What is going to be the future of learning?
Kakva će biti budućnost učenja?
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.
Ja imam plan, ali da bih vam rekao nešto više o tome, moram vam ispričati jednu kratku priču, koja predstavlja dobar uvod.
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?
Pokušao sam da istražim gde je nastao način učenja koji mi danas koristimo u školama, odakle je došao? Možete da pogledate daleko u prošlost, ali ako pogledate današnje školovanje, prilično je jasno odakle je poteklo. Poteklo je od pre oko 300 godina, od poslednjeg i najvećeg carstva na planeti. ("Britanskog carstva") Zamislite da pokušavate da vodite šou, koji se sastoji u tome da treba da obiđete celu planetu, bez kompjutera, bez telefona, sa podacima koji su vam napisani na parčetu papira, i da putujete brodovima. Ali Viktorijanci su uspeli u tome. To što su uradili je neverovatno. Stvorili su globalni računar sastavljen od ljudi. I danas je još uvek sa nama. Zove se birokratska administrativna mašina. I da bi ta mašina radila, potrebno vam je mnogo ljudi. Napravili su još jednu mašinu koja će stvarati te ljude: školu. Škole bi proizvodile ljude koji bi potom postali delovi birokratske administrativne mašine. Moraju biti međusobno identični. Moraju znati tri stvari: moraju da imaju dobar rukopis, jer su podaci pisani rukom; moraju da znaju da čitaju; i moraju da znaju da množe, dele, sabiraju i oduzimaju napamet. Moraju da budu toliko identični da možete uzeti nekoga sa Novog Zelanda i odvesti ga u Kanadu i on bi automatski bio funkcionalan. Viktorijanci su bili sjajni inženjeri. Projektovali su toliko snažan sistem da je i danas sa nama, konstantno proizvodi identične ljude za mašinu koja više ne postoji. Carstva više nema, i šta mi to radimo sa tim pronalaskom koji stvara identične ljude i šta ćemo sledeće da uradimo ako smo uopšte planirali da nešto uradimo sa tim?
["Schools as we know them are obsolete"]
["Škole kakve ih znamo su zastarele"]
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 prilično snažan komentar. Rekao sam škole kakve ih znamo danas su zastarele. Ne kažem da su pokvarene. Veoma je popularno reći da je obrazovni sistem pokvaren. Nije pokvaren. Fantastično je konstruisan. Samo nam više nije potreban. Istekao mu je rok. Kakvi su današnji poslovi? Pa, činovnici su računari. Na hiljade ih je u svakoj kancelariji. I imate ljude koji dovode ove računare do njihovih činovničkih poslova. Ovi ljudi ne moraju da imaju lep rukopis. Nije im potrebno da izvode računske operacije napamet. Ne moraju da znaju da čitaju. Zapravo, potrebno je da umeju da čitaju pronicljivo.
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?
Tako da je to današnjica, ali još uvek ne znamo kako će izgledati poslovi u budućnosti. Znamo da će ljudi raditi odakle žele, kad god žele, na način koji odaberu. Kako će ih današnje školovanje pripremiti za takav svet?
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.
Pa, naleteo sam na celu ovu stvar sasvim slučajno. Učio sam ljude kako da pišu kompjuterske programe u Nju Delhiju, pre 14 godina. Pored mesta gde sam radio nalazio se geto. I često sam mislio o tome kako li će ova deca ikada naučiti da programiraju? Ili ne bi trebala? U isto vreme, imali smo i puno roditelja, bogataša, koji su imali računare, i koji su mi govorili: "Znate, ja mislim da je moj sin nadaren, jer radi neverovatne stvari na računaru. A moja kćerka - ona je natprosečno inteligentna." I tako dalje. I odjednom sam pomislio, kako to da svi bogati ljudi imaju tako izuzetno nadarenu decu? (Smeh) Šta su to siromašni radili pogrešno? Napravio sam rupu u graničnom zidu sa getom pored moje kancelarije i stavio računar unutra kako bih video šta će se desiti ako dam računar deci koja ga nikada nisu imala, koja ne znaju ni reč engleskog i koja ne znaju šta je to internet.
The children came running in. It was three feet off the ground, and they said, "What is this?"
Deca su dotrčala. Bio je skoro metar od zemlje. Pitala su: "Šta je to?"
And I said, "Yeah, it's, I don't know." (Laughter)
Rekao sam: "Pa, ne znam." (Smeh)
They said, "Why have you put it there?"
