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Even more surprising: while the course content could be viewed on a computer screen or tablet, it would be designed, first and foremost, for smartphones—making the “classroom” entirely mobile and available anytime, anywhere.

And the target audience is just as compelling: developing countries, where there are millions of individuals who want an education but can’t afford it or access it locally—and where smartphones are common.

The first users will be in China, where demand for North American education is high—850,000 students come here annually to learn.

In Indiana University's 2007 High School Survey of Student Engagement, 73 percent of the respondents said, "I didn't like the school"; 61 percent said, "I didn't like the teachers"; and 60 percent said, "I didn't see the value in the work I was being asked to do." About 30 percent of the students indicated they were bored because of a lack of interaction with teachers, and 75 percent reported that the "material being taught is not interesting."

Despite what we now know about the power of learning through talking and doing, we persist in expecting students to learn by listening. The present disparity between teacher and student talk time is a profound hindrance to learning.

a grade 7/8 half-day school/work internship;

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