Let's use video to reinvent education | Salman Khan

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Khan Akademija je najpoznatija

Khan Academy is most known for its collection of videos,

po svojoj kolekciji videa,

so before I go any further,

pa prije nego što krenem dalje,

let me show you a little bit of a montage.

dozvolite mi da vam pokažem malu montažu.

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

(Video) Salman Khan: Dakle hipotenuza će sada biti pet.

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

Fosili ove životinje pronađeni su samo u ovom dijelu Južne Amerike --

ovaj lijepi pojas ovdje --

a nice clean band here --

and this part of Africa.

i ovom dijelu Afrike.

We can integrate over the surface,

Možemo integrirati preko površine,

i notacija je najčešće veliko slovo sigma.

and the notation usually is a capital sigma.

National Assembly: They create the Committee of Public Safety,

Narodna skupština: Oni kreiraju Povjerenstvo za javnu sigurnost,

koje zvuči kao jedno vrlo lijepo povjerenstvo.

which sounds like a very nice committee.

Primjetite, ovo je aldehid,

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

i to je alkohol.

Start differentiating into effector and memory cells.

Počni razdvajati u efektore i memorijske čelije.

Galaksija. Hej, tu je još jedna galaksija.

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

Oh gledaj, još jedna galaksija.

And for dollars, is their 30 million,

I za dolare, je njihovih 30 milijuna,

plus the 20 million dollars from the American manufacturer.

plus još 20 milijuna dolara od američkog proizvođača.

If this does not blow your mind,

Ako vas ovo ne ostavi paf,

then you have no emotion.

onda nemate emocija.

(Laughter)

(Smijeh)

(Applause)

(Pljesak)

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

SK: Sada imamo negdje oko

2,200 videa

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

koji pokrivaju sve od osnova aritmetike

skroz do vektorskog kalkulusa

i nekih stvari koje ste vidjeli tamo.

and some of the stuff that you saw up there.

We have a million students a month using the site,

Milijun učenika mjesečno koriste našu stranicu,

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

i gledaju od 100.000 do 200.000 videa dnevno.

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

Ali ono o čemu ćemo govoriti ovdje

je kako ćemo to podići na višu razinu.

But before I do that,

Ali prije nego to napravim,

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

htio bih pričati malo o tome kako sam zapravo počeo.

And some of you all might know,

A neki od vas već znaju,

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

prije otprilike 5 godina bio sam analitičar u hedge fondu.

and I was in Boston,

Bio sam u Bostonu,

i davao sam instrukcije svojim nečacima u New Orleansu, na udaljenost.

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

I počeo sam stavljati prve YouTube video zapise

And I started putting the first YouTube videos up,

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

čisto kao nešto što je lijepo za imati,

just kind of a supplement for my cousins,

kao dodatak za moje nečake --

something that might give them a refresher or something.

nešto što će im pomoći da se prisjete i slično.

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

Čim sam stavio te prve YouTube video zapise gore,

dogodilo se nešto interesantno --

something interesting happened.

Actually, a bunch of interesting things happened.

zapravo puno interesantnih stvari se dogodilo.

Prva je povratna informacija od mojih nečaka.

The first was the feedback from my cousins.

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

Rekli su mi

da sam im draži na YouTubeu nego uživo.

(Laughter)

(Smijeh)

And once you get over the backhanded nature of that,

I jednom kada prijeđete preko uvredljive prirode toga,

ima tu nešto zapravo vrlo duboko.

there was actually something very profound there.

Govorili su

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

da više preferiraju automatiziranu verziju svog rođaka

nego svog rođaka.

to their cousin.

At first it's very unintuitive,

Isprva, to je vrlo neintuitivno,

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

ali kad zapravo razmislite o tome s njihove točke gledišta, itekako ima smisla.

Sada imate situaciju

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

gdje oni sada mogu pauzirati i ponoviti svog rođaka,

without feeling like they're wasting my time.

a da se ne osjećaju kao da trate moje vrijeme.

Ako se trebaju nečega podsjetiti

If they have to review something

that they should have learned a couple of weeks ago,

što su trebali naučiti prije par tjedana,

ili možda prije par godina,

or maybe a couple of years ago,

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

ne moraju se sramotiti i pitati svog rođaka.

