What is going to be the future of learning?
Cila do te jete e ardhmja e te mesuarit?
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.
Une e kam nje plan, por ne menyre qe t'jua them, me duhet t'ju tregoj nje histori te vogel, e cila jep pak a shume idene se per cfare behet fjale.
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?
U perpoqa te kuptoj, nga vjen menyra e te mesuarit neper shkolla, nga e ka prejardhjen. Dhe mund te shikosh shume larg ne te shkuaren, por nese shikon te mesuarin ne ditet e sotme, eshte mjaft e thjeshte te kuptosh se nga vjen. Erdhi nga periudha e 300 viteve me pare, dhe nga e fundit dhe me e madhja e perandorive ne kete planet. [Perandoria Britanike] Imagjinoni te drejtoni shfaqjen, ose gjithe planetin, pa kompjutera, pa telefona, me te dhena te shkruara ne copa letrash, dhe te udhetoni me anije. Por Viktorianet ne fakt e kane bere. Ajo cka bene ishte e mrekullueshme. Ato krijuan nje kompjuter global te perbere nga njerez. Eshte akoma i pranishem edhe sot. Quhet makineria administrative burokratike. Ne menyre qe kjo makineri te punoje, duhen shume njerez. Ata bene nje tjeter makineri per te prodhuar keta njerez: shkollen. Shkollat do te krijonin njerezit te cilet me pas do te beheshin pjese te makinerise administrative burokratike. Ata duhet te jene njesoj me njera-tjetrein. Ata duhet te dine 3 gjera: Bukurshkrim, sepse te dhenat shkruhen me dore; duhet te jene te afte te lexojne; dhe duhet te jene te afte te kryejne shumezim, pjesetim, mbledhje dhe zbritje me mend. Duhet te jene aq identike sa te marresh njerin nga Zelanda e Re dhe ta cosh ne Kanada dhe ai do te funksionoje menjehere. Viktorianet ishin inxhiniere te medhenj. Ata krijuan nje sistem qe ishte aq i fuqishem sa eshte ende i pranishem edhe sot, duke prodhuar vazhdimisht njerez identike per nje makineri qe nuk ekziston me. Perandoria nuk eshte me, keshtu qe cfare do te bejme ne me ate dizajn qe prodhon keta njerez identike, dhe cfare do te bejme me pas nese do ta perdorim ndonjehere per dicka tjeter?
["Schools as we know them are obsolete"]
["Shkollat qe njohim ne jane te vjeteruara."]
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.
Pra ky eshte nje koment mjaft i forte. Thashe se shkollat qe ne njohim tani, jane te vjeteruara. Nuk po them se jane te prishura. Eshte shume ne mode te thuash se sistemi edukativ eshte prishur. Nuk eshte i prishur. Eshte i konstruktuar mrekullisht. Vetem se nuk na duhet me. Eshte i vjeteruar. Cilat jane llojet e puneve qe kemi sot? Epo, nepunesit jane kompjuterat. Gjenden me mijera ne cdo zyre. Dhe kemi njerez te cilet udhezojne ata kompjutera te bejne punet e zyrave te tyre. Ata njerez nuk kane nevoje te kene nje shkrim te bukur. Nuk kane nevoje te jene te afte te shumezojne numra me mend. Kane nevoje te jene te afte te lexojne. Ne fakt, kane nevoje te jene te afte te lexojne me mprehtesi.
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?
Epo, kjo eshte tani per tani, por ne nuk e dime se si do te jene punet e te ardhmes. Dime se njerezit do te punojne kudo qe te duan, kurdo qe te duan, ne cilen menyre te duan. Si do t'i pergatise shkolla e tanishme per ate bote?
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.
