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.
Akademi Khan sangat terkenal kerana koleksi videonya, jadi sebelum saya teruskan, biar saya tunjukkan sebuah montaj kepada anda.
(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.
(Video) Salman Khan: Jadi, hipotenus akan menjadi 5. Fosil haiwan ini hanya ditemui di kawasan ini di Amerika Selatan -- bahagian ini -- dan bahagian ini di Afrika. Kita boleh mengintegrasikan permukaannya, dan biasanya notasinya ialah sigma dalam huruf besar. Perhimpunan Kebangsaan wujudkan Jawatankuasa Keselamatan Awam, ia kedengaran sebuah jawatankuasa yang baik. Perhatikan, ini aldehid, ia merupakan alkohol. Perhatikan, ini aldehid, ia merupakan alkohol. Mula membezakan kepada efektor dan sel memori. Hei, galaksi yang lain! Lihat, sebuah galaksi yang lain! Hei, galaksi yang lain! Lihat, sebuah galaksi yang lain! Dan untuk dolar, iaitu 30 juta, dan 20 juta dolar daripada pengilang dari Amerika. Jika ini tidak membuat anda teruja, maka anda tidak mempunyai emosi.
(Laughter)
(Gelak ketawa)
(Applause)
(Tepukan)
(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.
SK: Kini, kami mempunyai 2,200 buah video yang meliputi semuanya daripada aritmetik asas hingga kalkulus vektor yang meliputi semuanya daripada aritmetik asas hingga kalkulus vektor dan sebahagian topik yang anda lihat di situ. Setiap bulan, sejuta orang pelajar menggunakan laman itu, menonton 100 hingga 200,000 buah video setiap hari. Tapi apa yang kami mahu jelaskan di sini ialah bagaimana kami bergerak ke tahap seterusnya. Tapi sebelum saya jelaskannya, saya mahu bercakap sedikit tentang bagaimana saya mulakannya. Sesetengah daripada anda mungkin tahu, 5 tahun lalu, saya juruanalisis bagi sebuah dana lindung nilai, dan saya berada di Boston. Saya menjadi tutor sepupu saya di New Orleans, secara jarak jauh. Saya mula memuat naik video YouTube yang pertama sebagai sesuatu yang berguna, sebagai bahan tambahan untuk sepupu saya -- sesuatu yang mungkin merangsang mereka.
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.
Setelah saya memuat naik video yang pertama itu, sesuatu yang menarik berlaku -- sebenarnya beberapa perkara yang menarik berlaku. Yang pertama ialah maklum balas sepupu saya. Mereka beritahu saya mereka lebih suka saya di YouTube berbanding bersemuka dengan saya.
(Laughter)
(Gelak ketawa)
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.
Jika anda lupakan sindirannya, sebenarnya terdapat sesuatu yang penting di situ. Mereka mengatakan mereka lebih suka sepupu mereka dalam bentuk automatik berbanding bentuk manusia. mereka lebih suka sepupu mereka dalam bentuk automatik berbanding bentuk manusia. Pada mulanya, ia tidak munasabah tapi jika anda memikirkannya dari sudut pandangan mereka, ia munasabah. Kini, mereka boleh hentikan dan mengulang sepupu mereka, Kini, mereka boleh hentikan dan mengulang sepupu mereka, tanpa merasakan mereka membuang masa saya. Jika mereka perlu mengulang kaji sesuatu yang telah dipelajari beberapa minggu lalu, atau beberapa tahun lalu, mereka tidak perlu berasa malu dan tanya saya. Mereka cuma perlu tonton video itu. Jika bosan, mereka boleh teruskannya. Mereka boleh menontonnya mengikut masa dan kemampuan diri. Mungkin perkara yang paling tidak diharapkan berlaku pada kali pertama, pada kali pertama di mana anda cuba belajar sebuah konsep baru, anda tidak mahu orang lain tanya, "Awak faham?" Itulah yang berlaku semasa interaksi saya dengan sepupu saya. Tapi kini, mereka boleh belajar secara peribadi di dalam bilik mereka.
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."
Perkara lain yang berlaku ialah -- Saya memuat naik video ke YouTube untuk -- Saya rasa tiada sebab untuk sembunyikannya, jadi saya benarkan orang lain menontonnya. Kemudian, orang ramai mula terjumpanya, dan saya mula menerima komen dan surat dan maklum balas daripada orang ramai di seluruh dunia. Semua ini hanya beberapa daripadanya. Ini maklum balas untuk sebuah video kalkulus. Seseorang menulis di YouTube -- Ia sebuah komen di YouTube: "Inilah kali pertama saya tersenyum semasa membuat terbitan."
