Khan Academy er bedst kendt for sin store samling af videoer, og før jeg går videre, vil jeg gerne vise en lille montage.
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: Hypotenusen er nu 5. Dyrets fossiler findes kun i denne del af Sydamerika -- en fin lige strækning her -- og i denne del af Afrika. Vi kan integrere overfladen, og notationen er typisk et stort sigma. Nationalforsamlingen: De grundlægger Velfærdsudvalget hvilket lyder som en meget flink komite. Læg mærke til at dette er en aldehyd, og det er også en alkohol. Start med at dele den i en plasma- og en hukommelsescelle. En galakse. Hej, der er endnu en galakse. Se, der er endnu en galakse. Dermed har de deres 30 millioner dollars plus de 20 millioner dollars fra den amerikanske fabrikant. Hvis dette ikke forbløffer dig, så har du ingen følelser.
(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.
(Latter)
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SK: Vi har nu i omegnen af 2.200 videoer, der dækker alt fra simpel aritmetik helt over til vektorregning og noget af det I så lige før. Vi har en million studerende om måneden, der bruger siden, og som ser i omegnen af 100 til 200.000 videoer om dagen. Men det vi skal tale om her er hvordan vi tager skridtet videre. Men før jeg gør det, vil jeg snakke lidt om, hvordan det hele startede. Nogle af jer ved måske, at jeg for fem år siden var en analytiker ved en hedgefond. Jeg var i Boston, og jeg fjernunderviste mine fætre og kusiner i New Orleans. Jeg startede med at lægge den første YouTube-video op som en ekstra bonus, et supplement for mine fætre og kusiner -- noget der kunne genopfriske deres hukommelse eller noget i den stil.
(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.
Så snart jeg lagde den første YouTube-video op skete der noget interessant -- faktisk skete flere interessante ting. Den første ting var tilbagemeldingerne fra mine fætre og kusiner. De fortalte mig, at de foretrak mig på YouTube i forhold til i virkeligheden. (Latter) Når du kommer dig over den lidt tvivlsomme natur i det, så var det faktisk meget dybdegående. De fortalte mig, at de foretrak en automatiseret version af deres fætter fremfor deres fætter. I starten lyder det ikke særligt intuitivt, men når man ser på det fra deres synsvinkel, så giver det rigtigt meget mening. Vi har en situation, hvor de nu kan sætte deres fætter på pause og genstarte ham, uden at det føles som om, at de spilder min tid. Hvis de er nødt til at revidere noget, som de skulle have lært for at par uger siden eller måske et par år siden, skal de ikke længere være flove over at spørge deres fætter. De kan bare se disse videoer. Hvis de keder sig kan de også se dem. De kan se dem, når de har tid, og i deres eget tempo. Det formentlig mindst værdsatte aspekt i dette er forestillingen om, at den første gang, den aller første gang, man forsøger at forstå et nyt koncept, er den aller sidste ting, du har brug for, et andet menneske, der spørger "Har du forstået det?" Det var det, der skete, da jeg underviste mine fætre og kusiner før i tiden. Og nu kan de bare gøre det på deres eget værelse.
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.
En anden ting, der skete -- jeg lagde videoerne på YouTube -- jeg havde ingen grund til at gøre dem private, så jeg lod andre mennesker se dem. Pludselig begyndte folk at falde over dem. Jeg begyndte at få nogle kommentarer og nogle breve og alle former for feedback fra tilfældige mennesker over hele verden. Dette er bare et par stykker af dem. Det her er fra en af de originale videoer om regning. Nogen skrev på YouTube -- i kommentarfeltet: "Det er første gang, jeg smilede, mens jeg lavede en afledt funktion." (Latter) Lad os lige stoppe op her. Personen lavede en afledt funktion, og så smilede hun. Som et svar til den kommentar --
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)
du kan se disse kommentarer på YouTube -- skrev nogen: "Det samme her. Jeg blev faktisk naturligt høj og var i godt humør resten af dagen. Før i tiden så jeg en masse matrix-agtig tekst på tavlen, og nu føler jeg, at jeg kan kong 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.'"
