ABOUT THE SPEAKER
Anant Agarwal - Education innovator
Through blended courses Anant Agarwal is pairing online education with face-to-face student-faculty interactions, reshaping the university campus experience.

Why you should listen

In the spring of 2012, Anant Agarwal, a professor of computer science at MIT, taught a course called “Circuits and Electronics.” As usual, it was MIT-level challenging, requiring knowledge of differential equations and calculus. Unlike in the past, though, the course enrolled 155,000 students from 162 countries around the world.
 
It was the inaugural offering of what is now edX , an online learning venture of MIT and Harvard, which Agarwal helms. Through this nonprofit -- one of the leading forces of the massive open online course (MOOC) movement -- Agarwal aims to make higher education globally available, for free.
 
Which does not preclude in-person education. On campus, Agarwal is pushing for what he calls blended courses, which interweave digital content and face-to-face interactions. "I see online learning as a rising tide that will lift all boats,” Agarwal says.

Agarwal holds the Guinness World Record for the largest microphone array, and was named one of Forbes' top education innovators in 2012. Find him on Twitter at @agarwaledu.

More profile about the speaker
Anant Agarwal | Speaker | TED.com
TEDGlobal 2013

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

安納特.阿加瓦爾: 為何大規模網路開放課程仍有其重要性?

Filmed:
1,394,242 views

MOOCs(大規模網路開放課程)在 2013 這一年可說十分熱門;不過儘管數據龐大,也受到高度期盼,初步結果卻教人失望。但 edX 的負責人安納特.阿加瓦爾提出理由說明 MOOCs 仍相當重要。也許不能取代傳統教室,卻能廣泛地提供進階學習的共享機會,還能補足教室不足之處。他還分享對混合學習的期望,還有教師可以此方式為 21 世紀的學生創造理想的學習經驗。
- Education innovator
Through blended courses Anant Agarwal is pairing online education with face-to-face student-faculty interactions, reshaping the university campus experience. Full bio

Double-click the English transcript below to play the video.

