Kakva je buducnost ucenja?
What is going to be the future of learning?
Ja imam plan, ali kako bih vam objasnio kakav je plan, moram vam ispricati malu pricu, kako bih vam ga docarao.
I do have a plan, but in order for me to tell you what that plan is, I need to tell you a little story, which kind of sets the stage.
Pokusao sam pronaci koje je porijeklo danasnjeg skolovanja, odakle je poteklo? Mozemo se vratiti daleko u proslost, ali ako pogledamo danasnje skolovanje kakvo jeste, lako je shvatiti odakle je poteklo. Stvoreno je prije tristotinjak godina, od strane zadnjeg i najveceg carstva na svijetu. ["Britansko carstvo"] Zamislite pokusaj upravljanja predstavom, pokusaj upravljanja planetom, bez kompjutera, bez telefona, s podacima ispisanim rukom na papiru, koji se prenose brodovima. Viktorijanci su u tome uspjeli. Napravili su nesto cudesno. Stvorili su globalni kompjuter sacinjen od ljudi. U upotrebi je i danas. Zove se birokratska administrativna masina. Kako bi ta masina radila, potrebno je mnogo ljudi. Stvorena je nova masina za proizvodnju tih ljudi: skola. Skole proizvode ljude koji onda postaju dio birokratske administrativne masine. Ti ljudi moraju biti identicni. Moraju znati tri stvari: Moraju imati dobar rukopis zato sto se podaci ispisuju rucno; moraju znati citati; moraju znati mnoziti, djeliti, zbrajati i oduzimati u glavi. Moraju biti u toj mjeri identicni da pojedinca mozete pokupiti s Novog Zelanda i poslati ga u Kanadu gdje ce automatski biti funkcionalan. Viktorijanci su bili sjajni inzinjeri. Stvorili su sistem tako izdrzljiv da je i danas u upotrebi, konstantno proizvodeci identicne ljude za masinu koja vise ne postoji. Carstvo je nestalo, sta onda radimo s dizajnom koji proizvodi identicne ljude, i sta cemo sljedece napraviti ako cemo ga uopce i dalje koristiti?
I tried to look at where did the kind of learning we do in schools, where did it come from? And you can look far back into the past, but if you look at present-day schooling the way it is, it's quite easy to figure out where it came from. It came from about 300 years ago, and it came from the last and the biggest of the empires on this planet. ["The British Empire"] Imagine trying to run the show, trying to run the entire planet, without computers, without telephones, with data handwritten on pieces of paper, and traveling by ships. But the Victorians actually did it. What they did was amazing. They created a global computer made up of people. It's still with us today. It's called the bureaucratic administrative machine. In order to have that machine running, you need lots and lots of people. They made another machine to produce those people: the school. The schools would produce the people who would then become parts of the bureaucratic administrative machine. They must be identical to each other. They must know three things: They must have good handwriting, because the data is handwritten; they must be able to read; and they must be able to do multiplication, division, addition and subtraction in their head. They must be so identical that you could pick one up from New Zealand and ship them to Canada and he would be instantly functional. The Victorians were great engineers. They engineered a system that was so robust that it's still with us today, continuously producing identical people for a machine that no longer exists. The empire is gone, so what are we doing with that design that produces these identical people, and what are we going to do next if we ever are going to do anything else with it?
["Skole kakve poznajemo su zastarile"]
["Schools as we know them are obsolete"]
To je prilicno jak komentar. Rekao sam da su skole kakve poznajemo zastarile. Ne kazem da su pokvarene. Moderno je nazvati sistem obrazovanja pokvarenim. Nije pokvaren. Predivno je izgradjen. Samo sto nam vise ne treba. Zastario je. Kakve vrste poslova imamo danas? Pa, sluzbenici su racunala. Ima ih hiljade u svakom uredu. I imate ljude koji navode kompjutere da rade svoj sluzbenicki posao. Ti ljudi ne moraju imati lijep rukopis. Ne moraju biti sposobni za mnozenje napamet. Moraju znati citati. Zapravo, moraju znati citati pronicljivo.
