Like many of you, I'm one of the lucky people. I was born to a family where education was pervasive. I'm a third-generation PhD, a daughter of two academics. In my childhood, I played around in my father's university lab. So it was taken for granted that I attend some of the best universities, which in turn opened the door to a world of opportunity.
Kao mnogi od vas, ja sam osoba koja ima sreće. Rođena sam u porodici koju prožima obrazovanje. Ja sam doktor treće generacije, ćerka dvoje akademika. U detinjstvu, igrala sam se u fakultetskoj laboratoriji moga oca. Zato se podrazumevalo da ću i ja ići na neke od najboljih fakulteta, što je samim tim otvorilo vrata velikom broju mogućnosti.
Unfortunately, most of the people in the world are not so lucky. In some parts of the world, for example, South Africa, education is just not readily accessible. In South Africa, the educational system was constructed in the days of apartheid for the white minority. And as a consequence, today there is just not enough spots for the many more people who want and deserve a high quality education. That scarcity led to a crisis in January of this year at the University of Johannesburg. There were a handful of positions left open from the standard admissions process, and the night before they were supposed to open that for registration, thousands of people lined up outside the gate in a line a mile long, hoping to be first in line to get one of those positions. When the gates opened, there was a stampede, and 20 people were injured and one woman died. She was a mother who gave her life trying to get her son a chance at a better life.
Nažalost, većina ljudi širom sveta nije te sreće. U nekim delovima sveta, na primer, Južnoj Africi, obrazovanje jednostavno nije lako dostupno. U Južnoj Africi, obrazovni sistem je izgrađen tokom vremena aparthejda, za belu manjinu. Kao posledica, danas nema dovoljno mesta za mnogo veći broj ljudi koji žele i zaslužuju obrazovanje visokog kvaliteta. Ta nestašica dovela je do krize u januaru ove godine na Univerzitetu u Johanesburgu. Bilo je tek nekoliko slobodnih mesta posle standarnog prijemnog procesa i noć pre nego što je trebalo da se otvore za prijavljivanje, hiljade ljudi se poređalo ispred kapija u kolonu dugu više od kilometra, u nameri da budu prvi koji će ugrabiti jedno od tih mesta. Kada su se kapije otvorile, desila se navala na njih i 20 ljudi je bilo povređeno, a jedna žena je poginula. Ona je bila majka koja je dala svoj život pokušavajući da svom sinu omogući šansu za bolji život.
But even in parts of the world like the United States where education is available, it might not be within reach. There has been much discussed in the last few years about the rising cost of health care. What might not be quite as obvious to people is that during that same period the cost of higher education tuition has been increasing at almost twice the rate, for a total of 559 percent since 1985. This makes education unaffordable for many people.
Čak i u delovima sveta kao što su Sjedinjene Države, gde je edukacija moguća, nije stalno i dostupna. Mnogo se razgovaralo prethodnih nekoliko godina o rastu cena zdravstva. Ono što nije toliko očigledno ljudima je to da se, tokom istog perioda, cena školarine visokog obrazovanja povećavala skoro duplo brže, ukupno 559 odsto od 1985. godine. Ovo čini obrazovanje nedostupnim za mnoge ljude.
Finally, even for those who do manage to get the higher education, the doors of opportunity might not open. Only a little over half of recent college graduates in the United States who get a higher education actually are working in jobs that require that education. This, of course, is not true for the students who graduate from the top institutions, but for many others, they do not get the value for their time and their effort.
Čak i onima koji stignu do višeg obrazovanja, vrata mogućnosti možda se ne otvore. Samo malo više od pola skorašnjih diplomaca koji imaju visoko obrazovanje u Sjedinjenim Državama radi na mestima koja zahtevaju takvo obrazovanje. Ovo, naravno, nije isto za studente koji završe u najboljim institucijama, ali mnogi drugi ne dobiju rezultat svog utrošenog vremena i truda.
Tom Friedman, in his recent New York Times article, captured, in the way that no one else could, the spirit behind our effort. He said the big breakthroughs are what happen when what is suddenly possible meets what is desperately necessary. I've talked about what's desperately necessary. Let's talk about what's suddenly possible.
Tom Fridmen je, u svom nedavnom članku za Njujork Tajms, na jedinstveni način opisao duh u osnovi našeg truda. Rekao je da se veliki proboji dešavaju kada se susretne ono što je odjednom moguće sa onim što je očajnički potrebno. Pričala sam o tome šta je očajnički potrebno. Hajde da pričamo o tome šta je odjenom moguće.
