For a student to "connect with" an interest he didn't know he had, the GMnavy.go model provides opportunity unlike any other. An unknown such as combinatorics (an example noted in the exhibit "H" table), for instance, generally not heard of by parents, teachers, counselors, etc., is a straightforward aspect of mathematics and graph theory; and yet, for certain secondary schoolers and younger, the early discovery of combinatorics can open the door to a fascination with math.
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In general, however, value alone will not hold students' interest. To win the continuing attention of the tens of millions of secondary schoolers and younger, The Model must be a source of entertainment. Because every student is important, the metrics challenge for the Staff will be the participation of every student, where each young person will have his or her idea of what is fun and what is not.
● One compelling interest after another may be discovered by a student, added to her background experience, perhaps later supplanted by yet another interest or permutation, each exciting new cycle deepening knowledge and sophistication.
● Discoveries by students within the GMnavy.go model will often be made tangentially, perhaps by zigging and zagging from a student-built game to ASIC (see exhibit "T") or to DNA lab-on-a-chip, Bug Wars! (see Storyboard 75), combinatorics or some aspect of the military. A student may simply be surfing the opening pages of Ktops (see exhibit "B") and come upon what may prove to be a life-changing interest . . . or may make such discovery at the hands of a peer who mentions something "awesome" at another Uni-Site . . . or may be captivated by the latest echoes (top-ranked works from other Uni-Sites relating to an item on a receiving student's opening page but perhaps not known to that particular receiving student).
● Or an algorithm may make an eureka-moment "suggestion"; or a points-generator might use intralinking (see the subtopic in "Prime-Time EI" ) to momentarily jump a student to either a random Ktop or to one in context—in either case, a Ktop not yet seen by that student. Or a contest may trigger a life-long influence, perhaps leading such student to create a personal Ktop (a subtopic in "Kaleidoscope") that can be shared with one's peers, school counselor, Ktops experts, etc.
It may be a combinatorics Ktop that first catches a fellow student's attention. For both the student-creator of the Ktop and for students who subsequently discover it, new background knowledge and experience may soar. For students invested in the GMnavy.go model, self-motivation, mobilization of genuine interest in learning and carry-over interest to the classroom may follow.