Daphne Koller: What we're learning from online education

Translator: Morton Bast Reviewer: Thu-Huong Ha

Prevodilac: Theodore Konjevic Lektor: Ivana Korom

Like many of you, I'm one of the lucky people.

Kao mnogi od vas, ja sam osoba koja ima sreće.

I was born to a family where education was pervasive.

Rođena sam u porodici koju prožima obrazovanje.

I'm a third-generation PhD, a daughter of two academics.

Ja sam doktor treće generacije, ćerka dvoje akademika.

In my childhood, I played around in my father's university lab.

U detinjstvu, igrala sam se u fakultetskoj laboratoriji moga oca.

So it was taken for granted that I attend some of the best universities,

Zato se podrazumevalo da ću i ja ići na neke od najboljih fakulteta,

which in turn opened the door to a world of opportunity.

što je samim tim otvorilo vrata velikom broju mogućnosti.

Unfortunately, most of the people in the world are not so lucky.

Nažalost, većina ljudi širom sveta nije te sreće.

In some parts of the world, for example, South Africa,

U nekim delovima sveta, na primer, Južnoj Africi,

education is just not readily accessible.

obrazovanje jednostavno nije lako dostupno.

In South Africa, the educational system was constructed

U Južnoj Africi, obrazovni sistem je izgrađen

in the days of apartheid for the white minority.

tokom vremena aparthejda, za belu manjinu.

And as a consequence, today there is just not enough spots

Kao posledica, danas nema dovoljno mesta

for the many more people who want and deserve a high quality education.

za mnogo veći broj ljudi koji žele i zaslužuju obrazovanje visokog kvaliteta.

That scarcity led to a crisis in January of this year

Ta nestašica dovela je do krize u januaru ove godine

at the University of Johannesburg.

na Univerzitetu u Johanesburgu.

There were a handful of positions left open

Bilo je tek nekoliko slobodnih mesta

from the standard admissions process, and the night before

posle standarnog prijemnog procesa i noć pre

they were supposed to open that for registration,

nego što je trebalo da se otvore za prijavljivanje,

thousands of people lined up outside the gate in a line a mile long,

hiljade ljudi se poređalo ispred kapija u kolonu dugu više od kilometra,

hoping to be first in line to get one of those positions.

u nameri da budu prvi koji će ugrabiti jedno od tih mesta.

When the gates opened, there was a stampede,

Kada su se kapije otvorile, desila se navala na njih

and 20 people were injured and one woman died.

i 20 ljudi je bilo povređeno, a jedna žena je poginula.

She was a mother who gave her life

Ona je bila majka koja je dala svoj život

trying to get her son a chance at a better life.

pokušavajući da svom sinu omogući šansu za bolji život.

But even in parts of the world like the United States

Čak i u delovima sveta kao što su Sjedinjene Države,

where education is available, it might not be within reach.

gde je edukacija moguća, nije stalno i dostupna.

There has been much discussed in the last few years

Mnogo se razgovaralo prethodnih nekoliko godina

about the rising cost of health care.

o rastu cena zdravstva.

What might not be quite as obvious to people

Ono što nije toliko očigledno ljudima

is that during that same period the cost of higher education tuition

je to da se, tokom istog perioda, cena školarine visokog obrazovanja

has been increasing at almost twice the rate,

povećavala skoro duplo brže,

for a total of 559 percent since 1985.

ukupno 559 odsto od 1985. godine.

This makes education unaffordable for many people.

Ovo čini obrazovanje nedostupnim za mnoge ljude.

Finally, even for those who do manage to get the higher education,

Čak i onima koji stignu do višeg obrazovanja,

the doors of opportunity might not open.

vrata mogućnosti možda se ne otvore.

Only a little over half of recent college graduates

Samo malo više od pola skorašnjih diplomaca

in the United States who get a higher education

koji imaju visoko obrazovanje u Sjedinjenim Državama

actually are working in jobs that require that education.

radi na mestima koja zahtevaju takvo obrazovanje.

This, of course, is not true for the students

Ovo, naravno, nije isto za studente

who graduate from the top institutions,

koji završe u najboljim institucijama,

but for many others, they do not get the value

ali mnogi drugi ne dobiju rezultat

for their time and their effort.

svog utrošenog vremena i truda.

Tom Friedman, in his recent New York Times article,

Tom Fridmen je, u svom nedavnom članku za Njujork Tajms,

captured, in the way that no one else could, the spirit behind our effort.

na jedinstveni način opisao duh u osnovi našeg truda.

He said the big breakthroughs are what happen

Rekao je da se veliki proboji dešavaju

when what is suddenly possible meets what is desperately necessary.

kada se susretne ono što je odjednom moguće sa onim što je očajnički potrebno.

I've talked about what's desperately necessary.

Pričala sam o tome šta je očajnički potrebno.

Let's talk about what's suddenly possible.

Hajde da pričamo o tome šta je odjenom moguće.

