Khan Akademie is mees bekend vir die versameling van video's, so voor ek verder gaan, laat ek jul 'n bietjie van 'n montage wys.
Khan Academy is most known for its collection of videos, so before I go any further, let me show you a little bit of a montage.
(Video) Salman Khan: So die skuinssy is nou vyf. Hierdie dier se fossiele is net te vinde in hierdie deel van Suid-Amerika -- 'n mooi skoon band hier -- en in hierdie deel van Afrika. Ons kan integreer oor die oppervlak, en die notasie is gewoonlik is 'n kapitaal Sigma. Nasionale Vergadering: Hulle skep die Komitee van Openbare Veiligheid, wat klink soos 'n baie mooi komitee. Let op, dit is 'n aldehied, en dit is 'n alkohol. Begin onderskeid in effektor en geheue selle. 'n Sterrestelsel. Daar is nog 'n sterrestelsel. Daars 'n ander sterrestelsel. En vir die dollars is hulle 30 miljoen, plus die 20 miljoen dollars van die Amerikaanse vervaardiger. As dit nie jou domslaan nie, dan het jy geen emosie nie.
(Video) Salman Khan: So the hypotenuse is now going to be five. This animal's fossils are only found in this area of South America -- a nice clean band here -- and this part of Africa. We can integrate over the surface, and the notation usually is a capital sigma. National Assembly: They create the Committee of Public Safety, which sounds like a very nice committee. Notice, this is an aldehyde, and it's an alcohol. Start differentiating into effector and memory cells. A galaxy. Hey! There's another galaxy. Oh, look! There's another galaxy. And for dollars, is their 30 million, plus the 20 million dollars from the American manufacturer. If this does not blow your mind, then you have no emotion.
(Gelag)
(Laughter)
(Applous)
(Applause)
SK: Ons het nou al ongeveer 2200 videos wat alles dek vanaf basiese optelkunkde tot vektor kalkulus en 'n paar van die dinge wat jy daar gesien het. Ons het 'n miljoen studente 'n maand wat gebruik maak van ons webwerf, waar hul ongeveer ‘n 100 tot 200,000 video's per dag kyk. Maar waaroor ons hier wil praat is hoe ons gaan beweeg na die volgende vlak. Maar voor ek daar begin, wil ek eers 'n bietjie praat oor hoe ek hiermee begin het. Sommige van julle sal weet, dat sowat vyf jaar gelede was ek 'n ontleder by 'n heining fonds, ek was in Boston, en ek was my neefs se afstand-leermeester in New Orleans. En ek begin toe om die eerste YouTube video's op te laai regtig net as 'n ietsie extra, net as 'n aanvulling vir my neefs -- iets wat hulle 'n opknappingskursus of iets kon gee.
(Live) SK: We now have on the order of 2,200 videos, covering everything from basic arithmetic, all the way to vector calculus, and some of the stuff that you saw up there. We have a million students a month using the site, watching on the order of 100 to 200,000 videos a day. But what we're going to talk about in this is how we're going to the next level. But before I do that, I want to talk a little bit about really just how I got started. And some of you all might know, about five years ago, I was an analyst at a hedge fund, and I was in Boston, and I was tutoring my cousins in New Orleans, remotely. And I started putting the first YouTube videos up, really just as a kind of nice-to-have, just kind of a supplement for my cousins, something that might give them a refresher or something.
En so gou soos ek daardie eerste YouTube videos opgelaai het, het interessante dinge gebeur -- eintlik het 'n klomp interessante dinge gebeur. Die eerste was die terugvoering van my neefs. Hulle het vir my gesê dat hulle verkies om my op YouTube te kyk, as in persoon self. (Gelag) En sodra mens oor die vandehandse slag daarvan kom, was daar eintlik iets baie diepgaande daar. Hulle het gesê dat hulle verkies eerder die geoutomatiseerde weergawe van hul neef teenoor hul regte neef. Aan die begin, lyk dit baie on-intuïtief, maar wanneer jy eintlik dink daaroor uit hulle oogpunt, maak dit heelwat sin. Jy het hierdie situasie waar hulle nou hul neef kan vries en herhaal, sonder om te voel dat hulle my tyd mors. As hulle iets moet hersien wat hulle ‘n paar weke gelede moes geleer het, of selfs 'n paar jaar gelede, hoef hulle nie skaam te wees om hul neef te vra nie. Hulle kan net kyk na die video's. As hulle verveeld word, kan hulle net voort gaan. Hulle kan dit kyk op hul eie tyd, teen hul eie tempo. En waarskynlik die minste waardeerde aspek van hiervan is die idee dat vir die heel eerste keer, die heel eerste keer dat jy probeer om jou brein om 'n nuwe konsep te kry, is die heel laaste ding wat jy nodig het 'n ander mens wat sê, "Het jy dit verstaan?" En dit is wat gebeur het met die interaksie met my neefs voor dit, en nou kan hulle dit doen in die intimiteit van hul eie kamer.
