TED2011
Sal Khan: Let's use video to reinvent education
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Salman Khan praat oor hoe en waarom hy die merkwaardige Khan Akademie, 'n noukeurig gestruktureerde reeks van opvoedkundige video's wat volledige kurrikula in wiskunde, en nou ander vakke bied, geskep het. Hy wys die krag van interaktiewe oefeninge en versoek onderwysers om die tradisionele klaskamer draaiboek op sy sy te draai -- gee studente video lesings om by die huis te kyk en doen "huiswerk" in die klaskamer met die onderwyser beskikbaar om te help.
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
Double-click the English transcript below to play the video.
00:15
The Khan Academy is most known
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Khan Akademie is mees bekend
00:17
for its collection of videos,
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vir die versameling van video's,
00:19
so before I go any further,
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so voor ek verder gaan,
00:21
let me show you a little bit of a montage.
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laat ek jul 'n bietjie van 'n montage wys.
00:24
(Video) Salman Khan: So the hypotenuse is now going to be five.
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(Video) Salman Khan: So die skuinssy is nou vyf.
00:27
This animal's fossils are only found in this area of South America --
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Hierdie dier se fossiele is net te vinde in hierdie deel van Suid-Amerika --
00:30
a nice clean band here --
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'n mooi skoon band hier --
00:32
and this part of Africa.
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en in hierdie deel van Afrika.
00:34
We can integrate over the surface,
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Ons kan integreer oor die oppervlak,
00:36
and the notation usually is a capital sigma.
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en die notasie is gewoonlik is 'n kapitaal Sigma.
00:39
National Assembly: They create the Committee of Public Safety,
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Nasionale Vergadering: Hulle skep die Komitee van Openbare Veiligheid,
00:42
which sounds like a very nice committee.
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wat klink soos 'n baie mooi komitee.
00:44
Notice, this is an aldehyde,
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Let op, dit is 'n aldehied,
00:46
and it's an alcohol.
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en dit is 'n alkohol.
00:48
Start differentiating into effector and memory cells.
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Begin onderskeid in effektor en geheue selle.
00:51
A galaxy. Hey, there's another galaxy.
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'n Sterrestelsel. Daar is nog 'n sterrestelsel.
00:53
Oh look, there's another galaxy.
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Daars 'n ander sterrestelsel.
00:55
And for dollars, is their 30 million,
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En vir die dollars is hulle 30 miljoen,
00:58
plus the 20 million dollars from the American manufacturer.
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plus die 20 miljoen dollars van die Amerikaanse vervaardiger.
01:01
If this does not blow your mind,
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As dit nie jou domslaan nie,
01:04
then you have no emotion.
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dan het jy geen emosie nie.
01:06
(Laughter)
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(Gelag)
01:08
(Applause)
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(Applous)
01:13
SK: We now have on the order
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SK: Ons het nou al ongeveer
01:15
of 2,200 videos
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2200 videos wat
01:17
covering everything from basic arithmetic
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alles dek vanaf basiese optelkunkde
01:19
all the way to vector calculus
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tot vektor kalkulus
01:21
and some of the stuff you saw there.
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en 'n paar van die dinge wat jy daar gesien het.
01:24
We have a million students a month using the site,
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Ons het 'n miljoen studente 'n maand wat gebruik maak van ons webwerf,
01:27
watching on the order of 100 to 200,000 videos a day.
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waar hul ongeveer ‘n 100 tot 200,000 video's per dag kyk.
01:31
But what we're going to talk about in this
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Maar waaroor ons hier wil praat
01:33
is how we're going to the next level.
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is hoe ons gaan beweeg na die volgende vlak.
01:35
But before I do that,
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Maar voor ek daar begin,
01:37
I want to talk a little bit about really just how I got started.
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wil ek eers 'n bietjie praat oor hoe ek hiermee begin het.
01:41
And some of you all might know,
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Sommige van julle sal weet,
01:43
about five years ago I was an analyst at a hedge fund,
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dat sowat vyf jaar gelede was ek 'n ontleder by 'n heining fonds,
01:46
and I was in Boston,
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ek was in Boston,
01:48
and I was tutoring my cousins in New Orleans, remotely.
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en ek was my neefs se afstand-leermeester in New Orleans.
01:51
And I started putting the first YouTube videos up
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En ek begin toe om die eerste YouTube video's op te laai
01:54
really just as a kind of nice-to-have,
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regtig net as 'n ietsie extra,
01:56
just a supplement for my cousins --
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net as 'n aanvulling vir my neefs --
01:58
something that might give them a refresher or something.
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iets wat hulle 'n opknappingskursus of iets kon gee.
02:01
And as soon as I put those first YouTube videos up,
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En so gou soos ek daardie eerste YouTube videos opgelaai het,
02:03
something interesting happened --
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het interessante dinge gebeur --
02:05
actually a bunch of interesting things happened.
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eintlik het 'n klomp interessante dinge gebeur.
02:07
The first was the feedback from my cousins.
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Die eerste was die terugvoering van my neefs.
02:10
They told me
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Hulle het vir my gesê
02:12
that they preferred me on YouTube than in person.
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dat hulle verkies om my op YouTube te kyk, as in persoon self.
02:15
(Laughter)
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(Gelag)
02:23
And once you get over the backhanded nature of that,
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En sodra mens oor die vandehandse slag daarvan kom,
02:26
there was actually something very profound there.
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was daar eintlik iets baie diepgaande daar.
02:28
They were saying
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Hulle het gesê
02:30
that they preferred the automated version of their cousin
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dat hulle verkies eerder die geoutomatiseerde weergawe van hul neef
02:32
to their cousin.
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teenoor hul regte neef.
02:34
At first, it's very unintuitive,
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Aan die begin, lyk dit baie on-intuïtief,
02:36
but when you actually think about it from their point of view, it makes a ton of sense.
