Anant Agarwal: Why massively open online courses (still) matter

Prevoditelj: Igor Pureta Recezent: Ivan Stamenković

I'd like to reimagine education.

Želim promijeniti obrazovanje.

The last year

Prošla godina

has seen the invention of a new four-letter word.

nam je donijela inovaciju i riječ od 4 slova.

It starts with an M.

Počinje sa M.

MOOC: massive open online courses.

MOOT: Masivni otvoreni online tečajevi.

Many organizations

Mnoge organizacije

are offering these online courses

nude ove online tečajeve

to students all over the world, in the millions, for free.

studentima diljem svijeta, milijunima, besplatno.

Anybody who has an Internet connection

Bilo tko s internetskom vezom

and the will to learn can access these great courses

i voljom za učenje ima pristup sjajnim tečajevima

from excellent universities

s izvrsnih sveučilišta

and get a credential at the end of it.

i po završetku dobija svjedodžbu.

Now, in this discussion today,

U današnjoj raspravi

I'm going to focus

ću se usmjeriti

on a different aspect of MOOCs.

na razne aspekte MOOT-ova.

We are taking what we are learning

Koristimo ono što učimo

and the technologies we are developing in the large

i tehnologije koje razvijamo na veliko

and applying them in the small

te ih primjenjujemo na malo

to create a blended model of education

da stvorimo izmiješan model obrazovanja

to really reinvent and reimagine

da stvarno ponovno osmislimo i preobrazimo

what we do in the classroom.

ono što radimo u učionici.

Now, our classrooms could use change.

Našim učionicama bi dobro došla promjena.

So, here's a classroom

Ovo je učionica

at this little three-letter institute

na malom troslovnom institutu

in the Northeast of America, MIT.

u sjeveroistočnoj Americi, MIT.

And this was a classroom about 50 or 60 years ago,

Ovako je izgledala učionica prije nekih 50 - 60 godina,

and this is a classroom today.

a ovako izgleda danas.

What's changed?

Što se promijenilo?

The seats are in color.

Sjedala su u boji.

Whoop-de-do.

Hura.

Education really hasn't changed

Obrazovanje se zapravo nije promijenilo

in the past 500 years.

u zadnjih 500 godina.

The last big innovation in education

Zadnje velike inovacije u obrazovanju

was the printing press and the textbooks.

su bili tisak i udžbenici.

Sve se ostalo oko nas promijenilo.

Everything else has changed around us.

You know, from healthcare to transportation,

Od zdravstva do prijevoza,

everything is different, but education hasn't changed.

sve je drugačije, no obrazovanje se nije mijenjalo.

It's also been a real issue in terms of access.

Uz to postoji i problem dostupnosti.

So what you see here

Ono što vidite ovdje

is not a rock concert.

nije rock koncert.

And the person you see at the end of the stage

A osoba na kraju bine

is not Madonna.

nije Madonna.

This is a classroom

Ovo je učionica

at the Obafemi Awolowo University in Nigeria.

na Sveučilištu Obafemi Awolowo u Nigeriji.

Now, we've all heard of distance education,

Svi smo čuli za obrazovanje na daljinu,

but the students way in the back,

no mislim da studenti otraga,

200 feet away from the instructor,

70 metara od profesora,

I think they are undergoing long-distance education.

prisustvuju obrazovanju na stvarno veliku daljinu.

Now, I really believe

Stvarno vjerujem

that we can transform education,

da tehnologijom

both in quality and scale and access,

možemo preobraziti obrazovanje

through technology.

u kvaliteti, količini i pristupu,

For example, at edX,

Na primjer, na edX-u,

we are trying to transform education

pokušavamo preobraziti obrazovanje

through online technologies.

mrežnim tehnologijama.

Given education has been calcified for 500 years,

S obzirom da je obrazovanje okamenjeno već 500 godina,

we really cannot think about reengineering it,

ne možemo ga preoblikovati,

upravljati na mikro razini.

micromanaging it.