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

Mogu jednostavno pogledati te videe. Ako im je dosadno, mogu ubrzati.

Mogu gledati u svoje vrijeme, svojim tempom.

They can watch at their own time and pace.

I vjerojatno najmanje cijenjen aspekt ovoga

Probably the least-appreciated aspect of this

je ideja da prvi put,

is the notion that the very first time

prvi put

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

kada pokušavate shvatiti neki novi koncept,

the very last thing you need

zadnja stvar koju trebate

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

je da vam netko drugi govori: "Razumiješ li ovo?"

And that's what was happening

A to se događalo u interakciji s mojim nećacima prije.

with the interaction with my cousins before,

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

A sada to mogu jednostavno napraviti

u intimnosti svoje sobe.

The other thing that happened is --

Druga stvar koja se dogodila je --

I put them on YouTube just --

stavio sam ih na YouTube samo --

I saw no reason to make it private,

nisam vidio razlog zašto bi bili privatni,

so I let other people watch it,

pa sam dopustio i drugim ljudima da ih gledaju.

and then people started stumbling on it,

Tada su ljudi počeli nabasavati na njih.

and I started getting some comments and some letters

I tada sam počeo dobivati komentare i pisma

and all sorts of feedback

i različite vrste povratnih informacija

od raznih ljudi diljem svijeta.

from random people around the world.

These are just a few.

A ovo su samo neka od njih.

This is actually from one of the original calculus videos.

Ovo je zapravo s jednog od originalnih videa o kalkulusu.

Neko je napisao na YouTube --

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

to je bio YouTube komentar:

"First time I smiled doing a derivative."

"Prvi put sam se nasmijao za vrijeme deriviranja."

(Laughter)

(Smijeh)

Hajdemo zastati ovdje.

Let's pause here.

Ova osoba je napravila derivaciju

This person did a derivative,

and then they smiled.

i nasmijala se.

(Laughter)

In response to that same comment --

A onda odgovor na taj komentar -- ovo je u nizu.

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

Možete otići na YouTube i pogledati te komentare --

netko drugi je napisao: "Ista stvar ovdje.

someone else wrote: "Same thing here.

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

ja sam dobio prirodni ushit i bio dobrog raspoloženja cijeli dan.

Jer sjećam se da sam viđao

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

sav taj tekst o matricama u razredu,

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

a ovdje sam odjednom kao, 'Ja znam kung fu.'"

(Laughter)

(Smijeh)

We get a lot of feedback along those lines.

I dobili smo puno povratnih informacija sličnih tima.

This clearly was helping people.

Ovo je očito pomagalo ljudima.

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

Ali, kako je gledanost nastavljala rasti i rasti,

počeo sam dobivati pisma od ljudi,

I started getting letters from people,

and it was starting to become clear

i počelo je postajati jasno

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

da je ovo zapravo više od nečega što je samo lijepo za imati.

This is just an excerpt from one of those letters:

Ovo je samo isječak

iz jednog od tih pisama.

"My 12 year-old son has autism,

"Moj 12 godišnji sin ima autizam

and has had a terrible time with math.

i imao je velikih problema s matematikom.

Probali smo sve,

We have tried everything,

viewed everything, bought everything.

pogledali sve, kupili sve.

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

Slučajno smo naišli na tvoje videe o decimalama i shvatio ih je.

Then we went on to the dreaded fractions.

Tada smo nastavili s omraženim razlomcima. I opet, shvatio ih je.

Again, he got it.

Nismo mogli vjerovati.

We could not believe it.

He is so excited."

On je tako uzbuđen."

And so you can imagine,

I možete zamisliti,

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

tu sam ja, analitičar u hedge fondu,

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

bilo mi je jako čudno napraviti nešto što ima društvenu vrijednost.

(Smijeh)

(Laughter)

(Applause)

(Pljesak)

But I was excited, so I kept going.

Ali bio sam uzbuđen, pa sam nastavio.

