Let's use video to reinvent education | Salman Khan

Translator: Anne-Sofie Thomsen Reviewer: Mikael Fuhr

Khan Academy er bedst kendt

Khan Academy is most known for its collection of videos,

for sin store samling af videoer,

so before I go any further,

og før jeg går videre,

let me show you a little bit of a montage.

vil jeg gerne vise en lille montage.

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

(Video) Salman Khan: Hypotenusen er nu 5.

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

Dyrets fossiler findes kun i denne del af Sydamerika --

en fin lige strækning her --

a nice clean band here --

and this part of Africa.

og i denne del af Afrika.

We can integrate over the surface,

Vi kan integrere overfladen,

og notationen er typisk et stort sigma.

and the notation usually is a capital sigma.

National Assembly: They create the Committee of Public Safety,

Nationalforsamlingen: De grundlægger Velfærdsudvalget

hvilket lyder som en meget flink komite.

which sounds like a very nice committee.

Læg mærke til at dette er en aldehyd,

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

og det er også en alkohol.

Start differentiating into effector and memory cells.

Start med at dele den i en plasma- og en hukommelsescelle.

En galakse. Hej, der er endnu en galakse.

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

Se, der er endnu en galakse.

And for dollars, is their 30 million,

Dermed har de deres 30 millioner dollars

plus the 20 million dollars from the American manufacturer.

plus de 20 millioner dollars fra den amerikanske fabrikant.

If this does not blow your mind,

Hvis dette ikke forbløffer dig,

then you have no emotion.

så har du ingen følelser.

(Laughter)

(Latter)

(Applause)

(Klapsalver)

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

SK: Vi har nu i omegnen

af 2.200 videoer,

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

der dækker alt fra simpel aritmetik

helt over til vektorregning

og noget af det I så lige før.

and some of the stuff that you saw up there.

We have a million students a month using the site,

Vi har en million studerende om måneden, der bruger siden,

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

og som ser i omegnen af 100 til 200.000 videoer om dagen.

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

Men det vi skal tale om her

er hvordan vi tager skridtet videre.

But before I do that,

Men før jeg gør det,

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

vil jeg snakke lidt om, hvordan det hele startede.

And some of you all might know,

Nogle af jer ved måske,

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

at jeg for fem år siden var en analytiker ved en hedgefond.

and I was in Boston,

Jeg var i Boston,

og jeg fjernunderviste mine fætre og kusiner i New Orleans.

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

Jeg startede med at lægge den første YouTube-video op

And I started putting the first YouTube videos up,

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

som en ekstra bonus,

just kind of a supplement for my cousins,

et supplement for mine fætre og kusiner --

something that might give them a refresher or something.

noget der kunne genopfriske deres hukommelse eller noget i den stil.

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

Så snart jeg lagde den første YouTube-video op

skete der noget interessant --

something interesting happened.

Actually, a bunch of interesting things happened.

faktisk skete flere interessante ting.

Den første ting var tilbagemeldingerne fra mine fætre og kusiner.

The first was the feedback from my cousins.

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

De fortalte mig,

at de foretrak mig på YouTube i forhold til i virkeligheden.

(Laughter)

(Latter)

And once you get over the backhanded nature of that,

Når du kommer dig over den lidt tvivlsomme natur i det,

så var det faktisk meget dybdegående.

there was actually something very profound there.

De fortalte mig,

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

at de foretrak en automatiseret version af deres fætter

fremfor deres fætter.

to their cousin.

At first it's very unintuitive,

I starten lyder det ikke særligt intuitivt,

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

men når man ser på det fra deres synsvinkel, så giver det rigtigt meget mening.

Vi har en situation,

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

hvor de nu kan sætte deres fætter på pause og genstarte ham,

without feeling like they're wasting my time.

uden at det føles som om, at de spilder min tid.

Hvis de er nødt til at revidere noget,

If they have to review something

that they should have learned a couple of weeks ago,

som de skulle have lært for at par uger siden

eller måske et par år siden,

or maybe a couple of years ago,

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

skal de ikke længere være flove over at spørge deres fætter.

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

De kan bare se disse videoer. Hvis de keder sig kan de også se dem.

De kan se dem, når de har tid, og i deres eget tempo.

They can watch at their own time and pace.

