Large-Scale Systems and Society clean up the mess you made. Do you want to see what a ball looks like inside?" "OK," Lisa says. They leave the cafeteria searching for a chequered ball, which is willing to be taken apart. They find one, take it apart and manage to re-assemble it after three attempts. Then the ball starts singing: "We are the champions." The main point of this story is that teaching thrives on personal attention but that modern edu- cation cannot pay for this. Over the past decades, the trend has been to bring the teacher out of the loop, as (s)he is the major cost factor in a fixed organization. However, this tends to decrease the quality of an education. Computer technology is about to offer an alternative: keeping the teacher in a central role but de-organize the education system in a kind of chat room way. Classes are un-intentional but students can crowd where knowledge become available. In that sense, ICT can bring back the academia of old Greece. In Short: An educational system can be likened to a sensory system. This brings back the process of `learning from the master' and limits the over- head of the school organization, in a cost-effective manner. A multitude of sensors will be required to create the intelligent network in which learning becomes natural. This signals the advent of cloud computing for teaching environments. DEVELOPMENT OF EMBEDDED SENSORY SYSTEMS Though it is commonly accepted that an education must be developed in a top/down fashion, the same is not true for an embedded system. But where a multitude of sensors have to be orchestrated into a dependable working system, again a top/ down exploration is minimal required. For silicon systems, where the intention of the designer is usually illustrated by one or more examples on a platform, again a mere assembly of parts is not enough. Also it is required to create a mix of topics such that crucial issues will be presented in more than one way. Again we see an experience that can be re-used in the course and its topic. A typical thing about multi-sensory stories is that they should appeal to the larger audience irrespective of physical handicaps. Blind should hear and feel; deaf should see what they cannot hear. Such a sensation will necessarily be com- posed from redundant inputs, as missing senses must be compensated to an acceptable degree. This will also benefit non-handicapped persons, as the origin of a handicap does not have to be a deficit in biological functionality. It can also be a momentary lack of interest, concentration or direction. This is how you can hear or sense the car that you cannot see coming in your direction. The benefits of sensory redundancy are easily extended to the system itself. Handicaps relate to system failures that should not become errors. Some errors may be permissible if they are not cru- cial to the intended function. Errors may not only be caused by defects; they may also derive from delimited functionality. In that sense redundancy leads to extending the senses, in the interpretation of McLuhan & Fiore (1967). Usually sensors provide more than just a signal. For instance, a camera can receive signals from different spectra, one of them representing images as visible for the human eye. Where a camera is conventionally used to take a picture, that same camera can detect body heat thereby identifying the presence of a living creature. Another example in water purification shows that expensive detec- tors for certain materials can be spared as their information is already observable as by-product through analysis of signals from other sensors (Venema, et al., 1998). Making a Story System design is not by nature technical. Any design (be it in capital letters or not) is by itself a 285