What's suddenly possible was demonstrated by

Ono što je odjenom moguće, predstavila su

three big Stanford classes,

tri velika kursa sa Stenforda,

each of which had an enrollment of 100,000 people or more.

od kojih je svaki imao 100.000 ili više studenata.

So to understand this, let's look at one of those classes,

Da bi smo ovo razumeli, pogledaćemo jedno od tih predavanja,

the Machine Learning class offered by my colleague

kompjutersko učenje, kurs koji nudi jedan od mojih kolega

and cofounder Andrew Ng.

i suosnivač Endru Ing.

Andrew teaches one of the bigger Stanford classes.

Endru predaje na jednom od većih kurseva na Stenfordu.

It's a Machine Learning class,

To je kurs o kompjuterskom učenju

and it has 400 people enrolled every time it's offered.

za koji se 400 ljudi prijavi svaki put kad se ponudi.

When Andrew taught the Machine Learning class to the general public,

Kada je Endru ponudio kurs široj javnosti,

it had 100,000 people registered.

100.000 ljudi se prijavilo.

So to put that number in perspective,

Da bismo stavili taj broj u perspektivu,

for Andrew to reach that same size audience

da bi Endru dostigao isti broj upisanih,

by teaching a Stanford class,

predavajući na Stenfordu,

he would have to do that for 250 years.

morao bi da radi 250 godina.

Of course, he'd get really bored.

Naravno, dosadilo bi mu.

So, having seen the impact of this,

Videći uticaj ovoga,

Andrew and I decided that we needed to really try and scale this up,

Endru i ja smo odlučili da moramo da se potrudimo i uvećamo ovo,

to bring the best quality education to as many people as we could.

da bismo ponudili obrazovanje najboljeg kvaliteta najvećem mogućem broju ljudi.

So we formed Coursera,

Tako smo formirali Courseru,

whose goal is to take the best courses

čiji je cilj da uzme najbolje kurseve

from the best instructors at the best universities

od najboljih predavača sa najboljih univerziteta

and provide it to everyone around the world for free.

i da ih ponudi svima, širom sveta, besplatno.

We currently have 43 courses on the platform

Trenutno imamo 43 kursa na našoj platformi,

from four universities across a range of disciplines,

sa četiri univerziteta, sa širokim rasponom tema,

and let me show you a little bit of an overview

pokazaću vam kratak pregled

of what that looks like.

kako to izgleda.

(Video) Robert Ghrist: Welcome to Calculus.

(Video) Robert Grist: Dobrodošli na Diferencijalni račun.

Ezekiel Emanuel: Fifty million people are uninsured.

Ezikiel Emanuel: 50 miliona ljudi nije osigurano.

Scott Page: Models help us design more effective institutions and policies.

Skot Pejdž: Modeli nam pomažu da dizajniramo efektivnije institucije i zakone.

We get unbelievable segregation.

Dobijamo neverovatno izdvajanje.

Scott Klemmer: So Bush imagined that in the future,

Skot Klemer: Buš je zamislio da će u budućnosti

you'd wear a camera right in the center of your head.

svi nositi kamere na samom centru glave.

Mitchell Duneier: Mills wants the student of sociology to develop the quality of mind ...

Mišel Duneier: Mils želi da student sociologije razvija kvalitet uma...

RG: Hanging cable takes on the form of a hyperbolic cosine.

RG: Viseći kabl dobija oblik hiperboličnog kosinusa.

Nick Parlante: For each pixel in the image, set the red to zero.

Nik Parlante: Za svaki piksel u slici, podesite crveno na nula.

Paul Offit: ... Vaccine allowed us to eliminate polio virus.

Pol Ofit: ... Vakcine su nam dozvolile da eliminišemo virus dečije paralize.

Dan Jurafsky: Does Lufthansa serve breakfast and San Jose? Well, that sounds funny.

Dan Jurafski: Da li Luftanza servira doručak i San Hoze? Pa, to zvuči pomalo smešno.

Daphne Koller: So this is which coin you pick, and this is the two tosses.

Defni Koler: Ovo je koji novčić izaberete, a ovo su dva bacanja.

Andrew Ng: So in large-scale machine learning, we'd like to come up with computational ...

Endru Ing: U kompjuterskom učenju velikih razmera, želimo da dođemo do računarske...

(Applause)

(Aplauz)

DK: It turns out, maybe not surprisingly,

DK: Ne iznenađuje

that students like getting the best content

da studenti vole da dobijaju najbolji sadržaj

from the best universities for free.

sa najboljih univerziteta, besplatno.

Since we opened the website in February,

Otkad smo otvorili vebsajt u februaru,

we now have 640,000 students from 190 countries.

dobili smo 640.000 studenata iz 190 zemalja.

We have 1.5 million enrollments,

Imamo 1,5 miliona prijava,

6 million quizzes in the 15 classes that have launched

6 miliona ispita je polagano u 15 kurseva koji su do sada

so far have been submitted, and 14 million videos have been viewed.

postavljeni i pogledano je 14 miliona video snimaka.

