Daphne Koller: What we're learning from online education

668,092 views ・ 2012-08-01

TED


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00:00
Translator: Morton Bast Reviewer: Thu-Huong Ha
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Prevoditelj: Marin Stojic Recezent: SIBELA KESAC
00:15
Like many of you, I'm one of the lucky people.
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Poput većine vas i ja sam imala sreću.
00:19
I was born to a family where education was pervasive.
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Rođena sam u obitelji u kojoj je prevladavalo obrazovanje.
00:22
I'm a third-generation PhD, a daughter of two academics.
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Doktor sam znanosti treće generacije u obitelji i kćer sam dva roditelja akademika.
00:26
In my childhood, I played around in my father's university lab.
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Tijekom djetinjstva sam se igrala u očevom sveučilišnom laboratoriju.
00:30
So it was taken for granted that I attend some of the best universities,
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Stoga je uzeto zdravo za gotovo da pohađam neka od najboljih sveučilišta,
00:34
which in turn opened the door to a world of opportunity.
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što je otvorilo vrata velikom broju mogućnosti.
00:38
Unfortunately, most of the people in the world are not so lucky.
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Nažalost, većina ljudi u svijetu nemaju takvu sreću.
00:42
In some parts of the world, for example, South Africa,
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U nekim dijelovima svijeta, npr. u Južnoj Africi,
00:45
education is just not readily accessible.
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obrazovanje nije lako dostupno.
00:48
In South Africa, the educational system was constructed
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U Južnoj Africi je obrazovni sustav konstruiran tijekom
00:51
in the days of apartheid for the white minority.
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vremena Apartheida, te je bio namijenjen za manjinu bijelaca.
00:53
And as a consequence, today there is just not enough spots
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Kao posljedica toga, danas jednostavno nema dovoljno mjesta
00:56
for the many more people who want and deserve a high quality education.
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za većinu ostalih ljudi koji žele i koji zaslužuju visoko kvalitetno obrazovanje.
01:00
That scarcity led to a crisis in January of this year
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Takva nestašica je dovela do krizne situacije u siječnju ove godine
01:04
at the University of Johannesburg.
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na sveučilištu u Johannesburgu.
01:06
There were a handful of positions left open
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Nekoliko mjesta je ostalo otvoreno
01:08
from the standard admissions process, and the night before
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nakon uobičajenog postupka prijava, i noć prije
01:11
they were supposed to open that for registration,
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nego što su trebali započeti sa primanjem prijava,
01:13
thousands of people lined up outside the gate in a line a mile long,
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tisuće ljudi se naguralo pred vratima u redu dugačkom skoro 2 km,
01:17
hoping to be first in line to get one of those positions.
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nadajući se da će biti među onima koji će dobiti mjesto na sveučilištu.
01:21
When the gates opened, there was a stampede,
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Kada su se otvorila vrata, nastao je stampedo i
01:24
and 20 people were injured and one woman died.
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20 ljudi je ozlijeđeno a jedna žena je poginula.
01:27
She was a mother who gave her life
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To je bila majka koja je dala svoj život
01:29
trying to get her son a chance at a better life.
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pokušavajući osigurati svom sinu priliku za boljim životom.
01:33
But even in parts of the world like the United States
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No čak i u dijelovima svijeta poput SAD-a
01:36
where education is available, it might not be within reach.
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gdje je obrazovanje dostupno, ne mora biti unutar dosega.
01:41
There has been much discussed in the last few years
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Puno je bilo rasprava posljednjih godina
01:43
about the rising cost of health care.
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na temu rastućih troškova zdravstvene skrbi.
01:45
What might not be quite as obvious to people
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Ono što možda nije toliko istaknuto
01:48
is that during that same period the cost of higher education tuition
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je da su se tijekom tog istog perioda troškovi školarina u visokom obrazovanju
01:52
has been increasing at almost twice the rate,
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povećali skoro dvostruko brže,
01:55
for a total of 559 percent since 1985.
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rezultirajući ukupnim povećanjem u iznosu od 559% od 1985. godine.
01:59
This makes education unaffordable for many people.
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To čini obrazovanje preskupim za većinu ljudi.
02:03
Finally, even for those who do manage to get the higher education,
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Konačno, čak i oni koji uspiju doći do visokog obrazovanja
02:07
the doors of opportunity might not open.
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možda nikada ne dobiju otvorena vrata za brojne prilike.
02:10
Only a little over half of recent college graduates
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Tek nešto preko polovice svježe diplomiranih studenata
02:13
in the United States who get a higher education
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u SAD-u koji su visoko obrazovani
02:15
actually are working in jobs that require that education.
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ustvari i rade na poslovima koji to zahtijevaju.
02:19
This, of course, is not true for the students
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Naravno, to nije slučaj sa studentima
02:21
who graduate from the top institutions,
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koji su diplomirali na najboljim sveučilištima,
02:23
but for many others, they do not get the value
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ali većina drugih studenata ne dobiva jednaku povratnu vrijednost
02:25
for their time and their effort.
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za svoje uloženo vrijeme i trud.
02:29
Tom Friedman, in his recent New York Times article,
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Tom Friedman je u svom nedavno napisanom članku za New York Times
02:32
captured, in the way that no one else could, the spirit behind our effort.
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prikazao duh onoga što mi činimo, bolje nego što bi to itko drugi mogao prikazati.
02:36
He said the big breakthroughs are what happen
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Rekao je kako su veliki napretci ono što se dešava
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when what is suddenly possible meets what is desperately necessary.
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kada se ujedini ono što je postalo moguće sa onime što je očajno potrebno.
02:43
I've talked about what's desperately necessary.
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Dosada sam govorila o onome što je očajno potrebno.
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Let's talk about what's suddenly possible.
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Pričajmo sada o onome što je postalo moguće.