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

I tada mi je još par drugih stvari sinulo.

that not only would it help my cousins right now,

Ne samo da pomažu svojim nećacima,

or these people who were sending letters,

ili ovim ljudima koji mi šalju pisma,

but that this content will never grow old,

nego ovaj materijal nikada neće zastariti,

da bi ovo moglo pomoći njihovoj djeci

that it could help their kids or their grandkids.

ili njihovoj unučadi.

If Isaac Newton had done YouTube videos on calculus,

Da je Isaac Newton

napravio YouTube videe o kalkulusu,

ja ne bih morao.

I wouldn't have to.

(Laughter)

(Smijeh)

Assuming he was good. We don't know.

Pretpostavljajući da je bio dobar. Ne znamo.

(Laughter)

(Smijeh)

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

Druga stvar koja se dogodila --

i čak i tada, rekao sam, "U redu, ovo je možda dobar dodatak.

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

Dobro je za motivirane učenike.

Dobro je možda za one koji se školuju kod kuće."

It's good for maybe home-schoolers."

Ali nisam mislio da će to biti nešto

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

što će se probiti u učionice.

Then I started getting letters from teachers,

Ali onda sam počeo dobivati pisma od učitelja.

and the teachers would write, saying,

I učitelji bi pisali,

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

"Koristimo tvoje videe kako bi obrnuli učionicu.

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

Ti si već napravio predavanja, tako da, što mi radimo ..."

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

i ovo bi se moglo dogoditi u svakoj učionici u Americi već sutra,

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

"... ono što radim je dodijelim tvoja predavanja za zadaću.

A ono što je inače bila zadaća,

and what used to be homework,

sada učenici rade u učionici."

I now have the students doing in the classroom."

I ja želim ovdje zastati jer --

And I want to pause here --

(Applause)

(Pljesak)

Želim ovdje zastati na sekundu,

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

jer tu ima nekoliko zanimljivih stvari.

One, when those teachers are doing that,

Prvo, kada ti učitelji to rade,

there's the obvious benefit --

postoji očita prednost --

the benefit that now their students

prednost da sada njihovi učenici

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

mogu uživati u videima na način na koji su i moji nećaci.

Mogu zaustaviti, ponoviti svojim tempom,

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

u vrijeme koje oni žele.

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

Ali zanimljivija stvar je to --

i ovo je neintuitivna stvar kada govorimo o tehnologiji u učionici --

when you talk about technology in the classroom --

što kada predavanja nisu u učionici

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

i učenici predavanja gledaju kod kuće, vlastitim tempom,

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

i kada dođu u učionicu, rade zadatke,

then when you go to the classroom,

letting them do work, having the teacher walk around,

a učitelj hoda uokolo,

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

i učenici mogu komunicirati jedni s drugima,

these teachers have used technology to humanize the classroom.

ovi učitelji su iskoristili tehnologiju

kako bi humanizirali učionicu.

Uzeli su nehumano iskustvo --

They took a fundamentally dehumanizing experience --

30 kids with their fingers on their lips,

30 klinaca s prstima na usnama,

koji ne smiju komunicirati jedni s drugima.

not allowed to interact with each other.

Učitelj, bez obzira kako bio dobar,

A teacher, no matter how good,

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

mora držati isto predavanje za svih

30 učenika --

blank faces, slightly antagonistic --

tupi pogledi, lagano antagonistični --

and now it's a human experience,

a sada je to humano iskustvo.

now they're actually interacting with each other.

Sada stvarno komuniciraju jedni s drugima.

So once the Khan Academy --

Kada je Khan Academy --

dao sam otkaz

I quit my job,

and we turned into a real organization --

i postali smo prava organizacija --

we're a not-for-profit --

neprofitna --

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

pitanje je, kako da ovo podignemo na slijedeću razinu?

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

Kako da povedemo to što ti učitelji rade

u prirodnom smjeru?

And so, what I'm showing over here,

I ono što vam ovdje pokazujem,

these are actual exercises

to su stvarne vježbe

that I started writing for my cousins.

koje sam počeo pisati za svoje nećake.

The ones I started were much more primitive.

One koje sam ja započeo su puno primitivnije.