We really have to completely reimagine it.

Moramo ga u potpunosti ponovno izmisliti.

It's like going from ox carts to the airplane.

Nešto poput prijevoza od zaprežnih kola do aviona.

Even the infrastructure has to change.

Čak se i infrastruktura mora promijeniti.

Everything has to change.

Sve se mora promijeniti.

We need to go from lectures on the blackboard

Moramo prijeći iz nastave na ploči

to online exercises, online videos.

na online vježbe i videe.

We have to go to interactive virtual laboratories

Moramo prijeći na interaktivne virtualne laboratorije

and gamification.

i na igru.

We have to go to completely online grading

Moramo prijeći na potpuno online ocjenivanje,

and peer interaction and discussion boards.

interakciju suradnika i forume.

Everything really has to change.

Sve se stvarno treba promijeniti.

So at edX and a number of other organizations,

Na edX-u i brojnim drugim organizacijama,

we are applying these technologies to education

primjenjujemo tehnologije na obrazovanje

through MOOCs to really increase access to education.

kroz MOOT-ove da bismo stvarno povećali dostupnost obrazovanju.

And you heard of this example,

Čuli ste za ovaj primjer,

where, when we launched our very first course --

kada smo pokrenuli naš prvi tečaj --

and this was an MIT-hard

to je bio tečaj MIT-a

circuits and electronics course --

o strujnim krugovima i elektronici --

about a year and a half ago,

prije otprilike godinu i pol,

155,000 students from 162 countries

155.000 studenata iz 162 zemlje

enrolled in this course.

se prijavilo na ovaj tečaj.

And we had no marketing budget.

Nismo imali marketing budžet.

Now, 155,000 is a big number.

155.000 je velik broj.

This number is bigger

Taj broj je veći

than the total number of alumni of MIT

od cjelokupnog broja studenata MIT-a

in its 150-year history.

u njegovoj 150-godišnjoj povijesti.

7,200 students passed the course,

7.200 studenata je položilo tečaj,

and this was a hard course.

a to je bio zahtjevan tečaj.

7,200 is also a big number.

7.200 je također velik broj.

If I were to teach at MIT two semesters every year,

Da podučavam na MIT-u dva semestra svake godine,

I would have to teach for 40 years

morao bih podučavati 40 godina

before I could teach this many students.

da poučim ovaj broj studenata.

Now these large numbers

Ovi veliki brojevi

are just one part of the story.

su samo jedan dio priče.

So today, I want to discuss a different aspect,

Danas želim raspraviti drugačiji pogled,

the other side of MOOCs,

drugu stranu MOOT-ova,

take a different perspective.

uzeti drugačiju perspektivu.

We are taking what we develop and learn in the large

Uzimamo ono što razvijamo i učimo na veliko

and applying it in the small

i primjenjujemo to na malo

to the classroom, to create a blended model of learning.

u učionici, kako bismo stvorili izmiješan model učenja.

But before I go into that, let me tell you a story.

No, prije nego počnem, ispričat ću vam priču.

When my daughter turned 13, became a teenager,

Kada je moja kćer navršila 13, postala tinejdžer,

she stopped speaking English,

prestala je govoriti engleski,

and she began speaking this new language.

i počela govoriti novim jezikom.

I call it teen-lish.

Ja ga zovem tinejdžerski.

It's a digital language.

To je digitalan jezik.

It's got two sounds: a grunt and a silence.

Ima dva zvuka: glasanje i tišinu.

"Honey, come over for dinner."

"Dušo, dođi, večera je gotova."

"Hmm."

"Hmm."

"Did you hear me?"

"Jesi li me čula?"

Silence. (Laughter)

Tišina. (Smijeh)

"Can you listen to me?"

"Možeš li me slušati?"

"Hmm."

"Hmm."

