Peter Norvig: The 100,000-student classroom

Translator: Joseph Geni Reviewer: Morton Bast

譯者: Gina Wang 審譯者: Regina Chu

Everyone is both a learner

每個人都同時是學生

and a teacher.

和老師

This is me being inspired

這是我被啟發

by my first tutor,

自我的第一位老師

my mom,

我母親

and this is me teaching

這是我在教

Introduction to Artificial Intelligence

認識人工智慧

to 200 students

給200個學生

at Stanford University.

在史丹佛大學

Now the students and I

現在我的學生和我

enjoyed the class,

很享受這門課

but it occurred to me

但我發現

that while the subject matter

雖然這門課的主題

of the class is advanced

很先進

and modern,

很現代

the teaching technology isn't.

但教學方法卻不然

In fact, I use basically

事實上，我用

the same technology as

的教學方式

this 14th-century classroom.

基本上和這個14世紀的教室相同

Note the textbook,

你看那本課本

the sage on the stage,

台上那位智者

and the sleeping guy

和教室後面

in the back. (Laughter)

睡覺的人（笑聲）

Just like today.

跟目前上課狀態一樣

So my co-teacher,

所以我的教學搭檔

Sebastian Thrun, and I thought,

Sebastian Thrun和我認為

there must be a better way.

一定有更好的方式

We challenged ourselves

我們挑戰自己

to create an online class

創造線上教學

that would be equal or better

跟史丹佛的課比

in quality to our Stanford class,

在品質上相同或更好

but to bring it to anyone

但卻可以讓世界上的人

in the world for free.

免費試聽

We announced the class on July 29th,

我們在7月29公告這門課

and within two weeks, 50,000 people

2個禮拜內有5萬個人

had signed up for it.

選這門課

And that grew to 160,000 students

人數又成長為16萬人

from 209 countries.

從209個國家

We were thrilled to have

我們非常開心

that kind of audience,

有這樣的學生人數

and just a bit terrified that we

也有一點害怕

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

因為我們還沒完全備完課（笑聲）

So we got to work.

我們開始準備

We studied what others had done,

我們研究其他人的成果

what we could copy and what we could change.

看看可以學什麼、改變什麼

Benjamin Bloom had showed

Benjamin Bloom的經驗顯示

that one-on-one tutoring works best,

一對一教學成果最好

so that's what we tried to emulate,

因此我們試圖效仿

like with me and my mom,

就像我母親教我一樣

even though we knew

即使我們知道

it would be one-on-thousands.

其實是一對上千

Here, an overhead video camera

這個高架攝影機

is recording me as I'm talking

錄下我講課

and drawing on a piece of paper.

和在紙上畫圖的樣子

A student said, "This class felt

有一個學生覺得這堂課：

like sitting in a bar

"好像坐在酒吧

with a really smart friend

跟一個很聰明的朋友

who's explaining something

他正在跟我解釋一些事

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

我還沒搞懂，但快懂了。"

And that's exactly what we were aiming for.

而這正是我們希望達到的

Now, from Khan Academy, we saw

從「可漢線上學院」 我們發現

that short 10-minute videos

短短10分鐘的影片

worked much better than trying

效應會比

to record an hour-long lecture

1小時且畫面很小

and put it on the small-format screen.

的錄影課程還好

We decided to go even shorter

我們決定再縮短影片時間

and more interactive.

並且更互動化

Our typical video is two minutes,

我們一般的影片2分鐘長

sometimes shorter, never more

有些更短，但不超過6分鐘

than six, and then we pause for

然後我們停下來

a quiz question, to make it

有段簡短的考試

feel like one-on-one tutoring.

讓它更像一對一教學

Here, I'm explaining how a computer uses

這裡，我們正在解釋電腦如何

the grammar of English

用英文文法

to parse sentences, and here,

分析語句，而這裡

there's a pause and the student

是段短暫的休息

has to reflect, understand what's going on

在下段課程開始之前

and check the right boxes

讓學生反芻並了解剛剛的內容

before they can continue.

並勾選正確的選擇

Students learn best when

學生學習效果最良好

they're actively practicing.

當他們不斷練習

We wanted to engage them, to have them grapple

我們希望能讓他們參與 解決不清楚的部分

with ambiguity and guide them to synthesize

並指引他們

the key ideas themselves.

自己去歸納重點

We mostly avoid questions

我們盡量避免這樣的問題

like, "Here's a formula, now

像："這就是公式

tell me the value of Y

現在，當X是2時

when X is equal to two."

告訴我Y是多少"

We preferred open-ended questions.

我們比較喜歡開放式問題

One student wrote, "Now I'm seeing

一個學生寫：

Bayes networks and examples of

"現在我到處都可看到

game theory everywhere I look."

