Peter Norvig: The 100,000-student classroom

Translator: Joseph Geni Reviewer: Morton Bast

Translator: Ales Rosina Reviewer: Tilen Pigac - EFZG

Everyone is both a learner

Vsakdo je oboje: učenec

and a teacher.

in učitelj.

This is me being inspired

To sem jaz, ko me je navdahnila

by my first tutor,

prva tutorka,

my mom,

moja mama.

and this is me teaching

In to sem jaz med poučevanjem

Introduction to Artificial Intelligence

o umetni inteligenci

to 200 students

pred 200 študenti

at Stanford University.

na Univerzi Stanford.

Now the students and I

Vsi, študentje in jaz,

enjoyed the class,

smo uživali.

but it occurred to me

Toda opazil sem,

that while the subject matter

da je predmet poučevanja

of the class is advanced

napreden

and modern,

in sodoben,

the teaching technology isn't.

medtem ko tehnologija poučevanja ni.

In fact, I use basically

Pravzaprav sem uporabil

the same technology as

enako tehnologijo,

this 14th-century classroom.

kot je bila na voljo v učilnici v 14. stoletju.

Note the textbook,

Opaženi: učbenik,

the sage on the stage,

obraz za katedrom

and the sleeping guy

in speči tip

in the back. (Laughter)

v ozadju. (Smeh)

Just like today.

Tako kot danes.

So my co-teacher,

S kolegom Sebastianom,

Sebastian Thrun, and I thought,

prav tako predavateljem, naju je spreletelo:

there must be a better way.

mora obstajati boljši pristop.

We challenged ourselves

Sprejela sva nov izziv

to create an online class

in v spletnem okolju postavila predavanje,

that would be equal or better

ki bo enako ali še bolj kakovostno kot

in quality to our Stanford class,

najine lekcije na Stanfordu,

but to bring it to anyone

hkrati pa dostopno komurkoli in

in the world for free.

kjerkoli po svetu brezplačno.

We announced the class on July 29th,

Predavanje sva napovedala 29. julija

and within two weeks, 50,000 people

in v 2 tednih se je prijavilo

had signed up for it.

50.000 ljudi.

And that grew to 160,000 students

Število je nato naraslo na 160.000 prijavljenih

from 209 countries.

študentov iz 209 držav.

We were thrilled to have

Ob takem občinstvu

that kind of audience,

sva bila vznemirjena,

and just a bit terrified that we

pa tudi malce prestrašena,

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

ker še nisva povsem dokončala vsebine predavanja.

So we got to work.

Lotila sva se dela.

We studied what others had done,

Preučila sva, kar so naredili že drugi,

what we could copy and what we could change.

kaj od tega bi lahko uporabila in kaj spremenila.

Benjamin Bloom had showed

Benjamin Bloom je dokazal,

that one-on-one tutoring works best,

da je učenje 1:1 najbolj učinkovito.

so that's what we tried to emulate,

To sva želela posnemati;

like with me and my mom,

kot nekoč jaz in moja mama,

even though we knew

pa čeprav sva se zavedala,

it would be one-on-thousands.

da bo pravzaprav šlo za odnos 1:na tisoče ljudi.

Here, an overhead video camera

Tukaj me kamera snema,

is recording me as I'm talking

medtem ko govorim in

and drawing on a piece of paper.

rišem na list papirja.

A student said, "This class felt

Nek študent je izjavil, da se je med predavanjem počutil,

like sitting in a bar

kot da bi sedel v baru

with a really smart friend

v družbi izredno pametnega prijatelja,

who's explaining something

ki mu razlaga še neosvojeno

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

učno snov.

And that's exactly what we were aiming for.

To je bil odziv, ki sva si ga želela.

Now, from Khan Academy, we saw

Na Akademiji Khan smo ugotovili,

that short 10-minute videos

da kratki, 10-minutni posnetki,

worked much better than trying

učinkujejo mnogo bolje, kot če bi

to record an hour-long lecture

poskušali posneti in

and put it on the small-format screen.

predvajati enourno predavanje.

We decided to go even shorter

Midva sva se odločila, da posnetke narediva še krajše

and more interactive.

in še bolj interaktivne.

Our typical video is two minutes,

Najin tipičen video je

sometimes shorter, never more

dolg od 2 do 6 minut.

than six, and then we pause for

Zastavila sva anketno vprašanje:

a quiz question, to make it

kako naj še pristopimo,

feel like one-on-one tutoring.

da bodo predavanja občutena kot učenje v živo?

Here, I'm explaining how a computer uses

Tu razlagam, kako računalnik uporablja

the grammar of English

angleško slovnico

to parse sentences, and here,

in tvori povedi. Tukaj

there's a pause and the student

pa je premor, v katerem morajo študenti

has to reflect, understand what's going on

reflektirati, razumeti, kaj se dogaja

and check the right boxes

in označiti prava polja,

before they can continue.

preden lahko nadaljujejo.

Students learn best when

Študenti se najbolje učijo takrat,

they're actively practicing.

ko aktivno vadijo.

We wanted to engage them, to have them grapple

Želela sva jih angažirati, da se spoprimejo

with ambiguity and guide them to synthesize

z dvoumnostjo, jih voditi k

the key ideas themselves.

spajanju ključnih idej.

We mostly avoid questions

Večinoma sva se izogibala nalog,

like, "Here's a formula, now

kot so: tu je formula,

tell me the value of Y

določi vrednost Y,

when X is equal to two."

če je X=2.

We preferred open-ended questions.

Namesto tega sva se odločila za odprta vprašanja.

