Let's use video to reinvent education | Salman Khan

Translator: Jayson Ford Reviewer: Christo Crafford

Khan Akademie is mees bekend

Khan Academy is most known for its collection of videos,

vir die versameling van video's,

so before I go any further,

so voor ek verder gaan,

let me show you a little bit of a montage.

laat ek jul 'n bietjie van 'n montage wys.

(Video) Salman Khan: So the hypotenuse is now going to be five.

(Video) Salman Khan: So die skuinssy is nou vyf.

This animal's fossils are only found in this area of South America --

Hierdie dier se fossiele is net te vinde in hierdie deel van Suid-Amerika --

'n mooi skoon band hier --

a nice clean band here --

and this part of Africa.

en in hierdie deel van Afrika.

We can integrate over the surface,

Ons kan integreer oor die oppervlak,

en die notasie is gewoonlik is 'n kapitaal Sigma.

and the notation usually is a capital sigma.

National Assembly: They create the Committee of Public Safety,

Nasionale Vergadering: Hulle skep die Komitee van Openbare Veiligheid,

wat klink soos 'n baie mooi komitee.

which sounds like a very nice committee.

Let op, dit is 'n aldehied,

Notice, this is an aldehyde, and it's an alcohol.

en dit is 'n alkohol.

Start differentiating into effector and memory cells.

Begin onderskeid in effektor en geheue selle.

'n Sterrestelsel. Daar is nog 'n sterrestelsel.

A galaxy. Hey! There's another galaxy. Oh, look! There's another galaxy.

Daars 'n ander sterrestelsel.

And for dollars, is their 30 million,

En vir die dollars is hulle 30 miljoen,

plus the 20 million dollars from the American manufacturer.

plus die 20 miljoen dollars van die Amerikaanse vervaardiger.

If this does not blow your mind,

As dit nie jou domslaan nie,

then you have no emotion.

dan het jy geen emosie nie.

(Laughter)

(Gelag)

(Applause)

(Applous)

(Live) SK: We now have on the order of 2,200 videos,

SK: Ons het nou al ongeveer

2200 videos wat

covering everything from basic arithmetic, all the way to vector calculus,

alles dek vanaf basiese optelkunkde

tot vektor kalkulus

en 'n paar van die dinge wat jy daar gesien het.

and some of the stuff that you saw up there.

We have a million students a month using the site,

Ons het 'n miljoen studente 'n maand wat gebruik maak van ons webwerf,

watching on the order of 100 to 200,000 videos a day.

waar hul ongeveer ‘n 100 tot 200,000 video's per dag kyk.

But what we're going to talk about in this is how we're going to the next level.

Maar waaroor ons hier wil praat

is hoe ons gaan beweeg na die volgende vlak.

But before I do that,

Maar voor ek daar begin,

I want to talk a little bit about really just how I got started.

wil ek eers 'n bietjie praat oor hoe ek hiermee begin het.

And some of you all might know,

Sommige van julle sal weet,

about five years ago, I was an analyst at a hedge fund,

dat sowat vyf jaar gelede was ek 'n ontleder by 'n heining fonds,

and I was in Boston,

ek was in Boston,

en ek was my neefs se afstand-leermeester in New Orleans.

and I was tutoring my cousins in New Orleans, remotely.

En ek begin toe om die eerste YouTube video's op te laai

And I started putting the first YouTube videos up,

really just as a kind of nice-to-have,

regtig net as 'n ietsie extra,

just kind of a supplement for my cousins,

net as 'n aanvulling vir my neefs --

something that might give them a refresher or something.

iets wat hulle 'n opknappingskursus of iets kon gee.

And as soon as I put those first YouTube videos up,

En so gou soos ek daardie eerste YouTube videos opgelaai het,

het interessante dinge gebeur --

something interesting happened.

Actually, a bunch of interesting things happened.

eintlik het 'n klomp interessante dinge gebeur.

Die eerste was die terugvoering van my neefs.

The first was the feedback from my cousins.

They told me that they preferred me on YouTube than in person.

Hulle het vir my gesê

dat hulle verkies om my op YouTube te kyk, as in persoon self.

(Laughter)

(Gelag)

And once you get over the backhanded nature of that,

En sodra mens oor die vandehandse slag daarvan kom,

was daar eintlik iets baie diepgaande daar.

there was actually something very profound there.

Hulle het gesê

They were saying that they preferred the automated version of their cousin

dat hulle verkies eerder die geoutomatiseerde weergawe van hul neef

teenoor hul regte neef.

to their cousin.

At first it's very unintuitive,

Aan die begin, lyk dit baie on-intuïtief,

but when you think about it from their point of view, it makes a ton of sense.

maar wanneer jy eintlik dink daaroor uit hulle oogpunt, maak dit heelwat sin.

Jy het hierdie situasie

You have this situation where now they can pause and repeat their cousin,

waar hulle nou hul neef kan vries en herhaal,

without feeling like they're wasting my time.

sonder om te voel dat hulle my tyd mors.

As hulle iets moet hersien

If they have to review something

that they should have learned a couple of weeks ago,

wat hulle ‘n paar weke gelede moes geleer het,

of selfs 'n paar jaar gelede,

or maybe a couple of years ago,

they don't have to be embarrassed and ask their cousin.

hoef hulle nie skaam te wees om hul neef te vra nie.

