I'd like to reimagine education. The last year has seen the invention of a new four-letter word. It starts with an M. MOOC: massive open online courses. Many organizations are offering these online courses to students all over the world, in the millions, for free. Anybody who has an Internet connection and the will to learn can access these great courses from excellent universities and get a credential at the end of it. Now, in this discussion today, I'm going to focus on a different aspect of MOOCs. We are taking what we are learning and the technologies we are developing in the large and applying them in the small to create a blended model of education to really reinvent and reimagine what we do in the classroom.
Želim promijeniti obrazovanje. Prošla godina nam je donijela inovaciju i riječ od 4 slova. Počinje sa M. MOOT: Masivni otvoreni online tečajevi. Mnoge organizacije nude ove online tečajeve studentima diljem svijeta, milijunima, besplatno. Bilo tko s internetskom vezom i voljom za učenje ima pristup sjajnim tečajevima s izvrsnih sveučilišta i po završetku dobija svjedodžbu. U današnjoj raspravi ću se usmjeriti na razne aspekte MOOT-ova. Koristimo ono što učimo i tehnologije koje razvijamo na veliko te ih primjenjujemo na malo da stvorimo izmiješan model obrazovanja da stvarno ponovno osmislimo i preobrazimo ono što radimo u učionici.
Now, our classrooms could use change. So, here's a classroom at this little three-letter institute in the Northeast of America, MIT. And this was a classroom about 50 or 60 years ago, and this is a classroom today. What's changed? The seats are in color. Whoop-de-do. Education really hasn't changed in the past 500 years. The last big innovation in education was the printing press and the textbooks. Everything else has changed around us. You know, from healthcare to transportation, everything is different, but education hasn't changed.
Našim učionicama bi dobro došla promjena. Ovo je učionica na malom troslovnom institutu u sjeveroistočnoj Americi, MIT. Ovako je izgledala učionica prije nekih 50 - 60 godina, a ovako izgleda danas. Što se promijenilo? Sjedala su u boji. Hura. Obrazovanje se zapravo nije promijenilo u zadnjih 500 godina. Zadnje velike inovacije u obrazovanju su bili tisak i udžbenici. Sve se ostalo oko nas promijenilo. Od zdravstva do prijevoza, sve je drugačije, no obrazovanje se nije mijenjalo.
It's also been a real issue in terms of access. So what you see here is not a rock concert. And the person you see at the end of the stage is not Madonna. This is a classroom at the Obafemi Awolowo University in Nigeria. Now, we've all heard of distance education, but the students way in the back, 200 feet away from the instructor, I think they are undergoing long-distance education. Now, I really believe that we can transform education, both in quality and scale and access, through technology. For example, at edX, we are trying to transform education through online technologies. Given education has been calcified for 500 years, we really cannot think about reengineering it, micromanaging it. We really have to completely reimagine it. It's like going from ox carts to the airplane. Even the infrastructure has to change. Everything has to change. We need to go from lectures on the blackboard to online exercises, online videos. We have to go to interactive virtual laboratories and gamification. We have to go to completely online grading and peer interaction and discussion boards. Everything really has to change.
Uz to postoji i problem dostupnosti. Ono što vidite ovdje nije rock koncert. A osoba na kraju bine nije Madonna. Ovo je učionica na Sveučilištu Obafemi Awolowo u Nigeriji. Svi smo čuli za obrazovanje na daljinu, no mislim da studenti otraga, 70 metara od profesora, prisustvuju obrazovanju na stvarno veliku daljinu. Stvarno vjerujem da tehnologijom možemo preobraziti obrazovanje u kvaliteti, količini i pristupu, Na primjer, na edX-u, pokušavamo preobraziti obrazovanje mrežnim tehnologijama. S obzirom da je obrazovanje okamenjeno već 500 godina, ne možemo ga preoblikovati, upravljati na mikro razini. Moramo ga u potpunosti ponovno izmisliti. Nešto poput prijevoza od zaprežnih kola do aviona. Čak se i infrastruktura mora promijeniti. Sve se mora promijeniti. Moramo prijeći iz nastave na ploči na online vježbe i videe. Moramo prijeći na interaktivne virtualne laboratorije i na igru. Moramo prijeći na potpuno online ocjenivanje, interakciju suradnika i forume. Sve se stvarno treba promijeniti.
