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

Prevodilac: Tijana Mihajlović Lektor: Ivana Krivokuća

I'd like to reimagine education.

Voleo bih da iznova osmislim obrazovanje.

The last year

Prošla godina

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

svedočila je osmišljavanju nove četvoroslovne reči.

It starts with an M.

Počinje na „m" -

MOOC: massive open online courses.

MOOK: masivni otvoreni onlajn kursevi.

Many organizations

Mnoge organizacije

are offering these online courses

nude ove internet kurseve

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

za milione studenata širom sveta besplatno.

Anybody who has an Internet connection

Svako ko ima internet i volju da uči

and the will to learn can access these great courses

može da pristupi ovim sjajnim kursevima

from excellent universities

sa izvanrednih univerziteta

and get a credential at the end of it.

i dobije sertifikat na kraju kursa.

Now, in this discussion today,

U današnjoj diskusiji,

I'm going to focus

fokusiraću se

on a different aspect of MOOCs.

na drugačiji aspekt MOOK-ova.

We are taking what we are learning

Uzimamo ono što učimo,

and the technologies we are developing in the large

kao i tehnologije koje razvijamo na visokom nivou,

and applying them in the small

a primenjujemo ih na male stvari,

to create a blended model of education

kako bismo stvorili model mešovitog obrazovanja,

to really reinvent and reimagine

da ponovo otkrijemo i osmislimo

what we do in the classroom.

ono što radimo u učionici.

Now, our classrooms could use change.

Našim učionicama bi promena dobro došla.

So, here's a classroom

Evo učionice

at this little three-letter institute

ovog malog troslovnog instituta

in the Northeast of America, MIT.

na severoistoku Amerike, MIT-a.

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

Ovo je bila učionica pre 50 ili 60 godina,

and this is a classroom today.

a ovo je učionica danas.

What's changed?

Šta se promenilo?

The seats are in color.

Sedišta su u boji.

Whoop-de-do.

Juupiiii.

Education really hasn't changed

Obrazovanje se nije promenilo

in the past 500 years.

u poslednjih 500 godina.

The last big innovation in education

Poslednja velika promena u obrazovanju

was the printing press and the textbooks.

bila je štampa i udžbenici.

Sve ostalo se oko nas promenilo.

Everything else has changed around us.

You know, from healthcare to transportation,

Od zdravstva do prevoza,

everything is different, but education hasn't changed.

sve je drugačije, ali obrazovanje se nije promenilo.

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

Bilo je problematično i kada se radi o pristupu.

So what you see here

Ovo što ovde vidite

is not a rock concert.

nije rok koncert,

And the person you see at the end of the stage

a osoba koja je na kraju pozornice

is not Madonna.

nije Madona.

This is a classroom

Ovo je učionica

at the Obafemi Awolowo University in Nigeria.

u Obafemi Avolovo univerzitetu u Nigeriji.

Now, we've all heard of distance education,

Svi smo čuli za obrazovanje na daljinu,

but the students way in the back,

ali učenici skroz pozadi,

200 feet away from the instructor,

oko 61 metar udaljeni od instruktora,

I think they are undergoing long-distance education.

mislim da prolaze kroz obrazovanje na daljinu.

Now, I really believe

Zaista verujem

that we can transform education,

da možemo da promenimo obrazovanje

both in quality and scale and access,

u pogledu kvaliteta, cene i dostupnosti

through technology.

preko tehnologije.

For example, at edX,

Na primer, u edX-u

we are trying to transform education

pokušavamo da promenimo obrazovanje

through online technologies.

preko onlajn tehnologije.

Given education has been calcified for 500 years,

Današnje obrazovanje taložilo se preko 500 godina.

we really cannot think about reengineering it,

Ne možemo razmišljati o tome da ga iznova gradimo,

micromanaging it.

nadgledamo detaljno.

We really have to completely reimagine it.

Treba da ga potpuno iznova osmislimo.

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

Kao prelazak sa zaprežnih kola na avion.

Even the infrastructure has to change.

Čak i infrastruktura mora da se menja.

Everything has to change.

Sve mora da se menja.

We need to go from lectures on the blackboard

Moramo da pređemo sa predavanja koja koriste tablu

to online exercises, online videos.

na onlajn vežbanja i snimke.