So we had a real issue with communicating,

Imali smo problem s komunikacijom,

and we were just not communicating,

i jednostavno nismo komunicirali,

until one day I had this epiphany.

dok jednog dana nisam doživio prosvjetljenje.

I texted her. (Laughter)

Poslao sam joj poruku. (Smijeh)

I got an instant response.

I dobio sam trenutačan odgovor.

I said, no, that must have been by accident.

Rekoh, ma ne, to je slučajnost.

She must have thought, you know,

Sigurno je pomislila, znate,

some friend of hers was calling her.

da ju zove netko od prijatelja.

So I texted her again. Boom, another response.

Pa sam joj opet poslao poruku. Bum, novi odgovor.

I said, this is great.

Rekoh, ovo je odlično.

And so since then, our life has changed.

Otada se naš život promijenio.

I text her, she responds.

Pošaljem joj poruku, ona odgovara.

It's just been absolutely great.

Apsolutno odlično.

(Applause)

(Pljesak)

So our millennial generation

Dakle, naša je milenijska generacija

is built differently.

izgrađena drugačije.

Now, I'm older, and my youthful looks might belie that,

Ja sam stariji, iako moj mladenački izgled možda zavarava,

but I'm not in the millennial generation.

no nisam iz generacije milenijalaca.

But our kids are really different.

No, naša su djeca stvarno drugačija.

The millennial generation is completely comfortable

Milenijska generacija je potpuno stopljena

with online technology.

s online tehnologijom.

So why are we fighting it in the classroom?

Zašto se onda borimo protiv toga u učionicama?

Let's not fight it. Let's embrace it.

Nemojmo se boriti. Prigrlimo to.

In fact, I believe -- and I have two fat thumbs,

Ustvari, vjerujem -- a imam dva debela

I can't text very well --

palca, ne mogu dobro tipkati --

but I'm willing to bet that with evolution,

no spreman sam se kladiti da će evolucijom,

our kids and their grandchildren

naša djeca i njihovi unuci

will develop really, really little, itty-bitty thumbs

razviti vrlo, vrlo male palčeve

to text much better,

kako bi bolje tipkali;

that evolution will fix all of that stuff.

da će evolucija sve to riješiti.

But what if we embraced technology,

No što ako bismo prigrlili tehnologiju,

embraced the millennial generation's

prigrlili prirodne sklonosti

natural predilections,

generacije milenijalaca,

and really think about creating these online technologies,

i stvarno razmislili o stvaranju online tehnologija,

blend them into their lives.

izmiješali ih u njihov život.

So here's what we can do.

Evo što možemo napraviti.

So rather than driving our kids into a classroom,

Umjesto vožnje naše djece do učionica,

herding them out there at 8 o'clock in the morning --

okupljajući ih tamo u 8 ujutro --

I hated going to class at 8 o'clock in the morning,

ja sam mrzio biti na nastavi u 8 ujutro,

so why are we forcing our kids to do that?

pa zašto silimo naše klince da to rade?

So instead what you do

Umjesto toga im dajete

is you have them watch videos

da gledaju videe

and do interactive exercises

i rade interaktivne vježbe

in the comfort of their dorm rooms, in their bedroom,

u udobnosti domova, u njihovim sobama,

in the dining room, in the bathroom,

u blagovaonici, u zahodu.

wherever they're most creative.

gdje god su najkreativniji.

Then they come into the classroom

Tek tada dolaze na nastavu

for some in-person interaction.

za interakciju uživo.

They can have discussions amongst themselves.

Mogu imati međusobne rasprave.

They can solve problems together.

Mogu zajedno rješavati probleme.

They can work with the professor

Mogu surađivati s profesorom

and have the professor answer their questions.

a on će im odgovarati na pitanja.

In fact, with edX, when we were teaching our first course

Ustvari, s edX-om, kada smo diljem svijeta podučavali naš prvi tečaj

on circuits and electronics around the world,

o strujnim krugovima i elektronici,

this was happening unbeknownst to us.

ovo se događalo i bez našeg znanja.