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maar wanneer jy eintlik dink daaroor uit hulle oogpunt, maak dit heelwat sin.
02:39
You have this situation
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Jy het hierdie situasie
02:41
where now they can pause and repeat their cousin,
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waar hulle nou hul neef kan vries en herhaal,
02:43
without feeling like they're wasting my time.
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sonder om te voel dat hulle my tyd mors.
02:46
If they have to review something
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As hulle iets moet hersien
02:49
that they should have learned a couple of weeks ago,
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wat hulle ‘n paar weke gelede moes geleer het,
02:51
or maybe a couple of years ago,
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of selfs 'n paar jaar gelede,
02:54
they don't have to be embarrassed and ask their cousin.
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hoef hulle nie skaam te wees om hul neef te vra nie.
02:56
They can just watch those videos. If they're bored, they can go ahead.
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Hulle kan net kyk na die video's. As hulle verveeld word, kan hulle net voort gaan.
02:59
They can watch it at their own time, at their own pace.
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Hulle kan dit kyk op hul eie tyd, teen hul eie tempo.
03:01
And probably the least appreciated aspect of this
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En waarskynlik die minste waardeerde aspek van hiervan
03:06
is the notion that the very first time,
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is die idee dat vir die heel eerste keer,
03:08
the very first time
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die heel eerste keer
03:10
that you're trying to get your brain around a new concept,
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dat jy probeer om jou brein om 'n nuwe konsep te kry,
03:13
the very last thing you need
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is die heel laaste ding wat jy nodig het
03:15
is another human being saying, "Do you understand this?"
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'n ander mens wat sê, "Het jy dit verstaan?"
03:18
And that's what was happening with the interaction with my cousins before,
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En dit is wat gebeur het met die interaksie met my neefs voor dit,
03:21
and now they can just do it
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en nou kan hulle dit doen
03:24
in the intimacy of their own room.
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in die intimiteit van hul eie kamer.
03:28
The other thing that happened is --
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Die ander ding wat gebeur het is --
03:30
I put them on YouTube just --
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ek het die videos op YouTube gelaai --
03:33
I saw no reason to make it private,
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ek het geen rede gesien om dit privaat te maak nie,
03:35
so I let other people watch it,
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so ek laat toe dat ander mense dit kon sien,
03:37
and then people started stumbling on it,
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en mense het begin op die video’s afkom,
03:39
and I started getting some comments and some letters
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en ek het begin om 'n paar opmerkings en 'n paar briewe
03:42
and all sorts of feedback
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en alle tipe terugvoering ontvang
03:44
from random people from around the world.
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van mense van regoor die wêreld.
03:46
And these are just a few.
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En dit is net 'n paar.
03:49
This is actually from one of the original calculus videos.
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Dit is eintlik van een van die oorspronklike kalkulus video's.
03:52
And someone wrote just on YouTube --
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En iemand het op YouTube geskryf --
03:54
it was a YouTube comment:
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dit was die YouTube kommentaar:
03:56
"First time I smiled doing a derivative."
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"Eerste keer dat ek glimlag terwyl ek 'n afgeleiding doen."
03:59
(Laughter)
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(Gelag)
04:01
And let's pause here.
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Laat ons stop hier.
04:03
This person did a derivative
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Hierdie persoon het 'n afgeleid gedoen
04:05
and then they smiled.
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en toe geglimlag.
04:08
And then in a response to that same comment -- this is on the thread.
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En dan in 'n reaksie op daardie kommentaar.
04:11
You can go on YouTube and look at these comments --
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Jy kan op YouTube gaan kyk na hierdie kommentaar --
04:13
someone else wrote: "Same thing here.
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het iemand anders geskryf: "Dieselfde ding hier.
04:15
I actually got a natural high and a good mood for the entire day.
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Ek het was sommer op 'n natuurlike hoog en was in 'n goeie bui vir die hele dag.
04:18
Since I remember seeing
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Vandat ek kan onthou
04:20
all of this matrix text in class,
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sien ek al hierdie "Matrix (film)" teks in die klas,
04:23
and here I'm all like, 'I know kung fu.'"
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en nou is ek soos, 'Ek ken Kung Fu.'"
04:26
(Laughter)
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(Gelag)
04:30
And we get a lot of feedback all along those lines.
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En ons kry 'n baie terugvoer soos hierdie ontvang.
04:32
This clearly was helping people.
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Dit was duidelik besig om mense te help.
04:34
But then, as the viewership kept growing and kept growing,
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Maar toe, soos die kykertal net aanhou groei en aanhou groei het,
04:37
I started getting letters from people,
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het ek begin om briewe van mense te ontvang,
04:40
and it was starting to become clear
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en dit het begin duidelik geword
04:42
that it was actually more than just a nice-to-have.
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dat dit eintlik meer as net 'n lekker-om-te-hê was.
04:44
This is just an excerpt
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Dit is net 'n uittreksel
04:46
from one of those letters.
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uit een van daardie briewe.
04:48
"My 12 year-old son has autism
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"My 12-jarige seun het outisme
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and has had a terrible time with math.
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en het 'n verskriklike tyd met wiskunde.
04:52
We have tried everything,
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Ons het alles probeer,
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viewed everything, bought everything.
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alles gekyk, alles gekoop.
04:56
We stumbled on your video on decimals and it got through.
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Ons het op jou video oor desimale afgekom en dit het deurgekom.
04:59
Then we went on to the dreaded fractions. Again, he got it.
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Toe het ons aanbeweeg na die gevreesde breuke. Weereens het hy het dit verstaan.
05:02
We could not believe it.
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Ons kon dit nie glo nie.
05:04
He is so excited."
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Hy is so opgewonde."