And as soon as I put those first YouTube videos up, something interesting happened. Actually, a bunch of interesting things happened. The first was the feedback from my cousins. They told me that they preferred me on YouTube than in person. (Laughter) And once you get over the backhanded nature of that, there was actually something very profound there. They were saying that they preferred the automated version of their cousin to their cousin. At first it's very unintuitive, but when you think about it from their point of view, it makes a ton of sense. You have this situation where now they can pause and repeat their cousin, without feeling like they're wasting my time. If they have to review something that they should have learned a couple of weeks ago, or maybe a couple of years ago, they don't have to be embarrassed and ask their cousin. They can just watch those videos; if they're bored, they can go ahead. They can watch at their own time and pace. Probably the least-appreciated aspect of this is the notion that the very first time that you're trying to get your brain around a new concept, the very last thing you need is another human being saying, "Do you understand this?" And that's what was happening with the interaction with my cousins before, and now they can just do it in the intimacy of their own room.
Die ander ding wat gebeur het is -- ek het die videos op YouTube gelaai -- ek het geen rede gesien om dit privaat te maak nie, so ek laat toe dat ander mense dit kon sien, en mense het begin op die video’s afkom, en ek het begin om 'n paar opmerkings en 'n paar briewe en alle tipe terugvoering ontvang van mense van regoor die wêreld. En dit is net 'n paar. Dit is eintlik van een van die oorspronklike kalkulus video's. En iemand het op YouTube geskryf -- dit was die YouTube kommentaar: "Eerste keer dat ek glimlag terwyl ek 'n afgeleiding doen." (Gelag) Laat ons stop hier. Hierdie persoon het 'n afgeleid gedoen en toe geglimlag. En dan in 'n reaksie op daardie kommentaar.
The other thing that happened is -- I put them on YouTube just -- I saw no reason to make it private, so I let other people watch it, and then people started stumbling on it, and I started getting some comments and some letters and all sorts of feedback from random people around the world. These are just a few. This is actually from one of the original calculus videos. Someone wrote it on YouTube, it was a YouTube comment: "First time I smiled doing a derivative." (Laughter) Let's pause here. This person did a derivative, and then they smiled. (Laughter)
Jy kan op YouTube gaan kyk na hierdie kommentaar -- het iemand anders geskryf: "Dieselfde ding hier. Ek het was sommer op 'n natuurlike hoog en was in 'n goeie bui vir die hele dag. Vandat ek kan onthou sien ek al hierdie "Matrix (film)" teks in die klas, en nou is ek soos, 'Ek ken Kung Fu.'"
In response to that same comment -- this is on the thread, you can go on YouTube and look at the comments -- someone else wrote: "Same thing here. I actually got a natural high and a good mood for the entire day, since I remember seeing all of this matrix text in class, and here I'm all like, 'I know kung fu.'"
(Gelag)
(Laughter)
En ons kry 'n baie terugvoer soos hierdie ontvang. Dit was duidelik besig om mense te help. Maar toe, soos die kykertal net aanhou groei en aanhou groei het, het ek begin om briewe van mense te ontvang, en dit het begin duidelik geword dat dit eintlik meer as net 'n lekker-om-te-hê was. Dit is net 'n uittreksel uit een van daardie briewe. "My 12-jarige seun het outisme en het 'n verskriklike tyd met wiskunde. Ons het alles probeer, alles gekyk, alles gekoop. Ons het op jou video oor desimale afgekom en dit het deurgekom. Toe het ons aanbeweeg na die gevreesde breuke. Weereens het hy het dit verstaan. Ons kon dit nie glo nie. Hy is so opgewonde." En so kan jy jouself indink, hier was ek 'n ontleder by 'n heining fonds. Dit was baie vreemds vir my om iets van sosiale waarde te doen.
We get a lot of feedback along those lines. This clearly was helping people. But then, as the viewership kept growing and kept growing, I started getting letters from people, and it was starting to become clear that it was more than just a nice-to-have. This is just an excerpt from one of those letters: "My 12 year-old son has autism, and has had a terrible time with math. We have tried everything, viewed everything, bought everything. We stumbled on your video on decimals, and it got through. Then we went on to the dreaded fractions. Again, he got it. We could not believe it. He is so excited." And so you can imagine, here I was, an analyst at a hedge fund -- it was very strange for me to do something of social value.
(Gelag)
(Laughter)
(Applous)
(Applause)
Maar ek was opgewonde, so ekt aangehou. En toe het 'n paar ander dinge op my begin aanbreek. Dat, nie net sal dit my neefs nou help nie, of hierdie mense wat briefies stuur nie, maar dat die inhoud nooit sal oud raak nie, dat dit hul kinders of hul kleinkinders sou kon help. As Isaac Newton YouTube videos oor kalkulus sou gedoen het, sou ek nie hoef nie. (Gelag) Die veronderstelling dat hy goed was. Ons weet nie.
But I was excited, so I kept going. And then a few other things started to dawn on me; that not only would it help my cousins right now, or these people who were sending letters, but that this content will never grow old, that it could help their kids or their grandkids. If Isaac Newton had done YouTube videos on calculus, I wouldn't have to. (Laughter) Assuming he was good. We don't know.
