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\subsection{Extended Abstract}  We are living in an age of the “Internet of Things”(IoT) and “Internet of Self”(IoS), pervasive and omnipresent electronic media and “quantified self” at the physical and biochemical levels. In turn, these tools, particularly those that enable real time monitoring of self in the form of glasses, watches, wearable computing devices, and fabrics can be powerful instruments to these  be harnessed for education. The use of video is now ubiquitous in learning situations including the use of short video sequences demonstrating practice exercises and instructional sequences (eg Khan Academy) allowing anytime anywhere study. Rapid learning from the future and its associated self model theory (Dowrick 2012) draws on over four decades of self modeling using purposefully constructed videos. These have been used to teach, through observation, individuals skills and procedures that they are not able to achieve at present, but by viewing a possible future depicting the individual successfully engaged in achieving, rapid learning takes place usually within several viewings. These Feedforward video clips are typically less than two minutes in length (Dowrick 1976). Thus there is now an opportunity to merge through comparison and contrasting how the two technologies compare with each other in furthering education.