:59:59,999
and he had heard of my original experiment.

262
99:59:59,999 --> 99:59:59,999
He was interest and - you know, he was in .... [check].

263
99:59:59,999 --> 99:59:59,999
So I went to Colombo to meet him

264
99:59:59,999 --> 99:59:59,999
and he said two very interesting things.

265
99:59:59,999 --> 99:59:59,999
The first thing he said was that a teacher that can be replaced by a machine should be.

266
99:59:59,999 --> 99:59:59,999
OK, now, that's a double-edged...

267
99:59:59,999 --> 99:59:59,999
So, a teacher that can be replaced by a machine should be.

268
99:59:59,999 --> 99:59:59,999
The second thing he said was that

269
99:59:59,999 --> 99:59:59,999
if children are interested, then education happens.

270
99:59:59,999 --> 99:59:59,999
I then started to put in different educational objectives

271
99:59:59,999 --> 99:59:59,999
in a way that I'll describe in a moment,

272
99:59:59,999 --> 99:59:59,999
into India, into Cambodia and into Africa,

273
99:59:59,999 --> 99:59:59,999
to see what else would happen

274
99:59:59,999 --> 99:59:59,999
after the children had taught themselves to use a computer. (16:31)