Peter Norvig: The 100,000-student classroom

Translator: Joseph Geni Reviewer: Morton Bast

Prevoditelj: SIBELA KESAC Recezent: Ivan Petrović

Everyone is both a learner

Svi smo mi podjednako učenici

and a teacher.

i učitelji.

This is me being inspired

Ovo sam ja, nadahnut

by my first tutor,

mojim prvim učiteljem,

my mom,

mojom majkom.

and this is me teaching

A ovdje me vidite kako podučavam

Introduction to Artificial Intelligence

Uvod u umjetnu inteligenciju

to 200 students

pred 200-njak studenata

at Stanford University.

na Sveučilištu Stanford.

Now the students and I

I studenti i ja

enjoyed the class,

uživali smo u predavanju.

but it occurred to me

No, sinulo mi je

that while the subject matter

da, iako je materija koju podučavam

of the class is advanced

vrlo napredna

and modern,

i suvremena

the teaching technology isn't.

sama tehnika podučavanja to nije.

In fact, I use basically

Zapravo, ja se koristim

the same technology as

istom tehnikom koja se koristila

this 14th-century classroom.

u učionicama 14-tog stoljeća.

Note the textbook,

Pogledajte, imamo udžbenik

the sage on the stage,

mudraca na pozornici,

and the sleeping guy

i spavača u zadnjoj klupi.

in the back. (Laughter)

(Smijeh)

Just like today.

Baš kao i danas.

So my co-teacher,

Zato smo moj suradnik

Sebastian Thrun, and I thought,

Sebastian Thrun i ja

there must be a better way.

pomislili kako mora postojati bolji način.

We challenged ourselves

Postavili smo si izazov

to create an online class

da kreiramo on-line predavanja

that would be equal or better

koja bi po kvaliteti bila jednaka ili bolja

in quality to our Stanford class,

predavanjima na Stanfordu,

but to bring it to anyone

a bila bi dostupna svima na svijetu

in the world for free.

i to besplatno.

We announced the class on July 29th,

Najavili smo početak predavanja za 29.srpnja

and within two weeks, 50,000 people

i već nakon dva tjedna, 50.000 ljudi

had signed up for it.

prijavilo se za predavanja.

And that grew to 160,000 students

Taj broj je narastao na 160.000 studenata

from 209 countries.

iz 209 zemalja.

We were thrilled to have

Bili smo oduševljeni

that kind of audience,

takvim odazivom

and just a bit terrified that we

i samo malo prestrašeni zbog činjenice

hadn't finished preparing the class yet. (Laughter)

da još nismo stigli pripremiti predavanja.

So we got to work.

Bacili smo se na posao.

We studied what others had done,

Proučavali smo kako to rade drugi,

what we could copy and what we could change.

što možemo kopirati, a što promijeniti.

Benjamin Bloom had showed

Benjamin Bloom je pokazao

that one-on-one tutoring works best,

da je najbolje poučavanje jedan na jedan

so that's what we tried to emulate,

pa smo to i pokušali oponašti,

like with me and my mom,

kao u slučaju mene i moje mame,

even though we knew

iako smo bili svjesni

it would be one-on-thousands.

da će to zapravo biti jedan na tisuće.

Here, an overhead video camera

Ovdje, kamera iznad moje glave

is recording me as I'm talking

snima me kako govorim

and drawing on a piece of paper.

i crtam na komadiću papira.

A student said, "This class felt

Jedan je student rekao: "Ova predavanja su

like sitting in a bar

kao da sjedite u nekom kafiću

with a really smart friend

sa jako pametnim prijateljem

who's explaining something

koji vam objašnjava nešto

you haven't grasped, but are about to."

što još niste shvatili, ali hoćete ubrzo.

And that's exactly what we were aiming for.

Upravo to je bio naš cilj.