貝氏網路和賽局理論的影子"

And I like that kind of response.

我喜歡這樣的回應

That's just what we were going for.

這正是我們努力的目標

We didn't want students to memorize the formulas;

我們不希望學生死記方程式

we wanted to change the way

我們希望改變

they looked at the world.

他們看世界的方式

And we succeeded.

而我們也成功了

Or, I should say, the students succeeded.

或，我該說，學生成功了

And it's a little bit ironic

這有一點諷刺

that we set about to disrupt traditional education,

我們原本想瓦解傳統教育

and in doing so, we ended up

而做著做著，我們最後

making our online class

使我們的線上課程

much more like a traditional college class

跟其它的線上課程比

than other online classes.

更像大學的傳統課程

Most online classes, the videos are always available.

大部分的線上課程影片 是沒有時間限制的

You can watch them any time you want.

你隨時都可以看

But if you can do it any time,

但如果你隨時都可以看

that means you can do it tomorrow,

表示你明天看也可以

and if you can do it tomorrow,

如果你明天看也可以

well, you may not ever

那你可能永遠

get around to it. (Laughter)

都不會去看了（笑聲）

So we brought back the innovation

所以我們重拾有期限的

of having due dates. (Laughter)

這個「新制度」（笑聲）

You could watch the videos

你只能在這禮拜的任何時間

any time you wanted during the week,

看這些影片

but at the end of the week,

但在這禮拜結束前

you had to get the homework done.

你必須要做完這些作業

This motivated the students to keep going, and it also

這不但促使學生繼續向前進

meant that everybody was working

這也意味每位學生都同時間

on the same thing at the same time,

在學習同樣的事情

so if you went into a discussion forum,

因此如果你到討論板上發問

you could get an answer from a peer within minutes.

你可以在短時間內從同儕得到答案

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

現在，我要給你看一些討論板

were self-organized by the students themselves.

它們大部分都是學生自己組織成立的

From Daphne Koller and Andrew Ng, we learned

從Daphne Koller和Andrew Ng我們學到了

the concept of "flipping" the classroom.

讓教室氣氛熱烈的概念

Students watched the videos

學生獨自看了影片

on their own, and then they

之後他們

come together to discuss them.

聚在一起討論

From Eric Mazur, I learned about peer instruction,

從Eric Mazur，我學到了同儕指導

that peers can be the best teachers,

同學彼此是最好的老師

because they're the ones

因為他們知道

that remember what it's like to not understand.

學不懂的感覺是怎樣

Sebastian and I have forgotten some of that.

Sebastian和我已經忘記那種感覺了

Of course, we couldn't have

當然我沒有辦法

a classroom discussion with

在一間教室內

tens of thousands of students,

讓成千上百的學生一同討論

so we encouraged and nurtured these online forums.

所以我們維護也鼓勵學生到線上討論區

And finally, from Teach For America,

最後，從「為美國而教」

I learned that a class is not

我學到教室並不只是

primarily about information.

學習資訊的地方

More important is motivation and determination.

更重要的是動力和決心

It was crucial that the students see

我們必須讓學生知道

that we're working hard for them and

我們盡全力在為他們努力

they're all supporting each other.

而他們也都彼此支持

Now, the class ran 10 weeks,

現在，這堂課已進行10個禮拜了

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

最後，16萬學生中大約有一半

at least one video each week,

每週至少看一部影片

and over 20,000 finished all the homework,

且超過2萬名學生完成所有作業

putting in 50 to 100 hours.

花了他們將近50到100小時

They got this statement of accomplishment.

得到這張證書

So what have we learned?

所以，我們學到了什麼呢？

Well, we tried some old ideas

我們試過一些舊和新的點子

and some new and put them together,

並將它們融合

but there are more ideas to try.

但還是有更多可以嘗試的方法

Sebastian's teaching another class now.

Sebastian正在教另一堂課

I'll do one in the fall.

而我今年秋季也將有一堂課

Stanford Coursera, Udacity, MITx

史丹佛和麻省理工學院的線上課程

and others have more classes coming.

還將有更多新的課程

It's a really exciting time.

這真是令人興奮的時刻

But to me, the most exciting

但對我而言，最棒的一部分

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

來自我們所蒐集到的資料

We're gathering thousands

我們已蒐集到成千上萬

of interactions per student per class,

每個學生在每堂課的互動

billions of interactions altogether,

全部加起來有數十億筆的互動資訊

and now we can start analyzing that,

而我們可以開始分析

and when we learn from that,

並從中學習

do experimentations,

做實驗

that's when the real revolution will come.

這才真正是革命來臨的時刻

And you'll be able to see the results from

而從新一代、不可思議的學生身上

a new generation of amazing students.

你將會看到成果

(Applause)

（掌聲）