What's suddenly possible was demonstrated by three big Stanford classes, each of which had an enrollment of 100,000 people or more. So to understand this, let's look at one of those classes, the Machine Learning class offered by my colleague and cofounder Andrew Ng. Andrew teaches one of the bigger Stanford classes. It's a Machine Learning class, and it has 400 people enrolled every time it's offered. When Andrew taught the Machine Learning class to the general public, it had 100,000 people registered. So to put that number in perspective, for Andrew to reach that same size audience by teaching a Stanford class, he would have to do that for 250 years. Of course, he'd get really bored.
Ono što je odjenom moguće, predstavila su tri velika kursa sa Stenforda, od kojih je svaki imao 100.000 ili više studenata. Da bi smo ovo razumeli, pogledaćemo jedno od tih predavanja, kompjutersko učenje, kurs koji nudi jedan od mojih kolega i suosnivač Endru Ing. Endru predaje na jednom od većih kurseva na Stenfordu. To je kurs o kompjuterskom učenju za koji se 400 ljudi prijavi svaki put kad se ponudi. Kada je Endru ponudio kurs široj javnosti, 100.000 ljudi se prijavilo. Da bismo stavili taj broj u perspektivu, da bi Endru dostigao isti broj upisanih, predavajući na Stenfordu, morao bi da radi 250 godina. Naravno, dosadilo bi mu.
So, having seen the impact of this, Andrew and I decided that we needed to really try and scale this up, to bring the best quality education to as many people as we could. So we formed Coursera, whose goal is to take the best courses from the best instructors at the best universities and provide it to everyone around the world for free. We currently have 43 courses on the platform from four universities across a range of disciplines, and let me show you a little bit of an overview of what that looks like.
Videći uticaj ovoga, Endru i ja smo odlučili da moramo da se potrudimo i uvećamo ovo, da bismo ponudili obrazovanje najboljeg kvaliteta najvećem mogućem broju ljudi. Tako smo formirali Courseru, čiji je cilj da uzme najbolje kurseve od najboljih predavača sa najboljih univerziteta i da ih ponudi svima, širom sveta, besplatno. Trenutno imamo 43 kursa na našoj platformi, sa četiri univerziteta, sa širokim rasponom tema, pokazaću vam kratak pregled kako to izgleda.
(Video) Robert Ghrist: Welcome to Calculus.
(Video) Robert Grist: Dobrodošli na Diferencijalni račun.
Ezekiel Emanuel: Fifty million people are uninsured.
Ezikiel Emanuel: 50 miliona ljudi nije osigurano.
Scott Page: Models help us design more effective institutions and policies. We get unbelievable segregation.
Skot Pejdž: Modeli nam pomažu da dizajniramo efektivnije institucije i zakone. Dobijamo neverovatno izdvajanje.
Scott Klemmer: So Bush imagined that in the future, you'd wear a camera right in the center of your head.
Skot Klemer: Buš je zamislio da će u budućnosti svi nositi kamere na samom centru glave.
Mitchell Duneier: Mills wants the student of sociology to develop the quality of mind ...
Mišel Duneier: Mils želi da student sociologije razvija kvalitet uma...
RG: Hanging cable takes on the form of a hyperbolic cosine.
RG: Viseći kabl dobija oblik hiperboličnog kosinusa.
Nick Parlante: For each pixel in the image, set the red to zero.
Nik Parlante: Za svaki piksel u slici, podesite crveno na nula.
Paul Offit: ... Vaccine allowed us to eliminate polio virus.
Pol Ofit: ... Vakcine su nam dozvolile da eliminišemo virus dečije paralize.
Dan Jurafsky: Does Lufthansa serve breakfast and San Jose? Well, that sounds funny.
Dan Jurafski: Da li Luftanza servira doručak i San Hoze? Pa, to zvuči pomalo smešno.
Daphne Koller: So this is which coin you pick, and this is the two tosses.
Defni Koler: Ovo je koji novčić izaberete, a ovo su dva bacanja.
Andrew Ng: So in large-scale machine learning, we'd like to come up with computational ...
Endru Ing: U kompjuterskom učenju velikih razmera, želimo da dođemo do računarske...
(Applause)
(Aplauz)
DK: It turns out, maybe not surprisingly, that students like getting the best content from the best universities for free. Since we opened the website in February, we now have 640,000 students from 190 countries. We have 1.5 million enrollments, 6 million quizzes in the 15 classes that have launched so far have been submitted, and 14 million videos have been viewed.
DK: Ne iznenađuje da studenti vole da dobijaju najbolji sadržaj sa najboljih univerziteta, besplatno. Otkad smo otvorili vebsajt u februaru, dobili smo 640.000 studenata iz 190 zemalja. Imamo 1,5 miliona prijava, 6 miliona ispita je polagano u 15 kurseva koji su do sada postavljeni i pogledano je 14 miliona video snimaka.