So that's a pretty strong comment there. I said schools as we know them now, they're obsolete. I'm not saying they're broken. It's quite fashionable to say that the education system's broken. It's not broken. It's wonderfully constructed. It's just that we don't need it anymore. It's outdated. What are the kind of jobs that we have today? Well, the clerks are the computers. They're there in thousands in every office. And you have people who guide those computers to do their clerical jobs. Those people don't need to be able to write beautifully by hand. They don't need to be able to multiply numbers in their heads. They do need to be able to read. In fact, they need to be able to read discerningly.
To je danas, a mi ne znamo kako ce izgledati poslovi buducnosti. Znamo da ce ljudi raditi odakle god zele, kad god zele, te sta god zele da rade. Kako ce ih danasnje skolovanje pripremiti za taj svijet?
Well, that's today, but we don't even know what the jobs of the future are going to look like. We know that people will work from wherever they want, whenever they want, in whatever way they want. How is present-day schooling going to prepare them for that world?
Pa, naletio sam na sve ovo sasvim slucajno. Ucio sam ljude kako da programiraju u Nju Delhiju, prije 14 godina. Pored mog radnog mjesta bila je sirotinjska cetvrt. I mislio sam, kako li ce ta djeca ikad nauciti da programiraju? Ili ne bi ni trebali? U isto vrijeme, bilo je mnogo roditelja, bogatih ljudi, koji su imali kompjutere, i koji su mi govorili: "Znas, moj sin, mislim da je nadaren zato sto radi predivne stvari s kompjuterima. A moja kcerka -- oh, ona je sigurno nadprosjecno inteligentna." I tako dalje. Iznenada sam shvatio, kako to da bogati ljudi imaju tu nadprosjecno nadarenu djecu? (Smijeh) Sta su siromasni cinili pogresno? Napravio sam rupu u granicnom zidu siromasnog naselja do mog ureda i ubacio kompjuter unutra samo da vidim sta ce se dogoditi ako dam kompjuter djeci koja inace ne bi imala jedan, koja nisu znala engleski, koja nisu znala sta je internet.
Well, I bumped into this whole thing completely by accident. I used to teach people how to write computer programs in New Delhi, 14 years ago. And right next to where I used to work, there was a slum. And I used to think, how on Earth are those kids ever going to learn to write computer programs? Or should they not? At the same time, we also had lots of parents, rich people, who had computers, and who used to tell me, "You know, my son, I think he's gifted, because he does wonderful things with computers. And my daughter -- oh, surely she is extra-intelligent." And so on. So I suddenly figured that, how come all the rich people are having these extraordinarily gifted children? (Laughter) What did the poor do wrong? I made a hole in the boundary wall of the slum next to my office, and stuck a computer inside it just to see what would happen if I gave a computer to children who never would have one, didn't know any English, didn't know what the Internet was.
Djeca su dotrcala. Bio je postavljen na oko metar visine i oni su pitali: "Sta je ovo?"
The children came running in. It was three feet off the ground, and they said, "What is this?"
Ja sam rekao: "Da, jeste, ne znam." (Smijeh)
And I said, "Yeah, it's, I don't know." (Laughter)
Rekli su: "Zasto ste ga stavili tu?"
They said, "Why have you put it there?"
Rekao sam: "Tek tako."
I said, "Just like that."
Rekli su: "Smijemo li dirati?" Rekao sam: "Ako zelite."
And they said, "Can we touch it?"I said, "If you wish to."
I otisao sam. Oko osam sati kasnije, pronasli smo ih kako surfaju i uce jedni druge da pretrazuju. Rekao sam: "Pa ovo je nemoguce, jer -- Kako je moguce? Oni nista ne znaju."
And I went away. About eight hours later, we found them browsing and teaching each other how to browse. So I said, "Well that's impossible, because -- How is it possible? They don't know anything."
Moje kolege su rekle: "Ne, rjesenje je jednostavno. Jedan od tvojih studenata je prolazio i pokazao im kako da koriste mis."
My colleagues said, "No, it's a simple solution. One of your students must have been passing by, showed them how to use the mouse."
Rekao sam: "Da, to je moguce."
So I said, "Yeah, that's possible."
Ponovio sam eksperiment. Otisao sam 500 km van Delhija u veoma zabaceno selo gdje su sanse da tuda prodje inzinjer za razvoj softvera bile jako male. (Smijeh) Tamo sam ponovio eksperiment. Nije bilo mjesta za odsjesti pa sam ubacio kompjuter, otisao, vratio se nakon nekoliko mjeseci i pronasao djecu kako igraju igrica na njemu.