This is a more competent version of it.

Ovo je kompetentnija verzija istih.

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

Ali ideja je, generirat ćemo koliko god trebate pitanja

dok god ne shvatite taj koncept,

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

dok ne dobijete deset točnih za redom.

And the Khan Academy videos are there.

I Khan Academy videi su tu.

You get hints, the actual steps for that problem,

Dobijete natuknice, korake za taj problem,

if you don't know how to do it.

ako ne znate kako ga riješiti.

The paradigm here seems like a very simple thing:

Ali paradigma se ovdje čini kao jako jednostavna stvar:

10 in a row, you move on.

10 za redom i nastavljate dalje.

But it's fundamentally different

Ali to je fundamentalno različito od onoga što se događa u učionicama trenutno.

than what's happening in classrooms right now.

U tradicionalnoj učionici,

In a traditional classroom,

you have homework, lecture, homework, lecture,

imate par zadaća,

zadaća, predavanje, zadaća, predavanje,

and then you have a snapshot exam.

i onda dolazi ispit.

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

I na tom ispitu, dobili 70 posto, ili 80 posto,

90 posto, ili 95 posto,

a 90 percent or a 95 percent,

the class moves on to the next topic.

cijeli razred nastavlja dalje, na slijedeću temu.

And even that 95 percent student --

I čak i taj učenik koji je dobio 95 posto,

what was the five percent they didn't know?

što je bilo tih pet posto koje nije znao?

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

Možda nije znao što se događa kada se nešto diže na nultu potenciju.

A nastavlja se graditi na tome u slijedećem konceptu.

Then you build on that in the next concept.

To je analogno

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

zamislite da učite voziti bicikl,

i možda vam ja unaprijed održim predavanje,

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,

i dam vam taj bicikl na dva tjedna.

I onda nakon dva tjedna dođem,

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

i kažem, "Pa, da vidimo. Imaš problema sa skretanjem u lijevo.

Baš i ne znaš stati.

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

Ti si 80 posto biciklist."

I udarim vam veliki pečat s ocjenom 3 na čelo

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

(Laughter)

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

i onda kažem, "Evo ti monocikl."

(Laughter)

But as ridiculous as that sounds,

Ali iako to zvuči smiješno,

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

upravo to se događa

u našim učionicama sada.

And the idea is you fast forward

Ideja je da se proleti kroz gradivo

and good students start failing algebra all of the sudden,

i dobri učenici odjednom počnu padati algebru

and start failing calculus all of the sudden,

i odjednom počnu padati kalkulus,

despite being smart, despite having good teachers,

unatoč tome što su pametni i imaju dobre učitelje.

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

I to je najčešće zbog toga što imaju rupe u znanju poput švicarskog sira

koje su se stvarale tijekom cijelog školovanja.

that kept building throughout their foundation.

Tako da naš model

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

uči matematiku onako kako učimo bilo što,

onako kako bi učili voziti bicikl.

like riding a bicycle.

Stay on that bicycle. Fall off that bicycle.

Ostani na biciklu. Padni sa bicikla.

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

Ponavljaj koliko god je potrebo dok ne savladaš.

The traditional model,

Tradicionalni model,

it penalizes you for experimentation and failure,

kažnjava vas kada eksperimentirate ili pogriješite,

but it does not expect mastery.

ali ne očekuje od vas izvrsnost.

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

Mi vas potičemo na ekperimentiranje. Potičemo vas na pogreške.

But we do expect mastery.

Ali mi očekujemo izvrsnost.

Ovo je samo još jedan od modula.

This is just another one of the modules.

Ovo je trigonometrija.

This is trigonometry.

This is shifting and reflecting functions.

Ovo su funkcije.

And they all fit together.

I svi moduli se slažu u cjelinu.

We have about 90 of these right now.

Trenutno imamo oko 90 modula.

You can go to the site right now,

I možete sada otići na stranicu. Sve je besplatno. Ništa vam ne pokušavam prodati.

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

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

Ali generalna je ideja da se svi ti moduli skupljaju u ovu mapu znanja.

Ovaj gornji čvor, to je doslovno zbrajanje jednoznamenkastih brojeva.

