Peter Norvig: The 100,000-student classroom

Translator: Joseph Geni Reviewer: Morton Bast

Prevodilac: Tatjana Jevdjic Lektor: Nela Kacmarcik

Everyone is both a learner

Svako je i učenik

and a teacher.

i učitelj.

This is me being inspired

Ovo sam ja, inspirisan

by my first tutor,

svojim prvim učiteljem,

my mom,

mojom mamom,

and this is me teaching

a ovo sam ja kako predajem

Introduction to Artificial Intelligence

Uvod u veštačku inteligenciju

to 200 students

dvestotini studenata

at Stanford University.

na Univerzitetu Stenford.

Now the students and I

Studenti i ja

enjoyed the class,

smo uživali u predavanju,

but it occurred to me

ali mi je palo na pamet

that while the subject matter

da dok je tema predavanja

of the class is advanced

napredna i

and modern,

moderna,

the teaching technology isn't.

način predavanja nije.

In fact, I use basically

U stvari, koristim u osnovi

the same technology as

isti način

this 14th-century classroom.

kao i u 14. veku.

Note the textbook,

Primetite knjigu,

the sage on the stage,

mudraca na pozornici

and the sleeping guy

i uspavanog tipa

in the back. (Laughter)

u pozadini. (smeh)

Just like today.

Baš kao danas.

So my co-teacher,

Tako da smo moj saradnik,

Sebastian Thrun, and I thought,

Sebastijan Tran i ja, pomislili

there must be a better way.

mora da postoji bolji način.

We challenged ourselves

Izazvali smo sebe da

to create an online class

napravimo onlajn predavanje

that would be equal or better

koje bi bilo istog ili boljeg

in quality to our Stanford class,

kvaliteta od našeg predavanja na Stendfordu,

but to bring it to anyone

koje bismo dali svima

in the world for free.

u svetu besplatno.

We announced the class on July 29th,

Objavili smo predavanje 29. jula,

and within two weeks, 50,000 people

i u roku od dve nedelje, 50 000 ljudi

had signed up for it.

se upisalo na njega.

And that grew to 160,000 students

I to je poraslo na 160 000 studenata

from 209 countries.

iz 209 zemalja.

We were thrilled to have

Mi smo bili uzbuđeni što imamo

that kind of audience,

takvu vrstu publike,

and just a bit terrified that we

pomalo preplašeni jer još

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

uvek nismo sasvim pripremili predavanje. (smeh)

So we got to work.

Tako da smo morali da radimo.

We studied what others had done,

Proučavali smo šta su ostali uradili,

what we could copy and what we could change.

šta bismo mogli da iskopiramo i šta da promenimo.

Benjamin Bloom had showed

Bendžamin Blum je pokazao

that one-on-one tutoring works best,

da je učenje jedan na jedan najbolje,

so that's what we tried to emulate,

te je to ono što smo pokušali da oponašamo

like with me and my mom,

kao ja i moja mama,

even though we knew

iako smo znali da

it would be one-on-thousands.

bi to bilo jedan na hiljade.

Here, an overhead video camera

Ovde, kamera iznad glave

is recording me as I'm talking

snima mene kako govorim

and drawing on a piece of paper.

i pišem na parčetu papira.

A student said, "This class felt

Jedan student je rekao: "Ovo predavanje je ličilo

like sitting in a bar

na sedenje u baru

with a really smart friend

sa zaista pametnim prijateljem

who's explaining something

koji objašnjava nešto

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

što još nisi shvatio, ali si tu negde."

And that's exactly what we were aiming for.

I to je upravo ono što nam je cilj.

Now, from Khan Academy, we saw

Od Kan Akademije, videli smo

that short 10-minute videos

da su desetominutni video snimci

worked much better than trying

mnogo bolji nego pokušavati

to record an hour-long lecture

snimiti jednočasovne lekcije

and put it on the small-format screen.

i staviti ih na ekran malog formata.

We decided to go even shorter

Čak smo odlučili da idemo još kraće

and more interactive.

i interaktivnije.

Our typical video is two minutes,

Naš tipčan video je dvominutni,

sometimes shorter, never more

nekad kraći, nikad duži

than six, and then we pause for

od šest minuta. Pauziramo ga zbog

a quiz question, to make it

postavljanja upitnika, da bi se

feel like one-on-one tutoring.

osetilo kao predavanje jedan na jedan.

Here, I'm explaining how a computer uses

Ovde, objašnjavam kako kompjuter koristi

the grammar of English

englesku gramatiku

to parse sentences, and here,

da analizira rečenice, a ovde,

there's a pause and the student

ima pauza i student

has to reflect, understand what's going on

treba da se osvrne, razume šta se dešava

and check the right boxes

i označi prave kućice

before they can continue.

pre nego što može da nastavi.

Students learn best when

Studenti najbolje uče kad

they're actively practicing.

aktivno vežbaju.

We wanted to engage them, to have them grapple

Hteli smo da ih uposlimo, da se bore

with ambiguity and guide them to synthesize

sa raznolikostima i da ih navodimo na samostalno

the key ideas themselves.

zaključivanje ključnih ideja.

We mostly avoid questions

Uglavnom izbegavamo pitanja

like, "Here's a formula, now

kao: "Ovde je formula, reci

tell me the value of Y

mi vrednost y kad je

when X is equal to two."

x jednako dva."

We preferred open-ended questions.

Više smo voleli otvorena pitanja.

One student wrote, "Now I'm seeing

Jedan student je napisao: "Sad vidim

Bayes networks and examples of

Bajesovu mrežu i primere

game theory everywhere I look."

teorije igara, gde god pogledam."