Det formentlig mindst værdsatte aspekt i dette

Probably the least-appreciated aspect of this

er forestillingen om, at den første gang,

is the notion that the very first time

den aller første gang,

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

man forsøger at forstå et nyt koncept,

the very last thing you need

er den aller sidste ting, du har brug for,

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

et andet menneske, der spørger "Har du forstået det?"

And that's what was happening

Det var det, der skete, da jeg underviste mine fætre og kusiner før i tiden.

with the interaction with my cousins before,

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

Og nu kan de bare gøre det

på deres eget værelse.

The other thing that happened is --

En anden ting, der skete --

I put them on YouTube just --

jeg lagde videoerne på YouTube --

I saw no reason to make it private,

jeg havde ingen grund til at gøre dem private,

so I let other people watch it,

så jeg lod andre mennesker se dem.

and then people started stumbling on it,

Pludselig begyndte folk at falde over dem.

and I started getting some comments and some letters

Jeg begyndte at få nogle kommentarer og nogle breve

and all sorts of feedback

og alle former for feedback

fra tilfældige mennesker over hele verden.

from random people around the world.

These are just a few.

Dette er bare et par stykker af dem.

This is actually from one of the original calculus videos.

Det her er fra en af de originale videoer om regning.

Nogen skrev på YouTube --

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

i kommentarfeltet:

"First time I smiled doing a derivative."

"Det er første gang, jeg smilede, mens jeg lavede en afledt funktion."

(Laughter)

(Latter)

Lad os lige stoppe op her.

Let's pause here.

Personen lavede en afledt funktion,

This person did a derivative,

and then they smiled.

og så smilede hun.

(Laughter)

In response to that same comment --

Som et svar til den kommentar --

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

du kan se disse kommentarer på YouTube --

skrev nogen: "Det samme her.

someone else wrote: "Same thing here.

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

Jeg blev faktisk naturligt høj og var i godt humør resten af dagen.

Før i tiden så jeg

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

en masse matrix-agtig tekst på tavlen,

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

og nu føler jeg, at jeg kan kong fu."

(Laughter)

(Latter)

We get a lot of feedback along those lines.

Vi fik en masse feedback i den stil.

This clearly was helping people.

Videoerne hjalp tydeligvis mennesker.

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

Men så da vores seere blev flere og flere

fik jeg breve fra folk,

I started getting letters from people,

and it was starting to become clear

og det begyndte at gå op for mig,

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

at det her var mere end blot en bonus.

This is just an excerpt from one of those letters:

Det her er et uddrag

fra et af de breve.

"My 12 year-old son has autism,

"Min 12-årige søn er autist

and has had a terrible time with math.

og har haft det utroligt svært med matematik.

Vi har prøvet alt,

We have tried everything,

viewed everything, bought everything.

set alt, købt alt.

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

Vi faldt over din video om decimaler, og han forstod det.

Then we went on to the dreaded fractions.

Så gik vi videre til de frygtede brøker. Han forstod det igen.

Again, he got it.

Vi kunne ikke tro det.

We could not believe it.

He is so excited."

Han er så glad."

And so you can imagine,

Som I kan forestille jer,

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

da jeg var en analytiker ved en hedgefond,

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

var det meget underligt for mig at gøre noget med social værdi.

(Latter)

(Laughter)

(Applause)

(Klapsalver)

But I was excited, so I kept going.

Men jeg var begejstret, så jeg blev ved.

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

Så gik flere ting op for mig.

that not only would it help my cousins right now,

Ikke blot ville det her hjælpe mine fætre og kusiner lige nu,

or these people who were sending letters,

og de mennesker, der sender mig breve,

but that this content will never grow old,

men indholdet vil aldrig blive gammelt,

og det vil kunne hjælpe deres børn

that it could help their kids or their grandkids.

eller deres børnebørn.

If Isaac Newton had done YouTube videos on calculus,

Hvis Isaac Newton

havde lavet YouTube-videoer om regning,

så behøvede jeg ikke gøre det.

I wouldn't have to.

(Laughter)

(Latter)

Assuming he was good. We don't know.

Forudsat at han var god til det. Det ved vi ikke.

(Laughter)

(Latter)

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

En anden ting, der skete --

og selv på det tidspunkt sagde jeg "Okay, det er måske et godt supplement.

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

Det er godt for motiverede elever.

Det er måske også godt for hjemmeundervisning."

