Internet Marketing Business model

Jumat, 30 Desember 2016

male: please join me inwelcoming salman khan. (audience applauding) welcome, salman. thank you so much. khan: good to be here. thanks a bunch. very exciting to be here. so before i start, i'd liketo get a sense of where the audience is and how muchthey might know about khan academy. how many of y'allhave either used it or somewhat familiar with thesite to a certain degree?

oh, very good, very good.how many of you have used it with your kids, yourkids actively use the site. oh, this is very exciting.all right, very good. so just to start off. therewere some of y'all that didn't raise your hands.to get everyone on the same page, khan academy is most known for this collection of videos and i'lltalk a little bit about how all of this got started, buti literally started making for my cousins and so i'llshow a montage of those

videos and you'll see whatthey feel like and then you'll also see some ofthe other video direction we're going in, not allof them are made by me anymore and we're startingto experiment with some other styles. so, let me showyou what that looks like. we could integrate over thesurface and the notation usually is a capital sigma. all these interactions arejust through the gravity over interstellar or almost youcould call it intergalactic.

this animal's fossils areonly found in this area of south america, a nice clean band here. notice this is an aldehydeand it's an alcohol. it's their 30,000,000plus the $20,000,000 from the american manufacturer. they created the committeeof public safety, which sounds like a very nice committee. steven: this is not eve. beth: no, botticelli's portrayedthe ancient goddess of love.

voiceover: this is 6x6x6 or 216. lebron: i'm told the humiditymakes it feel hotter. why is this? khan: excellent question lebron. voiceover: let's just like make it eleven. khan: play with the pendulumand get a feel for how it moves. voiceover: function as a bridge rectifier. voiceover: 1,2,3,4,5,6,7,8. khan: if this does not blow yourmind, then you have no emotion. (audience laughing)

khan: i can ... i can always tellthe intelligence of an audience based on how much theyappreciate euler's identity, so y'all have ... y'all havepassed that, passed that. so just to give a snapshotof where we are now, we've reached 75 millionunique students since kind of this adventure began. over ... i think actuallythe numbers are now 240 million videos have been watched. we actually just crossed ourbillionth exercise. i know the

slide says 900 million,but our billionth exercise literally a couple of weeksago. we're being used in 20,000 classrooms andwhat you saw now are just the videos, but what i wantto do is rewind a little bit and tell, talk about how allof this got started and then talk about where we see khan academy going because we think it's a lotmore than just the videos that i initially startedmaking for family. so if you were ... if yourewind back to 2004, i was a,

my background is originallyin computer science, but i had gone to businessschool. i now found myself, i was an analyst at a hedgefund and i had just gotten married and i had somefamily visiting me from new orleans, which iswhere i grew up. they were visiting me up in bostonand while they were there, it was three of mycousins and their parents, my uncle and aunt andthe oldest of my cousins, nadia, who was 12 years oldat the time, it just came

out in conversation at somepoint that she was having trouble in mathematics andso i said, "nadia, you seem like a very bright youngwoman. what seems to be the problem?" and she saidit was unit conversion. and i said, "you know, i'mcompletely convinced that you can tackle unit conversion."and she thought it was just one of these emptypep talks. i could kind of sense that she was rollingher eyes inside of her brain and so i said ... i kind ofviewed that as a little bit of

a challenge. so i said,"okay, how about this?" "you go back to neworleans.", i'm in boston. "every day after work forme, after school for you," "i tutor you and we try toget you past this threshold." and i think she was excitedthat someone was willing to take this, the time outfor her and so she agreed and so they went back tonew orleans and long story short, you know, everyday we worked together. it was difficult at first. shekind of psyched herself out,

convinced herself that shewas no good at mathematics, but about a month into it, shewas able to ... things clicked and she was able to catchup. then she actually started to get a little bit ahead of thecurve, a little bit ahead of where her class might be and atthat point i'd like to say i became what i call a "tigercousin" and i called up her school and i said, "you know,i really think nadia needs to retake the placementexam, go into the faster math track." and theysaid, "well, who are you?"

