Daphne Koller: What we're learning from online education

668,092 views ใƒป 2012-08-01

TED


์•„๋ž˜ ์˜๋ฌธ์ž๋ง‰์„ ๋”๋ธ”ํด๋ฆญํ•˜์‹œ๋ฉด ์˜์ƒ์ด ์žฌ์ƒ๋ฉ๋‹ˆ๋‹ค.

00:00
Translator: Morton Bast Reviewer: Thu-Huong Ha
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๋ฒˆ์—ญ: Hee Lim Han ๊ฒ€ํ† : K Bang
00:15
Like many of you, I'm one of the lucky people.
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์—ฌ๋Ÿฌ๋ถ„ ์ค‘ ๋Œ€๋ถ€๋ถ„์ฒ˜๋Ÿผ ์ €๋„ ์šด์ด ์ข‹์€ ์‚ฌ๋žŒ์ž…๋‹ˆ๋‹ค.
00:19
I was born to a family where education was pervasive.
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์ €๋Š” ํ•™๊ตฌ์—ด์ด ๋†’์€ ๊ฐ€์ •์—์„œ ํƒœ์–ด๋‚ฌ์–ด์š”.
00:22
I'm a third-generation PhD, a daughter of two academics.
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์ €๋Š” ๋‘ ํ•™์ž์˜ ๋”ธ๋กœ ํƒœ์–ด๋‚ฌ๊ณ , ์ง‘์•ˆ ์‚ผ๋Œ€์งธ ๋ฐ•์‚ฌ์ž…๋‹ˆ๋‹ค.
00:26
In my childhood, I played around in my father's university lab.
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์–ด๋ ธ์„ ์ ์—” ์•„๋ฒ„์ง€์˜ ๋Œ€ํ•™๊ต ์—ฐ๊ตฌ์‹ค์—์„œ ๋†€๊ณค ํ–ˆ์ฃ .
00:30
So it was taken for granted that I attend some of the best universities,
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๊ทธ๋ž˜์„œ ์ตœ๊ณ  ๋Œ€ํ•™์— ๋‹ค๋‹ˆ๋Š” ๊ฒŒ ๋ฌด์ฒ™ ๋‹น์—ฐํ•˜๊ฒŒ ์ƒ๊ฐ๋˜์—ˆ์–ด์š”.
00:34
which in turn opened the door to a world of opportunity.
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๊ทธ๊ณณ์—์„  ๊ธฐํšŒ์˜ ๋ฌธ์ด ์—ด๋ ธ์ง€์š”.
00:38
Unfortunately, most of the people in the world are not so lucky.
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๋ถˆํ–‰ํ•œ ์ผ์ด์ง€๋งŒ ์„ธ๊ณ„ ๋Œ€๋ถ€๋ถ„์˜ ์‚ฌ๋žŒ๋“ค์ด ๊ทธ๋ ‡๊ฒŒ ์šด์ด ์ข‹์ง„ ๋ชปํ•ฉ๋‹ˆ๋‹ค.
00:42
In some parts of the world, for example, South Africa,
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์ง€๊ตฌ์ƒ ์–ด๋–ค ๊ณณ์—์„œ๋Š”, ์˜ˆ๋ฅผ ๋“ค์–ด ๋‚จ์•„ํ”„๋ฆฌ์นด์—์„œ๋Š”
00:45
education is just not readily accessible.
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๊ต์œก์„ ๋ฐ›๋Š” ๊ฒƒ์€ ์‰ฝ์ง€ ์•Š์Šต๋‹ˆ๋‹ค.
00:48
In South Africa, the educational system was constructed
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๋‚จ์•„ํ”„๋ฆฌ์นด์˜ ๊ต์œก ์‹œ์Šคํ…œ์€ ์†Œ์ˆ˜์˜ ๋ฐฑ์ธ๋“ค์ด ํ†ต์น˜ํ•˜๋˜
00:51
in the days of apartheid for the white minority.
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์•„ํŒŒํŠธ๋ฅดํ—ค์ด๋“œ (๋‚จ์•„ํ”„๋ฆฌ์นด๊ณตํ™”๊ตญ์˜ ์ธ์ข…์ฐจ๋ณ„์ •์ฑ…) ์‹œ์ ˆ์— ๋งŒ๋“ค์–ด์กŒ์Šต๋‹ˆ๋‹ค.
00:53
And as a consequence, today there is just not enough spots
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๊ฒฐ๊ณผ์ ์œผ๋กœ ์˜ค๋Š˜๋‚ ์—๋Š” ๊ณ ๋“ฑ๊ต์œก์„ ๋ฐ›๋Š” ๊ฒƒ์„ ์›ํ•˜๊ณ ,
00:56
for the many more people who want and deserve a high quality education.
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๋˜, ๋ฐ›์„ ์ž๊ฒฉ์ด ์žˆ๋Š” ๋งŽ์€ ์‚ฌ๋žŒ๋“ค์„ ์œ„ํ•œ ์ž๋ฆฌ๊ฐ€ ์—†์Šต๋‹ˆ๋‹ค.
01:00
That scarcity led to a crisis in January of this year
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์ด๋Ÿฌํ•œ ๋ถ€์กฑํ•จ์€ ๊ฒฐ๊ตญ ๊ธˆ๋…„ 1์›”
01:04
at the University of Johannesburg.
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์š”ํ•˜๋„ค์Šค๋ฒ„๊ทธ๋Œ€ํ•™์— ์œ„๊ธฐ๋ฅผ ์ดˆ๋ž˜ํ–ˆ์Šต๋‹ˆ๋‹ค.
01:06
There were a handful of positions left open
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์ •๊ทœ ์ž…ํ•™์ ˆ์ฐจ ์ดํ›„์—๋„
01:08
from the standard admissions process, and the night before
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๋ช‡๋ช‡ ์‹ ์ž…์ƒ ์ž๋ฆฌ๊ฐ€ ๋‚จ์•˜๊ณ 
01:11
they were supposed to open that for registration,
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์‹ ์ž…์ƒ ๋“ฑ๋ก ๋ฐ”๋กœ ์ „๋‚  ๋ฐค
01:13
thousands of people lined up outside the gate in a line a mile long,
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์ˆ˜์ฒœ๋ช…์˜ ์‚ฌ๋žŒ๋“ค์ด ๋“ฑ๋กํ•˜๊ธธ ๋ฐ”๋ผ๋ฉด์„œ
01:17
hoping to be first in line to get one of those positions.
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์ •๋ฌธ ๋ฐ–์œผ๋กœ 1๋งˆ์ผ์ด๋‚˜ ์ค„์„ ์„ฐ์Šต๋‹ˆ๋‹ค.
01:21
When the gates opened, there was a stampede,
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์ •๋ฌธ์ด ์—ด๋ฆฌ์ž, ์‚ฌ๋žŒ๋“ค์ด ํ•œ๊บผ๋ฒˆ์— ์šฐ๋ฅด๋ฅด ๋ชฐ๋ ธ๊ณ 
01:24
and 20 people were injured and one woman died.
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๊ฒฐ๊ตญ ์Šค๋ฌด๋ช…์ด ๋‹ค์ณค๊ณ  ํ•œ ์—ฌ์„ฑ์ด ์ฃฝ๊ณ  ๋ง์•˜์Šต๋‹ˆ๋‹ค.
01:27
She was a mother who gave her life
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๊ทธ๋…€๋Š” ๋‹น์‹ ์˜ ์•„๋“ค์ด ์ข€ ๋” ๋‚˜์€ ์‚ถ์„ ์‚ด ์ˆ˜ ์žˆ๋Š” ๊ธฐํšŒ์™€
01:29
trying to get her son a chance at a better life.
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์ž์‹ ์˜ ๋ชฉ์Šด์„ ๋งž๋ฐ”๊พผ ํ•œ ์–ด๋จธ๋‹ˆ์˜€๋˜ ๊ฑฐ์ฃ .
01:33
But even in parts of the world like the United States
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๊ทธ๋Ÿฌ๋‚˜ ๋ฏธ๊ตญ๊ฐ™์ด ๊ต์œก์„ ๋ฐ›์„ ์ˆ˜ ์žˆ๋Š” ๋‚˜๋ผ์—์„œ ์กฐ์ฐจ๋„
01:36
where education is available, it might not be within reach.
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๊ต์œก์€ ์‰ฝ๊ฒŒ ์ ‘ํ•  ์ˆ˜ ์—†๋Š” ๊ฒƒ์ผ ์ˆ˜๋„ ์žˆ์Šต๋‹ˆ๋‹ค.
01:41
There has been much discussed in the last few years
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์ง€๋‚œ ๋ช‡ ๋…„ ๊ฐ„ ์˜๋ฃŒํ˜œํƒ ๋น„์šฉ ์ƒ์Šน์— ๋Œ€ํ•œ
01:43
about the rising cost of health care.
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๋…ผ์Ÿ์ด ์žˆ์–ด ์™”๋Š”๋ฐ์š”.
01:45
What might not be quite as obvious to people
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์•„๋งˆ ์‚ฌ๋žŒ๋“ค์€ ๊ณ ๋“ฑ ๊ต์œก ๋น„์šฉ์ด
01:48
is that during that same period the cost of higher education tuition
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๊ฐ™์€ ๊ธฐ๊ฐ„ ๋™์•ˆ ๊ฑฐ์˜ ๋‘ ๋ฐฐ ๊ฐ€๊นŒ์šด ์†๋„๋กœ ์˜ฌ๋ž๋‹ค๋Š” ๊ฒƒ์„
01:52
has been increasing at almost twice the rate,
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๊ทธ๋งŒํผ ์ž˜ ์•Œ๊ณ  ์žˆ์ง€ ๋ชปํ•œ ๊ฒƒ ๊ฐ™์Šต๋‹ˆ๋‹ค.
01:55
for a total of 559 percent since 1985.
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1985๋…„ ์ด๋ž˜๋กœ ์ด 559%๋‚˜ ์˜ฌ๋ž๋Š”๋ฐ ๋ง์ด์ฃ .
01:59
This makes education unaffordable for many people.
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์ด๋กœ์ธํ•ด ๋งŽ์€ ์‚ฌ๋žŒ๋“ค์ด ๊ธˆ์ „์ ์ธ ์ด์œ ๋กœ ๊ต์œก์„ ๋ฐ›๊ธฐ ์–ด๋ ค์›Œ์กŒ์Šต๋‹ˆ๋‹ค.
02:03
Finally, even for those who do manage to get the higher education,
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๊ฒฐ๊ตญ ๊ณ ๋“ฑ ๊ต์œก์— ์–ด๋ ต์‚ฌ๋ฆฌ ๋ฐœ์„ ๋“ค์—ฌ๋†“์€ ์‚ฌ๋žŒ๋“ค์—๊ฒŒ์กฐ์ฐจ๋„
02:07
the doors of opportunity might not open.
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๊ทธ๋Ÿฌํ•œ ๊ธฐํšŒ์˜ ๋ฌธ์€ ์—ด๋ฆฌ์ง€ ์•Š์„ ์ˆ˜ ์žˆ์ฃ .
02:10
Only a little over half of recent college graduates
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์ตœ๊ทผ ๋ฏธ๊ตญ์—์„œ ๊ณ ๋“ฑ๊ต์œก์„ ๋ฐ›๊ณ  ๋Œ€ํ•™์„ ์กธ์—…ํ•œ ์‚ฌ๋žŒ๋“ค ์ค‘
02:13
in the United States who get a higher education
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์ ˆ๋ฐ˜์„ ์กฐ๊ธˆ ๋„˜๋Š” ์ •๋„์˜ ์‚ฌ๋žŒ๋“ค๋งŒ์ด
02:15
actually are working in jobs that require that education.
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๊ทธ๋Ÿฐ ๊ต์œก์„ ํ•„์š”๋กœ ํ•˜๋Š” ๊ณณ์—์„œ ์ผํ•˜๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
02:19
This, of course, is not true for the students
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์ด๊ฒƒ์€ ๋ฌผ๋ก  ๋ช…๋ฌธ ๋Œ€ํ•™์„ ์กธ์—…ํ•œ
02:21
who graduate from the top institutions,
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ํ•™์ƒ๋“ค์˜ ๊ฒฝ์šฐ๋Š” ์•„๋‹ˆ์ง€๋งŒ
02:23
but for many others, they do not get the value
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๋งŽ์€ ํ•™์ƒ๋“ค์€ ๊ทธ๋“ค์˜ ์‹œ๊ฐ„๊ณผ ๋…ธ๋ ฅ์— ๋Œ€ํ•œ
02:25
for their time and their effort.
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๋Œ€๊ฐ€๋ฅผ ๋ฐ›์ง€ ๋ชปํ•ฉ๋‹ˆ๋‹ค.
02:29
Tom Friedman, in his recent New York Times article,
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ํ†ฐ ํ”„๋ฆฌ๋“œ๋งจ์€ ๊ทธ์˜ ์ตœ๊ทผ ๋‰ด์š• ํƒ€์ž„์ฆˆ ๊ธฐ์‚ฌ์—์„œ
02:32
captured, in the way that no one else could, the spirit behind our effort.
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์–ด๋Š ๋ˆ„๊ตฌ๋„ ํ•˜์ง€ ๋ชปํ–ˆ์„ ๋ฐฉ์‹์œผ๋กœ, ์šฐ๋ฆฌ์˜ ๋…ธ๋ ฅ ๋’ค์— ์ˆจ์–ด์žˆ๋Š” ์ƒ๊ฐ์„ ํฌ์ฐฉํ–ˆ์Šต๋‹ˆ๋‹ค.
02:36
He said the big breakthroughs are what happen
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๊ทธ๋Š” ํฐ ๋ŒํŒŒ๊ตฌ๋ž€ ๊ฐ‘์ž๊ธฐ ๊ฐ€๋Šฅํ•œ ๊ฒƒ๋“ค์ด
02:39
when what is suddenly possible meets what is desperately necessary.
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๋ชน์‹œ ํ•„์š”ํ•œ ๊ฒƒ์„ ๋งŒ๋‚˜๋Š” ๊ฒƒ์ด๋ผ๊ณ  ํ•˜์˜€์Šต๋‹ˆ๋‹ค.
02:43
I've talked about what's desperately necessary.
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์ €๋Š” ๋ชน์‹œ ํ•„์š”ํ•œ ๊ฒƒ์— ๋Œ€ํ•ด ์ด์•ผ๊ธฐ๋ฅผ ํ•ด์™”์Šต๋‹ˆ๋‹ค.
02:46
Let's talk about what's suddenly possible.