But it's not just about the numbers,

Ali ne radi se samo o brojkama,

it's also about the people.

već i o samim ljudima.

Whether it's Akash, who comes from a small town in India

Bilo da je to Akaš, koji dolazi iz malog grada u Indiji

and would never have access in this case

koji nikada ne bi imao pristup, u ovom slučaju

to a Stanford-quality course

kursevima stenfordskog kvaliteta

and would never be able to afford it.

i ne bi mogao da ih priušti.

Or Jenny, who is a single mother of two

Ili Dženi, koja je samohrana majka dvoje dece

and wants to hone her skills

i želi da izbrusi svoje veštine

so that she can go back and complete her master's degree.

tako da bi mogla da se vrati i dobije diplomu na fakultetu.

Or Ryan, who can't go to school,

Ili Rajan, koji ne može da ide u školu,

because his immune deficient daughter

jer zbog ćerke koja nema imunitet

can't be risked to have germs come into the house,

ne sme da rizikuje unos bakterija u kuću,

so he couldn't leave the house.

i samim tim ne sme da napusti svoj dom.

I'm really glad to say --

Drago mi je što mogu reći da --

recently, we've been in correspondence with Ryan --

nedavno smo bili u prepisci sa Rajanom --

that this story had a happy ending.

ova priča je imala srećan kraj.

Baby Shannon -- you can see her on the left --

Mala Šenon -- možete je videti levo na slici --

is doing much better now,

je mnogo bolje sada

and Ryan got a job by taking some of our courses.

i Rajan se zaposlio zahvaljujući nekim od naših kurseva.

So what made these courses so different?

Šta čini ove kurseve toliko različitim?

After all, online course content has been available for a while.

Online kursevi su dostupni već duže vreme.

What made it different was that this was real course experience.

Razlikuje ih činjenica da je ovo pravo iskustvo kursa.

It started on a given day,

Počinje određenog dana,

and then the students would watch videos on a weekly basis

i studenti gledaju video snimke na nedeljnoj bazi

and do homework assignments.

i rade domaće zadatke.

And these would be real homework assignments

Ovo su pravi domaći zadaci

for a real grade, with a real deadline.

za pravu ocenu, sa pravim rokom.

You can see the deadlines and the usage graph.

Vidite ovde rokove na grafikonu.

These are the spikes showing

Ovi vrhovi pokazuju

that procrastination is global phenomenon.

da je odugovlačenje globalna pojava.

(Laughter)

(Smeh)

At the end of the course,

Na kraju kursa,

the students got a certificate.

studenti dobijaju sertifikat.

They could present that certificate

Oni mogu da predstave taj sertifikat

to a prospective employer and get a better job,

svojem poslodavcu i time dobiju bolji posao,

and we know many students who did.

znamo mnoge studente koji su u tome uspeli.

Some students took their certificate

Neki studenti su odneli svoj sertifikat

and presented this to an educational institution at which they were enrolled

u obrazovnu instituciju koju pohađaju

for actual college credit.

i dobili prave bodove na fakultetu.

So these students were really getting something meaningful

Ovi studenti su dobili nešto značajno

for their investment of time and effort.

za svoj uložen trud i vreme.

Let's talk a little bit about some of the components

Popričaćemo o nekim komponentama

that go into these courses.

koje ulaze u ove kurseve.

The first component is that when you move away

Prva komponenta je da, kada napustite

from the constraints of a physical classroom

ograničenja prave učionice

and design content explicitly for an online format,

i dizajnirate sadržaj posebno za online format,

you can break away from, for example,

možete da se odvojite od mnogih, na primer,

the monolithic one-hour lecture.

jednosatnih predavanja u jednom bloku.

You can break up the material, for example,

Možete razdvojiti taj sadržaj, na primer,

into these short, modular units of eight to 12 minutes,

u kratke, modularne celine trajanja od osam do 12 minuta,

each of which represents a coherent concept.

od kojih svaka predstavlja razumljiv pojam.

Students can traverse this material in different ways,

Studenti mogu da polaze kroz sadržaj na različite načine,

depending on their background, their skills or their interests.

u zavisnosti od njihove prošlosti, njihovih veština ili interesa.

So, for example, some students might benefit

Zato će, na primer, nekim studentima više koristiti

from a little bit of preparatory material

mala količina pripremnog sadržaja

that other students might already have.

koju neki drugi studenti već imaju.

Other students might be interested in a particular

Drugi studenti će možda biti zainteresovani za posebnu

enrichment topic that they want to pursue individually.

dodatnu temu koju žele samostalno da izuče.

So this format allows us to break away

Ovaj format nam dozvoljava da se odvojimo

from the one-size-fits-all model of education,

od modela obrazovanja "jedno važi za sve",

and allows students to follow a much more personalized curriculum.

i dozvolimo studentima da prate više lični nastavni plan.