They can just watch those videos; if they're bored, they can go ahead.

Hulle kan net kyk na die video's. As hulle verveeld word, kan hulle net voort gaan.

Hulle kan dit kyk op hul eie tyd, teen hul eie tempo.

They can watch at their own time and pace.

En waarskynlik die minste waardeerde aspek van hiervan

Probably the least-appreciated aspect of this

is die idee dat vir die heel eerste keer,

is the notion that the very first time

die heel eerste keer

that you're trying to get your brain around a new concept,

dat jy probeer om jou brein om 'n nuwe konsep te kry,

the very last thing you need

is die heel laaste ding wat jy nodig het

is another human being saying, "Do you understand this?"

'n ander mens wat sê, "Het jy dit verstaan?"

And that's what was happening

En dit is wat gebeur het met die interaksie met my neefs voor dit,

with the interaction with my cousins before,

and now they can just do it in the intimacy of their own room.

en nou kan hulle dit doen

in die intimiteit van hul eie kamer.

The other thing that happened is --

Die ander ding wat gebeur het is --

I put them on YouTube just --

ek het die videos op YouTube gelaai --

I saw no reason to make it private,

ek het geen rede gesien om dit privaat te maak nie,

so I let other people watch it,

so ek laat toe dat ander mense dit kon sien,

and then people started stumbling on it,

en mense het begin op die video’s afkom,

and I started getting some comments and some letters

en ek het begin om 'n paar opmerkings en 'n paar briewe

and all sorts of feedback

en alle tipe terugvoering ontvang

van mense van regoor die wêreld.

from random people around the world.

These are just a few.

En dit is net 'n paar.

This is actually from one of the original calculus videos.

Dit is eintlik van een van die oorspronklike kalkulus video's.

En iemand het op YouTube geskryf --

Someone wrote it on YouTube, it was a YouTube comment:

dit was die YouTube kommentaar:

"First time I smiled doing a derivative."

"Eerste keer dat ek glimlag terwyl ek 'n afgeleiding doen."

(Laughter)

(Gelag)

Laat ons stop hier.

Let's pause here.

Hierdie persoon het 'n afgeleid gedoen

This person did a derivative,

and then they smiled.

en toe geglimlag.

(Laughter)

In response to that same comment --

En dan in 'n reaksie op daardie kommentaar.

this is on the thread, you can go on YouTube and look at the comments --

Jy kan op YouTube gaan kyk na hierdie kommentaar --

het iemand anders geskryf: "Dieselfde ding hier.

someone else wrote: "Same thing here.

I actually got a natural high and a good mood for the entire day,

Ek het was sommer op 'n natuurlike hoog en was in 'n goeie bui vir die hele dag.

Vandat ek kan onthou

since I remember seeing all of this matrix text in class,

sien ek al hierdie "Matrix (film)" teks in die klas,

and here I'm all like, 'I know kung fu.'"

en nou is ek soos, 'Ek ken Kung Fu.'"

(Laughter)

(Gelag)

We get a lot of feedback along those lines.

En ons kry 'n baie terugvoer soos hierdie ontvang.

This clearly was helping people.

Dit was duidelik besig om mense te help.

But then, as the viewership kept growing and kept growing,

Maar toe, soos die kykertal net aanhou groei en aanhou groei het,

het ek begin om briewe van mense te ontvang,

I started getting letters from people,

and it was starting to become clear

en dit het begin duidelik geword

that it was more than just a nice-to-have.

dat dit eintlik meer as net 'n lekker-om-te-hê was.

This is just an excerpt from one of those letters:

Dit is net 'n uittreksel

uit een van daardie briewe.

"My 12 year-old son has autism,

"My 12-jarige seun het outisme

and has had a terrible time with math.

en het 'n verskriklike tyd met wiskunde.

Ons het alles probeer,

We have tried everything,

viewed everything, bought everything.

alles gekyk, alles gekoop.

We stumbled on your video on decimals, and it got through.

Ons het op jou video oor desimale afgekom en dit het deurgekom.

Then we went on to the dreaded fractions.

Toe het ons aanbeweeg na die gevreesde breuke. Weereens het hy het dit verstaan.

Again, he got it.

Ons kon dit nie glo nie.

We could not believe it.

He is so excited."

Hy is so opgewonde."

And so you can imagine,

En so kan jy jouself indink,

here I was, an analyst at a hedge fund --

hier was ek 'n ontleder by 'n heining fonds.

it was very strange for me to do something of social value.

Dit was baie vreemds vir my om iets van sosiale waarde te doen.

(Gelag)

(Laughter)

(Applause)

(Applous)

But I was excited, so I kept going.

Maar ek was opgewonde, so ekt aangehou.

And then a few other things started to dawn on me;

En toe het 'n paar ander dinge op my begin aanbreek.

that not only would it help my cousins right now,

Dat, nie net sal dit my neefs nou help nie,

or these people who were sending letters,

of hierdie mense wat briefies stuur nie,

but that this content will never grow old,

maar dat die inhoud nooit sal oud raak nie,

dat dit hul kinders

that it could help their kids or their grandkids.

of hul kleinkinders sou kon help.

If Isaac Newton had done YouTube videos on calculus,

As Isaac Newton

YouTube videos oor kalkulus sou gedoen het,

sou ek nie hoef nie.