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์ด์ œ ๊ฐ‘์ž๊ธฐ ๊ฐ€๋Šฅํ•œ ๊ฒƒ๋“ค์— ๋Œ€ํ•ด ์ด์•ผ๊ธฐํ•ด ๋ณด๋„๋ก ํ•˜์ฃ .
02:48
What's suddenly possible was demonstrated by
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๊ฐ‘์ž๊ธฐ ๊ฐ€๋Šฅํ•œ ๊ฒƒ๋“ค์€ ์‹ญ๋งŒ ๋ช… ์ด์ƒ ์ˆ˜๊ฐ• ์‹ ์ฒญํ•œ
02:51
three big Stanford classes,
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์Šคํƒ ํฌ๋“œ์˜ 3๊ฐœ์˜ ๋Œ€ํ˜• ๊ฐ•์˜์— ์˜ํ•ด
02:53
each of which had an enrollment of 100,000 people or more.
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์ž…์ฆ๋  ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
02:57
So to understand this, let's look at one of those classes,
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์ด๊ฒƒ์„ ์ดํ•ดํ•˜๊ธฐ ์œ„ํ•ด ๊ทธ ์ˆ˜์—…๋“ค ์ค‘ ํ•˜๋‚˜๋ฅผ ๋ณด๋„๋ก ํ•˜์ง€์š”.
03:00
the Machine Learning class offered by my colleague
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์ œ ๋™๋ฃŒ์ด์ž ๊ณต๋™ ์ฐฝ์„ค์ž์ธ Andrew Ng๊ฐ€ ๊ฐ•์˜ํ•˜๋Š”
03:02
and cofounder Andrew Ng.
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๊ธฐ๊ณ„ ํ•™์Šต ๊ฐ•์˜์ž…๋‹ˆ๋‹ค.
03:04
Andrew teaches one of the bigger Stanford classes.
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์•ค๋“œ๋ฅ˜๋Š” ๋Œ€ํ˜• ๊ฐ•์˜ ์ค‘ ํ•˜๋‚˜์ธ
03:06
It's a Machine Learning class,
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๊ธฐ๊ณ„ ํ•™์Šต ๊ฐ•์˜๋ฅผ ์ง„ํ–‰ํ•˜๋Š”๋ฐ
03:07
and it has 400 people enrolled every time it's offered.
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๊ทธ ๊ฐ•์˜๋Š” ๋งค๋ฒˆ 400๋ช…์˜ ํ•™์ƒ๋“ค์ด ์‹ ์ฒญ์„ ํ•ฉ๋‹ˆ๋‹ค.
03:11
When Andrew taught the Machine Learning class to the general public,
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์•ค๋“œ๋ฅ˜๊ฐ€ ์ด ๊ฐ•์˜๋ฅผ ์ผ๋ฐ˜ ๋Œ€์ค‘์—๊ฒŒ ๊ฐ€๋ฅด์ณค์„ ๋•Œ
03:14
it had 100,000 people registered.
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์‹ญ๋งŒ ๋ช…์ด ์ˆ˜๊ฐ•์‹ ์ฒญ์„ ํ–ˆ์Šต๋‹ˆ๋‹ค.
03:17
So to put that number in perspective,
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๊ทธ๋Ÿฌ๋‹ˆ๊นŒ ์•ค๋“œ๋ฅ˜๊ฐ€ ์Šคํƒ ํฌ๋“œ์—์„œ
03:19
for Andrew to reach that same size audience
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๊ฐ•์˜ํ•˜๋Š” ํ•™์ƒ ์ˆ˜๋งŒํผ ๊ฐ€๋ฅด์นœ๋‹ค๋ฉด
03:21
by teaching a Stanford class,
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๊ทธ๋Š” 250๋…„ ๊ฐ„ ๊ฐ•์˜ํ•ด์•ผ ํ•  ๊ฒƒ์ด๋ผ๊ณ 
03:23
he would have to do that for 250 years.
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๋ณผ ์ˆ˜ ์žˆ๊ฒ ๊ตฐ์š”.
03:27
Of course, he'd get really bored.
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๋ฌผ๋ก , ๊ทธ๋Š” ๋ฌด์ฒ™ ์ง€๋ฃจํ•ด ํ•˜๊ฒ ์ง€์š”.
03:30
So, having seen the impact of this,
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์ด๋Ÿฐ ๊ฒฐ๊ณผ๋ฅผ ๋ณด๋ฉด์„œ
03:33
Andrew and I decided that we needed to really try and scale this up,
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์•ค๋“œ๋ฅ˜์™€ ์ €๋Š” ์ตœ๋Œ€ํ•œ ๋งŽ์€ ์‚ฌ๋žŒ๋“ค์—๊ฒŒ ์ตœ์ƒ์˜ ๊ต์œก์„ ์ œ๊ณตํ•˜๊ธฐ ์œ„ํ•ด
03:36
to bring the best quality education to as many people as we could.
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์ˆ˜๊ฐ•์ƒ์˜ ์ˆ˜๋ฅผ ๋Š˜๋ฆฌ๋„๋ก ๋…ธ๋ ฅํ•ด์•ผ๊ฒ ๋‹ค๊ณ  ์ƒ๊ฐํ–ˆ์ฃ .
03:40
So we formed Coursera,
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๊ทธ๋ž˜์„œ ์šฐ๋ฆฌ๋Š” Coursera๋ฅผ ๋งŒ๋“ค์—ˆ์Šต๋‹ˆ๋‹ค.
03:42
whose goal is to take the best courses
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Coursera์˜ ๋ชฉํ‘œ๋Š” ์ตœ๊ณ ์˜ ๋Œ€ํ•™์—์„œ
03:45
from the best instructors at the best universities
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์ตœ๊ณ ์˜ ๊ต์ˆ˜๋“ค์— ์˜ํ•œ ์ตœ๊ณ ์˜ ๊ฐ•์˜๋“ค์„ ๋ชจ์•„
03:48
and provide it to everyone around the world for free.
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์„ธ๊ณ„ ๋ชจ๋“  ์‚ฌ๋žŒ๋“ค์—๊ฒŒ ๋ฌด๋ฃŒ๋กœ ๋ณด๊ธ‰ํ•˜๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
03:52
We currently have 43 courses on the platform
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์šฐ๋ฆฌ๋Š” ์ง€๊ธˆ 4๊ฐœ ๋Œ€ํ•™์—์„œ ์˜จ
03:55
from four universities across a range of disciplines,
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๋‹ค์–‘ํ•œ ๋ถ„์•ผ์˜ 43๊ฐœ ๊ฐ•์˜๊ฐ€ ์žˆ์Šต๋‹ˆ๋‹ค.
03:58
and let me show you a little bit of an overview
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๊ทธ ๊ฐ•์˜๋“ค์ด ์–ด๋–ค ์‹์ธ์ง€
04:00
of what that looks like.
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์—ฌ๋Ÿฌ๋ถ„๊ป˜ ์กฐ๊ธˆ ๋ณด์—ฌ๋“œ๋ฆฌ๊ฒ ์Šต๋‹ˆ๋‹ค.
04:03
(Video) Robert Ghrist: Welcome to Calculus.
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Robert Ghrist : ๋ฏธ์ ๋ถ„์— ์˜ค์‹  ๊ฑธ ํ™˜์˜ํ•ฉ๋‹ˆ๋‹ค.
04:05
Ezekiel Emanuel: Fifty million people are uninsured.
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Ezekiel Emanuel : 5์ฒœ๋งŒ ๋ช…์˜ ์‚ฌ๋žŒ๋“ค์ด ๋ณดํ—˜์— ๋“ค์ง€ ์•Š์•˜์Šต๋‹ˆ๋‹ค.
04:06
Scott Page: Models help us design more effective institutions and policies.
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Scott Page : ์—ฌ๋Ÿฌ ์‚ฌ๋ก€๋“ค์€ ์šฐ๋ฆฌ๊ฐ€ ๋” ํšจ๊ณผ์ ์ธ ์ œ๋„์™€ ์ •์ฑ…๋“ค์„ ๋งŒ๋“ค๋„๋ก ๋„์™€์ค๋‹ˆ๋‹ค.
04:10
We get unbelievable segregation.
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์šฐ๋ฆฌ๋Š” ์ƒ์ƒํ•  ์ˆ˜ ์—†๋Š” ์ธ์ข…์ฐจ๋ณ„์„ ๋ฐ›์Šต๋‹ˆ๋‹ค.
04:12
Scott Klemmer: So Bush imagined that in the future,
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Scott Klemmer : ๊ทธ๋Ÿฌ๋‹ˆ๊นŒ ๋ถ€์‹œ๋Š” ๋ฏธ๋ž˜์— ์šฐ๋ฆฌ๊ฐ€
04:14
you'd wear a camera right in the center of your head.
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์นด๋ฉ”๋ผ๋ฅผ ๋จธ๋ฆฌ ํ•œ ๊ฐ€์šด๋ฐ ๋‹ฌ๊ณ  ๋‹ค๋‹ ๊ฒƒ์ด๋ผ๊ณ  ์ƒ๊ฐํ–ˆ์Šต๋‹ˆ๋‹ค.
04:16
Mitchell Duneier: Mills wants the student of sociology to develop the quality of mind ...
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Mitchell Duneier : ๋ฐ€์ฆˆ๋Š” ์‚ฌํšŒํ•™๊ณผ ํ•™์ƒ๋“ค์ด ๋งˆ์Œ์˜ ์งˆ์„ ๋ฐœ์ „์‹œํ‚ค๊ธธ ์›ํ–ˆ์Šต๋‹ˆ๋‹ค.
04:21
RG: Hanging cable takes on the form of a hyperbolic cosine.
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RG: ๋Š˜์–ด์ ธ์žˆ๋Š” ์ผ€์ด๋ธ”์„ ์€ ์Œ๊ณก ์ฝ”์‚ฌ์ธ ํ•จ์ˆ˜์˜ ๋ชจ์–‘์„ ๋ฑ๋‹ˆ๋‹ค.
04:24
Nick Parlante: For each pixel in the image, set the red to zero.
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Nick Parlante : ๊ทธ๋ฆผ์˜ ๋ชจ๋“  ํ”ฝ์…€์— ๋Œ€ํ•ด ๋นจ๊ฐ•์„ 0์œผ๋กœ ์ง€์ •ํ•˜์„ธ์š”.
04:27
Paul Offit: ... Vaccine allowed us to eliminate polio virus.
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Paul Offit : ๋ฐฑ์‹  ๋•๋ถ„์— ์šฐ๋ฆฌ๋Š” ์†Œ์•„๋งˆ๋น„ ๋ฐ”์ด๋Ÿฌ์Šค๋ฅผ ์—†์•จ ์ˆ˜ ์žˆ๊ฒŒ ๋˜์—ˆ์Šต๋‹ˆ๋‹ค.
04:30
Dan Jurafsky: Does Lufthansa serve breakfast and San Jose? Well, that sounds funny.
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Dan Jurafsky : ๋ฃจํ”„ํŠธํ•œ์ž(๋…์ผ ํ•ญ๊ณตํšŒ์‚ฌ)๊ฐ€ ์•„์นจ์‹์‚ฌ์™€ ์‚ฐ ํ˜ธ์„ธ๋ฅผ ๊ณต๊ธ‰ํ•œ๋‹ค๊ณ ์š”? ์ด์ƒํ•˜๊ฒŒ ๋“ค๋ฆฌ๋„ค์š”.
04:34
Daphne Koller: So this is which coin you pick, and this is the two tosses.
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Daphne Koller : ๊ทธ๋Ÿฌ๋‹ˆ๊นŒ ์ด๊ฑด ์—ฌ๋Ÿฌ๋ถ„์ด ๊ณ ๋ฅธ ๋™์ „์ด๊ณ , ์ด๊ฒƒ์ด ๋‘ ๋ฒˆ ๋˜์ง„ ๊ฒƒ์ž…๋‹ˆ๋‹ค.
04:38
Andrew Ng: So in large-scale machine learning, we'd like to come up with computational ...
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Andrew Ng : ๊ทธ๋Ÿฌ๋ฏ€๋กœ ๋Œ€๊ทœ๋ชจ์˜ ๊ธฐ๊ณ„ํ•™์Šต์—์„œ ์šฐ๋ฆฌ๋Š” ์ปดํ“จํ„ฐ์˜...
04:41
(Applause)
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(๋ฐ•์ˆ˜)
04:47
DK: It turns out, maybe not surprisingly,
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๋ณ„๋กœ ๋†€๋ž์ง€ ์•Š๊ฒŒ๋„, ๋งŽ์€ ํ•™์ƒ๋“ค์ด
04:49
that students like getting the best content
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์ตœ๊ณ  ๋Œ€ํ•™๋“ค์˜ ์ตœ๊ณ ์˜ ์ˆ˜์—…๋“ค์„
04:51
from the best universities for free.
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๊ณต์งœ๋กœ ๋“ฃ๋Š” ๊ฒƒ์„ ์ข‹์•„ํ–ˆ์Šต๋‹ˆ๋‹ค.
04:54
Since we opened the website in February,
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2์›”์— ์›น์‚ฌ์ดํŠธ๋ฅผ ๊ฐœ์„คํ•˜๊ณ ๋ถ€ํ„ฐ
04:57
we now have 640,000 students from 190 countries.
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ํ˜„์žฌ ์šฐ๋ฆฌ๋Š” 190๊ฐœ๊ตญ์—์„œ ์˜จ 64๋งŒ ๋ช…์˜ ํ•™์ƒ๋“ค์ด ์žˆ์Šต๋‹ˆ๋‹ค.
05:01
We have 1.5 million enrollments,
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์šฐ๋ฆฐ 150๋งŒ ๊ฐœ์˜ ์ˆ˜๊ฐ•์‹ ์ฒญ์„ ๋ฐ›๊ณ  ์žˆ๊ณ 
05:03
6 million quizzes in the 15 classes that have launched
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15๊ฐœ์˜ ์ˆ˜์—…์—์„œ ๋งŒ๋“ค์–ด์ง„ ํ€ด์ฆˆ ์ค‘ 6๋ฐฑ๋งŒ ๊ฐœ๊ฐ€ ์ œ์ถœ๋๊ณ 
05:06
so far have been submitted, and 14 million videos have been viewed.
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1400๋งŒ ๊ฐœ์˜ ์˜์ƒ์ด ์‹œ์ฒญ๋˜์—ˆ์Šต๋‹ˆ๋‹ค.