We have to go to interactive virtual laboratories

Moramo da pređemo

na interaktivne virtuelne laboratorije i gejmifikaciju.

and gamification.

We have to go to completely online grading

Moramo da pređemo na kompletno onlajn ocenjivanje,

and peer interaction and discussion boards.

interakciju učenika i forume.

Everything really has to change.

Sve mora da se menja.

So at edX and a number of other organizations,

U edX-u i nekoliko drugih organizacija,

we are applying these technologies to education

primenjujemo ove tehnologije

na obrazovanje kroz MOOK-ove

through MOOCs to really increase access to education.

da poboljšamo pristup obrazovanju.

And you heard of this example,

Čuli ste za primer

where, when we launched our very first course --

kada smo lansirali svoj prvi kurs -

and this was an MIT-hard

a ovo je težak kurs MIT-a

circuits and electronics course --

o strujnim kolima i elektronici,

about a year and a half ago,

pre oko godinu i po dana,

a 155 000 studenata iz 162 zemlje

155,000 students from 162 countries

prijavilo se na ovaj kurs,

enrolled in this course.

a nismo čak imali ni budžet za marketing.

And we had no marketing budget.

Now, 155,000 is a big number.

E, sad, 155 000 je veliki broj.

This number is bigger

Ovaj broj je veći

than the total number of alumni of MIT

nego ukupan broj bivših studenata MIT-a

in its 150-year history.

u 150-ogodišnjoj istoriji.

7,200 students passed the course,

Kurs je prošlo 7 200 studenata,

and this was a hard course.

a ovo je težak kurs.

Sedam hiljada i dvesta je takođe veliki broj.

7,200 is also a big number.

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

Ako bih predavao na MIT-u dva semestra svake godine

trebalo bi da predajem 40 godina

I would have to teach for 40 years

before I could teach this many students.

da bih predavao ovolikom broju studenata.

Now these large numbers

Ovi veliki brojevi samo su jedan deo priče.

are just one part of the story.

So today, I want to discuss a different aspect,

Danas želim da diskutujem o drugačijem aspektu,

the other side of MOOCs,

o drugoj strani MOOK-ova, iz drugačijeg ugla.

take a different perspective.

We are taking what we develop and learn in the large

Uzimamo ono što smo razvili i naučili na velikom nivou

and applying it in the small

i primenjujemo na male stvari, na učionicu,

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

da bismo stvorili model mešanog učenja.

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

Pre nego što počnem da pričam o tome,

dopustite mi da vam ispričam priču.

When my daughter turned 13, became a teenager,

Kada je moja ćerka napunila 13 godina,

postala tinejdžerka,

she stopped speaking English,

prestala je da priča na engleskom

and she began speaking this new language.

i počela je da govori novi jezik.

I call it teen-lish.

Zovem ga tinski.

It's a digital language.

To je digitalni jezik.

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

Ima dva zvuka - mumlanje i tišinu.

"Honey, come over for dinner."

"Dušo, dođi na večeru."

"Hmm."

"Hm".

"Did you hear me?"

"Da li si me čula?"

Silence. (Laughter)

Tišina. (Smeh)

"Can you listen to me?"

"Možeš li da me čuješ?"

"Hmm."

"Hm."

So we had a real issue with communicating,

Dakle, imali smo problem sa komunikacijom

and we were just not communicating,

i jednostavno nismo komunicirali,

until one day I had this epiphany.

sve dok jednog dana nisam doživeo prosvetljenje

I texted her. (Laughter)

i poslao joj SMS. (Smeh)

I got an instant response.

Dobio sam odgovor iste sekunde.

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

Rekoh, mora biti slučajno.

She must have thought, you know,

Mora da je mislila, znate,

some friend of hers was calling her.

da je neki od prijatelja zove.

So I texted her again. Boom, another response.

Tako sam joj opet poslao poruku. Bum! Još jedan odgovor.

I said, this is great.

Rekoh, ovo je sjajno.

And so since then, our life has changed.

Od tada, naš život se promenio.

I text her, she responds.

Šaljem joj poruke, ona odgovara.

It's just been absolutely great.

Jednostavno je sjajno.

(Applause)

(Aplauz)

So our millennial generation

Generacija našeg milenijuma

is built differently.

se drugačije razvila.

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

Ja sam stariji, a moj mladalački izgled može to osporiti,

but I'm not in the millennial generation.

ali nisam iz generacije ovog milenijuma.