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What's suddenly possible was demonstrated by
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Ono što je sada odjednom postalo moguće najbolje ilustriraju
02:51
three big Stanford classes,
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tri opsežna nastavna predmeta sa Stanforda,
02:53
each of which had an enrollment of 100,000 people or more.
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od kojih je svaki pohađalo po 100 000 i više upisanih ljudi.
02:57
So to understand this, let's look at one of those classes,
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Da bismo sve to bolje razumjeli, pogledajmo jedan od tih predmeta
03:00
the Machine Learning class offered by my colleague
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imena "Kako računala uče", a koji predaje moj kolega
03:02
and cofounder Andrew Ng.
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i suosnivač Andrew Ng.
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Andrew teaches one of the bigger Stanford classes.
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Andrew predaje jedan od većih nastavnih predmeta na Stanfordu.
03:06
It's a Machine Learning class,
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To je predmet "Kako računala uče"
03:07
and it has 400 people enrolled every time it's offered.
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i svaki puta kada se otvore upisi 400 ljudi se prijavljuje na ovaj predmet.
03:11
When Andrew taught the Machine Learning class to the general public,
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Kada je Andrew predavao "Kako računala uče" javnoj publici
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it had 100,000 people registered.
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oko 100 000 ljudi je bilo upisano.
03:17
So to put that number in perspective,
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Kako bismo taj broj stavili u perspektivu,
03:19
for Andrew to reach that same size audience
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shvatimo da ako bi Andrew htio predavati istom broju studenata
03:21
by teaching a Stanford class,
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predavanjem na Stanfordu u učionici,
03:23
he would have to do that for 250 years.
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morao bi predavati 250 godina!
03:27
Of course, he'd get really bored.
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Naravno, bilo bi mu jako dosadno.
03:30
So, having seen the impact of this,
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Sada kada smo vidjeli utjecaj svega ovoga,
03:33
Andrew and I decided that we needed to really try and scale this up,
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Andrew i ja smo odlučili kako sve to moramo dignuti na veću razinu
03:36
to bring the best quality education to as many people as we could.
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kako bismo omogućili najkvalitetnije obrazovanje što većem mogućem broju ljudi.
03:40
So we formed Coursera,
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Tako smo osnovali Courseru,
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whose goal is to take the best courses
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čiji je cilj okupiti najbolje nastavne predmete
03:45
from the best instructors at the best universities
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od najboljih predavača sa najboljih sveučilišta,
03:48
and provide it to everyone around the world for free.
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i to besplatno ponuditi svima u svijetu!
03:52
We currently have 43 courses on the platform
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Trenutno u našem sustavu imamo 43 predmeta
03:55
from four universities across a range of disciplines,
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sa četiri sveučilišta u različitim znanstvenim disciplinama,
03:58
and let me show you a little bit of an overview
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pa mi dopustite da vam ukratko pokažem sažetak
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of what that looks like.
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kako to sve izgleda.
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(Video) Robert Ghrist: Welcome to Calculus.
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"Dobrodošli u računanje!"
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Ezekiel Emanuel: Fifty million people are uninsured.
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"50 milijuna ljudi je neosigurano..."
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Scott Page: Models help us design more effective institutions and policies.
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"Ovi modeli nam pomažu da konstruiramo učinkovitije institucije i načela..."
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We get unbelievable segregation.
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"Postoji nevjerojatna segregacija..."
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Scott Klemmer: So Bush imagined that in the future,
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"Pa je tako Bush zamislio da ćete u budućnosti
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you'd wear a camera right in the center of your head.
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nositi video kameru posred svog čela..."
04:16
Mitchell Duneier: Mills wants the student of sociology to develop the quality of mind ...
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"Mills želi od studenata sociologije da razviju kvalitetu razmišljanja..."
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RG: Hanging cable takes on the form of a hyperbolic cosine.
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"Viseći kablovi poprimaju oblik hiperbolnog kosinusa..."
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Nick Parlante: For each pixel in the image, set the red to zero.
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"Za svaki piksel na slici, postavite crvenu na 0..."
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Paul Offit: ... Vaccine allowed us to eliminate polio virus.
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"...cjepivo nam je omogućilo da iskorijenimo virus dječje paralize."
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Dan Jurafsky: Does Lufthansa serve breakfast and San Jose? Well, that sounds funny.
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"Servira li Lufthansa doručak i San Jose? Pa, to zvuči smiješno..."
04:34
Daphne Koller: So this is which coin you pick, and this is the two tosses.
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"Dakle ovo predstavlja koji novčić odabirete, a ovo su dva bacanja..."
04:38
Andrew Ng: So in large-scale machine learning, we'd like to come up with computational ...
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"U učenju računala na velikoj razini, željeli bismo osmisliti računalnu..."
04:41
(Applause)
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(pljesak)
04:47
DK: It turns out, maybe not surprisingly,
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Dakle, možda baš i ne tako iznenađujuće, ispada da
04:49
that students like getting the best content
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studenti vole dobivati najbolje sadržaje
04:51
from the best universities for free.
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sa najboljih sveučilišta besplatno.
04:54
Since we opened the website in February,
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Otkako smo otvorili ovu internetsku stranicu u veljači,
04:57
we now have 640,000 students from 190 countries.
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dosada imamo 640 000 studenata iz 190 zemalja.
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We have 1.5 million enrollments,
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Imamo 1,5 milijun prijava,
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6 million quizzes in the 15 classes that have launched
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6 milijuna testova unutar 15 dostupnih predmeta koji
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so far have been submitted, and 14 million videos have been viewed.
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su dosada ispunjeni, te 14 milijuna pregleda videozapisa.
05:11
But it's not just about the numbers,
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Ali nije stvar samo u brojevima,
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it's also about the people.
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tu se radi i o ljudima.
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Whether it's Akash, who comes from a small town in India
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Bilo da govorimo o Ahasku, koji dolazi iz malog gradića u Indiji te
05:18
and would never have access in this case
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nikada ne bi imao pristup u ovom slučaju
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to a Stanford-quality course
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predmetu najviše kvalitete sa Stanforda
05:22
and would never be able to afford it.
