Adrian K. Haugabrook: 3 ways to lower the barriers to higher education | TED

譯者: Jennifer Yu 審譯者: Helen Chang

My father grew up in the Deep South in the 1940s and '50s,

我父親在40、50年代， 成長於美國最南部，

at a time when schools were still segregated

當時學校仍在實行種族隔離制度。

and the promise of going to college

對於升大學的保證，

was less a promise and more like a game of roulette.

比較不像承諾， 而較像是輪盤賭博遊戲。

And so for many like him, the only real choices they had

因此，對許多像他一樣的人而言， 他們實際上僅有的選擇

were to stay in their hometown,

是留在自己的家鄉，

go into the military

加入軍隊，

or to attempt to go to college.

或者想辦法上大學。

Well, my father served 20 years, proudly and honorably,

我的父親在美國空軍， 很驕傲也很光榮地服役二十年。

in the United States Air Force.

The barriers to college were just too high.

上大學的門檻實在太高。

When he retired from the military,

他從空軍退役後，

he did go back to college,

的確回去讀大學了，

and using his GI Bill

他利用退伍軍人權利法案，

and studying at night for almost six years,

晚上唸書，花了將近六年，

he graduated one year before I was graduating from college.

他在我大學畢業前一年畢業了。

I remember going to his commencement

我記得去參加他的畢業典禮，

and watching him walk across the stage,

看著他走過舞台，

and my eyes just filled with tears.

我的雙眼熱淚盈眶。

And I actually am not sure that I saw him get his diploma,

我其實不確定是否 看見他領到畢業證書，

because I was crying like a baby.

因為我當時哭得像個嬰兒。

(Laughter)

（笑聲）

You know, around the world,

你知道嗎，全世界 少於7%的人擁有大學學歷，

less than seven percent of people own a bachelor’s degree.

But there are many who would like to go to university.

但有很多人想要上大學。

But for them, much like my father,

但對他們而言，就像我父親，

the barriers to getting into and graduating from college

上大學和大學畢業的門檻

are just too high.

實在太高了。

It simply costs too much.

成本實在太高。

And that cost is often the price of tuition.

成本常指的是學費。

In the United States, a four-year bachelor's degree

在美國，四年制學士學位

can cost in excess of 100,000 dollars,

學費可能超過美金10萬，

and that price point continues to escalate.

而且學費還持續上漲。

And this is true in other parts of the world,

這是事實，在世界上其它地方，

but sometimes, the cost is high

有時學費高的原因是

because there is no university nearby to study, on- or off-line.

因為附近沒有線上 或線下大學可以學習。

Or because the academic hurdles are so high

或是因為學術門檻太高

that university is only afforded to the privileged few.

大學只提供給少數幸運者。

We, as institutions of higher education,

我們，作為高等教育機構，

we build walls around ourselves

我們(大學)在周遭築牆，

and expect students to find their ways over.

然後期待學生設法跨越圍牆。

But this shouldn't be.

但不應該是這樣。

What I care most about,

我最關心，

and what I have devoted my entire career to as an educator,

並投入我整個生涯，成為一名教育者，

and now, as an administrator at one of the largest universities

目前在美國規模最大的 大學之一擔任行政管理職。

in the United States,

is seeing more people --

我看到更多人——

traditional college-aged as well as working adults --

傳統的大學生年齡及就業中的成人——

getting into and graduating from college.

上大學及從大學畢業。

But if we are to do this,

但如果我們要這樣做，

institutions are going to have to redesign themselves

大學將必須重新設計

to reach out and reach for more students,

以觸及並幫助更多學生，

versus students trying to reach the institutions

相對於學生想要越過圍牆

over those walls.

進入大學。

And if we are going to do that,

如果我們要這樣做，

we have to dramatically drive down the cost of higher education,

我們必須大幅降低高等教育的費用。

and the way to do it is to rethink and reimagine

為了做到這點，必須從這三方面 重新思考和重新想像。

in these three ways.

We have to rethink time ...

我們必須重新思考「時間」、

place ...

「場所」、

and how we teach.

以及「如何教」。

So the first is time.

首先是「時間」。

Time goes hand in hand with cost,

時間和成本息息相關。

and this is how it typically goes.

通常狀況是這樣的，

College courses and degrees

大學課程和學位

are typically assessed based on credit hours.

通常以學分來評估認定。

And each credit costs money.

每個學分都要計費。

So therefore, in this scenario,

因此，在這種情況下，

time, therefore cost,

時間

因此成本是固定的，

is fixed,

and learning is variable.

而學習是變動的。

This really makes it problematic to drive down cost,

要降低費用，這真的是個問題。

and it particularly becomes problematic

而且它特別會是個問題，

if you’re trying to balance school, work and other family obligations,

如果你試著想在學校、工作 及其它家庭責任上平衡時，

as well as other obligations and responsibilities.

以及其它義務和責任上平衡。

But if we are to flip that scenario,

但如果我們要翻轉這種情況，

and therefore make learning the constant

讓學習是固定的常數，

and time variable,

而時間是變數，

then we break the tyranny of time.

那我們就打破時間的專制。

I mean, really, isn't that what school is about?