05:06
And so you can imagine,
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En so kan jy jouself indink,
05:08
here I was an analyst at a hedge fund.
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hier was ek 'n ontleder by 'n heining fonds.
05:11
It was very strange for me to do something of social value.
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Dit was baie vreemds vir my om iets van sosiale waarde te doen.
05:14
(Laughter)
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(Gelag)
05:17
(Applause)
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(Applous)
05:24
But I was excited, so I kept going.
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Maar ek was opgewonde, so ekt aangehou.
05:27
And then a few other things started to dawn on me.
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En toe het 'n paar ander dinge op my begin aanbreek.
05:29
That, not only would it help my cousins right now,
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Dat, nie net sal dit my neefs nou help nie,
05:32
or these people who are sending letters,
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of hierdie mense wat briefies stuur nie,
05:34
but that this content will never go old,
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maar dat die inhoud nooit sal oud raak nie,
05:36
that it could help their kids
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dat dit hul kinders
05:38
or their grandkids.
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of hul kleinkinders sou kon help.
05:40
If Isaac Newton
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As Isaac Newton
05:42
had done YouTube videos on calculus,
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YouTube videos oor kalkulus sou gedoen het,
05:44
I wouldn't have to.
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sou ek nie hoef nie.
05:46
(Laughter)
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(Gelag)
05:48
Assuming he was good. We don't know.
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Die veronderstelling dat hy goed was. Ons weet nie.
05:51
(Laughter)
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(Gelag)
05:53
The other thing that happened --
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Die ander ding wat gebeur het --
05:55
and even at this point, I said, "Okay, maybe it's a good supplement.
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en selfs op hierdie punt, het ek gesê, "Goed, miskien is dit 'n goeie aanvulling.
05:57
It's good for motivated students.
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Dit is goed vir gemotiveerde studente.
05:59
It's good for maybe home schoolers."
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Dit is goed vir miskien tuisskolers."
06:01
But I didn't think it would be something
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Maar ek het nie gedink dit sou iets wees
06:03
that would somehow penetrate the classroom.
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wat op ‘n manier die klaskamer sou deurdring nie.
06:05
But then I started getting letters from teachers.
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Maar toe het ek begin briewe van onderwysers ontvang.
06:07
And the teachers would write, saying,
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En die onderwysers sou skryf, en sê,
06:09
"We've used your videos to flip the classroom.
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"Ons het jou video's gebruik het om die klaskamer om te swaai.
06:11
You've given the lectures, so now what we do ... " --
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Jy het die lesings gegee, so nou wat ons doen ... " --
06:14
and this could happen in every classroom in America tomorrow --
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en dit kan gebeur in elke klaskamer in Amerika môre --
06:17
" ... what I do is I assign the lectures for homework,
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" ... wat ek doen is ek ken die lesings as huiswerk toe,
06:20
and what used to be homework,
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en wat gebruik was as huiswerk,
06:22
I now have the students doing in the classroom."
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doen die studente nou in die klaskamer."
06:25
And I want to pause here for --
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En ek wil onderbreek hier vir --
06:28
(Applause)
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(Applous)
06:32
I want to pause here for a second,
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Ek wil Stop hier vir 'n sekonde,
06:34
because there's a couple of interesting things.
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want daar is 'n paar interessante dinge.
06:36
One, when those teachers are doing that,
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Een, wanneer daardie onderwysers dit doen,
06:38
there's the obvious benefit --
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is daar die voor hand liggende voordeel --
06:40
the benefit that now their students
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die voordeel dat nou kan hul studente
06:42
can enjoy the videos in the way that my cousins did.
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die video's geniet in dieselfde manier waarop my neefs dit geniet het.
06:44
They can pause, repeat at their own pace,
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Hulle kan stop, herhaal teen hulle eie tempo,
06:46
at their own time.
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op hul eie tyd.
06:48
But the more interesting thing is --
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Maar die meer interessante ding is --
06:50
and this is the unintuitive thing when you talk about technology in the classroom --
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en dit is die on-intuïtiewe ding waaroor jy praat as jy oor die tegnologie in die klaskamer praat --
06:53
by removing the one-size-fits-all lecture from the classroom
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deur die verwydering van die een-grootte-pas-almal-lesing vanuit die klaskamer
06:56
and letting students have a self-paced lecture at home,
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en toe te laat dat studente teen hul eie tempo lesings by die huis doen,
06:59
and then when you go to the classroom, letting them do work,
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en dan wanneer jy na die klaskamer kom, om hulle te laat werk,
07:02
having the teacher walk around,
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met die onderwyser wat rondloop,
07:04
having the peers actually be able to interact with each other,
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met die maats in staat om in interaksie te tree met mekaar,
07:07
these teachers have used technology
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het hierdie onderwysers tegnologie gebruik
07:10
to humanize the classroom.
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om die klaskamer meer menslik te maak.
07:12
They took a fundamentally dehumanizing experience --
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Hulle het 'n fundamentele verontmenslikende ondervinding gevat --
07:15
30 kids with their fingers on their lips,
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30 kinders met hulle vingers op hulle lippe,
07:17
not allowed to interact with each other.
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nie toegelaat om met mekaar interaksie te hê nie.
07:19
A teacher, no matter how good,
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'n Onderwyser, maak nie saak hoe goed,
07:21
has to give this one-size-fits-all lecture
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moet hierdie een-grootte-pas-almal-lesing
07:23
to 30 students --
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aan 30 studente oordra --
07:25
blank faces, slightly antagonistic --
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bleek gesigte, effens antagonisties --
07:27
and now it's a human experience.
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en nou is dit 'n menslike ervaring.
07:29
Now they're actually interacting with each other.
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Nou is daar eintlik interaksie met mekaar.