Epo, une u ndesha me kete gje krejt rastesisht. Dikur u mesoja njerezve si te perdornin programe kompjuterash ne New Delhi, para 14 vjetesh. Dhe ngjitur me vendin ku une punoja, ishte nje lagje e varfer. Dhe une mendoja,"Si dreqin do te mesojne ndonjehere ata femije te perdorin programe kompjuterash? Apo nuk duhet te mesojne?" Ne te njejten kohe, ne kishim shume prinder, njerez te pasur, te cilet kishin kompjutera, dhe te cilet me thonin,"E dini, im bir, mendoj se ka dhunti, sepse ben gjera te mrekullueshme me kompjuterat. Dhe vajza ime--oh, patjeter eshte super-inteligjente." Dhe keshtu vazhdimisht. Keshtu qe papritur mendova se, si ka mundesi qe te gjithe njerezit e pasur kane keta femije jashtezakonisht te talentuar? (Te qeshura) Ku gabuan te varferit? Bera nje vrime ne murin ndares te lagjes se varfer ngjitur me zyren time, dhe futa nje kompjuter brenda saj vetem per te pare se cfare do te ndodhte nese do t'i jepja nje kompjuter femijeve qe nuk do ta kishin nje kurre, te cilet nuk dinin Anglisht, nuk dinin c'ishte interneti.
The children came running in. It was three feet off the ground, and they said, "What is this?"
Femijet erdhen me vrap. Ishte tre kembe mbi token, dhe ata thane,"Cfare eshte kjo?"
And I said, "Yeah, it's, I don't know." (Laughter)
Dhe une u thashe."Eshte..nuk e di." (Te qeshura)
They said, "Why have you put it there?"
Ata thane,"Pse e vendose aty?"
I said, "Just like that."
Une u thashe,"Ashtu kot."
And they said, "Can we touch it?"I said, "If you wish to."
Dhe ata thane,"A mund ta prekim?"Une u thashe,"Nese deshironi."
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."
Dhe u largova. Pas rreth 8 oresh, I gjetem duke eksploruar dhe duke i mesuar njeri tjetrit si te eksploronin. Keshtu qe une thashe,"Epo kjo eshte e pamundur, sepse-- Si eshte e mundur? Ata s'dine asgje."
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."
Koleget e mi thane,"Jo,ka nje zgjidhje te thjeshte. Nje nga studentet e tu duhet te kete kaluar aty pari, dhe i ka treguar si te perdorin mouse-in.'
So I said, "Yeah, that's possible."
Keshtu qe i thashe,"Po, ka mundesi."
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.
Keshtu perserita eksperimentin. Shkova 300 milje larg Delhi-t ne nje fshat vertet te vecuar ku shancet qe nje inxhinier kompjuterash te kalonte aty pari ishin shume te vogla.(Te qeshura) E perserita eksperimentin atje. Nuk kishte ndonje vend ku te qendroje, keshtu qe e vendosa kompjuterin u largova, u ktheva pas dy muajsh, gjeta femijet duke luajtur lojra ne te.
When they saw me, they said, "We want a faster processor and a better mouse."
Kur me pane, thane, "Duam nje procesor me te shpejte dhe nje mouse me te mire."
(Laughter)
(Te qeshura)
So I said, "How on Earth do you know all this?"
Keshtu thashe."Si dreqin i dini te gjitha keto?"
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.
Dhe ata thane dicka qe mu duk mjaft interesante. Me nje ze te irrituar,thane, "Na keni dhene nej kompjuter qe punon vetem ne Anglisht, keshtu qe na u desh te mesonim vete Anglisht qe ta perdornim. (Te qeshura) Ajo ishte hera e pare, si mesues, qe degjoja fjalen "mesojme vete" te thene aq natyrshem.
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."
Ja ku eshte nje shfaqje e shkurter nga ata vite. Ajo eshte dita e pare tek Vrima ne Mur. Ne te djathten tuaj eshte nje 8-vjecar. Ne te majten e tij eshte nxenesja e tij, 6 vjecare. Dhe ai po i meson asaj si te perdore kompjuterin. Me pas ne pjese te tjera te vendit, e perserita kete, prape e prape, duke marre te njejtat rezultate. ["Vrime ne Mur-1999"] Nje tjeter 8-vjecar duke i treguar motres se madhe cfare te beje. Dhe me ne fund nje vajze duke shpjeguar ne Marathi se cfare eshte, dhe tha, "Ka nje procesor brenda."
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.
Keshtu qe fillova te publikoj. Publikova kudo. Mbajta shenime dhe llogarita gjithcka, dhe thashe, ne 9 muaj, nje grup femijesh te lene vetem me nje kompjuter ne cfaredo gjuhe do te arrijne te njejtat standarte me nje sekretare zyre ne Perendim. E kisha pare te ndodhte vazhdimisht.
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.