Now, from Khan Academy, we saw

Od Khan Academy smo naučili

that short 10-minute videos

da je kratak destminutni video

worked much better than trying

puno učinkovitiji

to record an hour-long lecture

od snimanja predavanja duljih od sata

and put it on the small-format screen.

koja se onda prikazuju na ekranima malog formata.

We decided to go even shorter

Mi smo se odlučili za još kraći format

and more interactive.

i interaktivniji.

Our typical video is two minutes,

Naš tipični video traje dvije minute,

sometimes shorter, never more

nekad kraće, nikad dulje od šest,

than six, and then we pause for

a onda napravimo stanku za kviz pitanje

a quiz question, to make it

da bismo dobili taj osjećaj

feel like one-on-one tutoring.

podučavanja jedan na jedan.

Here, I'm explaining how a computer uses

Ovdje, objašnjavam kako računalo koristi

the grammar of English

englesku gramatiku

to parse sentences, and here,

da bi analiziralo rečenice, a onda

there's a pause and the student

slijedi stanka da bi student

has to reflect, understand what's going on

mogao razmisliti, shvatiti o čemu se radi

and check the right boxes

i označiti točne odgovore

before they can continue.

prije nego nastavi.

Students learn best when

Studenti uče najbolje

they're actively practicing.

aktivno, kroz vježbu.

We wanted to engage them, to have them grapple

Želimo ih angažirati, želimo da se uhvate u koštac

with ambiguity and guide them to synthesize

sa nejasnoćama i dovesti ih do toga

the key ideas themselves.

da samostalno izvode zaključke.

We mostly avoid questions

Uglavnom izbjegavamo pitanja tipa:

like, "Here's a formula, now

"Ovdje imamo formulu, a sada

tell me the value of Y

nađite vrijednost y

when X is equal to two."

kada je x jednako dva."

We preferred open-ended questions.

Draža su nam otvorena pitanja.

One student wrote, "Now I'm seeing

Jedan je student napisao: "Sada vidim

Bayes networks and examples of

Bayes-ove mreže i primjere

game theory everywhere I look."

teorije igre gdje god da pogledam"

And I like that kind of response.

Volim takve odgovore.

That's just what we were going for.

Upravo smo to i željeli postići.

We didn't want students to memorize the formulas;

Nismo željeli da studenti uče formule napamet

we wanted to change the way

željeli smo promijeniti način

they looked at the world.

na koji promatraju svijet.

And we succeeded.

I uspjeli smo.

Or, I should say, the students succeeded.

Ili, bolje rečeno, studenti su uspjeli.

And it's a little bit ironic

Zapravo je ironično

that we set about to disrupt traditional education,

da smo krenuli s idejom da ne podučavamo na tradicionalan način,

and in doing so, we ended up

a zapravo smo na kraju

making our online class

napravili on-line predavanja

much more like a traditional college class

koja su bila više nalik tradicionalnim načinima

than other online classes.

od ostalih on-line predavanja.

Most online classes, the videos are always available.

Kod većine on-line predavanja snimke su stalno dostupne.

You can watch them any time you want.

Možete ih pogledati kad god želite.

But if you can do it any time,

Međutim, ako ih možete gledati kada želite

that means you can do it tomorrow,

to znači, da ih možete pogledati i sutra,

and if you can do it tomorrow,

a ako ih možete pogledati sutra,

well, you may not ever

pa, eto, možda vam to nikad

get around to it. (Laughter)

neće ni doći na red. (Smijeh)

So we brought back the innovation

Zato smo ponovo uveli jedan stari izum:

of having due dates. (Laughter)

rokove. (Smijeh)

You could watch the videos

Video ste mogli pogledati

any time you wanted during the week,

bilo kada tijekom tjedna,

but at the end of the week,

no, na kraju tjedna

you had to get the homework done.

morali ste napraviti domaću zadaću.