So at edX and a number of other organizations, we are applying these technologies to education through MOOCs to really increase access to education. And you heard of this example, where, when we launched our very first course -- and this was an MIT-hard circuits and electronics course -- about a year and a half ago, 155,000 students from 162 countries enrolled in this course. And we had no marketing budget. Now, 155,000 is a big number. This number is bigger than the total number of alumni of MIT in its 150-year history. 7,200 students passed the course, and this was a hard course. 7,200 is also a big number. If I were to teach at MIT two semesters every year, I would have to teach for 40 years before I could teach this many students.
Na edX-u i brojnim drugim organizacijama, primjenjujemo tehnologije na obrazovanje kroz MOOT-ove da bismo stvarno povećali dostupnost obrazovanju. Čuli ste za ovaj primjer, kada smo pokrenuli naš prvi tečaj -- to je bio tečaj MIT-a o strujnim krugovima i elektronici -- prije otprilike godinu i pol, 155.000 studenata iz 162 zemlje se prijavilo na ovaj tečaj. Nismo imali marketing budžet. 155.000 je velik broj. Taj broj je veći od cjelokupnog broja studenata MIT-a u njegovoj 150-godišnjoj povijesti. 7.200 studenata je položilo tečaj, a to je bio zahtjevan tečaj. 7.200 je također velik broj. Da podučavam na MIT-u dva semestra svake godine, morao bih podučavati 40 godina da poučim ovaj broj studenata.
Now these large numbers are just one part of the story. So today, I want to discuss a different aspect, the other side of MOOCs, take a different perspective. We are taking what we develop and learn in the large and applying it in the small to the classroom, to create a blended model of learning.
Ovi veliki brojevi su samo jedan dio priče. Danas želim raspraviti drugačiji pogled, drugu stranu MOOT-ova, uzeti drugačiju perspektivu. Uzimamo ono što razvijamo i učimo na veliko i primjenjujemo to na malo u učionici, kako bismo stvorili izmiješan model učenja.
But before I go into that, let me tell you a story. When my daughter turned 13, became a teenager, she stopped speaking English, and she began speaking this new language. I call it teen-lish. It's a digital language. It's got two sounds: a grunt and a silence.
No, prije nego počnem, ispričat ću vam priču. Kada je moja kćer navršila 13, postala tinejdžer, prestala je govoriti engleski, i počela govoriti novim jezikom. Ja ga zovem tinejdžerski. To je digitalan jezik. Ima dva zvuka: glasanje i tišinu.
"Honey, come over for dinner."
"Dušo, dođi, večera je gotova."
"Hmm."
"Hmm."
"Did you hear me?"
"Jesi li me čula?"
Silence. (Laughter)
Tišina. (Smijeh)
"Can you listen to me?"
"Možeš li me slušati?"
"Hmm."
"Hmm."
So we had a real issue with communicating, and we were just not communicating, until one day I had this epiphany. I texted her. (Laughter) I got an instant response. I said, no, that must have been by accident. She must have thought, you know, some friend of hers was calling her. So I texted her again. Boom, another response. I said, this is great. And so since then, our life has changed. I text her, she responds. It's just been absolutely great. (Applause)
Imali smo problem s komunikacijom, i jednostavno nismo komunicirali, dok jednog dana nisam doživio prosvjetljenje. Poslao sam joj poruku. (Smijeh) I dobio sam trenutačan odgovor. Rekoh, ma ne, to je slučajnost. Sigurno je pomislila, znate, da ju zove netko od prijatelja. Pa sam joj opet poslao poruku. Bum, novi odgovor. Rekoh, ovo je odlično. Otada se naš život promijenio. Pošaljem joj poruku, ona odgovara. Apsolutno odlično. (Pljesak)
So our millennial generation is built differently. Now, I'm older, and my youthful looks might belie that, but I'm not in the millennial generation. But our kids are really different. The millennial generation is completely comfortable with online technology. So why are we fighting it in the classroom? Let's not fight it. Let's embrace it. In fact, I believe -- and I have two fat thumbs, I can't text very well -- but I'm willing to bet that with evolution, our kids and their grandchildren will develop really, really little, itty-bitty thumbs to text much better, that evolution will fix all of that stuff. But what if we embraced technology, embraced the millennial generation's natural predilections, and really think about creating these online technologies, blend them into their lives. So here's what we can do. So rather than driving our kids into a classroom, herding them out there at 8 o'clock in the morning -- I hated going to class at 8 o'clock in the morning, so why are we forcing our kids to do that? So instead what you do is you have them watch videos and do interactive exercises in the comfort of their dorm rooms, in their bedroom, in the dining room, in the bathroom, wherever they're most creative. Then they come into the classroom for some in-person interaction. They can have discussions amongst themselves. They can solve problems together. They can work with the professor and have the professor answer their questions. In fact, with edX, when we were teaching our first course on circuits and electronics around the world, this was happening unbeknownst to us. Two high school teachers at the Sant High School in Mongolia had flipped their classroom, and they were using our video lectures and interactive exercises, where the learners in the high school, 15-year-olds, mind you, would go and do these things in their own homes and they would come into class, and as you see from this image here, they would interact with each other and do some physical laboratory work. And the only way we discovered this was they wrote a blog and we happened to stumble upon that blog.