Pitala su: "Zašto ste to stavili ovde?"
I said, "Just like that."
Rekao sam: "Eto tako."
And they said, "Can we touch it?"I said, "If you wish to."
A onda su pitala: "Možemo li da ga dodirnemo?" Odgovorio sam: "Ako želite."
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."
I otišao sam. Oko osam sati kasnije, pronašli smo ih kako surfuju i uče jedni druge da surfuju. Rekao sam: "Pa to je nemoguće, jer - kako bi bilo moguće? Oni ne znaju ništa."
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."
Moje kolege su rekle: "Ne, postoji jednostavno rešenje. Mora da je neko od tvojih studenata prošao i pokazao im kako da koriste miš."
So I said, "Yeah, that's possible."
Rekao sam: "Da, verovatno je tako."
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.
I ponovio sam eksperiment. Otišao sam skoro 500 km od Delhija u veoma udaljeno selo gde je šansa pojave softverskog inženjera bila veoma mala. (Smeh) Ponovio sam eksperiment tamo. Nisam imao gde da ostanem, tako da sam postavio svoj računar, otišao, vratio se posle par meseci, i pronašao decu kako igraju igrice.
When they saw me, they said, "We want a faster processor and a better mouse."
Kada su me videla, rekla su, "Želimo brži procesor i bolji miš."
(Laughter)
(Smeh)
So I said, "How on Earth do you know all this?"
Rekao sam: "Kako je, pobogu, moguće da znaju sve to?"
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.
Rekli su mi nešto vrlo interesantno. Iznerviranim glasom, rekli su: "Dali ste nam mašinu koja radi samo na engleskom, tako da smo morali da naučimo engleski kako bismo je mogli koristiti." (Smeh) To je bilo prvi put da, kao nastavnik, čujem reči "naučiti sebe" izrečene na tako uobičajen način.
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."
Evo kratkog osvrta na te godine. Ovo je prvi dan "Rupe u Zidu". Sa desne strane je osmogodišnjak. Sa leve strane je njegova šestogodišnja učenica. On je uči kako da surfuje. Potom sam i u ostalim delovima zemlje, više puta ponovio ovaj eksperiment i dobio identične rezultate. ["Film Rupa u zidu - 1999"] Osmogodišnjak objašnjava starijoj sestri šta da radi. I najzad devojčica objašnjava šta je to na marathi jeziku, i kaže: "Unutra je procesor."
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.
Tako sam počeo da objavljujem. Objavio sam svuda. Napisao sam i izmerio sve i rekao da za devet meseci, grupa dece, ostavljena sa kompjuterom na bilo kom jeziku može da postigne isti rezultat kao sekretarica na zapadu. Video sam kako se to dešava više puta.
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.
Ali bio sam radoznao da saznam, šta još mogu uraditi ako već mogu ovoliko? Počeo sam da eksperimentišem sa drugim subjektima među njima, na primer, izgovorom. Postoji jedna zajednica dece u južnoj Indiji koja imaju jako loš izgovor engleskog jezika, a potreban im je dobar izgovor zbog boljih poslova. Napravio sam im program govor-u-tekst u kompjuteru, i rekao: "Govorite u to dok se ne ispiše ono što ste rekli." (Smeh) Tako su i uradili i evo kratkog prikaza.
Computer: Nice to meet you.Child: Nice to meet you.
Kompjuter: Drago mi je. Dete: Drago mi je.
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.
Šugata Mitra: Razlog zbog kojeg sam završio sa licem ove mlade dame jeste to što pretpostavljam da je mnogi od vas znaju. Ona radi u korisničkom servisu u Hajderabadu i možda vas je maltretirala u vezi sa računima za kreditne kartice sa vrlo jasnim engleskim akcentom.
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.
Onda se ljudi zapitaju, dokle će sve ovo otići? Gde je tome kraj? Odlučio sam da uništim sopstveni argument tako što ću dati apsurdan predlog. Napravio sam hipotezu, besmislenu hipotezu. Tamil je južno-indijski jezik i zapitao sam se mogu li deca koja govore Tamil jezikom, u selu u južnoj Indiji naučiti nešto o biotehnologiji replikacije DNK na engleskom sa uličnog kompjutera? Odlučio sam da ih ocenim. Dobiće nulu. Potrošiću par meseci, ostaviću ga na nekoliko meseci, vratiću se, ponovo će dobiti nulu. Vratiću se u laboratoriju i zaključiću da su nam potrebni nastavnici. Našao sam selo. Kalikupam u južnoj Indiji. Postavio sam "Rupu u Zidu" i kompjutere tamo, postavio sam raznovrsne stvari o DNK replikaciji sa interneta, od kojih većinu ni sam nisam razumeo.