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

Kao jedan plus jedan je jednako dva.

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

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

I ideja je, kada dobijete 10 točnih za redom na tom modulu,

it keeps forwarding you to more and more advanced modules.

prosljeđuje vas na sve naprednije module.

Pa ako nastavite dalje niz mapu znanja,

Further down the knowledge map,

ulazimo u napredniju aritmetiku.

we're getting into more advanced arithmetic.

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

Još niže, ulazimo u pred-algebru i ranu algebru.

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

Još niže, ulazimo u algebru 1, algebru 2,

a little bit of precalculus.

i malo kalkulusa.

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

I ideja je da kroz ovo zapravo možemo naučiti sve --

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

zapravo, sve što se može učiti

na ovakav način.

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

Možete zamisliti -- i ovo je ono na čemu radimo --

iz ovakve mape znanja

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

možemo imati logiku, možemo imati programiranje,

you have grammar, you have genetics,

možemo imati gramatiku, možemo imati genetiku,

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

i sve se bazira na tome da,

ako znaš ovo i ovo,

now you're ready for this next concept.

spreman si za ovaj slijedeći koncept.

Now that can work well for an individual learner,

To može dobro poslužiti individualnom učeniku,

and I encourage you to do it with your kids,

i ja vas potičem da to radite sa svojom djecom,

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

ali isto tako potičem sve vas u publici da to radite i sami.

Promijenit će ono što se događa za stolom za večeru.

It'll change what happens at the dinner table.

But what we want to do

Ali ono što mi želimo

is use the natural conclusion of the flipping of the classroom

jest korištenje prirodne ideje iyokretanja učionice,

that those early teachers had emailed me about.

o čemu su mi oni rani učitelji slali mailove.

And so what I'm showing you here,

I tako, ono što vam ovdje pokazujem,

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

ovo su zapravo podaci iz pilot projekta u školi u okrugu Los Altos,

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

gdje su uzeli dva peta razreda i dva sedma razreda

i kompletno odbacili stari program matematike.

and completely gutted their old math curriculum.

Ovi klinci ne koriste knjige,

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

ne dobivaju jednaka predavanja.

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

Oni koriste Khan Akademiju, koriste ovaj softver,

za otprilike polovinu njihove nastave matematike.

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

I želim pojasniti, mi ne vidimo ovo kao kompletnu nastavu matematike.

Što ovo radi je -- i to je ono što se događa u Los Altosu --

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

ovo oslobađa vrijeme.

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

Ovo je blokiranje i obaranje,

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

kako bi bili sigurni da se znate kretati kroz sustav jednadžbi,

i oslobađa se vrijeme za simulacije, za igre,

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

za mehaniku, za izgradnju robota,

for the mechanics, for the robot-building,

za računanje visine onog brda pomoću njegove sjene.

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

I ideja je da učitelj dolazi svaki dan,

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

every kid works at their own pace --

svaki učenik radi svojom brzinom --

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

i ovo je zapravo stvarni nadzorni prikaz iz Los Altosa --

i učitelj pogleda ovu tablicu.

and they look at this dashboard.

Every row is a student.

Svaki red je učenik.

Every column is one of those concepts.

Svaki stupac je jedan od tih koncepata.

Green means the student's already proficient.

Zeleno znači da je učenik već savladao koncept.

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

Plavo znači da radi na tome -- nema potrebe za brigom.

Red means they're stuck.

Crveno znači da je učenik zapeo.

And what the teacher does is literally just say,

I učitelj doslovno kaže,

"Let me intervene on the red kids."

"Sada ću intervenirati kod klinaca u crvenom."

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

Ili još bolje, "Spojit ću jednog od ovih zelenih

koji su već savladali taj koncept

who are already proficient in that concept,

da bude prva crta napada

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

i uči svog kolegu."

(Applause)

(Pljesak)

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

Ja dolazim iz stvarnosti centrirane oko podataka,

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

tako da ne želimo da učitelji moraju intervenirati

i pitati klinca škakljiva pitanja:

and have to ask the kid awkward questions:

"Oh, što ne razumiješ?" ili "Što razumiješ?"