And I like that kind of response.

Volim tu vrstu odgovora.

That's just what we were going for.

Upravo smo to i hteli.

We didn't want students to memorize the formulas;

Nismo hteli da studenti pamte formule;

we wanted to change the way

hteli smo da promenimo način

they looked at the world.

njihovog pogleda na svet.

And we succeeded.

I uspeli smo.

Or, I should say, the students succeeded.

Ili, bolje rečeno, studenti su uspeli.

And it's a little bit ironic

To je pomalo ironično

that we set about to disrupt traditional education,

jer hteli smo da promenimo tradicionalno obrazovanje,

and in doing so, we ended up

a čineći to, završili smo

making our online class

praveći onlajn predavanje,

much more like a traditional college class

više nalik tradicionalnom fakultetskom predavanju,

than other online classes.

nego nekom drugom onlajn predavanju.

Most online classes, the videos are always available.

Mnoga onlajn predavanja imaju uvek dostupne video snimke.

You can watch them any time you want.

Možete ih gledati kad god poželite.

But if you can do it any time,

Ali u isto vreme,

that means you can do it tomorrow,

to znači da to možete i sutradan,

and if you can do it tomorrow,

a ako to možete sutradan,

well, you may not ever

možete to takođe

get around to it. (Laughter)

i nikad. (smeh)

So we brought back the innovation

Zato smo ponovo uveli izum

of having due dates. (Laughter)

rokova. (smeh)

You could watch the videos

Možete da gledate video snimke

any time you wanted during the week,

kad god želite u toku nedelje,

but at the end of the week,

ali na kraju nedelje,

you had to get the homework done.

treba da uradite domaći zadatak.

This motivated the students to keep going, and it also

Ovo je motivisalo studente da nastave,

meant that everybody was working

to je značilo da su svi radili

on the same thing at the same time,

na istoj stvari u isto vreme,

so if you went into a discussion forum,

tako da ako ste ušli na forum za diskusije,

you could get an answer from a peer within minutes.

mogli ste momentalno dobiti odgovor od kolega.

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

Sada ću vam pokazati neke diskusije, mnoge su

were self-organized by the students themselves.

samoorganizovane od strane samih studenata.

From Daphne Koller and Andrew Ng, we learned

Od Dafne Koler i Endrjua Nega naučili smo

the concept of "flipping" the classroom.

koncept "okretanja" učionice.

Students watched the videos

Studenti su sami gledali video snimke

on their own, and then they

i onda su

come together to discuss them.

svi zajedno diskutovali o njima.

From Eric Mazur, I learned about peer instruction,

Od Erika Mazura, naučio sam o vršnjačkom podučavanju,

that peers can be the best teachers,

a to je da kolege mogu biti najbolji učitelji,

because they're the ones

zbog toga što se sećaju

that remember what it's like to not understand.

kako je to kad nešto ne razumeš.

Sebastian and I have forgotten some of that.

Sebastijan i ja smo zaboravili nešto od toga.

Of course, we couldn't have

Svakako, nismo mogli da imamo

a classroom discussion with

diskusiju sa

tens of thousands of students,

desetinama hiljada studenata,

so we encouraged and nurtured these online forums.

tako da smo podstakli i negovali ove onlajn diskusije.

And finally, from Teach For America,

Konačno, od Učiti za Ameriku,

I learned that a class is not

naučio sam da predavanje nije samo

primarily about information.

stvar informacije.

More important is motivation and determination.

Mnogo je važnija motivacija i odlučnost.

It was crucial that the students see

Ključno je da studenti shvate da

that we're working hard for them and

mi vredno radimo za njih i da

they're all supporting each other.

oni podržavaju jedan drugog.

Now, the class ran 10 weeks,

Predavanje je trajalo 10 nedelja,

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

na kraju, oko polovine od 160 000 studenata je gledalo

at least one video each week,

bar jedan video svake nedelje,

and over 20,000 finished all the homework,

i preko 20 000 je završilo domaći,

putting in 50 to 100 hours.

uložilo u to 50 do 100 sati.

They got this statement of accomplishment.

Dobili su ovo priznanje o postignuću.

So what have we learned?

Šta smo naučili?

Well, we tried some old ideas

Probali smo neke stare ideje,

and some new and put them together,

neke nove i sastavili ih,

but there are more ideas to try.

ali je ostalo još ideja da se pokušaju.

Sebastian's teaching another class now.

Sebastijan sad drži drugo predavanje.

I'll do one in the fall.

Ja ću drugo na jesen.

Stanford Coursera, Udacity, MITx

Stanford Coursera, Udacity, MITx

and others have more classes coming.

i mnoga druga predavanja dolaze.

It's a really exciting time.

Ovo je zaista uzbudljivo vreme.

But to me, the most exciting

Meni su najuzbudljiviji deo toga

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

podaci koje skupljamo.

We're gathering thousands

Mi prikupljamo hiljade

of interactions per student per class,

interakcija po studentu i po predavanju,

billions of interactions altogether,

sveukupno milijarde interakcija,

and now we can start analyzing that,

sad možemo da počnemo da ih analiziramo,

and when we learn from that,

i kad naučimo odatle,

do experimentations,

obavimo eksperimente,

that's when the real revolution will come.

tad će doći do stvarne revolucije.

And you'll be able to see the results from

Rezultate ćete moći da vidite od

a new generation of amazing students.

nove generacije neverovatnih studenata.

(Applause)

(aplauz)