我要重新構想教育的樣子,
00:12
I'd like to reimagine重新構想 education教育.
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00:15
The last year
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因為去年
00:17
has seen看到 the invention發明 of a new four-letter四個字母 word.
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一個包含4個字母的新字誕生了;
00:20
It starts啟動 with an M.
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是M開頭的
00:21
MOOCMOOC: massive大規模的 open打開 online線上 courses培訓班.
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「MOOC大規模網路開放課程」。
00:26
Many許多 organizations組織
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目前有許多組織,
00:27
are offering these online線上 courses培訓班
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為全球數以百萬的學生,
00:30
to students學生們 all over the world世界, in the millions百萬, for free自由.
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提供這樣的免費網路課程。
00:34
Anybody任何人 who has an Internet互聯網 connection連接
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任何人只要有網路連線,
00:36
and the will to learn學習 can access訪問 these great courses培訓班
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和學習意願,就能利用
頂尖大學提供的絕佳課程,
00:38
from excellent優秀 universities高校
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00:40
and get a credential憑據 at the end結束 of it.
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修畢後還能取得證書。
00:44
Now, in this discussion討論 today今天,
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今天這場討論中,
00:46
I'm going to focus焦點
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我想專注在
00:47
on a different不同 aspect方面 of MOOCsMOOCs.
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MOOCs的另一面。
我們要應用目前所學,
00:51
We are taking服用 what we are learning學習
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00:53
and the technologies技術 we are developing發展 in the large
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及大量開發的技術,
並小幅度地用在
00:56
and applying應用 them in the small
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00:58
to create創建 a blended混合 model模型 of education教育
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發展一套多元教育模式。
藉此重塑並重新構想
01:01
to really reinvent重塑 and reimagine重新構想
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01:03
what we do in the classroom課堂.
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課堂教學活動。
目前的課堂教學需要改革。
01:05
Now, our classrooms教室 could use change更改.
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01:07
So, here's這裡的 a classroom課堂
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現在你們看到的是一間教室,
01:10
at this little three-letter三個字母 institute研究所
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這個小學校的名稱有3個字母,
01:12
in the Northeast東北 of America美國, MITMIT.
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就是美國東北部的麻省理工學院(MIT),
01:15
And this was a classroom課堂 about 50 or 60 years年份 ago,
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拍攝時間是五、六十年前。
01:17
and this is a classroom課堂 today今天.
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再來這張是目前的教室,
01:20
What's changed?
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有何不同?
椅子變成彩色的了!
01:24
The seats are in color顏色.
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隨你怎麼說啦!(會心一笑)
01:26
Whoop-de-do吶喊-DE-DO.
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01:29
Education教育 really hasn't有沒有 changed
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半世紀以來,
教育並無顯著改變;
01:32
in the past過去 500 years年份.
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01:34
The last big innovation革新 in education教育
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最近的重大教育革新,
乃是印刷機與教科書。
01:36
was the printing印花 press and the textbooks教科書.
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01:40
Everything else其他 has changed around us.
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儘管生活環境已大不相同,
01:41
You know, from healthcare衛生保健 to transportation運輸,
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從健保到運輸系統莫不如此;
01:43
everything is different不同,
but education教育 hasn't有沒有 changed.
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但教育不然,
01:47
It's also been a real真實 issue問題 in terms條款 of access訪問.
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而取得性也始終是一大問題。
01:50
So what you see here
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你們現在看到的畫面,
01:52
is not a rock concert音樂會.
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不是搖滾演唱會;
01:54
And the person you see at the end結束 of the stage階段
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在舞台另一頭你所看到的,
01:57
is not Madonna麥當娜.
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也不是瑪丹娜。
01:59
This is a classroom課堂
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這是奈及利亞
02:00
at the Obafemi奧巴費米 Awolowo洛沃 University大學 in Nigeria尼日利亞.
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奧巴費米•亞沃洛沃大學
(Obafemi Awolowo University)的教室
02:05
Now, we've我們已經 all heard聽說 of distance距離 education教育,
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我們都聽過「遠距教學」,
02:09
but the students學生們 way in the back,
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不過遠在教室後方的學生,
02:10
200 feet away from the instructor講師,
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跟講師相距200英尺,
02:12
I think they are undergoing經歷 long-distance遠距離 education教育.
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我想他們當下已親身領教「遠距教學」。
02:17
Now, I really believe
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我確信
02:19
that we can transform轉變 education教育,
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透過科技,
我們是可以改變教育的,
02:21
both in quality質量 and scale規模 and access訪問,
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包括品質、規模和取得性。
02:24
through通過 technology技術.
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02:26
For example, at edX給予edX,
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以edX網路課程平台為例,
02:30
we are trying to transform轉變 education教育
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目前我們嘗試以網路科技,
02:32
through通過 online線上 technologies技術.
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改造教育。
02:35
Given特定 education教育 has been calcified鈣化 for 500 years年份,
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由於500年來教育僵化,
02:38
we really cannot不能 think about reengineering再造 it,