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Vi fik en masse feedback i den stil. Videoerne hjalp tydeligvis mennesker. Men så da vores seere blev flere og flere fik jeg breve fra folk, og det begyndte at gå op for mig, at det her var mere end blot en bonus. Det her er et uddrag fra et af de breve. "Min 12-årige søn er autist og har haft det utroligt svært med matematik. Vi har prøvet alt, set alt, købt alt. Vi faldt over din video om decimaler, og han forstod det. Så gik vi videre til de frygtede brøker. Han forstod det igen. Vi kunne ikke tro det. Han er så glad." Som I kan forestille jer, da jeg var en analytiker ved en hedgefond, var det meget underligt for mig at gøre noget med social værdi.
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.
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Men jeg var begejstret, så jeg blev ved. Så gik flere ting op for mig. Ikke blot ville det her hjælpe mine fætre og kusiner lige nu, og de mennesker, der sender mig breve, men indholdet vil aldrig blive gammelt, og det vil kunne hjælpe deres børn eller deres børnebørn. Hvis Isaac Newton havde lavet YouTube-videoer om regning, så behøvede jeg ikke gøre det. (Latter) Forudsat at han var god til det. Det ved vi ikke.
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.
(Latter)
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En anden ting, der skete -- og selv på det tidspunkt sagde jeg "Okay, det er måske et godt supplement. Det er godt for motiverede elever. Det er måske også godt for hjemmeundervisning." Jeg troede ikke, at det ville være noget, som ville slå igennem i klasseværelserne. Men jeg begyndte at få breve fra lærere. Lærerene skrev til mig, at "vi bruger dine videoer til at lave et skift i klasseværelset. Du har givet lektionerne, så det vi gør..." og dette kan ske i hvert et klasselokale i Amerika fra i morgen, "... jeg giver dine lektioner for som lektier. Det, der før var lektier laver vi nu i klasseværelset."
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."
Jeg vil lige stoppe op -- (Latter) Jeg vil lige stoppe op i et sekund, fordi der er flere interessante ting. En ting er, at når lærerne gør det, så er der den åbenlyse fordel -- deres elever kan nu nyde videoerne på samme måde som mine fætre og kusiner gjorde. De kan pause og gentage i deres et tempo, når de har tid. En endnu mere interessant ting er -- og dette er ikke intuitivt, når det kommer til teknologi i klasseværelset -- ved at tage lektionerne, der skal passe til alle, væk fra klasseværelset, og ved at lade eleverne blive undervist derhjemme i deres eget tempo, og så lave lektierne i klasseværelset, mens læreren er til stede, og ved at lade eleverne arbejde sammen, har disse lærere brugt teknologien til at gøre klasseværelset menneskeligt. De tog en fundamentalt umenneskeliggjort oplevelse – 30 unger med fingeren på læben, uden lov til at tale sammen. Lige meget hvor dygtig en lærer er, skal han stadig undervise, på samme måde, 30 elever på én gang – med tomme ansigtsudtryk, en anelse modvillige – og nu er det blevet en menneskelig oplevelse. Nu interagerer de faktisk.
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.
Så da først Khan Academy – jeg sagde mit job op og vi fik opbygget en rigtig organisation – som er non-profit – nu er spørgsmålet, hvordan vi kommer videre? Hvordan får vi, hvad disse lærere gør til at blive en naturlig del af undervisningen? Det, jeg viser jer her, er eksempler på øvelser, som jeg lavede til mine fætre og kusiner. Dem, jeg startede med at lave, var meget mere primitive, Det her er en bedre version. Men tanken her er, at den genererer så mange spørgsmål, som man har brug for for at forstå konceptet, indtil man har 10 i træk. Og Khan Academy-videoerne er på siden. Man får praj, de forskellige trin i problemstillingen, hvis man ikke forstår, hvordan det skal gøres. Tanken er, og det kan virke meget simpelt: 10 i træk for at komme videre. Men det er fundamentalt anderledes end det, der foregår i klasseværelserne.