It's good for maybe home-schoolers."

Jeg troede ikke, at det ville være noget,

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

som ville slå igennem i klasseværelserne.

Then I started getting letters from teachers,

Men jeg begyndte at få breve fra lærere.

and the teachers would write, saying,

Lærerene skrev til mig, at

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

"vi bruger dine videoer til at lave et skift i klasseværelset.

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

Du har givet lektionerne, så det vi gør..."

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

og dette kan ske i hvert et klasselokale i Amerika fra i morgen,

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

"... jeg giver dine lektioner for som lektier.

Det, der før var lektier

and what used to be homework,

laver vi nu i klasseværelset."

I now have the students doing in the classroom."

Jeg vil lige stoppe op --

And I want to pause here --

(Applause)

(Latter)

Jeg vil lige stoppe op i et sekund,

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

fordi der er flere interessante ting.

One, when those teachers are doing that,

En ting er, at når lærerne gør det,

there's the obvious benefit --

så er der den åbenlyse fordel --

the benefit that now their students

deres elever kan nu

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

nyde videoerne på samme måde som mine fætre og kusiner gjorde.

De kan pause og gentage i deres et tempo,

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

når de har tid.

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

En endnu mere interessant ting er --

og dette er ikke intuitivt, når det kommer til teknologi i klasseværelset --

when you talk about technology in the classroom --

ved at tage lektionerne, der skal passe til alle, væk fra klasseværelset,

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

og ved at lade eleverne blive undervist derhjemme i deres eget tempo,

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

og så lave lektierne i klasseværelset,

then when you go to the classroom,

letting them do work, having the teacher walk around,

mens læreren er til stede,

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

og ved at lade eleverne arbejde sammen,

these teachers have used technology to humanize the classroom.

har disse lærere brugt teknologien

til at gøre klasseværelset menneskeligt.

De tog en fundamentalt umenneskeliggjort oplevelse –

They took a fundamentally dehumanizing experience --

30 kids with their fingers on their lips,

30 unger med fingeren på læben,

uden lov til at tale sammen.

not allowed to interact with each other.

Lige meget hvor dygtig en lærer er,

A teacher, no matter how good,

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

skal han stadig undervise, på samme måde,

30 elever på én gang –

blank faces, slightly antagonistic --

med tomme ansigtsudtryk, en anelse modvillige –

and now it's a human experience,

og nu er det blevet en menneskelig oplevelse.

now they're actually interacting with each other.

Nu interagerer de faktisk.

So once the Khan Academy --

Så da først Khan Academy –

jeg sagde mit job op

I quit my job,

and we turned into a real organization --

og vi fik opbygget en rigtig organisation –

we're a not-for-profit --

som er non-profit –

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

nu er spørgsmålet, hvordan vi kommer videre?

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

Hvordan får vi, hvad disse lærere gør

til at blive en naturlig del af undervisningen?

And so, what I'm showing over here,

Det, jeg viser jer her,

these are actual exercises

er eksempler på øvelser,

that I started writing for my cousins.

som jeg lavede til mine fætre og kusiner.

The ones I started were much more primitive.

Dem, jeg startede med at lave, var meget mere primitive,

This is a more competent version of it.

Det her er en bedre version.

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

Men tanken her er, at den genererer så mange spørgsmål, som man har brug for

for at forstå konceptet,

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

indtil man har 10 i træk.

And the Khan Academy videos are there.

Og Khan Academy-videoerne er på siden.

You get hints, the actual steps for that problem,

Man får praj, de forskellige trin i problemstillingen,

if you don't know how to do it.

hvis man ikke forstår, hvordan det skal gøres.

The paradigm here seems like a very simple thing:

Tanken er, og det kan virke meget simpelt:

10 in a row, you move on.

10 i træk for at komme videre.

But it's fundamentally different

Men det er fundamentalt anderledes end det, der foregår i klasseværelserne.

than what's happening in classrooms right now.

I den traditionelle undervisning,

In a traditional classroom,

you have homework, lecture, homework, lecture,

har man gennemgang af lektier,

lektier, læreren taler, lektier, læreren taler,

and then you have a snapshot exam.

og så har man en hurtig prøve.

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

Efter den eksamen, ligegyldigt om man har 70 procent eller 80 procent rigtige,

eller 90 eller 95 rigtige,

a 90 percent or a 95 percent,

the class moves on to the next topic.

går man videre til næste emne.