Por isha kurioz te dija, cfare do te benin tjeter nese mund te benin kaq shume? Fillova te eksperimentoja ne fusha te tjera, nder te cilat, per shembull, shqiptimi. Eshte nje komunitet femijesh ne Indine jugore qe e shqiptojne shume keq anglishten, e i duhej shqiptim i mire sepse do t'i ndihmonte ne punet e tyre. U dhashe nje program "speech to text" ne nje kompjuter, dhe u thashe,"Vazhdoni t'i flisni derisa programi te shkruaje ate qe thoni ju." (Te qeshura) E bene kete, dhe shikoni pak.
Computer: Nice to meet you.Child: Nice to meet you.
Kompjuteri: Kenaqesi te njihem me ty. Femija: Kenaqesi te njihem me ty.
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.
Sugatra Mitra: Arsyeja pse perfundova me fytyren e kesaj zonjushe te re aty eshte se dyshoj qe shume prej jush e njohin. Tani ajo i eshte bashkuar nje qendre telefonatash ne Hyderabad dhe mund t'ju kete torturuar per faturat e kartes tuaj te kreditit ne nje theks Anglez shume te qarte.
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.
Keshtu qe me pas njerezit thane, epo, edhe sa do te vazhdoje? Kur ndalon? Vendosa se do te shkaterroja argumentin tim duke krijuar nje sugjerim absurd. Krijova nje hipoteze, nje hipoteze qesharake. Tamil eshte nje gjuhe jugore Indiane dhe thashe, a munden femijet qe flasin Tamil ne nje fshat ne jug te Indise te mesojne bioteknologjine e kopjimit te ADN-se, ne anglisht nga nje kompjuter i vendosur ne ane te rruges? Dhe thashe,"Do t'i llogaris. Do te marrin nje 0. Do te harxhoj nja dy muaj, do ta le per dy muaj, do te rikthehem, dhe do te marrin nje 0 tjeter. Do te kthehem ne laborator dhe do te them, na duhen mesues. Gjeta nje fshat. Quhej Kallikuppam ne jug te Indise. Vendosa kompjuterat e Vrimes ne Mur atje, shkarkova te gjitha llojet e gjerave ne lidhje me kopjimin e ADN'se, shumicen e te cilave nuk i kuptoja.
The children came rushing, said, "What's all this?"
Femijet erdhen me nxitim,thane,"C'eshte e gjitha kjo?"
So I said, "It's very topical, very important. But it's all in English."
U thashe,"Eshte shume aktuale, shume e rendesishme. Por eshte e gjitha ne Anglisht.
So they said, "How can we understand such big English words and diagrams and chemistry?"
Ata thane,"Si mund te kuptojme fjale aq te medha ne Anglisht dhe diagrame dhe kimi?"
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)
Deri tani, kisha zhvilluar nje metode te re pedagogjike, te cilen e aplikova. U thashe, "Nuk kam as idene me te vogel." (Te qeshura) "Dhe gjithsesi, do te largohem." (Te qeshura)
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."
Keshtu i lashe per dy muaj. Kishin marre zero pike. I bera nje test. U ktheva pas dy muajsh dhe femijesh me rrethuan dhe thane,"Ne nuk kuptuam asgje."
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?"
Thashe,"Cfare prisja?" Keshtu u thashe,"Ok,por sa kohe ju desh per te vendosur se nuk mund te kuptoni asgje?"
So they said, "We haven't given up. We look at it every single day."
Ata thane,"Nuk kemi hequr dore. E shikojme cdo dite."
So I said, "What? You don't understand these screens and you keep staring at it for two months? What for?"
Dhe une thashe,"Cfare? Nuk i kuptoni keto faqe dhe vazhdoni t'ia ngulni syte per dy muaj? Per cfare?"
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."
Keshtu nje vajze e vogel te cilen e shikoni tani, ngriti doren,dhe me tha me nje gjuhe Tamil dhe nje Anglishte cope-cope, "Epo, pervec faktit se kopjimi i pavend i ADN-se shkakton semundje, nuk kemi kuptuar asgje tjeter."
(Laughter) (Applause)
(Te qeshura) (Duartrokitje)
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.