The children came rushing, said, "What's all this?"
Deca su dotrčala i pitala: "Šta je sve ovo?"
So I said, "It's very topical, very important. But it's all in English."
Rekao sam: "To je nešto vrlo tematski specifično i jako važno. Ali je na engleskom."
So they said, "How can we understand such big English words and diagrams and chemistry?"
Na to su rekli: "Kako ćemo razumeti toliko složen engleski jezik i te dijagrame i hemiju?"
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)
Do tada sam već bio razvio novi pedagoški metod i primenio ga. Odgovorio sam: "Nemam pojma." (Smeh) "Uostalom, ja sada odlazim." (Smeh)
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."
Tako sam ih ostavio na nekoliko meseci. Dobili su nule. Dao sam im test. Došao sam nakon dva meseca i deca su dotrčala u gomili i rekla: "Ništa ne razumemo."
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?"
Pomislio sam: "Šta sam uopšte očekivao?" Rekao sam: "U redu, ali koliko vam je bilo potrebno da shvatite da ništa ne razumete?"
So they said, "We haven't given up. We look at it every single day."
Rekli su: "Nismo odustali. Svaki dan gledamo u to."
So I said, "What? You don't understand these screens and you keep staring at it for two months? What for?"
Na to sam rekao: "Šta? Ne razumete ništa na ovom ekranu pa ipak buljite u to dva meseca? Zašto?"
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."
Onda je mala devojčica koju upravo vidite, podigla ruku i rekla mi na lošem tamilskom i engleskom: "Pa, izuzev činjenice da nepravilna replikacija DNK molekula dovodi do bolesti, nismo ništa drugo razumeli."
(Laughter) (Applause)
(Smeh) (Aplauz)
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.
Potom sam ih testirao. Dobio sam obrazovnu nemogućnost, sa nule na 30 procenata za dva meseca na tropskoj vrućini sa kompjuterom ispod drveta na jeziku koji nisu znali radeći nešto što je decenijama ispred njihovog vremena. Apsurdno. Ali morao sam da pratim viktorijanska pravila. Sa trideset procenata se pada. Šta da uradim da bi prošli? Moraju da zarade još 20 poena. Nisam mogao da nađem nastavnika. Ali uspeo sam da nađem njihovu drugaricu, 22-godišnju devojku, koja je radila kao računovođa i koja se igrala sa njima sve vreme.
So I asked this girl, "Can you help them?"
I pitao sam ovu devojku: "Možeš li da im pomogneš?"
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."
Odgovorila je: "Apsolutno ne. Nisam imala nauku u školi. Nemam pojma šta oni to rade po ceo dan ispod drveta. Ne mogu ti pomoći."
I said, "I'll tell you what. Use the method of the grandmother."
Rekao sam: "Reći ću ti kako. Upotrebi metod bake."
So she says, "What's that?"
Pitala je: "A šta je to?"
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."
Rekao sam: "Stani iza njih. I kad god nešto urade, ti im samo reci: 'Uau, kako ste uspeli to da uradite? Šta je sledeće? O Bože, kad sam ja bila kao vi nisam mogla ništa slično da uradim.' Znate, kako to bake rade."
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.
Tako je ona to radila naredna dva meseca. Rezultat je skočio na 50 procenata. Kalikupam je sustigao moju kontrolnu grupu u Nju Delhiju, u bogatoj privatnoj školi sa obučenim nastavnikom biotehnologije. Kada sam video taj grafik znao sam da ima načina da se izjednače tereni.
Here's Kallikuppam.
Ovo je Kalikupam.
(Children speaking) Neurons ... communication.
(Deca pričaju) Neuroni ... komunikacija.
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.
Ugao kamere nije dobar. Ovo je samo amaterski snimak, ali ono o čemu ona govori, kao što možete da zaključite, jesu neuroni i pokazuje rukama ovako, govoreći da neuroni komuniciraju. Sa 12.
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.
I kakvi će biti poslovi? Pa, znamo kakvi su danas. Kakvo će biti učenje? Znamo kakvo je danas, deca su nadvijena nad svoje telefone u jednoj ruci i nevoljno odlaze u školu sa knjigama u drugoj.
