Everyone is both a learner and a teacher. This is me being inspired by my first tutor, my mom, and this is me teaching Introduction to Artificial Intelligence to 200 students at Stanford University.
Svi smo mi podjednako učenici i učitelji. Ovo sam ja, nadahnut mojim prvim učiteljem, mojom majkom. A ovdje me vidite kako podučavam Uvod u umjetnu inteligenciju pred 200-njak studenata na Sveučilištu Stanford.
Now the students and I enjoyed the class, but it occurred to me that while the subject matter of the class is advanced and modern, the teaching technology isn't. In fact, I use basically the same technology as this 14th-century classroom. Note the textbook, the sage on the stage, and the sleeping guy in the back. (Laughter) Just like today.
I studenti i ja uživali smo u predavanju. No, sinulo mi je da, iako je materija koju podučavam vrlo napredna i suvremena sama tehnika podučavanja to nije. Zapravo, ja se koristim istom tehnikom koja se koristila u učionicama 14-tog stoljeća. Pogledajte, imamo udžbenik mudraca na pozornici, i spavača u zadnjoj klupi. (Smijeh) Baš kao i danas.
So my co-teacher, Sebastian Thrun, and I thought, there must be a better way. We challenged ourselves to create an online class that would be equal or better in quality to our Stanford class, but to bring it to anyone in the world for free.
Zato smo moj suradnik Sebastian Thrun i ja pomislili kako mora postojati bolji način. Postavili smo si izazov da kreiramo on-line predavanja koja bi po kvaliteti bila jednaka ili bolja predavanjima na Stanfordu, a bila bi dostupna svima na svijetu i to besplatno.
We announced the class on July 29th, and within two weeks, 50,000 people had signed up for it. And that grew to 160,000 students from 209 countries. We were thrilled to have that kind of audience, and just a bit terrified that we hadn't finished preparing the class yet. (Laughter)
Najavili smo početak predavanja za 29.srpnja i već nakon dva tjedna, 50.000 ljudi prijavilo se za predavanja. Taj broj je narastao na 160.000 studenata iz 209 zemalja. Bili smo oduševljeni takvim odazivom i samo malo prestrašeni zbog činjenice da još nismo stigli pripremiti predavanja.
So we got to work. We studied what others had done, what we could copy and what we could change. Benjamin Bloom had showed that one-on-one tutoring works best, so that's what we tried to emulate, like with me and my mom, even though we knew it would be one-on-thousands. Here, an overhead video camera is recording me as I'm talking and drawing on a piece of paper.
Bacili smo se na posao. Proučavali smo kako to rade drugi, što možemo kopirati, a što promijeniti. Benjamin Bloom je pokazao da je najbolje poučavanje jedan na jedan pa smo to i pokušali oponašti, kao u slučaju mene i moje mame, iako smo bili svjesni da će to zapravo biti jedan na tisuće. Ovdje, kamera iznad moje glave snima me kako govorim i crtam na komadiću papira.
A student said, "This class felt like sitting in a bar with a really smart friend who's explaining something you haven't grasped, but are about to." And that's exactly what we were aiming for.
Jedan je student rekao: "Ova predavanja su kao da sjedite u nekom kafiću sa jako pametnim prijateljem koji vam objašnjava nešto što još niste shvatili, ali hoćete ubrzo. Upravo to je bio naš cilj.
Now, from Khan Academy, we saw that short 10-minute videos worked much better than trying to record an hour-long lecture and put it on the small-format screen. We decided to go even shorter and more interactive. Our typical video is two minutes, sometimes shorter, never more than six, and then we pause for a quiz question, to make it feel like one-on-one tutoring. Here, I'm explaining how a computer uses the grammar of English to parse sentences, and here, there's a pause and the student has to reflect, understand what's going on and check the right boxes before they can continue.
Od Khan Academy smo naučili da je kratak destminutni video puno učinkovitiji od snimanja predavanja duljih od sata koja se onda prikazuju na ekranima malog formata. Mi smo se odlučili za još kraći format i interaktivniji. Naš tipični video traje dvije minute, nekad kraće, nikad dulje od šest, a onda napravimo stanku za kviz pitanje da bismo dobili taj osjećaj podučavanja jedan na jedan. Ovdje, objašnjavam kako računalo koristi englesku gramatiku da bi analiziralo rečenice, a onda slijedi stanka da bi student mogao razmisliti, shvatiti o čemu se radi i označiti točne odgovore prije nego nastavi.
Students learn best when they're actively practicing. We wanted to engage them, to have them grapple with ambiguity and guide them to synthesize the key ideas themselves. We mostly avoid questions like, "Here's a formula, now tell me the value of Y when X is equal to two." We preferred open-ended questions.
Studenti uče najbolje aktivno, kroz vježbu. Želimo ih angažirati, želimo da se uhvate u koštac sa nejasnoćama i dovesti ih do toga da samostalno izvode zaključke. Uglavnom izbjegavamo pitanja tipa: "Ovdje imamo formulu, a sada nađite vrijednost y kada je x jednako dva." Draža su nam otvorena pitanja.
One student wrote, "Now I'm seeing Bayes networks and examples of game theory everywhere I look." And I like that kind of response. That's just what we were going for. We didn't want students to memorize the formulas; we wanted to change the way they looked at the world. And we succeeded. Or, I should say, the students succeeded.