05:11
But it's not just about the numbers,
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๊ทธ๋Ÿฌ๋‚˜ ์ด๊ฒƒ์€ ๋‹จ์ง€ ์ˆซ์ž์— ๋Œ€ํ•œ ๊ฒƒ์ด ์•„๋‹ˆ๋ผ
05:14
it's also about the people.
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์‚ฌ๋žŒ๋“ค์— ๋Œ€ํ•œ ๊ฒƒ์ž…๋‹ˆ๋‹ค.
05:15
Whether it's Akash, who comes from a small town in India
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์ธ๋„์˜ ์ž‘์€ ๋งˆ์„์—์„œ ์™€ ์Šคํƒ ํฌ๋“œ ์ˆ˜์ค€์˜ ๊ฐ•์˜๋ฅผ
05:18
and would never have access in this case
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์ ‘์ด‰ํ•  ๊ธฐํšŒ๊ฐ€ ์ „ํ˜€ ์—†๊ณ 
05:20
to a Stanford-quality course
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๋˜ ๊ทธ๊ฒƒ์„ ๋“ค์„ ๊ธˆ์ „์  ์—ฌ์œ ๋„ ์—†๋Š”
05:22
and would never be able to afford it.
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Akash ์—ฌ๋„ ๊ดœ์ฐฎ์Šต๋‹ˆ๋‹ค.
05:24
Or Jenny, who is a single mother of two
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๊ธฐ์ˆ ์„ ์—ฐ๋งˆํ•˜๊ณ  ํ•™๊ต๋กœ ๋Œ์•„๊ฐ€
05:26
and wants to hone her skills
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์ž์‹ ์˜ ์„์‚ฌ ํ•™์œ„๋ฅผ ๋งˆ์น˜๊ณ  ์‹ถ์–ดํ•˜๋Š”
05:28
so that she can go back and complete her master's degree.
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๋‘ ์•„์ด์˜ ํŽธ๋ชจ์ธ Jenny์—ฌ๋„ ๊ดœ์ฐฎ์Šต๋‹ˆ๋‹ค.
05:31
Or Ryan, who can't go to school,
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ํ˜น์€ ๋ฉด์—ญ๋ ฅ์ด ๋ถ€์กฑํ•œ ๋”ธ ๋•Œ๋ฌธ์—
05:35
because his immune deficient daughter
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์ง‘ ์•ˆ์— ๋ณ‘๊ท ์ด ๋“ค์–ด์˜ฌ๊นŒ๋ด
05:36
can't be risked to have germs come into the house,
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ํ•™๊ต์— ๊ฐ€์ง€ ๋ชปํ•˜๋Š”
05:40
so he couldn't leave the house.
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Ryan์ด์–ด๋„ ๊ดœ์ฐฎ์Šต๋‹ˆ๋‹ค.
05:42
I'm really glad to say --
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์ €๋Š” ์šฐ๋ฆฌ๊ฐ€ ์ตœ๊ทผ Ryan๊ณผ ์—ฐ๋ฝํ•œ ๊ฒฐ๊ณผ
05:43
recently, we've been in correspondence with Ryan --
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์ด ์ด์•ผ๊ธฐ๊ฐ€ ํ–‰๋ณตํ•œ ๊ฒฐ์‹ค์„ ๋งบ์—ˆ๋‹ค๊ณ 
05:46
that this story had a happy ending.
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์ „ํ•  ์ˆ˜ ์žˆ์–ด์„œ ๋งค์šฐ ๊ธฐ๋ถ„์ด ์ข‹์Šต๋‹ˆ๋‹ค.
05:48
Baby Shannon -- you can see her on the left --
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๊ทธ์˜ ์•„๊ธฐ Shannon์€--์—ฌ๊ธฐ ์™ผ์ชฝ์ด ๊ทธ๋…€์ž…๋‹ˆ๋‹ค--
05:49
is doing much better now,
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ํ›จ์”ฌ ๋” ๋‚˜์•„์กŒ๊ณ 
05:51
and Ryan got a job by taking some of our courses.
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Ryan์€ ์šฐ๋ฆฌ์˜ ๊ฐ•์˜ ์ผ๋ถ€๋ฅผ ๋“ค์Œ์œผ๋กœ์จ ์ทจ์งํ•˜์˜€์Šต๋‹ˆ๋‹ค.
05:55
So what made these courses so different?
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์ด ๊ฐ•์˜๋“ค์ด ๋ญ๊ฐ€ ๊ทธ๋ ‡๊ฒŒ ๋‹ค๋ฅด๋ƒ๊ณ ์š”?
05:57
After all, online course content has been available for a while.
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์˜จ๋ผ์ธ ๊ฐ•์˜๋Š” ๊ฝค ์˜ค๋žซ๋™์•ˆ ๊ฐ€๋Šฅํ–ˆ์ž–์•„์š”.
06:01
What made it different was that this was real course experience.
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์ด ๊ฐ•์˜๋“ค์ด ๋‹ค๋ฅธ ์ ์€ ์ด๊ฒƒ๋“ค์ด ์‹ค์ œ ๊ฐ•์˜ ์ฒดํ—˜์ด์—ˆ๋‹ค๋Š” ์ ์ž…๋‹ˆ๋‹ค.
06:05
It started on a given day,
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๊ฐ•์˜๋“ค์€ ํŠน์ •ํ•œ ๋‚ ์— ์‹œ์ž‘ํ•˜๊ณ 
06:06
and then the students would watch videos on a weekly basis
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ํ•™์ƒ๋“ค์€ ๋งค์ฃผ ์˜์ƒ์„๋ณด๊ณ 
06:10
and do homework assignments.
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์ˆ™์ œ๋ฅผ ํ–ˆ์Šต๋‹ˆ๋‹ค.
06:12
And these would be real homework assignments
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๊ทธ๋ฆฌ๊ณ  ์ด ์ˆ™์ œ๋“ค์€ ์‹ค์ œ ์ ์ˆ˜์™€
06:14
for a real grade, with a real deadline.
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์‹ค์ œ ๊ธฐํ•œ์ด ์žˆ๋Š” ์ง„์งœ ์ˆ™์ œ๋“ค์ด์—ˆ์Šต๋‹ˆ๋‹ค.
06:17
You can see the deadlines and the usage graph.
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์ด ๊ทธ๋ž˜ํ”„์—์„œ ์ œ์ถœ ๊ธฐํ•œ๊ณผ ์ œ์ถœ ์‹œ๊ฐ„์„ ๋ณผ ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
06:19
These are the spikes showing
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์ด ๋พฐ์กฑํ•œ ๋ถ€๋ถ„๋“ค์€
06:21
that procrastination is global phenomenon.
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๋ฏธ๋ฃจ๋Š” ๋ฒ„๋ฆ‡์ด ์„ธ๊ณ„์  ํ˜„์ƒ์ด๋ผ๋Š” ๊ฒƒ์„ ๋ณด์—ฌ์ฃผ์ฃ .
06:25
(Laughter)
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(์›ƒ์Œ)
06:27
At the end of the course,
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๊ฐ•์˜๊ฐ€ ๋๋‚˜๊ณ  ๋‚˜๋ฉด
06:29
the students got a certificate.
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ํ•™์ƒ๋“ค์€ ์ˆ˜๋ฃŒ์ฆ์„ ๋ฐ›์•˜์Šต๋‹ˆ๋‹ค.
06:31
They could present that certificate
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๊ทธ๋“ค์€ ๊ทธ ์ˆ˜๋ฃŒ์ฆ๋“ค์„ ์žฅ๋ž˜์˜ ๊ณ ์šฉ์ฃผ๋“ค์—๊ฒŒ ์ œ์ถœํ•˜์—ฌ
06:33
to a prospective employer and get a better job,
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๋” ๋‚˜์€ ์ง์—…์„ ์–ป์„ ์ˆ˜ ์žˆ์—ˆ๊ณ 
06:35
and we know many students who did.
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์šฐ๋ฆฌ๋Š” ๊ทธ๋ ‡๊ฒŒ ํ•œ ๋งŽ์€ ํ•™์ƒ๋“ค์„ ์•Œ๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
06:37
Some students took their certificate
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์–ด๋–ค ํ•™์ƒ๋“ค์€ ๊ทธ๋“ค์˜ ์ˆ˜๋ฃŒ์ฆ์„
06:39
and presented this to an educational institution at which they were enrolled
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๊ต์œก๊ธฐ๊ด€๋“ค์— ์ œ์ถœํ•˜์—ฌ
06:42
for actual college credit.
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์‹ค์ œ ํ•™์ ์œผ๋กœ ๊ธฐ์ œํ•˜์˜€์Šต๋‹ˆ๋‹ค.
06:44
So these students were really getting something meaningful
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๊ทธ๋ ‡๊ฒŒ ์ด ํ•™์ƒ๋“ค์€ ๊ทธ๋“ค์˜ ์‹œ๊ฐ„๊ณผ ๋…ธ๋ ฅ์˜ ํˆฌ์ž์— ๋Œ€ํ•ด์„œ
06:46
for their investment of time and effort.
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์˜๋ฏธ์žˆ๋Š” ๋ฌด์–ธ๊ฐ€๋ฅผ ์‹ค์ œ๋กœ ์–ป์–ด๋‚ด๊ณ  ์žˆ๋Š” ๊ฒƒ์ด์ง€์š”.
06:49
Let's talk a little bit about some of the components
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์ด ๊ฐ•์˜๋“ค์— ๋“ค์–ด๊ฐ€๋Š” ๋ช‡ ๊ฐ€์ง€ ์š”์†Œ๋“ค์— ๋Œ€ํ•ด
06:52
that go into these courses.
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์กฐ๊ธˆ ์ด์•ผ๊ธฐํ•ด ๋ณด๋„๋ก ํ•˜์ง€์š”.
06:54
The first component is that when you move away
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์ฒซ ๋ฒˆ์งธ ์š”์†Œ๋Š” ์‹ค์ œ ๊ต์‹ค์˜ ์ œ์•ฝ์„ฑ์„
06:56
from the constraints of a physical classroom
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์—†์• ๊ณ  ์˜จ๋ผ์ธ ํ˜•์‹์œผ๋กœ ๋‚ด์šฉ์„
06:59
and design content explicitly for an online format,
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๊ตฌ์„ฑํ•˜๊ฒŒ ๋œ๋‹ค๋ฉด
07:01
you can break away from, for example,
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์˜ˆ๋ฅผ ๋“ค์–ด ํš์ผ์ ์ธ 1์‹œ๊ฐ„ ์ˆ˜์—…์œผ๋กœ๋ถ€ํ„ฐ
07:04
the monolithic one-hour lecture.
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๋ฒ—์–ด๋‚˜๊ฒŒ ๋œ๋‹ค๋Š” ์ ์ž…๋‹ˆ๋‹ค.
07:06
You can break up the material, for example,
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์˜ˆ๋ฅผ ๋“ค๋ฉด, ๊ทธ ๋‚ด์šฉ์„
07:08
into these short, modular units of eight to 12 minutes,
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์ผ๊ด€์„ฑ ์žˆ๋Š” ๋‚ด์šฉ์˜ ์ด๋Ÿฐ ์ž‘์€ ๋ชจ๋“ˆ์‹์˜
07:12
each of which represents a coherent concept.
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8~12๋ถ„์งœ๋ฆฌ๋กœ ๋งŒ๋“ค ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
07:15
Students can traverse this material in different ways,
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ํ•™์ƒ๋“ค์€ ๊ทธ๋“ค์˜ ๋ฐฐ๊ฒฝ, ์‹ค๋ ฅ์ด๋‚˜ ํฅ๋ฏธ์— ๋”ฐ๋ผ
07:17
depending on their background, their skills or their interests.
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์ด ๋‚ด์šฉ์„ ๊ฐ์ž์˜ ๋ฐฉ์‹์œผ๋กœ ์™”๋‹ค๊ฐ”๋‹คํ•  ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
07:21
So, for example, some students might benefit
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๊ทธ๋ ‡๊ฒŒ ๋˜๋ฉด ์–ด๋–ค ํ•™์ƒ๋“ค์€
07:23
from a little bit of preparatory material
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๋‹ค๋ฅธ ํ•™์ƒ๋“ค์ด ์ด๋ฏธ ๊ฐ–๊ณ  ์žˆ๋Š”
07:26
that other students might already have.
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์ค€๋น„ ์ž๋ฃŒ๋ฅผ ํ†ตํ•ด ์ด์ต์„ ๋ณผ ์ˆ˜ ์žˆ์ง€์š”.
07:28
Other students might be interested in a particular
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๋‹ค๋ฅธ ํ•™์ƒ๋“ค์€ ๊ฐœ์ธ์ ์œผ๋กœ ์ถ”๊ตฌํ•˜๋Š”
07:31
enrichment topic that they want to pursue individually.
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์–ด๋–ค ์ฃผ์ œ์— ๋Œ€ํ•ด ๊ด€์‹ฌ์ด ์žˆ์„์ง€๋„ ๋ชจ๋ฅด๊ณ ์š”.
07:34
So this format allows us to break away
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๊ทธ๋ ‡๊ฒŒ ์ด ํ˜•์‹์€ ํ•œ ๊ฐ€์ง€ ํ˜•ํƒœ๋กœ ๋ชจ๋“  ๊ฒƒ์„ ํ•ด๊ฒฐํ•˜๋Š”
07:37
from the one-size-fits-all model of education,
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ํš์ผ์  ๊ต์œก ๋ฐฉ์‹์—์„œ ๋ฒ—์–ด๋‚˜
07:40
and allows students to follow a much more personalized curriculum.
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ํ•™์ƒ๋“ค์—๊ฒŒ ํ›จ์”ฌ ์ž˜ ๋งž๋Š” ๋งž์ถคํ˜• ๊ต์œก์„ ํ•  ์ˆ˜ ์žˆ๊ฒŒ ํ•ฉ๋‹ˆ๋‹ค.
07:44
Of course, we all know as educators
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๋ฌผ๋ก  ์šฐ๋ฆฌ๋Š” ๊ต์œก์ž๋“ค๋กœ์จ ํ•™์ƒ๋“ค์ด ๊ทธ์ € ์•‰์•„์„œ
07:46
that students don't learn by sitting and passively watching videos.