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niti bi si to mogao priuštiti.
05:24
Or Jenny, who is a single mother of two
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Ili da govorimo o Jenny koja je samohrana majka dvoje djece
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and wants to hone her skills
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i želi unaprijediti svoja znanja
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so that she can go back and complete her master's degree.
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kako bi se mogla vratiti na fakultet i diplomirati.
05:31
Or Ryan, who can't go to school,
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Ili o Ryanu koji ne može pohađati školu
05:35
because his immune deficient daughter
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jer njegova kćer sa imunodeficijencijom
05:36
can't be risked to have germs come into the house,
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ne može riskirati da bakterije uđu u njihovu kuću,
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so he couldn't leave the house.
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tako da Ryan nije mogao napustiti kuću.
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I'm really glad to say --
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Zadovoljstvo mi je što mogu reći...
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recently, we've been in correspondence with Ryan --
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da smo nedavno kontaktirali Ryana...
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that this story had a happy ending.
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i da ova priča ima sretan završetak.
05:48
Baby Shannon -- you can see her on the left --
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Mala Shannon koju vidite na lijevoj strani,
05:49
is doing much better now,
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sada je puno bolje,
05:51
and Ryan got a job by taking some of our courses.
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a Ryan se zaposlio zahvaljujući pohađanju naših predmeta.
05:55
So what made these courses so different?
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Pa što je to što je učinilo ove predmete tako različitima od ostalih?
05:57
After all, online course content has been available for a while.
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Jer ipak, online sadržaji i online nastava su dostupni već neko vrijeme.
06:01
What made it different was that this was real course experience.
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Ono što ih je učinilo različitima je to što je ovo bilo potpuno realno nastavno iskustvo.
06:05
It started on a given day,
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Započelo je točno određenog datuma,
06:06
and then the students would watch videos on a weekly basis
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i studenti su gledali videozapise svakoga tjedna
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and do homework assignments.
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te su izvršavali domaće zadatke.
06:12
And these would be real homework assignments
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I to su bile prave domaće zadaće
06:14
for a real grade, with a real deadline.
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za pravu ocjenu sa pravim zadanim rokom završetka.
06:17
You can see the deadlines and the usage graph.
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Možete vidjeti grafički prikaz zadanih rokova u usporedbi sa upotrebom materijala.
06:19
These are the spikes showing
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Ovi vrhovi pokazuju
06:21
that procrastination is global phenomenon.
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da je odugovlačenje globalni fenomen!
06:25
(Laughter)
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(smijeh)
06:27
At the end of the course,
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Na kraju nastavnog predmeta
06:29
the students got a certificate.
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studenti su dobili potvrdu.
06:31
They could present that certificate
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Mogli su pokazati na uvid tu potvrdu
06:33
to a prospective employer and get a better job,
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potencijalnom poslodavcu kako bi dobili bolje poslove,
06:35
and we know many students who did.
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a znamo puno studenata koji su upravo to i učinili.
06:37
Some students took their certificate
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Neki su studenti uzeli svoju potvrdu
06:39
and presented this to an educational institution at which they were enrolled
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i pokazali ga obrazovnoj instituciji koju su pohađali
06:42
for actual college credit.
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kako bi dobili prave bodove.
06:44
So these students were really getting something meaningful
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Dakle, ovi studenti su stvarno dobili nešto vrijedno
06:46
for their investment of time and effort.
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kao rezultat njihovog uloženog vremena i truda.
06:49
Let's talk a little bit about some of the components
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Recimo nešto o nekim sastavnim dijelovima
06:52
that go into these courses.
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ovih nastavnih predmeta.
06:54
The first component is that when you move away
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Prva važna činjenica je ta što kada se odmaknete
06:56
from the constraints of a physical classroom
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od fizičkih ograničenja prave učionice i
06:59
and design content explicitly for an online format,
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kada pripremite nastavni sadržaj posebno za online format,
07:01
you can break away from, for example,
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onda se možete riješiti npr.
07:04
the monolithic one-hour lecture.
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ustaljenog prethistorijskog predavanja u obliku školskog sata.
07:06
You can break up the material, for example,
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Možete razdijeliti nastavni materijal npr.
07:08
into these short, modular units of eight to 12 minutes,
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na ovakve kratke module, od kojih je svaki duljine 8 - 12 minuta
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each of which represents a coherent concept.
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i predstavlja cjelinu za sebe.
07:15
Students can traverse this material in different ways,
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Studenti mogu prolaziti kroz ovaj nastavni materijal na više načina,
07:17
depending on their background, their skills or their interests.
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ovisno o njihovoj pozadini, njihovim vještinama ili njihovim interesima.
07:21
So, for example, some students might benefit
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Tako npr. neki studenti mogu izvući korist
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from a little bit of preparatory material
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iz malo nastavnih materijala za pripremu
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that other students might already have.
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dok neki drugi studenti možda to već znaju.
07:28
Other students might be interested in a particular
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Neki studenti su možda zainteresirani za specifičnu
07:31
enrichment topic that they want to pursue individually.
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temu kojom bi individualno željeli obogatiti svoje znanje detaljnijim istraživanjem.
07:34
So this format allows us to break away
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Stoga nam ovakav oblik nastave omogućava da se riješimo
07:37
from the one-size-fits-all model of education,
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modela obrazovanja "jedna-veličina-za-sve",
07:40
and allows students to follow a much more personalized curriculum.
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i da omogućimo studentima da prate puno individualno prilagođeniji nastavni plan.
07:44
Of course, we all know as educators
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Naravno, kao nastavnici znamo da
07:46
that students don't learn by sitting and passively watching videos.
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studenti ne uče samo sjedeći i pasivno promatrajući videozapise.
07:49
Perhaps one of the biggest components of this effort
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Možda je jedna od najvažnijih činjenica ovog projekta
07:52
is that we need to have students
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ta da moramo imati studente
07:55
who practice with the material
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koji vježbaju sa naučenim gradivom
07:57
in order to really understand it.