Two high school teachers

Dva srednjoškolska profesora

at the Sant High School in Mongolia

na srednjoj školi Sant u Mongoliji

had flipped their classroom,

su potpuno okrenuli nastavu

and they were using our video lectures

i koristili video predavanja

and interactive exercises,

i interaktivne vježbe,

where the learners in the high school,

gdje su učenici u srednjoj školi,

15-year-olds, mind you,

15-godišnjaci, za informaciju,

would go and do these things in their own homes

radili ove stvari u domovima

and they would come into class,

i dolazili na nastavu,

and as you see from this image here,

te, kako vidite iz ove slike,

they would interact with each other

surađivali međusobno

and do some physical laboratory work.

i radili fizički u laboratoriju.

And the only way we discovered this

Jedini način da mi saznamo

was they wrote a blog

za ovo je bio njihov blog

and we happened to stumble upon that blog.

na koji smo slučajno nabasali.

We were also doing other pilots.

Također smo radili druge pilot projekte.

So we did a pilot experimental blended courses,

Radili smo pilot eksperimentalne izmiješane tečajeve

working with San Jose State University in California,

surađujući sa Sveučilištem San Jose u Kaliforniji,

again, with the circuits and electronics course.

ponovo s tečajem o strujnim krugovima i elektronici.

You'll hear that a lot. That course has become

Čut ćete to puno puta. Ovaj tečaj je postao

sort of like our petri dish of learning.

naša Petrijeva zdjelica za učenje.

So there, the students would, again,

Tamo su, profesori ponovno

the instructors flipped the classroom,

preokrenuli nastavu,

blended online and in person,

izmiješali online i uživo,

and the results were staggering.

a rezultati su bili zapanjujući.

Now don't take these results to the bank just yet.

Nemojte se odmah kladiti u ove rezultate.

Just wait a little bit longer as we experiment with this some more,

Pričekajte još malo da nešto više eksperimentiramo,

but the early results are incredible.

no rani rezultati su nevjerojatni.

So traditionally, semester upon semester,

Tradicionalno, semestar za semestrom,

for the past several years, this course,

tijekom zadnjih nekoliko godina, ovaj tečaj,

again, a hard course,

ponavljam, zahtjevan tečaj,

had a failure rate of about 40 to 41 percent

je imao stopu pada od oko 40 - 41%

every semester.

svaki semestar.

With this blended class late last year,

S ovom izmiješanom nastavom na kraju prošle godine,

the failure rate fell to nine percent.

stopa pada je pala na 9%.

So the results can be extremely, extremely good.

Dakle, rezultati mogu biti iznimno, iznimno dobri.

Now before we go too far into this,

Prije nego odemo preduboko u temu,

I'd like to spend some time discussing

volio bih raspraviti

some key ideas.

neke ključne ideje.

What are some key ideas

Koje su ključne ideje

that makes all of this work?

koje omogućuju da ovo sve radi?

One idea is active learning.

Jedna ideja je aktivno učenje.

The idea here is, rather than have students

Ovdje je ideja da, umjesto da studenti

walk into class and watch lectures,

ulaze u učionicu i prate predavanja,

we replace this with what we call lessons.

to zamijenimo onime što mi zovemo lekcijama.

Lessons are interleaved sequences

Lekcije su naizmjenični slijedovi

of videos and interactive exercises.

videa i interaktivnih vježbi.

So a student might watch a five-, seven-minute video

Učenik može pogledati video od 5, 7 minuta

and follow that with an interactive exercise.

i nastaviti na interaktivnu vježbu koja slijedi.

Think of this as the ultimate Socratization of education.

Razmislite o ovome kao o krajnjoj sokratizaciji obrazovanja.

You teach by asking questions.

Podučavate postavljanjem pitanja.