(Laughter)
(Gelak ketawa)
Let's pause here. This person did a derivative, and then they smiled.
Mari kita berhenti seketika. Orang ini membuat terbitan dan dia tersenyum.
(Laughter)
Balasan kepada komen itu pula --
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.'"
Anda boleh melayari YouTube dan membaca komen ini -- Orang lain pula menulis: "Begitu juga di sini. Angin saya sangat baik sepanjang hari ini. Saya pernah lihat teks-teks matriks ini di kelas, tapi di sini saya seperti tahu berkung fu."
(Laughter)
(Gelak ketawa)
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.
Kami mendapat banyak maklum balas seperti ini. Jelasnya, ia membantu banyak orang. Apabila jumlah penonton semakin meningkat, saya mula menerima surat daripada orang ramai. Ia mula menjadi jelas bahawa ia bukan sekadar sesuatu yang berguna. Ini sebuah cabutan daripada salah satu surat. "Anak saya berumur 12 tahun; dia menderitai autisme. Dia mempunyai kesukaran dalam matematik. Kami telah mencuba segalanya, membaca segalanya, membeli segalanya. Kami terjumpa video anda tentang perpuluhan dan ia berkesan. Kami meneruskan dengan pecahan. Sekali lagi, dia faham. Kami sangat terkejut. Dia sangat teruja." Jadi, anda boleh bayangkan, saya juruanalisis bagi sebuah dana lindung nilai. Ia agak pelik kerana saya melakukan sesuatu yang bernilai sosial.
(Laughter)
(Gelak ketawa)
(Applause)
(Tepukan)
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.
Tapi saya sangat teruja, jadi saya teruskannya. Saya mula menyedari beberapa perkara. Ia bukan saja membantu sepupu saya, atau mereka yang menghantar surat, tapi kandungan video tidak akan lapuk, ia dapat membantu anak mereka atau cucu mereka. ia dapat membantu anak mereka atau cucu mereka. Jika Isaac Newton telah sediakan video-video tentang kalkulus, maka saya tidak perlu lakukannya.
(Laughter)
(Gelak ketawa)
Assuming he was good. We don't know.
Seandainya dia pandai lakukannya. Kita tidak tahu.
(Laughter)
(Gelak ketawa)
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."
Perkara lain yang telah berlaku -- bahkan kini, saya kata, "Ia bahan tambahan yang baik. Ia berguna untuk pelajar yang bermotivasi. Ia berguna untuk pelajar yang belajar di rumah." Tapi saya tidak terfikir bahawa ia akan digunakan di dalam kelas. Tapi saya tidak terfikir bahawa ia akan digunakan di dalam kelas. Tapi, saya mula menerima surat guru-guru. Guru-guru ini menulis bahawa, "Kami gabungkan video anda dalam pembelajaran pelajar. Anda telah berikan kuliah, jadi sekarang apa yang kami lakukan ... " -- Ini boleh berlaku di dalam setiap kelas di Amerika esok -- " ... apa yang saya lakukan ialah, saya berikan kuliah sebagai kerja rumah, dan apa yang dahulunya ialah kerja rumah, kini saya suruh pelajar membuatnya di dalam kelas.
And I want to pause here --
Saya mahu berhenti --
(Applause)
(Tepukan)
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.
Saya mahu berhenti seketika, kerana terdapat beberapa perkara yang menarik. Pertama, apabila guru-guru itu buat begitu, maka manfaatnya ialah -- pelajar-pelajar mereka boleh menikmati semua video itu seperti sepupu saya. Mereka boleh hentikan, mengulang mengikut kemampuan diri, mengikut masa sendiri. Mereka boleh hentikan, mengulang mengikut kemampuan diri, mengikut masa sendiri. Tapi apa yang lebih menarik ialah -- apabila anda membawa masuk teknologi ke dalam kelas -- dengan menyingkirkan satu kuliah untuk semua pelajar di kelas dan biarkan pelajar belajar sendiri di rumah, dan kemudian di dalam kelas, biarkan mereka membuat kerja, guru pula menyelia, dan biarkan pelajar saling berinteraksi; guru-guru ini telah menggunakan teknologi untuk menjadikan kelas lebih bercirikan manusia. Dulu, pendekatan mereka tidak bercirikan manusia -- 30 orang pelajar dilarang bersuara, dilarang saling berinteraksi. Tidak kira betapa baiknya seorang guru, dia terpaksa memberikan satu kuliah kepada 30 orang pelajar yang tidak beremosi, berpendapat berbeza. Sekarang, ia bercirikan manusia. Pelajar dapat saling berinteraksi.