"i'm her cousin." and, uh,but you know it's a theme that i guess you'll seemany times over the next few minutes, but i've seen manytimes over the last few years starting with nadiais that the same girl who entering 7th grade thoughtshe was no good in math and thought that she couldn'tcomprehend unit conversion, by her sophomore year inhigh school was taking calculus at the localuniversity and something we're going to see over and overagain is that people who

thought they were bad atsomething are able to just if they're able to fill inthe gaps in their knowledge are able to all of sudden race ahead. but i was kind of hooked,i worked with nadia then i started working with heryounger brothers. then the firm that i was workingfor, i use "the firm" very broadly, it was myboss and his dog, we, uh, the dog was the chief economist. we ended up moving outto northern california.

my boss' wife got a job asa professor at stanford law and the first khanacademy, most people don't realize it because thevideos have kind of, kind of have a life of their own, the first khan academy wasactually a little piece of software that i hadwritten for my cousins, to kind of give them practiceproblems. i noticed that they didn't, they weren't reallyproficient in a lot of things that you would expectsomeone in 5th or 6th or 7th

grade to know. i wassomewhat suspicious of whether they were doing thework, so i put a database behind it and you fastforward to 2006. i was at a dinner party with a friendand all my friends knew i had this kind of crazyproject with my cousins and i was showing off thesoftware that i had written, this things that generateexercises for them and they all knew that i had thisproject, but word had gotten around in the family thatfree tutoring was going on

and so i found myself nowtutoring every day after work about ten or fifteencousins and family members and whatever else and my friend he's like, "oh sal, this software isreally cool but how are you dealing with, you know,being able to coordinate" "all of these tutoringsessions" and i'm like, "you know, it's actually gettingreally, really difficult." and he's the first person totell me, "well, there's this" "youtube thing. whydon't you make some of,"

"why don't you make videosof some of your lessons," "put them up on youtube,maybe your cousins would" "find it useful." and iimmediately thought it was a horrible idea. i said,"no, no, no, no, no." "youtube is for cats playingpiano. it's not for serious" "mathematics.", but i literallywent home that weekend got over the idea that it wasn'tmy idea and i gave it a shot and you know, those firstfew videos were kind of on algebra and pre-algebra andwhatever else and i made

about ten or twenty ofthem. there were little 10-minute long videos and istarted telling my cousins, "look, if you're confusedabout something, you" "want to review something,there's these videos that" "are there for you" andafter about a few months, i asked for feedback andyou know, they somewhat backhandedly told me thatthey preferred me on youtube than in person and viewingthe positive angle of that feedback, i think itactually made a lot of sense.

they were saying look, theyappreciated the time i was spending with them. theyappreciated the tutorials, but the first time thatyou learn something, it's stressful to have someonesay, "oh are are, do you" "understand this now?" or alot of times, you might be in 7th or 8th or 9th gradeand you forgot some concept from 4th or 5th grade andyou might be embarrassed to tell your cousin and so youcan now review it at your own time and pace. when peoplecoordinate time, you know,

they might have other thingsgoing on in their day. they might have a lotof homework that night. now they could access thecontent when they're ready, when they're ready to access it. so i view that as positivefeedback and i just kept going adding more and moreand more and more content. then it became clear,soon enough on youtube, that there were people whowere not my cousins who were watching and youknow at first the comments

were just, you know, thankyou, this really helped, i really appreciated thisand even that was a pretty big deal. i don't know howmuch time y'all have spent on youtube, but thecomments don't always be, aren't always that positive. (audience laughter) or even g-rated and thenthe comments got really interesting. they startedto be things like, you know, hey this is the reason why iwas able to go back to college,

this is the reason why i'm nowa physics major, this is the reason why after leavingthe military i can go back and major in engineeringand you know, i got crazy e-mails. one family said,"thank you so much for this" "resource. my entire familyprays for your entire family" "every evening." and youhave to put things in perspective. i was ananalyst at a hedge fund. we didn't have a lot ofpeople praying for us. maybe our investors every now and then.

so i just kept going andgoing and going. in 2008, i set it up as a not for profit.even at that point, i didn't really imagine that itwas, you know my i guess my for profit career was goingwell and i just assumed that hey maybe i'll justdo the for profit thing. i'll set this up as a not forprofit. maybe at some point i could get some grants forit or maybe get a couple of people to work on it, buti didn't really think of that as something that mightovertake my life, but then as

little as a year after that,2009, it had taken over my life. at this point, there wereseveral hundred thousand people who were using the siteevery month. i was getting hundreds of e-mails everyweek. i was sneaking away and making videos in every kindof free time that i had and so i sat down with my wife. wehad a little bit of savings. sometimes i'm introducedas a hedge fund manager and i make it very clear now,i was the analyst. there's a different pay grade otherwiseit would have been a much

easier decision and i would bedressed a little bit better. but i was an analyst and so wehad some savings about enough, about a year's worth ofsavings, but we didn't own a house, our son had justbeen born but you know, my wife understood that thisis kind of, had overtaken my life and i said, "look,you know, someone's gotta" "appreciate it in the next year."we'll give ourselves a year," "someone should appreciatethat there's almost" "infinite social return oninvestment here. that i could"

