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.
Vsakdo je oboje: učenec in učitelj. To sem jaz, ko me je navdahnila prva tutorka, moja mama. In to sem jaz med poučevanjem o umetni inteligenci pred 200 študenti na Univerzi 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.
Vsi, študentje in jaz, smo uživali. Toda opazil sem, da je predmet poučevanja napreden in sodoben, medtem ko tehnologija poučevanja ni. Pravzaprav sem uporabil enako tehnologijo, kot je bila na voljo v učilnici v 14. stoletju. Opaženi: učbenik, obraz za katedrom in speči tip v ozadju. (Smeh) Tako kot danes.
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.
S kolegom Sebastianom, prav tako predavateljem, naju je spreletelo: mora obstajati boljši pristop. Sprejela sva nov izziv in v spletnem okolju postavila predavanje, ki bo enako ali še bolj kakovostno kot najine lekcije na Stanfordu, hkrati pa dostopno komurkoli in kjerkoli po svetu brezplačno.
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)
Predavanje sva napovedala 29. julija in v 2 tednih se je prijavilo 50.000 ljudi. Število je nato naraslo na 160.000 prijavljenih študentov iz 209 držav. Ob takem občinstvu sva bila vznemirjena, pa tudi malce prestrašena, ker še nisva povsem dokončala vsebine 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.
Lotila sva se dela. Preučila sva, kar so naredili že drugi, kaj od tega bi lahko uporabila in kaj spremenila. Benjamin Bloom je dokazal, da je učenje 1:1 najbolj učinkovito. To sva želela posnemati; kot nekoč jaz in moja mama, pa čeprav sva se zavedala, da bo pravzaprav šlo za odnos 1:na tisoče ljudi. Tukaj me kamera snema, medtem ko govorim in rišem na list papirja.
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.
Nek študent je izjavil, da se je med predavanjem počutil, kot da bi sedel v baru v družbi izredno pametnega prijatelja, ki mu razlaga še neosvojeno učno snov. To je bil odziv, ki sva si ga želela.
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.
Na Akademiji Khan smo ugotovili, da kratki, 10-minutni posnetki, učinkujejo mnogo bolje, kot če bi poskušali posneti in predvajati enourno predavanje. Midva sva se odločila, da posnetke narediva še krajše in še bolj interaktivne. Najin tipičen video je dolg od 2 do 6 minut. Zastavila sva anketno vprašanje: kako naj še pristopimo, da bodo predavanja občutena kot učenje v živo? Tu razlagam, kako računalnik uporablja angleško slovnico in tvori povedi. Tukaj pa je premor, v katerem morajo študenti reflektirati, razumeti, kaj se dogaja in označiti prava polja, preden lahko nadaljujejo.
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.
Študenti se najbolje učijo takrat, ko aktivno vadijo. Želela sva jih angažirati, da se spoprimejo z dvoumnostjo, jih voditi k spajanju ključnih idej. Večinoma sva se izogibala nalog, kot so: tu je formula, določi vrednost Y, če je X=2. Namesto tega sva se odločila za odprta vprašanja.
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.
Nek študent je zapisal: »Zdaj Bayesove mreže in primere teorije iger vidim, kamorkoli pogledam.« Tak odgovor mi je bil všeč, prav to je bil najin cilj. Nisva namreč želela, da si študenti zapomnijo formule, želela sva, da spremenijo svoj pogled na svet. In uspelo nama je, bolje rečeno: uspelo je njim.
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)
Malce ironično je, da sva želela pretresti tradicionalne načine poučevanja, na koncu pa najina spletna predavanja bolj kot spletnim učnim orodjem pravzaprav približala tradicionalnim, kakršna uporabljajo na fakultetah. V večini spletnih učilnic so videoposnetki vedno na voljo. Gledate jih lahko, kadarkoli si zaželite. Če jih lahko gledate kadarkoli, jih lahko tudi jutri. Toda če jih lahko jutri, jih morda ne boste nikoli. (Smeh)
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 sva oživila "inovacijo" rokov oddaje. (Smeh) Video so si lahko ogledali katerikoli dan, ob koncu tedna pa so morali opraviti tudi domačo nalogo. To je motiviralo študente, da so ostajali dejavni, poleg tega pa so se istočasno vsi ukvarjali z isto snovjo. Če si se prijavil v forum za diskusijo, si odgovor dobil v nekaj minutah. Zdaj vam bom pokazal nekaj teh forumov, večinoma nastalih v organizaciji študentov.
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.
Ob dvojcu Daphne Koller in Andrew Ng smo spoznali koncept prevrnjene učilnice. Študentje so si samostojno ogledovali videoposnetke, nato pa o njih skupaj debatirali. Eric Mazur me je naučil, da so vrstniki najboljši inštruktorji, ker se še spomnijo, kako je, če nečesa ne razumeš. S Sebastianom sva to deloma pozabila. Seveda v učilnici z več deset tisoč študenti ni šlo brez diskusije, zato smo te spletne forume podprli in negovali.
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.
Nazadnje še Teach For America, kjer sem se naučil, da primarni cilj poučevanja ni podajanje informacije. Bolj pomembni sta motivacija in odločenost. Postalo je ključno, da študentje uvidijo, da trdo delava zanje, oni pa se med seboj podpirajo.
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.
Predavanje je trajalo 10 tednov in na koncu si je približno 80.000 študentov v povprečju ogledovalo po en video tedensko. Več kot 20.000 jih je dokončalo vse domače naloge, v kar so vložili od 50 do 100 ur dela. Prejeli so potrdilo o uspešnem zaključku predavanj.
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.
Kaj sva se torej naučila? Poskusila sva z nekaj starimi in nekaj novimi idejami, jih združila. Seveda obstaja še veliko drugih idej, vrednih poskušanja. Sebastian predava prav v tem času, jaz bom poučeval jeseni. Stanford Coursera, Udacity, MITx in ostali si prav tako obetajo novih predavanj. Vznemirljivi časi so!
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)
Zame pa so najbolj vznemirljivi podatki, ki jih zbiramo. Gre za tisoče interakcij med študenti in znotraj predavanj, skupaj na bilijone interakcij, ki jih lahko tudi analiziramo. Ko se bomo od tega česa naučili in eksperimentirali, bo nastopila prava revolucija. Zaznali boste rezultate nove generacije osupljivih študentov. (Aplavz)