But our kids are really different.

Međutim, naša deca su drugačija.

The millennial generation is completely comfortable

Milenijumskoj generaciji odgovara onlajn tehnologija.

with online technology.

So why are we fighting it in the classroom?

Zašto se onda borimo protiv toga u učionicama?

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

Hajde da ne idemo protiv toga. Prigrlimo to.

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

U stvari, imam dva debela palca

I can't text very well --

i ne mogu baš najbolje da šaljem poruke,

but I'm willing to bet that with evolution,

ali mogu da se kladim da će u evoluciji

our kids and their grandchildren

naša deca i njihovi unuci

will develop really, really little, itty-bitty thumbs

razviti stvarno male, majušne palčeve

to text much better,

da bi bolje slala poruke,

that evolution will fix all of that stuff.

a evolucija će srediti sve te stvari.

But what if we embraced technology,

Šta ako bismo prigrlili tehnologiju,

embraced the millennial generation's

prigrlili prirodne afinitete milenijumske generacije

natural predilections,

and really think about creating these online technologies,

i zaista razmislili o stvaranju onlajn tehnologija,

blend them into their lives.

ako bismo ih utkali u njihove živote?

So here's what we can do.

Evo šta možemo da uradimo.

So rather than driving our kids into a classroom,

Umesto da guramo svoju decu u učionicu,

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

praveći gužvu u 8 ujutru -

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

mrzeo sam da idem na čas u 8 ujutru.

so why are we forcing our kids to do that?

Zašto onda teramo našu decu da to rade?

So instead what you do

Umesto toga mogu da odgledaju video snimke

is you have them watch videos

and do interactive exercises

i odrade interaktivne vežbe

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

u miru svojih soba za učenje, u spavaćim sobama,

in the dining room, in the bathroom,

trpezarijama, kupatilu,

wherever they're most creative.

gde god su najkreativniji.

Then they come into the classroom

Zatim dolaze u učionicu

for some in-person interaction.

zbog interakcije uživo.

Mogu da diskutuju međusobno.

They can have discussions amongst themselves.

They can solve problems together.

Mogu zajedno da rešavaju probleme.

They can work with the professor

and have the professor answer their questions.

Mogu da rade sa profesorom

i da im on odgovori na pitanja.

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

U stvari, sa edX-om, dok smo držali svoj prvi kurs

on circuits and electronics around the world,

na temu strujnih kola i elektronike širom sveta,

ovo nam se dešavalo a da nismo znali za to.

this was happening unbeknownst to us.

Two high school teachers

Dva srednjoškolska predavača

at the Sant High School in Mongolia

u srednjoj školi "Sant" u Mongoliji

had flipped their classroom,

preokrenuli su svoju učionicu

and they were using our video lectures

i koristili naša video predavanja

and interactive exercises,

i interaktivne vežbe,

where the learners in the high school,

gde su učenici u srednjoj školi,

15-year-olds, mind you,

pazite, 15-ogodišnjaci,

would go and do these things in their own homes

odlazili i radili ove stvari u svojim domovima,

and they would come into class,

and as you see from this image here,

vraćali se na čas

i, kao što možete videti na ovoj slici,

they would interact with each other

and do some physical laboratory work.

radili bi zajedno

fizički u laboratoriji.

And the only way we discovered this

Otkrili smo to samo zbog toga

was they wrote a blog

and we happened to stumble upon that blog.

što su napisali blog,

a mi smo slučajno naleteli na njega.

We were also doing other pilots.

Takođe smo radili na drugim pilot projektima.

So we did a pilot experimental blended courses,

Tako smo kreirali pilotski eksperimentalni mešani kurs

u saradnji sa državnim univerzitetom "San Hoze" u Kaliforniji,

working with San Jose State University in California,

again, with the circuits and electronics course.

ponovo, sa kursom o strujnim kolima i elektronici.

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

To ćete čuti često.

Taj kurs je postao nešto poput petrijeve šolje za učenje.

sort of like our petri dish of learning.

So there, the students would, again,

Tako su tamo, opet,

the instructors flipped the classroom,

instruktori preokrenuli učionicu,

blended online and in person,

spojili onlajn i uživo,

and the results were staggering.

a rezultati su bili zapanjujući.