And this is a form of learning

Ovo je način učenja

called active learning,

koji se zove aktivno učenje,

and really promoted by a very early paper, in 1972,

promoviran vrlo ranim radom,

by Craik and Lockhart,

Craika i Lockharta, iz 1972.

where they said and discovered

u kojemu kažu i otkrivaju

that learning and retention really relates strongly

da su učenje i zadržavanje snažno povezani

to the depth of mental processing.

s dubinom mentalne obrade.

Students learn much better

Studenti uče puno bolje

when they are interacting with the material.

kada su u interakciji s materijalom.

The second idea is self-pacing.

Druga ideja je samostalno određivanje brzine.

Now, when I went to a lecture hall,

Kada sam ja dolazio u predavaonicu,

and if you were like me,

ako ste bili poput mene,

by the fifth minute I would lose the professor.

izgubio bih profesora u petoj minuti.

I wasn't all that smart, and I would be scrambling, taking notes,

Nisam bio toliko pametan, švrljao bih, zapisivao natuknice,

and then I would lose the lecture for the rest of the hour.

i onda bih se izgubio do kraja nastave.

Instead, wouldn't it be nice with online technologies,

Umjesto toga, ne bi li bilo lijepo da, s online tehnologijom,

we offer videos and interactive engagements to students?

nudimo videe i interaktivne sadržaje studentima?

They can hit the pause button.

Mogu pritisnuti gumb za pauzu.

They can rewind the professor.

Mogu premotati profesora.

Heck, they can even mute the professor.

Mogu čak i ugasiti zvuk profesora.

So this form of self-pacing

Ova vrsta određivanja tempa

can be very helpful to learning.

može biti jako korisna za učenje.

The third idea that we have is instant feedback.

Treća ideja je da imamo trenutačnu povratnu informaciju.

With instant feedback,

Uz pomoć toga,

the computer grades exercises.

računalo trenutačno ocjenjuje vježbe.

I mean, how else do you teach 150,000 students?

Kako drugačije podučavati 150.000 studenata?

Your computer is grading all the exercises.

Vaše računalo ocjenjuje sve vježbe.

And we've all submitted homeworks,

Svi smo predavali zadaće,

and your grades come back two weeks later,

a vaše ocjene su dolazile dva tjedna kasnije,

you've forgotten all about it.

kada ste i zaboravili na zadaću.

I don't think I've still received some of my homeworks

Mislim da još uvijek nisam dobio neke od zadaća

from my undergraduate days.

iz mojih preddiplomskih dana.

Some are never graded.

Neke nisu nikad ocijenjene.

So with instant feedback,

Dakle, s povratnom vezom,

students can try to apply answers.

studenti mogu pokušati primijeniti odgovore.

If they get it wrong, they can get instant feedback.

Ako su u krivu, to mogu odmah saznati.

They can try it again and try it again,

Mogu pokuašavati opet i opet,

and this really becomes much more engaging.

te ovo postaje mnogo privlačnije.

They get the instant feedback,

Dobiju trenutačnu informaciju,

and this little green check mark that you see here

a ova mala zelena kvačica koju vidite

is becoming somewhat of a cult symbol at edX.

postaje svojevrsni kultni simbol na edX-u.

Learners are telling us that they go to bed at night

Učenici nam govore da odlaze noću u krevet

dreaming of the green check mark.

sanjajući zelenu kvačicu.

In fact, one of our learners

Ustvari, jedan od njih

who took the circuits course early last year,

koji je koristio tečaj o elektronici rano prošle godine,

he then went on to take a software course

je uzeo tečaj o softverima

from Berkeley at the end of the year,

s Berkeleya krajem godine,

and this is what the learner had to say

i napisao sljedeće

on our discussion board

na našem forumu

when he just started that course

o zelenoj kvačici

about the green check mark:

kada je tek započeo taj tečaj:

"Oh god; have I missed you."

"O Bože, kako si mi nedostajala."