Keshtu i bera nje provim. Mora nje pamundesi edukative, 0 deri ne 30 perqind ne dy muaj ne mes te vapes tropikale me nje kompjuter nen peme ne nje gjuhe qe nuk e dinin duke bere dicka e cila eshte nje dekade perpara tyre. Absurde. Por duhet te ndiqja standartet Viktoriane. 30 perqindeshi do te thote se ngelnin ne provim. Si t'i beja te kalonin? Duhet t'u jepja 20 pike te tjera. Nuk mund te gjeja mesues. Ajo qe gjeta ishte nje shoqe e tyre, nje vajze 22-vjecare qe ishte llogaritare dhe luante me ta gjate gjithe kohen.
So I asked this girl, "Can you help them?"
Keshtu qe e pyeta vajzen, "A mund t'i ndihmosh?'
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."
Dhe ajo tha, "Absolutisht jo. Nuk kam bere shkence ne shkolle. Nuk ia kam idene se c'bejne nen ate peme gjate gjithe dites. Nuk mund t'ju ndihmoj."
I said, "I'll tell you what. Use the method of the grandmother."
I thashe,"Te te them dicka. Perdor metoden e gjyshes."
So she says, "What's that?"
Ajo tha, "Cfare eshte kjo?"
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."
Une i thashe,"Qendro mbrapa tyre. Kurdo here qe ata bejne dicka, thjesht thuaj, 'Uau, dua te them, si e bere kete? Cila eshte faqja tjeter? O zot, kur isha ne moshen tende, nuk do kisha mundur kurre ta beja kete.' Ti e di cfare bejne gjyshet."
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.
Dhe keshtu beri ajo per dy muaj te tjere. Piket u rriten ne 50 perqind. Kallikuppam kishte arritur rezultatet e shkolles ku punoja une ne New Delhi, nje shkolle e pasur private me nje mesues te kualifikuar te bioteknologjise. Kur pashe ate grafik e dija se kishte nje menyre per te rrafshuar fushen e lojes.
Here's Kallikuppam.
Ja ku eshte Kallikuppam.
(Children speaking) Neurons ... communication.
(Femijet duke folur) Neurone...komunikim.
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.
E kam kendin e xhirimit gabim. Eshte thjeshte dicka fillestaresh, por ajo qe po thoshte, me c'mund te kuptoni, kishte lidhje me neuronet, me duart e saj ne ate menyre, dhe po thoshte se neuronet komunikojne. Ne moshen 12 vjecare.
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.
Pra si do te jene punet? Epo, ne e dime si jane tani. Si do te jete te mesuarit? E dime si eshte tani, femijet me telefonin gjate gjithe kohes ne njeren dore dhe me pas duke shkuar ne shkolle me gjysme zemre, per te mbajtur nje liber ne doren tjeter.
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.
Si do te jete e nesermja? Mund te ndodhe qe ne te mos kemi nevoje fare per te shkuar ne shkolle? Mund te ndodhe qe, ne nje fare pike kur te kesh nevoje te dish dicka, do ta zbulosh brenda dy minutave? Mund te ndodhe--nje pyetje shkaterruese, e cila ishte pershtatur per mua nga Nicholas Negroponte-- mund te ndodhe qe ne po shkojme drejt nje te ardhme ku te dish eshte e dale mode? Por kjo eshte e tmerrshme. Ne jemi homo sapiens. Te dime, eshte ajo qe na dallon nga majmunet. Por shikojeni ne kete menyre. Natyres iu deshen 100 milion vjet ta bente majmunin te cohej ne kembe e te shnderrohej ne homo sapiens. Ne na u deshen vetem 10,000 ta benim diturine te dale mode. Cfare arritjeje. Por duhet ta integrojme ate ne te ardhmen tone.
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.
Inkurajimi duket se eshte celesi. Nese shikoni Kuppam, nese shikoni eksperimente te tjera qe une bera, ishte thjesht, "uau," duke pershendetur te mesuarin.
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.
Ka prova nga neuroshkenca. Pjesa zvarranikese e trurit tone, e cila ndodhet ne mes te tij, kur eshte e kercenuar, mbyll cdo gje tjeter, mbyll korteksin paraballor, pjeset qe mesojne, i mbyll te gjitha. Denimet dhe ekzaminimet shikohen si kercenime. Ne marrim femijet tane, i bejme te mbyllin trurin, dhe u themi,"Performoni." Pse e krijuan nje sistem te tille? Sepse ishte i nevojshem. Ishte nje kohe ne Koherat e Perandorive kur te duhenin njerez te cilet mund te mbijetonin ne kercenim. Kur je duke qendruar ne nje kanal i vetem, nese do te kishe mbijetuar, je ne rregull, kalove. Nese jo, deshtove. Por Koha e Perandorive mbaroi. Cfare i ndodh kreativitetit ne moshen tone? Duhet ta ndryshojme ate balance nga kercenim ne kenaqesi.