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 than what's happening in classrooms right now.
Setelah Akademi Khan -- Saya meletak jawatan dan kami menubuhkan sebuah organisasi bukan untung. dan kami menubuhkan sebuah organisasi bukan untung. Soalannya, bagaimana kami membawanya ke tahap seterusnya? Bagaimana kami meneruskan setelah apa yang guru-guru itu lakukan? Jadi, apa yang saya tunjukkan ini, semua ini ialah latihan sebenar yang saya sediakan untuk sepupu saya. Dulu, latihan saya agak primitif. Ini versi yang lebih baik. Kami sediakan sebanyak soalan yang anda perlukan sehingga anda menguasai konsepnya, sehingga anda menjawab 10 soalan berturut-turut. Video-video Khan Akademi telah tersedia. Anda diberikan kunci jawapan dan langkah penyelesaian jika anda tidak tahu selesaikannya. Paradigma ini agak mudah: 10 soalan berturut-turut, anda teruskan. Ia berbeza dengan apa yang sedang berlaku di dalam kelas sekarang. Bagi kelas tradisional,
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 --
anda diberikan kerja rumah, kerja rumah, kuliah, kerja rumah, kuliah; kemudian, anda diberikan ujian. Sama ada anda dapat 70, 80, 90, atau 95 markah, Sama ada anda dapat 70, 80, 90, atau 95 markah, kelas tetap akan masuk ke topik seterusnya. Bagi pelajar yang dapat 95 markah, bahagian mana yang tidak difahami? Mungkin mereka tidak faham apabila anda bercakap tentang kuasa sifar. Kemudian, anda bercakap lagi berdasarkan konsep itu. Ia seperti belajar menunggang basikal. Ia seperti belajar menunggang basikal. Saya memberikan kuliah dahulu, dan memberikan basikal kepada anda selama 2 minggu. Kemudian, saya kembali selepas 2 minggu, dan kata, "Anda tidak pandai membelok ke kiri. Anda tidak pandai berhenti. dan kata, "Anda tidak pandai membelok ke kiri. Anda tidak pandai berhenti. Anda dapat 80 markah. Jadi, saya berikan anda gred C.
(Laughter)
Kemudian saya kata, "Ini ekasikal."
and then I say, "Here's a unicycle."
(Laughter)
Walaupun ia kedengaran karut,
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.
tapi itulah yang sedang berlaku di kelas kita sekarang. Jika anda melangkau ke depan, anda dapati pelajar cemerlang gagal dalam algebra, dan gagal dalam kalkulus secara tiba-tiba, walaupun mereka bijak dan guru mereka cemerlang. Ia seperti ruang dalam keju Switzerland kerana asas mereka tidak kukuh. Ia seperti ruang dalam keju Switzerland kerana asas mereka tidak kukuh. Jadi, model kami ialah, belajar matematik seperti anda belajar apa-apa pun, Jadi, model kami ialah, belajar matematik seperti anda belajar apa-apa pun, seperti anda belajar menunggang basikal. Tunggang basikal itu. Terjatuh dari basikal itu. Teruskan sehingga anda menguasainya. Bagi model tradisional, ia menghukum anda kerana mencuba dan gagal, tapi ia tidak menjangkakan penguasaan. ia menghukum anda kerana mencuba dan gagal, tapi ia tidak menjangkakan penguasaan. Kami galakkan anda mencuba dan gagal, tapi kami menjangkakan penguasaan. Kami galakkan anda mencuba dan gagal, tapi kami menjangkakan penguasaan.
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.
Ini salah satu daripada modul kami. Ini tentang trigonometri. Ini tentang anjakan dan menggambarkan fungsi. Semuanya saling berkaitan. Terdapat 90 buah video sekarang. Anda boleh melayari laman itu sekarang. Semuanya percuma. Pada dasarnya, semuanya terdapat dalam peta ilmu ini. Titik teratas ialah kira-kira campur satu digit. Contoh: 1 + 1 = 2. Setelah menjawab 10 soalan berturut-turut, anda akan dibawa ke modul selanjutnya. Jika anda melihat ke bahagian bawah peta ilmu,
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.