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์ˆ˜๋™์ ์œผ๋กœ ์˜์ƒ์„ ๋ด์„œ๋Š” ๋ฐฐ์šฐ์ง€ ๋ชปํ•œ๋‹ค๋Š” ๊ฒƒ์„ ์•Œ๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
07:49
Perhaps one of the biggest components of this effort
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์–ด์ฉŒ๋ฉด ์ด๋Ÿฐ ๋…ธ๋ ฅ์˜ ๊ฐ€์žฅ ํฐ ์š”์†Œ๋Š”
07:52
is that we need to have students
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์šฐ๋ฆฌ์˜ ์ˆ˜์—…์„ ๋“ฃ๋Š” ํ•™์ƒ๋“ค์ด
07:55
who practice with the material
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์ •๋ง ๊ทธ๊ฒƒ์„ ์ดํ•ดํ•˜๋„๋ก ํ•˜๊ธฐ ์œ„ํ•ด์„œ๋Š”
07:57
in order to really understand it.
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ํ•™์ƒ๋“ค์ด ์—ฐ์Šตํ•˜๋„๋ก ํ•ด์•ผ ํ•œ๋‹ค๋Š” ์ ์ž…๋‹ˆ๋‹ค.
08:01
There's been a range of studies that demonstrate the importance of this.
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์ด๊ฒƒ์˜ ์ค‘์š”์„ฑ์„ ์ž…์ฆํ•˜๋Š” ์—ฌ๋Ÿฌ ์—ฐ๊ตฌ๋“ค๋„ ์žˆ์—ˆ๊ณ ์š”.
08:04
This one that appeared in Science last year, for example,
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์ž‘๋…„ Science์ง€์— ๋ฐœํ‘œ๋œ ์ด ๊ทธ๋ž˜ํ”„๋ฅผ ๋ณด์‹œ๋ฉด
08:06
demonstrates that even simple retrieval practice,
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ํ•™์ƒ๋“ค์€ ์ž์‹ ์ด ์ด๋ฏธ ๋ฐฐ์šด ๊ฒƒ์„
08:09
where students are just supposed to repeat
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๊ทธ์ € ๋ณต์Šตํ•˜๋ฉด ๋˜๋Š”
08:12
what they already learned
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๊ฐ„๋‹จํ•œ ์ธ์ถœ์—ฐ์Šต๋งŒ ํ•˜๋”๋ผ๋„
08:13
gives considerably improved results
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์—ฌ๋Ÿฌ ํ˜•ํƒœ์˜ ํ•™๋ ฅํ‰๊ฐ€์—์„œ
08:15
on various achievement tests down the line
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๋‹ค๋ฅธ ๋งŽ์€ ๊ต์œก์  ๋„๊ตฌ๋ฅผ ์‚ฌ์šฉํ•œ ๊ฒƒ๋ณด๋‹ค๋„
08:18
than many other educational interventions.
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๋” ํ–ฅ์ƒ๋œ ๊ฒฐ๊ณผ๋ฅผ ๋ณด์—ฌ์ฃผ์—ˆ์Šต๋‹ˆ๋‹ค.
08:22
We've tried to build in retrieval practice into the platform,
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์ €ํฌ๋Š” ์ธ์ถœ ์—ฐ์Šต์„ ๋‹ค๋ฅธ ๋ฐฉ์‹๋“ค๊ณผ ๋งˆ์ฐฌ๊ฐ€์ง€๋กœ
08:25
as well as other forms of practice in many ways.
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์ €ํฌ์˜ ์‹œ์Šคํ…œ์— ๋„์ž…ํ•˜๊ณ ์ž ํ•˜์˜€์Šต๋‹ˆ๋‹ค.
08:27
For example, even our videos are not just videos.
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์˜ˆ๋ฅผ๋“ค์–ด ์ €ํฌ์˜ ์˜์ƒ์กฐ์ฐจ ๊ทธ์ € ํ‰๋ฒ”ํ•œ ์˜์ƒ์ด ์•„๋‹™๋‹ˆ๋‹ค.
08:31
Every few minutes, the video pauses
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๋ช‡ ๋ถ„๋งˆ๋‹ค ์˜์ƒ์ด ๋ฉˆ์ถ”๊ณ 
08:33
and the students get asked a question.
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ํ•™์ƒ๋“ค์€ ์งˆ๋ฌธ์„ ๋ฐ›๊ฒŒ ๋˜์ง€์š”.
08:35
(Video) SP: ... These four things. Prospect theory, hyperbolic discounting,
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SP : ...์ด ๋„ค ๊ฐ€์ง€์ž…๋‹ˆ๋‹ค. ์ „๋ง ์ด๋ก , ๊ณผ๋„ํ•œ ๊ฐ€์น˜ ํ„ํ•˜,
08:38
status quo bias, base rate bias. They're all well documented.
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ํ˜„์ƒ์œ ์ง€ํŽธํ–ฅ, ๊ธฐ์ €์œจ์˜ ํŽธํ–ฅ. ์ด๊ฒƒ๋“ค์€ ๋ชจ๋‘ ์ž˜ ์ž…์ฆ๋˜์—ˆ์Šต๋‹ˆ๋‹ค.
08:41
So they're all well documented deviations from rational behavior.
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๊ทธ๋Ÿฌ๋‹ˆ๊นŒ ์ด๊ฒƒ๋“ค์€ ์ด์„ฑ์ ์ธ ํ–‰๋™์—์„œ ๋ฒ—์–ด๋‚œ, ์ถฉ๋ถ„ํžˆ ์ž…์ฆ๋œ ํ–‰๋™์ด๋ผ๊ณ  ํ•  ์ˆ˜ ์žˆ์ง€์š”.
08:44
DK: So here the video pauses,
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์—ฌ๊ธฐ์„œ ์˜์ƒ์ด ๋ฉˆ์ถ”๊ณ 
08:45
and the student types in the answer into the box
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ํ•™์ƒ๋“ค์€ ๋ฐ•์Šค์— ๋‹ต์„ ์นฉ๋‹ˆ๋‹ค.
08:47
and submits. Obviously they weren't paying attention.
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๊ทธ๋ฆฌ๊ณ  ์ œ์ถœํ•˜์ง€์š”. ํ™•์‹คํžˆ ์ง‘์ค‘์„ ์•ˆํ•˜๊ณ  ์žˆ์—ˆ๋„ค์š”.
08:51
(Laughter)
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(์›ƒ์Œ)
08:52
So they get to try again,
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๋‹ค์‹œ ์‹œ๋„ํ•˜๊ฒŒ ๋ฉ๋‹ˆ๋‹ค.
08:54
and this time they got it right.
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๊ทธ๋ฆฌ๊ณ  ์ด๋ฒˆ์—” ๋งžํžˆ๋„ค์š”.
08:56
There's an optional explanation if they want.
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์›ํ•˜๋ฉด ์„ค๋ช…์„ ๋ณผ ์ˆ˜๋„ ์žˆ์Šต๋‹ˆ๋‹ค.
08:58
And now the video moves on to the next part of the lecture.
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์ด์ œ ์˜์ƒ์€ ๊ฐ•์˜์˜ ๋‹ค์Œ ๋ถ€๋ถ„์œผ๋กœ ๋„˜์–ด๊ฐ‘๋‹ˆ๋‹ค.
09:03
This is a kind of simple question
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์ด๊ฒƒ๋“ค์€ ๊ฐ•์‚ฌ๋กœ์จ ์ €๋„ ์ˆ˜์—…์—์„œ
09:04
that I as an instructor might ask in class,
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๋ฌผ์–ด๋ณผ๋งŒํ•œ ๊ฐ„๋‹จํ•œ ์งˆ๋ฌธ๋“ค์ž…๋‹ˆ๋‹ค.
09:06
but when I ask that kind of a question in class,
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๊ทธ๋ ‡์ง€๋งŒ ์ด๋Ÿฐ ์งˆ๋ฌธ์„ ์ˆ˜์—…์—์„œ ํ•œ๋‹ค๋ฉด
09:09
80 percent of the students
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80ํผ์„ผํŠธ์˜ ํ•™์ƒ๋“ค์€
09:10
are still scribbling the last thing I said,
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์ œ๊ฐ€ ๋งํ•œ ๋งˆ์ง€๋ง‰ ๋ง์„ ์•„์ง ํ•„๊ธฐํ•˜๊ณ  ์žˆ์„ ๊ฒƒ์ด๊ณ 
09:12
15 percent are zoned out on Facebook,
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15ํผ์„ผํŠธ์˜ ํ•™์ƒ๋“ค์€ ํŽ˜์ด์Šค๋ถ์— ๋น ์ ธ ์žˆ์„ ๊ฒƒ์ด๊ณ 
09:15
and then there's the smarty pants in the front row
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์ฒซ ๋ฒˆ์งธ ์ค„์— ์•‰์•„์žˆ๋Š” ๋ฒ”์ƒ์ด๋“ค์ด
09:18
who blurts out the answer
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๋‹ค๋ฅธ ํ•™์ƒ๋“ค์ด ์ƒ๊ฐํ•ด๋ณด๊ธฐ๋„ ์ „์—
09:19
before anyone else has had a chance to think about it,
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๋‹ต์„ ๋งํ•˜๊ฒ ์ฃ .
09:21
and I as the instructor am terribly gratified
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๊ทธ๋ฆฌ๊ณ  ์ €๋Š” ๊ฐ•์‚ฌ๋กœ์จ ์–ด๋–ค ์‚ฌ๋žŒ์ด
09:24
that somebody actually knew the answer.
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์‹ค์ œ๋กœ ๋‹ต์„ ์•Œ๊ณ  ์žˆ๋‹ค๋Š” ์‚ฌ์‹ค์— ๋ฌด์ฒ™ ํ–‰๋ณตํ•ด ํ• ๊ฒ๋‹ˆ๋‹ค.
09:26
And so the lecture moves on before, really,
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๊ทธ๋ ‡๊ฒŒ ๊ฐ•์˜๋Š” ๋Œ€๋ถ€๋ถ„์˜ ํ•™์ƒ๋“ค์ด ์งˆ๋ฌธ์„
09:29
most of the students have even noticed that a question had been asked.
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๋ฐ›์•˜๋‹ค๋Š” ๊ฒƒ์กฐ์ฐจ ๋ชจ๋ฅธ ์ฑ„ ๊ณ„์† ์ง„ํ–‰๋˜๊ฒ ์ง€์š”.
09:32
Here, every single student
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์—ฌ๊ธฐ์„œ๋Š” ๋ชจ๋“  ํ•™์ƒ๋“ค์ด
09:35
has to engage with the material.
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์ˆ˜์—…์— ์ฐธ์—ฌํ•ด์•ผ ํ•ฉ๋‹ˆ๋‹ค.
09:38
And of course these simple retrieval questions
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๋ฌผ๋ก  ์ด๋Ÿฐ ๊ฐ„๋‹จํ•œ ์งˆ๋ฌธ๋“ค์ด
09:40
are not the end of the story.
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์ด์•ผ๊ธฐ์˜ ๋์€ ์•„๋‹ˆ์ง€์š”.
09:41
One needs to build in much more meaningful practice questions,
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๊ฐ•์‚ฌ๋“ค์€ ๋” ์ค‘์š”ํ•œ ์—ฐ์Šต ๋ฌธ์ œ๋“ค์„ ๋งŒ๋“ค์–ด์•ผ ํ•˜๊ณ 
09:44
and one also needs to provide the students with feedback
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๋˜ ํ•™์ƒ๋“ค์—๊ฒŒ ๊ทธ ์งˆ๋ฌธ๋“ค์— ๋Œ€ํ•ด
09:47
on those questions.
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ํ”ผ๋“œ๋ฐฑ์„ ์ฃผ์–ด์•ผ ํ•ฉ๋‹ˆ๋‹ค.
09:48
Now, how do you grade the work of 100,000 students
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๊ทธ๋ ‡๋‹ค๋ฉด ๋งŒ ๋ช…์˜ ์กฐ๊ต๋„ ์—†์ด ์–ด๋–ป๊ฒŒ
09:51
if you do not have 10,000 TAs?
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์‹ญ๋งŒ ๋ช…์˜ ํ•™์ƒ๋“ค์˜ ์ˆ™์ œ๋ฅผ ํ‰๊ฐ€ํ•˜์ฃ ?
09:54
The answer is, you need to use technology
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์ •๋‹ต์€ ๊ฐ•์‚ฌ๋Œ€์‹  ๋ฐ”๋กœ ์ฑ„์ ํ•ด์ฃผ๋Š”
09:57
to do it for you.
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๊ธฐ์ˆ ์„ ์‚ฌ์šฉํ•˜๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
09:58
Now, fortunately, technology has come a long way,
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๋‹คํ–‰ํžˆ๋„ ๊ธฐ์ˆ ์€ ํฌ๊ฒŒ ๋ฐœ์ „ํ–ˆ๊ณ 
10:01
and we can now grade a range of interesting types of homework.
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์šฐ๋ฆฐ ์ด์ œ ๋‹ค์–‘ํ•˜๊ณ  ํฅ๋ฏธ๋กœ์šด ์ˆ™์ œ๋“ค์„ ํ‰๊ฐ€ํ•  ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
10:04
In addition to multiple choice
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๊ฐ๊ด€์‹ ๋ฌธ์ œ๋“ค๊ณผ
10:06
and the kinds of short answer questions that you saw in the video,
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์—ฌ๋Ÿฌ๋ถ„์ด ์˜์ƒ์—์„œ ๋ณด์‹  ๋‹จ๋‹ตํ˜• ์งˆ๋ฌธ๋“ค๊ณผ ๋”๋ถˆ์–ด
10:09
we can also grade math, mathematical expressions
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์šฐ๋ฆฌ๋Š” ์ˆ˜ํ•™, ์ˆ˜ํ•™์  ํ‘œํ˜„,
10:12
as well as mathematical derivations.
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๊ทธ๋ฆฌ๊ณ  ์ˆ˜ํ•™์  ๊ทผ์›์— ๋Œ€ํ•ด์„œ๋„ ํ‰๊ฐ€๊ฐ€ ๊ฐ€๋Šฅํ•ฉ๋‹ˆ๋‹ค.
10:14
We can grade models, whether it's
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์šฐ๋ฆฌ๋Š” ๊ฒฝ์˜ ๊ฐ•์˜์˜ ์žฌ์ •์  ๋ชจํ˜•์ด๋“ 
10:17
financial models in a business class
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๊ณผํ•™์ด๋‚˜ ๊ณตํ•™ ๊ฐ•์˜์˜ ๋ฌผ๋ฆฌ์  ๋ชจํ˜•์ด๋“ 
10:19
or physical models in a science or engineering class
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๋‹ค์–‘ํ•œ ๋ชจํ˜•๋„ ํ‰๊ฐ€ํ•  ์ˆ˜ ์žˆ๊ณ 
10:22
and we can grade some pretty sophisticated programming assignments.