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kako bi ga zbilja i razumjeli.
08:01
There's been a range of studies that demonstrate the importance of this.
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Bilo je puno studija koje su demonstrirale važnost ove činjenice.
08:04
This one that appeared in Science last year, for example,
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Ova je objavljena u časopisu Science prošle godine i npr.
08:06
demonstrates that even simple retrieval practice,
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pokazuje kako čak i najjednostavnija vježba ponavljanja,
08:09
where students are just supposed to repeat
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u kojoj su studenti trebali samo ponoviti
08:12
what they already learned
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ono što su naučili,
08:13
gives considerably improved results
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daje znatno bolje rezultate
08:15
on various achievement tests down the line
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prilikom raznih testova rezultata učenja
08:18
than many other educational interventions.
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u odnosu na mnoge druge obrazovne mjere.
08:22
We've tried to build in retrieval practice into the platform,
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Pokušali smo implementirati vježbe ponavljanja u sustav
08:25
as well as other forms of practice in many ways.
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ali i razne druge vrste vježbi.
08:27
For example, even our videos are not just videos.
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Npr. čak niti naši videozapisi nisu samo videozapisi.
08:31
Every few minutes, the video pauses
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Svakih nekoliko minuta, video se zaustavlja
08:33
and the students get asked a question.
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i studentima se postavlja pitanje.
08:35
(Video) SP: ... These four things. Prospect theory, hyperbolic discounting,
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"...ove četiri stvari..."
08:38
status quo bias, base rate bias. They're all well documented.
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"...sve su one vrlo dobro zabilježene."
08:41
So they're all well documented deviations from rational behavior.
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"Dakle to su dobro zabilježene devijantnosti od našeg racionalnog ponašanja."
08:44
DK: So here the video pauses,
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Tu se video zaustavlja,
08:45
and the student types in the answer into the box
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a student upisuje odgovor u kvadrat
08:47
and submits. Obviously they weren't paying attention.
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i šalje ga. Očito nisu bili pažljivi.
08:51
(Laughter)
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(smijeh)
08:52
So they get to try again,
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Imaju pravo na ponovni pokušaj,
08:54
and this time they got it right.
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i sada su točno odgovorili.
08:56
There's an optional explanation if they want.
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Postoji i dodatno objašnjenje ukoliko to žele.
08:58
And now the video moves on to the next part of the lecture.
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I sada se video nastavlja te prelazi na sljedeći dio predavanja.
09:03
This is a kind of simple question
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Ovo je vrsta jednostavnog pitanja
09:04
that I as an instructor might ask in class,
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koje ja kao predavač postavljam na svojim predavanjima,
09:06
but when I ask that kind of a question in class,
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ali kada ja postavim takvo pitanje u učionici,
09:09
80 percent of the students
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80% studenata
09:10
are still scribbling the last thing I said,
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još uvijek zapisuje zadnje što sam rekla,
09:12
15 percent are zoned out on Facebook,
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15% je na Facebooku,
09:15
and then there's the smarty pants in the front row
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i ostaje ona skupina pametnjakovića u prvom redu
09:18
who blurts out the answer
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koja ispljune odgovor
09:19
before anyone else has had a chance to think about it,
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prije nego što itko drugi uopće uspije razmisliti o tome,
09:21
and I as the instructor am terribly gratified
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a ja budem kao predavač užasno zahvalna
09:24
that somebody actually knew the answer.
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što je itko zapravo znao odgovoriti.
09:26
And so the lecture moves on before, really,
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I tako predavanje ide dalje, prije nego što ustvari
09:29
most of the students have even noticed that a question had been asked.
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većina studenata uopće i shvati da je postavljeno nekakvo pitanje.
09:32
Here, every single student
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Ovdje, svaki student
09:35
has to engage with the material.
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mora biti aktivno uključen u nastavu.
09:38
And of course these simple retrieval questions
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Naravno, ovakva jednostavna pitanja za ponavljanje
09:40
are not the end of the story.
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nisu kraj cijele priče.
09:41
One needs to build in much more meaningful practice questions,
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Potrebno je implementirati puno smislenija pitanja za ponavljanje i
09:44
and one also needs to provide the students with feedback
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potrebno je također studentima osigurati povratne informacije
09:47
on those questions.
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vezane uz ta pitanja.
09:48
Now, how do you grade the work of 100,000 students
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E pa sada, kako ocijeniti rad 100 000 studenata
09:51
if you do not have 10,000 TAs?
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ako nemate 10 000 asistenata?
09:54
The answer is, you need to use technology
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Odgovor je da trebate iskoristiti tehnologiju
09:57
to do it for you.
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da to učini umjesto vas.
09:58
Now, fortunately, technology has come a long way,
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Nasreću je tehnologija jako uznapredovala
10:01
and we can now grade a range of interesting types of homework.
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i sada možemo ocjenjivati cijeli niz zanimljivih vrsta zadataka.
10:04
In addition to multiple choice
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Kao dodatak ponuđenim odgovorima i
10:06
and the kinds of short answer questions that you saw in the video,
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vrsti kratkih pitanja kao što ste vidjeli u videozapisima,
10:09
we can also grade math, mathematical expressions
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možemo ocjenjivati još i matematiku, matematičke izraze
10:12
as well as mathematical derivations.
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te matematičke derivacije.
10:14
We can grade models, whether it's
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Možemo ocjenjivati modele, bilo da su to
10:17
financial models in a business class
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financijski modeli u poslovnom predmetu
10:19
or physical models in a science or engineering class
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ili fizikalni modeli u znanstvenom ili inženjerskom predmetu,
10:22
and we can grade some pretty sophisticated programming assignments.
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te možemo ocjenjivati neke poprilično sofisticirane zadatke programiranja.
10:26
Let me show you one that's actually pretty simple
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Dopustite da vam pokažem jedan zadatak koji je ustvari poprilično jednostavan
10:28
but fairly visual.