真的，學校不是應該如此嗎？

It's about learning and gaining mastery,

學校就是學習和精熟，

versus logging in a particular number of hours.

相對於登錄特定小時數。

So what could we do?

那麼我們能做些什麼呢？

We should make and give academic credit for life experiences.

我們應該制定並給予 生活經驗學術學分。

Why sit through an entire business management course

為何整個企業管理課程 要坐著上一整個學期，

for a semester,

when you can have a university evaluator assess you

當你可以有大學評量者 根據你的經驗來評量你呢？

based on your experience?

So this is what this would look like.

所以這是此模式看起來的樣子。

Let's take a student, Brandice.

讓我們以學生布蘭迪斯為例。

Brandice is an automotive technician at a car service center.

布蘭迪斯是一名 汽車服務中心的汽車技師。

Now let’s take three of the certifications that she received

現在我們以她取得的三種證書

and is required for her to do her work:

而且是工作所需的證書為例。

electrical systems;

電子系統、

manual drive, train and axles; and engine performance.

手排駕駛訓、車軸和引擎性能。

Now you take those

現在你依據上述

and you couple with the fact that Brandice is actually managing a team of technicians

你聯想到布蘭迪斯其實 正管理著現場一隊技術人員。

on the floor.

You assess all of that,

你評估這一切，

and she finds out that she's just a few credits shy of a college degree,

而她發現她只差幾個學分， 就能拿到大學學位，

a degree in automotive engineering or engineering management.

汽車工程學位或工程管理學位。

And then on top of that,

然後最重要的是，

during that assessment,

在評估期間，

she find out that she has a pathway to receive the remainder of those credits

她發現她有一條途徑可以獲得剩餘學分

for her degree

為她取得學位

in less than five months.

在五個月之內。

A few of us are doing this.

我們之中有些人正在這樣做。

But here's what I hope for.

但我希望的是這樣：

My hope is that time

我希望的是「時間」

becomes even more variable.

變得更加可變動。

So let's build a global skills bank,

所以讓我們建立一個全球技能銀行，

much like a financial bank.

很像金融銀行。

But in this case,

但在這種情況下，

skills and experiences are the currency.

技能和經驗是貨幣。

So if you take an evening course in accounting,

所以假設你修了一門夜間的會計課，

deposit that into your bank.

把它存入你的銀行。

If you do a summer internship at a marketing firm,

如果你在行銷公司擔任暑期實習生，

deposit that into your bank.

把它存入你的銀行。

If we're able to do this,

如果我們有辦法這樣做，

and do this at scale,

並大規模這樣執行，

we could dramatically decrease the time to complete a degree,

我們就能大幅減少完成學位的時間。

therefore drive down cost.

並因而降低花費成本。

Second ...

第二

place.

場所。

We have to completely reenvision and reimagine how we think [about]

我們必須徹底重新想像我們如何思考

and we see place.

及我們如何看待「場所」。

We know that physical college campuses are expensive to maintain,

我們知道實體大學校園的維護很昂貴，

and we have to understand that we should look at learning options

我們必須了解，我們 應該以各種不同的方式

in a variety of different ways.

看待學習的選項。

But there's also another cost that we need to lower ...

然而還有另一種我們需要降低的成本，

and it's the cost of belonging --

那就是歸屬成本。

whether it's because there is not a university nearby for you to learn,

是否因為附近沒有大學 可以供你學習，

be it online or offline,

無論是線上或線下，

or because there are emotional or cultural walls

或是因為情感或文化屏障

that disconnect the learner from that learning location.

使得學習者和學習場所脫節。

Cameron, as a student,

卡梅倫，作為一名學生，

should be able to take classes in a community center

應該能夠在社區中心上課，

or in his church.

或在他的教堂上課。

He should be able to seek career advising and support

他應該可以從當地企業主和企業 尋求職涯建議和支持。

from local business owners and businesses.

We should be able to take his work and his volunteer experiences

我們應該能夠把他的工作及志工經驗

and turn those intro credits,

將之轉換為學分，

all in a community that he trusts.

一切都在他信任的社區中進行。

And then therefore, we are making that community

如此一來，我們將把那社區變成

a thriving, vital part of a learning ecosystem,

學習生態系統中蓬勃、重要的角色，

for him and for many others.

這是為了他及其他許多人。

If we can do this,

如果我們能這樣做，

this means that we absolutely have to believe

這代表我們絶對必須相信

that learning can take place anywhere.

學習可以在任何地方進行。

And if we do,

假使我們這樣做，

then we decrease the cost of place.

那我們就降低了學習「場所」的成本。

Finally,

最後，

teaching, what about teaching?

教學，教學怎麼了？

Well, teaching is at the heart of learning.

嗯，教學是學習的核心；

Teaching is the inspiration and the connection.

教學是啟發和連結；

It is the spark that connects the learner to the information.

教學是連結學習者和訊息的火花。

So there's nothing that we want to do to mess with that magic.

因此我們不想做任何事搞砸這魔力。

But we do know that teaching is one of the higher costs of education.

但我們的確知道 教學是教育較高成本之一。

So what do we do?