07:31
So once the Khan Academy --
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Dus, sodra die Khan Akademie --
07:33
I quit my job
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Ek het my werk gelos
07:35
and we turned into a real organization --
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en ons het dit in 'n werklike organisasie omskep --
07:37
we're a not-for-profit --
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ons is 'n nie-winsgewend --
07:39
the question is, how do we take this to the next level?
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is die vraag, hoe neem ons dit na die volgende vlak?
07:42
How do we take what those teachers are doing
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Hoe kan ons wat daardie onderwysers doen
07:44
to their natural conclusion?
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vat na die natuurlike gevolgtrekking?
07:46
And so what I'm showing you over here,
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So wat ek jul wys hier,
07:48
these are actual exercises
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dit is werklike oefeninge
07:50
that I started writing for my cousins.
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wat ek begin skryf het vir my neefs.
07:53
The ones I started were much more primitive.
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Die enes waarmee ek begin het, was baie meer primitief.
07:55
This is a more competent version of it.
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Dit is 'n meer bevoegde weergawe daavan.
07:58
But the paradigm here is, we'll generate as many questions as you need
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Maar die paradigma is hier, ons sal so baie vrae genereer soos jy nodig het
08:01
until you get that concept,
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totdat jy daardie konsep begryp,
08:03
until you get 10 in a row.
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totdat jy 10 in 'n ry regkry.
08:05
And the Khan Academy videos are there.
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En die Khan Akademie video's is daar.
08:07
You get hints, the actual steps for that problem,
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Jy kry wenke, die werklike stappe vir die probleem,
08:09
if you don't know how to do it.
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as jy nie weet hoe om dit te doen nie.
08:11
But the paradigm here, it seems like a very simple thing:
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Maar die paradigma hier, dit lyk dit soos 'n baie eenvoudige ding:
08:13
10 in a row, you move on.
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10 in 'n ry, dan beweeg jy aan.
08:15
But it's fundamentally different than what's happening in classrooms right now.
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Maar dit is fundamenteel anders as wat tans in klaskamers gebeur op hierdie oomblik.
08:18
In a traditional classroom,
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In 'n tradisionele klaskamer,
08:20
you have a couple of homework,
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het jy 'n bietjie huiswerk,
08:22
homework, lecture, homework, lecture,
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huiswerk, lesing, huiswerk, lesing,
08:24
and then you have a snapshot exam.
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en dan het jy 'n momentopname eksamen.
08:26
And that exam, whether you get a 70 percent, an 80 percent,
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En die eksamen, of jy nou 'n 70%, 'n 80%,
08:28
a 90 percent or a 95 percent,
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'n 90% of 'n 95% kry,
08:31
the class moves on to the next topic.
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die klas beweeg aan na die volgende onderwerp.
08:33
And even that 95 percent student,
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En selfs die 95% student,
08:35
what was the five percent they didn't know?
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wat was die 5% wat hulle nie geweet het nie?
08:37
Maybe they didn't know what happens when you raise something to the zero power.
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Miskien weet hulle nie wat gebeur wanneer jy iets verhoog tot die krag van nul nie.
08:40
And then you go build on that in the next concept.
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En dan gaan jy voort en bou op dit in die volgende konsep.
08:42
That's analogous to
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Dit is analogies om te
08:44
imagine learning to ride a bicycle,
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verbeel om te leer 'n fiets te ry,
08:46
and maybe I give you a lecture ahead of time,
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en miskien gee ek jou 'n lesing voor die tyd,
08:49
and I give you that bicycle for two weeks.
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en ek gee jou die fiets vir twee weke.
08:51
And then I come back after two weeks,
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En dan kom ek terug na twee weke,
08:53
and I say, "Well, let's see. You're having trouble taking left turns.
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en ek sê, "Wel, laat ons sien. Dit blyk jy het probleme met draaie na links.
08:55
You can't quite stop.
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Jy kan nie behootlik stop nie.
08:57
You're an 80 percent bicyclist."
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Jy is 'n 80% fietsryer."
08:59
So I put a big C stamp on your forehead
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So ek stempel 'n groot C op jou voorkop
09:03
and then I say, "Here's a unicycle."
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en dan sê ek, "Hier is 'n eenwielfiets."
09:06
But as ridiculous as that sounds,
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Maar net so belaglik soos dit klink,
09:08
that's exactly what's happening
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dis presies wat gebeur
09:10
in our classrooms right now.
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in ons klaskamers op die oomblik.
09:12
And the idea is you fast forward
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En die idee is jy vinnig vorentoe
09:15
and good students start failing algebra all of a sudden
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en goeie studente begin skielik algebra druip
09:17
and start failing calculus all of a sudden,
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begin skielik kalkulus druip,
09:20
despite being smart, despite having good teachers,
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ten spyte dat hulle slim is, ten spyte dat hulle goeie onderwysers het,
09:22
and it's usually because they have these Swiss cheese gaps
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en dit is gewoonlik dat hulle het hierdie Switserse kaas gapings
09:24
that kept building throughout their foundation.
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wat gehou gebou het regdeur hul fondasie.
09:26
So our model
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So ons model
09:28
is learn math the way you'd learn anything,
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is leer wiskunde die manier waarop jy enige iets anders sou leer,
09:30
like the way you would learn a bicycle.
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soos die manier waarop jy fietsry sou leer.
09:32
Stay on that bicycle. Fall off that bicycle.
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Bly op die fiets. Val af van die fiets.
09:35
Do it as long as necessary until you have mastery.
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Doen dit so lank as nodig is totdat jy meesterskap bereik.
09:38
The traditional model,
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Die tradisionele model,
09:40
it penalizes you for experimentation and failure,
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penaliseer jou vir eksperimentering en mislukking,
09:42
but it does not expect mastery.
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maar dit verwag nie meesterskap nie.
09:44
We encourage you to experiment. We encourage you to failure.