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

Nemojte misliti još uvek da je ovo kraj.

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

Sačekajte da još malo eksperimentišemo,

but the early results are incredible.

ali su prvi rezultati neverovatni.

So traditionally, semester upon semester,

Tradicionalno, semestar za semestrom,

for the past several years, this course,

tokom nekoliko proteklih godina, ovaj kurs,

again, a hard course,

da ponovim, težak kurs,

had a failure rate of about 40 to 41 percent

nije prolazilo od 40 do 41 procenta

every semester.

svakog semestra.

With this blended class late last year,

Sa mešanim predavanjima krajem prošle godine,

the failure rate fell to nine percent.

stopa neuspeha pala je na devet procenata.

So the results can be extremely, extremely good.

Dakle, rezultati mogu biti izuzetno dobri.

Now before we go too far into this,

Pre nego što odemo predaleko sa ovim,

I'd like to spend some time discussing

želeo bih da provedem neko vreme u diskusiji

some key ideas.

o nekim ključnim idejama.

What are some key ideas

that makes all of this work?

Koje to ključne ideje čine

da sve ovo funkcioniše?

One idea is active learning.

Jedna je aktivno učenje.

Ideja je da, umesto da učenici

The idea here is, rather than have students

dođu na čas i gledaju predavanja,

walk into class and watch lectures,

we replace this with what we call lessons.

to zamenimo nečim što zovemo lekcije.

Lessons are interleaved sequences

Lekcije su umetnuti nizovi snimaka

of videos and interactive exercises.

i interaktivnih vežbi.

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

Učenik može pregledati 5-ominutni, 7-ominutni video

and follow that with an interactive exercise.

i propratiti to interaktivnom vežbom.

Think of this as the ultimate Socratization of education.

Razmišljajte o ovome kao o krajnjoj sokratizaciji obrazovanja.

You teach by asking questions.

Predajete tako što postavljate pitanja.

And this is a form of learning

Ovo je forma učenja

called active learning,

koja se naziva aktivno učenje,

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

koju je promovisao rani rad, iz 1872. godine,

by Craik and Lockhart,

Krejka i Lokharta,

where they said and discovered

gde su naveli i otkrili

that learning and retention really relates strongly

da su učenje i zadržavanje materijala u snažnom odnosu

to the depth of mental processing.

sa dubinom mentalne obrade.

Students learn much better

Učenici mnogo bolje uče

when they are interacting with the material.

kada su u interakciji sa materijalom.

The second idea is self-pacing.

Druga ideja je učenje sopstvenim tempom.

Now, when I went to a lecture hall,

Kada bih otišao u salu za predavanje,

and if you were like me,

by the fifth minute I would lose the professor.

a ako ste kao ja,

do petog minuta izgubio bih nit predavanja.

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

Nisam bio nešto pametan, koprcao bih se, hvatao beleške,

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

a zatim bih ispustio predavanje sledeći deo sata.

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

Umesto toga, zar ne bi bilo dobro da sa onlajn tehnologijama

we offer videos and interactive engagements to students?

ponudimo učenicima snimke i interaktivni angažman?

They can hit the pause button.

Mogu da pritisnu dugme za pauzu.

They can rewind the professor.

Mogu da premotaju profesora.

Heck, they can even mute the professor.

U bestraga, mogu i da isključe profesorov glas.

Ovaj oblik učenja sopstvenim tempom

So this form of self-pacing

can be very helpful to learning.

može da bude od velike pomoći pri učenju.

The third idea that we have is instant feedback.

Treća ideja koju imamo

je neposredna povratna informacija.

With instant feedback,

Kod nje kompjuter ocenjuje vežbe.

the computer grades exercises.

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

Kako drugačije držati časove za 150 000 studenata?

Your computer is grading all the exercises.

Vaš kompjuter ocenjuje sve vežbe.

And we've all submitted homeworks,

Svi smo mi imali domaće zadatke koje predamo,

and your grades come back two weeks later,

ocene stižu za dve nedelje, i skroz ste zaboravili na njih.

you've forgotten all about it.

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

Mislim da još uvek nisam dobio neke od svojih ocena

from my undergraduate days.

Some are never graded.

još iz apsolventskih dana.

Neki nikada nisu ocenjeni.

So with instant feedback,

Sa neposrednom povratnom informacijom,

students can try to apply answers.

učenici mogu da pokušaju da primene odgovore.