I wouldn't have to.

(Laughter)

(Gelag)

Assuming he was good. We don't know.

Die veronderstelling dat hy goed was. Ons weet nie.

(Laughter)

(Gelag)

The other thing that happened -- and even at this point, I said,

Die ander ding wat gebeur het --

en selfs op hierdie punt, het ek gesê, "Goed, miskien is dit 'n goeie aanvulling.

"OK, maybe it's a good supplement. It's good for motivated students.

Dit is goed vir gemotiveerde studente.

Dit is goed vir miskien tuisskolers."

It's good for maybe home-schoolers."

Maar ek het nie gedink dit sou iets wees

But I didn't think it would somehow penetrate the classroom.

wat op ‘n manier die klaskamer sou deurdring nie.

Then I started getting letters from teachers,

Maar toe het ek begin briewe van onderwysers ontvang.

and the teachers would write, saying,

En die onderwysers sou skryf, en sê,

"We've used your videos to flip the classroom.

"Ons het jou video's gebruik het om die klaskamer om te swaai.

You've given the lectures, so now what we do --"

Jy het die lesings gegee, so nou wat ons doen ... " --

And this could happen in every classroom in America tomorrow --

en dit kan gebeur in elke klaskamer in Amerika môre --

"what I do is I assign the lectures for homework,

" ... wat ek doen is ek ken die lesings as huiswerk toe,

en wat gebruik was as huiswerk,

and what used to be homework,

doen die studente nou in die klaskamer."

I now have the students doing in the classroom."

En ek wil onderbreek hier vir --

And I want to pause here --

(Applause)

(Applous)

Ek wil Stop hier vir 'n sekonde,

I want to pause here, because there's a couple of interesting things.

want daar is 'n paar interessante dinge.

One, when those teachers are doing that,

Een, wanneer daardie onderwysers dit doen,

there's the obvious benefit --

is daar die voor hand liggende voordeel --

the benefit that now their students

die voordeel dat nou kan hul studente

can enjoy the videos in the way that my cousins did,

die video's geniet in dieselfde manier waarop my neefs dit geniet het.

Hulle kan stop, herhaal teen hulle eie tempo,

they can pause, repeat at their own pace, at their own time.

op hul eie tyd.

But the more interesting thing -- and this is the unintuitive thing

Maar die meer interessante ding is --

en dit is die on-intuïtiewe ding waaroor jy praat as jy oor die tegnologie in die klaskamer praat --

when you talk about technology in the classroom --

deur die verwydering van die een-grootte-pas-almal-lesing vanuit die klaskamer

by removing the one-size-fits-all lecture from the classroom,

en toe te laat dat studente teen hul eie tempo lesings by die huis doen,

and letting students have a self-paced lecture at home,

en dan wanneer jy na die klaskamer kom, om hulle te laat werk,

then when you go to the classroom,

letting them do work, having the teacher walk around,

met die onderwyser wat rondloop,

having the peers actually be able to interact with each other,

met die maats in staat om in interaksie te tree met mekaar,

these teachers have used technology to humanize the classroom.

het hierdie onderwysers tegnologie gebruik

om die klaskamer meer menslik te maak.

Hulle het 'n fundamentele verontmenslikende ondervinding gevat --

They took a fundamentally dehumanizing experience --

30 kids with their fingers on their lips,

30 kinders met hulle vingers op hulle lippe,

nie toegelaat om met mekaar interaksie te hê nie.

not allowed to interact with each other.

'n Onderwyser, maak nie saak hoe goed,

A teacher, no matter how good,

has to give this one-size-fits-all lecture to 30 students --

moet hierdie een-grootte-pas-almal-lesing

aan 30 studente oordra --

blank faces, slightly antagonistic --

bleek gesigte, effens antagonisties --

and now it's a human experience,

en nou is dit 'n menslike ervaring.

now they're actually interacting with each other.

Nou is daar eintlik interaksie met mekaar.

So once the Khan Academy --

Dus, sodra die Khan Akademie --

Ek het my werk gelos

I quit my job,

and we turned into a real organization --

en ons het dit in 'n werklike organisasie omskep --

we're a not-for-profit --

ons is 'n nie-winsgewend --

the question is, how do we take this to the next level?

is die vraag, hoe neem ons dit na die volgende vlak?

How do we take what those teachers were doing to its natural conclusion?

Hoe kan ons wat daardie onderwysers doen

vat na die natuurlike gevolgtrekking?

And so, what I'm showing over here,

So wat ek jul wys hier,

these are actual exercises

dit is werklike oefeninge

that I started writing for my cousins.

wat ek begin skryf het vir my neefs.

The ones I started were much more primitive.

Die enes waarmee ek begin het, was baie meer primitief.

This is a more competent version of it.

Dit is 'n meer bevoegde weergawe daavan.

But the paradigm here is, we'll generate as many questions as you need,

Maar die paradigma is hier, ons sal so baie vrae genereer soos jy nodig het

totdat jy daardie konsep begryp,

until you get that concept, until you get 10 in a row.

totdat jy 10 in 'n ry regkry.

And the Khan Academy videos are there.

En die Khan Akademie video's is daar.

You get hints, the actual steps for that problem,

Jy kry wenke, die werklike stappe vir die probleem,

if you don't know how to do it.

as jy nie weet hoe om dit te doen nie.