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ali poprilično vizualan.
10:29
This is from Stanford's Computer Science 101 class,
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Ovo je sa Stanfordovog predmeta "Računalstvo 101"
10:32
and the students are supposed to color-correct
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i studenti imaju zadatak popraviti boju
10:33
that blurry red image.
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ove mutne crvene slike.
10:35
They're typing their program into the browser,
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Upisuju svoj programski kod u pretraživač
10:37
and you can see they didn't get it quite right, Lady Liberty is still seasick.
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i možete vidjeti kako nisu dali točan odgovor jer "Lady Liberty" još uvijek ima morsku bolest.
10:41
And so, the student tries again, and now they got it right, and they're told that,
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Stoga student pokušava ponovno i ovaj put je u pravu, to im se potvrđuje,
10:45
and they can move on to the next assignment.
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i sada mogu napredovati na sljedeći zadatak.
10:47
This ability to interact actively with the material
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Ovakva mogućnost interaktivnog odnosa sa nastavnim materijalom
10:50
and be told when you're right or wrong
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te informacija jeste li odgovorili točno ili pogrešno
10:52
is really essential to student learning.
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su zbilja neophodni za učenje studenata.
10:55
Now, of course we cannot yet grade
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Ipak, još uvijek ne možemo ocjenjivati
10:57
the range of work that one needs for all courses.
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u potpunosti sve zadatke koji su potrebni za svaki nastavni predmet.
11:00
Specifically, what's lacking is the kind of critical thinking work
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Specifično, ono što nedostaje je vrsta kritičkog osvrta na rad,
11:03
that is so essential in such disciplines
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a koji je neophodan u disciplinama poput
11:05
as the humanities, the social sciences, business and others.
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humanističkih, društvenih i poslovnih znanosti te ostalih.
11:09
So we tried to convince, for example,
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Tako smo npr. pokušali uvjeriti
11:11
some of our humanities faculty
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neke od naših humanističkih fakulteta
11:13
that multiple choice was not such a bad strategy.
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da mogućnost višestrukog izbora i nije tako loša strategija.
11:15
That didn't go over really well.
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To i nije baš prošlo dobro.
11:18
So we had to come up with a different solution.
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Stoga smo morali osmisliti drukčije rješenje.
11:20
And the solution we ended up using is peer grading.
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Rješenje koje smo na kraju osmislili je ocjenjivanje od kolega.
11:23
It turns out that previous studies show,
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Ispada da prethodne studije pokazuju,
11:26
like this one by Saddler and Good,
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poput ove od Saddlera i Gooda,
11:27
that peer grading is a surprisingly effective strategy
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da je ocjenjivanje od kolega iznenađujuće učinkovita strategija
11:30
for providing reproducible grades.
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za dobivanje pouzdanih ocjena.
11:33
It was tried only in small classes,
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Iskušana je samo u malim razredima,
11:35
but there it showed, for example,
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ali tamo je pokazala npr.
11:36
that these student-assigned grades on the y-axis
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da su ovi studenti koji su ocjenjivali (na y-osi)
11:39
are actually very well correlated
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ustvari usko vezani korelacijom
11:40
with the teacher-assigned grade on the x-axis.
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sa ocjenama nastavnika (na x-osi).
11:42
What's even more surprising is that self-grades,
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Još više je iznenađujuće to da je samo-ocjenjivanje,
11:45
where the students grade their own work critically --
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gdje studenti kritički ocjenjuju sami svoj rad,
11:48
so long as you incentivize them properly
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dok god ih odgovarajući potičete
11:49
so they can't give themselves a perfect score --
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tako da si ne mogu dati savršenu ocjenu,
11:51
are actually even better correlated with the teacher grades.
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ustvari čak i bolje povezano korelacijom sa ocjenama nastavnika.
11:55
And so this is an effective strategy
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Stoga je ovo učinkovita strategija
11:56
that can be used for grading at scale,
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koja se može biti koristiti za ocjenjivanje po zadanim vrijednostima,
11:58
and is also a useful learning strategy for the students,
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a također je koristan način učenja za studente,
12:01
because they actually learn from the experience.
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jer ustvari uče iz tog iskustva ocjenjivanja.
12:03
So we now have the largest peer-grading pipeline ever devised,
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Tako da sada imamo najveću mrežu ocjenjivanja između kolega koja je ikada osmišljena,
12:08
where tens of thousands of students
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gdje deseci tisuća studenata
12:10
are grading each other's work,
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ocjenjuju jedni drugima radove,
12:12
and quite successfully, I have to say.
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i moram reći - vrlo su uspješni u tome.
12:15
But this is not just about students
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Ali nije ovdje samo riječ o studentima
12:17
sitting alone in their living room working through problems.
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koji sjede sami u sobi i rješavaju zadatke.
12:20
Around each one of our courses,
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Oko svakog našeg nastavnog predmeta
12:22
a community of students had formed,
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se formirala zajednica studenata,
12:24
a global community of people
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globalna zajednica ljudi
12:26
around a shared intellectual endeavor.
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okupljenih oko zajedničkog intelektualnog napora.
12:28
What you see here is a self-generated map
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Ovo što ovdje vidite je karta napravljena od
12:31
from students in our Princeton Sociology 101 course,
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studenata u našem "Sociologija 101" predmetu sa Princetona,
12:34
where they have put themselves on a world map,
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gdje su studenti sami sebe stavili na kartu svijeta
12:37
and you can really see the global reach of this kind of effort.
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i zbilja možete vidjeti koliki je globalni doseg ove vrste projekta.
12:40
Students collaborated in these courses in a variety of different ways.
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Studenti su surađivali u ovim predmetima na razne načine.
12:44
First of all, there was a question and answer forum,
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Prvenstveno, postojao je forum sa pitanjima i odgovorima
12:47
where students would pose questions,
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gdje bi jedni studenti postavljali pitanja
12:49
and other students would answer those questions.