But it's not just about the numbers, it's also about the people. Whether it's Akash, who comes from a small town in India and would never have access in this case to a Stanford-quality course and would never be able to afford it. Or Jenny, who is a single mother of two and wants to hone her skills so that she can go back and complete her master's degree. Or Ryan, who can't go to school, because his immune deficient daughter can't be risked to have germs come into the house, so he couldn't leave the house. I'm really glad to say -- recently, we've been in correspondence with Ryan -- that this story had a happy ending. Baby Shannon -- you can see her on the left -- is doing much better now, and Ryan got a job by taking some of our courses.
Ali ne radi se samo o brojkama, već i o samim ljudima. Bilo da je to Akaš, koji dolazi iz malog grada u Indiji koji nikada ne bi imao pristup, u ovom slučaju kursevima stenfordskog kvaliteta i ne bi mogao da ih priušti. Ili Dženi, koja je samohrana majka dvoje dece i želi da izbrusi svoje veštine tako da bi mogla da se vrati i dobije diplomu na fakultetu. Ili Rajan, koji ne može da ide u školu, jer zbog ćerke koja nema imunitet ne sme da rizikuje unos bakterija u kuću, i samim tim ne sme da napusti svoj dom. Drago mi je što mogu reći da -- nedavno smo bili u prepisci sa Rajanom -- ova priča je imala srećan kraj. Mala Šenon -- možete je videti levo na slici -- je mnogo bolje sada i Rajan se zaposlio zahvaljujući nekim od naših kurseva.
So what made these courses so different? After all, online course content has been available for a while. What made it different was that this was real course experience. It started on a given day, and then the students would watch videos on a weekly basis and do homework assignments. And these would be real homework assignments for a real grade, with a real deadline. You can see the deadlines and the usage graph. These are the spikes showing that procrastination is global phenomenon.
Šta čini ove kurseve toliko različitim? Online kursevi su dostupni već duže vreme. Razlikuje ih činjenica da je ovo pravo iskustvo kursa. Počinje određenog dana, i studenti gledaju video snimke na nedeljnoj bazi i rade domaće zadatke. Ovo su pravi domaći zadaci za pravu ocenu, sa pravim rokom. Vidite ovde rokove na grafikonu. Ovi vrhovi pokazuju da je odugovlačenje globalna pojava.
(Laughter)
(Smeh)
At the end of the course, the students got a certificate. They could present that certificate to a prospective employer and get a better job, and we know many students who did. Some students took their certificate and presented this to an educational institution at which they were enrolled for actual college credit. So these students were really getting something meaningful for their investment of time and effort.
Na kraju kursa, studenti dobijaju sertifikat. Oni mogu da predstave taj sertifikat svojem poslodavcu i time dobiju bolji posao, znamo mnoge studente koji su u tome uspeli. Neki studenti su odneli svoj sertifikat u obrazovnu instituciju koju pohađaju i dobili prave bodove na fakultetu. Ovi studenti su dobili nešto značajno za svoj uložen trud i vreme.
Let's talk a little bit about some of the components that go into these courses. The first component is that when you move away from the constraints of a physical classroom and design content explicitly for an online format, you can break away from, for example, the monolithic one-hour lecture. You can break up the material, for example, into these short, modular units of eight to 12 minutes, each of which represents a coherent concept. Students can traverse this material in different ways, depending on their background, their skills or their interests. So, for example, some students might benefit from a little bit of preparatory material that other students might already have. Other students might be interested in a particular enrichment topic that they want to pursue individually. So this format allows us to break away from the one-size-fits-all model of education, and allows students to follow a much more personalized curriculum.
Popričaćemo o nekim komponentama koje ulaze u ove kurseve. Prva komponenta je da, kada napustite ograničenja prave učionice i dizajnirate sadržaj posebno za online format, možete da se odvojite od mnogih, na primer, jednosatnih predavanja u jednom bloku. Možete razdvojiti taj sadržaj, na primer, u kratke, modularne celine trajanja od osam do 12 minuta, od kojih svaka predstavlja razumljiv pojam. Studenti mogu da polaze kroz sadržaj na različite načine, u zavisnosti od njihove prošlosti, njihovih veština ili interesa. Zato će, na primer, nekim studentima više koristiti mala količina pripremnog sadržaja koju neki drugi studenti već imaju. Drugi studenti će možda biti zainteresovani za posebnu dodatnu temu koju žele samostalno da izuče. Ovaj format nam dozvoljava da se odvojimo od modela obrazovanja "jedno važi za sve", i dozvolimo studentima da prate više lični nastavni plan.