Of course, we all know as educators

Naravno, znamo kao edukatori

that students don't learn by sitting and passively watching videos.

da studenti ne uče time što sede i pasivno gledaju video snimke.

Perhaps one of the biggest components of this effort

Jedna od najvećih komponenti ovog pokreta

is that we need to have students

je da studenti moraju

who practice with the material

vežbati sa sadržajem

in order to really understand it.

u cilju da ga poptuno razumeju.

There's been a range of studies that demonstrate the importance of this.

Velik opseg ispitivanja demonstrira važnost ovoga.

This one that appeared in Science last year, for example,

Jedno koje se pojavilo u časopisu Science prošle godine,

demonstrates that even simple retrieval practice,

pokazuje da čak i jednostavno ponavljanje gradiva,

where students are just supposed to repeat

gde studenti moraju da ponove

what they already learned

šta su već naučili

gives considerably improved results

daje znatno bolje rezultate

on various achievement tests down the line

na raznim testovima dostignuća

than many other educational interventions.

nego mnoge druge obrazovne intervencije.

We've tried to build in retrieval practice into the platform,

Pokušali smo da ponavljanje gradiva ugradimo u našu platformu,

as well as other forms of practice in many ways.

kao i mnoge druge oblike vežba.

For example, even our videos are not just videos.

Na primer, čak i naši video snimci nisu samo snimci.

Every few minutes, the video pauses

Svakih nekoliko minuta, video se zaustavi

and the students get asked a question.

i studentima se postavi pitanje.

(Video) SP: ... These four things. Prospect theory, hyperbolic discounting,

(Video) SP: ... Ove četiri stvari. Teorija mogućih ishoda,

status quo bias, base rate bias. They're all well documented.

sklonost ka izbegavanju promena, zanemarivanje osnovne učestalosti. Sve su veoma dobro zapisane.

So they're all well documented deviations from rational behavior.

To su sve dobro dokumentovana odstupanja od racionalnog ponašanja.

DK: So here the video pauses,

DK: Ovde se video pauzira,

and the student types in the answer into the box

i student piše odgovor u polje

and submits. Obviously they weren't paying attention.

i odgovara. Očigledno nije obraćao pažnju.

(Laughter)

(Smeh)

So they get to try again,

Pokušava ponovo

and this time they got it right.

i ovog puta uspeva.

There's an optional explanation if they want.

Postoji i dodatno objašnjenje ako to žele.

And now the video moves on to the next part of the lecture.

Sada se video nastavlja ka sledećem delu lekcije.

This is a kind of simple question

Ovo je jednostavno pitanje

that I as an instructor might ask in class,

koje ja, kao nastavnik, mogu da pitam tokom časova,

but when I ask that kind of a question in class,

ali kada postavim ovakvo pitanje tokom časa,

80 percent of the students

80 procenata studenata

are still scribbling the last thing I said,

još uvek zapisuje prethodnu stvar koju sam rekla,

15 percent are zoned out on Facebook,

15 procenata je izgubljeno na Fejsbuku,

and then there's the smarty pants in the front row

a tu je i pametnjaković u prednjem redu

who blurts out the answer

koji izblebeće odgovor

before anyone else has had a chance to think about it,

pre nego što bilo ko drugi ima priliku da razmisli o njemu,

and I as the instructor am terribly gratified

i ja sam, kao predavač, veoma zadovoljna

that somebody actually knew the answer.

da je neko uopšte znao odgovor.

And so the lecture moves on before, really,

Lekcija se onda nastavlja pre nego što je, zapravo,

most of the students have even noticed that a question had been asked.

većina studenata primetila da sam uopšte postavila pitanje.

Here, every single student

Ovde, svaki student

has to engage with the material.

mora da se uključi u sadržaj.

And of course these simple retrieval questions

Naravno, ova jednostavna pitanja za ponavljanje

are not the end of the story.

nisu kraj priče.

One needs to build in much more meaningful practice questions,

Moramo da ugradimo smislenija pitanja za vežbu

and one also needs to provide the students with feedback

i da pružimo studentima podatke o njihovim rezultatima

on those questions.

na tim pitanjima.

Now, how do you grade the work of 100,000 students

Kako da ocenimo radove 100.000 studenata

if you do not have 10,000 TAs?

ako nemamo 10.000 asistenata?

The answer is, you need to use technology

Odgovor na to je, morate upotrebiti tehnologiju

to do it for you.

koja će to raditi umesto vas.

Now, fortunately, technology has come a long way,

Na sreću, tehnologija je daleko dospela,

and we can now grade a range of interesting types of homework.

i sada možemo da ocenjujemo širok opseg zanimljivih vrsta domaćih zadataka.

In addition to multiple choice

Kao dodatak pitanjima sa ponuđenim odgovorima

and the kinds of short answer questions that you saw in the video,

i kratkim pitanjima koja ste videli na video snimku,

we can also grade math, mathematical expressions

možemo da ocenjujemo matematiku, matematičke operacije

as well as mathematical derivations.

i matematičke derivacije.