Jedan je student napisao: "Sada vidim Bayes-ove mreže i primjere teorije igre gdje god da pogledam" Volim takve odgovore. Upravo smo to i željeli postići. Nismo željeli da studenti uče formule napamet željeli smo promijeniti način na koji promatraju svijet. I uspjeli smo. Ili, bolje rečeno, studenti su uspjeli.
And it's a little bit ironic that we set about to disrupt traditional education, and in doing so, we ended up making our online class much more like a traditional college class than other online classes. Most online classes, the videos are always available. You can watch them any time you want. But if you can do it any time, that means you can do it tomorrow, and if you can do it tomorrow, well, you may not ever get around to it. (Laughter)
Zapravo je ironično da smo krenuli s idejom da ne podučavamo na tradicionalan način, a zapravo smo na kraju napravili on-line predavanja koja su bila više nalik tradicionalnim načinima od ostalih on-line predavanja. Kod većine on-line predavanja snimke su stalno dostupne. Možete ih pogledati kad god želite. Međutim, ako ih možete gledati kada želite to znači, da ih možete pogledati i sutra, a ako ih možete pogledati sutra, pa, eto, možda vam to nikad neće ni doći na red. (Smijeh)
So we brought back the innovation of having due dates. (Laughter) You could watch the videos any time you wanted during the week, but at the end of the week, you had to get the homework done. This motivated the students to keep going, and it also meant that everybody was working on the same thing at the same time, so if you went into a discussion forum, you could get an answer from a peer within minutes. Now, I'll show you some of the forums, most of which were self-organized by the students themselves.
Zato smo ponovo uveli jedan stari izum: rokove. (Smijeh) Video ste mogli pogledati bilo kada tijekom tjedna, no, na kraju tjedna morali ste napraviti domaću zadaću. To je studente motiviralo da ustraju, a također je značilo da su svi radili na istom zadatku istovremeno, tako da ste mogli otići na forum za rasprave i dobiti odgovore od svojih kolega unutar nekoliko minuta. Sada ću vam pokazati neke od foruma, od kojih su većinu pokrenuli i organizirali sami studenti.
From Daphne Koller and Andrew Ng, we learned the concept of "flipping" the classroom. Students watched the videos on their own, and then they come together to discuss them. From Eric Mazur, I learned about peer instruction, that peers can be the best teachers, because they're the ones that remember what it's like to not understand. Sebastian and I have forgotten some of that. Of course, we couldn't have a classroom discussion with tens of thousands of students, so we encouraged and nurtured these online forums.
Od Daphne Koller i Andrewa Ng, naučili smo koncept "okretanja" učionice. Studenti bi samostalno pogledali video, a nakon toga bi se nalazili da ga zajedno prodiskutiraju. Od Erica Mazura naučio sam o instrukcijama kolega, o tome kako kolege mogu biti najbolji učitelji, zbog toga što se još uvijek sjećaju kako je to kad nešto ne razumijete. Sebastian i ja smo ponešto od toga i zaboravili. Naravno, nismo imali učionicu u kojoj bi mogli raspravljati s desecima tisuća studenata, tako da smo ohrabrivali i njegovali on-line forume.
And finally, from Teach For America, I learned that a class is not primarily about information. More important is motivation and determination. It was crucial that the students see that we're working hard for them and they're all supporting each other.
I konačno, od "Teach For America" naučio sam da podučavanje nije u prvom redu davanje informacija. Mnogo su važniji motivacija i odlučnost. Ključno je da studenti vide da se mi trudimo za njih te da se oni međusobno podržavaju.
Now, the class ran 10 weeks, and in the end, about half of the 160,000 students watched at least one video each week, and over 20,000 finished all the homework, putting in 50 to 100 hours. They got this statement of accomplishment.
Predavanja su trajala 10 tjedana i na kraju, polovica od 160.000 studenata pogledalo je barem jedan video tjedno, a njih preko 20.000 napravilo je sve zadaće uloživši pritom 50 do 100 sati. Dobili su ovo priznanje o postignuću.
So what have we learned? Well, we tried some old ideas and some new and put them together, but there are more ideas to try. Sebastian's teaching another class now. I'll do one in the fall. Stanford Coursera, Udacity, MITx and others have more classes coming. It's a really exciting time.
Što smo, dakle, naučili? Pa, isprobali smo neke stare ideje i neke nove i spojili ih, ali ima još mnogo ideja za isprobati. Sabastian sada održava nova predavanja. Ja ću s novima početi na jesen. Stanford Coursera, Udacity, MITx i drugi će također početi s predavanjima. Ovo je zaista uzbudljivo vrijeme.
But to me, the most exciting part of it is the data that we're gathering. We're gathering thousands of interactions per student per class, billions of interactions altogether, and now we can start analyzing that, and when we learn from that, do experimentations, that's when the real revolution will come. And you'll be able to see the results from a new generation of amazing students. (Applause)
No meni su najuzbudljiviji dio toga podaci do kojih dolazimo. Bilježimo na tisuće interakcija po studentu i po predavanju, na milijarde interakcija sve zajedno, i sada ih možemo početi analizirati, zatim, kada naučimo iz toga, početi raditi pokuse i tako započeti pravu revoluciju. A vi ćete moći vidjeti rezultate nove generacije izvanrednih studenata. (Pljesak)