Of course, we all know as educators that students don't learn by sitting and passively watching videos. Perhaps one of the biggest components of this effort is that we need to have students who practice with the material in order to really understand it. There's been a range of studies that demonstrate the importance of this. This one that appeared in Science last year, for example, demonstrates that even simple retrieval practice, where students are just supposed to repeat what they already learned gives considerably improved results on various achievement tests down the line than many other educational interventions.
Naravno, znamo kao edukatori da studenti ne uče time što sede i pasivno gledaju video snimke. Jedna od najvećih komponenti ovog pokreta je da studenti moraju vežbati sa sadržajem u cilju da ga poptuno razumeju. Velik opseg ispitivanja demonstrira važnost ovoga. Jedno koje se pojavilo u časopisu Science prošle godine, pokazuje da čak i jednostavno ponavljanje gradiva, gde studenti moraju da ponove šta su već naučili daje znatno bolje rezultate na raznim testovima dostignuća nego mnoge druge obrazovne intervencije.
We've tried to build in retrieval practice into the platform, as well as other forms of practice in many ways. For example, even our videos are not just videos. Every few minutes, the video pauses and the students get asked a question.
Pokušali smo da ponavljanje gradiva ugradimo u našu platformu, kao i mnoge druge oblike vežba. Na primer, čak i naši video snimci nisu samo snimci. Svakih nekoliko minuta, video se zaustavi i studentima se postavi pitanje.
(Video) SP: ... These four things. Prospect theory, hyperbolic discounting, status quo bias, base rate bias. They're all well documented. So they're all well documented deviations from rational behavior.
(Video) SP: ... Ove četiri stvari. Teorija mogućih ishoda, sklonost ka izbegavanju promena, zanemarivanje osnovne učestalosti. Sve su veoma dobro zapisane. To su sve dobro dokumentovana odstupanja od racionalnog ponašanja.
DK: So here the video pauses, and the student types in the answer into the box and submits. Obviously they weren't paying attention.
DK: Ovde se video pauzira, i student piše odgovor u polje i odgovara. Očigledno nije obraćao pažnju.
(Laughter)
(Smeh)
So they get to try again, and this time they got it right. There's an optional explanation if they want. And now the video moves on to the next part of the lecture. This is a kind of simple question that I as an instructor might ask in class, but when I ask that kind of a question in class, 80 percent of the students are still scribbling the last thing I said, 15 percent are zoned out on Facebook, and then there's the smarty pants in the front row who blurts out the answer before anyone else has had a chance to think about it, and I as the instructor am terribly gratified that somebody actually knew the answer. And so the lecture moves on before, really, most of the students have even noticed that a question had been asked. Here, every single student has to engage with the material.
Pokušava ponovo i ovog puta uspeva. Postoji i dodatno objašnjenje ako to žele. Sada se video nastavlja ka sledećem delu lekcije. Ovo je jednostavno pitanje koje ja, kao nastavnik, mogu da pitam tokom časova, ali kada postavim ovakvo pitanje tokom časa, 80 procenata studenata još uvek zapisuje prethodnu stvar koju sam rekla, 15 procenata je izgubljeno na Fejsbuku, a tu je i pametnjaković u prednjem redu koji izblebeće odgovor pre nego što bilo ko drugi ima priliku da razmisli o njemu, i ja sam, kao predavač, veoma zadovoljna da je neko uopšte znao odgovor. Lekcija se onda nastavlja pre nego što je, zapravo, većina studenata primetila da sam uopšte postavila pitanje. Ovde, svaki student mora da se uključi u sadržaj.
And of course these simple retrieval questions are not the end of the story. One needs to build in much more meaningful practice questions, and one also needs to provide the students with feedback on those questions. Now, how do you grade the work of 100,000 students if you do not have 10,000 TAs? The answer is, you need to use technology to do it for you. Now, fortunately, technology has come a long way, and we can now grade a range of interesting types of homework. In addition to multiple choice and the kinds of short answer questions that you saw in the video, we can also grade math, mathematical expressions as well as mathematical derivations. We can grade models, whether it's financial models in a business class or physical models in a science or engineering class and we can grade some pretty sophisticated programming assignments.
Naravno, ova jednostavna pitanja za ponavljanje nisu kraj priče. Moramo da ugradimo smislenija pitanja za vežbu i da pružimo studentima podatke o njihovim rezultatima na tim pitanjima. Kako da ocenimo radove 100.000 studenata ako nemamo 10.000 asistenata? Odgovor na to je, morate upotrebiti tehnologiju koja će to raditi umesto vas. Na sreću, tehnologija je daleko dospela, i sada možemo da ocenjujemo širok opseg zanimljivih vrsta domaćih zadataka. Kao dodatak pitanjima sa ponuđenim odgovorima i kratkim pitanjima koja ste videli na video snimku, možemo da ocenjujemo matematiku, matematičke operacije i matematičke derivacije. Možemo da ocenjujemo modele, bez obzira na to da li su finansijski modeli na časovima biznisa ili fizički modeli na času nauke ili inženjerstva možemo takođe i da ocenjujemo dosta napredne zadatke iz programiranja.