When's the last time you've seen students

Kada ste zadnji put vidjeli studente

posting comments like this about homework?

da šalju ovakve komentare u vezi zadaće?

My colleague Ed Bertschinger,

Moj kolega Ed Bertschinger,

who heads up the physics department at MIT,

koji je pročelnik odsjeka za fiziku na MIT-u,

has this to say about instant feedback:

je rekao ovo u vezi instantne povratne informacije:

He indicated that instant feedback

Indicirao je da trenutačne povratne informacije

turns teaching moments into learning outcomes.

pretvaraju trenutke podučavanja u ishode učenja.

The next big idea is gamification.

Sljedeća velika ideja je pretvaranje u igru.

You know, all learners engage really well

Svi učenici vrlo dobro surađuju s

with interactive videos and so on.

interaktivnim videima, itd.

You know, they would sit down and shoot

Sjedili bi i pucali

alien spaceships all day long until they get it.

u vanzemaljske brodove cijeli dan dok ne uspiju.

So we applied these gamification techniques to learning,

Primijenili smo te tehnike na učenje,

and we can build these online laboratories.

te možemo stvoriti online laboratorije.

How do you teach creativity? How do you teach design?

Kako podučavati kreativnost? Kako podučavati dizajn?

We can do this through online labs

To možemo kroz online labose

and use computing power

koristeći snagu računala

to build these online labs.

kako bismo ih izgradili.

So as this little video shows here,

Kako ovaj video pokazuje,

you can engage students

možete angažirati studente

much like they design with Legos.

slično kao što stvaraju Lego kockama.

So here, the learners are building a circuit

Ovdje, učenici grade strujni krug

with Lego-like ease.

s lakoćom slaganja Lego kocki.

And this can also be graded by the computer.

Ovo također može ocijeniti računalo.

Fifth is peer learning.

Peto je učenje sa suradnicima.

So here, we use discussion forums and discussions

Ovdje koristimo forume, rasprave

and Facebook-like interaction

i interakciju poput one na Facebook-u

not as a distraction,

ne kao distrakciju,

but to really help students learn.

već da zapravo pomognete učenicima učiti.

Let me tell you a story.

Ispričati ću vam priču.

When we did our circuits course

Kada smo radili naš tečaj o strujnim krugovima

for the 155,000 students,

za 155.000 studenata,

I didn't sleep for three nights

nisam spavao tri noći

leading up to the launch of the course.

nakon pokrenutog tečaja.

I told my TAs, okay, 24/7,

Rekao sam svojim asistentima da ćemo raditi

we're going to be up

24/7 i biti budni,

monitoring the forum, answering questions.

pratiti forum, odgovarati na pitanja.

They had answered questions for 100 students.

Odgovorili su na pitanja 100 studenata.

How do you do that for 150,000?

Kako to učiniti za 150.000?

So one night I'm sitting up there, at 2 a.m. at night,

Sjedim jedne noći za time u 2 ujutro,

and I think there's this question

i pojavilo se pitanje

from a student from Pakistan,

studenta iz Pakistana.

and he asked a question, and I said,

Postavio je pitanje, i kažem si:

okay, let me go and type up an answer,

"U redu, daj mi da napišem odgovor,

I don't type all that fast,

ne tipkam toliko brzo."

and I begin typing up the answer,

Počnem pisati odgovor,

and before I can finish,

i prije nego što sam završio,

another student from Egypt popped in with an answer,

student iz Egipta se ubacio s odgovorom,

not quite right, so I'm fixing the answer,

ne baš točnim, stoga ispravljam odgovor,

and before I can finish, a student from the U.S.

i prije nego završim, student iz SAD-a

had popped in with a different answer.

se ubaci s drugim odgovorom.

And then I sat back, fascinated.

Naslonio sam se, fasciniran.