And even that 95 percent student --

Og selv med den elev, der fik 95 procent, er spørgsmålet,

what was the five percent they didn't know?

hvad var de 5 procent, han ikke vidste?

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

Måske vidste han ikke, hvad der sker når man ganger med 0.

Og så bygger man videre på det i den næste øvelse.

Then you build on that in the next concept.

Det svarer for eksempel til;

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

at du skal lære at cykle,

og jeg giver dig én undervisningstime,

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,

og en cykel i to uger.

Efter de to uger kommer jeg tilbage

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

og siger, "Lad os se! Jeg kan se, at det ikke går så godt med dine venstresving.

Du er ikke så god til at stoppe.

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

Du er 80 procent cyklist."

Og så giver jeg dig et 7-tal

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

(Laughter)

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

og siger, "Her har du en et-hjulet cykel."

(Laughter)

But as ridiculous as that sounds,

Det lyder latterligt,

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

men det er det, der sker

i klasseværelserne lige nu.

And the idea is you fast forward

Man skrider for hurtigt frem,

and good students start failing algebra all of the sudden,

dygtige elever dumper pludselig i algebra

and start failing calculus all of the sudden,

og begynder at dumpe i regning,

despite being smart, despite having good teachers,

til trods for at de er kloge og har dygtige lærere.

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

Som regel har de huller som i en schweizer-ost

som kun bliver større.

that kept building throughout their foundation.

Vores model

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

er at lære matematik ligesom man lærer andre ting,

ligesom man lærer at køre på cykel.

like riding a bicycle.

Stay on that bicycle. Fall off that bicycle.

Bliv på cyklen. Fald med cyklen.

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

Bliv ved, så længe det er nødvendigt, indtil du mestrer det.

The traditional model,

Den traditionelle model

it penalizes you for experimentation and failure,

straffer eksperimenter og fejl,

but it does not expect mastery.

men den forventer heller ikke beherskelse.

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

Vi opmuntrer til eksperimenter. Vi opmuntrer til fejl.

But we do expect mastery.

Men vi forventer også beherskelse.

Dette er et andet modul.

This is just another one of the modules.

Det er trigonometri.

This is trigonometry.

This is shifting and reflecting functions.

Hvor man skifter og spejler funktioner.

And they all fit together.

Og de passer alle sammen.

We have about 90 of these right now.

Vi har circa 90 lige nu.

You can go to the site right now,

Og du kan gå ind på siden nu. Det er gratis. Vi prøver ikke at sælge noget.

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

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

Tanken er, at alle øvelser passer ind i et "videnskort".

Den øverste del er addition af et-cifrede tal.

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

En plus en er to.

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

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

Når man har 10 i træk af dem,

it keeps forwarding you to more and more advanced modules.

fortsætter det i stadigt mere komplicerede moduler.

Længere nede på "videnskortet"

Further down the knowledge map,

har vi avanceret aritmetik.

we're getting into more advanced arithmetic.

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

Så kommer tidlig algebra.

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

Længere nede har vi algebra 1 og algebra 2,

a little bit of precalculus.

en lille smule avanceret algebra.

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

Og på den måde kan vi undervise alt –

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

ja, alt kan læres

inden for denne type rammer.

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

Forestil jer – og det er hvad, vi går efter –

at fra det her "videnskort"

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

har vi logik, computerprogrammering,

you have grammar, you have genetics,

vi har grammatik, genetik,

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

altsammen baseret på,

at hvis du kan det ene og andet.

now you're ready for this next concept.

så er du klar til næste koncept.

Now that can work well for an individual learner,

Det kan have god effekt på den individuelle elev,

and I encourage you to do it with your kids,

og jeg opfordrer til, at I gør det sammen med jeres børn,

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

men også at alle blandt publikum prøver selv.

Det vil ændre samtalen ved aftensmaden.

It'll change what happens at the dinner table.

But what we want to do

Men vi vil også gerne

is use the natural conclusion of the flipping of the classroom

bruge det naturlige skift i klasseværelset,

that those early teachers had emailed me about.

som nogle af de første lærere fortalte mig om.

And so what I'm showing you here,

Så det her

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

er data fra et forsøg i Los Altos skoledistrikt,

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

med to 5. klasser og to 7. klasser

hvor vi smed det gamle matematikpensum ud.

and completely gutted their old math curriculum.