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

i ostala.

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

Tako da je naša ideja da naoružamo učitelje sa što je više moguće podataka --

data that, in any other field, is expected,

podataka koje, u skoro svakom drugom polju, očekujemo,

in finance, marketing, manufacturing --

poput financija ili marketinga ili proizvodnje.

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

I tako učitelji mogu utvrditi što točno nije u redu s učenikom

so they can make their interaction as productive as possible.

kako bi njihova interakcija bila što je moguće produktivnija.

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

I sada učitelj zna točno što je učenik radio,

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

koliko je vremena trošio svaki dan, koja predavanja je pogledao,

kada je pauzirao video, kada je prestao gledati,

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

koje je vježbe odradio,

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

na što se usredotočio?

The outer circle shows what exercises they were focused on.

Vanjski krug pokazuje na koje se vježbe fokusirao.

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

Unutarnji krug pokazuje na koja se predavanja fokusirao.

I podaci postaju jako detaljni

The data gets pretty granular,

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

tako da možete vidjeti točan zadatak koji je učenik riješio točno ili pogrešno.

Red is wrong, blue is right.

Crveno je netočno, plavo je točno.

The leftmost question is the first one the student attempted.

Pitanje skroz lijevo je ono koje je učenik prvo pokušao.

Ovdje je pogledao video.

They watched the video over there.

I ovdje možete vidjeti, na kraju je uspio riješiti 10 točnih za redom.

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

Skoro pa možete vidjeti njegovo učenje kroz tih zadnjih deset zadataka.

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

Isto tako postao je brži.

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

Visina je koliko dugo mu je trebalo.

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

Tako da kada se govori o učenju vlastitim tempom,

to ima smisla svima -- u obrazovnom govoru, diferencirano učenje --

in education-speak, "differentiated learning" --

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

ali je ludnica kada to vidite u učionici.

Jer svaki put kada smo ovo napravili,

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

u svakoj učionici u kojoj smo to napravili,

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

iznova i iznova, već nakon pet dana,

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

postoji grupa klinaca koji su brži

i grupa klinaca koji su malo sporiji.

and a group who are a little bit slower.

In a traditional model, in a snapshot assessment,

I u tradicionalnom modelu, nakon što bi održao ispit,

rekao bi, "Ovo su nadarena djeca, ovo su sporija djeca.

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

Možda bi ih trebali drugačije pratiti.

Maybe they should be tracked differently.

Možda bi ih trebali staviti u drugačije razrede."

Maybe we should put them in different classes."

Ali kada date svakom učeniku da radi svojim tempom --

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

i to vidimo iznova i iznova --

we see it over and over again --

you see students who took a little bit extra time

vidimo učenike kojima je trebalo malo više vremena

na jednom ili drugom konceptu,

on one concept or the other,

but once they get through that concept,

ali jednom kada su shvatili i savladali taj koncept,

jednostavno su ubrzali.

they just race ahead.

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

I onda isti klinac za kojeg ste prije šest tjedana mislili da je sporiji,

you now would think are gifted.

sada mislite da je nadaren.

And we're seeing it over and over again.

I to se ponavlja iznova i iznova.

It makes you really wonder

I dođe vam da se stvarno zapitate

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

koliko je tih etiketa, od kojih je možda mnogo nas imalo koristi,

were really just due to a coincidence of time.

bilo zapravo čista slučajnost.

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

Koliko god da je ovako nešto korisno

u okrugu poput Los Altosa,

our goal is to use technology

naš cilj je koristiti tehnologiju

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

kako bi humanizirali, ne samo Los Altos, nego na globalnoj skali,

what's happening in education.

ono što se događa u obrazovanju.

And that brings up an interesting point.

I u stvari, to dovodi do zanimljivog zaključka.

Velik dio napora u humaniziranju učionica

A lot of the effort in humanizing the classroom

is focused on student-to-teacher ratios.

fokusiran je na omjer učenika-učitelja.

In our mind, the relevant metric is:

Mi smatramo da je relevantna mjera

omjer učenika prema korisnom ljudskom vremenu

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

s učiteljem.