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a drugi studenti bi odgovarali na ta pitanja.
12:51
And the really amazing thing is,
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Ono što je zbilja zadivljujuće je to što
12:53
because there were so many students,
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je tako veliki broj studenata
12:55
it means that even if a student posed a question
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značio da čak i ako je neki student postavio pitanje
12:57
at 3 o'clock in the morning,
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u 3 sata ujutro,
12:59
somewhere around the world,
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negdje u svijetu
13:00
there would be somebody who was awake
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netko će biti budan
13:03
and working on the same problem.
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i raditi će na istom problemu.
13:05
And so, in many of our courses,
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Tako je u većini naših nastavnih predmeta
13:07
the median response time for a question
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prosječno vrijeme dobivanja odgovora na pitanje
13:09
on the question and answer forum was 22 minutes.
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postavljeno na forumu bilo 22 minute.
13:13
Which is not a level of service I have ever offered to my Stanford students.
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To je razina usluge koju čak niti je nisam nikada omogućila svojim studentima na Stanfordu.
13:17
(Laughter)
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(smijeh)
13:18
And you can see from the student testimonials
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I možete vidjeti iz svjedočenja studenata
13:20
that students actually find
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da oni ustvari smatraju
13:22
that because of this large online community,
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kako su zbog ovakve ogromne zajednice
13:25
they got to interact with each other in many ways
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mogli interaktivno surađivati jedni sa drugima na puno načina
13:27
that were deeper than they did in the context of the physical classroom.
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koji su bili kvalitetniji od onih prisutnih u pravim učionicama.
13:31
Students also self-assembled,
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Studenti su se također sami okupljali,
13:34
without any kind of intervention from us,
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bez ikakvih intervencija sa naše strane,
13:36
into small study groups.
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u male grupe za učenje.
13:38
Some of these were physical study groups
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Neke od ovih su bile prave fizičke grupe za učenje
13:40
along geographical constraints
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geografski uvjetovane
13:42
and met on a weekly basis to work through problem sets.
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koje su se nalazile svaki tjedan da bi rješavali zadatke.
13:44
This is the San Francisco study group,
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Ovo je grupa za učenje iz San Francisca,
13:46
but there were ones all over the world.
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ali bilo je njih i po cijelom svijetu.
13:49
Others were virtual study groups,
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Druge su bile virtualne grupe za učenje,
13:51
sometimes along language lines or along cultural lines,
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ponekad uvjetovane jezikom ili kulturnim sličnostima,
13:54
and on the bottom left there,
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i ovdje na donjoj lijevoj strani
13:55
you see our multicultural universal study group
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možete vidjeti našu multikulturalnu grupu za učenje
13:59
where people explicitly wanted to connect
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gdje su se ljudi eksplicitno željeli povezati
14:01
with people from other cultures.
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sa ljudima iz drugih kultura.
14:04
There are some tremendous opportunities
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Otvorile su se izvanredne mogućnosti i prednosti
14:06
to be had from this kind of framework.
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ovakvog načina suradnje.
14:09
The first is that it has the potential of giving us
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Kao prvo, postoji potencijal da dobijemo
14:13
a completely unprecedented look
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potpuno novi pogled
14:15
into understanding human learning.
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na razumijevanje ljudskog procesa učenja.
14:17
Because the data that we can collect here is unique.
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Zato što su podaci koje ovdje možemo prikupiti jedinstveni.
14:21
You can collect every click, every homework submission,
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Možete prikupiti svaki klik, svaku poslanu domaću zadaću,
14:25
every forum post from tens of thousands of students.
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svaki post na forumu od desetaka tisuća studenata.
14:29
So you can turn the study of human learning
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Tako da postoji mogućnost da promijenite način ljudskog učenja
14:32
from the hypothesis-driven mode
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sa načina oslonjenog na hipoteze
14:34
to the data-driven mode, a transformation that,
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na način oslonjen na podatke, promjena koja je
14:36
for example, has revolutionized biology.
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npr. temeljito promijenila biologiju.
14:40
You can use these data to understand fundamental questions
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Možete koristiti ove podatke kako bi razumjeli fundamentalna pitanja
14:43
like, what are good learning strategies
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poput pitanja koje su to dobre i učinkovite strategije učenja
14:45
that are effective versus ones that are not?
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a koje to nisu?
14:48
And in the context of particular courses,
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U kontekstu pojedinačnih predmeta,
14:50
you can ask questions
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možete postavljati pitanja
14:51
like, what are some of the misconceptions that are more common
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poput pitanja koja su neka od uobičajenih pogrešnih razumijevanja
14:55
and how do we help students fix them?
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i kako da pomognemo studentima da ih poprave?
14:57
So here's an example of that,
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Evo stoga jedan primjer,
14:58
also from Andrew's Machine Learning class.
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također sa Andrewovog predmeta "Kako računala uče".
15:00
This is a distribution of wrong answers
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Ovo je raspodjela pogrešnih odgovora
15:02
to one of Andrew's assignments.
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na jedan od Andrewovih zadataka.
15:04
The answers happen to be pairs of numbers,
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Odgovor se sastoji od parova brojeva
15:06
so you can draw them on this two-dimensional plot.
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pa ih možete nacrtati na ovom dvodimenzionalnom grafu.
15:08
Each of the little crosses that you see is a different wrong answer.
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Svaki mali križić predstavlja pogrešni odgovor.
15:12
The big cross at the top left
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Veliki križić na vrhu lijevo
15:14
is where 2,000 students
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je onaj gdje je 2000 studenata
15:16
gave the exact same wrong answer.
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dalo identičan pogrešan odgovor.
15:20
Now, if two students in a class of 100
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E sada, ako dva studenta iz grupe od njih 100
15:22
give the same wrong answer,
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daju pogrešan odgovor,
15:23
you would never notice.
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ne biste nikada to primjetili.