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
I den traditionelle undervisning, har man gennemgang af lektier, lektier, læreren taler, lektier, læreren taler, og så har man en hurtig prøve. Efter den eksamen, ligegyldigt om man har 70 procent eller 80 procent rigtige, eller 90 eller 95 rigtige, går man videre til næste emne. Og selv med den elev, der fik 95 procent, er spørgsmålet, hvad var de 5 procent, han ikke vidste? Måske vidste han ikke, hvad der sker når man ganger med 0. Og så bygger man videre på det i den næste øvelse. Det svarer for eksempel til; at du skal lære at cykle, og jeg giver dig én undervisningstime, og en cykel i to uger. Efter de to uger kommer jeg tilbage og siger, "Lad os se! Jeg kan se, at det ikke går så godt med dine venstresving. Du er ikke så god til at stoppe. Du er 80 procent cyklist." Og så giver jeg dig et 7-tal og siger, "Her har du en et-hjulet cykel."
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)
Det lyder latterligt, men det er det, der sker i klasseværelserne lige nu. Man skrider for hurtigt frem, dygtige elever dumper pludselig i algebra og begynder at dumpe i regning, til trods for at de er kloge og har dygtige lærere. Som regel har de huller som i en schweizer-ost som kun bliver større. Vores model er at lære matematik ligesom man lærer andre ting, ligesom man lærer at køre på cykel. Bliv på cyklen. Fald med cyklen. Bliv ved, så længe det er nødvendigt, indtil du mestrer det. Den traditionelle model straffer eksperimenter og fejl, men den forventer heller ikke beherskelse. Vi opmuntrer til eksperimenter. Vi opmuntrer til fejl. Men vi forventer også beherskelse.
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.
Dette er et andet modul. Det er trigonometri. Hvor man skifter og spejler funktioner. Og de passer alle sammen. Vi har circa 90 lige nu. Og du kan gå ind på siden nu. Det er gratis. Vi prøver ikke at sælge noget. Tanken er, at alle øvelser passer ind i et "videnskort". Den øverste del er addition af et-cifrede tal. En plus en er to. Når man har 10 i træk af dem, fortsætter det i stadigt mere komplicerede moduler. Længere nede på "videnskortet" har vi avanceret aritmetik. Så kommer tidlig algebra. Længere nede har vi algebra 1 og algebra 2, en lille smule avanceret algebra. Og på den måde kan vi undervise alt – ja, alt kan læres inden for denne type rammer. Forestil jer – og det er hvad, vi går efter – at fra det her "videnskort" har vi logik, computerprogrammering, vi har grammatik, genetik, altsammen baseret på, at hvis du kan det ene og andet. så er du klar til næste koncept. Det kan have god effekt på den individuelle elev, og jeg opfordrer til, at I gør det sammen med jeres børn, men også at alle blandt publikum prøver selv. Det vil ændre samtalen ved aftensmaden.
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.
Men vi vil også gerne bruge det naturlige skift i klasseværelset, som nogle af de første lærere fortalte mig om. Så det her er data fra et forsøg i Los Altos skoledistrikt, med to 5. klasser og to 7. klasser hvor vi smed det gamle matematikpensum ud. Børnene her bruger ikke bøger, de modtager ikke formstøbt undervisning. De bruger Khan Academy's software i halvdelen af deres matematiktime. Jeg skal gøre det klart, at vi ikke ser dette som komplet matematikundervisning. Det, der gør – også nu i Los Altos – det frigiver tid. Det er den nødvendige, basale viden, der gør dig i stand til at løse ligninger, og det frigør tid til simuleringer, spil, mekanik og robotbygning, til estimeringen af et bjergs højde baseret på dets skygge.
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.
Så konceptet er, at læreren kommer hver dag, hvert enkelt barn arbejder i sit eget tempo – det her er en live oversigt fra Los Altos – og læreren ser på denne oversigt. Hver række er en elev. Hver kolonne er et opgavemodul. Grøn betyder, at eleven allerede har gennemført. Blå betyder, at de er igang – ingen grund til bekymring. Rød betyder, at eleven er gået i stå. Og læreren kan så sige: "Lad mig hjælpe de røde børn." Eller endnu bedre, "Lad mig få en af de grønne, som allerede har gennemført dette modul, til at gå igang med at hjælpe sin kammerat."