"keep on making videos. wecould do the interactive" "software, etc., etc. it couldreach millions and millions" "and millions, maybe one daybillions of students." and so i kind of took that leap of faith andi think like a lot of entrepreneurial stories, you start off verynaively optimistic. you're already starting to talk to somefoundations, you just assume yeah, this is a no-brainerfor them, they're definitely going to fund this and they don't. a few months go by and inall honesty about nine months

went by and i started gettingpretty insecure and there was even a night where istarted literally updating my resume and thinking that iwould go back into the world that i had come from andright when i was, right around that same time, i had some... i had a place where people could send in donations. there was a little paypallink and i was getting $50 donations, $5 donationsevery now and then $100 donation would come in andthat did help pay the bills,

but we were digging into oursavings to the tune of about 5 or $6,000 a month andright when that was happening all of a sudden a $10,000donation came in and so i immediately see who thisis from, her name was ann doerr. she was based inpalo alto. so i immediately sent her an e-mail, i said,you know, "thank you so much "for this very generousdonation. this is the largest" "donation that the khanacademy has ever received." "if we were a physicalschool, you would now have a"

"building now named after you." which i've now discoveredis quite inexpensive. it gets you a bench at most universities. and she immediatelye-mailed me back and said, "well, i'm fascinated by whatyou're doing. let's have lunch." and so we literally, i thinkit was like a week later, we had lunch in downtownpalo alto in a little indian buffet restaurant and annsaid, "well, you know," "what are you trying to do?what's your goal?" and i said,

"look, when i filled outthe paperwork with the irs," "they have a little linethat says mission statement" "and i said, well i don'tknow, a free world-class" "education for anyone,anywhere." and ann said, "well, that's optimistic.that's ambitious." "how do you plan ondoing that?" and i said, "well, i want to keep makingvideos, but i could imagine" "building the interactive softwareeven more, the stuff that" "i started making with mycousins, feedback, dashboards,"

"tools for teachers, ways forkids to communicate online," "we can internationalizeit, so anyone on the planet" "can possibly access it."and she said "well, you know" "this is strangely enough,it seems like your on track" "to do this. how are yousupporting yourself?" and in as a proud of a way aspossible i said, "i'm not." and so ann kind of noddedand we parted ways, she got on her bicycle, i gotinto my car and i drove home ten minutes later i'm drivinginto the driveway and i got

a text message from ann andit said "you really need" "to be supporting yourself.i've just wired you $100.000." so, it was a good day. and frankly that wasthe beginning of a whole cascade of stranger and strangerevents. you fast forward two months, i was running,you know i was like this virtual teaching guy and iwas curious what could you do with a physical environmentif it's not based on lecture anymore and so ihad this little summer camp

where i had about twenty-fivemiddle school students and i had six of them play agame of risk and then i had the other, the remainder of thestudents trade securities based on the outcome of the gameof risk and one 12-year-old actually invented nakedshorting and i told them i could introduce them to some people,they could ... they could do quite well. but, while thatwas happening i got another actually series of text messagesfrom ann and at this point i take her text messages very seriously.

they ... they, it was actuallyhard to read but it read along the lines of "i'm atthe aspen ideas festival right now. in the main pavilion.bill gates on stage talking about khan academy lastfive minutes" and so i immediately boot the nearest7th grader off of a computer and i start looking forevidence that this, what is ann talking about and i soon foundpeople tweeting about it. i was finding even blog postswere starting to come out, in a few hours i was able tofind actual footage of the

event and bill gates on stagewith walter isaacson talking about how he uses this thingcalled the khan academy with his kids, he uses it himselfwhich actually was a little bit scary for me. those videos werefor nadia, not for bill gates. and then i went home thatevening kind of just confused and not sure what to donext. i mean, do i call him? do i ... what's the protocol here? and they left me in thatsomewhat bizarre state for the next two weeks and so two weekslater i'm literally in the

world headquarters of thekhan academy which was our walk-in closet and i was makinga video and then all of a sudden i get a call fromseattle. this is intriguing, i answer the phone, "hello."and on the other side, you know, "this is larry cohen.i'm bill gates' chief of staff" "you might have heard that bill's a fan." "yeah, i heard that." "if you have some time inthe near future, we would" "love to fly you up to seattleand figure out how we can"