We can grade models, whether it's

Možemo da ocenjujemo modele, bez obzira na to da li su

financial models in a business class

finansijski modeli na časovima biznisa

or physical models in a science or engineering class

ili fizički modeli na času nauke ili inženjerstva

and we can grade some pretty sophisticated programming assignments.

možemo takođe i da ocenjujemo dosta napredne zadatke iz programiranja.

Let me show you one that's actually pretty simple

Pokazaću vam primer koji je dosta jednostavan

but fairly visual.

ali veoma vizuelan.

This is from Stanford's Computer Science 101 class,

Ovo je sa časova informatike na Stenfordu,

and the students are supposed to color-correct

i studenti moraju da poprave boju

that blurry red image.

na mutnoj crvenoj slici.

They're typing their program into the browser,

Upisuju njihov program u pretraživač,

and you can see they didn't get it quite right, Lady Liberty is still seasick.

i vidite da nije dobro ispalo, Kipu Slobode je još uvek muka.

And so, the student tries again, and now they got it right, and they're told that,

Student pokušava ponovo i uspeva i to mu je rečeno,

and they can move on to the next assignment.

može da nastavi dalje na sledeći zadatak.

This ability to interact actively with the material

Ova sposobnost aktivne interakcije sa sadržajem

and be told when you're right or wrong

i odgovora da li ste u pravu ili niste,

is really essential to student learning.

je ključna za studentovo učenje.

Now, of course we cannot yet grade

Narvno, ne možemo još da ocenimo

the range of work that one needs for all courses.

opseg rada koji treba nekome za sve kurseve.

Specifically, what's lacking is the kind of critical thinking work

Ono što nedostaje je rad kritičnog razmišljanja

that is so essential in such disciplines

koje je neophodno u smerovima

as the humanities, the social sciences, business and others.

kao što su društvene nauke, biznis i drugi.

So we tried to convince, for example,

Pokušali smo da ubedimo, na primer,

some of our humanities faculty

nekog od nastavniog osoblja društvenih nauka,

that multiple choice was not such a bad strategy.

da pitanja sa ponuđenim odgovorima nisu loša strategija.

That didn't go over really well.

To nije prošlo veoma dobro.

So we had to come up with a different solution.

Morali smo da smislimo drugo rešenje.

And the solution we ended up using is peer grading.

Rešenje koje smo na kraju prihvatili je vršnjačko ocenjivanje.

It turns out that previous studies show,

Ispostavlja se da prethodna istraživanja pokazuju,

like this one by Saddler and Good,

kao ovo od Sadlera i Guda,

that peer grading is a surprisingly effective strategy

da je vršnjačko ocenjivanje iznenađujuće efektivna strategija

for providing reproducible grades.

za pružanje izvodljivih ocena.

It was tried only in small classes,

Pokušali smo u malim razredima,

but there it showed, for example,

ali se tamo pokazalo, na primer,

that these student-assigned grades on the y-axis

da među-studentske ocene na y osi

are actually very well correlated

su veoma dobro usklađene sa

with the teacher-assigned grade on the x-axis.

ocenama profesora na x osi.

What's even more surprising is that self-grades,

Ono što još više iznenađuje je da je samo-ocenjivanje,

where the students grade their own work critically --

gde studenti ocene svoj rad sami --

so long as you incentivize them properly

sve dok ih podstaknete da to urade na pravi način

so they can't give themselves a perfect score --

da ne bi sebi dali maksimalan broj bodova --

are actually even better correlated with the teacher grades.

još više usklađeno sa ocenama nastavnika.

And so this is an effective strategy

Ovo je efektivna strategija

that can be used for grading at scale,

koja se može iskoristiti za ocenjivanje na većoj razmeri,

and is also a useful learning strategy for the students,

i korisna je strategija učenja za studente,

because they actually learn from the experience.

jer oni zapravo i uče iz ovog iskustva.

So we now have the largest peer-grading pipeline ever devised,

Sada imamo najveći sistem uzajamnog ocenjivanja

where tens of thousands of students

gde desetine hiljada studenata

are grading each other's work,

jedni drugima ocenjuju radove,

and quite successfully, I have to say.

i to dosta uspešno, moram reći.

But this is not just about students

Ali ne radi se ovde samo o studentima

sitting alone in their living room working through problems.

koji sede sami u svojoj sobi rešavajući zadatke.

Around each one of our courses,

Oko svakog našeg kursa

a community of students had formed,

stvorila se zajednica studenata,

a global community of people

globalna zajednica ljudi

around a shared intellectual endeavor.

okupljena oko zajedničkog intelektualnog napora.

What you see here is a self-generated map

Ovde vidite mapu koju su napravili

from students in our Princeton Sociology 101 course,

studenti u našem kursu uvoda u sociologiju, sa Prinstona,

where they have put themselves on a world map,

gde su se oni stavili na mapu sveta,

and you can really see the global reach of this kind of effort.

gde se zapravo vidi globalni opseg ovakvog pokreta.