One student wrote, "Now I'm seeing

Nek študent je zapisal: »Zdaj

Bayes networks and examples of

Bayesove mreže in primere

game theory everywhere I look."

teorije iger vidim, kamorkoli pogledam.«

And I like that kind of response.

Tak odgovor mi je bil všeč,

That's just what we were going for.

prav to je bil najin cilj.

We didn't want students to memorize the formulas;

Nisva namreč želela, da si študenti zapomnijo formule,

we wanted to change the way

želela sva, da spremenijo

they looked at the world.

svoj pogled na svet.

And we succeeded.

In uspelo nama je,

Or, I should say, the students succeeded.

bolje rečeno: uspelo je njim.

And it's a little bit ironic

Malce ironično je,

that we set about to disrupt traditional education,

da sva želela pretresti tradicionalne načine poučevanja,

and in doing so, we ended up

na koncu pa najina

making our online class

spletna predavanja bolj kot

much more like a traditional college class

spletnim učnim orodjem pravzaprav približala tradicionalnim,

than other online classes.

kakršna uporabljajo na fakultetah.

Most online classes, the videos are always available.

V večini spletnih učilnic so videoposnetki vedno na voljo.

You can watch them any time you want.

Gledate jih lahko, kadarkoli si zaželite.

But if you can do it any time,

Če jih lahko gledate kadarkoli,

that means you can do it tomorrow,

jih lahko tudi jutri.

and if you can do it tomorrow,

Toda če jih lahko jutri,

well, you may not ever

jih morda

get around to it. (Laughter)

ne boste nikoli. (Smeh)

So we brought back the innovation

Zato sva oživila "inovacijo"

of having due dates. (Laughter)

rokov oddaje. (Smeh)

You could watch the videos

Video so si lahko ogledali

any time you wanted during the week,

katerikoli dan,

but at the end of the week,

ob koncu tedna pa so morali

you had to get the homework done.

opraviti tudi domačo nalogo.

This motivated the students to keep going, and it also

To je motiviralo študente, da so ostajali dejavni,

meant that everybody was working

poleg tega pa so se istočasno

on the same thing at the same time,

vsi ukvarjali z isto snovjo.

so if you went into a discussion forum,

Če si se prijavil v forum za diskusijo,

you could get an answer from a peer within minutes.

si odgovor dobil v nekaj minutah.

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

Zdaj vam bom pokazal nekaj teh forumov,

were self-organized by the students themselves.

večinoma nastalih v organizaciji študentov.

From Daphne Koller and Andrew Ng, we learned

Ob dvojcu Daphne Koller in Andrew Ng smo spoznali

the concept of "flipping" the classroom.

koncept prevrnjene učilnice.

Students watched the videos

Študentje so si samostojno

on their own, and then they

ogledovali videoposnetke,

come together to discuss them.

nato pa o njih skupaj debatirali.

From Eric Mazur, I learned about peer instruction,

Eric Mazur me je naučil,

that peers can be the best teachers,

da so vrstniki najboljši inštruktorji,

because they're the ones

ker se še spomnijo,

that remember what it's like to not understand.

kako je, če nečesa ne razumeš.

Sebastian and I have forgotten some of that.

S Sebastianom sva to deloma pozabila.

Of course, we couldn't have

Seveda v učilnici

a classroom discussion with

z več deset tisoč študenti

tens of thousands of students,

ni šlo brez diskusije,

so we encouraged and nurtured these online forums.

zato smo te spletne forume podprli in negovali.

And finally, from Teach For America,

Nazadnje še Teach For America,

I learned that a class is not

kjer sem se naučil, da primarni cilj

primarily about information.

poučevanja ni podajanje informacije.

More important is motivation and determination.

Bolj pomembni sta motivacija in odločenost.

It was crucial that the students see

Postalo je ključno, da študentje uvidijo,

that we're working hard for them and

da trdo delava zanje,

they're all supporting each other.

oni pa se med seboj podpirajo.

Now, the class ran 10 weeks,

Predavanje je trajalo 10 tednov

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

in na koncu si je približno 80.000 študentov v povprečju ogledovalo

at least one video each week,

po en video tedensko.

and over 20,000 finished all the homework,

Več kot 20.000 jih je dokončalo vse domače naloge,

putting in 50 to 100 hours.

v kar so vložili od 50 do 100 ur dela.

They got this statement of accomplishment.

Prejeli so potrdilo o uspešnem zaključku predavanj.

So what have we learned?

Kaj sva se torej naučila?

Well, we tried some old ideas

Poskusila sva z nekaj starimi in

and some new and put them together,

nekaj novimi idejami, jih združila.

but there are more ideas to try.

Seveda obstaja še veliko drugih idej, vrednih poskušanja.

Sebastian's teaching another class now.

Sebastian predava prav v tem času,

I'll do one in the fall.

jaz bom poučeval jeseni.

Stanford Coursera, Udacity, MITx

Stanford Coursera, Udacity, MITx

and others have more classes coming.

in ostali si prav tako obetajo novih predavanj.

It's a really exciting time.

Vznemirljivi časi so!

But to me, the most exciting

Zame pa so najbolj vznemirljivi

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

podatki, ki jih zbiramo.

We're gathering thousands

Gre za tisoče interakcij

of interactions per student per class,

med študenti in znotraj predavanj,

billions of interactions altogether,

skupaj na bilijone interakcij,

and now we can start analyzing that,

ki jih lahko tudi analiziramo.

and when we learn from that,

Ko se bomo od tega česa naučili

do experimentations,

in eksperimentirali,

that's when the real revolution will come.

bo nastopila prava revolucija.

And you'll be able to see the results from

Zaznali boste rezultate

a new generation of amazing students.

nove generacije osupljivih študentov.

(Applause)

(Aplavz)