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

U tradicionalnom modelu, većina učiteljevog vremena

is spent doing lectures and grading and whatnot.

je potrošena na predavanje i ocjenjivanje i štošta.

Maybe five percent of their time is sitting next to students

Možda pet posto svog vremena učitelji stvarno sjede pored učenika

i stvarno rade s njima.

and working with them.

Now, 100 percent of their time is.

Sada je taj postotak 100 posto.

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

I iznova, korištenjem tehnologije, ne samo izokretanjem učionice,

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

smatram da humaniziramo učionicu,

za faktor 5 ili 10.

by a factor of five or 10.

As valuable as that is in Los Altos,

I koliko god to bilo korisno u Los Altosu,

imagine what it does to the adult learner,

zamislite što to radi odraslom čovjeku

who's embarrassed to go back and learn stuff

kojega je sram ponovno učiti stvari

they should have known before going back to college.

koje je trebao naučiti prije, prije nego ponovno krene na fakultet.

Zamislite kako ovo pomaže

Imagine what it does to a street kid in Calcutta,

klincu sa ulice u Calcutti

who has to help his family during the day,

koji mora pomagati svojoj obitelji tijekom dana,

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

i to je razlog zašto on ili ona ne može ići u školu.

Sada mogu potrošiti dva sata dnevno i pomoći si,

Now they can spend two hours a day and remediate,

or get up to speed and not feel embarrassed

ili naučiti i ne sramiti se

zbog toga što znaju ili ne znaju.

about what they do or don't know.

Now imagine what happens where --

Sada zamislite što se događa gdje --

we talked about the peers teaching each other

pričali smo o učenicima koji poučavaju jedni druge

unutar učionice.

inside of a classroom.

Ali ovo je sve jedan sustav.

But this is all one system.

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

Nema razloga zašto ne možemo imati

to međusobno podučavanje između učenika

beyond that one classroom.

izvan toga u učionici.

Imagine what happens if that student in Calcutta

Zamislite što se događa kada taj učenik iz Calcutte

all of the sudden can tutor your son,

odjednom može podučavati vašeg sina,

or your son can tutor that kid in Calcutta.

ili vaš sin može podučavati tog klinca iz Calcutte?

And I think what you'll see emerging

I ja mislim da, ono što ćete vidjeti da izbija

is this notion of a global one-world classroom.

je ideja jedne globalne učionice cijelog svijeta.

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

I to je u suštini ono što mi pokušavamo sagraditi.

Thank you.

Hvala vam.

(Applause)

(Pljesak)

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: Vidio sam neke stvari koje radite u sustavu

that have to do with motivation and feedback --

koje imaju veze s motivacijom i povratnim informacijama --

energy points, merit badges.

bodovima energije, značkama,

Tell me what you're thinking there.

Reci mi što misliš s time?

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

SK: O da. Imamo izvrstan tim koji radi na tome.

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

I moram naglasiti, više nisam samo ja.

Ja još uvijek radim sva video predavanja,

I'm still doing all the videos,

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

ali imamo genijalan tim koji radi softver.

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

Da, ubacili smo unutra hrpu mehanike iz igara

gdje dobivate značke,

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

počet ćemo praviti rang liste po područjima, i davati bodove.

It's actually been pretty interesting.

Bilo je zapravo jako interesantno.

Just the wording of the badging,

Samo zbog naziva značke ili koliko bodova dobivate kada napravite nešto,

or how many points you get for doing something,

vidimo na cijelom sustavu,

we see on a system-wide basis,

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

desetine tisuća petih i šestih razreda

idu u jednom ili drugom smjeru,

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

ovisno o znački koju im dajete.

(Laughter)

(Smijeh)

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

BG: I suradnja koju radite sa Los Altosom,

how did that come about?

Kako je to počelo?

SK: Los Altos, it was kind of crazy.

SK: Los Altos, to je bila ludnica.

Ponovo naglašavam, nisam očekivao da će se ovo koristiti u učionicama.

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

Someone from their board came and said,

Netko s njihovog odbora je došao i rekao,

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

"Što bi vi napravili da imate odriješene ruke u učionici?"