Let me show you one that's actually pretty simple but fairly visual. This is from Stanford's Computer Science 101 class, and the students are supposed to color-correct that blurry red image. They're typing their program into the browser, and you can see they didn't get it quite right, Lady Liberty is still seasick. And so, the student tries again, and now they got it right, and they're told that, and they can move on to the next assignment. This ability to interact actively with the material and be told when you're right or wrong is really essential to student learning.
Pokazaću vam primer koji je dosta jednostavan ali veoma vizuelan. Ovo je sa časova informatike na Stenfordu, i studenti moraju da poprave boju na mutnoj crvenoj slici. Upisuju njihov program u pretraživač, i vidite da nije dobro ispalo, Kipu Slobode je još uvek muka. Student pokušava ponovo i uspeva i to mu je rečeno, može da nastavi dalje na sledeći zadatak. Ova sposobnost aktivne interakcije sa sadržajem i odgovora da li ste u pravu ili niste, je ključna za studentovo učenje.
Now, of course we cannot yet grade the range of work that one needs for all courses. Specifically, what's lacking is the kind of critical thinking work that is so essential in such disciplines as the humanities, the social sciences, business and others. So we tried to convince, for example, some of our humanities faculty that multiple choice was not such a bad strategy. That didn't go over really well.
Narvno, ne možemo još da ocenimo opseg rada koji treba nekome za sve kurseve. Ono što nedostaje je rad kritičnog razmišljanja koje je neophodno u smerovima kao što su društvene nauke, biznis i drugi. Pokušali smo da ubedimo, na primer, nekog od nastavniog osoblja društvenih nauka, da pitanja sa ponuđenim odgovorima nisu loša strategija. To nije prošlo veoma dobro.
So we had to come up with a different solution. And the solution we ended up using is peer grading. It turns out that previous studies show, like this one by Saddler and Good, that peer grading is a surprisingly effective strategy for providing reproducible grades. It was tried only in small classes, but there it showed, for example, that these student-assigned grades on the y-axis are actually very well correlated with the teacher-assigned grade on the x-axis. What's even more surprising is that self-grades, where the students grade their own work critically -- so long as you incentivize them properly so they can't give themselves a perfect score -- are actually even better correlated with the teacher grades. And so this is an effective strategy that can be used for grading at scale, and is also a useful learning strategy for the students, because they actually learn from the experience. So we now have the largest peer-grading pipeline ever devised, where tens of thousands of students are grading each other's work, and quite successfully, I have to say.
Morali smo da smislimo drugo rešenje. Rešenje koje smo na kraju prihvatili je vršnjačko ocenjivanje. Ispostavlja se da prethodna istraživanja pokazuju, kao ovo od Sadlera i Guda, da je vršnjačko ocenjivanje iznenađujuće efektivna strategija za pružanje izvodljivih ocena. Pokušali smo u malim razredima, ali se tamo pokazalo, na primer, da među-studentske ocene na y osi su veoma dobro usklađene sa ocenama profesora na x osi. Ono što još više iznenađuje je da je samo-ocenjivanje, gde studenti ocene svoj rad sami -- sve dok ih podstaknete da to urade na pravi način da ne bi sebi dali maksimalan broj bodova -- još više usklađeno sa ocenama nastavnika. Ovo je efektivna strategija koja se može iskoristiti za ocenjivanje na većoj razmeri, i korisna je strategija učenja za studente, jer oni zapravo i uče iz ovog iskustva. Sada imamo najveći sistem uzajamnog ocenjivanja gde desetine hiljada studenata jedni drugima ocenjuju radove, i to dosta uspešno, moram reći.
But this is not just about students sitting alone in their living room working through problems. Around each one of our courses, a community of students had formed, a global community of people around a shared intellectual endeavor. What you see here is a self-generated map from students in our Princeton Sociology 101 course, where they have put themselves on a world map, and you can really see the global reach of this kind of effort.
Ali ne radi se ovde samo o studentima koji sede sami u svojoj sobi rešavajući zadatke. Oko svakog našeg kursa stvorila se zajednica studenata, globalna zajednica ljudi okupljena oko zajedničkog intelektualnog napora. Ovde vidite mapu koju su napravili studenti u našem kursu uvoda u sociologiju, sa Prinstona, gde su se oni stavili na mapu sveta, gde se zapravo vidi globalni opseg ovakvog pokreta.