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Ons moedig jou aan om te eksperimenteer. Ons moedig jou aan te misluk.
09:47
But we do expect mastery.
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Maar ons verwag meesterskap.
09:50
This is just another one of the modules.
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Dit is net nog een van die modules.
09:52
This is trigonometry.
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Dit is trigonometrie.
09:54
This is shifting and reflecting functions.
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Dit is die verskuiwing en weerspieëling funksies.
09:57
And they all fit together.
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En hulle pas almal met mekaar.
09:59
We have about 90 of these right now.
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Ons het sowat 90 van hierdie op die oomblik.
10:01
And you can go to the site right now. It's all free. Not trying to sell anything.
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En jy kan nou gaan na die webwerf. Dit is alles gratis. Probeer nie om enigiets te verkoop nie.
10:04
But the general idea is that they all fit into this knowledge map.
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Maar die algemene idee is dat hulle almal in hierdie kennis kaart pas.
10:07
That top node right there, that's literally single digit addition.
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Dit top nodus net daar, dit is letterlik enkele syfer toevoeging.
10:10
It's like one plus one is equal to two.
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Dit is soos een plus een is gelyk aan twee.
10:13
And the paradigm is, once you get 10 in a row on that,
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En die paradigma is, kry jy 10 in 'n ry op daardie,
10:15
it keeps forwarding you to more and more advanced modules.
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dit jou stuur na meer en meer gevorderde modules.
10:18
So if you keep further down the knowledge map,
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So as jy verder af in die kennis kaart hou,
10:21
we're getting into more advanced arithmetic.
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beweeg ons na 'n meer gevorderde wiskunde.
10:24
Further down, you start getting into pre-algebra and early algebra.
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Verder af, dan begin jy met voor-algebra en vroeë algebra.
10:27
Further down, you start getting into algebra one, algebra two,
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Verder af, dan begin jy om in algebra een, algebra twee,
10:31
a little bit of precalculus.
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'n bietjie voor-kalkulus te delf.
10:33
And the idea is, from this we can actually teach everything --
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En die idee is, dat vanaf hierdie ons eintlik alles kan onderrig --
10:36
well, everything that can be taught
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oftewel, alles wat in hierdie tipe van 'n raamwerk
10:38
in this type of a framework.
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onderrig kan word.
10:40
So you can imagine -- and this is what we are working on --
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So jy kan verbeel -- en dit is waarmee ons besig is --
10:42
is from this knowledge map
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is uit hierdie kennis kaart
10:44
you have logic, you have computer programming,
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het jy logika, het jy rekenaarprogrammering,
10:46
you have grammar, you have genetics,
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het jy grammatika, het jy genetika,
10:49
all based off of that core of,
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als gebasseer op die basis van daardie kern van,
10:51
if you know this and that,
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as jy dit weet en dat weet,
10:53
now you're ready for this next concept.
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is jy nou gereed vir die volgende konsep.
10:55
Now that can work well for an individual learner,
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Nou dit kan goed werk vir 'n individuele leerder,
10:58
and I encourage, one, for you to do it with your kids,
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en ek raai aan een van julle om dit te doen met jul kinders,
11:00
but I also encourage everyone in the audience to do it yourself.
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maar ek moedig ook almal aan in die gehoor om dit self te doen.
11:02
It'll change what happens at the dinner table.
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Dit sal verander wat gebeur om die etenstafel.
11:05
But what we want to do
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Maar wat ons wil doen
11:07
is to use the natural conclusion of the flipping of the classroom
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is om gebruik te maak van die natuurlike einde van die klaskamer wil omswaai
11:09
that those early teachers had emailed me about.
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waaroor die vroeë onderwysers my oor ge-e-pos het.
11:12
And so what I'm showing you here,
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En so wat ek jul wys hier,
11:14
this is actually data from a pilot in the Los Altos school district,
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is die eintlike data van 'n loodsprojek in die Los Altos skool distrik,
11:16
where they took two fifth grade classes and two seventh grade classes
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waar hulle twee graad vyf klasse en twee graad sewe klasse gevat het
11:19
and completely gutted their old math curriculum.
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en hulle ou wiskunde kurrikulum heeltemal van kant gemaak het.
11:21
These kids aren't using textbooks,
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Hierdie kinders gebruik nie handboeke nie,
11:23
they're not getting one-size-fits-all lectures.
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hulle ontvang nie een-grootte-pas-almal lesings nie.
11:25
They're doing Khan Academy, they're doing that software,
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Hulle doen Khan Akademie, hulle doen daardie sagteware,
11:27
for roughly half of their math class.
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vir ongeveer die helfte van hul wiskunde klas.
11:29
And I want to make it clear, we don't view this as the complete math education.
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En ek wil dit duidelik maak, ons sien dit nie as die volledige wiskunde onderrig nie.
11:32
What it does is -- and this is what's happening in Los Altos --
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Wat dit doen is -- en dit is wat gebeur in Los Altos --
11:34
it frees up time.
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is dit bevry tyd.
11:36
This is the blocking and tackling,
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Dit is die blokkering en die takeling,
11:38
making sure you know how to move through a system of equations,
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dit maak seker jy weet hoe om te beweeg deur 'n stelsel van vergelykings,
11:40
and it frees up time for the simulations, for the games,
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en dit maak tyd vir die simulasies, vir speletjies,
11:43
for the mechanics, for the robot building,
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vir die meganika, vir die robot bou,
11:45
for the estimating how high that hill is based on its shadow.
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vir die beraming van hoe hoog die heuwel is gebaseer op sy eie skaduwee.
11:48
And so the paradigm is the teacher walks in every day,
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En so die paradigma is dat die onderwyser loop in elke dag,
11:51
every kid works at their own pace --
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en elke kind werk teen hul eie pas --
11:53
and this is actually a live dashboard from Los Altos school district --
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en dit is eintlik 'n lewendige paneelboard van die Los Altos skool distrik --
11:56
and they look at this dashboard.