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๊ฝค ๋ณต์žกํ•œ ํ”„๋กœ๊ทธ๋ž˜๋ฐ ์ˆ™์ œ๋„ ํ‰๊ฐ€ํ•  ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
10:26
Let me show you one that's actually pretty simple
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์—ฌ๋Ÿฌ๋ถ„๊ป˜ ์‚ฌ์‹ค ๊ฐ„๋‹จํ•˜์ง€๋งŒ ๊ฝค ์‹œ๊ฐ์ ์ธ
10:28
but fairly visual.
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์˜ˆ๋ฅผ ๋ณด์—ฌ๋“œ๋ฆฌ๋„๋ก ํ•˜๊ฒ ์Šต๋‹ˆ๋‹ค.
10:29
This is from Stanford's Computer Science 101 class,
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์ด๊ฒƒ์€ ์Šคํƒ ํฌ๋“œ์˜ ์ปดํ“จํ„ฐ ๊ณตํ•™๊ฐœ๋ก  ์ˆ˜์—… ์ˆ™์ œ์ž…๋‹ˆ๋‹ค.
10:32
and the students are supposed to color-correct
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ํ•™์ƒ๋“ค์€ ์ด ํ๋ฆฐ ๋ถ‰์€์ƒ‰ ๊ทธ๋ฆผ์„
10:33
that blurry red image.
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์ƒ‰๋ณด์ •ํ•ด์•ผ ํ•ฉ๋‹ˆ๋‹ค.
10:35
They're typing their program into the browser,
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์ธํ„ฐ๋„ท์— ํ”„๋กœ๊ทธ๋žจ์„ ์ž…๋ ฅํ•˜๊ณ  ์žˆ๋„ค์š”.
10:37
and you can see they didn't get it quite right, Lady Liberty is still seasick.
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์™„๋ฒฝํ•˜๊ฒŒ ํ•˜์ง„ ๋ชปํ–ˆ๋„ค์š”, ์ž์œ ์˜ ์—ฌ์‹ ์ƒ์ด ์•„์ง๋„ ๋ฐฐ๋ฉ€๋ฏธ ์ค‘์ด๊ตฐ์š”.
10:41
And so, the student tries again, and now they got it right, and they're told that,
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๊ทธ๋ž˜์„œ ์ด ํ•™์ƒ์€ ๋‹ค์‹œ ์‹œ๋„ํ•ด์„œ ์ด๋ฒˆ์—” ์„ฑ๊ณตํ•˜๊ณ , ์„ฑ๊ณตํ–ˆ๋‹ค๊ณ  ์•Œ๋ฆผ์„ ๋ฐ›์Šต๋‹ˆ๋‹ค.
10:45
and they can move on to the next assignment.
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๊ทธ๋ ‡๊ฒŒ ๋‹ค์Œ ๊ณผ์ œ๋กœ ๋„˜์–ด๊ฐ€๊ฒŒ ๋˜๋Š” ๊ฒƒ์ด์ง€์š”.
10:47
This ability to interact actively with the material
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๊ฐ•์˜์— ์ ๊ทน์ ์œผ๋กœ ์ฐธ์—ฌํ•˜๊ณ 
10:50
and be told when you're right or wrong
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๋งž์•˜๋Š”์ง€ ํ‹€๋ ธ๋Š”์ง€๋ฅผ ์•Œ๊ฒŒ ๋˜๋Š” ๊ฒƒ์€
10:52
is really essential to student learning.
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ํ•™์ƒ์˜ ๊ณต๋ถ€์—์„œ ๋งค์šฐ ์ค‘์š”ํ•ฉ๋‹ˆ๋‹ค.
10:55
Now, of course we cannot yet grade
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๋ฌผ๋ก , ์ €ํฌ๋Š” ์•„์ง ๋ชจ๋“  ๊ฐ•์˜์˜
10:57
the range of work that one needs for all courses.
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๋‹ค์–‘ํ•œ ๊ณผ์ œ๋“ค์„ ํ‰๊ฐ€ํ•  ์ˆ˜๋Š” ์—†์Šต๋‹ˆ๋‹ค.
11:00
Specifically, what's lacking is the kind of critical thinking work
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ํŠนํžˆ ๋ถ€์กฑํ•œ ์ ์€ ์ธ๋ฌธํ•™, ์‚ฌํšŒ๊ณผํ•™, ๊ฒฝ์˜ ๋“ฑ์—์„œ๋Š”
11:03
that is so essential in such disciplines
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๋งค์šฐ ์ค‘์š”ํ•œ ํ•™์Šต๋ฒ•์ธ
11:05
as the humanities, the social sciences, business and others.
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๋น„ํŒ์  ์‚ฌ๊ณ ์— ๋Œ€ํ•œ ํ‰๊ฐ€์ž…๋‹ˆ๋‹ค.
11:09
So we tried to convince, for example,
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๊ทธ๋ž˜์„œ ์ €ํฌ๋Š”
11:11
some of our humanities faculty
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์šฐ๋ฆฌ์˜ ์ธ๋ฌธํ•™ ๊ต์ˆ˜๋“ค์—๊ฒŒ
11:13
that multiple choice was not such a bad strategy.
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๊ฐ๊ด€์‹์ด ๊ทธ๋ ‡๊ฒŒ ๋‚˜์œ ์ „๋žต์€ ์•„๋‹ˆ๋ผ๊ณ  ์„ค๋“ํ–ˆ์Šต๋‹ˆ๋‹ค.
11:15
That didn't go over really well.
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์ž˜ ๋˜์ง„ ์•Š์•˜์ง€์š”.
11:18
So we had to come up with a different solution.
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๊ทธ๋ž˜์„œ ์šฐ๋ฆฌ๋Š” ๋‹ค๋ฅธ ํ•ด๊ฒฐ์ฑ…์„ ์ƒ๊ฐํ•ด๋‚ด์•ผ ํ–ˆ์Šต๋‹ˆ๋‹ค.
11:20
And the solution we ended up using is peer grading.
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๊ฒฐ๊ตญ ์šฐ๋ฆฌ๋Š” ๋™๋ฃŒ์— ์˜ํ•œ ํ‰๊ฐ€๋ฅผ ์‚ฌ์šฉํ•˜๊ฒŒ ๋˜์—ˆ์Šต๋‹ˆ๋‹ค.
11:23
It turns out that previous studies show,
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Saddler์™€ Good์— ์˜ํ•œ ์ด ์ž๋ฃŒ์ฒ˜๋Ÿผ
11:26
like this one by Saddler and Good,
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๋งŽ์€ ์ด์ „ ์—ฐ๊ตฌ๋“ค์— ์˜ํ•˜๋ฉด
11:27
that peer grading is a surprisingly effective strategy
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๋™๋ฃŒ์— ์˜ํ•œ ํ‰๊ฐ€๋Š” ์žฌ์ƒ ๊ฐ€๋Šฅํ•œ ์„ฑ์ ์„ ๋‚ด๋Š” ๋ฐ
11:30
for providing reproducible grades.
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๋†€๋ผ์šด ํšจ๊ณผ๋ฅผ ๊ฐ€์ง„ ์ „๋žต์ด๋”๊ตฐ์š”.
11:33
It was tried only in small classes,
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์ž‘์€ ๊ฐ•์˜๋“ค์—์„œ๋งŒ ์‚ฌ์šฉ๋˜์—ˆ๋Š”๋ฐ
11:35
but there it showed, for example,
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๊ทธ ๊ฒฐ๊ณผ, ์˜ˆ๋ฅผ ๋“ค์–ด
11:36
that these student-assigned grades on the y-axis
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y์ถ•์— ์žˆ๋Š” ํ•™์ƒ๋“ค์˜ ํ‰๊ฐ€๊ฐ€
11:39
are actually very well correlated
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x์ถ•์— ์žˆ๋Š” ๊ต์‚ฌ๋“ค์˜ ํ‰๊ฐ€์™€
11:40
with the teacher-assigned grade on the x-axis.
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๋†’์€ ์ƒ๊ด€๊ด€๊ณ„๋ฅผ ๊ฐ€์ง€๊ณ  ๋‚˜์™”์Šต๋‹ˆ๋‹ค.
11:42
What's even more surprising is that self-grades,
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๋” ๋†€๋ผ์šด ๊ฒƒ์€
11:45
where the students grade their own work critically --
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์ž์‹ ๋“ค์—๊ฒŒ ๋งŒ์ ์„ ์ฃผ์ง€ ๋ชปํ•˜๋„๋ก
11:48
so long as you incentivize them properly
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๋น„ํŒ์ ์œผ๋กœ ์ž์‹ ์˜ ๊ณผ์ œ๋ฅผ
11:49
so they can't give themselves a perfect score --
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ํ‰๊ฐ€ํ•˜๋„๋ก ํ•˜์˜€๋”๋‹ˆ
11:51
are actually even better correlated with the teacher grades.
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๊ต์‚ฌ๋“ค์˜ ํ‰๊ฐ€์™€ ๋”์šฑ ์ผ์น˜ํ–ˆ์Šต๋‹ˆ๋‹ค.
11:55
And so this is an effective strategy
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์ฆ‰ ์ด๊ฒƒ์€ ํ‰๊ฐ€ํ•˜๋Š” ๋ฐ์—
11:56
that can be used for grading at scale,
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ํšจ๊ณผ์ ์ธ ๋ฐฉ๋ฒ•์ด๊ณ 
11:58
and is also a useful learning strategy for the students,
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ํ•™์ƒ๋“ค์ด ์‹ค์ œ๋กœ ๊ฒฝํ—˜์—์„œ ๋ฐฐ์šฐ๊ธฐ ๋•Œ๋ฌธ์—
12:01
because they actually learn from the experience.
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์œ ์šฉํ•œ ํ•™์Šต ๋ฐฉ๋ฒ•์ด๊ธฐ๋„ ํ•˜์ง€์š”.
12:03
So we now have the largest peer-grading pipeline ever devised,
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์šฐ๋ฆฌ๋Š” ์ด์ œ ์ˆ˜์‹ญ ๋งŒ๋ช…์˜ ํ•™์ƒ๋“ค์ด
12:08
where tens of thousands of students
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์„œ๋กœ์˜ ๊ณผ์ œ๋ฅผ ์ฑ„์ ํ•˜๋Š” ์—ญ๋Œ€ ์ตœ๋Œ€์˜
12:10
are grading each other's work,
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๋™๋ฃŒ ์ฑ„์  ๋ฐฉ์‹์„ ๋„์ž…ํ•˜์˜€์Šต๋‹ˆ๋‹ค.
12:12
and quite successfully, I have to say.
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๊ทธ๋ฆฌ๊ณ  ๊ฝค ์„ฑ๊ณต์ ์œผ๋กœ ๋‚˜ํƒ€๋‚ฌ๊ณ ์š”.
12:15
But this is not just about students
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๊ทธ๋ ‡์ง€๋งŒ ์ด๊ฒƒ์€ ๋‹จ์ง€ ๊ฑฐ์‹ค์— ์•‰์•„
12:17
sitting alone in their living room working through problems.
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๋ฌธ์ œ๋“ค์„ ํ•ด๊ฒฐํ•˜๋Š” ํ•™์ƒ๋“ค์˜ ์ด์•ผ๊ธฐ๊ฐ€ ์•„๋‹™๋‹ˆ๋‹ค.
12:20
Around each one of our courses,
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์šฐ๋ฆฌ์˜ ๋ชจ๋“  ๊ฐ•์ขŒ๋“ค์—๋Š”
12:22
a community of students had formed,
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๊ฐ™์€ ์ง€์  ํƒ๊ตฌ๋ฅผ ํ•˜๋Š”
12:24
a global community of people
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์„ธ๊ณ„์ ์ธ ํ•™์ƒ๋“ค์˜ ์ปค๋ฎค๋‹ˆํ‹ฐ๊ฐ€
12:26
around a shared intellectual endeavor.
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๋งŒ๋“ค์–ด์กŒ์Šต๋‹ˆ๋‹ค.
12:28
What you see here is a self-generated map
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์—ฌ๊ธฐ ๋ณด์‹œ๋Š” ๊ฒƒ์€ ํ”„๋ฆฐ์Šคํ„ด์˜ ์‚ฌํšŒํ•™๊ฐœ๋ก  ์ˆ˜์—…์„
12:31
from students in our Princeton Sociology 101 course,
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๋“ฃ๋Š” ํ•™์ƒ๋“ค์ด ์ž์‹ ๋“ค์„ ์„ธ๊ณ„ ์ง€๋„์— ์Šค์Šค๋กœ ํ‘œ์‹œํ•ด
12:34
where they have put themselves on a world map,
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๋งŒ๋“  ์ง€๋„์ž…๋‹ˆ๋‹ค.
12:37
and you can really see the global reach of this kind of effort.
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์ด๋Ÿฌํ•œ ๋…ธ๋ ฅ์˜ ์„ธ๊ณ„์  ๋ฒ”์œ„๋ฅผ ์ž˜ ๋ณผ ์ˆ˜ ์žˆ์ง€์š”.
12:40
Students collaborated in these courses in a variety of different ways.
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ํ•™์ƒ๋“ค์€ ์ˆ˜์—…๋“ค์— ๋‹ค์–‘ํ•œ ๋ฐฉ์‹์œผ๋กœ ํ˜‘๋ ฅํ–ˆ์Šต๋‹ˆ๋‹ค.
12:44
First of all, there was a question and answer forum,
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์ฒซ ๋ฒˆ์งธ๋กœ, ํ•™์ƒ๋“ค์ด ๋ฌธ์ œ์„ ๋‚ด๋ฉด
12:47
where students would pose questions,
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๋‹ค๋ฅธ ํ•™์ƒ์ด ๋‹ตํ•˜๋Š”
12:49
and other students would answer those questions.
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๋ฌธ๋‹ต ํฌ๋Ÿผ์ด ์žˆ์—ˆ์Šต๋‹ˆ๋‹ค.
12:51
And the really amazing thing is,
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์ •๋ง ๋†€๋ผ์šด ๊ฒƒ์€
12:53
because there were so many students,
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ํ•™์ƒ๋“ค์ด ์ˆ˜์—†์ด ๋งŽ์•˜๊ธฐ ๋•Œ๋ฌธ์—
12:55
it means that even if a student posed a question
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ํ•œ ํ•™์ƒ์ด ์งˆ๋ฌธ์„ ์˜ค์ „ 3์‹œ์—
12:57
at 3 o'clock in the morning,
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๋“ฑ๋กํ•˜๋”๋ผ๋„
12:59
somewhere around the world,
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์„ธ๊ณ„ ์–ด๋”˜๊ฐ€์—์„œ
13:00
there would be somebody who was awake
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์–ด๋–ค ์‚ฌ๋žŒ์ธ๊ฐ€ ๊นจ์–ด์žˆ์–ด
13:03
and working on the same problem.