anda akan menemui aritmetik lanjutan. Semakin bawah pula, anda akan menemui pra-algebra dan algebra awal. Semakin bawah lagi, anda akan menemui algebra 1, algebra 2, sebahagian pra-kalkulus. Idea kami ialah, kami boleh mengajar apa-apa saja -- Apa-apa saja yang boleh diajar berdasarkan kerangka ini. Anda boleh bayangkan -- Ini apa yang kami sedang usahakan -- Dalam peta ilmu ini, terdapat logik, pengaturcaraan komputer, tatabahasa, genetik; semuanya berdasarkan sebuah teras, jika anda tahu ini dan itu, maka anda telah bersedia untuk konsep seterusnya. jika anda tahu ini dan itu, maka anda telah bersedia untuk konsep seterusnya. Ia berkesan untuk pelajar yang belajar sendiri. Saya galakkan anda mencubanya bersama anak anda. Saya juga galakkan anda mencubanya sendiri. Ia akan mengubah topik perbualan di meja makan.
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.
Apa yang kami mahu lakukan ialah, gunakan hasil pembelajaran dalam talian yang guru-guru itu beritahu saya melalui e-mel. Ini ialah data sebuah projek perintis di Los Altos. Ini ialah data sebuah projek perintis di Los Altos. Mereka pilih 2 kelas Gred 5 dan 2 kelas Gred 7 dan singkirkan kurikulum lama matematik. Pelajar ini tidak gunakan buku teks, tiada satu kuliah untuk semua pelajar. Pelajar ini tidak gunakan buku teks, tiada satu kuliah untuk semua pelajar. Mereka gunakan perisian Akademi Khan; 1/2 daripada waktu matematik digunakan. Kami tidak anggapnya pendidikan matematik yang lengkap. Inilah yang berlaku di Los Altos. Ia berikan masa bebas. Inilah sekatan dan penyelesaian masalah; ia pastikan anda tahu menyelesaikan persamaan. Ia berikan masa untuk simulasi, permainan, mekanik, pembinaan robot, Ia berikan masa untuk simulasi, permainan, mekanik, pembinaan robot, menganggar ketinggian bukit berdasarkan bayang-bayangnya.
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."
Paradigma kami ialah, guru masuk ke dalam kelas, pelajar belajar mengikut kemampuan diri. Ini papan pemuka untuk sekolah di Los Altos; mereka akan melihatnya. Setiap baris mewakili seorang pelajar. Setiap lajur mewakili sebuah konsep. Hijau bermakna pelajar itu sudah mahir. Biru: Mereka sedang usahakannya. Merah: Mereka hadapi kesukaran. Guru hanya perlu kata, "Biar saya bantu pelajar merah." Atau lebih baik, "Biar saya suruh pelajar yang sudah menguasai konsep itu ke baris depan Atau lebih baik, "Biar saya suruh pelajar yang sudah menguasai konsep itu ke baris depan Atau lebih baik, "Biar saya suruh pelajar yang sudah menguasai konsep itu ke baris depan dan mengajar kawan-kawan mereka."
(Applause)
(Tepukan)
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.
Saya menggunakan data; jadi, kami tidak mahu guru campur tangan dan tanya pelajar, jadi, kami tidak mahu guru campur tangan dan tanya pelajar, "Apa yang kamu tidak faham?" atau "Apa yang kamu faham?" dan sebagainya. "Apa yang kamu tidak faham?" atau "Apa yang kamu faham?" dan sebagainya. Jadi, kami mahu berikan sebanyak data yang mungkin kepada guru, iaitu data yang dijangkakan dalam bidang lain: kewangan, pemasaran, pembuatan,.... Jadi, guru boleh analisis masalah pelajar agar interaksi mereka berikan kesan yang produktif. Jadi, guru benar-benar tahu tahap pelajar, jumlah masa pembelajaran, video yang ditonton, masa dan bahagian video yang dihentikan, latihan yang dibuat, fokus mereka. latihan yang dibuat, fokus mereka. Bulatan di luar menunjukkan latihan yang difokuskan. Bulatan di dalam menunjukkan video yang difokuskan. Data itu berbutir-butir; anda boleh lihat jawapan pelajar yang betul atau salah. Merah adalah salah; biru betul. Soalan di kiri ialah soalan pertama yang dicuba. Mereka menonton video di situ. Akhirnya, mereka menjawab 10 soalan berturut-turut. Ia seperti anda boleh lihat mereka mencuba semua soalan itu. Mereka juga semakin pantas. Ketinggian menunjukkan masa yang diambil.
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.