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

Ako pogreše, mogu odmah da dobiju fidbek,

They can try it again and try it again,

mogu da pokušaju iznova i iznova,

and this really becomes much more engaging.

a dobijanje momentalnog odgovora

They get the instant feedback,

and this little green check mark that you see here

postaje mnogo privlačnije.

Zeleni znak za potvrdu koji ovde vidite

is becoming somewhat of a cult symbol at edX.

postaje kultni simbol u edX-u.

Učenici nam govore da odlaze na spavanje

Learners are telling us that they go to bed at night

dreaming of the green check mark.

i da sanjaju zeleni znak za štrikliranje.

In fact, one of our learners

U stvari, jedan od naših učenika

who took the circuits course early last year,

koji je upisao kurs o strujnim kolima prošle godine,

he then went on to take a software course

upisao je kasnije kurs o softverima

from Berkeley at the end of the year,

sa Berklija na kraju godine.

and this is what the learner had to say

Ovo je imao da kaže na forumu

on our discussion board

when he just started that course

kada je započeo taj kurs

about the green check mark:

o zelenom znaku:

"Oh god; have I missed you."

"Oh, bože, koliko si mi nedostajao."

When's the last time you've seen students

Kada ste poslednji put videli

posting comments like this about homework?

da učenici postavljaju ovakve komentare o domaćim zadacima?

My colleague Ed Bertschinger,

Moj kolega, Ed Bertčinger,

who heads up the physics department at MIT,

koji predvodi odeljenje za fiziku na MIT-u ima ovo da izjavi

has this to say about instant feedback:

o neposrednoj povratnoj informaciji -

He indicated that instant feedback

ukazuje da ona pretvara

turns teaching moments into learning outcomes.

trenutke predavanja u rezultate učenja.

The next big idea is gamification.

Sledeća velika ideja je gejmifikacija.

You know, all learners engage really well

Znate, sve učenike privlače

with interactive videos and so on.

interaktivni video snimci, itd.

You know, they would sit down and shoot

Znate, sedeli bi i pucali

alien spaceships all day long until they get it.

u vanzemaljski brod ceo dan dok ga ne obore.

So we applied these gamification techniques to learning,

Primenili smo tehnike gejmifikacije na učenje

and we can build these online laboratories.

i možemo da izgradimo onlajn laboratorije.

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

Kako predajate o kreativnosti? Kako predajate o dizajnu?

We can do this through online labs

Možemo to da uradimo kroz onlajn laboratorije

and use computing power

to build these online labs.

i da koristimo moć kompjutera

So as this little video shows here,

da ih izgradimo.

Kao što ovaj mali video pokazuje,

you can engage students

možete da angažujete učenike

much like they design with Legos.

kao da stvaraju uz pomoć Lego kockica.

So here, the learners are building a circuit

Ovde učenici grade strujno kolo

with Lego-like ease.

sa lakoćom poput igranja Lego kockama,

And this can also be graded by the computer.

a ovo, takođe, može oceniti kompjuter.

Fifth is peer learning.

Peto je interaktivno učenje.

So here, we use discussion forums and discussions

Ovde koristimo forume i diskusije

and Facebook-like interaction

i interakciju sličnu onoj na Fejsbuku

not as a distraction,

ne kao zabavu,

but to really help students learn.

već da pomognemo učenicima da uče.

Let me tell you a story.

Dozvolite mi da vam ispričam priču.

When we did our circuits course

Kada smo radili na kursu o strujnim kolima

for the 155,000 students,

za 155 000 studenata,

I didn't sleep for three nights

nisam spavao tri noći

leading up to the launch of the course.

koje su vodile početku kursa.

I told my TAs, okay, 24/7,

Rekao sam svojim asistentima:

"U redu, bićemo non-stop budni,

we're going to be up

monitoring the forum, answering questions.

nadgledaćemo forum, odgovarati na pitanja.

They had answered questions for 100 students.

Odgovorili su na pitanja 100 studenata.

How do you do that for 150,000?

Kako to radite za 150 000?

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

Tako, jedne noći sedim u 2 ujutru

and I think there's this question

i mislim da je bilo neko pitanje

from a student from Pakistan,

učenika iz Pakistana.

and he asked a question, and I said,

okay, let me go and type up an answer,

Postavio je pitanje i rekoh:

I don't type all that fast,

"U redu, hajde da otkucam odgovor."