So I repeated the experiment. I went 300 miles out of Delhi into a really remote village where the chances of a passing software development engineer was very little. (Laughter) I repeated the experiment there. There was no place to stay, so I stuck my computer in, I went away, came back after a couple of months, found kids playing games on it.
Kada su me ugledali, rekli su: "Hocemo brzi procesor i bolji mis."
When they saw me, they said, "We want a faster processor and a better mouse."
(Smijeh)
(Laughter)
Rekao sam: "Kako znate sve ovo?"
So I said, "How on Earth do you know all this?"
I rekli su mi nesto jako zanimljivo. Iziritiranim glasom su mi rekli: "Dali ste nam masinu koja radi samo na engleskom, pa smo morali nauciti engleski kako bi je koristili." (Smijeh) To je bio prvi put da sam kao ucitelj cuo izraz "nauciti se" izrecen tako usputno.
And they said something very interesting to me. In an irritated voice, they said, "You've given us a machine that works only in English, so we had to teach ourselves English in order to use it." (Laughter) That's the first time, as a teacher, that I had heard the word "teach ourselves" said so casually.
Ovo je kratak pregled tih godina. Ovo je prvi dan "Rupe u zidu". Desno je osmogodisnjak. Lijevo je njegova ucenica. Njoj je sest. On je uci kako da surfa. U drugim djelovima zemlje sam ovo ponovio vise puta, i dobio upravo iste rezultate. [Film: Rupa u zidu - 1999] Osmogodisnjak govori svojoj starijoj sestri sta da radi. Konacno djevojcica objasnjava na jeziku marati sta je to i kaze: "Unutra je procesor."
Here's a short glimpse from those years. That's the first day at the Hole in the Wall. On your right is an eight-year-old. To his left is his student. She's six. And he's teaching her how to browse. Then onto other parts of the country, I repeated this over and over again, getting exactly the same results that we were. ["Hole in the wall film - 1999"] An eight-year-old telling his elder sister what to do. And finally a girl explaining in Marathi what it is, and said, "There's a processor inside."
Onda sam poceo objavljivati. Svugdje sam objavljivao. Zapisivao sam i mjerio sve te rekao: U devet mjeseci, grupa djece ostavljena sama s kompjuterom na bilo kojem jeziku ce doseci isti standard kao uredska sekretarica na Zapadu. Vidio sam kako se to dogadja opet i iznova.
So I started publishing. I published everywhere. I wrote down and measured everything, and I said, in nine months, a group of children left alone with a computer in any language will reach the same standard as an office secretary in the West. I'd seen it happen over and over and over again.
Ali zelio sam znati sta bi jos napravili ako su postigli ovoliko? Poceo sam eksperimentisati s drugim oblastima, medju kojima, na primjer, izgovor. Postoji zajednica djece u juznoj Indiji ciji je izgovor engleskog veoma los, a trebao im je dobar izgovor zbog boljeg zaposlenja. Dao sam im govor-u-tekst program na kompjuteru, i rekao: "Govorite u njega dok ne napise sta govorite." (Smijeh) Ucinili su to i pogledajte malo ovo.
But I was curious to know, what else would they do if they could do this much? I started experimenting with other subjects, among them, for example, pronunciation. There's one community of children in southern India whose English pronunciation is really bad, and they needed good pronunciation because that would improve their jobs. I gave them a speech-to-text engine in a computer, and I said, "Keep talking into it until it types what you say." (Laughter) They did that, and watch a little bit of this.
Kompjuter: Drago mi je. Dijete: Drago mi je.
Computer: Nice to meet you.Child: Nice to meet you.
Sugata Mitra: Razlog sto zavrsavam s licem ove mlade dame je taj sto je mozda mnogi poznaju. Pridruzila se pozivnom centru u Hyderabadu i mozda vas je mucila zbog racuna vasih kreditnih kartica na veoma jasnom engleskom naglasku.
Sugata Mitra: The reason I ended with the face of this young lady over there is because I suspect many of you know her. She has now joined a call center in Hyderabad and may have tortured you about your credit card bills in a very clear English accent.