(Gelag)
(Laughter)
Die ander ding wat gebeur het -- en selfs op hierdie punt, het ek gesê, "Goed, miskien is dit 'n goeie aanvulling. Dit is goed vir gemotiveerde studente. Dit is goed vir miskien tuisskolers." Maar ek het nie gedink dit sou iets wees wat op ‘n manier die klaskamer sou deurdring nie. Maar toe het ek begin briewe van onderwysers ontvang. En die onderwysers sou skryf, en sê, "Ons het jou video's gebruik het om die klaskamer om te swaai. Jy het die lesings gegee, so nou wat ons doen ... " -- en dit kan gebeur in elke klaskamer in Amerika môre -- " ... wat ek doen is ek ken die lesings as huiswerk toe, en wat gebruik was as huiswerk, doen die studente nou in die klaskamer."
The other thing that happened -- and even at this point, I said, "OK, maybe it's a good supplement. It's good for motivated students. It's good for maybe home-schoolers." But I didn't think it would somehow penetrate the classroom. Then I started getting letters from teachers, and the teachers would write, saying, "We've used your videos to flip the classroom. You've given the lectures, so now what we do --" And this could happen in every classroom in America tomorrow -- "what I do is I assign the lectures for homework, and what used to be homework, I now have the students doing in the classroom."
En ek wil onderbreek hier vir -- (Applous) Ek wil Stop hier vir 'n sekonde, want daar is 'n paar interessante dinge. Een, wanneer daardie onderwysers dit doen, is daar die voor hand liggende voordeel -- die voordeel dat nou kan hul studente die video's geniet in dieselfde manier waarop my neefs dit geniet het. Hulle kan stop, herhaal teen hulle eie tempo, op hul eie tyd. Maar die meer interessante ding is -- en dit is die on-intuïtiewe ding waaroor jy praat as jy oor die tegnologie in die klaskamer praat -- deur die verwydering van die een-grootte-pas-almal-lesing vanuit die klaskamer en toe te laat dat studente teen hul eie tempo lesings by die huis doen, en dan wanneer jy na die klaskamer kom, om hulle te laat werk, met die onderwyser wat rondloop, met die maats in staat om in interaksie te tree met mekaar, het hierdie onderwysers tegnologie gebruik om die klaskamer meer menslik te maak. Hulle het 'n fundamentele verontmenslikende ondervinding gevat -- 30 kinders met hulle vingers op hulle lippe, nie toegelaat om met mekaar interaksie te hê nie. 'n Onderwyser, maak nie saak hoe goed, moet hierdie een-grootte-pas-almal-lesing aan 30 studente oordra -- bleek gesigte, effens antagonisties -- en nou is dit 'n menslike ervaring. Nou is daar eintlik interaksie met mekaar.
And I want to pause here -- (Applause) I want to pause here, because there's a couple of interesting things. One, when those teachers are doing that, there's the obvious benefit -- the benefit that now their students can enjoy the videos in the way that my cousins did, they can pause, repeat at their own pace, at their own time. But the more interesting thing -- and this is the unintuitive thing when you talk about technology in the classroom -- by removing the one-size-fits-all lecture from the classroom, and letting students have a self-paced lecture at home, then when you go to the classroom, letting them do work, having the teacher walk around, having the peers actually be able to interact with each other, these teachers have used technology to humanize the classroom. They took a fundamentally dehumanizing experience -- 30 kids with their fingers on their lips, not allowed to interact with each other. A teacher, no matter how good, has to give this one-size-fits-all lecture to 30 students -- blank faces, slightly antagonistic -- and now it's a human experience, now they're actually interacting with each other.
Dus, sodra die Khan Akademie -- Ek het my werk gelos en ons het dit in 'n werklike organisasie omskep -- ons is 'n nie-winsgewend -- is die vraag, hoe neem ons dit na die volgende vlak? Hoe kan ons wat daardie onderwysers doen vat na die natuurlike gevolgtrekking? So wat ek jul wys hier, dit is werklike oefeninge wat ek begin skryf het vir my neefs. Die enes waarmee ek begin het, was baie meer primitief. Dit is 'n meer bevoegde weergawe daavan. Maar die paradigma is hier, ons sal so baie vrae genereer soos jy nodig het totdat jy daardie konsep begryp, totdat jy 10 in 'n ry regkry. En die Khan Akademie video's is daar. Jy kry wenke, die werklike stappe vir die probleem, as jy nie weet hoe om dit te doen nie. Maar die paradigma hier, dit lyk dit soos 'n baie eenvoudige ding: 10 in 'n ry, dan beweeg jy aan. Maar dit is fundamenteel anders as wat tans in klaskamers gebeur op hierdie oomblik.