"support you." and at thatmoment i was looking at my calendar for the month, completely blank. so i said, "yeah, you knowi gotta cut my nails on" "wednesday, but other thanthat i think i can fly up" "and meet bill gates." so all of that worked out,went and met with bill gates. they decided to support us,be able to hire up a team. right around that sametime, we were also meeting with the folks at google. imean, all of these things were

just these independent eventsthat just came together all at once. they alsodecided to support us in a significant way and aboutthis time two and a half years ago, not that long ago,we were up and running and we were kind of ready to buildwhat i had first described to ann and what you seehere, this is kind of a, i like to show this becauseit kind of gives a framework for how we think about howkids can interact and learn with the system. this is whatwe call our knowledge map.

each of those nodes areconcepts in mathematics, so you saw the videos.they go much broader than mathematics. right nowour interactive portion is mainly math. over time, wehope that the interactive will also be in quite possiblyevery subject, but what you see here is that the higheryou go, there are more basic concepts and as studentsshow proficiency or mastery in the more basic concepts,it then moves them down to more advanced concepts andit's kind of an obvious idea,

it's how you would play avideo game. you master level one, then you go to leveltwo. that's how you would learn a martial art. that'show you would learn a musical instrument, but the thing thati always point out is this is not the way that you aretaught in a traditional classroom. in a traditional classroom,you group kids by age. you push them through ina kind of a assembly line factory model and it's actuallyno coincidence, this model was developed really duringthe industrial revolution.

at different points in time,usually state mandated, you kind of try to applyinformation to them. some kids get the information, somekids don't. even if a kid gets a "c" on say basic exponents,that's and you identify those weaknesses, you moveon to negative exponents or fractions or somethingmore advanced, even though you know that they hadweaknesses in something more basic and the analogy idraw there is imagine if you were building a house andyou get the contractors and

you tell the contractors,"look, we have ... the state tells me we have exactly threeweeks to build this foundation." "do what you can.", so thecontractor does what they can you get the inspector to showup after two, three weeks and the inspector says,"well, yeah i don't know the" "concrete's still a little bit wetright over there. this part right" "over here isn't quite up tocode. i would give it an 85%." and you say, "great, that's a'c'. let's build a first floor." and you build a first floor,you know, two weeks of you know

you tell the contractor, "look,you just have to spend two weeks." "i don't care if the suppliesdon't show up. i don't care" "if it rains. do what youcan." inspector shows up, 75%. "great, let's build thesecond floor" and you do that floor after floor after floorand then all of a sudden while you're building the fourthfloor and the whole thing collapses, you blame thecontractor. you say, "oh my god, i had a horriblecontractor." or maybe you say, "oh, we didn't inspect goodenough.", but the reality is

maybe those things were fine,but the process was broken. the inspector was identifyingweaknesses, but you completely ignored themand you moved onto the next concept and this isessentially what's happening in our schools every dayand so what we're saying is, look, instead of holding fixedwhen and how long you have to learn something and thevariable is how well you learn it pretty much ensuringthat you end up with all of these gaps that are going to makeyou hit a wall later on in

your career, let's make thevariable how long you have to learn it and when you learnit essentially personalize the instruction for your needs,but the fixed thing is that you have a high-level,a high-level of mastery. now this is just an exampleof what some of these exercises look like. ishowed, you know, we mentioned that a billion of thesehave been done and i like to show this one. this is kind oflike montessori for calculus. it kind of shows you thatyou can change the slope of

the tangent line at any pointand by doing that you're essentially plotting the derivative. you know when i ... when westarted this whole thing, i assumed khan academy wasjust going to be this thing outside of classrooms. youknow, the school system was this beaurueacratic thingwith a lot of inertia, but right when we got some ofthat first funding, a local school district reached outto us, los altos, and said, "look, what would you dowith a 5th grade classroom,"