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我們實在不敢奢望體制改革
02:41
micromanaging微觀管理 it.
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或有嚴密監督,
02:42
We really have to completely全然 reimagine重新構想 it.
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我們確實需要重新構想。
02:44
It's like going from ox carts to the airplane飛機.
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這就好比從牛車進化到飛機,
02:48
Even the infrastructure基礎設施 has to change更改.
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甚至連基礎建設都必須改變,
02:50
Everything has to change更改.
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每樣都要改。
02:51
We need to go from lectures講座 on the blackboard黑板
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我們要從靠黑板講課,
02:55
to online線上 exercises演習, online線上 videos視頻.
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往線上練習與影片邁進;
02:57
We have to go to interactive互動 virtual虛擬 laboratories實驗室
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再加入互動情境實驗室,
03:00
and gamification遊戲化.
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並融入遊戲。
03:01
We have to go to completely全然 online線上 grading等級
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完全的線上評分機制、同儕互動
03:03
and peer窺視 interaction相互作用 and discussion討論 boards.
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以及討論版都是我們必須努力的。
03:06
Everything really has to change更改.
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每件事真的都得改,
所以透過edX和其他組織,
03:08
So at edX給予edX and a number of other organizations組織,
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03:11
we are applying應用 these technologies技術 to education教育
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我們把這些技術應用於教育,
03:13
through通過 MOOCsMOOCs to really
increase增加 access訪問 to education教育.
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透過MOOCs平台大幅普及教育。
03:16
And you heard聽說 of this example,
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各位應該都聽過這案例,
03:18
where, when we launched推出 our very first course課程 --
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當我們推出第一堂
難度已達MIT程度的課---
03:20
and this was an MIT-hardMIT-硬
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03:22
circuits電路 and electronics電子產品 course課程 --
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電路與電子學---
03:24
about a year and a half ago,
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這大約是1年半前的事,
03:27
155,000 students學生們 from 162 countries國家
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有15萬5千名
來自162國的學生報名,
03:32
enrolled就讀 in this course課程.
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03:34
And we had no marketing營銷 budget預算.
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當時我們毫無行銷預算,
03:36
Now, 155,000 is a big number.
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15萬5千人算很多了。
03:40
This number is bigger
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這數字,
比MIT 150年來,
03:41
than the total number of alumni校友 of MITMIT
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累積的校友人數還多。
03:44
in its 150-year-年 history歷史.
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03:48
7,200 students學生們 passed通過 the course課程,
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雖只有7千2百人及格,
03:50
and this was a hard course課程.
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這課程還頗難的,
03:53
7,200 is also a big number.
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7千2百人也已經很不簡單了!
03:56
If I were to teach at MITMIT two semesters學期 every一切 year,
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假設在MIT,我每年兩學期都有課,
得教40年
04:00
I would have to teach for 40 years年份
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04:02
before I could teach this many許多 students學生們.
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才能累積那麼多學生。
04:05
Now these large numbers數字
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不過這些大數字,
04:07
are just one part部分 of the story故事.
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只是事情發展的一部分。
04:09
So today今天, I want to discuss討論 a different不同 aspect方面,
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今天我要談點別的,
04:11
the other side of MOOCsMOOCs,
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MOOCs的另一面,
04:13
take a different不同 perspective透視.
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從不同的觀點切入。
04:15
We are taking服用 what we develop發展
and learn學習 in the large
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我們要大幅採用開發習得的技術,
04:18
and applying應用 it in the small
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並小幅度地應用在課堂中,
04:19
to the classroom課堂, to create創建
a blended混合 model模型 of learning學習.
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來創造一種多元教育模式,
04:23
But before I go into that, let me tell you a story故事.
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但在那之前,容我先說一事;
04:28
When my daughter女兒 turned轉身 13, became成為 a teenager青少年,
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小女13歲時,步入少年時期,
04:32
she stopped停止 speaking請講 English英語,
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這時她不再說英語,
04:35
and she began開始 speaking請講 this new language語言.
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改說起另一種新語言,
04:38
I call it teen-lish十幾歲的中國語.
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我稱之為「少年語」。
04:41
It's a digital數字 language語言.
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那是一種數位語言,
04:43
It's got two sounds聲音: a grunt咕嚕 and a silence安靜.
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只包含兩種聲音:悶哼和沉默。(哄堂大笑)
04:50
"Honey蜜糖, come over for dinner晚餐."
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「寶貝!來吃晚飯囉!」
「嗯!」
04:53
"Hmm."
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04:55
"Did you hear me?"
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「妳聽到了沒?」
「…….」(會心一笑)
04:57
Silence安靜. (Laughter笑聲)
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04:59
"Can you listen to me?"
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「聽我說好嗎?」
05:01
&quotQUOT;Hmm.&quotQUOT;
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「嗯!」
05:02
So we had a real真實 issue問題 with communicating通信,
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那時我們之間真的有問題了!
05:04
and we were just not communicating通信,
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根本無法溝通!
05:06
until直到 one day I had this epiphany頓悟.