So once the Khan Academy -- I quit my job, and we turned into a real organization -- we're a not-for-profit -- the question is, how do we take this to the next level? How do we take what those teachers were doing to its natural conclusion? And so, what I'm showing over here, these are actual exercises that I started writing for my cousins. The ones I started were much more primitive. This is a more competent version of it. But the paradigm here is, we'll generate as many questions as you need, until you get that concept, until you get 10 in a row. And the Khan Academy videos are there. You get hints, the actual steps for that problem, if you don't know how to do it. The paradigm here seems like a very simple thing: 10 in a row, you move on. But it's fundamentally different
In 'n tradisionele klaskamer, het jy 'n bietjie huiswerk, huiswerk, lesing, huiswerk, lesing, en dan het jy 'n momentopname eksamen. En die eksamen, of jy nou 'n 70%, 'n 80%, 'n 90% of 'n 95% kry, die klas beweeg aan na die volgende onderwerp. En selfs die 95% student, wat was die 5% wat hulle nie geweet het nie? Miskien weet hulle nie wat gebeur wanneer jy iets verhoog tot die krag van nul nie. En dan gaan jy voort en bou op dit in die volgende konsep. Dit is analogies om te verbeel om te leer 'n fiets te ry, en miskien gee ek jou 'n lesing voor die tyd, en ek gee jou die fiets vir twee weke. En dan kom ek terug na twee weke, en ek sê, "Wel, laat ons sien. Dit blyk jy het probleme met draaie na links. Jy kan nie behootlik stop nie. Jy is 'n 80% fietsryer." So ek stempel 'n groot C op jou voorkop en dan sê ek, "Hier is 'n eenwielfiets."
than what's happening in classrooms right now. In a traditional classroom, you have homework, lecture, homework, lecture, and then you have a snapshot exam. And that exam, whether you get a 70 percent, an 80 percent, a 90 percent or a 95 percent, the class moves on to the next topic. And even that 95 percent student -- what was the five percent they didn't know? Maybe they didn't know what happens when you raise something to the zeroth power. Then you build on that in the next concept. That's analogous to -- imagine learning to ride a bicycle. Maybe I give you a lecture ahead of time, and I give you a bicycle for two weeks, then I come back after two weeks, and say, "Well, let's see. You're having trouble taking left turns. You can't quite stop. You're an 80 percent bicyclist." So I put a big "C" stamp on your forehead -- (Laughter)
Maar net so belaglik soos dit klink, dis presies wat gebeur in ons klaskamers op die oomblik. En die idee is jy vinnig vorentoe en goeie studente begin skielik algebra druip begin skielik kalkulus druip, ten spyte dat hulle slim is, ten spyte dat hulle goeie onderwysers het, en dit is gewoonlik dat hulle het hierdie Switserse kaas gapings wat gehou gebou het regdeur hul fondasie. So ons model is leer wiskunde die manier waarop jy enige iets anders sou leer, soos die manier waarop jy fietsry sou leer. Bly op die fiets. Val af van die fiets. Doen dit so lank as nodig is totdat jy meesterskap bereik. Die tradisionele model, penaliseer jou vir eksperimentering en mislukking, maar dit verwag nie meesterskap nie. Ons moedig jou aan om te eksperimenteer. Ons moedig jou aan te misluk. Maar ons verwag meesterskap.
and then I say, "Here's a unicycle." (Laughter) But as ridiculous as that sounds, that's exactly what's happening in our classrooms right now. And the idea is you fast forward and good students start failing algebra all of the sudden, and start failing calculus all of the sudden, despite being smart, despite having good teachers, and it's usually because they have these Swiss cheese gaps that kept building throughout their foundation. So our model is: learn math the way you'd learn anything, like riding a bicycle. Stay on that bicycle. Fall off that bicycle. Do it as long as necessary, until you have mastery. The traditional model, it penalizes you for experimentation and failure, but it does not expect mastery. We encourage you to experiment. We encourage you to fail. But we do expect mastery.
Dit is net nog een van die modules. Dit is trigonometrie. Dit is die verskuiwing en weerspieëling funksies. En hulle pas almal met mekaar. Ons het sowat 90 van hierdie op die oomblik. En jy kan nou gaan na die webwerf. Dit is alles gratis. Probeer nie om enigiets te verkoop nie. Maar die algemene idee is dat hulle almal in hierdie kennis kaart pas. Dit top nodus net daar, dit is letterlik enkele syfer toevoeging. Dit is soos een plus een is gelyk aan twee. En die paradigma is, kry jy 10 in 'n ry op daardie, dit jou stuur na meer en meer gevorderde modules. So as jy verder af in die kennis kaart hou, beweeg ons na 'n meer gevorderde wiskunde. Verder af, dan begin jy met voor-algebra en vroeë algebra. Verder af, dan begin jy om in algebra een, algebra twee, 'n bietjie voor-kalkulus te delf. En die idee is, dat vanaf hierdie ons eintlik alles kan onderrig -- oftewel, alles wat in hierdie tipe van 'n raamwerk onderrig kan word. So jy kan verbeel -- en dit is waarmee ons besig is -- is uit hierdie kennis kaart het jy logika, het jy rekenaarprogrammering, het jy grammatika, het jy genetika, als gebasseer op die basis van daardie kern van, as jy dit weet en dat weet, is jy nou gereed vir die volgende konsep. Nou dit kan goed werk vir 'n individuele leerder, en ek raai aan een van julle om dit te doen met jul kinders, maar ek moedig ook almal aan in die gehoor om dit self te doen. Dit sal verander wat gebeur om die etenstafel.