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."
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Nu kommer jeg fra en meget datafikseret verden, og vi vil ikke have, at læreren kommer og stiller de forkerte spørgsmål: "Hvad er det, du ikke forstår?" eller "Hvad forstår du?" og så videre. Vi ønsker, at udstyre læreren med så meget data som muligt – data, der ville være forventet i alle mulige andre brancher, som finanssektoren, marketing eller produktion. Så læreren kan faktisk diagnosticere eleven på forhånd, så deres udveksling kan blive så produktiv som muligt. Nu ved læreren præcis, hvad eleven har været igang med, hvor lang tid han har brugt, hvilke videoer, han har set, hvornår han pausede videoerne, hvad han holdt op med at se, hvilke øvelser han lavede, og hvad han fokuserede på. De ydre circler viser, hvilke øvelser, der blev fokuseret på. De indre circler viser, hvilke videoer, der blev fokuseret på. Og informationen er ret detaljeret, så man kan se præcist hvilke opgaver, eleven havde rigtige og forkerte. Rød er forkert, blå er rigtigt. Spørgsmålet til venstre, er det, som eleven var igang med. Han har set videoen der. Og her kan I se, at han fik 10 i træk. Man kan nærmest se eleven forstå mere i løbet af de 10 øvelser. De bliver også hurtigere. Højden er, hvor lang tid det tog dem.
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.
Læring i individuelt tempo giver mening for alle, der har med undervisning at gøre – men det er alligevel vildt, når man ser det i et klasseværelse. Og hver gang vi har gjort det her, i hvert eneste klasseværelse, sker det, at efter 5 dage er der altid en gruppe, der kommer forud og der er en gruppe, der er lidt langsommere. Normalt ville man ved et hurtigt blik konstatere, "Det er de kloge børn og det er de langsomme. Måske skulle de følges på en anden måde. Måske skal de deles op." Men hvis man lader hver elev arbejde i sit eget tempo – og vi ser det igen og igen – vil der være elever, der er længere tid om nogle af problemerne, men når først de har forstået dem, så kommer de udover stepperne. De børn man anså for at være langsomme for 6 uger siden, vil man nu anse for at være kloge. Og vi ser det om og om igen. Og det får virkelig en til at tænke på, hvor mange af de stempler, vi alle har fået, måske bare skyldes en tilfældighed.
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.
Dette er selvfølgelig værdifuldt i Los Altos, men vores mål er at bruge teknologien til at menneskeliggøre undervisningen i hele verden. Og her er der en interessant pointe. Der bliver brugt meget energi på at fokusere på lærer-elev kontakt. Vi mener, at det relevante mål er værdifuld-tid-med-lærer -elev kontakt. Normalt går det meste af lærerens tid på at undervise klassen og give karakterer osv. Måske går 5 procent af tiden på at sidde og arbejde med eleven. Nu kan 100 procent af tiden blive brugt sådan. Så igen, ved at bruge teknologi, ikke bare lave et skift i undervisningen, menneskeliggør man klasseundervisningen. 5 eller 10 gange så meget.
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.
Og hvor værdifuldt det end er i Los Altos, så forestil jer, hvad det kan gøre for en voksen elev, der er flov over at skulle lære noget, som de burde have lært. Forestil jer, hvad det kan gøre for et gadebarn i Calcutta, som skal hjælpe sin familie om dagen, og derfor ikke kan gå i skole. Nu kan han bruge to timer om dagen og indhente de andre uden at skamme sig over, hvad han kan og ikke kan. Forestil jer så også – vi talte om elever, der hjælper hinanden i klasseværelset. Men dette er altsammen et system. Der er ingen grund til ikke at have elev-til-elev-undervisning uden for klasseværelset. Forestil dig, at eleven i Calcutta pludselig kunne hjælpe din søn, eller at din søn kan hjælpe ham i Calcutta! Og jeg tror, man vil se en stigende følelse af et stort globalt klasseværelse. Det er i bund og grund det, vi prøver at skabe.
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.
Tak.
Thank you.