The paradigm here seems like a very simple thing:

Maar die paradigma hier, dit lyk dit soos 'n baie eenvoudige ding:

10 in a row, you move on.

10 in 'n ry, dan beweeg jy aan.

But it's fundamentally different

Maar dit is fundamenteel anders as wat tans in klaskamers gebeur op hierdie oomblik.

than what's happening in classrooms right now.

In 'n tradisionele klaskamer,

In a traditional classroom,

you have homework, lecture, homework, lecture,

het jy 'n bietjie huiswerk,

huiswerk, lesing, huiswerk, lesing,

and then you have a snapshot exam.

en dan het jy 'n momentopname eksamen.

And that exam, whether you get a 70 percent, an 80 percent,

En die eksamen, of jy nou 'n 70%, 'n 80%,

'n 90% of 'n 95% kry,

a 90 percent or a 95 percent,

the class moves on to the next topic.

die klas beweeg aan na die volgende onderwerp.

And even that 95 percent student --

En selfs die 95% student,

what was the five percent they didn't know?

wat was die 5% wat hulle nie geweet het nie?

Maybe they didn't know what happens when you raise something to the zeroth power.

Miskien weet hulle nie wat gebeur wanneer jy iets verhoog tot die krag van nul nie.

En dan gaan jy voort en bou op dit in die volgende konsep.

Then you build on that in the next concept.

Dit is analogies om te

That's analogous to -- imagine learning to ride a bicycle.

verbeel om te leer 'n fiets te ry,

en miskien gee ek jou 'n lesing voor die tyd,

Maybe I give you a lecture ahead of time,

and I give you a bicycle for two weeks, then I come back after two weeks,

en ek gee jou die fiets vir twee weke.

En dan kom ek terug na twee weke,

and say, "Well, let's see. You're having trouble taking left turns.

en ek sê, "Wel, laat ons sien. Dit blyk jy het probleme met draaie na links.

Jy kan nie behootlik stop nie.

You can't quite stop. You're an 80 percent bicyclist."

Jy is 'n 80% fietsryer."

So ek stempel 'n groot C op jou voorkop

So I put a big "C" stamp on your forehead --

(Laughter)

and then I say, "Here's a unicycle."

en dan sê ek, "Hier is 'n eenwielfiets."

(Laughter)

But as ridiculous as that sounds,

Maar net so belaglik soos dit klink,

that's exactly what's happening in our classrooms right now.

dis presies wat gebeur

in ons klaskamers op die oomblik.

And the idea is you fast forward

En die idee is jy vinnig vorentoe

and good students start failing algebra all of the sudden,

en goeie studente begin skielik algebra druip

and start failing calculus all of the sudden,

begin skielik kalkulus druip,

despite being smart, despite having good teachers,

ten spyte dat hulle slim is, ten spyte dat hulle goeie onderwysers het,

and it's usually because they have these Swiss cheese gaps

en dit is gewoonlik dat hulle het hierdie Switserse kaas gapings

wat gehou gebou het regdeur hul fondasie.

that kept building throughout their foundation.

So ons model

So our model is: learn math the way you'd learn anything,

is leer wiskunde die manier waarop jy enige iets anders sou leer,

soos die manier waarop jy fietsry sou leer.

like riding a bicycle.

Stay on that bicycle. Fall off that bicycle.

Bly op die fiets. Val af van die fiets.

Do it as long as necessary, until you have mastery.

Doen dit so lank as nodig is totdat jy meesterskap bereik.

The traditional model,

Die tradisionele model,

it penalizes you for experimentation and failure,

penaliseer jou vir eksperimentering en mislukking,

but it does not expect mastery.

maar dit verwag nie meesterskap nie.

We encourage you to experiment. We encourage you to fail.

Ons moedig jou aan om te eksperimenteer. Ons moedig jou aan te misluk.

But we do expect mastery.

Maar ons verwag meesterskap.

Dit is net nog een van die modules.

This is just another one of the modules.

Dit is trigonometrie.

This is trigonometry.

This is shifting and reflecting functions.

Dit is die verskuiwing en weerspieëling funksies.

And they all fit together.

En hulle pas almal met mekaar.

We have about 90 of these right now.

Ons het sowat 90 van hierdie op die oomblik.

You can go to the site right now,

En jy kan nou gaan na die webwerf. Dit is alles gratis. Probeer nie om enigiets te verkoop nie.

it's all free, not trying to sell anything.

But the general idea is that they all fit into this knowledge map.

Maar die algemene idee is dat hulle almal in hierdie kennis kaart pas.

Dit top nodus net daar, dit is letterlik enkele syfer toevoeging.

That top node right there, that's literally single-digit addition,

Dit is soos een plus een is gelyk aan twee.

it's like one plus one is equal to two.

The paradigm is, once you get 10 in a row on that,

En die paradigma is, kry jy 10 in 'n ry op daardie,

it keeps forwarding you to more and more advanced modules.

dit jou stuur na meer en meer gevorderde modules.

So as jy verder af in die kennis kaart hou,

Further down the knowledge map,

beweeg ons na 'n meer gevorderde wiskunde.

we're getting into more advanced arithmetic.

Further down, you start getting into pre-algebra and early algebra.

Verder af, dan begin jy met voor-algebra en vroeë algebra.