This motivated the students to keep going, and it also

To je studente motiviralo da ustraju, a također

meant that everybody was working

je značilo da su svi radili

on the same thing at the same time,

na istom zadatku istovremeno,

so if you went into a discussion forum,

tako da ste mogli otići na forum za rasprave

you could get an answer from a peer within minutes.

i dobiti odgovore od svojih kolega unutar nekoliko minuta.

Now, I'll show you some of the forums, most of which

Sada ću vam pokazati neke od foruma, od kojih su većinu

were self-organized by the students themselves.

pokrenuli i organizirali sami studenti.

From Daphne Koller and Andrew Ng, we learned

Od Daphne Koller i Andrewa Ng, naučili smo

the concept of "flipping" the classroom.

koncept "okretanja" učionice.

Students watched the videos

Studenti bi samostalno pogledali video,

on their own, and then they

a nakon toga

come together to discuss them.

bi se nalazili da ga zajedno prodiskutiraju.

From Eric Mazur, I learned about peer instruction,

Od Erica Mazura naučio sam o instrukcijama kolega,

that peers can be the best teachers,

o tome kako kolege mogu biti najbolji učitelji,

because they're the ones

zbog toga što se još uvijek sjećaju

that remember what it's like to not understand.

kako je to kad nešto ne razumijete.

Sebastian and I have forgotten some of that.

Sebastian i ja smo ponešto od toga i zaboravili.

Of course, we couldn't have

Naravno, nismo imali učionicu

a classroom discussion with

u kojoj bi mogli raspravljati

tens of thousands of students,

s desecima tisuća studenata,

so we encouraged and nurtured these online forums.

tako da smo ohrabrivali i njegovali on-line forume.

And finally, from Teach For America,

I konačno, od "Teach For America"

I learned that a class is not

naučio sam da podučavanje nije

primarily about information.

u prvom redu davanje informacija.

More important is motivation and determination.

Mnogo su važniji motivacija i odlučnost.

It was crucial that the students see

Ključno je da studenti vide

that we're working hard for them and

da se mi trudimo za njih

they're all supporting each other.

te da se oni međusobno podržavaju.

Now, the class ran 10 weeks,

Predavanja su trajala 10 tjedana

and in the end, about half of the 160,000 students watched

i na kraju, polovica od 160.000 studenata

at least one video each week,

pogledalo je barem jedan video tjedno,

and over 20,000 finished all the homework,

a njih preko 20.000 napravilo je sve zadaće

putting in 50 to 100 hours.

uloživši pritom 50 do 100 sati.

They got this statement of accomplishment.

Dobili su ovo priznanje o postignuću.

So what have we learned?

Što smo, dakle, naučili?

Well, we tried some old ideas

Pa, isprobali smo neke stare ideje

and some new and put them together,

i neke nove i spojili ih,

but there are more ideas to try.

ali ima još mnogo ideja za isprobati.

Sebastian's teaching another class now.

Sabastian sada održava nova predavanja.

I'll do one in the fall.

Ja ću s novima početi na jesen.

Stanford Coursera, Udacity, MITx

Stanford Coursera, Udacity, MITx

and others have more classes coming.

i drugi će također početi s predavanjima.

It's a really exciting time.

Ovo je zaista uzbudljivo vrijeme.

But to me, the most exciting

No meni su najuzbudljiviji dio toga

part of it is the data that we're gathering.

podaci do kojih dolazimo.

We're gathering thousands

Bilježimo na tisuće interakcija

of interactions per student per class,

po studentu i po predavanju,

billions of interactions altogether,

na milijarde interakcija sve zajedno,

and now we can start analyzing that,

i sada ih možemo početi analizirati,

and when we learn from that,

zatim, kada naučimo iz toga,

do experimentations,

početi raditi pokuse

that's when the real revolution will come.

i tako započeti pravu revoluciju.

And you'll be able to see the results from

A vi ćete moći vidjeti rezultate

a new generation of amazing students.

nove generacije izvanrednih studenata.

(Applause)

(Pljesak)