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๊ฐ™์ด ๋ฌธ์ œ๋ฅผ ํ’€๊ณ  ์žˆ์—ˆ๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
13:05
And so, in many of our courses,
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๊ทธ๋ž˜์„œ ๋งŽ์€ ๊ฐ•์˜์—์„œ
13:07
the median response time for a question
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๋ฌธ๋‹ต ํฌ๋Ÿผ์˜ ํ‰๊ท  ๋ฐ˜์‘ ์‹œ๊ฐ„์€
13:09
on the question and answer forum was 22 minutes.
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22๋ถ„์ด์—ˆ์Šต๋‹ˆ๋‹ค.
13:13
Which is not a level of service I have ever offered to my Stanford students.
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์ œ๊ฐ€ ์Šคํƒ ํฌ๋“œ ํ•™์ƒ๋“ค์—๊ฒŒ ์ œ๊ณตํ•  ์ˆ˜ ์žˆ๋Š” ์„œ๋น„์Šค๋Š” ์ ˆ๋Œ€ ์•„๋‹ˆ์ง€์š”.
13:17
(Laughter)
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(์›ƒ์Œ)
13:18
And you can see from the student testimonials
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๊ทธ๋ฆฌ๊ณ  ํ•™์ƒ๋“ค์˜ ๋ง์— ์˜ํ•˜๋ฉด
13:20
that students actually find
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๊ทธ๋“ค์€ ์ด ์ปค๋‹ค๋ž€ ์˜จ๋ผ์ธ ์ปค๋ฎค๋‹ˆํ‹ฐ ๋•์—
13:22
that because of this large online community,
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์‹ค์ œ ๊ต์‹ค์—์„œ๋ณด๋‹ค
13:25
they got to interact with each other in many ways
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๋” ๋‹ค์–‘ํ•˜๊ณ  ๊นŠ์€ ๋ฐฉ๋ฒ•์œผ๋กœ
13:27
that were deeper than they did in the context of the physical classroom.
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๋‹ค๋ฅธ ํ•™์ƒ๋“ค๊ณผ ๊ต๋ฅ˜ํ•  ์ˆ˜ ์žˆ์—ˆ์Šต๋‹ˆ๋‹ค.
13:31
Students also self-assembled,
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๋˜ ํ•™์ƒ๋“ค์€ ์Šค์Šค๋กœ
13:34
without any kind of intervention from us,
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์ €ํฌ์˜ ๊ฐœ์ž… ํ•˜๋‚˜ ์—†์ด
13:36
into small study groups.
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์ž‘์€ ์Šคํ„ฐ๋”” ๋ชจ์ž„๋“ค์„ ๋งŒ๋“ค์—ˆ์Šต๋‹ˆ๋‹ค.
13:38
Some of these were physical study groups
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์ด๋“ค์˜ ์ผ๋ถ€๋Š” ์ง€๋ฆฌ์  ์ œ์•ฝ์„ ๋„˜์–ด
13:40
along geographical constraints
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๋งค์ฃผ ๋งŒ๋‚˜ ํ•จ๊ป˜ ๋ฌธ์ œ๋ฅผ ํ•ด๊ฒฐํ•˜๋Š”
13:42
and met on a weekly basis to work through problem sets.
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์‹ค์ œ ์Šคํ„ฐ๋”” ๊ทธ๋ฃน์ด์—ˆ์Šต๋‹ˆ๋‹ค.
13:44
This is the San Francisco study group,
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์ด๊ฒƒ์€ ์ƒŒ ํ”„๋ž€์‹œ์Šค์ฝ” ์Šคํ„ฐ๋”” ๊ทธ๋ฃน์ธ๋ฐ
13:46
but there were ones all over the world.
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์ด ์™ธ์—๋„ ์„ธ๊ณ„ ๊ณณ๊ณณ์— ๋งŽ์ด ์กด์žฌํ•ฉ๋‹ˆ๋‹ค.
13:49
Others were virtual study groups,
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๋‹ค๋ฅธ ์Šคํ„ฐ๋”” ๊ทธ๋ฃน๋“ค์€ ์˜จ๋ผ์ธ ์ƒ์˜ ๊ทธ๋ฃน์ด์—ˆ๋Š”๋ฐ
13:51
sometimes along language lines or along cultural lines,
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์ผ๋ถ€๋Š” ๊ฐ™์€ ์–ธ์–ด๋‚˜ ๋ฌธํ™”๋ฅผ ๊ณต์œ ํ•˜์˜€์Šต๋‹ˆ๋‹ค.
13:54
and on the bottom left there,
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์—ฌ๊ธฐ ์™ผ์ชฝ ์•„๋ž˜์—๋Š”
13:55
you see our multicultural universal study group
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ํ•™์ƒ๋“ค์ด ๋‹ค๋ฅธ ๋ฌธํ™”์—์„œ ์˜จ ์‚ฌ๋žŒ๋“ค๊ณผ
13:59
where people explicitly wanted to connect
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๊ต๋ฅ˜ํ•˜๊ณ  ์‹ถ์–ดํ•œ๋‹ค๋Š” ๊ฒƒ์„ ๋ช…๋ฐฑํžˆ ๋ณด์—ฌ์ฃผ๋Š”
14:01
with people from other cultures.
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์„ธ๊ณ„์  ๋‹ค๋ฌธํ™” ์Šคํ„ฐ๋”” ๊ทธ๋ฃน์ด ์žˆ์Šต๋‹ˆ๋‹ค.
14:04
There are some tremendous opportunities
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์ด๋Ÿฐ ์ฒด๊ณ„์—์„œ ์–ป์„ ์ˆ˜ ์žˆ๋Š”
14:06
to be had from this kind of framework.
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์–ด๋งˆ์–ด๋งˆํ•œ ๊ธฐํšŒ๋“ค์ด ๋ช‡ ์žˆ์Šต๋‹ˆ๋‹ค.
14:09
The first is that it has the potential of giving us
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์ฒซ ๋ฒˆ์งธ๋Š” ์ด๊ฒƒ์ด ์šฐ๋ฆฌ์—๊ฒŒ
14:13
a completely unprecedented look
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์ธ๊ฐ„์˜ ํ•™์Šต์— ๋Œ€ํ•œ
14:15
into understanding human learning.
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์œ ๋ž˜์—†๋Š” ๋ชจ์Šต์„ ๋ณด์—ฌ์ค€๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
14:17
Because the data that we can collect here is unique.
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์šฐ๋ฆฌ๊ฐ€ ์—ฌ๊ธฐ์„œ ๋ชจ์„ ์ˆ˜ ์žˆ๋Š” ์ž๋ฃŒ๊ฐ€ ๋…ํŠนํ•˜๊ธฐ ๋•Œ๋ฌธ์ด์ง€์š”.
14:21
You can collect every click, every homework submission,
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์—ฌ๊ธฐ์„œ๋Š” ๋ชจ๋“  ํด๋ฆญ, ๋ชจ๋“  ์ˆ™์ œ ์ œ์ถœ,
14:25
every forum post from tens of thousands of students.
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์ˆ˜์‹ญ ๋งŒ๋ช…์˜ ํ•™์ƒ๋“ค์ด ์˜ฌ๋ฆฐ ํฌ๋Ÿผ๋“ค์„ ๋ชจ๋‘ ๋ณผ ์ˆ˜ ์žˆ์–ด์š”.
14:29
So you can turn the study of human learning
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๊ทธ๊ฒƒ์„ ํ†ตํ•ด ์šฐ๋ฆฌ๋Š” ์ธ๊ฐ„์˜ ํ•™์Šต์— ๋Œ€ํ•œ ์—ฐ๊ตฌ๋ฅผ
14:32
from the hypothesis-driven mode
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๊ฐ€์„ค์—์„œ ์‹œ์ž‘ํ•˜๋Š” ๋ฐฉ์‹์—์„œ
14:34
to the data-driven mode, a transformation that,
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์ƒ๋ฌผํ•™์—์„œ ํ˜๋ช…์„ ์ผ์œผํ‚จ
14:36
for example, has revolutionized biology.
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๋ฐ์ดํ„ฐ์—์„œ ์‹œ์ž‘ํ•˜๋Š” ๋ฐฉ์‹์œผ๋กœ ๋ฐ”๊ฟ€ ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
14:40
You can use these data to understand fundamental questions
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์ด๋Ÿฌํ•œ ์ž๋ฃŒ๋“ค์„ ํ†ตํ•ด ์šฐ๋ฆฌ๋Š”
14:43
like, what are good learning strategies
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ํšจ๊ณผ์ ์ธ ํ•™์Šต ์ „๋žต๊ณผ ์•„๋‹Œ ๊ฒƒ์„ ๊ตฌ๋ถ„ํ•ด๋‚ด๋Š”
14:45
that are effective versus ones that are not?
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๊ธฐ๋ณธ์ ์ธ ์งˆ๋ฌธ๋“ค์„ ์ดํ•ดํ•  ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
14:48
And in the context of particular courses,
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๊ทธ๋ฆฌ๊ณ  ํŠน์ • ๊ฐ•์˜๋“ค์˜ ๋‚ด์šฉ์—์„ 
14:50
you can ask questions
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์ž˜๋ชป๋œ ํ†ต๋…๋“ค์ด ๋ฌด์—‡์ธ์ง€
14:51
like, what are some of the misconceptions that are more common
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๊ทธ๋ฆฌ๊ณ  ํ•™์ƒ๋“ค์ด ์–ด๋–ป๊ฒŒ ๊ทธ๊ฒƒ์„ ๊ณ ์น  ์ˆ˜ ์žˆ๋Š”์ง€๋ฅผ
14:55
and how do we help students fix them?
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๋ฌผ์„ ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
14:57
So here's an example of that,
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์—ฌ๊ธฐ ๊ทธ ์˜ˆ๊ฐ€ ์žˆ์Šต๋‹ˆ๋‹ค.
14:58
also from Andrew's Machine Learning class.
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์•ค๋“œ๋ฅ˜์˜ ๊ธฐ๊ณ„ ํ•™์Šต ๊ฐ•์˜์—์„œ ๋‚˜์˜จ ๋ถ€๋ถ„์ž…๋‹ˆ๋‹ค.
15:00
This is a distribution of wrong answers
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์ด๊ฒƒ์€ ์•ค๋“œ๋ฅ˜์˜ ๊ณผ์ œ๋“ค ์ค‘ ํ•˜๋‚˜์—
15:02
to one of Andrew's assignments.
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์ž˜๋ชป๋œ ์ •๋‹ต์˜ ๋ถ„ํฌ์ž…๋‹ˆ๋‹ค.
15:04
The answers happen to be pairs of numbers,
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๋‹ต์ด ์ˆซ์ž์˜ ์Œ์ด๊ธฐ ๋•Œ๋ฌธ์—
15:06
so you can draw them on this two-dimensional plot.
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์ด๋ ‡๊ฒŒ ์ขŒํ‘œํ‰๋ฉด์— ํ‘œ์‹œํ•  ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
15:08
Each of the little crosses that you see is a different wrong answer.
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๊ฐ๊ฐ์˜ Xํ‘œ๋Š” ๊ฐ๊ธฐ ๋‹ค๋ฅธ ์˜ค๋‹ต์ž…๋‹ˆ๋‹ค.
15:12
The big cross at the top left
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์™ผ์ชฝ ์œ„์— ์žˆ๋Š” ํฐ Xํ‘œ๋Š”
15:14
is where 2,000 students
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2000๋ช…์˜ ํ•™์ƒ๋“ค์ด
15:16
gave the exact same wrong answer.
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๋˜‘๊ฐ™์ด ๊ณ ๋ฅธ ์˜ค๋‹ต์ž…๋‹ˆ๋‹ค.
15:20
Now, if two students in a class of 100
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๋งŒ์•ฝ 100๋ช…์˜ ํ•™์ƒ์ด ์žˆ๋Š” ์ˆ˜์—…์—์„œ
15:22
give the same wrong answer,
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2๋ช…์˜ ํ•™์ƒ์ด ๊ฐ™์€ ์˜ค๋‹ต์„ ์ผ๋‹ค๋ฉด
15:23
you would never notice.
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์•Œ์•„์ฑ„๊ธฐ ํž˜๋“ค ๊ฒƒ์ž…๋‹ˆ๋‹ค.
15:24
But when 2,000 students give the same wrong answer,
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ํ•˜์ง€๋งŒ 2000๋ช…์˜ ํ•™์ƒ๋“ค์ด ๊ฐ™์€ ์˜ค๋‹ต์„ ์ผ๋‹ค๋ฉด
15:27
it's kind of hard to miss.
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๊ทธ๊ฑธ ๋†“์น˜๊ธด ํž˜๋“ค๊ฒ ์ฃ .
15:29
So Andrew and his students went in,
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๊ทธ๋ž˜์„œ ์•ค๋“œ๋ฅ˜์™€ ๊ทธ์˜ ํ•™์ƒ๋“ค์€
15:31
looked at some of those assignments,
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๊ทธ ์ˆ™์ œ๋“ค์„ ๋‹ค์‹œ ๋ณธ ๋’ค
15:32
understood the root cause of the misconception,
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์˜คํ•ด์˜ ๊ทผ๋ณธ์  ์ด์œ ๋ฅผ ์•Œ๊ฒŒ ๋˜์—ˆ๊ณ 
15:37
and then they produced a targeted error message
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๊ทธ๋“ค์€ ๊ฐ™์€ ์˜ค๋ฅ˜๋ฅผ ๋ฒ”ํ•œ
15:39
that would be provided to every student
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๋ชจ๋“  ํ•™์ƒ๋“ค์—๊ฒŒ ๋ณด๋‚ด๋Š”
15:41
whose answer fell into that bucket,
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ํ•ด์„ค ๋ฉ”์‹œ์ง€๋ฅผ ๋งŒ๋“ค์—ˆ์Šต๋‹ˆ๋‹ค.
15:43
which means that students who made that same mistake
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์ด๊ฒƒ์€ ๊ฐ™์€ ์‹ค์ˆ˜๋ฅผ ํ•œ ํ•™์ƒ๋“ค์ด
15:46
would now get personalized feedback
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์ด์ œ ์–ด๋–ป๊ฒŒ ํ•˜๋ฉด ์ž์‹ ๋“ค์˜ ์˜คํ•ด๋ฅผ
15:48
telling them how to fix their misconception much more effectively.