Uopšte ne kucam brzo

and I begin typing up the answer,

and before I can finish,

i krećem da kucam odgovor

i pre nego što sam završio,

another student from Egypt popped in with an answer,

učenik iz Egipta ubacuje se sa odgovorom,

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

ne baš tačnim, pa prepravljam odgovor

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

i pre nego što sam završio, učenik iz SAD

had popped in with a different answer.

upao je sa drugačijim odgovorom.

And then I sat back, fascinated.

Sedeo sam, fasciniran.

Boom, boom, boom, boom, the students were

Bum-bum-bum-bum.

Učenici su diskutovali i komunicirali međusobno

discussing and interacting with each other,

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

i do 4 sata te noći, fasciniran sam,

having this epiphany,

doživljavam otkrovenje,

and by 4 a.m. in the morning,

a do 4 sata ujutru

they had discovered the right answer.

otkrili su pravi odgovor.

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

Jedina stvar koju sam morao da uradim je da aminujem.

"Good answer."

"Dobar odgovor."

So this is absolutely amazing,

Ovo je potpuno neverovatna stvar,

where students are learning from each other,

gde učenici uče jedni od drugih

and they're telling us that they are learning

i govore nam da uče

by teaching.

kroz učenje drugih.

Now this is all not just in the future.

Sve ovo se neće samo desiti u budućnosti.

This is happening today.

Dešava se danas.

So we are applying these blended learning pilots

Primenjujemo ove pilot projekte mešanog učenja

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

na nekoliko univerziteta i srednjih škola širom sveta,

from Tsinghua in China

od Čingua u Kini,

to the National University of Mongolia in Mongolia

preko državnog univerziteta "Mongolija" u Mongoliji

to Berkeley in California --

do Berklija u Kaliforniji -

all over the world.

širom sveta.

And these kinds of technologies really help,

Ove tehnologije zaista mogu da pomognu,

the blended model can really help

mešani model može zaista da pomogne

revolutionize education.

u revoluciji obrazovanja.

It can also solve a practical problem of MOOCs,

Može da reši praktične probleme MOOK-ova,

the business aspect.

poslovni aspekt.

We can also license these MOOC courses

Možemo da dajemo ovlašćenja da ove MOOK-ove koriste

to other universities,

drugi univerziteti,

and therein lies a revenue model for MOOCs,

a tu leži model prihoda za MOOK-ove -

where the university that licenses it with the professor

univerzitet koji izdaje licencu sa profesorom

can use these online courses

može da koristi ove onlajn kurseve

like the next-generation textbook.

kao udžbenike za sledeću generaciju.

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

Mogu da koriste koliko god toga žele,

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

a to postaje nastavno sredstvo predavača.

Finally, I would like to have you

Konačno, voleo bih

dream with me for a little bit.

da malo sanjate sa mnom.

I would like us to really reimagine education.

Želeo bih da iznova osmislimo obrazovanje.

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

Moraćemo da pređemo iz sala za predavanja na internet.

We have to move from books to tablets

Moramo da pređemo sa knjiga na tablete,

like the Aakash in India

kao što je "Akaš" u Indiji

or the Raspberry Pi, 20 dollars.

ili "Razberi paj" od 20 dolara.

The Aakash is 40 dollars.

"Akaš" je 40 dolara.

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

Moramo da krenemo iz fizičkih škola

to digital dormitories.

u digitalne studentske domove.

But I think at the end of the day,

Mislim da će nam na kraju

I think we will still need one lecture hall

ipak trebati jedna sala za predavanja

in our universities.

na našim univerzitetima.

Otherwise, how else do we tell our grandchildren

Kako bismo drugačije pričali unucima:

that your grandparents sat in that room

"Znaš, baka i deka su sedeli u toj prostoriji,

in neat little rows like cornstalks

uredno poređani po redovima kao kukuruzi

i posmatrali profesora na vrhu

and watched this professor at the end

talk about content and, you know,

kako govori o gradivu, a znaš,

nije postojalo čak dugme za premotavanje."

you didn't even have a rewind button?

Thank you.

Hvala vam.

(Aplauz)

(Applause)

Hvala, hvala. (Aplauz)

Thank you. Thank you. (Applause)