This is just another one of the modules. This is trigonometry. This is shifting and reflecting functions. And they all fit together. We have about 90 of these right now. You can go to the site right now, it's all free, not trying to sell anything. But the general idea is that they all fit into this knowledge map. That top node right there, that's literally single-digit addition, it's like one plus one is equal to two. The paradigm is, once you get 10 in a row on that, it keeps forwarding you to more and more advanced modules. Further down the knowledge map, we're getting into more advanced arithmetic. Further down, you start getting into pre-algebra and early algebra. Further down, you start getting into algebra one, algebra two, a little bit of precalculus. And the idea is, from this we can actually teach everything -- well, everything that can be taught in this type of a framework. So you can imagine -- and this is what we are working on -- from this knowledge map, you have logic, you have computer programming, you have grammar, you have genetics, all based off of that core of, if you know this and that, now you're ready for this next concept. Now that can work well for an individual learner, and I encourage you to do it with your kids, but I also encourage everyone in the audience to do it yourself. It'll change what happens at the dinner table.
Maar wat ons wil doen is om gebruik te maak van die natuurlike einde van die klaskamer wil omswaai waaroor die vroeë onderwysers my oor ge-e-pos het. En so wat ek jul wys hier, is die eintlike data van 'n loodsprojek in die Los Altos skool distrik, waar hulle twee graad vyf klasse en twee graad sewe klasse gevat het en hulle ou wiskunde kurrikulum heeltemal van kant gemaak het. Hierdie kinders gebruik nie handboeke nie, hulle ontvang nie een-grootte-pas-almal lesings nie. Hulle doen Khan Akademie, hulle doen daardie sagteware, vir ongeveer die helfte van hul wiskunde klas. En ek wil dit duidelik maak, ons sien dit nie as die volledige wiskunde onderrig nie. Wat dit doen is -- en dit is wat gebeur in Los Altos -- is dit bevry tyd. Dit is die blokkering en die takeling, dit maak seker jy weet hoe om te beweeg deur 'n stelsel van vergelykings, en dit maak tyd vir die simulasies, vir speletjies, vir die meganika, vir die robot bou, vir die beraming van hoe hoog die heuwel is gebaseer op sy eie skaduwee.
But what we want to do is use the natural conclusion of the flipping of the classroom that those early teachers had emailed me about. And so what I'm showing you here, this is data from a pilot in the Los Altos school district, where they took two fifth-grade classes and two seventh-grade classes, and completely gutted their old math curriculum. These kids aren't using textbooks, or getting one-size-fits-all lectures. They're doing Khan Academy, that software, for roughly half of their math class. I want to be clear: we don't view this as a complete math education. What it does is -- this is what's happening in Los Altos -- it frees up time -- it's the blocking and tackling, making sure you know how to move through a system of equations, and it frees up time for the simulations, for the games, for the mechanics, for the robot-building, for the estimating how high that hill is based on its shadow.
En so die paradigma is dat die onderwyser loop in elke dag, en elke kind werk teen hul eie pas -- en dit is eintlik 'n lewendige paneelboard van die Los Altos skool distrik -- en hulle kyk na hierdie paneelboard. Elke ry is 'n student. Elke kolom is een van daardie begrippe. Groen beteken dat die student reeds vaardig is. Blou beteken dat hulle werk daaraan -- geen rede vir kommer. Rooi beteken dat hulle vas sit. En wat die onderwyser doen is letterlik net sê, "Laat ek by die rooi kinders ingryp." Of selfs beter, "Laat ek een van die groen kinders wat reeds vaardig is in die konsep die eerste lyn van aanval word en hul gebruik om hul klasmaat te voog."
And so the paradigm is the teacher walks in every day, every kid works at their own pace -- this is actually a live dashboard from the Los Altos school district -- and they look at this dashboard. Every row is a student. Every column is one of those concepts. Green means the student's already proficient. Blue means they're working on it -- no need to worry. Red means they're stuck. And what the teacher does is literally just say, "Let me intervene on the red kids." Or even better, "Let me get one of the green kids, who are already proficient in that concept, to be the first line of attack, and actually tutor their peer."
