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.
Voleo bih da iznova osmislim obrazovanje. Prošla godina svedočila je osmišljavanju nove četvoroslovne reči. Počinje na „m" - MOOK: masivni otvoreni onlajn kursevi. Mnoge organizacije nude ove internet kurseve za milione studenata širom sveta besplatno. Svako ko ima internet i volju da uči može da pristupi ovim sjajnim kursevima sa izvanrednih univerziteta i dobije sertifikat na kraju kursa. U današnjoj diskusiji, fokusiraću se na drugačiji aspekt MOOK-ova. Uzimamo ono što učimo, kao i tehnologije koje razvijamo na visokom nivou, a primenjujemo ih na male stvari, kako bismo stvorili model mešovitog obrazovanja, da ponovo otkrijemo i osmislimo 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 promena dobro došla. Evo učionice ovog malog troslovnog instituta na severoistoku Amerike, MIT-a. Ovo je bila učionica pre 50 ili 60 godina, a ovo je učionica danas. Šta se promenilo? Sedišta su u boji. Juupiiii. Obrazovanje se nije promenilo u poslednjih 500 godina. Poslednja velika promena u obrazovanju bila je štampa i udžbenici. Sve ostalo se oko nas promenilo. Od zdravstva do prevoza, sve je drugačije, ali obrazovanje se nije promenilo.
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.
Bilo je problematično i kada se radi o pristupu. Ovo što ovde vidite nije rok koncert, a osoba koja je na kraju pozornice nije Madona. Ovo je učionica u Obafemi Avolovo univerzitetu u Nigeriji. Svi smo čuli za obrazovanje na daljinu, ali učenici skroz pozadi, oko 61 metar udaljeni od instruktora, mislim da prolaze kroz obrazovanje na daljinu. Zaista verujem da možemo da promenimo obrazovanje u pogledu kvaliteta, cene i dostupnosti preko tehnologije. Na primer, u edX-u pokušavamo da promenimo obrazovanje preko onlajn tehnologije. Današnje obrazovanje taložilo se preko 500 godina. Ne možemo razmišljati o tome da ga iznova gradimo, nadgledamo detaljno. Treba da ga potpuno iznova osmislimo. Kao prelazak sa zaprežnih kola na avion. Čak i infrastruktura mora da se menja. Sve mora da se menja. Moramo da pređemo sa predavanja koja koriste tablu na onlajn vežbanja i snimke. Moramo da pređemo na interaktivne virtuelne laboratorije i gejmifikaciju. Moramo da pređemo na kompletno onlajn ocenjivanje, interakciju učenika i forume. Sve mora da se menja.
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.
U edX-u i nekoliko drugih organizacija, primenjujemo ove tehnologije na obrazovanje kroz MOOK-ove da poboljšamo pristup obrazovanju. Čuli ste za primer kada smo lansirali svoj prvi kurs - a ovo je težak kurs MIT-a o strujnim kolima i elektronici, pre oko godinu i po dana, a 155 000 studenata iz 162 zemlje prijavilo se na ovaj kurs, a nismo čak imali ni budžet za marketing. E, sad, 155 000 je veliki broj. Ovaj broj je veći nego ukupan broj bivših studenata MIT-a u 150-ogodišnjoj istoriji. Kurs je prošlo 7 200 studenata, a ovo je težak kurs. Sedam hiljada i dvesta je takođe veliki broj. Ako bih predavao na MIT-u dva semestra svake godine trebalo bi da predajem 40 godina da bih predavao ovolikom broju 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 samo su jedan deo priče. Danas želim da diskutujem o drugačijem aspektu, o drugoj strani MOOK-ova, iz drugačijeg ugla. Uzimamo ono što smo razvili i naučili na velikom nivou i primenjujemo na male stvari, na učionicu, da bismo stvorili model mešanog 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,
Pre nego što počnem da pričam o tome, dopustite mi da vam ispričam priču. Kada je moja ćerka napunila 13 godina, postala tinejdžerka,
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.
prestala je da priča na engleskom i počela je da govori novi jezik. Zovem ga tinski. To je digitalni jezik. Ima dva zvuka - mumlanje i tišinu.
"Honey, come over for dinner."
"Dušo, dođi na večeru."
"Hmm."
"Hm".
"Did you hear me?"
"Da li si me čula?"
Silence. (Laughter)
Tišina. (Smeh)
"Can you listen to me?"
"Možeš li da me čuješ?"
"Hmm."
"Hm."
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)
Dakle, imali smo problem sa komunikacijom i jednostavno nismo komunicirali, sve dok jednog dana nisam doživeo prosvetljenje i poslao joj SMS. (Smeh) Dobio sam odgovor iste sekunde. Rekoh, mora biti slučajno. Mora da je mislila, znate, da je neki od prijatelja zove. Tako sam joj opet poslao poruku. Bum! Još jedan odgovor. Rekoh, ovo je sjajno. Od tada, naš život se promenio. Šaljem joj poruke, ona odgovara. Jednostavno je sjajno. (Aplauz)
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.