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直到有天我靈機一動,
05:09
I texted發短信 her. (Laughter笑聲)
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我發簡訊給她(笑聲) ,
05:12
I got an instant瞬間 response響應.
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結果立刻就有回應。
05:14
I said, no, that must必須 have been by accident事故.
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我本想這一定是巧合,
05:16
She must必須 have thought, you know,
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她一定以為
05:17
some friend朋友 of hers她的 was calling調用 her.
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是朋友找她。
05:19
So I texted發短信 her again. Boom繁榮, another另一個 response響應.
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因此我再發一封,咻地就回覆了!
05:22
I said, this is great.
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我想這太棒了!
05:24
And so since以來 then, our life has changed.
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此後我們的生活就改變了,
05:26
I text文本 her, she responds響應.
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我發簡訊,她回應,
05:28
It's just been absolutely絕對 great.
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簡直妙不可喻!
05:30
(Applause掌聲)
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(觀眾報以掌聲)
05:36
So our millennial千年 generation
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千禧世代
05:38
is built內置 differently不同.
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他們的成長經歷不同,
05:40
Now, I'm older舊的, and my
youthful青春的 looks容貌 might威力 belie葉公好龍 that,
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我看來沒那麼老,不過不年輕了,
05:42
but I'm not in the millennial千年 generation.
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也算不上千禧世代;
05:46
But our kids孩子 are really different不同.
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不過我們的下一代的確不同,
05:48
The millennial千年 generation is completely全然 comfortable自在
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千禧世代對網路科技,
05:50
with online線上 technology技術.
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可說得心應手。
那我們為何在課堂上要加以排斥呢?
05:51
So why are we fighting戰鬥 it in the classroom課堂?
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05:53
Let's not fight鬥爭 it. Let's embrace擁抱 it.
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別再抗拒了,接受它吧!
05:55
In fact事實, I believe -- and I have two fat脂肪 thumbs大拇指,
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因為拇指太粗,我發簡訊不太順,
05:56
I can't text文本 very well --
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但我真的認為,
05:58
but I'm willing願意 to bet賭注 that with evolution演化,
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也敢打包票,
我們的子孫後代,
06:00
our kids孩子 and their grandchildren孫子
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會演化出纖纖細指,
06:02
will develop發展 really, really little, itty-bitty一丁點兒 thumbs大拇指
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06:04
to text文本 much better,
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以便更流暢地發簡訊。
06:06
that evolution演化 will fix固定 all of that stuff東東.
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這樣的演化會讓事情更容易,
06:08
But what if we embraced擁抱 technology技術,
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若大家欣然接納,
06:10
embraced擁抱 the millennial千年 generation's一代
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這類千禧世代
頗有好感的科技,
06:13
natural自然 predilections偏好,
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06:14
and really think about creating創建
these online線上 technologies技術,
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就認真考慮建置這類網路科技,
06:17
blend混合 them into their lives生活.
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將之融入未來生活,
06:19
So here's這裡的 what we can do.
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這便是我們能做的。
06:20
So rather than driving主動 our kids孩子 into a classroom課堂,
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而不是把孩子趕進教室,
06:23
herding羊群效應 them out there at 8 o'clock in the morning早上 --
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早上8點就把他們趕去上學而已。
我當年便痛恨8點上學,
06:25
I hated going to class at 8 o'clock in the morning早上,
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06:28
so why are we forcing迫使 our kids孩子 to do that?
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所以何必強迫孩子蕭規曹隨?
06:30
So instead代替 what you do
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改變一下做法,
06:31
is you have them watch videos視頻
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讓他們在宿舍房間或臥房,
06:33
and do interactive互動 exercises演習
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輕鬆地看影片,
06:35
in the comfort安慰 of their dorm宿舍 rooms客房, in their bedroom臥室,
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做互動練習,
06:38
in the dining用餐 room房間, in the bathroom浴室,
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飯廳浴室也行,
06:40
wherever哪裡 they're most creative創作的.
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只要是能讓他們發揮創意的地方。
之後便可回歸教室課堂,
06:42
Then they come into the classroom課堂
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06:44
for some in-person親自 interaction相互作用.
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進行人際互動,
06:48
They can have discussions討論 amongst其中包括 themselves他們自己.
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學生可與同儕討論,
06:50
They can solve解決 problems問題 together一起.
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共同解決問題;
06:51
They can work with the professor教授
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也可與教授合作,
06:52
and have the professor教授 answer回答 their questions問題.
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並向之請益。
06:55
In fact事實, with edX給予edX, when we
were teaching教學 our first course課程
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當我們實際在edX開設第一堂,
06:59
on circuits電路 and electronics電子產品 around the world世界,
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電路與電子學的全球課程時,
07:02
this was happening事件 unbeknownst不知情 to us.
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事情發展完全出乎預料!
07:04
Two high school學校 teachers教師
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2名蒙古國
07:06
at the Sant桑特 High School學校 in Mongolia蒙古
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桑特中學(Sant High School)的老師,
07:09
had flipped翻轉 their classroom課堂,
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顛覆了課堂教室,
07:11