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ํšจ๊ณผ์ ์œผ๋กœ ๊ณ ์น  ์ˆ˜ ์žˆ๋Š”์ง€์— ๋Œ€ํ•œ ๋งž์ถคํ˜• ํ”ผ๋“œ๋ฐฑ์„ ๋ฐ›์„ ์ˆ˜ ์žˆ๋‹ค๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
15:52
So this personalization is something that one can then build
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์ด ๋งž์ถคํ™”๋Š” ๋งŽ์€ ํ•™์ƒ๋“ค์ด ์žˆ์Œ์œผ๋กœ์จ๋งŒ
15:56
by having the virtue of large numbers.
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๊ฐ€์งˆ ์ˆ˜ ์žˆ๋Š” ์žฅ์ ์ž…๋‹ˆ๋‹ค.
15:59
Personalization is perhaps
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๋งž์ถคํ™”๋Š” 30๋…„ ๋ฌต์€ ๋ฌธ์ œ๋ฅผ
16:01
one of the biggest opportunities here as well,
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ํ’€ ์ˆ˜ ์žˆ๊ฒŒ ํ•  ์ˆ˜ ์žˆ๋Š” ๊ฐ€๋Šฅ์„ฑ์„
16:04
because it provides us with the potential
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์ œ์‹œํ•ด ์ฃผ๊ธฐ ๋•Œ๋ฌธ์— ์–ด์ฉŒ๋ฉด ์—ฌ๊ธฐ์˜
16:06
of solving a 30-year-old problem.
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๊ฐ€์žฅ ํฐ ์žฅ์  ์ค‘ ํ•˜๋‚˜์ž…๋‹ˆ๋‹ค.
16:09
Educational researcher Benjamin Bloom, in 1984,
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๊ต์œกํ•™์ž Benjamin Bloom์€ 1984๋…„์—
16:12
posed what's called the 2 sigma problem,
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2-์‹œ๊ทธ๋งˆ๋ผ๋Š” ์ด๋ก ์„ ์ œ์‹œํ–ˆ๋Š”๋ฐ
16:14
which he observed by studying three populations.
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์—ฌ๊ธฐ์„œ ๊ทธ๋Š” 3๊ฐ€์ง€ ์ง‘๋‹จ์„ ๋ถ„์„ํ–ˆ์Šต๋‹ˆ๋‹ค.
16:17
The first is the population that studied in a lecture-based classroom.
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์ฒซ ๋ฒˆ์งธ๋Š” ๊ฐ•์˜๊ธฐ๋ฐ˜ ๊ต์‹ค์—์„œ ๊ณต๋ถ€ํ•œ ์‚ฌ๋žŒ๋“ค์ด์—ˆ์Šต๋‹ˆ๋‹ค.
16:21
The second is a population of students that studied
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๋‘ ๋ฒˆ์งธ๋Š” ๊ฐ•์˜์— ์˜ํ•œ,
16:24
using a standard lecture-based classroom,
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๊ทธ๋ ‡์ง€๋งŒ ์™„๋ฒฝํ•œ ์ดํ•ด๋ฅผ ๊ธฐ๋ฐ˜์œผ๋กœ ํ•˜๋Š”
16:25
but with a mastery-based approach,
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๊ฐ•์˜ ๋ฐฉ์‹์„ ๊ธฐ๋ฐ˜์œผ๋กœ ๊ณต๋ถ€ํ•œ ์‚ฌ๋žŒ๋“ค์ด์—์š”.
16:28
so the students couldn't move on to the next topic
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๊ทธ๋ž˜์„œ ์ „์ฒด ์ฃผ์ œ์— ๋Œ€ํ•ด ์™„๋ฒฝํžˆ ์ดํ•ดํ•˜์ง€ ๋ชปํ•˜๋ฉด
16:29
before demonstrating mastery of the previous one.
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๋‹ค์Œ ์ฃผ์ œ๋กœ ๋„˜์–ด๊ฐ€์ง€ ๋ชปํ–ˆ์Šต๋‹ˆ๋‹ค.
16:33
And finally, there was a population of students
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๊ทธ๋ฆฌ๊ณ  ๋งˆ์ง€๋ง‰์œผ๋กœ ๊ฐœ์ธ ๊ฐ•์‚ฌ๋ฅผ ํ†ตํ•ด
16:35
that were taught in a one-on-one instruction using a tutor.
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1:1 ์ˆ˜์—…์„ ๋ฐ›์€ ํ•™์ƒ๋“ค์ด ์žˆ์—ˆ์Šต๋‹ˆ๋‹ค.
16:40
The mastery-based population was a full standard deviation,
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์™„๋ฒฝ ํ•™์Šต์„ ํ•œ ์ง‘๋‹จ์€ ๊ฐ•์˜์— ์˜ํ•œ ์ˆ˜์—…์„ ๋“ค์€
16:43
or sigma, in achievement scores better
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ํ•™์ƒ๋“ค์˜ ์„ฑ์ ๋ณด๋‹ค
16:45
than the standard lecture-based class,
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ํ‘œ์ค€ํŽธ์ฐจ, ์ฆ‰, ์‹œ๊ทธ๋งˆ๋งŒํผ ๋†’๊ณ 
16:48
and the individual tutoring gives you 2 sigma
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๊ฐœ์ธ ๊ฐ•์‚ฌ๋ฅผ ํ†ตํ•ด ํ•™์Šตํ•œ ํ•™์ƒ๋“ค์€ 2-์‹œ๊ทธ๋งˆ๋งŒํผ
16:50
improvement in performance.
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์„ฑ์ ์ด ํ–ฅ์ƒ๋˜์˜€์Šต๋‹ˆ๋‹ค.
16:52
To understand what that means,
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๊ทธ๊ฒƒ์˜ ์˜๋ฏธ๋ฅผ ์•Œ๊ธฐ ์œ„ํ•ด์„œ
16:53
let's look at the lecture-based classroom,
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๊ฐ•์˜๊ธฐ๋ฐ˜ ์ˆ˜์—…์—์„œ
16:55
and let's pick the median performance as a threshold.
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ํ‰๊ท  ์„ฑ์ ์„ ๊ธฐ์ค€์ ์œผ๋กœ ๊ณจ๋ผ๋ณด๋„๋ก ํ•˜์ง€์š”.
16:58
So in a lecture-based class,
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๊ทธ๋Ÿฌ๋‹ˆ๊นŒ ๊ฐ•์˜๊ธฐ๋ฐ˜ ์ˆ˜์—…์—์„œ๋Š”
16:59
half the students are above that level and half are below.
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์ ˆ๋ฐ˜์˜ ํ•™์ƒ๋“ค์ด ์œ„์—, ๋‹ค๋ฅธ ์ ˆ๋ฐ˜์ด ๊ทธ ์•„๋ž˜ ์žˆ๊ตฐ์š”.
17:03
In the individual tutoring instruction,
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๊ฐœ์ธ ์ง€๋„๋ฅผ ๋ฐ›์€ ํ•™์ƒ๋“ค ๊ฐ€์šด๋ฐ๋Š”
17:05
98 percent of the students are going to be above that threshold.
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98ํผ์„ผํŠธ๊ฐ€ ๊ทธ ๊ธฐ์ค€์  ์œ„์— ์žˆ์Šต๋‹ˆ๋‹ค.
17:10
Imagine if we could teach so that 98 percent of our students
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์šฐ๋ฆฌ๊ฐ€ 98ํผ์„ผํŠธ์˜ ํ•™์ƒ๋“ค์ด ํ‰๊ท  ์ด์ƒ์œผ๋กœ ํ•˜๋„๋ก
17:14
would be above average.
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๊ฐ€๋ฅด์น  ์ˆ˜ ์žˆ๋‹ค๊ณ  ์ƒ์ƒํ•ด ๋ณด์„ธ์š”.
17:16
Hence, the 2 sigma problem.
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๊ทธ๋Ÿฌ๋ฏ€๋กœ 2-์‹œ๊ทธ๋งˆ ์ด๋ก ์€
17:19
Because we cannot afford, as a society,
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์‚ฌํšŒ์—์„œ ๋ชจ๋“  ํ•™์ƒ๋“ค์—๊ฒŒ ๊ฐœ์ธ ๊ต์‚ฌ๋ฅผ ๊ณต๊ธ‰ํ•  ์ˆ˜
17:22
to provide every student with an individual human tutor.
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์—†๊ธฐ ๋•Œ๋ฌธ์— ๋ถˆ๊ฐ€๋Šฅํ•ฉ๋‹ˆ๋‹ค.
17:25
But maybe we can afford to provide each student
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๊ทธ๋Ÿฌ๋‚˜ ์–ด์ฉŒ๋ฉด ์šฐ๋ฆฌ๋Š” ๋ชจ๋“  ํ•™์ƒ๋“ค์—๊ฒŒ ์ปดํ“จํ„ฐ๋‚˜
17:27
with a computer or a smartphone.
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์Šค๋งˆํŠธํฐ์„ ๊ณต๊ธ‰ํ•ด์ค„ ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
17:29
So the question is, how can we use technology
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๊ทธ๋Ÿฌ๋‹ˆ๊นŒ ์š”์ง€๋Š” ์šฐ๋ฆฌ๊ฐ€ ์–ด๋–ป๊ฒŒ ๊ธฐ์ˆ ์„ ์‚ฌ์šฉํ•ด
17:31
to push from the left side of the graph, from the blue curve,
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์™ผ์ชฝ์˜ ํŒŒ๋ž€ ๊ณก์„ ์„ ์˜ค๋ฅธ์ชฝ์˜ ์ดˆ๋ก์ƒ‰ ๊ณก์„ ์œผ๋กœ
17:35
to the right side with the green curve?
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์˜ฎ๊ฒจ ๊ฐ€๋„๋ก ํ•  ์ˆ˜ ์žˆ๋Š๋ƒ๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
17:37
Mastery is easy to achieve using a computer,
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์ปดํ“จํ„ฐ๋Š” ๊ฐ™์€ ์˜์ƒ์„
17:40
because a computer doesn't get tired
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๋‹ค์„ฏ ๋ฒˆ ๋ณด์—ฌ์ฃผ๋Š” ๋ฐ์— ์ง€์น˜์ง€ ์•Š๊ธฐ ๋•Œ๋ฌธ์—
17:41
of showing you the same video five times.
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์™„์ „ ์ดํ•ด ๋ฐฉ์‹ ํ•™์Šต์€ ์ปดํ“จํ„ฐ๋ฅผ ํ†ตํ•ด ์‰ฝ๊ฒŒ ํ•ด๋‚ผ ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
17:44
And it doesn't even get tired of grading the same work multiple times,
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๊ทธ๋ฆฌ๊ณ  ์ œ๊ฐ€ ์—ฌ๋Ÿฌ๋ถ„๊ป˜ ๋ณด์—ฌ๋“œ๋ฆฐ ๋งŽ์€ ์˜ˆ์—์„œ ๋ณผ ์ˆ˜ ์žˆ๋‹ค์‹œํ”ผ
17:48
we've seen that in many of the examples that I've shown you.
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์ปดํ“จํ„ฐ๋Š” ์‹ฌ์ง€์–ด ๊ฐ™์€ ๋ฌธ์ œ๋ฅผ ์—ฌ๋Ÿฌ ๋ฒˆ ์ฑ„์ ํ•ด๋„ ์ง€์น˜์ง€ ์•Š์Šต๋‹ˆ๋‹ค.
17:51
And even personalization
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๊ทธ๋ฆฌ๊ณ  ์‹ฌ์ง€์–ด ๋งž์ถคํ™”๋„
17:52
is something that we're starting to see the beginnings of,
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๊ต๊ณผ๊ณผ์ •์˜ ์„ฑ์ทจ๋ฅผ ๊ฐœ๋ณ„์ ์œผ๋กœ ์ถ”์ ํ•œ๋‹ค๋“ ์ง€,
17:55
whether it's via the personalized trajectory through the curriculum
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์ œ๊ฐ€ ๋ณด์—ฌ๋“œ๋ฆฐ ๋งž์ถคํ˜• ํ”ผ๋“œ๋ฐฑ์„ ํ†ตํ•ด์„œ๋“ ์ง€
17:58
or some of the personalized feedback that we've shown you.
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์ด์ œ ์šฐ๋ฆฌ๊ฐ€ ์„œ์„œํžˆ ์‹œ์ž‘ํ•˜๊ณ  ์žˆ๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
18:01
So the goal here is to try and push,
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๊ทธ๋Ÿฌ๋‹ˆ๊นŒ ์šฐ๋ฆฌ์˜ ๋ชฉํ‘œ๋Š” ์ด ์ดˆ๋ก์ƒ‰ ๊ณก์„ ์„ ํ–ฅํ•ด
18:04
and see how far we can get towards the green curve.
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์ตœ๋Œ€ํ•œ ์˜ฎ๊ฒจ๋ณด๊ณ , ์–ผ๋งˆ๋‚˜ ๊ฐˆ ์ˆ˜ ์žˆ๋Š”์ง€ ๋ณด๋Š” ๊ฒƒ์ด์ง€์š”.
18:07
So, if this is so great, are universities now obsolete?
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์ด๊ฒŒ ๊ทธ๋ ‡๊ฒŒ ์œ„๋Œ€ํ•œ ์ผ์ด๋ฉด ๋Œ€ํ•™๊ต๋“ค์ด ์ด์ œ ๊ตฌ์‹์ด๋ƒ๊ณ ์š”?
18:12
Well, Mark Twain certainly thought so.
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๊ธ€์Ž„์š”, ๋งˆํฌ ํŠธ์›จ์ธ์€ ํ™•์‹คํžˆ ๊ทธ๋ ‡๊ฒŒ ์ƒ๊ฐํ–ˆ์ฃ .
18:15
He said that, "College is a place where a professor's lecture notes
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๊ทธ๋Š” "๋Œ€ํ•™์ด๋ž€ ๊ต์ˆ˜์˜ ๊ฐ•์˜ ๋…ธํŠธ๊ฐ€
18:18
go straight to the students' lecture notes,
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๊ต์ˆ˜๋‚˜ ํ•™์ƒ์˜ ๋‡Œ๋ฅผ ๊ฑฐ์น˜์ง€ ์•Š๊ณ  ๊ณง์žฅ
18:20
without passing through the brains of either."
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ํ•™์ƒ์˜ ํ•„๊ธฐ์žฅ์œผ๋กœ ์˜ฎ๊ฒจ ๊ฐ€๋Š” ๊ณณ"์ด๋ผ๊ณ  ํ–ˆ์ฃ .