Students collaborated in these courses in a variety of different ways.

Studenti sarađuju na ovim kursevima na više različitih načina.

First of all, there was a question and answer forum,

Kao prvo, postoji forum za pitanja i odgovore,

where students would pose questions,

gde studenti postave pitanje,

and other students would answer those questions.

a drugi studenti odgovaraju na ta pitanja.

And the really amazing thing is,

Neverovatna stvar ovde je,

because there were so many students,

zbog velikog broja studenata,

it means that even if a student posed a question

čak i kada bi student postavio pitanje

at 3 o'clock in the morning,

u 3 sata ujutru,

somewhere around the world,

negde u svetu,

there would be somebody who was awake

bio bi neko ko je budan

and working on the same problem.

i koji radi na istom tom zadatku.

And so, in many of our courses,

U mnogim našim kursevima,

the median response time for a question

prosečno vreme potrebno da se na pitanje odgovori

on the question and answer forum was 22 minutes.

na forumu, je 22 minuta.

Which is not a level of service I have ever offered to my Stanford students.

Takav nivo usluge ja nisam nikad ponudila mojim studentima na Stenfordu.

(Laughter)

(Smeh)

And you can see from the student testimonials

Iz pohvalnica naših studenata vidite

that students actually find

da oni primećuju

that because of this large online community,

da zbog ove velike online zajednice,

they got to interact with each other in many ways

mogu da sarađuju međusobno na mnoge načine

that were deeper than they did in the context of the physical classroom.

koji su opširniji nego što su mogli u kontekstu stvarne učionice.

Students also self-assembled,

Studenti su takođe samo-organizovani,

without any kind of intervention from us,

bez ikakve intervencije sa naše strane,

into small study groups.

u male grupe za učenje.

Some of these were physical study groups

Neke od ovih su bile prave grupe za učenje,

along geographical constraints

osnovane na geografičkim ograničenjima,

and met on a weekly basis to work through problem sets.

koje su se sastajali na nedeljnom nivou da razrade nekoliko zadataka.

This is the San Francisco study group,

Ovo je studijska grupa u San Francisku,

but there were ones all over the world.

ali ima ih mnogo širom sveta.

Others were virtual study groups,

Ostale grupe su virtualne,

sometimes along language lines or along cultural lines,

nekad po jezičnoj srodnosti ili kulturnoj,

and on the bottom left there,

ovde dole levo vidite

you see our multicultural universal study group

našu multikulturnu univerzalnu grupu za učenje

where people explicitly wanted to connect

gde su ljudi posebno želeli da stupe u vezu

with people from other cultures.

sa ljudima iz drugih kultura.

There are some tremendous opportunities

Postoje neverovatne mogućnosti

to be had from this kind of framework.

koje se mogu dobiti iz ovakvog okvira rada.

The first is that it has the potential of giving us

Prva je da ima potencijal da nam da

a completely unprecedented look

potpuno jedinstven pogled

into understanding human learning.

na razumevanje učenja ljudi.

Because the data that we can collect here is unique.

Zato što su ovde podaci posebni.

You can collect every click, every homework submission,

Možemo da sakupimo svaki klik, svaki predat domaći zadatak,

every forum post from tens of thousands of students.

svaku poruku sa foruma od desetina hiljada studenata.

So you can turn the study of human learning

Možete preokrenuti izučavanje ljudskog obrazovanja

from the hypothesis-driven mode

od načina pokrenutog pretpostavkama

to the data-driven mode, a transformation that,

do načina pokrenutog podacima, transformacija koja je,

for example, has revolutionized biology.

na primer, pokrenula revoluciju u biologiji.

You can use these data to understand fundamental questions

Možete da iskoristite ove podatke da razumete ključna pitanja

like, what are good learning strategies

kao što je koje su dobre strategije učenja

that are effective versus ones that are not?

koje su efektivne naspram onih koje nisu?

And in the context of particular courses,

U kontekstu posebnih kurseva,

you can ask questions

možete postaviti pitanja

like, what are some of the misconceptions that are more common

kao: koje su česte zablude

and how do we help students fix them?

i kako da pomognemo studentima da ih se reše?

So here's an example of that,

Evo primera toga,

also from Andrew's Machine Learning class.

takođe iz Endruovog časa kompjuterskog učenja.

This is a distribution of wrong answers

Ovo je distribucija pogrešnih odgovora

to one of Andrew's assignments.

na jedan od Endruovih zadataka.

The answers happen to be pairs of numbers,

Odgovori su parovi brojeva,

so you can draw them on this two-dimensional plot.

što omogućava da ih predstavite na grafikonu.

Each of the little crosses that you see is a different wrong answer.

Svaki od malih krstova koje vidite su različiti pogrešni odgovori.