and they were using運用 our video視頻 lectures講座
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他們用的就是我們的教學影片,
07:14
and interactive互動 exercises演習,
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還有互動練習。
07:16
where the learners學習者 in the high school學校,
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別看這些中學生,
07:17
15-year-olds- 年的孩子, mind心神 you,
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不過15歲,
07:19
would go and do these things in their own擁有 homes家園
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但他們會把這些事帶回家做呢!
07:21
and they would come into class,
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而他們再度回到課堂時,
07:22
and as you see from this image圖片 here,
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如圖所見的,
07:24
they would interact相互作用 with each other
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會彼此交流,
07:25
and do some physical物理 laboratory實驗室 work.
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做些物理實驗。
07:27
And the only way we discovered發現 this
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我們也是無意間,
07:29
was they wrote a blog博客
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讀了他們的網誌,
07:30
and we happened發生 to stumble絆倒 upon that blog博客.
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才恍然大悟的!
07:34
We were also doing other pilots飛行員.
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當時我們也做過其他實驗計畫,
07:36
So we did a pilot飛行員 experimental試驗 blended混合 courses培訓班,
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像嘗試與加州聖荷西州立大學
合作電路與電子學的
07:39
working加工 with San Jose何塞 State University大學 in California加州,
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多元教育課程。
07:42
again, with the circuits電路 and electronics電子產品 course課程.
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未來你們會更常聽到這門課,
07:44
You'll你會 hear that a lot. That course課程 has become成為
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這儼然已是我們促進學習的法寶,
07:46
sort分類 of like our petri培養皿 dish of learning學習.
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07:49
So there, the students學生們 would, again,
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這樣的課堂上,學生一樣
07:52
the instructors教官 flipped翻轉 the classroom課堂,
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經由設計過的課程,顛覆課堂學習,
07:54
blended混合 online線上 and in person,
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而且藉網路教學與親授並進,
07:56
and the results結果 were staggering踉蹌.
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成效卓著。
07:58
Now don't take these results結果 to the bank銀行 just yet然而.
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不過這些結果還不足以定論,
08:01
Just wait a little bit longer as we
experiment實驗 with this some more,
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儘管初步結果挺驚人的!
08:04
but the early results結果 are incredible難以置信.
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但還需更長期的實驗佐證。
08:06
So traditionally傳統, semester學期 upon semester學期,
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過去數年來,
這堂頗難的課,
08:08
for the past過去 several一些 years年份, this course課程,
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每學期
08:11
again, a hard course課程,
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總是會當掉
08:12
had a failure失敗 rate of about 40 to 41 percent百分
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大約40 – 41%的人。
08:15
every一切 semester學期.
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08:17
With this blended混合 class late晚了 last year,
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去年稍晚,這門多元教育課程,
08:20
the failure失敗 rate fell下跌 to nine percent百分.
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不及格率降至9 %,
08:23
So the results結果 can be extremely非常, extremely非常 good.
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成效可說十分良好。
不過在更深入前,
08:27
Now before we go too far into this,
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08:30
I'd like to spend some time discussing討論
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我想撥點時間討論,
一些重要的概念,
08:33
some key ideas思路.
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08:34
What are some key ideas思路
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是甚麼樣的重大觀念,
08:35
that makes品牌 all of this work?
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讓這樣的課程有效?
08:38
One idea理念 is active活性 learning學習.
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其中之一就是主動學習,
08:41
The idea理念 here is, rather than have students學生們
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內蘊的理念就是:
與其要學生進教室看教學影片,
08:43
walk步行 into class and watch lectures講座,
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08:45
we replace更換 this with what we call lessons教訓.
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我們改採所謂的「課程」;
08:48
Lessons教訓 are interleaved交錯 sequences序列
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在順序進度上
08:50
of videos視頻 and interactive互動 exercises演習.
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交錯參雜影片與互動練習,
08:53
So a student學生 might威力 watch a five-五-, seven-minute七分鐘 video視頻
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學生可看一段5到7分鐘的影片,
08:56
and follow跟隨 that with an interactive互動 exercise行使.
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接著做互動練習,
08:59
Think of this as the ultimate最終
SocratizationSocratization of education教育.
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就當這是極致的蘇格拉底式教育,
以反詰來教學。
09:03
You teach by asking questions問題.
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1980
09:05
And this is a form形成 of learning學習
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這種方式就是,
09:06
called active活性 learning學習,
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主動學習。
09:07
and really promoted提拔 by a very early paper, in 1972,
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克雷克(Fergus I. M. Craik)
和洛克哈特(Lockhart),
早在1972時便倡導這種方式,
09:11
by Craik克雷克 and Lockhart洛克哈特,
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09:12
where they said and discovered發現
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在論文中他們發現並主張
09:14
that learning學習 and retention保留 really relates涉及 strongly非常
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學習與記憶密切相關。
09:16
to the depth深度 of mental心理 processing處理.
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09:18
Students學生們 learn學習 much better