15:24
But when 2,000 students give the same wrong answer,
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Ali kada 2000 studenata da identičan pogrešan odgovor,
15:27
it's kind of hard to miss.
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poprilično je teško to previdjeti.
15:29
So Andrew and his students went in,
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Stoga su Andrew i njegovi studenti detaljnije pogledali
15:31
looked at some of those assignments,
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neke od tih zadataka,
15:32
understood the root cause of the misconception,
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shvatili su glavne uzroke pogrešnog shvaćanja
15:37
and then they produced a targeted error message
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te su napravili ciljanu povratnu poruku u slučaju pogrešnog odgovora
15:39
that would be provided to every student
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koja će se prikazati svakom studentu
15:41
whose answer fell into that bucket,
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čiji je odgovor upao u tu kategoriju,
15:43
which means that students who made that same mistake
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a to znači da oni studenti koji su napravili tu istu pogrešku
15:46
would now get personalized feedback
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sada mogu dobiti individualnu prilagođenu povratnu informaciju
15:48
telling them how to fix their misconception much more effectively.
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koji ih upućuje na to kako da poprave pogrešno razumijevanje na puno učinkovitiji način.
15:52
So this personalization is something that one can then build
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Stoga je ovakvo individualno prilagođavanje nešto što se može izgraditi
15:56
by having the virtue of large numbers.
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zahvaljujući posjedovanju ovih ogromnih brojeva.
15:59
Personalization is perhaps
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Individualno prilagođavanje je možda
16:01
one of the biggest opportunities here as well,
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također jedna od najvećih mogućnosti ovdje,
16:04
because it provides us with the potential
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zato što nam olakšava
16:06
of solving a 30-year-old problem.
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rješavanje problema starog 30 godina.
16:09
Educational researcher Benjamin Bloom, in 1984,
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Obrazovni istraživač Benjamin Bloom je 1984. godine
16:12
posed what's called the 2 sigma problem,
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postavio tzv. "2 sigma" problem,
16:14
which he observed by studying three populations.
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koji je uočio promatrajući 3 vrste studenata.
16:17
The first is the population that studied in a lecture-based classroom.
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Prva je grupa ona koja je učila u učionici uz predavanja.
16:21
The second is a population of students that studied
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Druga je grupa sastavljena od onih studenata koji su učili
16:24
using a standard lecture-based classroom,
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u učionici uz predavanja, ali
16:25
but with a mastery-based approach,
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uz pristup savladavanja gradiva što znači
16:28
so the students couldn't move on to the next topic
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da studenti nisu mogli napredovati na sljedeću cjelinu
16:29
before demonstrating mastery of the previous one.
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ukoliko nisu pokazali da su uspješno svladali prethodnu.
16:33
And finally, there was a population of students
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Konačno je postojala treća grupa studenata
16:35
that were taught in a one-on-one instruction using a tutor.
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koji su učili pojedinačno sa instruktorima.
16:40
The mastery-based population was a full standard deviation,
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Druga grupa sa pristupom savladavanja gradiva je bila za iznos varijance (standardne devijacije)
16:43
or sigma, in achievement scores better
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tj. sigme bolja u postignutim rezultatima od
16:45
than the standard lecture-based class,
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prve grupe studenata u učionicama,
16:48
and the individual tutoring gives you 2 sigma
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a treća grupa sa instruktorima je dala za dvije sigme (varijance)
16:50
improvement in performance.
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bolji napredak u rezultatima.
16:52
To understand what that means,
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Kako bi razumjeli što to znači,
16:53
let's look at the lecture-based classroom,
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pogledajmo učionicu sa predavanjima
16:55
and let's pick the median performance as a threshold.
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i uzmimo srednju vrijednost rezultata kao prag.
16:58
So in a lecture-based class,
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Tako je u učionici sa predavanjima
16:59
half the students are above that level and half are below.
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pola studenata iznad tog praga, a pola je ispod praga.
17:03
In the individual tutoring instruction,
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U individualnom podučavanju sa instruktorima
17:05
98 percent of the students are going to be above that threshold.
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98% studenata je iznad tog praga.
17:10
Imagine if we could teach so that 98 percent of our students
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Zamislite samo kada bismo mogli podučavati tako da 98% naših studenata
17:14
would be above average.
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bude iznad prosjeka.
17:16
Hence, the 2 sigma problem.
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Iz toga je nastao problem "2 sigme".
17:19
Because we cannot afford, as a society,
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Nastao je iz razloga što kao društvo ne možemo priuštiti
17:22
to provide every student with an individual human tutor.
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svakom studentu pojedinačno vlastitog instruktora.
17:25
But maybe we can afford to provide each student
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Ali ipak, možda možemo priuštiti svakom studentu
17:27
with a computer or a smartphone.
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računalo ili pametni telefon.
17:29
So the question is, how can we use technology
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Stoga je pitanje kako možemo iskoristiti tehnologiju
17:31
to push from the left side of the graph, from the blue curve,
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da nas pomakne sa lijeve strane grafa, sa plave krivulje,
17:35
to the right side with the green curve?
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na desnu stranu sa zelenom krivuljom?
17:37
Mastery is easy to achieve using a computer,
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Savladavanje znanja se lako postiže koristeći računala
17:40
because a computer doesn't get tired
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jer se računalo ne umori
17:41
of showing you the same video five times.
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nakon što pokaže isti videozapis pet puta zaredom.
17:44
And it doesn't even get tired of grading the same work multiple times,
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Ne umori se niti ocjenjujući isti rad nekoliko puta,
17:48
we've seen that in many of the examples that I've shown you.
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a to smo i vidjeli u brojnim primjerima koje sam vam pokazala.
17:51
And even personalization
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I čak individualno prilagođavanje je
17:52
is something that we're starting to see the beginnings of,
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nešto što tek vidimo u njegovim počecima,
17:55
whether it's via the personalized trajectory through the curriculum
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bilo da je ono putem prilagođenog smjera nastave kroz predviđeni nastavni sadržaj
17:58
or some of the personalized feedback that we've shown you.