Generacija našeg milenijuma se drugačije razvila. Ja sam stariji, a moj mladalački izgled može to osporiti, ali nisam iz generacije ovog milenijuma. Međutim, naša deca su drugačija. Milenijumskoj generaciji odgovara onlajn tehnologija. Zašto se onda borimo protiv toga u učionicama? Hajde da ne idemo protiv toga. Prigrlimo to. U stvari, imam dva debela palca i ne mogu baš najbolje da šaljem poruke, ali mogu da se kladim da će u evoluciji naša deca i njihovi unuci razviti stvarno male, majušne palčeve da bi bolje slala poruke, a evolucija će srediti sve te stvari. Šta ako bismo prigrlili tehnologiju, prigrlili prirodne afinitete milenijumske generacije i zaista razmislili o stvaranju onlajn tehnologija, ako bismo ih utkali u njihove živote? Evo šta možemo da uradimo. Umesto da guramo svoju decu u učionicu, praveći gužvu u 8 ujutru - mrzeo sam da idem na čas u 8 ujutru. Zašto onda teramo našu decu da to rade? Umesto toga mogu da odgledaju video snimke i odrade interaktivne vežbe u miru svojih soba za učenje, u spavaćim sobama, trpezarijama, kupatilu, gde god su najkreativniji. Zatim dolaze u učionicu zbog interakcije uživo. Mogu da diskutuju međusobno. Mogu zajedno da rešavaju probleme. Mogu da rade sa profesorom i da im on odgovori na pitanja. U stvari, sa edX-om, dok smo držali svoj prvi kurs na temu strujnih kola i elektronike širom sveta, ovo nam se dešavalo a da nismo znali za to. Dva srednjoškolska predavača u srednjoj školi "Sant" u Mongoliji preokrenuli su svoju učionicu i koristili naša video predavanja i interaktivne vežbe, gde su učenici u srednjoj školi, pazite, 15-ogodišnjaci, odlazili i radili ove stvari u svojim domovima, vraćali se na čas i, kao što možete videti na ovoj slici, radili bi zajedno fizički u laboratoriji. Otkrili smo to samo zbog toga što su napisali blog, a mi smo slučajno naleteli na njega.
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.
Takođe smo radili na drugim pilot projektima. Tako smo kreirali pilotski eksperimentalni mešani kurs u saradnji sa državnim univerzitetom "San Hoze" u Kaliforniji, ponovo, sa kursom o strujnim kolima i elektronici. To ćete čuti često. Taj kurs je postao nešto poput petrijeve šolje za učenje. Tako su tamo, opet, instruktori preokrenuli učionicu, spojili onlajn i uživo, a rezultati su bili zapanjujući. Nemojte misliti još uvek da je ovo kraj. Sačekajte da još malo eksperimentišemo, ali su prvi rezultati neverovatni. Tradicionalno, semestar za semestrom, tokom nekoliko proteklih godina, ovaj kurs, da ponovim, težak kurs, nije prolazilo od 40 do 41 procenta svakog semestra. Sa mešanim predavanjima krajem prošle godine, stopa neuspeha pala je na devet procenata. Dakle, rezultati mogu biti izuzetno 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?
Pre nego što odemo predaleko sa ovim, želeo bih da provedem neko vreme u diskusiji o nekim ključnim idejama. Koje to ključne ideje čine da sve ovo funkcioniše?
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 je aktivno učenje. Ideja je da, umesto da učenici dođu na čas i gledaju predavanja, to zamenimo nečim što zovemo lekcije. Lekcije su umetnuti nizovi snimaka i interaktivnih vežbi. Učenik može pregledati 5-ominutni, 7-ominutni video i propratiti to interaktivnom vežbom. Razmišljajte o ovome kao o krajnjoj sokratizaciji obrazovanja. Predajete tako što postavljate pitanja. Ovo je forma učenja koja se naziva aktivno učenje, koju je promovisao rani rad, iz 1872. godine, Krejka i Lokharta, gde su naveli i otkrili da su učenje i zadržavanje materijala u snažnom odnosu sa dubinom mentalne obrade. Učenici mnogo bolje uče kada su u interakciji sa 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 učenje sopstvenim tempom. Kada bih otišao u salu za predavanje, a ako ste kao ja, do petog minuta izgubio bih nit predavanja. Nisam bio nešto pametan, koprcao bih se, hvatao beleške, a zatim bih ispustio predavanje sledeći deo sata. Umesto toga, zar ne bi bilo dobro da sa onlajn tehnologijama ponudimo učenicima snimke i interaktivni angažman? Mogu da pritisnu dugme za pauzu. Mogu da premotaju profesora. U bestraga, mogu i da isključe profesorov glas. Ovaj oblik učenja sopstvenim tempom može da bude od velike pomoći pri učenju.