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使用教材時,
涉入的心智歷程越深,
09:19
when they are interacting互動 with the material材料.
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學習成效越好。
09:22
The second第二 idea理念 is self-pacing自起搏.
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再來談自主學習的概念,
09:25
Now, when I went to a lecture演講 hall大廳,
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進入課堂的時候,
假設你們和我一樣,
09:27
and if you were like me,
228
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1290
09:28
by the fifth第五 minute分鐘 I would lose失去 the professor教授.
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1966
不到5分鐘就聽不懂了;
09:30
I wasn't all that smart聰明, and I would
be scrambling擾碼, taking服用 notes筆記,
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因不夠聰明,所以拼命做筆記,
結果接下來的課跟不上。
09:34
and then I would lose失去 the lecture演講
for the rest休息 of the hour小時.
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09:37
Instead代替, wouldn't不會 it be nice不錯 with online線上 technologies技術,
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反觀網路科技在這方面不就很好?
09:39
we offer提供 videos視頻 and interactive互動
engagements訂婚 to students學生們?
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學生有影片和互動成分可用;
09:43
They can hit擊中 the pause暫停 button按鍵.
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可暫停;
09:45
They can rewind倒帶 the professor教授.
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可倒帶讓教授再說一次;
09:47
Heck哎呀, they can even mute靜音 the professor教授.
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還可按靜音要教授閉嘴。
09:51
So this form形成 of self-pacing自起搏
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這樣的自主方式,
09:53
can be very helpful有幫助 to learning學習.
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對學習很有幫助,
09:55
The third第三 idea理念 that we have is instant瞬間 feedback反饋.
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第三個概念是立即回饋,
09:59
With instant瞬間 feedback反饋,
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有了這個技術,
10:00
the computer電腦 grades等級 exercises演習.
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電腦就可批閱習題,
10:02
I mean, how else其他 do you teach 150,000 students學生們?
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不然要怎樣教15萬名學生呢?
10:04
Your computer電腦 is grading等級 all the exercises演習.
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而電腦則可勝任所有評分工作。
10:06
And we've我們已經 all submitted提交 homeworks家庭作業,
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以前我們交作業後,
10:08
and your grades等級 come back two weeks later後來,
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兩週後才會收到成績,
10:10
you've forgotten忘記了 all about it.
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到時早忘了這回事。
10:12
I don't think I've still received收到
some of my homeworks家庭作業
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我認為大學時交出去的作業,
10:14
from my undergraduate大學本科 days.
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有些沒發回來,
10:15
Some are never graded分級.
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有些甚至根本沒批改過。
10:17
So with instant瞬間 feedback反饋,
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藉由立即回饋,
10:18
students學生們 can try to apply應用 answers答案.
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學生可查看成績;
10:20
If they get it wrong錯誤, they can get instant瞬間 feedback反饋.
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若答錯了也能立刻知道,
10:22
They can try it again and try it again,
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能反覆嘗試練習,
10:24
and this really becomes much more engaging.
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還有立即回饋,
10:26
They get the instant瞬間 feedback反饋,
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這樣學更有趣。
10:27
and this little green綠色 check mark標記 that you see here
256
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這個綠色勾選記號,
10:30
is becoming變得 somewhat有些 of a cult禮拜 symbol符號 at edX給予edX.
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已有edX精神象徵的態勢。
10:34
Learners學習者 are telling告訴 us that they go to bed at night
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學生跟我們說,他們晚上就寢時,
腦中縈繞的都是這個記號。
10:37
dreaming做夢 of the green綠色 check mark標記.
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10:40
In fact事實, one of our learners學習者
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真的,一位去年稍早
10:42
who took the circuits電路 course課程 early last year,
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修過電路學的學生,
10:45
he then went on to take a software軟件 course課程
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去年底又去修柏克萊大學的
10:47
from Berkeley伯克利 at the end結束 of the year,
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軟體課程。
10:49
and this is what the learner學習者 had to say
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這學生剛開始上課時,
10:51
on our discussion討論 board
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曾對綠色答對記號
在課程討論區
10:52
when he just started開始 that course課程
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發表過這樣的看法:
10:54
about the green綠色 check mark標記:
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10:56
&quotQUOT;Oh god; have I missed錯過 you.&quotQUOT;
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「天啊!我開始懷念起答對記號了!」
10:58
When's當的 the last time you've seen看到 students學生們
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各位何曾見過學生,
在網上發表對作業的看法?
11:01
posting發帖 comments註釋 like this about homework家庭作業?
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4461
11:05
My colleague同事 Ed埃德 BertschingerBertschinger,
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2396
我的同事艾迪.白辛格(Ed Bertschinger)
11:08
who heads up the physics物理 department at MITMIT,
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也就是MIT物理系系主任,
11:10
has this to say about instant瞬間 feedback反饋:
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對即時回饋是這麼形容的。
11:13
He indicated指示 that instant瞬間 feedback反饋
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他表示即時回饋
在教學當下便能產生學習效果。
11:16
turns teaching教學 moments瞬間 into learning學習 outcomes結果.
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11:22
The next下一個 big idea理念 is gamification遊戲化.
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我們接著要談的重要概念是寓教於樂,
11:24
You know, all learners學習者 engage從事 really well
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對互動影片一類的東西,
11:26