Boom, boom, boom, boom, the students were

Bum, bum, bum, bum, studenti su

discussing and interacting with each other,

raspravljali međusobno,

and by 4 a.m. that night, I'm totally fascinated,

i do 4 ujutro te noći, skroz fasciniran --

having this epiphany,

imam prosjetljenje --

and by 4 a.m. in the morning,

i do 4 ujutro,

they had discovered the right answer.

došli su do točnog odgovora.

And all I had to do was go and bless it,

Sve što sam trebao je blagosloviti ga:

"Good answer."

"Dobar odgovor."

So this is absolutely amazing,

Ovo je apsolutno zadivljujuće,

where students are learning from each other,

gdje studenti uče jedan od drugoga,

and they're telling us that they are learning

i govore nam da uče,

by teaching.

podučavanjem.

Now this is all not just in the future.

Ovo nije samo u budućnosti.

This is happening today.

Ovo se događa danas.

So we are applying these blended learning pilots

Primjenjujemo ove pokušaje izmiješanog podučavanja

in a number of universities and high schools around the world,

na raznim sveučilištima i srednjim školama diljem svijeta,

from Tsinghua in China

od Tsinghua u Kini

to the National University of Mongolia in Mongolia

do Nacionalnog sveučilišta Mongolije u Mongoliji

to Berkeley in California --

do Berkeleya u Kaliforniji --

all over the world.

diljem svijeta.

And these kinds of technologies really help,

Ove vrste tehnologija stvarno pomažu,

the blended model can really help

izmiješani model stvarno pomaže

revolutionize education.

u revoluciji obrazovanja.

It can also solve a practical problem of MOOCs,

Može također riješiti i praktičan problem MOOT-ova,

the business aspect.

poslovni aspekt.

We can also license these MOOC courses

Možemo dati licencu ovih MOOT-ova

to other universities,

drugim sveučilištima,

and therein lies a revenue model for MOOCs,

i stvoriti izvor prihoda za MOOT-ove

where the university that licenses it with the professor

gdje sveučilište koje zatraži licencu s profesorom

can use these online courses

može koristiti ove online tečajeve

like the next-generation textbook.

kao udžbenike sljedeće generacije.

They can use as much or as little as they like,

Mogu ih koristiti u kojoj god mjeri žele,

and it becomes a tool in the teacher's arsenal.

oni postaju alat u profesorovom arsenalu.

Finally, I would like to have you

Na kraju, volio bih

dream with me for a little bit.

da sanjate malo sa mnom.

I would like us to really reimagine education.

Volio bih da stvarno ponovno zamislimo obrazovanje.

We will have to move from lecture halls to e-spaces.

Morat ćemo se prebaciti iz predavaonica u e-prostore.

We have to move from books to tablets

Moramo se prebaciti s knjiga na tablete

like the Aakash in India

kao Aakash u Indiji

or the Raspberry Pi, 20 dollars.

ili Raspberry Pi, 20 dolara.

The Aakash is 40 dollars.

Aakash je 40 dolara.

We have to move from bricks-and-mortar school buildings

Moramo se prebaciti iz ciglenih i žbukanih škola

to digital dormitories.

u digitalne studentske domove.

But I think at the end of the day,

No, mislim da na kraju svega,

I think we will still need one lecture hall

ipak trebamo jednu predavaonicu

in our universities.

na našim sveučilištima.

Otherwise, how else do we tell our grandchildren

Jer kako ćemo inače reći unucima

that your grandparents sat in that room

da su njihovi djedovi i bake sjedili u toj sobi,

in neat little rows like cornstalks

u urednim malim redovima poput kukuruza,

and watched this professor at the end

i gledali profesora na kraju predavaonice

talk about content and, you know,

kako priča o sadržaju i, znate,

you didn't even have a rewind button?

nisu čak imali ni gumb za premotavanje?

Thank you.

Hvala vam.

(Applause)

(Pljesak)

Thank you. Thank you. (Applause)

Hvala. Hvala vam. (Pljesak)