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?
U ktheva ne Angli duke kerkuar per gjyshe Britanike. Vendosa lajmerime dhe fletushka qe thonin, nese je nje gjyshe Britanike, nese ke nje modem dhe nje kamera, mund te me japesh nje ore ne jave nga koha jote, falas? Mora 200 ne dy javet e para. Njoh me shume gjyshe Britanike se ndonje tjeter ne univers.( Te qeshura) Ato quhen "The Granny Cloud" "The Granny Cloud" vendoset para internetit. Nese nje femije ndodhet ne telashe, ne dergojme nje gjyshe. Ajo hyn ne Skype dhe i zgjidh gjerat. I kam pare ta bejne nga nje fshat i quajtur Diggles ne veriperendim te Anglise, thelle brenda nje fshati ne Tamil Nadu, Indi. 6,000 milje larg. E ben me nje gjest te vetem prej nje-vjecari. "Shhh." Ne rregull?
Watch this.
Shiko kete.
Grandmother: You can't catch me. You say it. You can't catch me.
Gjyshja:Nuk mund te me kapesh. Thuaje. Nuk mund te me kapesh.
Children: You can't catch me.
Femija: Nuk mund te me kapesh.
Grandmother: I'm the Gingerbread Man.Children: I'm the Gingerbread Man.
Gjyshja:Une jam njeriu Gingerbread. Femija:Une jam njeriu Gingerbread.
Grandmother: Well done! Very good.
Gjyshja:Bravo! Shume mire.
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.
SM:Pra cfare po ndodh ketu? mendoj se ajo ku duhet te perqendrohemi eshte duhet ta shikojme te mesuarit si prodhim i edukimit te vete-organizuar. Nese e lejon procesin e te mesuarit te vete-organizohet, atehere te mesuarit shfaqet. Nuk behet fjale per te qene i detyruar te mesosh. Behet fjale per ta lejuar veten te mesoje. Mesuesja ve procesin ne levizje dhe me pas zmbrapset ne frike te perzier me nderim dhe shikon ndersa te mesuarit ndodh. Mendoj se ketu perqendrohet e gjithe kjo.
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.
Por si do ta dime? Si do te arrijme ta dime? Epo, une synoj te ndertoj keto Ambjente te te Mesuarit te Vete-Organizuar. Jane ne parim modem, bashkepunim dhe inkurajim te vendosura bashke. E kam provuar ne shume e shume shkolla.
It's been tried all over the world, and teachers sort of stand back and say, "It just happens by itself?"
Eshte provuar ne te gjithe boten dhe mesuesit pak a shume, zmbrapsen dhe thone,"Thjesht ndodh vetvetiu?"
And I said, "Yeah, it happens by itself.""How did you know that?"
Dhe une thashe,"Po, ndodh vetvetiu." "Nga e dije kete?"
I said, "You won't believe the children who told me and where they're from."
Une thashe,:"Nuk do t'i besoje, femijet qe ma thane dhe se nga jane."
Here's a SOLE in action.
Ja ku eshte nje SOLE ne veprim.
(Children talking)
(Femijet duke folur)
This one is in England. He maintains law and order, because remember, there's no teacher around.
Kjo eshte ne Angli. Ai mban rregull dhe qetesi, sepse mbani mend, nuk ka mesues verdalle.
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.
Vajza: Numri total i elektroneve nuk eshte i barabarte me numrin total te protoneve-- SM:Australi Vajza:--duke i dhene nje ngarkese te pergjithshme pozitive ose negative. Ngarkesa e pergjithshme ne nje jon eshte e njejte me numrin e protoneve ne jon minus numrin e elektroneve.
SM: A decade ahead of her time.
SM: Ka mesuar sa per nje dekade.
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.
