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.
Svako je i učenik i učitelj. Ovo sam ja, inspirisan svojim prvim učiteljem, mojom mamom, a ovo sam ja kako predajem Uvod u veštačku inteligenciju dvestotini studenata na Univerzitetu Stenford.
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.
Studenti i ja smo uživali u predavanju, ali mi je palo na pamet da dok je tema predavanja napredna i moderna, način predavanja nije. U stvari, koristim u osnovi isti način kao i u 14. veku. Primetite knjigu, mudraca na pozornici i uspavanog tipa u pozadini. (smeh) Baš kao 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.
Tako da smo moj saradnik, Sebastijan Tran i ja, pomislili mora da postoji bolji način. Izazvali smo sebe da napravimo onlajn predavanje koje bi bilo istog ili boljeg kvaliteta od našeg predavanja na Stendfordu, koje bismo dali svima u svetu 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)
Objavili smo predavanje 29. jula, i u roku od dve nedelje, 50 000 ljudi se upisalo na njega. I to je poraslo na 160 000 studenata iz 209 zemalja. Mi smo bili uzbuđeni što imamo takvu vrstu publike, pomalo preplašeni jer još uvek nismo sasvim pripremili predavanje. (smeh)
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.
Tako da smo morali da radimo. Proučavali smo šta su ostali uradili, šta bismo mogli da iskopiramo i šta da promenimo. Bendžamin Blum je pokazao da je učenje jedan na jedan najbolje, te je to ono što smo pokušali da oponašamo kao ja i moja mama, iako smo znali da bi to bilo jedan na hiljade. Ovde, kamera iznad glave snima mene kako govorim i pišem na parčetu 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 student je rekao: "Ovo predavanje je ličilo na sedenje u baru sa zaista pametnim prijateljem koji objašnjava nešto što još nisi shvatio, ali si tu negde." I to je upravo ono što nam je 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 Kan Akademije, videli smo da su desetominutni video snimci mnogo bolji nego pokušavati snimiti jednočasovne lekcije i staviti ih na ekran malog formata. Čak smo odlučili da idemo još kraće i interaktivnije. Naš tipčan video je dvominutni, nekad kraći, nikad duži od šest minuta. Pauziramo ga zbog postavljanja upitnika, da bi se osetilo kao predavanje jedan na jedan. Ovde, objašnjavam kako kompjuter koristi englesku gramatiku da analizira rečenice, a ovde, ima pauza i student treba da se osvrne, razume šta se dešava i označi prave kućice pre nego što može da 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 najbolje uče kad aktivno vežbaju. Hteli smo da ih uposlimo, da se bore sa raznolikostima i da ih navodimo na samostalno zaključivanje ključnih ideja. Uglavnom izbegavamo pitanja kao: "Ovde je formula, reci mi vrednost y kad je x jednako dva." Više smo voleli 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 student je napisao: "Sad vidim Bajesovu mrežu i primere teorije igara, gde god pogledam." Volim tu vrstu odgovora. Upravo smo to i hteli. Nismo hteli da studenti pamte formule; hteli smo da promenimo način njihovog pogleda na svet. I uspeli smo. Ili, bolje rečeno, studenti su uspeli.
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)
To je pomalo ironično jer hteli smo da promenimo tradicionalno obrazovanje, a čineći to, završili smo praveći onlajn predavanje, više nalik tradicionalnom fakultetskom predavanju, nego nekom drugom onlajn predavanju. Mnoga onlajn predavanja imaju uvek dostupne video snimke. Možete ih gledati kad god poželite. Ali u isto vreme, to znači da to možete i sutradan, a ako to možete sutradan, možete to takođe i nikad. (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 smo ponovo uveli izum rokova. (smeh) Možete da gledate video snimke kad god želite u toku nedelje, ali na kraju nedelje, treba da uradite domaći zadatak. Ovo je motivisalo studente da nastave, to je značilo da su svi radili na istoj stvari u isto vreme, tako da ako ste ušli na forum za diskusije, mogli ste momentalno dobiti odgovor od kolega. Sada ću vam pokazati neke diskusije, mnoge su samoorganizovane od strane samih studenata.
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 Dafne Koler i Endrjua Nega naučili smo koncept "okretanja" učionice. Studenti su sami gledali video snimke i onda su svi zajedno diskutovali o njima. Od Erika Mazura, naučio sam o vršnjačkom podučavanju, a to je da kolege mogu biti najbolji učitelji, zbog toga što se sećaju kako je to kad nešto ne razumeš. Sebastijan i ja smo zaboravili nešto od toga. Svakako, nismo mogli da imamo diskusiju sa desetinama hiljada studenata, tako da smo podstakli i negovali ove onlajn diskusije.
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.
Konačno, od Učiti za Ameriku, naučio sam da predavanje nije samo stvar informacije. Mnogo je važnija motivacija i odlučnost. Ključno je da studenti shvate da mi vredno radimo za njih i da oni podržavaju jedan drugog.
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 nedelja, na kraju, oko polovine od 160 000 studenata je gledalo bar jedan video svake nedelje, i preko 20 000 je završilo domaći, uložilo u to 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.
Šta smo naučili? Probali smo neke stare ideje, neke nove i sastavili ih, ali je ostalo još ideja da se pokušaju. Sebastijan sad drži drugo predavanje. Ja ću drugo na jesen. Stanford Coursera, Udacity, MITx i mnoga druga predavanja dolaze. Ovo je zaista uzbudljivo vreme.
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)
Meni su najuzbudljiviji deo toga podaci koje skupljamo. Mi prikupljamo hiljade interakcija po studentu i po predavanju, sveukupno milijarde interakcija, sad možemo da počnemo da ih analiziramo, i kad naučimo odatle, obavimo eksperimente, tad će doći do stvarne revolucije. Rezultate ćete moći da vidite od nove generacije neverovatnih studenata. (aplauz)