Further down, you start getting into algebra one, algebra two,

Verder af, dan begin jy om in algebra een, algebra twee,

a little bit of precalculus.

'n bietjie voor-kalkulus te delf.

And the idea is, from this we can actually teach everything --

En die idee is, dat vanaf hierdie ons eintlik alles kan onderrig --

well, everything that can be taught in this type of a framework.

oftewel, alles wat in hierdie tipe van 'n raamwerk

onderrig kan word.

So you can imagine -- and this is what we are working on --

So jy kan verbeel -- en dit is waarmee ons besig is --

is uit hierdie kennis kaart

from this knowledge map, you have logic, you have computer programming,

het jy logika, het jy rekenaarprogrammering,

you have grammar, you have genetics,

het jy grammatika, het jy genetika,

all based off of that core of, if you know this and that,

als gebasseer op die basis van daardie kern van,

as jy dit weet en dat weet,

now you're ready for this next concept.

is jy nou gereed vir die volgende konsep.

Now that can work well for an individual learner,

Nou dit kan goed werk vir 'n individuele leerder,

and I encourage you to do it with your kids,

en ek raai aan een van julle om dit te doen met jul kinders,

but I also encourage everyone in the audience to do it yourself.

maar ek moedig ook almal aan in die gehoor om dit self te doen.

Dit sal verander wat gebeur om die etenstafel.

It'll change what happens at the dinner table.

But what we want to do

Maar wat ons wil doen

is use the natural conclusion of the flipping of the classroom

is om gebruik te maak van die natuurlike einde van die klaskamer wil omswaai

that those early teachers had emailed me about.

waaroor die vroeë onderwysers my oor ge-e-pos het.

And so what I'm showing you here,

En so wat ek jul wys hier,

this is data from a pilot in the Los Altos school district,

is die eintlike data van 'n loodsprojek in die Los Altos skool distrik,

where they took two fifth-grade classes and two seventh-grade classes,

waar hulle twee graad vyf klasse en twee graad sewe klasse gevat het

en hulle ou wiskunde kurrikulum heeltemal van kant gemaak het.

and completely gutted their old math curriculum.

Hierdie kinders gebruik nie handboeke nie,

These kids aren't using textbooks, or getting one-size-fits-all lectures.

hulle ontvang nie een-grootte-pas-almal lesings nie.

They're doing Khan Academy, that software, for roughly half of their math class.

Hulle doen Khan Akademie, hulle doen daardie sagteware,

vir ongeveer die helfte van hul wiskunde klas.

I want to be clear: we don't view this as a complete math education.

En ek wil dit duidelik maak, ons sien dit nie as die volledige wiskunde onderrig nie.

Wat dit doen is -- en dit is wat gebeur in Los Altos --

What it does is -- this is what's happening in Los Altos --

is dit bevry tyd.

it frees up time -- it's the blocking and tackling,

Dit is die blokkering en die takeling,

making sure you know how to move through a system of equations,

dit maak seker jy weet hoe om te beweeg deur 'n stelsel van vergelykings,

en dit maak tyd vir die simulasies, vir speletjies,

and it frees up time for the simulations, for the games,

vir die meganika, vir die robot bou,

for the mechanics, for the robot-building,

vir die beraming van hoe hoog die heuwel is gebaseer op sy eie skaduwee.

for the estimating how high that hill is based on its shadow.

En so die paradigma is dat die onderwyser loop in elke dag,

And so the paradigm is the teacher walks in every day,

every kid works at their own pace --

en elke kind werk teen hul eie pas --

this is actually a live dashboard from the Los Altos school district --

en dit is eintlik 'n lewendige paneelboard van die Los Altos skool distrik --

en hulle kyk na hierdie paneelboard.

and they look at this dashboard.

Every row is a student.

Elke ry is 'n student.

Every column is one of those concepts.

Elke kolom is een van daardie begrippe.

Green means the student's already proficient.

Groen beteken dat die student reeds vaardig is.

Blue means they're working on it -- no need to worry.

Blou beteken dat hulle werk daaraan -- geen rede vir kommer.

Red means they're stuck.

Rooi beteken dat hulle vas sit.

And what the teacher does is literally just say,

En wat die onderwyser doen is letterlik net sê,

"Let me intervene on the red kids."

"Laat ek by die rooi kinders ingryp."

Or even better, "Let me get one of the green kids,

Of selfs beter, "Laat ek een van die groen kinders

wat reeds vaardig is in die konsep

who are already proficient in that concept,

die eerste lyn van aanval word

to be the first line of attack, and actually tutor their peer."

en hul gebruik om hul klasmaat te voog."

(Applause)

(Applous)

Now, I come from a very data-centric reality,

Nou ek kom uit 'n baie data-sentriese werklikheid,

so we don't want that teacher to even go and intervene

so ons wil nie eers onderwysers die geleentheid gun om te gaan ingryp

en die kind ongemaklike vrae te vra soos:

and have to ask the kid awkward questions:

"O, wat is dit wat jy nie verstaan nie?" of "Wat verstaan jy?"

"What don't you understand? What do you understand?" and all the rest.

en al die res.