Students collaborated in these courses in a variety of different ways. First of all, there was a question and answer forum, where students would pose questions, and other students would answer those questions. And the really amazing thing is, because there were so many students, it means that even if a student posed a question at 3 o'clock in the morning, somewhere around the world, there would be somebody who was awake and working on the same problem. And so, in many of our courses, the median response time for a question on the question and answer forum was 22 minutes. Which is not a level of service I have ever offered to my Stanford students.
Studenti sarađuju na ovim kursevima na više različitih načina. Kao prvo, postoji forum za pitanja i odgovore, gde studenti postave pitanje, a drugi studenti odgovaraju na ta pitanja. Neverovatna stvar ovde je, zbog velikog broja studenata, čak i kada bi student postavio pitanje u 3 sata ujutru, negde u svetu, bio bi neko ko je budan i koji radi na istom tom zadatku. U mnogim našim kursevima, prosečno vreme potrebno da se na pitanje odgovori na forumu, je 22 minuta. Takav nivo usluge ja nisam nikad ponudila mojim studentima na Stenfordu.
(Laughter)
(Smeh)
And you can see from the student testimonials that students actually find that because of this large online community, they got to interact with each other in many ways that were deeper than they did in the context of the physical classroom. Students also self-assembled, without any kind of intervention from us, into small study groups. Some of these were physical study groups along geographical constraints and met on a weekly basis to work through problem sets. This is the San Francisco study group, but there were ones all over the world. Others were virtual study groups, sometimes along language lines or along cultural lines, and on the bottom left there, you see our multicultural universal study group where people explicitly wanted to connect with people from other cultures.
Iz pohvalnica naših studenata vidite da oni primećuju da zbog ove velike online zajednice, mogu da sarađuju međusobno na mnoge načine koji su opširniji nego što su mogli u kontekstu stvarne učionice. Studenti su takođe samo-organizovani, bez ikakve intervencije sa naše strane, u male grupe za učenje. Neke od ovih su bile prave grupe za učenje, osnovane na geografičkim ograničenjima, koje su se sastajali na nedeljnom nivou da razrade nekoliko zadataka. Ovo je studijska grupa u San Francisku, ali ima ih mnogo širom sveta. Ostale grupe su virtualne, nekad po jezičnoj srodnosti ili kulturnoj, ovde dole levo vidite našu multikulturnu univerzalnu grupu za učenje gde su ljudi posebno želeli da stupe u vezu sa ljudima iz drugih kultura.
There are some tremendous opportunities to be had from this kind of framework. The first is that it has the potential of giving us a completely unprecedented look into understanding human learning. Because the data that we can collect here is unique. You can collect every click, every homework submission, every forum post from tens of thousands of students. So you can turn the study of human learning from the hypothesis-driven mode to the data-driven mode, a transformation that, for example, has revolutionized biology. You can use these data to understand fundamental questions like, what are good learning strategies that are effective versus ones that are not? And in the context of particular courses, you can ask questions like, what are some of the misconceptions that are more common and how do we help students fix them?
Postoje neverovatne mogućnosti koje se mogu dobiti iz ovakvog okvira rada. Prva je da ima potencijal da nam da potpuno jedinstven pogled na razumevanje učenja ljudi. Zato što su ovde podaci posebni. Možemo da sakupimo svaki klik, svaki predat domaći zadatak, svaku poruku sa foruma od desetina hiljada studenata. Možete preokrenuti izučavanje ljudskog obrazovanja od načina pokrenutog pretpostavkama do načina pokrenutog podacima, transformacija koja je, na primer, pokrenula revoluciju u biologiji. Možete da iskoristite ove podatke da razumete ključna pitanja kao što je koje su dobre strategije učenja koje su efektivne naspram onih koje nisu? U kontekstu posebnih kurseva, možete postaviti pitanja kao: koje su česte zablude i kako da pomognemo studentima da ih se reše?
So here's an example of that, also from Andrew's Machine Learning class. This is a distribution of wrong answers to one of Andrew's assignments. The answers happen to be pairs of numbers, so you can draw them on this two-dimensional plot. Each of the little crosses that you see is a different wrong answer. The big cross at the top left is where 2,000 students gave the exact same wrong answer. Now, if two students in a class of 100 give the same wrong answer, you would never notice. But when 2,000 students give the same wrong answer, it's kind of hard to miss. So Andrew and his students went in, looked at some of those assignments, understood the root cause of the misconception, and then they produced a targeted error message that would be provided to every student whose answer fell into that bucket, which means that students who made that same mistake would now get personalized feedback telling them how to fix their misconception much more effectively.