Onda su ljudi rekli: Pa, koliko daleko to seze? Gdje zavrsava? Odlucio sam pobiti svoj argument apsurdnim prijedlogom. Postavio sam hipotezu, smijesnu hipotezu. Tamil je jezik u juznoj Indiji i ja sam pitao moze li dijete koje govori jezikom Tamil u selu juzne Indije nauciti biotehnologiju DNK replikacije na engleskom od kompjutera kraj ulice? Rekao sam: "Ocijenit cu ih. Dobit ce nulu. Provest cu nekoliko mjeseci, ostavit cu ih nekoliko mjeseci, vratit cu se, dobit ce jos jednu nulu. Vratit cu se nazad u laboratoriju i reci da nam trebaju ucitelji." Pronasao sam selo. Zvalo se Kalikupam, u juznoj Indiji. Postavio sam tamo kompjutere Rupe u zidu, preuzeo s interneta svakakav materijal o DNK replikaciji, vecinu kojeg nisam razumio.
So then people said, well, how far will it go? Where does it stop? I decided I would destroy my own argument by creating an absurd proposition. I made a hypothesis, a ridiculous hypothesis. Tamil is a south Indian language, and I said, can Tamil-speaking children in a south Indian village learn the biotechnology of DNA replication in English from a streetside computer? And I said, I'll measure them. They'll get a zero. I'll spend a couple of months, I'll leave it for a couple of months, I'll go back, they'll get another zero. I'll go back to the lab and say, we need teachers. I found a village. It was called Kallikuppam in southern India. I put in Hole in the Wall computers there, downloaded all kinds of stuff from the Internet about DNA replication, most of which I didn't understand.
Djeca su dotrcala govoreci: "Sta je sve ovo?"
The children came rushing, said, "What's all this?"
Pa sam rekao: "Tematizirano je i jako vazno. Ali sve je na engleskom."
So I said, "It's very topical, very important. But it's all in English."
Oni su rekli: "Kako mozemo razumjeti tako vazne engleske rijeci te dijagrame i kemiju?"
So they said, "How can we understand such big English words and diagrams and chemistry?"
Do tada sam razvio novu pedagosku metodu, pa sam je primjenio. Rekao sam: "Nemam blage veze." (Smijeh) "Kako god, ja odlazim." (Smijeh)
So by now, I had developed a new pedagogical method, so I applied that. I said, "I haven't the foggiest idea." (Laughter) "And anyway, I am going away." (Laughter)
Ostavio sam ih nekoliko mjeseci. Dobili su nulu. Dao sam im test. Vratio sam se za dva mjeseca, djeca su dosla i rekla: "Nista nismo razumjeli."
So I left them for a couple of months. They'd got a zero. I gave them a test. I came back after two months and the children trooped in and said, "We've understood nothing."
Rekao sam: "Pa, sta sam ocekivao?" Rekoh: "Dobro, ali koliko dugo vam je trebalo prije nego ste odlucili da nista ne razumijete?"
So I said, "Well, what did I expect?" So I said, "Okay, but how long did it take you before you decided that you can't understand anything?"
Rekli su: "Nismo odustali. Gledali smo u njih svaki dan."
So they said, "We haven't given up. We look at it every single day."
Rekoh: "Sta? Ne razumijete ove ekrane pa ste svejedno buljili u njih mjesecima? Zasto?"
So I said, "What? You don't understand these screens and you keep staring at it for two months? What for?"
Onda je djevojcica koju upravo vidite podignula ruku i rekla mi na slabom tamilskom i engleskom: "Pa, osim cinjenice da nepravilna replikacija DNK molekula uzrokuje bolesti, nista drugo nismo razumjeli."
So a little girl who you see just now, she raised her hand, and she says to me in broken Tamil and English, she said, "Well, apart from the fact that improper replication of the DNA molecule causes disease, we haven't understood anything else."
(Smijeh) (Aplauz)
(Laughter) (Applause)
Onda sam ih testirao. Dobio sam obrazovnu nemogucnost, od nula do trideset posto u dva mjeseca na tropskoj vrucini s kompjuterim pod drvetom na jeziku koji nisu znali, radili su nesto sto je dekadu ispred njihovog vremena. Apsurd. Ali morao sam slijediti viktorijansku normu. Trideset posto je neuspjeh. Kako da ucinim da poloze? Trebalo im je jos dvadeset posto. Nisam mogao pronaci ucitelja. Prvo sam pronasao njihovu prijateljicu, djevojku od 22 godine koja je bila racunovodja i koja se igrala s njima sve vrijeme.