Pra SOLE, mendoj se na duhet nje program mesimor me pyetje te medha. Ju sapo degjuat per te. E dini se c'do te thote. Ishte nje kohe kur burri dhe gruaja e periudhes se gurit uleshin, shikonin qiellin dhe thonin, "Cfare jane ato drita qe shkelqejne?" Ata ndertuan programin e pare mesimor, por ne i kemi lene ne harrese ato pyetje te mahnitshme . Kemi arritur tek tangjentja e nje kendi. Por kjo nuk eshte edhe aq seksi. Menyra si do t'i drejtoheshe nje 9-vjecari eshte t'i thuash, "Nese nje meteor do te vinte per t'u perplasur me Token, si do ta zbuloje nese do ta godiste apo jo?" Dhe nese ai thote, "Epo, cfare? Si?" ti thua, "Gjendet nje fjale magjike. Quhet tangjentja e kendit." dhe lere rehat. Do ta zbuloje.
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.
Pra ja ku jane disa imazhe nga SOLE. Kam provuar nje pyetje te pabesueshme-- "Kur filloi bota? Si do te mbaroje?"-- per 9-vjecaret. Kjo ketu eshte ne lidhje me cfare i ndodh ajrit kur ne marrim fryme. Kjo eshte bere nga femije pa ndihmen e ndonje mesuesi. Mesuesi vetem ngre pyetjen, dhe me pas zmbrapset dhe admiron pergjigjen.
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.
Pra cila eshte deshira ime? Deshira ime eshte te modelojme te ardhmen e te mesuarit. Nuk duam te jemi pjese kembimi per nje kompjuter gjigand te perbere nga njerez, apo jo? Pra duhet te modelojme te ardhmen e te mesuarit. Dhe une duhet--prisni pak, Duhet ta shpreh kete gje ashtu sic duhet, sepse,e dini,eshte shume e rendesishme. Deshira ime eshte te modeloj nje te ardhme te te mesuarit duke mbeshtetur femije ne te gjithe boen te trokasin ne kuriozitetin e tyre dhe ne aftesine e tyre te te bashkepunuarit. Me ndihmoni ta ndertoj kete shkolle. Do te quhet Shkolla ne Re. Do te jete nje shkolle ku femijet shkojne ne keto aventura intelektuale te udhehequr nga pyetjet te cilat fusin ndermjetesit e tyre. Menyra se si une dua ta bej kete eshte te ndertoj nje menyre te lehte per ta studiuar. Eshte nje lehtesi e cila eshte praktikisht e paemeruar. Ka vetem nje gjyshe e cila arrin shendet dhe siguri. Pjesa tjeter e saj vjen nga reja. Dritat ndizen dhe fiken nga reja. etj.,etj.,cdo gje behet nga reja.
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.
Por ju dua per nje tjeter qellim. Ju mund te beni Ambiente te te Mesuarit te Vete-Organizuar ne shtepi, ne shkolle, jashte shkolle, ne klube. Eshte shume e thjeshte per tu bere. Eshte nje dokument i madh i prodhuar nga TED i cili ju tregon si ta beni. Nese do te mundeshit ju lutem, ju lutem bejeni permes te peste kontinenteve dhe me dergoni te dhenat, me pas do t'i bashkoj, do t'i zhvendos ne Shkollen e Reve, dhe do te krijoj te ardhmen e te mesuarit. Kjo eshte deshira ime.
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.
Dhe vetem dicka te fundit. Do t'ju coj ne maje te Himalajeve. Ne 12,000 kembe lartesi, ku ajri eshte i paket, dikur ndertova dy kompjutera te futur ne nje Vrime ne Mur, dhe femijet u grumbulluan aty. Dhe ishte kjo vajza e vogel e cila me ndiqte nga pas.
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.
Dhe i thashe,"E di, dua t'i jap nje kompjuter te gjitheve, cdo femije. Nuk e di, cfare duhet te bej?" Dhe po perpiqesha ta fotografoja qetesisht.
She suddenly raised her hand like this, and said to me, "Get on with it."
Ajo papritur e ngriti doren keshtu, dhe me tha, "Beje."
(Laughter) (Applause)
(Te qeshura)(Duartrokitje)
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)
Mendoj se ishte nje keshille e mire. Do ta ndjek keshillen e saj. Do te pushoj se foluri. Faleminderit. Faleminderit shume. (Duartrokitje) Faleminderit. Faleminderit.(Duartrokitje) Faleminderit shume. Uau. (Duartrokitje)