(Klapsalver)
(Applause)
Bill Gates: I'll ask about two or three questions.
Salman Khan: Oh, OK.
(Applause continues)
Bill Gates: Jeg har set nogle ting i dit system, som har med motivation og feedback at gøre – energipoint, duelighedsmærker. Fortæl mig om de idéer.
(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: Ja, vi har et super team, der arbejder på det. Og jeg skal lige gøre det klart, at det ikke kun er mig mere. Jeg laver stadig videoerne, men vi har et rockstar team, der udvikler software. Ja, vi har nogle spil-elementer, hvor man kan opnå mærker, vi har snart ledertavler for et område og man samler points. Det er faktisk meget interessant. Bare ved at have badges og points kan vi se i systemet, hvordan titusinder af 5.-6.-klasses elever bevæger sig i den ene eller anden retning, alt efter hvilket badge, du giver dem.
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.
(Latter)
(Laughter)
BG: Hvordan kom samarbejdet med Los Altos i stand?
BG: And the collaboration you're doing with Los Altos, how did that come about?
SK: Los Altos, det var ret vildt, vi havde jo aldrig forventet at det ville blive brugt i klasseundervisning. En fra bestyrelsen henvendte sig og spurgte, "Hvad ville du gøre, hvis du havde carte blache i et klasseværelse?" Jeg sagde, "Jeg ville lade hver elev arbejde individuelt, og vi ville lave en oversigt." De sagde, "Åh, det er radikalt. Vi må lige overveje det." Teamet og jeg tænkte, "De går aldrig med til det." Men allerede næste dag, svarede de, "Kan du starte om to uger"?
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?"
(Latter)
(Laughter)
BG: Og de er igang med matematik for 5. klasse?
BG: So fifth-grade math is where that's going on right now?
SK: Det er to 5. klasser og to 7. klasser. Og det er i hele distriktet. Jeg tror, de er glade for at kunne følge børnene ikke kun, når de er i skole. Selv til jul så vi, at nogen at dem arbejdede. Og vi kan følge alt. Så de kan følge dem gennem hele distriktet. I sommerferien, når de skifter lærer, har man kontinuerlig data som man kan se på distriktsniveau.
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: Du viste bl.a. oversigterne, som er for lærerne til at følge eleverne. Får du feedback på oversigterne så du kender lærernes mening?
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: Helt sikkert. De fleste af dem var instruktioner for lærerne. Vi har lavet nogle af dem til eleverne, så de kunne se deres egen data, men vi har et meget tæt samarbejde med lærerne. De siger f.eks., "Det er godt, men ..." Som f.eks. med fokus-grafen, mange lærere sagde, "Jeg har på fornemmelsen, at mange af eleverne hopper rundt uden at fokusere på et emne." Derfor lavede vi det fokusdiagram. Så det hele er drevet af lærerne. Det har været ret vildt.
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: Er det klar til et stort publikum? Mener du, at flere klasser skal prøve det af næste skoleår?
Do you think a lot of classes next school year should try this thing out?
SK: Ja, det er klar. Vi har haft en million besøgende på siden allerede så vi kan godt håndtere et par stykker mere. (Latter) Nej, der er ingen grund til, at det ikke skulle kunne lade sig gøre i ethvert klasseværelse i Amerika i morgen.
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: Og visionen omkring hjælpelærere. Idéen er, hvis jeg er forvirret omkring et emne, kan jeg på en eller anden måde finde nogen, der er frivillige hjælpelærere, måske se deres bedømmelse, og jeg kan så lave en aftale med dem?
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: Lige præcis. Det er noget, jeg vil anbefale alle i publikum at gøre. Ligesom de oversigter, lærerne har, kan du logge ind og blive træner for dine børn, nevøer, fætre og kusiner, eller nogle børn i Boys and Girls Club. Og du kan blive mentor, hjælpelærer, med det samme. Det hele er der.
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: Det er fantastisk. Jeg tror du har set et glimt af fremtidens uddannelse. Tak. (SK: Tak.)
BG: Well, it's amazing. I think you just got a glimpse of the future of education. BG: Thank you. SK: Thank you.
(Klapsalver)
(Applause)