So I tested them. I got an educational impossibility, zero to 30 percent in two months in the tropical heat with a computer under the tree in a language they didn't know doing something that's a decade ahead of their time. Absurd. But I had to follow the Victorian norm. Thirty percent is a fail. How do I get them to pass? I have to get them 20 more marks. I couldn't find a teacher. What I did find was a friend that they had, a 22-year-old girl who was an accountant and she played with them all the time.
Pitao sam je moze li mi pomoci.
So I asked this girl, "Can you help them?"
Rekla je: "Apsolutno ne. Nisam imala nauku u skoli. Nemam pojma sta su radili pod tim drvetom cijeli dan. Ne mogu vam pomoci."
So she says, "Absolutely not. I didn't have science in school. I have no idea what they're doing under that tree all day long. I can't help you."
Rekoh: "Evo kako cemo. Koristi metodu 'bake'."
I said, "I'll tell you what. Use the method of the grandmother."
Ona me pitala sta je to.
So she says, "What's that?"
Rekao sam: "Stani iza njih. Kad god nesto naprave, ti samo reci: 'Wow, mislim, kako ste to uradili? Koja je sljedeca stranica? Oh, kad sam ja bila vasih godina, nisam znala to raditi.' Znas vec sta rade bake."
I said, "Stand behind them. Whenever they do anything, you just say, 'Well, wow, I mean, how did you do that? What's the next page? Gosh, when I was your age, I could have never done that.' You know what grannies do."
To je radila naredna dva mjeseca. Rezultati su skocili na pedeset posto. Kalikupam je sustigao moju kontrolnu skolu u Nju Delhiju, bogatu privatnu skolu s treniranim uciteljima biotehnologije. Kada sam vidio grafikon znao sam da postoji nacin da se teren izravna.
So she did that for two more months. The scores jumped to 50 percent. Kallikuppam had caught up with my control school in New Delhi, a rich private school with a trained biotechnology teacher. When I saw that graph I knew there is a way to level the playing field.
Evo Kalikupam.
Here's Kallikuppam.
(Djeca govore) Neuroni ... komunikacija.
(Children speaking) Neurons ... communication.
Pogrijesio sam ugao snimanja. To su amaterske stvari, ali ono sto je govorila, kao sto ste mogli razumjeti, je bilo o neuronima, drzeci ruke ovako, i govorila je da neuroni komuniciraju. S 12 godina.
I got the camera angle wrong. That one is just amateur stuff, but what she was saying, as you could make out, was about neurons, with her hands were like that, and she was saying neurons communicate. At 12.
Dakle kakvi ce biti poslovi? Znamo kakvi su danas. Kakvo ce biti ucenje? Znamo kakvo je danas, djeca su sve vise na mobilnim telefonima i nevoljko odlaze u skolu gdje jos uvijek koriste knjige.
So what are jobs going to be like? Well, we know what they're like today. What's learning going to be like? We know what it's like today, children pouring over with their mobile phones on the one hand and then reluctantly going to school to pick up their books with their other hand.
Kako ce biti sutra? Da li je moguce da uopce necemo morati ici u skolu? Da li je moguce da u trenutku kad je potrebno da znate nesto, mozete to saznati u dvije minute? Da li je moguce -- uzasavajuce pitanje, pitanje koje mi je zaokruzio Nicholas Negroponte -- da li je moguce da se krecemo ka buducnosti u kojoj je znanje prevaziđeno? Ali to je uzasno. Mi smo homo sapiensi. Znanje, to je ono po cemu se razlikujemo od majmuna. Ali gledajte to ovako. Prirodi je trebalo 100 miliona godina da uspravi majmuna koji ce postati Homo sapiens. A nama 10,000 da znanje ucinimo zastarjelim. Kakvo dostignuce. To moramo integrirati u nasu buducnost.