"now with your tools?" and wesaid, "look, we don't think" "there's a reason to useclass time for this passive" "one size fits all lecture.like, students can get it" "on demand". i told themhow my cousins liked that even more and we canuse class time for more valuable things, forinteracting with the teacher, for peer to peer instruction.the irony here is if the kids can learn at their own timeand pace when they're not in the classroom, theclassroom could become a more

human experience becausethey had this technology and somewhat surprising to us, they said, "yeah, this is exactlyconsistent with differnentiated instruction, mastery basedlearning, these concepts that have been in educationcircles forever and we want to do it." so, we started apilot and what you see here is some of the dashboardsfrom that initial pilot and it gives you an idea howthese classrooms could work. so each row is kind of likea spreadsheet, each row there

is a student in the class.each of those columns is one of those concepts you sawin that knowledge map. green means that a student isproficient. blue means that they're working on it andred means that a student is stuck on it and the modelis the teacher can walk around, it literally updatesin real time. it shows up on their tablet and they cansay, "okay, that student is having trouble with exponents3. there's a couple of students who have alreadymastered that, maybe i can set up

a little peer tutoring betweenthem or if they're still having trouble, maybe ican sit down and do a very focused intervention ormaybe if a bunch of students have already mastered a certainconcept, i can now do more interactive maybe a project basedon, based on that type of a concept. this next chart or graph,i mean we have a ton of dashboards for teachers, sothat we can really give them the type of analytics, franklythe type of analytics that we were seeing before in themarketing analytics or the

type of analytics that i hadwhen i was an analyst at a hedge fund, we can finally givethat to a teacher so they can in real time slice and dicewhat all other students are up to, but i like to show thisone because above and beyond to showing a report, it talksabout a very powerful narrative, essentially the same narrativethat i had first seen with nadia. the horizontalaxis there is just time. it's just days on the site. thevertical axis is just a count of how many of thosemodules a student has shown

proficiency in and each ofthose lines is a student in a classroom and what yousee is, just like any math classroom, right when youstart there's a group of kids very steep slope, theystart advancing really fast. there's a group of kids inthe middle and then there's a group of kids who are reallyslow to start, those are the flatter lines and in atraditional model, you say oh those kids who are racingahead, those are the honors students. those are the kidswho are, you know, gonna go to

to college, become engineersand doctors and all the rest. we have the kids in the middleand there are kids, the slow kids. maybe those kids are theremedial students, but what we're seeing is if you letevery student learn at their own pace, if you let them fill inthe gaps that you thought that they weren't able to fill inbefore. the same students that we thought were remedialten days into the process or mediocre ten days in theprocess and this blue student is one of them and it actuallyclips off a little bit on the right,

but on the right it, even atday 70-something you see that there's a third best student,but this student actually ends up becoming the second beststudent in the class and we're seeing this over and overand over again in every classroom that we've workedwith, whether we're talking about public schools, privateschools, rich neighborhoods, poor neighborhoods, whereever it is many of the kids that even in the two monthsthat you thought were slow, you thought were remedial,you let them fill in that gap

even though it's in algebraclass, you let them make sure they know their multiplicationtables, know they're multiplying decimals, addingfractions, negative numbers, they can become the beststudent in the class. right now, 20,000 classroomsare using us in some way shape or form. i want tomake it clear, all of this is completely free, it's not forprofit. all these dashboards that i'm showing you, you could startusing it with your cousins, you can volunteer at your localboys and girls club or your

local school and you can be thecoach and you would have the same tools that the teachersin los altos have, but with that we like to remind ourselvesthat still the bulk of our users even though we have400,000 in classrooms, the bulk of our users, the other 5,500,000are just people out there just trying to tap into theirpotential and what this next video at least shows us andhopefully shows you as well, is just how much potential thereis out in the world if we just give people the tools to actually tap into it.

mark: my name is mark halverstedt.growing up, i was really always a "c" student. i thinki was really pretty much always pretty pitiful in school. idon't think i've ever gotten higher than a b+ in any mathclass ever particularly. i pretty much thought thatthe only thing i was good enough to do in college wasmajor in music and i went off and i got a music degreein saxophone, but i sort of almost felt that it was morei was getting it because i was terrible at everythingelse. i worked as a saxophone

player for a few years, reallywhat i wanted to do was do electrical engineering andthe last thing that i remember completely not getting wastrig identities. so, i went to youtube and i did a searchfor trig identities and khan academy was the first thingthat popped up. i watched a bunch of videos in the trigplaylist to kind of get caught up to speed. i watched all of thevideos in the calculus playlist. i watched all the videos inthe physics playlist. i watched a bunch of videos on dividingdecimals and even on a

subtraction by borrowing. iwatched a lot of videos on arithmetic. that was in 2007.i did that until the fall of 2010 and then in the fall2010, i took a leap. i decided to go back to school andwent to temple university, majored in electrical engineeringgetting a second bachelors and keep in mind, i don'tthink i've ever gotten above a b+ in math classes and i wasreally a straight "c" student growing up and i just finishedthis year, first year back in college, i got a 4.0 gpa forthe entire year. i got perfect