18:22
(Laughter)
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(์›ƒ์Œ)
18:26
I beg to differ with Mark Twain, though.
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ํ•˜์ง€๋งŒ ์ €๋Š” ๊ทธ์™€ ๋‹ค๋ฅด๊ฒŒ ์ƒ๊ฐํ•ด ์ฃผ์‹œ๊ธฐ๋ฅผ ๋ฐ”๋ž๋‹ˆ๋‹ค.
18:29
I think what he was complaining about is not
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์ €๋Š” ๊ทธ๊ฐ€ ๋ถˆํ‰ํ•˜๊ณ  ์žˆ๋˜ ๊ฒƒ์€ ๋Œ€ํ•™์ด ์•„๋‹ˆ๋ผ
18:31
universities but rather the lecture-based format
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๋งŽ์€ ๋Œ€ํ•™๋“ค์ด ๋งŽ์€ ์‹œ๊ฐ„์„ ํˆฌ์ž…ํ•˜๊ณ  ์žˆ๋Š”
18:34
that so many universities spend so much time on.
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๊ฐ•์˜์— ์˜ํ•œ ์ˆ˜์—…๋ฐฉ์‹์ด๋ผ๊ณ  ์ƒ๊ฐํ•ฉ๋‹ˆ๋‹ค.
18:37
So let's go back even further, to Plutarch,
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๋” ์˜›๋‚ ๋กœ ๊ฐ€ "๋งˆ์Œ์€ ์ฑ„์›Œ์•ผ ํ•˜๋Š” ๊ทธ๋ฆ‡์ด ์•„๋‹ˆ๋ผ
18:40
who said that, "The mind is not a vessel that needs filling,
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๋ถˆ๋ถ™์—ฌ์ ธ์•ผ ํ•˜๋Š” ์žฅ์ž‘์ด๋‹ค"๋ผ๊ณ  ํ•œ
18:42
but wood that needs igniting."
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ํ”Œ๋ฃจํƒ€๋ฅดํฌ ์‹œ๋Œ€๋กœ ๊ฐ€๋ณด์ฃ .
18:44
And maybe we should spend less time at universities
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์–ด์ฉŒ๋ฉด ์šฐ๋ฆฌ๋Š” ๋Œ€ํ•™์—์„œ ํ•™์ƒ๋“ค์˜ ๋งˆ์Œ์—
18:47
filling our students' minds with content
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๊ฐ•์˜๋ฅผ ํ†ตํ•ด ๋‚ด์šฉ์„ ์ง‘์–ด๋„ฃ๋Š” ์‹œ๊ฐ„์„ ์ค„์ด๊ณ 
18:49
by lecturing at them, and more time igniting their creativity,
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๊ทธ๋“ค๊ณผ ์ง์ ‘ ๋Œ€ํ™”ํ•จ์œผ๋กœ์จ ๊ทธ๋“ค์˜ ์ฐฝ์˜๋ ฅ,
18:53
their imagination and their problem-solving skills
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์ƒ์ƒ๋ ฅ๊ณผ ๋ฌธ์ œํ’€์ด๋Šฅ๋ ฅ์—
18:56
by actually talking with them.
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๋ถˆ์„ ๋ถ™์ด๋Š” ์‹œ๊ฐ„์„ ๋Š˜๋ ค์•ผ ํ•  ๊ฒƒ์ž…๋‹ˆ๋‹ค.
18:59
So how do we do that?
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๊ทธ๊ฑธ ์–ด๋–ป๊ฒŒ ํ•˜๋ƒ๊ณ ์š”?
19:00
We do that by doing active learning in the classroom.
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๊ต์‹ค์—์„œ ํ™œ๋ฐœ์ค‘์‹ฌ ํ•™์Šต์„ ํ•˜๋ฉด ๋ฉ๋‹ˆ๋‹ค.
19:03
So there's been many studies, including this one,
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์—ฌ๊ธฐ ์ด ์ž๋ฃŒ๋ฅผ ํฌํ•จํ•ด ๋งŽ์€ ์—ฐ๊ตฌ๋“ค์ด ๋ณด์ด๋Š” ๋ฐ”๋กœ๋Š”
19:06
that show that if you use active learning,
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ํ•™์ƒ๋“ค๊ณผ ๊ต์‹ค์—์„œ ๊ต๋ฅ˜ํ•˜๋Š” ํ™œ๋ฐœ์ค‘์‹ฌ ํ•™์Šต์„ ์‚ฌ์šฉํ•˜๋ฉด
19:08
interacting with your students in the classroom,
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ํ•™์ƒ๋“ค์˜ ์ถœ์„๋ฅ , ์ฐธ์—ฌ์œจ,
19:10
performance improves on every single metric --
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๊ทธ๋ฆฌ๊ณ  ์‹œํ—˜์„ ํ†ตํ•ด ์ธก์ •๋˜๋Š” ํ•™์ƒ๋“ค์˜
19:13
on attendance, on engagement and on learning
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์‹ค๋ ฅ์„ ํฌํ•จํ•œ ๋ชจ๋“  ๋ฉด์—์„œ ์„ฑ์ทจ๋„๊ฐ€ ๊ฐœ์„ ๋œ๋‹ค๊ณ 
19:16
as measured by a standardized test.
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์•Œ๋ ค์ ธ ์žˆ์Šต๋‹ˆ๋‹ค.
19:18
You can see, for example, that the achievement score
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์˜ˆ๋ฅผ ๋“ค์–ด ์ด ํŠน์ •ํ•œ ์‹คํ—˜์—์„œ ์‹œํ—˜ ์„ฑ์ ์ด
19:19
almost doubles in this particular experiment.
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๊ฑฐ์˜ 2๋ฐฐ๋กœ ์ฆ๊ฐ€ํ–ˆ๋‹ค๋Š” ๊ฒƒ์„ ๋ณผ ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
19:22
So maybe this is how we should spend our time at universities.
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์–ด์ฉŒ๋ฉด ๋ฐ”๋กœ ์ด๊ฒƒ์ด ์šฐ๋ฆฌ๊ฐ€ ๋Œ€ํ•™์—์„œ ํ•ด์•ผํ•˜๋Š” ๋ฐฉ๋ฒ•์ผ ์ง€ ๋ชจ๋ฆ…๋‹ˆ๋‹ค.
19:27
So to summarize, if we could offer a top quality education
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์š”์•ฝํ•˜๋ฉด, ์šฐ๋ฆฌ๊ฐ€ ์„ธ์ƒ์˜ ๋ชจ๋“  ์‚ฌ๋žŒ๋“ค์—๊ฒŒ
19:31
to everyone around the world for free,
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์ตœ์ƒ์˜ ๊ต์œก์„ ์ œ์‹œํ•  ์ˆ˜ ์žˆ๋‹ค๋ฉด
19:33
what would that do? Three things.
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๊ทธ๊ฒƒ์ด ๋ฌด์—‡์ด ๋ฌด์—‡์„ ํ• ๊นŒ์š”? ์„ธ ๊ฐ€์ง€์ž…๋‹ˆ๋‹ค.
19:36
First it would establish education as a fundamental human right,
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์ฒซ ๋ฒˆ์งธ๋กœ ๊ต์œก์„ ๊ธฐ๋ณธ์ ์ธ ์ธ๊ถŒ์˜ ํ•˜๋‚˜๋กœ ๋งŒ๋“œ๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
19:39
where anyone around the world
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๊ทธ๋ž˜์„œ ๋Šฅ๋ ฅ๊ณผ ๋™๊ธฐ๋ฅผ ๊ฐ€์ง„
19:41
with the ability and the motivation
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์„ธ์ƒ ๋ชจ๋“  ์‚ฌ๋žŒ๋“ค์ด
19:43
could get the skills that they need
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์ž์‹ ๊ณผ ๊ฐ€์กฑ, ์‚ฌํšŒ๋ฅผ ์œ„ํ•ด
19:45
to make a better life for themselves,
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๋” ๋‚˜์€ ์‚ถ์„ ์–ป์„ ์ˆ˜ ์žˆ๋„๋ก
19:46
their families and their communities.
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ํ•˜๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
19:48
Second, it would enable lifelong learning.
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๋‘๋ฒˆ์งธ๋กœ, ํ‰์ƒ๊ต์œก์„ ๊ฐ€๋Šฅํ•˜๊ฒŒ ํ•  ๊ฒƒ์ž…๋‹ˆ๋‹ค.
19:51
It's a shame that for so many people,
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๊ณ ๋“ฑํ•™๊ต๋‚˜ ๋Œ€ํ•™์„ ๋งˆ์น˜๋ฉด์„œ
19:53
learning stops when we finish high school or when we finish college.
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๊ณต๋ถ€๋Š” ๋ฉˆ์ถ”๊ฒƒ์€ ๋งŽ์€ ์‚ฌ๋žŒ๋“ค์—๊ฒŒ ์ˆ˜์น˜์Šค๋Ÿฌ์šด ์ผ์ž…๋‹ˆ๋‹ค.
19:56
By having this amazing content be available,
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์ด๋Ÿฐ ๋Œ€๋‹จํ•œ ๊ฐ•์˜์— ์ ‘๊ทผ ๊ฐ€๋Šฅํ•˜๊ฒŒ ํ•จ์œผ๋กœ์จ
19:59
we would be able to learn something new
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์šฐ๋ฆฌ๋Š” ์›ํ•  ๋•Œ๋งˆ๋‹ค, ๋ญ”๊ฐ€ ์ƒˆ๋กœ์šด ๊ฒƒ์„
20:01
every time we wanted,
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๋ฐฐ์šธ ์ˆ˜ ์žˆ์„ ๊ฒƒ์ž…๋‹ˆ๋‹ค.
20:03
whether it's just to expand our minds
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๊ทธ๊ฒƒ์ด ๊ทธ์ € ๋งˆ์Œ์˜ ์ง€ํ‰์„ ๋„“ํžˆ๋Š” ๊ฒƒ์ด๋“ 
20:04
or it's to change our lives.
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์•„๋‹ˆ๋ฉด ์šฐ๋ฆฌ์˜ ์‚ถ์„ ๋ฐ”๊พธ๋Š” ๊ฒƒ์ด๋“  ๋ง์ด์ฃ .
20:06
And finally, this would enable a wave of innovation,
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๊ทธ๋ฆฌ๊ณ  ๋งˆ์ง€๋ง‰์œผ๋กœ, ๋Œ€๋‹จํ•œ ์žฌ๋Šฅ์ด ์–ด๋””์„œ๋“ 
20:09
because amazing talent can be found anywhere.
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๋ฐœ๊ฒฌ๋  ์ˆ˜ ์žˆ๊ธฐ์— ์ƒˆ๋กœ์šด ํ˜์‹ ์˜ ๋ฌผ๊ฒฐ์ด ์ผ์–ด๋‚˜๊ฒŒ ํ•  ๊ฒƒ์ž…๋‹ˆ๋‹ค.
20:12
Maybe the next Albert Einstein or the next Steve Jobs
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์–ด์ฉŒ๋ฉด ๋‹ค์Œ ์•„์ธ์Šˆํƒ€์ธ์ด๋‚˜ ๋‹ค์Œ ์Šคํ‹ฐ๋ธŒ ์žก์Šค๋Š”
20:15
is living somewhere in a remote village in Africa.
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์•„ํ”„๋ฆฌ์นด์˜ ๋˜๋”ด ๋™๋„ค์— ์‚ด๊ณ  ์žˆ์„ ์ˆ˜ ์žˆ์–ด์š”.
20:18
And if we could offer that person an education,
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๊ทธ๋ฆฌ๊ณ  ๋งŒ์•ฝ ์šฐ๋ฆฌ๊ฐ€ ๊ทธ๋Ÿฐ ์‚ฌ๋žŒ์—๊ฒŒ ๊ต์œก์„ ์ œ๊ณตํ•  ์ˆ˜ ์žˆ๋‹ค๋ฉด,
20:20
they would be able to come up with the next big idea
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๊ทธ๋“ค์€ ๊ธฐ๋ฐœํ•œ ์ƒ๊ฐ์„ ๋– ์˜ฌ๋ฆด ์ˆ˜ ์žˆ์„ ๊ฒƒ์ด๊ณ 
20:23
and make the world a better place for all of us.
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์šฐ๋ฆฌ ๋ชจ๋‘๋ฅผ ์œ„ํ•ด ๋” ๋‚˜์€ ์„ธ์ƒ์„ ๋งŒ๋“ค ์ˆ˜ ์žˆ์„ ๊ฒƒ์ž…๋‹ˆ๋‹ค.
20:25
Thank you very much.
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๊ฐ์‚ฌํ•ฉ๋‹ˆ๋‹ค.
20:26
(Applause)
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(๋ฐ•์ˆ˜)
์ด ์›น์‚ฌ์ดํŠธ ์ •๋ณด

์ด ์‚ฌ์ดํŠธ๋Š” ์˜์–ด ํ•™์Šต์— ์œ ์šฉํ•œ YouTube ๋™์˜์ƒ์„ ์†Œ๊ฐœํ•ฉ๋‹ˆ๋‹ค. ์ „ ์„ธ๊ณ„ ์ตœ๊ณ ์˜ ์„ ์ƒ๋‹˜๋“ค์ด ๊ฐ€๋ฅด์น˜๋Š” ์˜์–ด ์ˆ˜์—…์„ ๋ณด๊ฒŒ ๋  ๊ฒƒ์ž…๋‹ˆ๋‹ค. ๊ฐ ๋™์˜์ƒ ํŽ˜์ด์ง€์— ํ‘œ์‹œ๋˜๋Š” ์˜์–ด ์ž๋ง‰์„ ๋”๋ธ” ํด๋ฆญํ•˜๋ฉด ๊ทธ๊ณณ์—์„œ ๋™์˜์ƒ์ด ์žฌ์ƒ๋ฉ๋‹ˆ๋‹ค. ๋น„๋””์˜ค ์žฌ์ƒ์— ๋งž์ถฐ ์ž๋ง‰์ด ์Šคํฌ๋กค๋ฉ๋‹ˆ๋‹ค. ์˜๊ฒฌ์ด๋‚˜ ์š”์ฒญ์ด ์žˆ๋Š” ๊ฒฝ์šฐ ์ด ๋ฌธ์˜ ์–‘์‹์„ ์‚ฌ์šฉํ•˜์—ฌ ๋ฌธ์˜ํ•˜์‹ญ์‹œ์˜ค.

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