What will it be tomorrow? Could it be that we don't need to go to school at all? Could it be that, at the point in time when you need to know something, you can find out in two minutes? Could it be -- a devastating question, a question that was framed for me by Nicholas Negroponte -- could it be that we are heading towards or maybe in a future where knowing is obsolete? But that's terrible. We are homo sapiens. Knowing, that's what distinguishes us from the apes. But look at it this way. It took nature 100 million years to make the ape stand up and become Homo sapiens. It took us only 10,000 to make knowing obsolete. What an achievement that is. But we have to integrate that into our own future.
Cini se da je kljuc u podsticanju. Ako pogledate Kupam i ako pogledate sve eksperimente koje sam izveo, to jednostavno govori "wow, pozdrav ucenju".
Encouragement seems to be the key. If you look at Kuppam, if you look at all of the experiments that I did, it was simply saying, "Wow," saluting learning.
Postoji dokaz u neurologiji. Reptilski dio naseg mozga, koji se nalazi u samom centru, gasi sve ostalo kada je ugrozen, gasi prefrontalni corteks, dijelove koji su zaduzeni za ucenje, sve to ugasi. Kaznu i ispitivanje vidi kao prijetnje. Mi svoju djecu primoravamo da iskljucuju svoj mozak, a onda kazemo: "Uradi." Zasto su stvorili takav sistem? Zato sto je bio potreban. Bilo je doba u vrijeme carstava kada su vam trebali ljudi koji mogu prezivjeti pod prijetnjom. Kada se nadjete sasvim sami u rovu, ako prezivite, dobro ste, prosli ste. Ako ne prezivite, pali ste. Ali vrijeme carstava je proslo. Sta se desava s kreativnosti u nase vrijeme? Trebamo vratiti ravnotezu s prijetnje na uzitak.
There is evidence from neuroscience. The reptilian part of our brain, which sits in the center of our brain, when it's threatened, it shuts down everything else, it shuts down the prefrontal cortex, the parts which learn, it shuts all of that down. Punishment and examinations are seen as threats. We take our children, we make them shut their brains down, and then we say, "Perform." Why did they create a system like that? Because it was needed. There was an age in the Age of Empires when you needed those people who can survive under threat. When you're standing in a trench all alone, if you could have survived, you're okay, you've passed. If you didn't, you failed. But the Age of Empires is gone. What happens to creativity in our age? We need to shift that balance back from threat to pleasure.
Vratio sam se u Englesku trazeci britanske bake. Dao sam oglas u kojem je pisalo: "Ako ste britanska baka, ako imate broadband i web kameru, mozete li mi sedmicno ustupiti sat svog vremena besplatno? Javilo ih se 200 u prva dva tjedna. Poznajem vise britanskih baka nego itko u svemiru. (Smijeh) Zovu se "Granny Cloud". "Granny Cloud" se nalazi na internetu. Ako je dijete u nevolji, zovemo bakicu. Ona odlazi na Skype i rjesava stvar. Vidimo sam kako se to radi u selu zvanom Digles u sjeverozapadnoj Engleskoj i duboko u selima Tamil Nadua, Indija, udaljenim 3,ooo km. Ona to cini jednim obicnim gestom: "Ššššš." OK?
I came back to England looking for British grandmothers. I put out notices in papers saying, if you are a British grandmother, if you have broadband and a web camera, can you give me one hour of your time per week for free? I got 200 in the first two weeks. I know more British grandmothers than anyone in the universe. (Laughter) They're called the Granny Cloud. The Granny Cloud sits on the Internet. If there's a child in trouble, we beam a Gran. She goes on over Skype and she sorts things out. I've seen them do it from a village called Diggles in northwestern England, deep inside a village in Tamil Nadu, India, 6,000 miles away. She does it with only one age-old gesture. "Shhh." Okay?
Gledajte ovo.
Watch this.
Baka: Ne mozes me uhvatiti. Ponovite. Ne mozes me uhvatiti.
Grandmother: You can't catch me. You say it. You can't catch me.
Djeca: Ne mozes me uhvatiti.
Children: You can't catch me.
Baka: Ja sam 'Gingerbread Man'. Djeca: Ja sam 'Gingerbread Man'.
Grandmother: I'm the Gingerbread Man.Children: I'm the Gingerbread Man.
Baka: Svaka cast! Veoma dobro.