The big cross at the top left

Veliki krst u gornjem levom delu

is where 2,000 students

je gde je 2000 studenata

gave the exact same wrong answer.

dalo isti pogrešan odgovor.

Now, if two students in a class of 100

Ako dvoje studenata u razredu od 100

give the same wrong answer,

napravi istu grešku,

you would never notice.

ne biste to primetili.

But when 2,000 students give the same wrong answer,

Kada 2000 studenata da isti pogrešan odgovor,

it's kind of hard to miss.

teško je da vam promakne.

So Andrew and his students went in,

Endru i njegovi učenici su bacili pogled,

looked at some of those assignments,

pogledali neke od tih zadataka,

understood the root cause of the misconception,

razumeli koren ovog nesporazuma,

and then they produced a targeted error message

i onda napravili poruku koja ukazuje na tu grešku

that would be provided to every student

koja će se pokazati svakom studentu

whose answer fell into that bucket,

čiji odgovor padne u tu grupu,

which means that students who made that same mistake

što znači da se studentima koji naprave istu grešku

would now get personalized feedback

sada pruža lična povratna informacija

telling them how to fix their misconception much more effectively.

koja im govori kako da isprave grešku na efektivniji način.

So this personalization is something that one can then build

Ova personalizacija je nešto što možemo izgraditi

by having the virtue of large numbers.

pomoću tih velikih brojki.

Personalization is perhaps

Personalizacija je verovatno

one of the biggest opportunities here as well,

jedna od najvećih mogućnosti ovde,

because it provides us with the potential

jer nam pruža potencijal

of solving a 30-year-old problem.

da rešimo problem star 30 godina.

Educational researcher Benjamin Bloom, in 1984,

Obrazovni istraživač Bendžamin Blum je 1984.,

posed what's called the 2 sigma problem,

predstavio nešto što je nazvao problem 2 sigme,

which he observed by studying three populations.

koji je primetio proučavajući tri grupe.

The first is the population that studied in a lecture-based classroom.

Prva grupa je učila na časovima sa standardnim predavanjem.

The second is a population of students that studied

Druga grupa studenata je učila

using a standard lecture-based classroom,

na standardnom času sa predavanjima,

but with a mastery-based approach,

ali sa pristupom usavršavanja,

so the students couldn't move on to the next topic

tako da studenti ne mogu da pređu na sledeću temu

before demonstrating mastery of the previous one.

pre nego što predstave usavršeno znanje prve.

And finally, there was a population of students

Na kraju, bila je grupa studenata

that were taught in a one-on-one instruction using a tutor.

koja je učena jedan-na-jedan sa instruktorom.

The mastery-based population was a full standard deviation,

Grupa na osnovu usavršavanja je bila za punu standardnu devijaciju,

or sigma, in achievement scores better

ili sigmu, bolja u bodovima postignuća

than the standard lecture-based class,

od grupe iz časova sa standardnim predavanjem,

and the individual tutoring gives you 2 sigma

a individualno učenje sa instruktorom pokazuje 2 sigme

improvement in performance.

poboljšanja u performansama.

To understand what that means,

Da bismo razumeli šta to znači,

let's look at the lecture-based classroom,

moramo pogledati časove sa predavanjem,

and let's pick the median performance as a threshold.

i izabrati prosečnu performansu kao prag.

So in a lecture-based class,

Znači, na času sa lekcijama,

half the students are above that level and half are below.

pola studenata je iznad tog praga proseka, a pola je ispod.

In the individual tutoring instruction,

U individualnom učenju,

98 percent of the students are going to be above that threshold.

98 procenata studenata je iznad tog praga.

Imagine if we could teach so that 98 percent of our students

Zamislite kada bismo mogli da podučimo studente tako da 98 procenata njih

would be above average.

budu iznad proseka.

Hence, the 2 sigma problem.

Stoga, problem 2 sigme.

Because we cannot afford, as a society,

Kao društvo, ne možemo da priuštimo

to provide every student with an individual human tutor.

da svakom studentu pružimo individualnog instruktora.

But maybe we can afford to provide each student

Ali možda možemo priuštiti da svakom studentu

with a computer or a smartphone.

pružimo kompjuter ili pametni telefon.

So the question is, how can we use technology

Pitanje je, kako možemo upotrebiti tehnologiju

to push from the left side of the graph, from the blue curve,

da guramo sa leve strane grafikona, od plave krive,

to the right side with the green curve?

do desne strane sa zelenom krivom?

Mastery is easy to achieve using a computer,

Stručnost je lako postići korišćenjem kompjutera,

because a computer doesn't get tired

zato što se kompjuter ne umori

of showing you the same video five times.

od ponavljanja istog video snimka pet puta.

And it doesn't even get tired of grading the same work multiple times,

Ne umori se čak ni od ocenjivanja istog rada nekoliko puta,

we've seen that in many of the examples that I've shown you.

to smo videli u mnogim primerima koje sam vam pokazala.