Børnene her bruger ikke bøger,

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

de modtager ikke formstøbt undervisning.

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

De bruger Khan Academy's software

i halvdelen af deres matematiktime.

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

Jeg skal gøre det klart, at vi ikke ser dette som komplet matematikundervisning.

Det, der gør – også nu i Los Altos –

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

det frigiver tid.

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

Det er den nødvendige, basale viden,

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

der gør dig i stand til at løse ligninger,

og det frigør tid til simuleringer, spil,

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

mekanik og robotbygning,

for the mechanics, for the robot-building,

til estimeringen af et bjergs højde baseret på dets skygge.

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

Så konceptet er, at læreren kommer hver dag,

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

every kid works at their own pace --

hvert enkelt barn arbejder i sit eget tempo –

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

det her er en live oversigt fra Los Altos –

og læreren ser på denne oversigt.

and they look at this dashboard.

Every row is a student.

Hver række er en elev.

Every column is one of those concepts.

Hver kolonne er et opgavemodul.

Green means the student's already proficient.

Grøn betyder, at eleven allerede har gennemført.

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

Blå betyder, at de er igang – ingen grund til bekymring.

Red means they're stuck.

Rød betyder, at eleven er gået i stå.

And what the teacher does is literally just say,

Og læreren kan så sige:

"Let me intervene on the red kids."

"Lad mig hjælpe de røde børn."

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

Eller endnu bedre, "Lad mig få en af de grønne,

som allerede har gennemført dette modul,

who are already proficient in that concept,

til at gå igang

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

med at hjælpe sin kammerat."

(Applause)

(Klapsalver)

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

Nu kommer jeg fra en meget datafikseret verden,

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

og vi vil ikke have, at læreren kommer

og stiller de forkerte spørgsmål:

and have to ask the kid awkward questions:

"Hvad er det, du ikke forstår?" eller "Hvad forstår du?"

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

og så videre.

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

Vi ønsker, at udstyre læreren med så meget data som muligt –

data that, in any other field, is expected,

data, der ville være forventet i alle mulige andre brancher,

in finance, marketing, manufacturing --

som finanssektoren, marketing eller produktion.

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

Så læreren kan faktisk diagnosticere eleven på forhånd,

so they can make their interaction as productive as possible.

så deres udveksling kan blive så produktiv som muligt.

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

Nu ved læreren præcis, hvad eleven har været igang med,

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

hvor lang tid han har brugt, hvilke videoer, han har set,

hvornår han pausede videoerne, hvad han holdt op med at se,

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

hvilke øvelser han lavede,

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

og hvad han fokuserede på.

The outer circle shows what exercises they were focused on.

De ydre circler viser, hvilke øvelser, der blev fokuseret på.

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

De indre circler viser, hvilke videoer, der blev fokuseret på.

Og informationen er ret detaljeret,

The data gets pretty granular,

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

så man kan se præcist hvilke opgaver, eleven havde rigtige og forkerte.

Red is wrong, blue is right.

Rød er forkert, blå er rigtigt.

The leftmost question is the first one the student attempted.

Spørgsmålet til venstre, er det, som eleven var igang med.

Han har set videoen der.

They watched the video over there.

Og her kan I se, at han fik 10 i træk.

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

Man kan nærmest se eleven forstå mere i løbet af de 10 øvelser.

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

De bliver også hurtigere.

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

Højden er, hvor lang tid det tog dem.

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

Læring i individuelt tempo

giver mening for alle, der har med undervisning at gøre –

in education-speak, "differentiated learning" --

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

men det er alligevel vildt, når man ser det i et klasseværelse.

Og hver gang vi har gjort det her,

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

i hvert eneste klasseværelse,

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

sker det, at efter 5 dage

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

er der altid en gruppe, der kommer forud

og der er en gruppe, der er lidt langsommere.

and a group who are a little bit slower.

In a traditional model, in a snapshot assessment,

Normalt ville man ved et hurtigt blik

konstatere, "Det er de kloge børn og det er de langsomme.

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

Måske skulle de følges på en anden måde.

Maybe they should be tracked differently.

Måske skal de deles op."

Maybe we should put them in different classes."