Jadi, apabila bercakap tentang pembelajaran mampu diri, ia agak munasabah -- Dari segi pendidikan, pembelajaran pembezaan -- Ia agak menarik apabila anda lihatnya di dalam kelas. Setiap kali kami lakukannya di dalam sebuah kelas, Setiap kali kami lakukannya di dalam sebuah kelas, jika kami lakukannya 5 hari, terdapat sekumpulan pelajar yang pantas dan terdapat sekumpulan pelajar yang agak perlahan. Dalam model tradisional, setelah ujian, anda akan kata, "Mereka ini sangat pintar; mereka ini perlahan. Mungkin mereka patut dinilai secara berbeza. Mungkin kita patut masukkan mereka ke dalam kelas yang berbeza." Tapi jika anda biarkan setiap pelajar belajar mengikut kemampuan diri -- Tapi jika anda biarkan setiap pelajar belajar mengikut kemampuan diri -- Bagi pelajar yang perlukan masa yang lebih lama untuk sebuah konsep, Bagi pelajar yang perlukan masa yang lebih lama untuk sebuah konsep, setelah mereka faham konsep itu, mereka akan menjadi pantas. setelah mereka faham konsep itu, mereka akan menjadi pantas. Pelajar yang dianggap perlahan 6 minggu yang lalu, akan dianggap sangat pintar sekarang. Kami melihatnya berlaku berkali-kali. Ia membuat anda tertanya-tanya, berapa banyak pujian yang kita terima sebenarnya hanya merupakan kebetulan?
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.
Bagi sesuatu yang bernilai di Los Altos ini, Bagi sesuatu yang bernilai di Los Altos ini, matlamat kami adalah untuk menggunakan teknologi dan menjadikan pendidikan lebih bercirikan manusia, bukan saja di Los Altos, tapi di seluruh dunia, Sebenarnya, kami mendapati sesuatu yang menarik. Banyak usaha untuk menjadikan kelas lebih bercirikan manusia telah memfokuskan pada nisbah pelajar dan guru. Bagi kami, ukuran yang sesuai ialah masa yang diberikan guru kepada pelajar. ialah masa yang diberikan guru kepada pelajar. Dalam model tradisional, banyak masa guru digunakan dalam kuliah, penilaian, dan sebagainya. Mungkin 5% daripada masa guru digunakan untuk duduk di tepi pelajar dan bantu mereka. Mungkin 5% daripada masa guru digunakan untuk duduk di tepi pelajar dan bantu mereka. Sekarang, guru mempunyai 100% masa. Jadi, teknologi bukan saja melibatkan pembelajaran dalam talian, anda juga menjadikan kelas lebih bercirikan manusia, sebanyak 5 atau 10 kali ganda.
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.
Bagi sesuatu yang bernilai di Los Altos ini, bayangkan bagaimana ia membantu pelajar dewasa yang berasa malu untuk belajar bahan yang sepatutnya dipelajari sebelum kembali ke kolej. Bayangkan bagaimana ia membantu seorang budak jalanan di Calcutta yang terpaksa membantu keluarganya pada waktu pagi; itulah sebabnya dia tidak dapat pergi ke sekolah. Sekarang, mereka boleh gunakan 2 jam untuk belajar, mengejar apa yang ketinggalan dan tidak berasa malu terhadap apa yang mereka tahu atau tidak tahu. Bayangkan apa yang berlaku -- Kita telah bercakap tentang pelajar saling mengajar di dalam kelas. Semua ini ialah satu sistem. Tiada sebab kenapa pengajaran rakan sebaya tidak berlaku di luar kelas. Bayangkan apa akan berlaku jika budak di Culcutta itu secara tiba-tiba dapat mengajar anak anda, dan sebaliknya? secara tiba-tiba dapat mengajar anak anda, dan sebaliknya? Saya rasa, anda akan menyaksikan kewujudan sebuah kelas sedunia. Itulah yang kami sedang usahakan.
Thank you.
Terima kasih.
(Applause)
(Tepukan)
Bill Gates: I'll ask about two or three questions.
Salman Khan: Oh, OK.
(Applause continues)
(Applause ends)
Bill Gates: Beberapa perkara yang anda lakukan dalam sistem itu
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.
berkaitan dengan motivasi dan maklum balas: mata tenaga, lencana merit. Jelaskan tujuan anda.
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.