Dakle, naša je milenijska generacija izgrađena drugačije. Ja sam stariji, iako moj mladenački izgled možda zavarava, no nisam iz generacije milenijalaca. No, naša su djeca stvarno drugačija. Milenijska generacija je potpuno stopljena s online tehnologijom. Zašto se onda borimo protiv toga u učionicama? Nemojmo se boriti. Prigrlimo to. Ustvari, vjerujem -- a imam dva debela palca, ne mogu dobro tipkati -- no spreman sam se kladiti da će evolucijom, naša djeca i njihovi unuci razviti vrlo, vrlo male palčeve kako bi bolje tipkali; da će evolucija sve to riješiti. No što ako bismo prigrlili tehnologiju, prigrlili prirodne sklonosti generacije milenijalaca, i stvarno razmislili o stvaranju online tehnologija, izmiješali ih u njihov život. Evo što možemo napraviti. Umjesto vožnje naše djece do učionica, okupljajući ih tamo u 8 ujutro -- ja sam mrzio biti na nastavi u 8 ujutro, pa zašto silimo naše klince da to rade? Umjesto toga im dajete da gledaju videe i rade interaktivne vježbe u udobnosti domova, u njihovim sobama, u blagovaonici, u zahodu. gdje god su najkreativniji. Tek tada dolaze na nastavu za interakciju uživo. Mogu imati međusobne rasprave. Mogu zajedno rješavati probleme. Mogu surađivati s profesorom a on će im odgovarati na pitanja. Ustvari, s edX-om, kada smo diljem svijeta podučavali naš prvi tečaj o strujnim krugovima i elektronici, ovo se događalo i bez našeg znanja. Dva srednjoškolska profesora na srednjoj školi Sant u Mongoliji su potpuno okrenuli nastavu i koristili video predavanja i interaktivne vježbe, gdje su učenici u srednjoj školi, 15-godišnjaci, za informaciju, radili ove stvari u domovima i dolazili na nastavu, te, kako vidite iz ove slike, surađivali međusobno i radili fizički u laboratoriju. Jedini način da mi saznamo za ovo je bio njihov blog na koji smo slučajno nabasali.
We were also doing other pilots. So we did a pilot experimental blended courses, working with San Jose State University in California, again, with the circuits and electronics course. You'll hear that a lot. That course has become sort of like our petri dish of learning. So there, the students would, again, the instructors flipped the classroom, blended online and in person, and the results were staggering. Now don't take these results to the bank just yet. Just wait a little bit longer as we experiment with this some more, but the early results are incredible. So traditionally, semester upon semester, for the past several years, this course, again, a hard course, had a failure rate of about 40 to 41 percent every semester. With this blended class late last year, the failure rate fell to nine percent. So the results can be extremely, extremely good.