Men hvis man lader hver elev arbejde i sit eget tempo –

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

og vi ser det igen og igen –

we see it over and over again --

you see students who took a little bit extra time

vil der være elever, der er længere tid

om nogle af problemerne,

on one concept or the other,

but once they get through that concept,

men når først de har forstået dem,

så kommer de udover stepperne.

they just race ahead.

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

De børn man anså for at være langsomme for 6 uger siden,

you now would think are gifted.

vil man nu anse for at være kloge.

And we're seeing it over and over again.

Og vi ser det om og om igen.

It makes you really wonder

Og det får virkelig en til at tænke på,

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

hvor mange af de stempler, vi alle har fået,

were really just due to a coincidence of time.

måske bare skyldes en tilfældighed.

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

Dette er selvfølgelig værdifuldt

i Los Altos,

our goal is to use technology

men vores mål er at bruge teknologien

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

til at menneskeliggøre undervisningen

what's happening in education.

i hele verden.

And that brings up an interesting point.

Og her er der en interessant pointe.

Der bliver brugt meget energi på

A lot of the effort in humanizing the classroom

is focused on student-to-teacher ratios.

at fokusere på lærer-elev kontakt.

In our mind, the relevant metric is:

Vi mener, at det relevante mål

er værdifuld-tid-med-lærer

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

-elev kontakt.

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

Normalt går det meste af lærerens tid

is spent doing lectures and grading and whatnot.

på at undervise klassen og give karakterer osv.

Maybe five percent of their time is sitting next to students

Måske går 5 procent af tiden på at

sidde og arbejde med eleven.

and working with them.

Now, 100 percent of their time is.

Nu kan 100 procent af tiden blive brugt sådan.

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

Så igen, ved at bruge teknologi, ikke bare lave et skift i undervisningen,

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

menneskeliggør man klasseundervisningen.

5 eller 10 gange så meget.

by a factor of five or 10.

As valuable as that is in Los Altos,

Og hvor værdifuldt det end er i Los Altos,

imagine what it does to the adult learner,

så forestil jer, hvad det kan gøre for en voksen elev,

who's embarrassed to go back and learn stuff

der er flov over at skulle lære noget,

they should have known before going back to college.

som de burde have lært.

Forestil jer, hvad det kan gøre

Imagine what it does to a street kid in Calcutta,

for et gadebarn i Calcutta,

who has to help his family during the day,

som skal hjælpe sin familie om dagen,

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

og derfor ikke kan gå i skole.

Nu kan han bruge to timer om dagen

Now they can spend two hours a day and remediate,

or get up to speed and not feel embarrassed

og indhente de andre uden at skamme sig

over, hvad han kan og ikke kan.

about what they do or don't know.

Now imagine what happens where --

Forestil jer så også –

we talked about the peers teaching each other

vi talte om elever, der hjælper hinanden

i klasseværelset.

inside of a classroom.

Men dette er altsammen et system.

But this is all one system.

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

Der er ingen grund til ikke at have

elev-til-elev-undervisning

beyond that one classroom.

uden for klasseværelset.

Imagine what happens if that student in Calcutta

Forestil dig, at eleven i Calcutta

all of the sudden can tutor your son,

pludselig kunne hjælpe din søn,

or your son can tutor that kid in Calcutta.

eller at din søn kan hjælpe ham i Calcutta!

And I think what you'll see emerging

Og jeg tror, man vil se en stigende

is this notion of a global one-world classroom.

følelse af et stort globalt klasseværelse.

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

Det er i bund og grund det, vi prøver at skabe.

Thank you.

Tak.

(Applause)

(Klapsalver)

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: Jeg har set nogle ting i dit system,

that have to do with motivation and feedback --

som har med motivation og feedback at gøre –

energy points, merit badges.

energipoint, duelighedsmærker.

Tell me what you're thinking there.

Fortæl mig om de idéer.

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

SK: Ja, vi har et super team, der arbejder på det.

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

Og jeg skal lige gøre det klart, at det ikke kun er mig mere.

Jeg laver stadig videoerne,

I'm still doing all the videos,

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

men vi har et rockstar team, der udvikler software.

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

Ja, vi har nogle spil-elementer,

hvor man kan opnå mærker,

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

vi har snart ledertavler for et område og man samler points.

It's actually been pretty interesting.

Det er faktisk meget interessant.