So our paradigm is to arm teachers with as much data as possible --

So is ons paradigma is om die onderwysers met soveel inligting as moontlik te bemag --

data that, in any other field, is expected,

data wat jy in byna enige ander veld, sou verwag het,

in finance, marketing, manufacturing --

as jy in Finansies, of die bemarking of vervaardiging was --

so the teachers can diagnose what's wrong with the students

so nou kan die onderwysers eintlik diagnoseer wat verkeerd met die studente is,

so they can make their interaction as productive as possible.

sodat hulle hul interaksie so produktief as moontlik kan maak.

Now teachers know exactly what the students have been up to,

Die onderwysers weet nou presies waarmee die studente besig is

how long they've spent each day, what videos they've watched,

en hoe lank hulle elke dag spandeer het, watter video's hulle gekyk het,

waar hulle die video's gevries het, wat het hulle ophou kyk,

when did they pause the videos, what did they stop watching,

watter oefeninge hulle gebruik,

what exercises are they using, what have they focused on?

waarop hulle gefokus was?

The outer circle shows what exercises they were focused on.

Die buitenste sirkel toon die oefeninge waarop hulle gefokus is.

The inner circle shows the videos they're focused on.

Die binneste sirkel toon die video's waarop hulle gefokus is.

En die data raak baie gedetaileerd,

The data gets pretty granular,

so you can see the exact problems the student got right or wrong.

sodat jy kan sien die presiese probleme wat die student reg of verkeerd het.

Red is wrong, blue is right.

Rooi is verkeerd, blou is reg.

The leftmost question is the first one the student attempted.

Die linkerste vraag is die eerste vraag wat die student 'n poging op aangewend het.

Hulle het gekyk na die video reg daar.

They watched the video over there.

En dan kan jy sien, was hulle uiteindelik in staat om 10 in 'n ry te kry.

And you can see, eventually they were able to get 10 in a row.

Dit is amper asof jy hulle sien leer oor die laaste 10 probleme.

It's almost like you can see them learning over those last 10 problems.

Hulle het ook vinniger geword.

They also got faster -- the height is how long it took them.

Die hoogte is hoe lank dit hulle geneem het.

When you talk about self-paced learning, it makes sense for everyone --

So wanneer jy praat oor self-tempo leer,

maak dit sin vir almal -- in die onderwys-praat, gedifferensieerde leer --

in education-speak, "differentiated learning" --

but it's kind of crazy, what happens when you see it in a classroom.

maar dit is soort van mal as jy dit sien in 'n klaskamer.

Want elke keer as ons dit gedoen het,

Because every time we've done this, in every classroom we've done,

in elke klaskamer wat ons gedoen het,

over and over again, if you go five days into it,

oor en oor weer, as vyf dae in dit gaan,

there's a group of kids who've raced ahead

is daar 'n groep kinders wat voorentoe gejaag het

en daar is’n groep kinders wat 'n bietjie stadiger is.

and a group who are a little bit slower.

In a traditional model, in a snapshot assessment,

En in 'n tradisionele model, as jy 'n momentopname assessering sou doen,

sou jy gesê het, "Hierdie is die begaafde kinders, hierdie is die stadige kinders

you say, "These are the gifted kids, these are the slow kids.

Miskien moet hulle anders nagespoor word.

Maybe they should be tracked differently.

Miskien moet ons hulle moet in verskillende klasse sit."

Maybe we should put them in different classes."

Maar wanneer jy toelaat dat elke student werk teen hul eie pas --

But when you let students work at their own pace --

en ons sien dit oor en oor en oor weer --

we see it over and over again --

you see students who took a little bit extra time

sien jy studente wat 'n bietjie ekstra tyd geneem het

op die een of die ander konsep,

on one concept or the other,

but once they get through that concept,

maar sodra hulle deur die konsep gewerk het,

hulle net vorentoe haas.

they just race ahead.

And so the same kids that you thought were slow six weeks ago,

En so het die kinders wat jy gedink het was traag ses weke gelede,

you now would think are gifted.

sou jy nou dink is die begaafdes.

And we're seeing it over and over again.

En ons sien dit oor en oor en oor weer.

It makes you really wonder

En dit maak jou regtig wonder

how much all of the labels maybe a lot of us have benefited from

hoeveel van die etikette wat dalk baie van ons voordeel uit getrek het,

were really just due to a coincidence of time.

was regtig net as gevolg van 'n sameloop van tyd.

Now as valuable as something like this is in a district like Los Altos,

Nou so waardevol iets soos hierdie

in 'n distrik soos Los Altos is,

our goal is to use technology

is ons doel om tegnologie te gebruik

to humanize, not just in Los Altos, but on a global scale,

vir humanisering, nie net in Los Altos, maar op 'n globale skaal,

what's happening in education.

wat gebeur in die onderwys.

And that brings up an interesting point.

En eintlik, daardie soort van bring 'n interessante punt.

Baie van die pogings om die humanisering van die klaskamer

A lot of the effort in humanizing the classroom

is focused on student-to-teacher ratios.

is gefokus op die student-tot-onderwyser-verhoudings.

In our mind, the relevant metric is:

In ons gedagtes is die betrokke metrieke

student-tot-waardevolle-menslike-tyd-

student-to-valuable-human-time- with-the-teacher ratio.

met-die-onderwyser verhouding.

So in a traditional model, most of the teacher's time

So in 'n tradisionele model is die meeste van die onderwyser se tyd

is spent doing lectures and grading and whatnot.

spandeer aan lesings en gradering en iets anders te doen.