Također smo radili druge pilot projekte. Radili smo pilot eksperimentalne izmiješane tečajeve surađujući sa Sveučilištem San Jose u Kaliforniji, ponovo s tečajem o strujnim krugovima i elektronici. Čut ćete to puno puta. Ovaj tečaj je postao naša Petrijeva zdjelica za učenje. Tamo su, profesori ponovno preokrenuli nastavu, izmiješali online i uživo, a rezultati su bili zapanjujući. Nemojte se odmah kladiti u ove rezultate. Pričekajte još malo da nešto više eksperimentiramo, no rani rezultati su nevjerojatni. Tradicionalno, semestar za semestrom, tijekom zadnjih nekoliko godina, ovaj tečaj, ponavljam, zahtjevan tečaj, je imao stopu pada od oko 40 - 41% svaki semestar. S ovom izmiješanom nastavom na kraju prošle godine, stopa pada je pala na 9%. Dakle, rezultati mogu biti iznimno, iznimno dobri.
Now before we go too far into this, I'd like to spend some time discussing some key ideas. What are some key ideas that makes all of this work?
Prije nego odemo preduboko u temu, volio bih raspraviti neke ključne ideje. Koje su ključne ideje koje omogućuju da ovo sve radi?
One idea is active learning. The idea here is, rather than have students walk into class and watch lectures, we replace this with what we call lessons. Lessons are interleaved sequences of videos and interactive exercises. So a student might watch a five-, seven-minute video and follow that with an interactive exercise. Think of this as the ultimate Socratization of education. You teach by asking questions. And this is a form of learning called active learning, and really promoted by a very early paper, in 1972, by Craik and Lockhart, where they said and discovered that learning and retention really relates strongly to the depth of mental processing. Students learn much better when they are interacting with the material.
Jedna ideja je aktivno učenje. Ovdje je ideja da, umjesto da studenti ulaze u učionicu i prate predavanja, to zamijenimo onime što mi zovemo lekcijama. Lekcije su naizmjenični slijedovi videa i interaktivnih vježbi. Učenik može pogledati video od 5, 7 minuta i nastaviti na interaktivnu vježbu koja slijedi. Razmislite o ovome kao o krajnjoj sokratizaciji obrazovanja. Podučavate postavljanjem pitanja. Ovo je način učenja koji se zove aktivno učenje, promoviran vrlo ranim radom, Craika i Lockharta, iz 1972. u kojemu kažu i otkrivaju da su učenje i zadržavanje snažno povezani s dubinom mentalne obrade. Studenti uče puno bolje kada su u interakciji s materijalom.
The second idea is self-pacing. Now, when I went to a lecture hall, and if you were like me, by the fifth minute I would lose the professor. I wasn't all that smart, and I would be scrambling, taking notes, and then I would lose the lecture for the rest of the hour. Instead, wouldn't it be nice with online technologies, we offer videos and interactive engagements to students? They can hit the pause button. They can rewind the professor. Heck, they can even mute the professor. So this form of self-pacing can be very helpful to learning.
Druga ideja je samostalno određivanje brzine. Kada sam ja dolazio u predavaonicu, ako ste bili poput mene, izgubio bih profesora u petoj minuti. Nisam bio toliko pametan, švrljao bih, zapisivao natuknice, i onda bih se izgubio do kraja nastave. Umjesto toga, ne bi li bilo lijepo da, s online tehnologijom, nudimo videe i interaktivne sadržaje studentima? Mogu pritisnuti gumb za pauzu. Mogu premotati profesora. Mogu čak i ugasiti zvuk profesora. Ova vrsta određivanja tempa može biti jako korisna za učenje.
The third idea that we have is instant feedback. With instant feedback, the computer grades exercises. I mean, how else do you teach 150,000 students? Your computer is grading all the exercises. And we've all submitted homeworks, and your grades come back two weeks later, you've forgotten all about it. I don't think I've still received some of my homeworks from my undergraduate days. Some are never graded. So with instant feedback, students can try to apply answers. If they get it wrong, they can get instant feedback. They can try it again and try it again, and this really becomes much more engaging. They get the instant feedback, and this little green check mark that you see here is becoming somewhat of a cult symbol at edX. Learners are telling us that they go to bed at night dreaming of the green check mark. In fact, one of our learners who took the circuits course early last year, he then went on to take a software course from Berkeley at the end of the year, and this is what the learner had to say on our discussion board when he just started that course about the green check mark: "Oh god; have I missed you." When's the last time you've seen students posting comments like this about homework? My colleague Ed Bertschinger, who heads up the physics department at MIT, has this to say about instant feedback: He indicated that instant feedback turns teaching moments into learning outcomes.