I ja sam rekao, "Pa, ja bi samo dao svakom učeniku da radi svojim tempom

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

na nečemu poput ovoga i dali bi nadzorne tablice."

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

A oni su rekli, "Oh, to je malo radikalno. Morat ćemo razmisliti o tome."

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

A ja i ostatak tima smo bili kao,

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

"Nikad oni neće ovo htjeti napraviti."

Ali doslovno slijedeći dan su bili kao, "Možete li početi za dva tjedna?"

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

(Smijeh)

(Laughter)

BG: Znači to se sada događa u matematici petog razreda?

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

SK: Dva pet razreda i dva sedma razreda.

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

I rade to na razini okruga.

They're doing it at the district level.

Mislim da je ono zbog čega su uzbuđeni to što sada mogu pratiti te klince.

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

I to nije samo u školi.

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

Vidjeli smo, čak i na Božić, neke klince kako rješavaju zadatke.

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

I možemo pratiti sve.

I oni ih čak mogu pratiti kako idu kroz cijeli okrug.

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

Preko ljeta, kako idu od jednog učitelja do drugog,

imate taj kontinuitet podataka

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

koji mogu vidjeti čak i na razini okruga.

BG: Znači neki od tih prikaza koje smo vidjeli

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

su bili za učitelje

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

kako bi mogli pratiti što se točno događa s tim klincima.

So you're getting feedback on those teacher views

Dobivate povratne informacije o tim prikazima za učitelje

da vidite što oni misle da oni znače?

to see what they think they need?

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

SK: Da. Većina njih su bili specifikacije za učitelje.

Napravili smo neke od njih za učenike kako bi mogli vidjeti svoje podatke,

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

ali imamo jako usku suradnju u dizajnu sa učiteljima.

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

I oni doslovno govore, "Hej, ovo je lijepo, ali..."

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

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

Kao taj graf fokusa, većina učitelja je rekla,

"Imam osjećaj da puno djece skače okolo

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

i ne fokusira se na jednu temu."

and not focusing on one topic."

I mi smo napravili taj dijagram fokusa.

So we made that focus diagram.

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

Tako da su to sve pogonili učitelji.

Bilo je prilično ludo.

BG: Is this ready for prime time?

BG: Je li ovo spremno za aktivno korištenje?

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

Misliš li da bi puno razreda sljedeće godine ovo trebalo isprobati?

SK: Yeah, it's ready.

SK: Da, spremno je.

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

Već imamo milijun ljudi na siteu.

so we can handle a few more.

Možemo podnijeti još nekoliko.

(Smijeh)

(Laughter)

No, no reason why it really can't happen

Ne, nema razloga zašto se to stvarno ne bi moglo dogoditi

in every classroom in America tomorrow.

u svakoj učionici u Americi već sutra.

BG: And the vision of the tutoring thing.

BG: I vizija tih instrukcija.

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

Ideja je ovdje, ako se nisam zbunio,

somehow right in the user interface,

Nekako izravno u korisničkom sučelju

I'd find people who are volunteering,

našao bih ljude koji volontiraju,

maybe see their reputation,

možda vidio njihovu reputaciju,

and I could schedule and connect up with those people?

i mogao bih dogovoriti i povezati se s tim ljudima?

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

SK: Apsolutno. I to je nešto

što preporučujem svakome u ovoj publici da napravi.

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

Oni nadzorni prikazi koje imaju učitelji, možete se prijaviti već sada

and you can essentially become a coach

i lagano možete postati instruktor

for your kids, your nephews, your cousins,

svojoj djeci, nećacima, ili rođacima,

or maybe some kids at the Boys and Girls Club.

ili možda nekim klincima u Boys and Girls klubu.

I da, možete postati mentor, instruktor,

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

really immediately.

trenutno.

But yeah, it's all there.

Ali da, sve je tamo.

BG: Well, it's amazing.

BG: Pa, to je izvrsno.

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

Mislim kako ste upravo vidjeli dio budućnosti obrazovanja.

BG: Thank you. SK: Thank you.

Hvala vam. (SK: Hvala vam.)

(Applause)

(Pljesak)