with interactive互動 videos視頻 and so on.
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所有學生都能融入其中。
11:27
You know, they would sit down and shoot射擊
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他們願意整天坐在那,
11:29
alien外僑 spaceships飛船 all day long until直到 they get it.
280
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2344
打外星艦隊的射擊遊戲,直到破關。
11:31
So we applied應用的 these gamification遊戲化
techniques技術 to learning學習,
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因此我們把學習融入遊戲中,
11:34
and we can build建立 these online線上 laboratories實驗室.
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像是網路實驗室。
11:36
How do you teach creativity創造力?
How do you teach design設計?
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2247
至於創意和設計該怎麼教,
11:38
We can do this through通過 online線上 labs實驗室
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網路實驗室便派得上用場。
11:40
and use computing計算 power功率
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就可建構這些網路實驗室。
11:41
to build建立 these online線上 labs實驗室.
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1589
就可建構這些網路實驗室。
11:43
So as this little video視頻 shows節目 here,
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2388
如同短片中看到的,
11:45
you can engage從事 students學生們
288
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學生能夠參與其中,
11:47
much like they design設計 with Legos積木.
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1607
就很像他們排列樂高積木一樣。
11:48
So here, the learners學習者 are building建造 a circuit電路
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1918
這是學生在作電路規劃,
11:50
with Lego-like樂高玩具一樣 ease緩解.
291
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感覺就像玩樂高一樣輕鬆,
11:52
And this can also be graded分級 by the computer電腦.
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而且同樣能以電腦評分。
11:56
Fifth第五 is peer窺視 learning學習.
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第五點是同伴協同學習,
11:59
So here, we use discussion討論 forums論壇 and discussions討論
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2835
這部分我們用的是論壇、相互討論
12:02
and Facebook-like類似Facebook的 interaction相互作用
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2100
以及類似臉書的互動機制。
12:04
not as a distraction娛樂,
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這不是要讓學生分心,
12:06
but to really help students學生們 learn學習.
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2847
而是有效促進學習。
12:09
Let me tell you a story故事.
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讓我說個故事,
12:10
When we did our circuits電路 course課程
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3226
電路學有15萬5千名學生,
12:14
for the 155,000 students學生們,
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1866
12:16
I didn't sleep睡覺 for three nights
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快要開課時,
為了備課,
12:17
leading領導 up to the launch發射 of the course課程.
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我熬夜3天。
12:19
I told my TAs助教, okay, 24/7,
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我跟助教說,
為了主持論壇和回覆問題等,
12:22
we're going to be up
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我們會需要全天待命。
12:23
monitoring監控 the forum論壇, answering回答 questions問題.
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1874
12:25
They had answered回答 questions問題 for 100 students學生們.
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1973
他們幫100位學生解答過問題,
12:27
How do you do that for 150,000?
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不過15萬名學生要怎麽應付?
12:30
So one night I'm sitting坐在 up there, at 2 a.m. at night,
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話說有一晚我半夜2點還脫不了身,
12:32
and I think there's this question
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我記得當時有人問了個問題,
12:33
from a student學生 from Pakistan巴基斯坦,
310
741678
1971
是一名巴基斯坦的學生問的。
12:35
and he asked a question, and I said,
311
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1328
既然他問了,我心想,
12:36
okay, let me go and type類型 up an answer回答,
312
744977
1456
好吧!讓我把答案打上去。
不過我打字不算快。
12:38
I don't type類型 all that fast快速,
313
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1608
12:40
and I begin開始 typing打字 up the answer回答,
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1564
於是我開始輸入答案,
12:41
and before I can finish,
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不過我還沒完成,
12:43
another另一個 student學生 from Egypt埃及
popped膨化 in with an answer回答,
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2674
一位埃及學生就上線解答了。
12:45
not quite相當 right, so I'm fixing定影 the answer回答,
317
753973
1918
只不過並非完全正確,所以我加以修正,
12:47
and before I can finish, a student學生 from the U.S.
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1968
同樣地,一位美國的學生,
12:49
had popped膨化 in with a different不同 answer回答.
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1609
搶在我完成前提供另一個答案。
12:51
And then I satSAT back, fascinated入迷.
320
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2800
我索性袖手旁觀,但覺十分有趣。
12:54
Boom繁榮, boom繁榮, boom繁榮, boom繁榮, the students學生們 were
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1947
眼看線上學生數激增,
12:56
discussing討論 and interacting互動 with each other,
322
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1951
且彼此互動討論
12:58
and by 4 a.m. that night, I'm totally完全 fascinated入迷,
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2518
深夜還不到4點,我已完全投入其中,
13:00
having this epiphany頓悟,
324
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為此深受啟發。
13:02
and by 4 a.m. in the morning早上,
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而學生也在凌晨4點前,
13:03
they had discovered發現 the right answer回答.
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1753
就找出正確答案。
13:05
And all I had to do was go and bless保佑 it,
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我只需表示肯定,說聲:
「答得好」就夠了!
13:06
"Good answer回答."
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1966
13:08
So this is absolutely絕對 amazing驚人,
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2352
學生籍機彼此學習,
13:11
where students學生們 are learning學習 from each other,
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1810
這點真的令人非常驚喜。
13:13
and they're telling告訴 us that they are learning學習
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2817
何況學生還告訴我們,
教同學也讓他們學到不少。
13:15
by teaching教學.
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2297
13:18
Now this is all not just in the future未來.