Treća ideja je da imamo trenutačnu povratnu informaciju. Uz pomoć toga, računalo trenutačno ocjenjuje vježbe. Kako drugačije podučavati 150.000 studenata? Vaše računalo ocjenjuje sve vježbe. Svi smo predavali zadaće, a vaše ocjene su dolazile dva tjedna kasnije, kada ste i zaboravili na zadaću. Mislim da još uvijek nisam dobio neke od zadaća iz mojih preddiplomskih dana. Neke nisu nikad ocijenjene. Dakle, s povratnom vezom, studenti mogu pokušati primijeniti odgovore. Ako su u krivu, to mogu odmah saznati. Mogu pokuašavati opet i opet, te ovo postaje mnogo privlačnije. Dobiju trenutačnu informaciju, a ova mala zelena kvačica koju vidite postaje svojevrsni kultni simbol na edX-u. Učenici nam govore da odlaze noću u krevet sanjajući zelenu kvačicu. Ustvari, jedan od njih koji je koristio tečaj o elektronici rano prošle godine, je uzeo tečaj o softverima s Berkeleya krajem godine, i napisao sljedeće na našem forumu o zelenoj kvačici kada je tek započeo taj tečaj: "O Bože, kako si mi nedostajala." Kada ste zadnji put vidjeli studente da šalju ovakve komentare u vezi zadaće? Moj kolega Ed Bertschinger, koji je pročelnik odsjeka za fiziku na MIT-u, je rekao ovo u vezi instantne povratne informacije: Indicirao je da trenutačne povratne informacije pretvaraju trenutke podučavanja u ishode učenja.
The next big idea is gamification. You know, all learners engage really well with interactive videos and so on. You know, they would sit down and shoot alien spaceships all day long until they get it. So we applied these gamification techniques to learning, and we can build these online laboratories. How do you teach creativity? How do you teach design? We can do this through online labs and use computing power to build these online labs. So as this little video shows here, you can engage students much like they design with Legos. So here, the learners are building a circuit with Lego-like ease. And this can also be graded by the computer.
Sljedeća velika ideja je pretvaranje u igru. Svi učenici vrlo dobro surađuju s interaktivnim videima, itd. Sjedili bi i pucali u vanzemaljske brodove cijeli dan dok ne uspiju. Primijenili smo te tehnike na učenje, te možemo stvoriti online laboratorije. Kako podučavati kreativnost? Kako podučavati dizajn? To možemo kroz online labose koristeći snagu računala kako bismo ih izgradili. Kako ovaj video pokazuje, možete angažirati studente slično kao što stvaraju Lego kockama. Ovdje, učenici grade strujni krug s lakoćom slaganja Lego kocki. Ovo također može ocijeniti računalo.
Fifth is peer learning. So here, we use discussion forums and discussions and Facebook-like interaction not as a distraction, but to really help students learn. Let me tell you a story. When we did our circuits course for the 155,000 students, I didn't sleep for three nights leading up to the launch of the course. I told my TAs, okay, 24/7, we're going to be up monitoring the forum, answering questions. They had answered questions for 100 students. How do you do that for 150,000? So one night I'm sitting up there, at 2 a.m. at night, and I think there's this question from a student from Pakistan, and he asked a question, and I said, okay, let me go and type up an answer, I don't type all that fast, and I begin typing up the answer, and before I can finish, another student from Egypt popped in with an answer, not quite right, so I'm fixing the answer, and before I can finish, a student from the U.S. had popped in with a different answer. And then I sat back, fascinated. Boom, boom, boom, boom, the students were discussing and interacting with each other, and by 4 a.m. that night, I'm totally fascinated, having this epiphany, and by 4 a.m. in the morning, they had discovered the right answer. And all I had to do was go and bless it, "Good answer." So this is absolutely amazing, where students are learning from each other, and they're telling us that they are learning by teaching.