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 koju imamo je neposredna povratna informacija. Kod nje kompjuter ocenjuje vežbe. Kako drugačije držati časove za 150 000 studenata? Vaš kompjuter ocenjuje sve vežbe. Svi smo mi imali domaće zadatke koje predamo, ocene stižu za dve nedelje, i skroz ste zaboravili na njih. Mislim da još uvek nisam dobio neke od svojih ocena još iz apsolventskih dana. Neki nikada nisu ocenjeni. Sa neposrednom povratnom informacijom, učenici mogu da pokušaju da primene odgovore. Ako pogreše, mogu odmah da dobiju fidbek, mogu da pokušaju iznova i iznova, a dobijanje momentalnog odgovora postaje mnogo privlačnije. Zeleni znak za potvrdu koji ovde vidite postaje kultni simbol u edX-u. Učenici nam govore da odlaze na spavanje i da sanjaju zeleni znak za štrikliranje. U stvari, jedan od naših učenika koji je upisao kurs o strujnim kolima prošle godine, upisao je kasnije kurs o softverima sa Berklija na kraju godine. Ovo je imao da kaže na forumu kada je započeo taj kurs o zelenom znaku: "Oh, bože, koliko si mi nedostajao." Kada ste poslednji put videli da učenici postavljaju ovakve komentare o domaćim zadacima? Moj kolega, Ed Bertčinger, koji predvodi odeljenje za fiziku na MIT-u ima ovo da izjavi o neposrednoj povratnoj informaciji - ukazuje da ona pretvara trenutke predavanja u rezultate 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.
Sledeća velika ideja je gejmifikacija. Znate, sve učenike privlače interaktivni video snimci, itd. Znate, sedeli bi i pucali u vanzemaljski brod ceo dan dok ga ne obore. Primenili smo tehnike gejmifikacije na učenje i možemo da izgradimo onlajn laboratorije. Kako predajate o kreativnosti? Kako predajate o dizajnu? Možemo to da uradimo kroz onlajn laboratorije i da koristimo moć kompjutera da ih izgradimo. Kao što ovaj mali video pokazuje, možete da angažujete učenike kao da stvaraju uz pomoć Lego kockica. Ovde učenici grade strujno kolo sa lakoćom poput igranja Lego kockama, a ovo, takođe, može oceniti kompjuter.
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 interaktivno učenje. Ovde koristimo forume i diskusije i interakciju sličnu onoj na Fejsbuku ne kao zabavu, već da pomognemo učenicima da uče. Dozvolite mi da vam ispričam priču. Kada smo radili na kursu o strujnim kolima za 155 000 studenata, nisam spavao tri noći koje su vodile početku kursa. Rekao sam svojim asistentima: "U redu, bićemo non-stop budni, nadgledaćemo forum, odgovarati na pitanja. Odgovorili su na pitanja 100 studenata. Kako to radite za 150 000? Tako, jedne noći sedim u 2 ujutru i mislim da je bilo neko pitanje učenika iz Pakistana. Postavio je pitanje i rekoh: "U redu, hajde da otkucam odgovor." Uopšte ne kucam brzo i krećem da kucam odgovor i pre nego što sam završio, učenik iz Egipta ubacuje se sa odgovorom, ne baš tačnim, pa prepravljam odgovor i pre nego što sam završio, učenik iz SAD upao je sa drugačijim odgovorom. Sedeo sam, fasciniran. Bum-bum-bum-bum. Učenici su diskutovali i komunicirali međusobno i do 4 sata te noći, fasciniran sam, doživljavam otkrovenje, a do 4 sata ujutru otkrili su pravi odgovor. Jedina stvar koju sam morao da uradim je da aminujem. "Dobar odgovor." Ovo je potpuno neverovatna stvar, gde učenici uče jedni od drugih i govore nam da uče kroz učenje drugih.
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.
Sve ovo se neće samo desiti u budućnosti. Dešava se danas. Primenjujemo ove pilot projekte mešanog učenja na nekoliko univerziteta i srednjih škola širom sveta, od Čingua u Kini, preko državnog univerziteta "Mongolija" u Mongoliji do Berklija u Kaliforniji - širom sveta. Ove tehnologije zaista mogu da pomognu, mešani model može zaista da pomogne u revoluciji obrazovanja. Može da reši praktične probleme MOOK-ova, poslovni aspekt. Možemo da dajemo ovlašćenja da ove MOOK-ove koriste drugi univerziteti, a tu leži model prihoda za MOOK-ove - univerzitet koji izdaje licencu sa profesorom može da koristi ove onlajn kurseve kao udžbenike za sledeću generaciju. Mogu da koriste koliko god toga žele, a to postaje nastavno sredstvo predavača.
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.
Konačno, voleo bih da malo sanjate sa mnom. Želeo bih da iznova osmislimo obrazovanje. Moraćemo da pređemo iz sala za predavanja na internet. Moramo da pređemo sa knjiga na tablete, kao što je "Akaš" u Indiji ili "Razberi paj" od 20 dolara. "Akaš" je 40 dolara. Moramo da krenemo iz fizičkih 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?
Mislim da će nam na kraju ipak trebati jedna sala za predavanja na našim univerzitetima. Kako bismo drugačije pričali unucima: "Znaš, baka i deka su sedeli u toj prostoriji, uredno poređani po redovima kao kukuruzi i posmatrali profesora na vrhu kako govori o gradivu, a znaš, nije postojalo čak dugme za premotavanje."
Thank you.
Hvala vam.
(Applause)
(Aplauz)
Thank you. Thank you. (Applause)
Hvala, hvala. (Aplauz)