Evo primera toga, takođe iz Endruovog časa kompjuterskog učenja. Ovo je distribucija pogrešnih odgovora na jedan od Endruovih zadataka. Odgovori su parovi brojeva, što omogućava da ih predstavite na grafikonu. Svaki od malih krstova koje vidite su različiti pogrešni odgovori. Veliki krst u gornjem levom delu je gde je 2000 studenata dalo isti pogrešan odgovor. Ako dvoje studenata u razredu od 100 napravi istu grešku, ne biste to primetili. Kada 2000 studenata da isti pogrešan odgovor, teško je da vam promakne. Endru i njegovi učenici su bacili pogled, pogledali neke od tih zadataka, razumeli koren ovog nesporazuma, i onda napravili poruku koja ukazuje na tu grešku koja će se pokazati svakom studentu čiji odgovor padne u tu grupu, što znači da se studentima koji naprave istu grešku sada pruža lična povratna informacija koja im govori kako da isprave grešku na efektivniji način.
So this personalization is something that one can then build by having the virtue of large numbers. Personalization is perhaps one of the biggest opportunities here as well, because it provides us with the potential of solving a 30-year-old problem. Educational researcher Benjamin Bloom, in 1984, posed what's called the 2 sigma problem, which he observed by studying three populations. The first is the population that studied in a lecture-based classroom. The second is a population of students that studied using a standard lecture-based classroom, but with a mastery-based approach, so the students couldn't move on to the next topic before demonstrating mastery of the previous one. And finally, there was a population of students that were taught in a one-on-one instruction using a tutor. The mastery-based population was a full standard deviation, or sigma, in achievement scores better than the standard lecture-based class, and the individual tutoring gives you 2 sigma improvement in performance.
Ova personalizacija je nešto što možemo izgraditi pomoću tih velikih brojki. Personalizacija je verovatno jedna od najvećih mogućnosti ovde, jer nam pruža potencijal da rešimo problem star 30 godina. Obrazovni istraživač Bendžamin Blum je 1984., predstavio nešto što je nazvao problem 2 sigme, koji je primetio proučavajući tri grupe. Prva grupa je učila na časovima sa standardnim predavanjem. Druga grupa studenata je učila na standardnom času sa predavanjima, ali sa pristupom usavršavanja, tako da studenti ne mogu da pređu na sledeću temu pre nego što predstave usavršeno znanje prve. Na kraju, bila je grupa studenata koja je učena jedan-na-jedan sa instruktorom. Grupa na osnovu usavršavanja je bila za punu standardnu devijaciju, ili sigmu, bolja u bodovima postignuća od grupe iz časova sa standardnim predavanjem, a individualno učenje sa instruktorom pokazuje 2 sigme poboljšanja u performansama.
To understand what that means, let's look at the lecture-based classroom, and let's pick the median performance as a threshold. So in a lecture-based class, half the students are above that level and half are below. In the individual tutoring instruction, 98 percent of the students are going to be above that threshold. Imagine if we could teach so that 98 percent of our students would be above average. Hence, the 2 sigma problem.
Da bismo razumeli šta to znači, moramo pogledati časove sa predavanjem, i izabrati prosečnu performansu kao prag. Znači, na času sa lekcijama, pola studenata je iznad tog praga proseka, a pola je ispod. U individualnom učenju, 98 procenata studenata je iznad tog praga. Zamislite kada bismo mogli da podučimo studente tako da 98 procenata njih budu iznad proseka. Stoga, problem 2 sigme.
Because we cannot afford, as a society, to provide every student with an individual human tutor. But maybe we can afford to provide each student with a computer or a smartphone. So the question is, how can we use technology to push from the left side of the graph, from the blue curve, to the right side with the green curve? Mastery is easy to achieve using a computer, because a computer doesn't get tired of showing you the same video five times. And it doesn't even get tired of grading the same work multiple times, we've seen that in many of the examples that I've shown you. And even personalization is something that we're starting to see the beginnings of, whether it's via the personalized trajectory through the curriculum or some of the personalized feedback that we've shown you. So the goal here is to try and push, and see how far we can get towards the green curve.