Maybe five percent of their time is sitting next to students

Miskien is 5% van hul tyd eintlik lanks studente sit

en eintlik met hulle werk.

and working with them.

Now, 100 percent of their time is.

Nou is 100% van hul tyd.

So once again, using technology, not just flipping the classroom,

Dus word tegnologie gebruik, nie net om die klaskamer om te swaai nie,

you're humanizing the classroom, I'd argue,

maar vir die humanisering van die klaskamer, wil ek argumenteer,

deur 'n faktor van 5 of 10.

by a factor of five or 10.

As valuable as that is in Los Altos,

En so waardevol as wat dit in Los Altos is,

imagine what it does to the adult learner,

verbeel wat dit aan die volwasse leerders

who's embarrassed to go back and learn stuff

wie te skaam is om terug te gaan en te goed leer

they should have known before going back to college.

wat hulle voorheen moes, voordat hulle terug gaan na die kollege.

Stel jou voor wat dit doen

Imagine what it does to a street kid in Calcutta,

aan 'n straat kind in Calcutta

who has to help his family during the day,

wat sy gesin moet help gedurende die dag,

and that's the reason he or she can't go to school.

en dit is die rede waarom hy of sy nie kan skool toe gaan nie.

Nou kan hulle twee uur 'n dag spandeer en dit reg stel,

Now they can spend two hours a day and remediate,

or get up to speed and not feel embarrassed

of leer werk inhaal en nie skaam voel

oor wat hulle nie weet nie.

about what they do or don't know.

Now imagine what happens where --

Nou dink wat hier gebeur --

we talked about the peers teaching each other

ons het gepraat oor die maats wat mekaar

binnekant die klaskamer onderrig.

inside of a classroom.

Maar dit is alles een stelsel.

But this is all one system.

There's no reason why you can't have that peer-to-peer tutoring

Daar is geen rede waarom jy nie

die werksmaat-tot-werksmaat studieleiding

beyond that one classroom.

verby daardie een klaskamer kan hê nie.

Imagine what happens if that student in Calcutta

Verbeel jou wat gebeur as daardie student in Calcutta

all of the sudden can tutor your son,

al van 'n skielike jou seun kan voog,

or your son can tutor that kid in Calcutta.

of jou seun kan die kind in Calcutta kan voog?

And I think what you'll see emerging

En ek dink wat jul sal sien ontwikkel

is this notion of a global one-world classroom.

is die idee van 'n globale een-wêreld klaskamer.

And that's essentially what we're trying to build.

En dit is essensieel wat ons probeer om te bou.

Thank you.

Dankie.

(Applause)

(Applous)

Bill Gates: I'll ask about two or three questions.

Salman Khan: Oh, OK.

(Applause continues)

(Applause ends)

BG: I've seen some things you're doing in the system,

Bill Gates: Ek het 'n paar dinge gesien wat jy doen in die stelsel

that have to do with motivation and feedback --

wat te doen het met motivering en terugvoerig,

energy points, merit badges.

energie punte, meriete wapens.

Tell me what you're thinking there.

Vertel my wat jy daar gedink het.

SK: Oh yeah. No, we have an awesome team working on it.

SK: O ja. Nee, ons het 'n fantastiese span wat daaraan werk.

I have to be clear, it's not just me anymore.

En ek moet dit duidelik maak, dit is nie net ek meer nie.

Ek doen nog steeds al die video's,

I'm still doing all the videos,

but we have a rock-star team doing the software.

maar ons het 'n super span wat die sagteware doen.

We've put a bunch of game mechanics in there, where you get badges,

Ja, ons het 'n klomp speletjie meganika daar

waar jy hierdie wapens kry,

we're going to start having leader boards by area, you get points.

ons gaan begin om leier borde per gebied te hê, en kry jy punte.

It's actually been pretty interesting.

Dit is eintlik redelik interessant.

Just the wording of the badging,

Net die bewoording van die wapens of hoeveel punte jy kry om iets te doen,

or how many points you get for doing something,

sien ons op 'n stelsel wye basis,

we see on a system-wide basis,

like tens of thousands of fifth-graders or sixth-graders

hoe die tien duisende van die graad vyf of ses leerders

een of ander rigting beweeg,

going one direction or another, depending what badge you give them.

afhangende watter wapen jy hulle gee.

(Laughter)

(Gelag)

BG: And the collaboration you're doing with Los Altos,

BG: En die samewerking wat jy doen met Los Altos,

how did that come about?

hoe het dit tot stand gekom?

SK: Los Altos, it was kind of crazy.

SK: Los Altos, dit was soort gek.

Weereens, het ek nie verwag dit in klaskamers gebruik sou word nie.

Once again, I didn't expect it to be used in classrooms.

Someone from their board came and said,

Iemand van hul raad het gekom en gesê,

"What would you do if you had carte Blanche in a classroom?"

"Wat sou jy doen as jy carte blanche in 'n klaskamer gehad het?"

Ek't gesê, "Wel, ek sou net toelaat dat elke student teen hulle eie tempo werk

I said, "Well, every student would work at their own pace,

op iets soos hierdie, en ons sal 'n paneelbord verskaf."

on something like this, we'd give a dashboard."