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en hulle kyk na hierdie paneelboard.
11:58
Every row is a student.
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Elke ry is 'n student.
12:00
Every column is one of those concepts.
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Elke kolom is een van daardie begrippe.
12:02
Green means the student's already proficient.
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Groen beteken dat die student reeds vaardig is.
12:04
Blue means they're working on it -- no need to worry.
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Blou beteken dat hulle werk daaraan -- geen rede vir kommer.
12:06
Red means they're stuck.
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Rooi beteken dat hulle vas sit.
12:08
And what the teacher does is literally just say,
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En wat die onderwyser doen is letterlik net sê,
12:11
"Let me intervene on the red kids."
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"Laat ek by die rooi kinders ingryp."
12:13
Or even better, "Let me get one of the green kids
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Of selfs beter, "Laat ek een van die groen kinders
12:15
who are already proficient in that concept
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wat reeds vaardig is in die konsep
12:17
to be the first line of attack
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die eerste lyn van aanval word
12:19
and actually tutor their peer."
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en hul gebruik om hul klasmaat te voog."
12:23
(Applause)
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(Applous)
12:30
Now I come from a very data-centric reality,
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Nou ek kom uit 'n baie data-sentriese werklikheid,
12:32
so we don't want that teacher to even go and intervene
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so ons wil nie eers onderwysers die geleentheid gun om te gaan ingryp
12:34
and have to ask the kid awkward questions:
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en die kind ongemaklike vrae te vra soos:
12:36
"Oh, what do you not understand?" or "What do you do understand?"
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"O, wat is dit wat jy nie verstaan nie?" of "Wat verstaan jy?"
12:38
and all of the rest.
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en al die res.
12:40
So our paradigm is to really arm the teachers with as much data as possible --
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So is ons paradigma is om die onderwysers met soveel inligting as moontlik te bemag --
12:43
really data that, in almost any other field, is expected,
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data wat jy in byna enige ander veld, sou verwag het,
12:45
if you're in finance or marketing or manufacturing --
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as jy in Finansies, of die bemarking of vervaardiging was --
12:47
and so the teachers can actually diagnose what's wrong with the students
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so nou kan die onderwysers eintlik diagnoseer wat verkeerd met die studente is,
12:50
so they can make their interaction as productive as possible.
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sodat hulle hul interaksie so produktief as moontlik kan maak.
12:53
So now the teachers know exactly what the students have been up to,
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Die onderwysers weet nou presies waarmee die studente besig is
12:56
how long they have been spending every day, what videos have they been watching,
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en hoe lank hulle elke dag spandeer het, watter video's hulle gekyk het,
12:58
when did they pause the videos, what did they stop watching,
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waar hulle die video's gevries het, wat het hulle ophou kyk,
13:00
what exercises are they using,
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watter oefeninge hulle gebruik,
13:02
what have they been focused on?
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waarop hulle gefokus was?
13:04
The outer circle shows what exercises they were focused on.
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Die buitenste sirkel toon die oefeninge waarop hulle gefokus is.
13:07
The inner circle shows the videos they're focused on.
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Die binneste sirkel toon die video's waarop hulle gefokus is.
13:10
And the data gets pretty granular
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En die data raak baie gedetaileerd,
13:12
so you can see the exact problems that the student got right or wrong.
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sodat jy kan sien die presiese probleme wat die student reg of verkeerd het.
13:15
Red is wrong, blue is right.
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Rooi is verkeerd, blou is reg.
13:17
The leftmost question is the first question that the student attempted.
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Die linkerste vraag is die eerste vraag wat die student 'n poging op aangewend het.
13:19
They watched the video right over there.
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Hulle het gekyk na die video reg daar.
13:21
And then you can see, eventually, they were able to get 10 in a row.
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En dan kan jy sien, was hulle uiteindelik in staat om 10 in 'n ry te kry.
13:24
It's almost like you can see them learning over those last 10 problems.
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Dit is amper asof jy hulle sien leer oor die laaste 10 probleme.
13:27
They also got faster.
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Hulle het ook vinniger geword.
13:29
The height is how long it took them.
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Die hoogte is hoe lank dit hulle geneem het.
13:33
So when you talk about self-paced learning,
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So wanneer jy praat oor self-tempo leer,
13:36
it makes sense for everyone -- in education-speak, differentiated learning --
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maak dit sin vir almal -- in die onderwys-praat, gedifferensieerde leer --
13:40
but it's kind of crazy when you see it in a classroom.
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maar dit is soort van mal as jy dit sien in 'n klaskamer.
13:43
Because every time we've done this,
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Want elke keer as ons dit gedoen het,
13:45
in every classroom we've done,
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in elke klaskamer wat ons gedoen het,
13:48
over and over again, if you go five days into it,
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oor en oor weer, as vyf dae in dit gaan,
13:50
there's a group of kids who've raced ahead
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is daar 'n groep kinders wat voorentoe gejaag het
13:52
and there's a group of kids who are a little bit slower.
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en daar is’n groep kinders wat 'n bietjie stadiger is.
13:54
And in a traditional model, if you did a snapshot assessment,
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En in 'n tradisionele model, as jy 'n momentopname assessering sou doen,
13:56
you say, "These are the gifted kids, these are the slow kids.
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sou jy gesê het, "Hierdie is die begaafde kinders, hierdie is die stadige kinders
13:59
Maybe they should be tracked differently.
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Miskien moet hulle anders nagespoor word.
14:01
Maybe we should put them in different classes."
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Miskien moet ons hulle moet in verskillende klasse sit."