Peto je učenje sa suradnicima. Ovdje koristimo forume, rasprave i interakciju poput one na Facebook-u ne kao distrakciju, već da zapravo pomognete učenicima učiti. Ispričati ću vam priču. Kada smo radili naš tečaj o strujnim krugovima za 155.000 studenata, nisam spavao tri noći nakon pokrenutog tečaja. Rekao sam svojim asistentima da ćemo raditi 24/7 i biti budni, pratiti forum, odgovarati na pitanja. Odgovorili su na pitanja 100 studenata. Kako to učiniti za 150.000? Sjedim jedne noći za time u 2 ujutro, i pojavilo se pitanje studenta iz Pakistana. Postavio je pitanje, i kažem si: "U redu, daj mi da napišem odgovor, ne tipkam toliko brzo." Počnem pisati odgovor, i prije nego što sam završio, student iz Egipta se ubacio s odgovorom, ne baš točnim, stoga ispravljam odgovor, i prije nego završim, student iz SAD-a se ubaci s drugim odgovorom. Naslonio sam se, fasciniran. Bum, bum, bum, bum, studenti su raspravljali međusobno, i do 4 ujutro te noći, skroz fasciniran -- imam prosjetljenje -- i do 4 ujutro, došli su do točnog odgovora. Sve što sam trebao je blagosloviti ga: "Dobar odgovor." Ovo je apsolutno zadivljujuće, gdje studenti uče jedan od drugoga, i govore nam da uče, podučavanjem.
Now this is all not just in the future. This is happening today. So we are applying these blended learning pilots in a number of universities and high schools around the world, from Tsinghua in China to the National University of Mongolia in Mongolia to Berkeley in California -- all over the world. And these kinds of technologies really help, the blended model can really help revolutionize education. It can also solve a practical problem of MOOCs, the business aspect. We can also license these MOOC courses to other universities, and therein lies a revenue model for MOOCs, where the university that licenses it with the professor can use these online courses like the next-generation textbook. They can use as much or as little as they like, and it becomes a tool in the teacher's arsenal.
Ovo nije samo u budućnosti. Ovo se događa danas. Primjenjujemo ove pokušaje izmiješanog podučavanja na raznim sveučilištima i srednjim školama diljem svijeta, od Tsinghua u Kini do Nacionalnog sveučilišta Mongolije u Mongoliji do Berkeleya u Kaliforniji -- diljem svijeta. Ove vrste tehnologija stvarno pomažu, izmiješani model stvarno pomaže u revoluciji obrazovanja. Može također riješiti i praktičan problem MOOT-ova, poslovni aspekt. Možemo dati licencu ovih MOOT-ova drugim sveučilištima, i stvoriti izvor prihoda za MOOT-ove gdje sveučilište koje zatraži licencu s profesorom može koristiti ove online tečajeve kao udžbenike sljedeće generacije. Mogu ih koristiti u kojoj god mjeri žele, oni postaju alat u profesorovom arsenalu.
Finally, I would like to have you dream with me for a little bit. I would like us to really reimagine education. We will have to move from lecture halls to e-spaces. We have to move from books to tablets like the Aakash in India or the Raspberry Pi, 20 dollars. The Aakash is 40 dollars. We have to move from bricks-and-mortar school buildings to digital dormitories.
Na kraju, volio bih da sanjate malo sa mnom. Volio bih da stvarno ponovno zamislimo obrazovanje. Morat ćemo se prebaciti iz predavaonica u e-prostore. Moramo se prebaciti s knjiga na tablete kao Aakash u Indiji ili Raspberry Pi, 20 dolara. Aakash je 40 dolara. Moramo se prebaciti iz ciglenih i žbukanih škola u digitalne studentske domove.
But I think at the end of the day, I think we will still need one lecture hall in our universities. Otherwise, how else do we tell our grandchildren that your grandparents sat in that room in neat little rows like cornstalks and watched this professor at the end talk about content and, you know, you didn't even have a rewind button?
No, mislim da na kraju svega, ipak trebamo jednu predavaonicu na našim sveučilištima. Jer kako ćemo inače reći unucima da su njihovi djedovi i bake sjedili u toj sobi, u urednim malim redovima poput kukuruza, i gledali profesora na kraju predavaonice kako priča o sadržaju i, znate, nisu čak imali ni gumb za premotavanje?
Thank you.
Hvala vam.
(Applause)
(Pljesak)
Thank you. Thank you. (Applause)
Hvala. Hvala vam. (Pljesak)