(Applous)
(Applause)
Nou ek kom uit 'n baie data-sentriese werklikheid, so ons wil nie eers onderwysers die geleentheid gun om te gaan ingryp en die kind ongemaklike vrae te vra soos: "O, wat is dit wat jy nie verstaan nie?" of "Wat verstaan jy?" en al die res. So is ons paradigma is om die onderwysers met soveel inligting as moontlik te bemag -- data wat jy in byna enige ander veld, sou verwag het, as jy in Finansies, of die bemarking of vervaardiging was -- so nou kan die onderwysers eintlik diagnoseer wat verkeerd met die studente is, sodat hulle hul interaksie so produktief as moontlik kan maak. Die onderwysers weet nou presies waarmee die studente besig is en hoe lank hulle elke dag spandeer het, watter video's hulle gekyk het, waar hulle die video's gevries het, wat het hulle ophou kyk, watter oefeninge hulle gebruik, waarop hulle gefokus was? Die buitenste sirkel toon die oefeninge waarop hulle gefokus is. Die binneste sirkel toon die video's waarop hulle gefokus is. En die data raak baie gedetaileerd, sodat jy kan sien die presiese probleme wat die student reg of verkeerd het. Rooi is verkeerd, blou is reg. Die linkerste vraag is die eerste vraag wat die student 'n poging op aangewend het. Hulle het gekyk na die video reg daar. En dan kan jy sien, was hulle uiteindelik in staat om 10 in 'n ry te kry. Dit is amper asof jy hulle sien leer oor die laaste 10 probleme. Hulle het ook vinniger geword. Die hoogte is hoe lank dit hulle geneem het.
Now, I come from a very data-centric reality, so we don't want that teacher to even go and intervene and have to ask the kid awkward questions: "What don't you understand? What do you understand?" and all the rest. So our paradigm is to arm teachers with as much data as possible -- data that, in any other field, is expected, in finance, marketing, manufacturing -- so the teachers can diagnose what's wrong with the students so they can make their interaction as productive as possible. Now teachers know exactly what the students have been up to, how long they've spent each day, what videos they've watched, when did they pause the videos, what did they stop watching, what exercises are they using, what have they focused on? The outer circle shows what exercises they were focused on. The inner circle shows the videos they're focused on. The data gets pretty granular, so you can see the exact problems the student got right or wrong. Red is wrong, blue is right. The leftmost question is the first one the student attempted. They watched the video over there. And you can see, eventually they were able to get 10 in a row. It's almost like you can see them learning over those last 10 problems. They also got faster -- the height is how long it took them.
So wanneer jy praat oor self-tempo leer, maak dit sin vir almal -- in die onderwys-praat, gedifferensieerde leer -- maar dit is soort van mal as jy dit sien in 'n klaskamer. Want elke keer as ons dit gedoen het, in elke klaskamer wat ons gedoen het, oor en oor weer, as vyf dae in dit gaan, is daar 'n groep kinders wat voorentoe gejaag het en daar is’n groep kinders wat 'n bietjie stadiger is. En in 'n tradisionele model, as jy 'n momentopname assessering sou doen, sou jy gesê het, "Hierdie is die begaafde kinders, hierdie is die stadige kinders Miskien moet hulle anders nagespoor word. Miskien moet ons hulle moet in verskillende klasse sit." Maar wanneer jy toelaat dat elke student werk teen hul eie pas -- en ons sien dit oor en oor en oor weer -- sien jy studente wat 'n bietjie ekstra tyd geneem het op die een of die ander konsep, maar sodra hulle deur die konsep gewerk het, hulle net vorentoe haas. En so het die kinders wat jy gedink het was traag ses weke gelede, sou jy nou dink is die begaafdes. En ons sien dit oor en oor en oor weer. En dit maak jou regtig wonder hoeveel van die etikette wat dalk baie van ons voordeel uit getrek het, was regtig net as gevolg van 'n sameloop van tyd.
When you talk about self-paced learning, it makes sense for everyone -- in education-speak, "differentiated learning" -- but it's kind of crazy, what happens when you see it in a classroom. Because every time we've done this, in every classroom we've done, over and over again, if you go five days into it, there's a group of kids who've raced ahead and a group who are a little bit slower. In a traditional model, in a snapshot assessment, you say, "These are the gifted kids, these are the slow kids. Maybe they should be tracked differently. Maybe we should put them in different classes." But when you let students work at their own pace -- we see it over and over again -- you see students who took a little bit extra time on one concept or the other, but once they get through that concept, they just race ahead. And so the same kids that you thought were slow six weeks ago, you now would think are gifted. And we're seeing it over and over again. It makes you really wonder how much all of the labels maybe a lot of us have benefited from were really just due to a coincidence of time.
Nou so waardevol iets soos hierdie in 'n distrik soos Los Altos is, is ons doel om tegnologie te gebruik vir humanisering, nie net in Los Altos, maar op 'n globale skaal, wat gebeur in die onderwys. En eintlik, daardie soort van bring 'n interessante punt. Baie van die pogings om die humanisering van die klaskamer is gefokus op die student-tot-onderwyser-verhoudings. In ons gedagtes is die betrokke metrieke student-tot-waardevolle-menslike-tyd- met-die-onderwyser verhouding. So in 'n tradisionele model is die meeste van die onderwyser se tyd spandeer aan lesings en gradering en iets anders te doen. Miskien is 5% van hul tyd eintlik lanks studente sit en eintlik met hulle werk. Nou is 100% van hul tyd. Dus word tegnologie gebruik, nie net om die klaskamer om te swaai nie, maar vir die humanisering van die klaskamer, wil ek argumenteer, deur 'n faktor van 5 of 10.