Grandmother: Well done! Very good.
Sta se ovdje desava? Ono sto trebamo uvidjeti, trebamo uvidjeti da je ucenje proizvod obrazovne samoorganizacije. Ako dozvolite edukacijskom procesu da se samoorganizuje, radja se ucenje. Ne trebamo ciniti ucenje mogucim. Trebamo mu dozvoliti da se desi. Uciteljica pokrece proces, a onda zadivljena posmatra kako se ucenje desava. Mislim da sve na to ukazuje.
SM: So what's happening here? I think what we need to look at is we need to look at learning as the product of educational self-organization. If you allow the educational process to self-organize, then learning emerges. It's not about making learning happen. It's about letting it happen. The teacher sets the process in motion and then she stands back in awe and watches as learning happens. I think that's what all this is pointing at.
Ali kako cemo znati? Kako cemo doci do spoznaje? Planirao sam izgraditi ova samoorganizirana okruzenja za ucenje. To je zapravo broadband, suradnja i podsticanje zajedno. Probao sam ovo u jako mnogo skola.
But how will we know? How will we come to know? Well, I intend to build these Self-Organized Learning Environments. They are basically broadband, collaboration and encouragement put together. I've tried this in many, many schools.
Isprobano je svuda u svijetu i ucitelji pitaju: "Desava se samo od sebe?"
It's been tried all over the world, and teachers sort of stand back and say, "It just happens by itself?"
Kazem im: "Da, desava se samo. Kako ste znali?"
And I said, "Yeah, it happens by itself.""How did you know that?"
"Necete vjerovati koja su mi djeca rekla i odakle su."
I said, "You won't believe the children who told me and where they're from."
Ovo je SOLE (samoorganizirana okruzenja za ucenje) u akciji.
Here's a SOLE in action.
(Djeca razgovaraju)
(Children talking)
Ovo je u Engleskoj. On odrzava zakon i red jer sjetite se, ucitelja nema.
This one is in England. He maintains law and order, because remember, there's no teacher around.
Djevojcica: Broj elektrona nije jednak broju protona -- SM: Australia Djevojcica: -- daje mu pozitivan ili negativan elektricni naboj. Ukupan naboj na jonu jednak je broju protona u jonu minus broj elektrona.
Girl: The total number of electrons is not equal to the total number of protons -- SM: Australia Girl: -- giving it a net positive or negative electrical charge. The net charge on an ion is equal to the number of protons in the ion minus the number of electrons.
SM: Dekadu prije svog vremena.
SM: A decade ahead of her time.
Dakle, mislim da nam treba curriculum velikih pitanja. Vec se culi za to. Znate sta to znaci. Nekad davno, kada su pecinski ljudi sjedili i gledali u nebo te govorili: "Kakva su treperava svjetla?" Izgradili su prvi curriculum ali mi smo zanemarili ta cudesna pitanja. Sveli smo to na tangent ugla. Ali to nije dovoljno sexy. To bi devetogodisnjaku ovako objasnili: "Ako meteor juri prema Zemlji, kako ces dokuciti hoce li udariti ili ne?" I ako kaze: "Sta? Kako?" ti reci: "Postoji magicna rijec. Zove se tangent ugla." i ostavi ga samog. Sam ce shvatiti.
So SOLEs, I think we need a curriculum of big questions. You already heard about that. You know what that means. There was a time when Stone Age men and women used to sit and look up at the sky and say, "What are those twinkling lights?" They built the first curriculum, but we've lost sight of those wondrous questions. We've brought it down to the tangent of an angle. But that's not sexy enough. The way you would put it to a nine-year-old is to say, "If a meteorite was coming to hit the Earth, how would you figure out if it was going to or not?" And if he says, "Well, what? how?" you say, "There's a magic word. It's called the tangent of an angle," and leave him alone. He'll figure it out.
Evo nekoliko slika iz SOLE-a. Postavljao sam nevjerovatna, nevjerovatna pitanja -- "Kada je nastao svijet? Kako ce zavrsiti?" -- devetogodisnjacima. Ovo je o tome sta se desava zraku koji disemo. Ovo su napravila djeca bez ikakve pomoci ucitelja. Ucitelj samo postavlja pitanja, a onda se odmakne i divi se odgovorima.