SK: Sebuah pasukan yang hebat usahakannya. Saya tidak lagi bersendirian. Saya masih sediakan video, Saya tidak lagi bersendirian. Saya masih sediakan video, tapi sebuah pasukan usahakan perisian itu. Kami telah sediakan beberapa jenis permainan di mana anda akan dapat lencana-lencana ini. Kami akan sediakan carta markah; anda akan dapat markah. Ia agak menarik. Perkataan pada lencana atau jumlah markah yang diperoleh kerana membuat sesuatu, kami melihatnya dari segi keseluruhan sistem, berpuluh-puluh ribu orang pelajar Gred 5 atau Gred 6 akan melakukan sesuatu bergantung kepada jenis lencana yang diberikan kepada mereka.
(Laughter)
(Gelak ketawa)
BG: And the collaboration you're doing with Los Altos, how did that come about?
BG: Tentang kerjasama anda dengan Los Altos, bagaimana ia bermula?
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?"
SK: Los Altos, ia agak menarik. Saya tidak menjangka ia akan digunakan di dalam kelas. Seorang ahli lembaga tanya, "Apa anda akan lakukan jika anda berkuasa penuh di kelas?" Saya kata, "Pelajar belajar mengikut kemampuan diri seperti ini, kami akan sediakan papan pemuka." Mereka kata, "Ini agak radikal. Kami perlu pertimbangkannya." Saya dan ahli-ahli pasukan saya rasa mereka tidak akan bersetuju. Pada keesokan hari, mereka tanya, "Anda boleh mulakan dalam 2 minggu?"
(Laughter)
(Gelak ketawa)
BG: So fifth-grade math is where that's going on right now?
BG: Matematik Gred 5 sedang diuji?
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.
SK: 2 kelas Gred 5; 2 kelas Gred 7. Mereka lakukannya di peringkat daerah. Mereka amat teruja kerana mereka dapat mengikuti perkembangan pelajar. Ini tidak hanya berlaku di sekolah. Walaupun Hari Krismas, terdapat pelajar yang belajar. Kami boleh mengesan apa-apa saja. Mereka boleh mengesan pelajar kerana ia melibatkan seluruh daerah. Pada musim panas, ketika peralihan guru, data ini masih berterusan, Pada musim panas, ketika peralihan guru, data ini masih berterusan, mereka boleh mengesannya di peringkat daerah.
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?
BG: Apa yang kami lihat tadi adalah untuk guru. Guru boleh mengesan apa yang dilakukan pelajar. Jadi, anda mendapat maklum balas guru tentang pendapat mereka?
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.
SK: Ya. Kebanyakannya pendapat guru. Kami juga sediakan data untuk pelajar agar mereka dapat melihatnya, tapi kami bekerjasama dengan guru semasa mewujudkannya. Mereka kata, "Ini bagus, tapi ... " Contohnya graf fokus, banyak guru kata, "Saya rasa banyak pelajar beralih ke sini dan situ dan tidak fokuskan pada satu topik." Jadi, kami sediakan diagram fokus. Jadi, semuanya berdasarkan guru.
BG: Is this ready for prime time? Do you think a lot of classes next school year should try this thing out?
Ia agak menarik. BG: Adakah ia telah sedia digunakan secara menyeluruh? Adakah banyak kelas patut mencubanya pada tahun depan?
SK: Yeah, it's ready. We've got a million people on the site already, so we can handle a few more.
SK: Ya. Ia telah sedia. Sudah terdapat sejuta orang dalam laman itu. Kami mampu menampung lebih banyak lagi.
(Laughter)
(Gelak ketawa)
No, no reason why it really can't happen in every classroom in America tomorrow.
Tiada sebab kenapa ia tidak berlaku di setiap kelas di Amerika esok.
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?
BG: Tentang pengajaran, jika saya tidak faham sebuah topik, dalam antara muka pengguna saya boleh mencari sukarelawan, mungkin melihat reputasi mereka, dan saya boleh aturkan masa dan berhubung dengan mereka?
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.
SK: Betul. Saya cadangkan para hadirin lakukannya. Anda boleh log masuk ke papan pemuka yang digunakan guru. Anda boleh menjadi pembimbing anak anda, anak saudara anda, sepupu anda, atau budak-budak di Kelab Lelaki dan Kelab Perempuan. Anda boleh menjadi seorang mentor, tutor serta-merta. Anda boleh menjadi seorang mentor, tutor serta-merta. Semuanya tersedia di situ.
BG: Well, it's amazing. I think you just got a glimpse of the future of education.
BG: Ia sangat mengagumkan. Anda telah melihat masa depan pendidikan.
BG: Thank you. SK: Thank you.
Terima kasih. (SK: Terima kasih.)
(Applause)
(Tepukan)