And even personalization

Čak i personalizacija

is something that we're starting to see the beginnings of,

je nešto čiji početak tek vidimo,

whether it's via the personalized trajectory through the curriculum

bilo da je ta personalizacija kroz nastavni plan

or some of the personalized feedback that we've shown you.

ili neka personalizovana povratna informacija koju sam vam pokazala.

So the goal here is to try and push,

Ovde je cilj da pokušamo da poguramo,

and see how far we can get towards the green curve.

i da vidimo dokle možemo stići prema zelenoj krivulji.

So, if this is so great, are universities now obsolete?

Ako je ovo tako super, da li su univerziteti sada nepotrebni?

Well, Mark Twain certainly thought so.

Mark Tven tako misli.

He said that, "College is a place where a professor's lecture notes

Rekao je: "Koledž je mesto gde profesorove beleške

go straight to the students' lecture notes,

idu pravo u studentove beleške,

without passing through the brains of either."

a da ne prođu kroz glave ni jednog."

(Laughter)

(Smeh)

I beg to differ with Mark Twain, though.

Ja se ne slažem sa Markom Tvenom.

I think what he was complaining about is not

Mislim da se nije žalio na

universities but rather the lecture-based format

univerzitete, nego na format predavanja

that so many universities spend so much time on.

koje mnogi univerziteti koriste.

So let's go back even further, to Plutarch,

Hajde da se vratimo još nazad, do Plutarha,

who said that, "The mind is not a vessel that needs filling,

koji je rakao da "Um nije sud koji treba napuniti,

but wood that needs igniting."

nego drvo koje treba zapaliti."

And maybe we should spend less time at universities

Možda bi manje vremena trebalo da provedemo na univerzitetima

filling our students' minds with content

puneći umove naših studenata sadržajem

by lecturing at them, and more time igniting their creativity,

kroz predavanja, a više vremena raspaljući njihovu kreativnost,

their imagination and their problem-solving skills

njihovu maštu i sposobnost rešavanja problema

by actually talking with them.

time što ćemo razgovarati sa njima.

So how do we do that?

Kako da to uradimo?

We do that by doing active learning in the classroom.

To radimo tako što vežbamo aktivno učenje na časovima.

So there's been many studies, including this one,

Bilo je mnogo ispitivanja, uključujući ovo,

that show that if you use active learning,

koje pokazuje da aktivno učenje,

interacting with your students in the classroom,

interakcija sa studentima na času,

performance improves on every single metric --

poboljšava performanse na svakom polju --

on attendance, on engagement and on learning

prisustvovanju časovima, na učešću i učenju,

as measured by a standardized test.

izmereno standardnim testom.

You can see, for example, that the achievement score

Vidite, na primer, da se bodovi postignuća

almost doubles in this particular experiment.

skoro dupliraju u ovom eksperimentu.

So maybe this is how we should spend our time at universities.

Možda bi ovako trebalo da provodimo naše vreme na univerzitetima.

So to summarize, if we could offer a top quality education

Da rezimiramo, kada bismo mogli da ponudimo obrazovanje najboljeg kvaliteta

to everyone around the world for free,

svakome u svetu, besplatno,

what would that do? Three things.

šta bi to postiglo? Tri stvari.

First it would establish education as a fundamental human right,

Prvo bi omogućilo da obrazovanje bude osnovno ljudsko pravo,

where anyone around the world

gde bilo ko u svetu

with the ability and the motivation

sa mogućnošću i motivacijom

could get the skills that they need

može da nauči veštine koje su mu potrebne

to make a better life for themselves,

da poboljša život sebi,

their families and their communities.

svojoj porodici i svojoj zajednici.

Second, it would enable lifelong learning.

Drugo, omogućilo bi doživotno učenje.

It's a shame that for so many people,

Šteta je što za mnoge ljude,

learning stops when we finish high school or when we finish college.

učenje prestaje kada završimo srednju školu ili fakultet.

By having this amazing content be available,

Time što imamo ovaj neverovatan sadržaj,

we would be able to learn something new

možemo da naučimo nešto novo

every time we wanted,

svaki put kada to želimo,

whether it's just to expand our minds

bilo da je to samo da bismo proširili horizonte

or it's to change our lives.

ili da promenimo naš život.

And finally, this would enable a wave of innovation,

Najzad, ovo bi omogućilo talas inovacija,

because amazing talent can be found anywhere.

jer neverovatan talenat se može naći bilo gde.

Maybe the next Albert Einstein or the next Steve Jobs

Možda sledeći Albert Ajnštajn ili sledeći Stiv Džobs

is living somewhere in a remote village in Africa.

živi negde u udaljenom selu u Africi.

And if we could offer that person an education,

Ako možemo toj osobi pružiti obrazovanje,

they would be able to come up with the next big idea

ona bi mogla osmisliti sledeću veliku stvar

and make the world a better place for all of us.

i učini svet boljim mestom za sve nas.

Thank you very much.

Hvala vam puno.

(Applause)

(Aplauz)