14:03
But when you let every student work at their own pace --
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Maar wanneer jy toelaat dat elke student werk teen hul eie pas --
14:05
and we see it over and over and over again --
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en ons sien dit oor en oor en oor weer --
14:08
you see students who took a little bit [of] extra time
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sien jy studente wat 'n bietjie ekstra tyd geneem het
14:10
on one concept or the other,
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op die een of die ander konsep,
14:12
but once they get through that concept,
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maar sodra hulle deur die konsep gewerk het,
14:14
they just race ahead.
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hulle net vorentoe haas.
14:16
And so the same kids that you thought were slow six weeks ago,
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En so het die kinders wat jy gedink het was traag ses weke gelede,
14:19
you now would think are gifted.
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sou jy nou dink is die begaafdes.
14:21
And we're seeing it over and over and over again.
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En ons sien dit oor en oor en oor weer.
14:23
And it makes you really wonder
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En dit maak jou regtig wonder
14:25
how much all of the labels maybe a lot of us have benefited from
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hoeveel van die etikette wat dalk baie van ons voordeel uit getrek het,
14:28
were really just due to a coincidence of time.
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was regtig net as gevolg van 'n sameloop van tyd.
14:34
Now as valuable as something like this is
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Nou so waardevol iets soos hierdie
14:36
in a district like Los Altos,
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in 'n distrik soos Los Altos is,
14:39
our goal is to use technology
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is ons doel om tegnologie te gebruik
14:41
to humanize, not just in Los Altos, but on a global scale,
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vir humanisering, nie net in Los Altos, maar op 'n globale skaal,
14:44
what's happening in education.
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wat gebeur in die onderwys.
14:46
And actually, that kind of brings an interesting point.
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En eintlik, daardie soort van bring 'n interessante punt.
14:48
A lot of the effort in humanizing the classroom
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Baie van die pogings om die humanisering van die klaskamer
14:51
is focused on student-to-teacher ratios.
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is gefokus op die student-tot-onderwyser-verhoudings.
14:54
In our mind, the relevant metric
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In ons gedagtes is die betrokke metrieke
14:56
is student-to-valuable-human-time-
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student-tot-waardevolle-menslike-tyd-
14:59
with-the-teacher ratio.
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met-die-onderwyser verhouding.
15:01
So in a traditional model, most of the teacher's time
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So in 'n tradisionele model is die meeste van die onderwyser se tyd
15:03
is spent doing lectures and grading and whatnot.
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spandeer aan lesings en gradering en iets anders te doen.
15:06
Maybe five percent of their time is actually sitting next to students
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Miskien is 5% van hul tyd eintlik lanks studente sit
15:08
and actually working with them.
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en eintlik met hulle werk.
15:10
Now 100 percent of their time is.
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Nou is 100% van hul tyd.
15:12
So once again, using technology, not just flipping the classroom,
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Dus word tegnologie gebruik, nie net om die klaskamer om te swaai nie,
15:15
you're humanizing the classroom, I'd argue,
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maar vir die humanisering van die klaskamer, wil ek argumenteer,
15:17
by a factor of five or 10.
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deur 'n faktor van 5 of 10.
15:20
And as valuable as that is in Los Altos,
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En so waardevol as wat dit in Los Altos is,
15:22
imagine what that does to the adult learner
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verbeel wat dit aan die volwasse leerders
15:24
who's embarrassed to go back and learn stuff
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wie te skaam is om terug te gaan en te goed leer
15:26
that they should have before, before going back to college.
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wat hulle voorheen moes, voordat hulle terug gaan na die kollege.
15:28
Imagine what it does
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Stel jou voor wat dit doen
15:31
to a street kid in Calcutta
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aan 'n straat kind in Calcutta
15:34
who has to help his family during the day,
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wat sy gesin moet help gedurende die dag,
15:37
and that's the reason why he or she can't go to school.
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en dit is die rede waarom hy of sy nie kan skool toe gaan nie.
15:39
Now they can spend two hours a day and remediate,
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Nou kan hulle twee uur 'n dag spandeer en dit reg stel,
15:42
or get up to speed and not feel embarrassed
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of leer werk inhaal en nie skaam voel
15:44
about what they do or don't know.
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oor wat hulle nie weet nie.
15:47
Now imagine what happens where --
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Nou dink wat hier gebeur --
15:49
we talked about the peers teaching each other
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ons het gepraat oor die maats wat mekaar
15:51
inside of a classroom.
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binnekant die klaskamer onderrig.
15:53
But this is all one system.
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Maar dit is alles een stelsel.
15:55
There's no reason why you can't have
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Daar is geen rede waarom jy nie
15:57
that peer-to-peer tutoring
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die werksmaat-tot-werksmaat studieleiding
15:59
beyond that one classroom.
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verby daardie een klaskamer kan hê nie.
16:01
Imagine what happens if that student in Calcutta
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Verbeel jou wat gebeur as daardie student in Calcutta
16:04
all of a sudden can tutor your son,
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al van 'n skielike jou seun kan voog,
16:06
or your son can tutor that kid in Calcutta?
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of jou seun kan die kind in Calcutta kan voog?
16:09
And I think what you'll see emerging
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En ek dink wat jul sal sien ontwikkel
16:11
is this notion of a global one-world classroom.
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is die idee van 'n globale een-wêreld klaskamer.
16:17
And that's essentially what we're trying to build.
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En dit is essensieel wat ons probeer om te bou.
16:21
Thank you.
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Dankie.
16:23
(Applause)
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(Applous)
17:04
Bill Gates: I've seen some things you're doing in the system
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Bill Gates: Ek het 'n paar dinge gesien wat jy doen in die stelsel
17:07
that have to do with motivation and feedback --
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wat te doen het met motivering en terugvoerig,
17:09
energy points, merit badges.
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energie punte, meriete wapens.