Just the wording of the badging,

Bare ved at have badges og points

or how many points you get for doing something,

kan vi se i systemet,

we see on a system-wide basis,

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

hvordan titusinder af 5.-6.-klasses elever

bevæger sig i den ene eller anden retning,

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

alt efter hvilket badge, du giver dem.

(Laughter)

(Latter)

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

BG: Hvordan kom samarbejdet med Los Altos

how did that come about?

i stand?

SK: Los Altos, it was kind of crazy.

SK: Los Altos, det var ret vildt,

vi havde jo aldrig forventet at det ville blive brugt i klasseundervisning.

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

Someone from their board came and said,

En fra bestyrelsen henvendte sig og spurgte,

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

"Hvad ville du gøre, hvis du havde carte blache i et klasseværelse?"

Jeg sagde, "Jeg ville lade hver elev arbejde individuelt,

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

og vi ville lave en oversigt."

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

De sagde, "Åh, det er radikalt. Vi må lige overveje det."

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

Teamet og jeg tænkte,

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

"De går aldrig med til det."

Men allerede næste dag, svarede de, "Kan du starte om to uger"?

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

(Latter)

(Laughter)

BG: Og de er igang med matematik for 5. klasse?

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

SK: Det er to 5. klasser og to 7. klasser.

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

Og det er i hele distriktet.

They're doing it at the district level.

Jeg tror, de er glade for at kunne følge børnene

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

ikke kun, når de er i skole.

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

Selv til jul så vi, at nogen at dem arbejdede.

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

Og vi kan følge alt.

Så de kan følge dem gennem hele distriktet.

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

I sommerferien, når de skifter lærer,

har man kontinuerlig data

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

som man kan se på distriktsniveau.

BG: Du viste bl.a. oversigterne,

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

som er for lærerne

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

til at følge eleverne.

So you're getting feedback on those teacher views

Får du feedback på oversigterne

så du kender lærernes mening?

to see what they think they need?

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

SK: Helt sikkert. De fleste af dem var instruktioner for lærerne.

Vi har lavet nogle af dem til eleverne, så de kunne se deres egen data,

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

men vi har et meget tæt samarbejde med lærerne.

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

De siger f.eks., "Det er godt, men ..."

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

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

Som f.eks. med fokus-grafen, mange lærere sagde,

"Jeg har på fornemmelsen, at mange af eleverne hopper rundt

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

uden at fokusere på et emne."

and not focusing on one topic."

Derfor lavede vi det fokusdiagram.

So we made that focus diagram.

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

Så det hele er drevet af lærerne.

Det har været ret vildt.

BG: Is this ready for prime time?

BG: Er det klar til et stort publikum?

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

Mener du, at flere klasser skal prøve det af næste skoleår?

SK: Yeah, it's ready.

SK: Ja, det er klar.

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

Vi har haft en million besøgende på siden allerede

so we can handle a few more.

så vi kan godt håndtere et par stykker mere.

(Latter)

(Laughter)

No, no reason why it really can't happen

Nej, der er ingen grund til, at det ikke skulle kunne lade sig gøre

in every classroom in America tomorrow.

i ethvert klasseværelse i Amerika i morgen.

BG: And the vision of the tutoring thing.

BG: Og visionen omkring hjælpelærere.

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

Idéen er, hvis jeg er forvirret omkring et emne,

somehow right in the user interface,

kan jeg på en eller anden måde

I'd find people who are volunteering,

finde nogen, der er frivillige hjælpelærere,

maybe see their reputation,

måske se deres bedømmelse,

and I could schedule and connect up with those people?

og jeg kan så lave en aftale med dem?

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

Sk: Lige præcis. Det er noget,

jeg vil anbefale alle i publikum at gøre.

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

Ligesom de oversigter, lærerne har, kan du logge ind

and you can essentially become a coach

og blive træner

for your kids, your nephews, your cousins,

for dine børn, nevøer, fætre og kusiner,

or maybe some kids at the Boys and Girls Club.

eller nogle børn i Boys and Girls Club.

Og du kan blive mentor, hjælpelærer,

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

really immediately.

med det samme.

But yeah, it's all there.

Det hele er der.

BG: Well, it's amazing.

BG: Det er fantastisk.

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

Jeg tror du har set et glimt af fremtidens uddannelse.

BG: Thank you. SK: Thank you.

Tak. (SK: Tak.)

(Applause)

(Klapsalver)