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1980
我現在說的不只是未來,
13:20
This is happening事件 today今天.
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1752
現在就已經實現了。
13:21
So we are applying應用 these blended混合 learning學習 pilots飛行員
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2317
目前我們聯合全球許多高中和大學,
13:24
in a number of universities高校 and
high schools學校 around the world世界,
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試行這些多元學習計劃。
13:26
from Tsinghua清華 in China中國
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包括中國的清華大學、以及
13:28
to the National國民 University大學 of Mongolia蒙古 in Mongolia蒙古
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2432
蒙古的國立蒙古大學,還有
美國加州的柏克萊大學,
13:31
to Berkeley伯克利 in California加州 --
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1611
13:32
all over the world世界.
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其應用可謂遍布全球。
13:34
And these kinds of technologies技術 really help,
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2024
這類科技真的幫了不少忙,
13:36
the blended混合 model模型 can really help
342
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1549
而多元教育模式
確實能大幅改革教育,
13:37
revolutionize革命化 education教育.
343
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2098
13:39
It can also solve解決 a practical實際的 problem問題 of MOOCsMOOCs,
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3411
還能解決MOOCs所面臨的一項實際問題,
13:43
the business商業 aspect方面.
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也就是營運。
13:44
We can also license執照 these MOOCMOOC courses培訓班
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2316
我們還可對其他大學
開放MOOC的授權,
13:47
to other universities高校,
347
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1739
13:48
and therein在其中 lies a revenue收入 model模型 for MOOCsMOOCs,
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2564
這樣MOOCs就有盈利方式了。
13:51
where the university大學 that
licenses許可證 it with the professor教授
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2389
取得授權的任課教授,
就可把這些線上課程
13:53
can use these online線上 courses培訓班
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1837
當成新版教課書,
13:55
like the next-generation下一代 textbook教科書.
351
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2201
13:57
They can use as much or as little as they like,
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2455
且可自行決定使用率,
14:00
and it becomes a tool工具 in the teacher's教師 arsenal兵工廠.
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5486
教材資源也會更豐富。
14:05
Finally最後, I would like to have you
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最後我想請大家
14:07
dream夢想 with me for a little bit.
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2841
和我共享一點夢想;
14:10
I would like us to really reimagine重新構想 education教育.
356
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4169
讓我們再次想像教育的樣貌,
14:14
We will have to move移動 from lecture演講 halls大廳 to e-spacesE-空間.
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4125
教育將由實體課堂延伸到虛擬空閒,
14:19
We have to move移動 from books圖書 to tablets平板電腦
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847042
2675
我們該嘗試書本以外的平板了。
14:21
like the AakashAakash in India印度
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1826
像印度推行的,
Aakash平板,
14:23
or the Raspberry覆盆子 Pi, 20 dollars美元.
360
851543
2348
或是20美元的樹莓派電腦(Raspberry Pi);
14:25
The AakashAakash is 40 dollars美元.
361
853891
2007
Aakash要價40美元。
14:27
We have to move移動 from
bricks-and-mortar磚頭和水泥 school學校 buildings房屋
362
855898
2914
我們必須從學校建築
14:30
to digital數字 dormitories宿舍.
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2621
延伸到數位化的寢室。
14:33
But I think at the end結束 of the day,
364
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1448
不過我認為到頭來,
14:34
I think we will still need one lecture演講 hall大廳
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2242
大學中的教室,
14:37
in our universities高校.
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2562
還是有其必要性。
14:39
Otherwise除此以外, how else其他 do we tell our grandchildren孫子
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2824
不然怎能跟自己的孫兒輩說,
14:42
that your grandparents祖父母 satSAT in that room房間
368
870509
3395
爺爺奶奶曾在那間教室,
14:45
in neat整齊 little rows like cornstalks玉米稈
369
873904
3224
像玉米稈一般整齊端坐,
14:49
and watched看著 this professor教授 at the end結束
370
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2553
看著彼端的教授,
14:51
talk about content內容 and, you know,
371
879681
2647
而且說到課堂內容,
當時連倒帶鍵都沒有。
14:54
you didn't even have a rewind倒帶 button按鍵?
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2647
謝謝大家!
14:56
Thank you.
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(掌聲)
14:59
(Applause掌聲)
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1991
謝謝!謝謝!(觀眾紛紛起立鼓掌)
15:01
Thank you. Thank you. (Applause掌聲)
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889194
6751
Translated by Samson Zhong
Reviewed by Nan-Kun Wu

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ABOUT THE SPEAKER
Anant Agarwal - Education innovator
Through blended courses Anant Agarwal is pairing online education with face-to-face student-faculty interactions, reshaping the university campus experience.

Why you should listen

In the spring of 2012, Anant Agarwal, a professor of computer science at MIT, taught a course called “Circuits and Electronics.” As usual, it was MIT-level challenging, requiring knowledge of differential equations and calculus. Unlike in the past, though, the course enrolled 155,000 students from 162 countries around the world.
 
It was the inaugural offering of what is now edX , an online learning venture of MIT and Harvard, which Agarwal helms. Through this nonprofit -- one of the leading forces of the massive open online course (MOOC) movement -- Agarwal aims to make higher education globally available, for free.
 
Which does not preclude in-person education. On campus, Agarwal is pushing for what he calls blended courses, which interweave digital content and face-to-face interactions. "I see online learning as a rising tide that will lift all boats,” Agarwal says.

Agarwal holds the Guinness World Record for the largest microphone array, and was named one of Forbes' top education innovators in 2012. Find him on Twitter at @agarwaledu.

More profile about the speaker
Anant Agarwal | Speaker | TED.com