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.
Kako će biti sutra? Možda nećemo morati uopšte da idemo u školu? Da li će možda doći vreme kada ćemo za dva minuta moći da saznamo šta nam je potrebno? Može li biti - razarajuće pitanje, pitanje koje me je proganjalo od Nikolasa Negropontea - može li biti da se krećemo prema budućnosti u kojoj će znanje biti suvišno? Ali to je užasno. Mi smo homo sapiensi. Znanje je to što nas odvaja od majmuna. Ali pogledajte na ovaj način. Prirodi je trebalo 100 miliona godina da uspravi majmuna i pretvori ga u Homo sapiensa. Nama je trebalo svega 10 000 godina da učinimo znanje suvišnim. Kakvo je to postignuće. Ali moramo da to integrišemo u našu budućnost.
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.
Podsticanje deluje kao ključ za to. Ako pogledate Kupam, ako pogledate sve eksperimente koje sam sproveo, to je bilo, jednostavno rečeno "Uau", nazdravljanje učenju.
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.
Postoje dokazi u neuronauci. Reptilski deo mozga, koji se nalazi u njegovom središtu, blokira sve ostalo kada je ugrožen, gasi prefrontalni korteks, delove koji uče, sve to gasi. Kažnjavanje i ispiti se opažaju kao pretnje. Mi teramo našu decu da zatvore svoje mozgove i potom zahtevamo od njih da rade. Zašto je stvoren ovakav sistem? Zato što je bio potreban. Postojao je period u doba carstava kada su bili potrebni ljudi koji bi preživeli u tim pretećim okolnostima. Kada stojiš u rovu potpuno sam, ako možeš da preživiš, onda si prošao. Ako ne možeš, onda si pao. Ali te godine carstva su prošle. Šta se dešava sa kreativnošću u naše vreme? Moramo da pomerimo ravnotežu sa pretnje na zadovoljstvo.
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?
Vratio sam se u Englesku u potrazi za bakama. Dao sam obaveštenja u kojima je stajalo, ako ste britanska baka, ako imate internet i kameru, možete li mi besplatno dati jedan sat nedeljno? Dobio sam 200 u prve dve nedelje. Poznajem više britanskih baka nego bilo ko drugi u univerzumu. (Smeh) One se zovu Oblak Baka. Oblak Baka je na internetu. Ako neko dete ima problem, mi potražimo Baku. Ona se pojavi na Skajpu i rešava stvari. Video sam kako to rade iz sela po imenu Digls u severozapadnoj Engleskoj, do sela Tamil Nadu u Indiji, udaljenog 9500 km. Ona to čini sa samo jednim starinskim pokretom. "Pssst." U redu?
Watch this.
Pogledajte ovo.
Grandmother: You can't catch me. You say it. You can't catch me.
Baka: Ne možeš me uhvatiti. Recite. Ne možeš me uhvatiti.
Children: You can't catch me.
Deca: Ne možeš me uhvatiti.
Grandmother: I'm the Gingerbread Man.Children: I'm the Gingerbread Man.
Baka: Ja sam Džindžerbred Čovek. Deca: Ja sam Džindžerbred Čovek.
Grandmother: Well done! Very good.
Baka: Bravo! Vrlo dobro!
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.
Š.M.: Šta se to dešava ovde? Mislim da bi trebalo da pogledamo učenje kao rezultat edukativne samo-organizacije. Ako dozvolite da se edukativni proces sam organizuje pojaviće se učenje. Nije stvar u tome da se natera da se učenje desi. Stvar je u tome da se dozvoli da ono nastane. Nastavnik pokreće proces, a potom se sa strahopoštovanjem povuče i posmatra kako učenje nastaje. Mislim da sve ukazuje na to.
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.
Ali kako ćemo znati? Kako ćemo doći do saznanja? Pa, ja planiram da izgradim Sredine samo-organizovanog učenja (SOLE). To su zapravo širokopojasni internet, saradnja i ohrabrivanje na jednom mestu. Probao sam ovo u mnogim školama.
It's been tried all over the world, and teachers sort of stand back and say, "It just happens by itself?"
Pokušano je i širom sveta i nastavnici bi samo sa strane rekli: "I dešava se samo od sebe?"
And I said, "Yeah, it happens by itself.""How did you know that?"
I ja bih odgovorio: "Da, dešava se samo od sebe." "Kako ste znali?"