scores on both of my calcfinal exams and also on my chemistry final exams. iended calculus, chemistry, both calculus classes, calc iand ii and chemistry with an average higher than 100%.there are some khan academy videos that i probablylistened to the same concept over twenty or thirty timesand there is no tutor in the world i could have paidto have sat next to me and repeated the same thingover twenty or thirty times without at least them gettinga little bit judgmental

or at least them thinking likeoh, well this guy really is never going to get this conceptand he should just give up. where the understandingreally happened was watching those videos and also workingthrough the khan academy software and everything. theimpact for me in my life, i really see it growingexponentially over the next twenty or thirty years. so from thebottom of my heart, thank you. and mark is now a juniorand still has a 4.0 gpa, so he's doing quite well.maybe he'll apply for an

internship with some of youguys, so keep a look out. so the one thing that might,some of y'all might have been thinking about and i evensaw that map where some of y'all are from is everythingthat i've been focused on so far has been the englishspeaking world, the developed world, but the implicationson the developing world could be even larger whereyou have lack of resources or even if you have the resources,you might not be able to find teachers where the kidshave all sorts of, they're all at

different types of skill levelsand so we've started to have other groups take what we'redoing, other not for profits, for the most part but evensome governments, take our stuff and start to deploy itall over the world and these are pictures of khan academybeing used in various parts of the world and eachof these are exciting stories. but the one for us that'skind of been the most mind blowing is the one up therein the top right. you know, i used to give talks likethis about a year ago and say

one day, this might be usedin mongolia and about a little after that i got an e-mailfrom mongolia. it was actually from zaya, the girl on the topright and she actually sent a youtube thank you not toodifferent than what you saw from mark halberstadt and iassumed she must be a middle- class girl. she has accessto youtube and whatever else, but then i read the e-mail inmore depth and it turned out that there was a group fromsilicon valley who in their vacation time, a group ofengineers was going to mongolia

and setting up a kind of acomputer labs in orphanages and what you see there thetop right, those are girls in a mongolian orphanageusing khan academy and zaya was one of the orphans andthat by itself was cool enough but then zaya herself who isnow 17 and got so into it, that she's our now, she'snow, this is a 17-year-old orphan girl is now our primeproducer of content in the mongolian language. she isessentially the teacher for her country and so it's kindof one of these surreal,

sci-fi type of things and sowhat i want to show you now is the direction we're going in,in terms of internationalization. we have 4,000 videos inenglish. we now have 7,000 in, i think, twenty languagesand our goal is to frankly have 80,000 in twenty languagesand maybe more and maybe even have regional specificcontent and so this next montage shows you a littletaste of what those other videos look like and they'realready available on the site, if you, at the bottomthere's a little bit of a drop down

and it ends with a littlepart of zaya's original video. zaya: i'm zaya frommongolia. your videos are so interesting and funny. make more lessons. i watch that, i watchthat when i get lazy. so i like to point out, imean you know it started with me and my cousins, but i liketo emphasize that it's not just me anymore. it's a teamof folks. we're approaching 40 people and i like toemphasize i think we're in a special time in history,literally, a gutenberg moment,

not even a once in a lifetimeopportunity. i literally think it's a once in a milleniaopportunity where you could have real reach and real scaleand what i point out is, you know, our team overthe last year averaged 24 employees. we've beengrowing quite fast, but we've been able to reach 43million unique students over the past year and i pointout that if that was actually drawn to scale, that second bar should be 20 kilometers high.

so, you know, big picture,the original tagline on that was just the necessities, but there was a. you know, big picture,education has traditionally viewed as a very scarce thing,a thing that's expensive, a thing that really differentiatesbetween the haves and have nots, even when peopledid philanthropy, it was always what do the richhave? well, that's expensive. let's create a cheaperapproximation of it and let's try to give it to the poor becausethey had nothing before

so it's better than nothing,but what's exciting now is i think we're entering areality where we don't even have to give the poor a cheaperapproximation. we can give students like zaya and theother girls in her orphanage the exact same thing thatbill gates' children have, so we're going into a worldwhere education isn't this scarce thing, isn't thisexpensive thing so ten, twenty thirty years in the future, ifirmly believe that it will be viewed as a human right and itwill be viewed as just one of

these necessitites like cleandrinking water, shelter or electricity and with that i'djust like to thank you for having us here. thanks a bunch. male: wow. khan: thanks.