Now as valuable as something like this is in a district like Los Altos, our goal is to use technology to humanize, not just in Los Altos, but on a global scale, what's happening in education. And that brings up an interesting point. A lot of the effort in humanizing the classroom is focused on student-to-teacher ratios. In our mind, the relevant metric is: student-to-valuable-human-time- with-the-teacher ratio. So in a traditional model, most of the teacher's time is spent doing lectures and grading and whatnot. Maybe five percent of their time is sitting next to students and working with them. Now, 100 percent of their time is. So once again, using technology, not just flipping the classroom, you're humanizing the classroom, I'd argue, by a factor of five or 10.
En so waardevol as wat dit in Los Altos is, verbeel wat dit aan die volwasse leerders wie te skaam is om terug te gaan en te goed leer wat hulle voorheen moes, voordat hulle terug gaan na die kollege. Stel jou voor wat dit doen aan 'n straat kind in Calcutta wat sy gesin moet help gedurende die dag, en dit is die rede waarom hy of sy nie kan skool toe gaan nie. Nou kan hulle twee uur 'n dag spandeer en dit reg stel, of leer werk inhaal en nie skaam voel oor wat hulle nie weet nie. Nou dink wat hier gebeur -- ons het gepraat oor die maats wat mekaar binnekant die klaskamer onderrig. Maar dit is alles een stelsel. Daar is geen rede waarom jy nie die werksmaat-tot-werksmaat studieleiding verby daardie een klaskamer kan hê nie. Verbeel jou wat gebeur as daardie student in Calcutta al van 'n skielike jou seun kan voog, of jou seun kan die kind in Calcutta kan voog? En ek dink wat jul sal sien ontwikkel is die idee van 'n globale een-wêreld klaskamer. En dit is essensieel wat ons probeer om te bou.
As valuable as that is in Los Altos, imagine what it does to the adult learner, who's embarrassed to go back and learn stuff they should have known before going back to college. Imagine what it does to a street kid in Calcutta, who has to help his family during the day, and that's the reason he or she can't go to school. Now they can spend two hours a day and remediate, or get up to speed and not feel embarrassed about what they do or don't know. Now imagine what happens where -- we talked about the peers teaching each other inside of a classroom. But this is all one system. There's no reason why you can't have that peer-to-peer tutoring beyond that one classroom. Imagine what happens if that student in Calcutta all of the sudden can tutor your son, or your son can tutor that kid in Calcutta. And I think what you'll see emerging is this notion of a global one-world classroom. And that's essentially what we're trying to build.
Dankie.
Thank you.
(Applous)
(Applause)
Bill Gates: I'll ask about two or three questions.
Salman Khan: Oh, OK.
(Applause continues)
Bill Gates: Ek het 'n paar dinge gesien wat jy doen in die stelsel wat te doen het met motivering en terugvoerig, energie punte, meriete wapens. Vertel my wat jy daar gedink het.
(Applause ends) BG: I've seen some things you're doing in the system, that have to do with motivation and feedback -- energy points, merit badges. Tell me what you're thinking there.
SK: O ja. Nee, ons het 'n fantastiese span wat daaraan werk. En ek moet dit duidelik maak, dit is nie net ek meer nie. Ek doen nog steeds al die video's, maar ons het 'n super span wat die sagteware doen. Ja, ons het 'n klomp speletjie meganika daar waar jy hierdie wapens kry, ons gaan begin om leier borde per gebied te hê, en kry jy punte. Dit is eintlik redelik interessant. Net die bewoording van die wapens of hoeveel punte jy kry om iets te doen, sien ons op 'n stelsel wye basis, hoe die tien duisende van die graad vyf of ses leerders een of ander rigting beweeg, afhangende watter wapen jy hulle gee.
SK: Oh yeah. No, we have an awesome team working on it. I have to be clear, it's not just me anymore. I'm still doing all the videos, but we have a rock-star team doing the software. We've put a bunch of game mechanics in there, where you get badges, we're going to start having leader boards by area, you get points. It's actually been pretty interesting. Just the wording of the badging, or how many points you get for doing something, we see on a system-wide basis, like tens of thousands of fifth-graders or sixth-graders going one direction or another, depending what badge you give them.
(Gelag)
(Laughter)
BG: En die samewerking wat jy doen met Los Altos, hoe het dit tot stand gekom?
BG: And the collaboration you're doing with Los Altos, how did that come about?
SK: Los Altos, dit was soort gek. Weereens, het ek nie verwag dit in klaskamers gebruik sou word nie. Iemand van hul raad het gekom en gesê, "Wat sou jy doen as jy carte blanche in 'n klaskamer gehad het?" Ek't gesê, "Wel, ek sou net toelaat dat elke student teen hulle eie tempo werk op iets soos hierdie, en ons sal 'n paneelbord verskaf." En hulle het gesê, "Dis soort van radikaal. Ons sal daaroor moet dink." En ek en die res van die span was soos, "Hulle sal nooit dit wil doen nie." Maar die volgende dag was hulle letterlik soos, "Kan jy begin oor twee weke?"