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ili putem nekih od individualno prilagođenih povratnih informacija koje smo vam pokazali.
18:01
So the goal here is to try and push,
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Stoga je ovdje cilj pokušati i potruditi se
18:04
and see how far we can get towards the green curve.
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te vidjeti koliko daleko možemo doći do zelene krivulje.
18:07
So, if this is so great, are universities now obsolete?
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Pa onda ako je sve ovo tako dobro jesu li sveučilišta postala nepotrebna?
18:12
Well, Mark Twain certainly thought so.
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Mark Twain je zasigurno tako mislio.
18:15
He said that, "College is a place where a professor's lecture notes
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Rekao je: "Fakultet je mjesto na kojemu bilješke profesora
18:18
go straight to the students' lecture notes,
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1703
prelaze ravno u bilješke studenta,
18:20
without passing through the brains of either."
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2376
bez da prođu kroz um obojice."
18:22
(Laughter)
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(smijeh)
18:26
I beg to differ with Mark Twain, though.
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Ipak, ne slažem se sa Markom Twainom.
18:29
I think what he was complaining about is not
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Mislim da ono na što se on žalio nisu
18:31
universities but rather the lecture-based format
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sveučilišta već način nastave uz predavanja
18:34
that so many universities spend so much time on.
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a kojim se služi veliki broj sveučilišta.
18:37
So let's go back even further, to Plutarch,
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Vratimo se još više u prošlost sve do Plutarha
18:40
who said that, "The mind is not a vessel that needs filling,
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2227
koji je rekao: "Um nije posuda koju treba napuniti,
18:42
but wood that needs igniting."
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2023
već je drvo koje treba potpaliti."
18:44
And maybe we should spend less time at universities
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Možda bismo stoga trebali provoditi manje vremena na sveučilištima
18:47
filling our students' minds with content
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puneći umove naših studenata sadržajem kroz
18:49
by lecturing at them, and more time igniting their creativity,
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predavanja, a više vremena provoditi na potpaljivanje vatre njihove kreativnosti,
18:53
their imagination and their problem-solving skills
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njihove mašte i njihovih vještina rješavanja problema
18:56
by actually talking with them.
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na taj način da zapravo razgovaramo sa njima.
18:59
So how do we do that?
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Pa kako da to učinimo?
19:00
We do that by doing active learning in the classroom.
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Tako da koristimo akivno učenje u učionici.
19:03
So there's been many studies, including this one,
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Bilo je puno studija, uključujući i ovu,
19:06
that show that if you use active learning,
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koje pokazuju da se, ako koristite aktivno učenje
19:08
interacting with your students in the classroom,
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interaktivnim djelovanjem na svoje studente u učionici,
19:10
performance improves on every single metric --
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rezultati poboljšavaju na sve načine, bilo to
19:13
on attendance, on engagement and on learning
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prisustvom, uključenosti ili učenjem
19:16
as measured by a standardized test.
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i sve to je izmjereno standardiziranim testovima.
19:18
You can see, for example, that the achievement score
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Možete vidjeti da se npr. rezultati postignuti testovima
19:19
almost doubles in this particular experiment.
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skoro udvostručuju u ovom specifičnom eksperimentu.
19:22
So maybe this is how we should spend our time at universities.
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Stoga je možda ovo način na koji trebamo trošiti svoje vrijeme na sveučilištu.
19:27
So to summarize, if we could offer a top quality education
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Da zaključim, ako bismo mogli ponuditi obrazovanje vrhunske kvalitete
19:31
to everyone around the world for free,
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svakome diljem svijeta besplatno,
19:33
what would that do? Three things.
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što bismo time postigli? Tri stvari.
19:36
First it would establish education as a fundamental human right,
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Prvo, to bi postavilo temelje obrazovanja kao osnovnog ljudskog prava
19:39
where anyone around the world
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tako da bi svatko diljem svijeta
19:41
with the ability and the motivation
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tko ima mogućnosti i motivaciju
19:43
could get the skills that they need
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mogao dobiti vještine i znanja koja su mu potrebna
19:45
to make a better life for themselves,
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kako bi osigurao bolji život za sebe,
19:46
their families and their communities.
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1186754
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svoju obitelj ili svoju zajednicu.
19:48
Second, it would enable lifelong learning.
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Drugo, to bi omogućilo cjeloživotno učenje.
19:51
It's a shame that for so many people,
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Šteta je da toliki broj ljudi
19:53
learning stops when we finish high school or when we finish college.
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prekida proces učenja kada završi srednju školu ili fakultet.
19:56
By having this amazing content be available,
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Imajući ovaj zadivljujući sadržaj dostupan
19:59
we would be able to learn something new
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mogli bismo naučiti nešto novo
20:01
every time we wanted,
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svaki put kada bismo to željeli,
20:03
whether it's just to expand our minds
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bilo to da samo proširimo vidike
20:04
or it's to change our lives.
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ili da kompletno promijenimo svoj život.
20:06
And finally, this would enable a wave of innovation,
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I konačno, ovo bi omogućilo cijeli niz novih inovacija
20:09
because amazing talent can be found anywhere.
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jer se zapanjujući talenti mogu pronaći posvuda.
20:12
Maybe the next Albert Einstein or the next Steve Jobs
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Možda je sljedeći Albert Einstein ili sljedeći Steve Jobs
20:15
is living somewhere in a remote village in Africa.
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2615
negdje u zabačenom selu Afrike.
20:18
And if we could offer that person an education,
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I ako bismo mogli ponuditi toj osobi obrazovanje,
20:20
they would be able to come up with the next big idea
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onda bi ona mogla osmisliti sljedeću genijalnu ideju
20:23
and make the world a better place for all of us.
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kojom bi učinila ovaj svijet boljim mjestom za sve nas ostale.
20:25
Thank you very much.
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Hvala vam puno!
20:26
(Applause)
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(pljesak)
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