En hulle het gesê, "Dis soort van radikaal. Ons sal daaroor moet dink."

They said, "This is kind of radical. We have to think about it."

En ek en die res van die span was soos,

Me and the rest of the team were like, "They're never going to want to do this."

"Hulle sal nooit dit wil doen nie."

Maar die volgende dag was hulle letterlik soos, "Kan jy begin oor twee weke?"

But literally the next day they were like, "Can you start in two weeks?"

(Gelag)

(Laughter)

BG: So vyfde graad wiskunde is waar dit nou gebeur?

BG: So fifth-grade math is where that's going on right now?

SK: Dit is twee vyfde graad klasse en twee graad sewe klasse.

SK: It's two fifth-grade classes and two seventh-grade classes.

En hulle doen dit op die distrik vlak.

They're doing it at the district level.

En ek dink waaroor hulle opgewonde is, is hulle kan nou hierdie kinders volg.

I think what they're excited about is they can follow these kids,

Dit is nie 'n alleenlik-in-skool ding nie.

not only in school; on Christmas, we saw some of the kids were doing it.

Ons het selfs oor Kersfees, gesien hoe sommige van die kinders dit doen.

We can track everything, track them as they go through the entire district.

En ons kan spoor hou van alles.

So hulle kan hulle eintlik dop hou soos hulle deur die hele distrik beweeg.

Through the summers, as they go from one teacher to the next,

Deur die somer, as hulle gaan van die een onderwyser na die volgende,

het jy hierdie kontinuïteit van data

you have this continuity of data that even at the district level, they can see.

wat hul selfs by die distrik vlak kan sien.

BG: So 'n paar van die paneelborde wat ons gesien het

BG: So some of those views we saw were for the teacher

was vir die onderwyser

to go in and track actually what's going on with those kids.

om in te gaan en op te spoor wat met daardie kinders gebeur.

So you're getting feedback on those teacher views

So jy kry terugvoering van daardie onderwyser paneelborde

om te sien wat hulle dink dit beteken?

to see what they think they need?

SK: Oh yeah. Most of those were specs by the teachers.

SK: O ja. Die meeste van daardie spesifikasies was deur die onderwysers.

Ons het 'n paar daarvan vir die studente gemaak sodat hulle hul data kon sien,

We made some of those for students so they could see their data,

maar ons het 'n baie noue ontwerp sirkelroete met die onderwysers self.

but we have a very tight design loop with the teachers themselves.

En hulle het letterlik gesê: "Dit is lekker, maar ... "

And they're saying, "Hey, this is nice, but --"

Like that focus graph, a lot of the teachers said,

Soos hierdie fokus grafiek, baie van die onderwysers het gesê,

"Ek het ’n gevoel dat baie van die kinders spring rond

"I have a feeling a lot of the kids are jumping around

en nie fokus op een onderwerp nie."

and not focusing on one topic."

So toe maak ons die fokus diagram.

So we made that focus diagram.

So it's all been teacher-driven. It's been pretty crazy.

So dit was alles onderwyser-gedrewe.

Dit was redelik mal.

BG: Is this ready for prime time?

BG: Is dit gereed is vir spitstyd?

Do you think a lot of classes next school year should try this thing out?

Dink jy baie klasse volgende skooljaar moet hierdie ding probeer?

SK: Yeah, it's ready.

SK: Ja, dit is gereed.

We've got a million people on the site already,

Ons het reeds 'n miljoen mense op die webwerf,

so we can handle a few more.

so ons kan 'n paar meer hanteer.

(Gelag)

(Laughter)

No, no reason why it really can't happen

Nee, geen rede waarom dit regtig nie kan gebeur

in every classroom in America tomorrow.

in elke klaskamer in Amerika môre nie.

BG: And the vision of the tutoring thing.

BG: En die visie van die voog ding.

The idea there is, if I'm confused about a topic,

Die idee daar is, dat as ek verward is oor 'n onderwerp,

somehow right in the user interface,

op een of ander manier reg in die gebruikerskoppelvlak

I'd find people who are volunteering,

sal ek mense vind wat vrywillig,

maybe see their reputation,

miskien hulle reputasie sien,

and I could schedule and connect up with those people?

en ek kan skeduleer en verbind met die mense?

SK: Absolutely. And this is something I recommend everyone in this audience do.

SK: Absoluut. En dit is iets

wat ek aanraai almal in die gehoor moet doen.

Those dashboards the teachers have, you can go log in right now

Daardie paneelborde wat die onderwysers het, jy kan gaan in teken op hierdie oomblik

and you can essentially become a coach

en jy kan 'n afrigter

for your kids, your nephews, your cousins,

vir jou kinders, of neefs,

or maybe some kids at the Boys and Girls Club.

of dalk 'n paar kinders by die Seuns en Meisies Klub word.

En ja, jy kan begin om 'n mentor,’n onderwyser,

And yeah, you can start becoming a mentor, a tutor,

really immediately.

sommer onmiddellik te raak.

But yeah, it's all there.

Maar ja, dit is alles daar.

BG: Well, it's amazing.

BG: Wel, dit is ongelooflik.

I think you just got a glimpse of the future of education.

Ek dink jul het 'n voorsmaak van die toekoms van onderrig gesien.

BG: Thank you. SK: Thank you.

Dankie. (SK: Dankie.)

(Applause)

(Applous)