Kao društvo, ne možemo da priuštimo da svakom studentu pružimo individualnog instruktora. Ali možda možemo priuštiti da svakom studentu pružimo kompjuter ili pametni telefon. Pitanje je, kako možemo upotrebiti tehnologiju da guramo sa leve strane grafikona, od plave krive, do desne strane sa zelenom krivom? Stručnost je lako postići korišćenjem kompjutera, zato što se kompjuter ne umori od ponavljanja istog video snimka pet puta. Ne umori se čak ni od ocenjivanja istog rada nekoliko puta, to smo videli u mnogim primerima koje sam vam pokazala. Čak i personalizacija je nešto čiji početak tek vidimo, bilo da je ta personalizacija kroz nastavni plan ili neka personalizovana povratna informacija koju sam vam pokazala. Ovde je cilj da pokušamo da poguramo, i da vidimo dokle možemo stići prema zelenoj krivulji.
So, if this is so great, are universities now obsolete? Well, Mark Twain certainly thought so. He said that, "College is a place where a professor's lecture notes go straight to the students' lecture notes, without passing through the brains of either."
Ako je ovo tako super, da li su univerziteti sada nepotrebni? Mark Tven tako misli. Rekao je: "Koledž je mesto gde profesorove beleške idu pravo u studentove beleške, a da ne prođu kroz glave ni jednog."
(Laughter)
(Smeh)
I beg to differ with Mark Twain, though. I think what he was complaining about is not universities but rather the lecture-based format that so many universities spend so much time on. So let's go back even further, to Plutarch, who said that, "The mind is not a vessel that needs filling, but wood that needs igniting." And maybe we should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity, their imagination and their problem-solving skills by actually talking with them.
Ja se ne slažem sa Markom Tvenom. Mislim da se nije žalio na univerzitete, nego na format predavanja koje mnogi univerziteti koriste. Hajde da se vratimo još nazad, do Plutarha, koji je rakao da "Um nije sud koji treba napuniti, nego drvo koje treba zapaliti." Možda bi manje vremena trebalo da provedemo na univerzitetima puneći umove naših studenata sadržajem kroz predavanja, a više vremena raspaljući njihovu kreativnost, njihovu maštu i sposobnost rešavanja problema time što ćemo razgovarati sa njima.
So how do we do that? We do that by doing active learning in the classroom. So there's been many studies, including this one, that show that if you use active learning, interacting with your students in the classroom, performance improves on every single metric -- on attendance, on engagement and on learning as measured by a standardized test. You can see, for example, that the achievement score almost doubles in this particular experiment. So maybe this is how we should spend our time at universities.
Kako da to uradimo? To radimo tako što vežbamo aktivno učenje na časovima. Bilo je mnogo ispitivanja, uključujući ovo, koje pokazuje da aktivno učenje, interakcija sa studentima na času, poboljšava performanse na svakom polju -- prisustvovanju časovima, na učešću i učenju, izmereno standardnim testom. Vidite, na primer, da se bodovi postignuća skoro dupliraju u ovom eksperimentu. Možda bi ovako trebalo da provodimo naše vreme na univerzitetima.
So to summarize, if we could offer a top quality education to everyone around the world for free, what would that do? Three things. First it would establish education as a fundamental human right, where anyone around the world with the ability and the motivation could get the skills that they need to make a better life for themselves, their families and their communities.
Da rezimiramo, kada bismo mogli da ponudimo obrazovanje najboljeg kvaliteta svakome u svetu, besplatno, šta bi to postiglo? Tri stvari. Prvo bi omogućilo da obrazovanje bude osnovno ljudsko pravo, gde bilo ko u svetu sa mogućnošću i motivacijom može da nauči veštine koje su mu potrebne da poboljša život sebi, svojoj porodici i svojoj zajednici.
Second, it would enable lifelong learning. It's a shame that for so many people, learning stops when we finish high school or when we finish college. By having this amazing content be available, we would be able to learn something new every time we wanted, whether it's just to expand our minds or it's to change our lives.
Drugo, omogućilo bi doživotno učenje. Šteta je što za mnoge ljude, učenje prestaje kada završimo srednju školu ili fakultet. Time što imamo ovaj neverovatan sadržaj, možemo da naučimo nešto novo svaki put kada to želimo, bilo da je to samo da bismo proširili horizonte ili da promenimo naš život.
And finally, this would enable a wave of innovation, because amazing talent can be found anywhere. Maybe the next Albert Einstein or the next Steve Jobs is living somewhere in a remote village in Africa. And if we could offer that person an education, they would be able to come up with the next big idea and make the world a better place for all of us.
Najzad, ovo bi omogućilo talas inovacija, jer neverovatan talenat se može naći bilo gde. Možda sledeći Albert Ajnštajn ili sledeći Stiv Džobs živi negde u udaljenom selu u Africi. Ako možemo toj osobi pružiti obrazovanje, ona bi mogla osmisliti sledeću veliku stvar i učini svet boljim mestom za sve nas.
Thank you very much.
Hvala vam puno.
(Applause)
(Aplauz)