So here are a couple of images from SOLEs. I've tried incredible, incredible questions -- "When did the world begin? How will it end?" — to nine-year-olds. This one is about what happens to the air we breathe. This is done by children without the help of any teacher. The teacher only raises the question, and then stands back and admires the answer.
Dakle, koja je moja zelja? Moja zelja je da dizajniramo buducnost ucenja. Ne zelimo biti rezervni dijelovi za veliki ljudski kompjuter, zar ne? Zato moramo dizajnirati buducnost za ucenje. I moram -- trenutak, moram ovo pravilno izgovoriti, jer je, znate, jako vazno. Moja zelja je da pomognem buducnosti ucenja podrzavajuci djecu diljem svijeta da dotaknu svoje cudo i sposobnost da rade zajedno. Pomozite mi da sagradim ovu skolu. Zvat ce se "School in the Cloud" (Skola u oblaku). Bit ce to skola gdje djeca dozive intelektualne avanture vodjena velikim pitanjima koja njihovi medijatori postavljaju. Nacin na koji ovo zelim napraviti je gradnja ustanove gdje ovo mogu proucavati. To je prakticno ustanova koja je obezljudjena. Tu je samo jeda baka koja se brine za zdravlje i sigurnost. Ostatak je sa clouda (oblaka). Svjetla pali i gasi cloud. itd., itd., sve cini cloud.
So what's my wish? My wish is that we design the future of learning. We don't want to be spare parts for a great human computer, do we? So we need to design a future for learning. And I've got to -- hang on, I've got to get this wording exactly right, because, you know, it's very important. My wish is to help design a future of learning by supporting children all over the world to tap into their wonder and their ability to work together. Help me build this school. It will be called the School in the Cloud. It will be a school where children go on these intellectual adventures driven by the big questions which their mediators put in. The way I want to do this is to build a facility where I can study this. It's a facility which is practically unmanned. There's only one granny who manages health and safety. The rest of it's from the cloud. The lights are turned on and off by the cloud, etc., etc., everything's done from the cloud.
Potrebni ste mi za drugu svrhu. Mozete kreirati samoodrziva okruzenja za ucenje u kuci, u skoli, van skole, u klubovima. To je lako. Postoji sjajan dokument koji je producirao TED koji objasnjava kako se to radi. Ako zelite, molim vas uradite to diljem svih pet kontinenata i posaljite mi podatke, onda cu ih sve spojiti, premjestiti u School of Clouds, i stvoriti buducnost ucenja. To je moja zelja.
But I want you for another purpose. You can do Self-Organized Learning Environments at home, in the school, outside of school, in clubs. It's very easy to do. There's a great document produced by TED which tells you how to do it. If you would please, please do it across all five continents and send me the data, then I'll put it all together, move it into the School of Clouds, and create the future of learning. That's my wish.
I jos jedna stvar. Vodim vas na vrh Himalaja. Na oko 3,500 metara, gdje je zrak rijedak i tamo sam postavio kompjuter Rupe u zidu, i djeca su se skupljala tamo. Bila je tu jedna djevojcica koja me slijedila okolo.
And just one last thing. I'll take you to the top of the Himalayas. At 12,000 feet, where the air is thin, I once built two Hole in the Wall computers, and the children flocked there. And there was this little girl who was following me around.
Rekao sam joj: "Znas, zelim dati kompjuter svima, svakom djetetu. Ne znam sta treba da radim." I tiho sam pokusao da je fotografisem.
And I said to her, "You know, I want to give a computer to everybody, every child. I don't know, what should I do?" And I was trying to take a picture of her quietly.
Iznenada je ovako podigla ruku i rekla mi: "Sprovedi to."
She suddenly raised her hand like this, and said to me, "Get on with it."
(Smijeh) (Aplauz)
(Laughter) (Applause)
Mislim da je to bio dobar savjet. Slijedit cu njen savjet. Prestat cu pricati. Hvala. Puno vam hvala. (Aplauz) Hvala. Hvala. (Aplauz) Hvala vam jako puno. Wow. (Aplauz)
I think it was good advice. I'll follow her advice. I'll stop talking. Thank you. Thank you very much. (Applause) Thank you. Thank you. (Applause) Thank you very much. Wow. (Applause)