SK: Los Altos, it was kind of crazy. Once again, I didn't expect it to be used in classrooms. Someone from their board came and said, "What would you do if you had carte Blanche in a classroom?" I said, "Well, every student would work at their own pace, on something like this, we'd give a dashboard." They said, "This is kind of radical. We have to think about it." Me and the rest of the team were like, "They're never going to want to do this." But literally the next day they were like, "Can you start in two weeks?"
(Gelag)
(Laughter)
BG: So vyfde graad wiskunde is waar dit nou gebeur?
BG: So fifth-grade math is where that's going on right now?
SK: Dit is twee vyfde graad klasse en twee graad sewe klasse. En hulle doen dit op die distrik vlak. En ek dink waaroor hulle opgewonde is, is hulle kan nou hierdie kinders volg. Dit is nie 'n alleenlik-in-skool ding nie. Ons het selfs oor Kersfees, gesien hoe sommige van die kinders dit doen. En ons kan spoor hou van alles. So hulle kan hulle eintlik dop hou soos hulle deur die hele distrik beweeg. Deur die somer, as hulle gaan van die een onderwyser na die volgende, het jy hierdie kontinuïteit van data wat hul selfs by die distrik vlak kan sien.
SK: It's two fifth-grade classes and two seventh-grade classes. They're doing it at the district level. I think what they're excited about is they can follow these kids, not only in school; on Christmas, we saw some of the kids were doing it. We can track everything, track them as they go through the entire district. Through the summers, as they go from one teacher to the next, you have this continuity of data that even at the district level, they can see.
BG: So 'n paar van die paneelborde wat ons gesien het was vir die onderwyser om in te gaan en op te spoor wat met daardie kinders gebeur. So jy kry terugvoering van daardie onderwyser paneelborde om te sien wat hulle dink dit beteken?
BG: So some of those views we saw were for the teacher to go in and track actually what's going on with those kids. So you're getting feedback on those teacher views to see what they think they need?
SK: O ja. Die meeste van daardie spesifikasies was deur die onderwysers. Ons het 'n paar daarvan vir die studente gemaak sodat hulle hul data kon sien, maar ons het 'n baie noue ontwerp sirkelroete met die onderwysers self. En hulle het letterlik gesê: "Dit is lekker, maar ... " Soos hierdie fokus grafiek, baie van die onderwysers het gesê, "Ek het ’n gevoel dat baie van die kinders spring rond en nie fokus op een onderwerp nie." So toe maak ons die fokus diagram. So dit was alles onderwyser-gedrewe. Dit was redelik mal.
SK: Oh yeah. Most of those were specs by the teachers. We made some of those for students so they could see their data, but we have a very tight design loop with the teachers themselves. And they're saying, "Hey, this is nice, but --" Like that focus graph, a lot of the teachers said, "I have a feeling a lot of the kids are jumping around and not focusing on one topic." So we made that focus diagram. So it's all been teacher-driven. It's been pretty crazy. BG: Is this ready for prime time?
BG: Is dit gereed is vir spitstyd? Dink jy baie klasse volgende skooljaar moet hierdie ding probeer?
Do you think a lot of classes next school year should try this thing out?
SK: Ja, dit is gereed. Ons het reeds 'n miljoen mense op die webwerf, so ons kan 'n paar meer hanteer. (Gelag) Nee, geen rede waarom dit regtig nie kan gebeur in elke klaskamer in Amerika môre nie.
SK: Yeah, it's ready. We've got a million people on the site already, so we can handle a few more. (Laughter) No, no reason why it really can't happen in every classroom in America tomorrow.
BG: En die visie van die voog ding. Die idee daar is, dat as ek verward is oor 'n onderwerp, op een of ander manier reg in die gebruikerskoppelvlak sal ek mense vind wat vrywillig, miskien hulle reputasie sien, en ek kan skeduleer en verbind met die mense?
BG: And the vision of the tutoring thing. The idea there is, if I'm confused about a topic, somehow right in the user interface, I'd find people who are volunteering, maybe see their reputation, and I could schedule and connect up with those people?
SK: Absoluut. En dit is iets wat ek aanraai almal in die gehoor moet doen. Daardie paneelborde wat die onderwysers het, jy kan gaan in teken op hierdie oomblik en jy kan 'n afrigter vir jou kinders, of neefs, of dalk 'n paar kinders by die Seuns en Meisies Klub word. En ja, jy kan begin om 'n mentor,’n onderwyser, sommer onmiddellik te raak. Maar ja, dit is alles daar.
SK: Absolutely. And this is something I recommend everyone in this audience do. Those dashboards the teachers have, you can go log in right now and you can essentially become a coach for your kids, your nephews, your cousins, or maybe some kids at the Boys and Girls Club. And yeah, you can start becoming a mentor, a tutor, really immediately. But yeah, it's all there.
BG: Wel, dit is ongelooflik. Ek dink jul het 'n voorsmaak van die toekoms van onderrig gesien. Dankie. (SK: Dankie.)
BG: Well, it's amazing. I think you just got a glimpse of the future of education. BG: Thank you. SK: Thank you.
(Applous)
(Applause)