I said, "You won't believe the children who told me and where they're from."
Rekao sam: "Nećete verovati deci koja su mi rekla i odakle su."
Here's a SOLE in action.
Ovo je "SOLE" na delu.
(Children talking)
(Deca razgovaraju)
This one is in England. He maintains law and order, because remember, there's no teacher around.
Ovo je u Engleskoj. On održava red i mir, jer setite se da nema nastavnika u blizini.
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.
Devojčica: Ukupan broj elektrona nije jednak ukupnom broju protona - Š.M.: Australija Devojčica: - daje mu pozitivno ili negativno naelektrisanje. Jonsko naelektrisanje jednako je razlici protona i elektrona u jonu.
SM: A decade ahead of her time.
Š.M.: Decenija ispred svog vremena.
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.
Pa SOLEici, mislim da nam treba kurikulum za velika pitanja. Već ste čuli nešto o tome. Znate šta to znači. Bilo je vreme u kamenom dobu kada su muškarci i žene sedeli i gledali u nebo pitajući se: "Šta su ta trepćuća svetla?" Oni su napravili prvi kurikulum, ali smo izgubili iz vida ova čudesna pitanja. Sveli smo ih na tangentu ugla. Ali to nije dovoljno seksi. Način na koji biste pitali devetogodišnjaka bio bi: "Ako bi meteorit pretio da udari u Zemlju, kako bi mogao da znaš da li će udariti ili ne?" I ako on kaže: "Šta? Kako?" vi mu kažete: "Postoji magična reč. Zove se tangenta ugla," i ostavite ga. On će otkriti.
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.
Evo par slika iz SOLE-a. Pokušao sam sa neverovatnim, neverovatnim pitanjima - "Kada je svet nastao? Kako će se završiti?" - koje sam postavljao devetogodišnjacima. Ovo je o tome šta se dešava sa vazduhom koji udišemo. Ovo je rad učenika bez ikakve pomoći nastavnika. Nastavnik samo postavlja pitanje i potom se povlači i divi se odgovoru.
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.
Pa šta je moja želja? Moja želja je da stvorimo budućnost učenja. Ne želimo da budemo rezervni delovi za veliki ljudski kompjuter, zar ne? Potrebno je da stvorimo budućnost učenja. I moram da - čekajte, moram dobro da izaberem reči, jer, znate, ovo je jako važno. Moja želja je da pomognem kreiranje budućnosti učenja tako što ću podržati decu celog sveta da zakorače u svoju maštu i da sarađuju. Pomozite mi da izgradim tu školu. Zvaće se Škola u Oblaku. Biće to škola u koju će deca ići po intelektualnu avanturu pokrenuta velikim pitanjima koja će im postavljati njihovi medijatori. Način na koji bih želeo to da uradim jeste da izgradim objekat gde ću proučavati ovo. To je objekat koji će praktično biti bez rukovodioca. Biće samo jedna baka koja će voditi računa o sigurnosti i zdravlju. Ostalo je iz oblaka. Svetla se pale i gase iz oblaka, itd, itd... sve će biti urađeno iz oblaka.
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.
Ali vas želim iz drugog razloga. Možete stvarati Sredinu za samo-organizovano učenje kod kuće, u školi, van škole, u klubovima. Veoma je jednostavno. Postoji sjajan dokument koji je napravio TED koji će vam reći kako to da uradite. Ako želite, molim vas uradite to na svim kontinentima i pošaljite mi podatke, zatim ću ih sakupiti, poslati u Školu u Oblaku i stvoriti budućnost učenja. To je moja želja.
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.
I samo još nešto. Odvešću vas na vrh Himalaja. Na 3600 metara, gde je vazduh redak, jednom sam tamo postavio dva kompjutera za našu akciju i deca su se okupila. I tu je bila jedna devojčica koja me je pratila naokolo.
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.
Rekao sam joj: "Znaš, ja želim da dam kompjuter svakome, svakom detetu. Ne znam, šta bi trebalo da uradim?" I hteo sam krišom da je slikam.
She suddenly raised her hand like this, and said to me, "Get on with it."
Iznenada je podigla ruke ovako i rekla mi: "Kreni više sa tim."
(Laughter) (Applause)
(Smeh) (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)
Mislim da je to bio dobar savet. Poslušaću njen savet. Ućutaću. Hvala vam. Hvala vam puno. (Aplauz) Hvala vam. Hvala. (Aplauz) Puno vam hvala. (Aplauz)