那我們該怎麼辦？

We should take the most inspirational and engaging teachers,

我們應該把最鼓舞人、 最有魅力的老師們，

and all that teaching charm that comes with it,

以及所有這些老師們的教學吸引力，

and make bigger classrooms for them,

為他們打造更大的教室，

scaling and expanding their reach.

擴大他們的影響力。

So most classes are 20 to 30 students,

大部份的班級是20到30名學生，

or in some cases, a couple of hundred.

或者在某些情況，一班有幾百名學生。

But in online,

然而線上班級，

you can reach thousands all around the world.

一班全球學生數可達數千人。

We currently have a course called Human Relations and Administration.

我們目前有一門課程叫做 管理部門的人際關係，

It's a foundational course for all undergraduate business majors.

這是一門給所有大學部 主修商學系的基礎課程。

This course has upwards of 3,000 students from all over the world --

這門課有來自世界各地 超過3000名的學生，

the US, Canada, Germany, India

有來自美國、加拿大、德國、印度，

and the list just goes on and on.

還有很多來自其它國家的學生。

We also have classes that are upwards of 5,000,

我們還有超過5000人的班級，

and we aspire to scale even more.

我們渴望更加擴大規模。

We want it so that wherever you have an internet connection,

我們希望無論你在哪裡， 只要有網路連接，

you can put a virtual butt in a seat.

你可以將虛擬屁股放在座位上。

Now,

現在，

there are folks who are skeptical about online,

有些人對線上學習持懷疑態度，

particularly large online classrooms,

特別是大型線上教室。

and they posit that smaller classrooms are better.

他們認為小班級比較好。

But I would argue what smaller classrooms are really providing is personalization.

但我認為小班級實際上 提供的是個人化。

As so with personalization, this is what I want to see.

因此對於個人化，這是我想看到的。

I want to see a student, regardless of where they are,

我想看到：不管學生在哪裡，

regardless of their location,

不管學生位置在哪，

have a single source, be it their mobile phone or their laptop,

一個單一（訊號）來源， 無論是他們的手機或筆電，

where they have access to instruction,

學生都能經由管道（手機或筆電）， 獲得即時或學生時區的指導。

in real time or in their time.

I want a faculty member to be able to anticipate

我想要教職人員能夠預測

a particular need for a student,

學生的特殊需求，

outreach to that student,

協助那樣的學生，

provide a connection for that student with a prepackaged academic toolkit

提供那學生預先做好的 銜接用學術工具包，

that was prepared by a virtual or automated resource or service,

由虛擬或自動化資源或服務準備好的 （學術工具包）

and provide that human intervention for that student just at the right time.

並在正確的時間點， 提供那學生人為協助。

That's what chatbots and predictive analytics and AI

這就是聊天機器人 和預測分析及人工智能

can provide a university:

可以提供給大學的。

insights into when is it the right time to provide that human intervention

洞察何時是提供 人為協助的正確時機，

that helps that student to become unstuck,

幫助學生解惑，

and to provide that personal support the student may need.

並提供學生可能需要的個人援助。

Some of us are doing this.

我們之中有些人正在這樣做。

But if we can really do this, and do this at scale,

但如果我們真的能做到這樣， 並且大規模地這樣做，

we are solving the problem by building faculty

我們就在藉由建立讓教師 做他們最擅長的事來解決問題，

to do the thing that they are best at,

and to do that inspiration at scale.

並大量地激發靈感。

And at the same time,

同時，

we are helping to drive down the cost of higher education

當我們幫助降低高等教育的成本時，

by still providing the personal support at the time that it's needed.

仍然在需要時提供個人援助。

So I began this talk talking about my father.

我從談論我父親開始這場演講，

There's a lot that has changed about higher education

在這段時間中， 高等教育已經變化很多，

over this period of time,

and there are things that have not changed.

而有些事還沒有改變。

We, as institutions,

我們，做為大學機構，

still find ourselves being exclusive and expensive,

仍發現我們自己排外又昂貴，

keeping students on the wrong side of that wall.

把學生擋在牆外錯誤的那邊。

Instead of thousands of autonomous universities,

與其看到成千上萬個別的大學，

this is what I would like to see happen.

我希望看到的是這樣：

I would like to see universities, companies and governments

我想看到大學、公司和政府

invest deeply in a higher education superhighway

深入投資高等教育超高速公路，

that allows for the fluidity and the transferability of experiences

允許經驗的流動性和可轉移性，

from place to place,

從一個地方到另一個地方，

from workplace to the classroom ...

從工作場所到教室，

beyond borders and beyond boundaries.

超越邊界及超越界限。

And in this case ...

在這種情形下，

skills and competencies become the currency

技能和能力成為全球勞動力的貨幣。

for a global workforce.

And if we're able to do this ...

假如我們能夠這樣做，

I invite you to a graduation

我邀請你參加一場畢業典禮，

where we will have seen millions, and possibly billions of students

我們將在那裡看到數百萬， 可能數十億的學生

walk across that stage.

走過那個舞台。

Thank you.

謝謝。

(Cheers and applause)

（歡呼聲和鼓掌聲）