17:12
Tell me what you're thinking there.
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Vertel my wat jy daar gedink het.
17:14
SK: Oh yeah. No, we have an awesome team working on it.
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SK: O ja. Nee, ons het 'n fantastiese span wat daaraan werk.
17:16
And I have to make it clear, it's not just me anymore.
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En ek moet dit duidelik maak, dit is nie net ek meer nie.
17:18
I'm still doing all the videos,
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Ek doen nog steeds al die video's,
17:20
but we have a rockstar team doing the software.
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maar ons het 'n super span wat die sagteware doen.
17:22
Yeah, we've put a bunch of game mechanics in there
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Ja, ons het 'n klomp speletjie meganika daar
17:24
where you get these badges,
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waar jy hierdie wapens kry,
17:26
we're going to start having leader boards by area, and you get points.
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ons gaan begin om leier borde per gebied te hê, en kry jy punte.
17:29
It's actually been pretty interesting.
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Dit is eintlik redelik interessant.
17:31
Just the wording of the badging or how many points you get for doing something,
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Net die bewoording van die wapens of hoeveel punte jy kry om iets te doen,
17:34
we see on a system-wide basis,
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sien ons op 'n stelsel wye basis,
17:36
like tens of thousands of fifth graders or sixth graders
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hoe die tien duisende van die graad vyf of ses leerders
17:38
going one direction or another,
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een of ander rigting beweeg,
17:40
depending what badge you give them.
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afhangende watter wapen jy hulle gee.
17:42
(Laughter)
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(Gelag)
17:44
BG: And the collaboration you're doing with Los Altos,
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BG: En die samewerking wat jy doen met Los Altos,
17:47
how did that come about?
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hoe het dit tot stand gekom?
17:49
SK: Los Altos, it was kind of crazy.
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SK: Los Altos, dit was soort gek.
17:51
Once again, I didn't expect it to be used in classrooms.
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Weereens, het ek nie verwag dit in klaskamers gebruik sou word nie.
17:55
Someone from their board came and said,
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Iemand van hul raad het gekom en gesê,
17:57
"What would you do if you had carte blanche in a classroom?"
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"Wat sou jy doen as jy carte blanche in 'n klaskamer gehad het?"
17:59
And I said, "Well, I would just, every student work at their own pace
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Ek't gesê, "Wel, ek sou net toelaat dat elke student teen hulle eie tempo werk
18:02
on something like this and we'd give a dashboard."
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op iets soos hierdie, en ons sal 'n paneelbord verskaf."
18:04
And they said, "Oh, this is kind of radical. We have to think about it."
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En hulle het gesê, "Dis soort van radikaal. Ons sal daaroor moet dink."
18:07
And me and the rest of the team were like,
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En ek en die res van die span was soos,
18:09
"They're never going to want to do this."
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"Hulle sal nooit dit wil doen nie."
18:11
But literally the next day they were like, "Can you start in two weeks?"
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Maar die volgende dag was hulle letterlik soos, "Kan jy begin oor twee weke?"
18:14
(Laughter)
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(Gelag)
18:16
BG: So fifth grade math is where that's going on right now?
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BG: So vyfde graad wiskunde is waar dit nou gebeur?
18:19
SK: It's two fifth grade classes and two seventh grade classes.
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SK: Dit is twee vyfde graad klasse en twee graad sewe klasse.
18:22
And they're doing it at the district level.
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En hulle doen dit op die distrik vlak.
18:24
I think what they're excited about is they can now follow these kids.
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En ek dink waaroor hulle opgewonde is, is hulle kan nou hierdie kinders volg.
18:27
It's not an only-in-school thing.
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Dit is nie 'n alleenlik-in-skool ding nie.
18:29
We've even, on Christmas, we saw some of the kids were doing it.
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Ons het selfs oor Kersfees, gesien hoe sommige van die kinders dit doen.
18:31
And we can track everything.
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En ons kan spoor hou van alles.
18:33
So they can actually track them as they go through the entire district.
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So hulle kan hulle eintlik dop hou soos hulle deur die hele distrik beweeg.
18:35
Through the summers, as they go from one teacher to the next,
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Deur die somer, as hulle gaan van die een onderwyser na die volgende,
18:37
you have this continuity of data
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het jy hierdie kontinuïteit van data
18:39
that even at the district level they can see.
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wat hul selfs by die distrik vlak kan sien.
18:41
BG: So some of those views we saw
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BG: So 'n paar van die paneelborde wat ons gesien het
18:43
were for the teacher
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was vir die onderwyser
18:45
to go in and track actually what's going on with those kids.
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om in te gaan en op te spoor wat met daardie kinders gebeur.
18:48
So you're getting feedback on those teacher views
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So jy kry terugvoering van daardie onderwyser paneelborde
18:50
to see what they think they mean?
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om te sien wat hulle dink dit beteken?
18:53
SK: Oh yeah. Most of those were specs by the teachers.
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SK: O ja. Die meeste van daardie spesifikasies was deur die onderwysers.
18:56
We made some of those for students so they could see their data,
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Ons het 'n paar daarvan vir die studente gemaak sodat hulle hul data kon sien,
18:59
but we have a very tight design loop with the teachers themselves.
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maar ons het 'n baie noue ontwerp sirkelroete met die onderwysers self.
19:02
And they're literally saying, "Hey, this is nice, but ... "
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En hulle het letterlik gesê: "Dit is lekker, maar ... "
19:05
Like that focus graph, a lot of the teachers said,
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Soos hierdie fokus grafiek, baie van die onderwysers het gesê,
19:07
"I have a feeling that a lot of the kids are jumping around
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"Ek het ’n gevoel dat baie van die kinders spring rond
19:09
and not focusing on one topic."
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en nie fokus op een onderwerp nie."
19:11
So we made that focus diagram.
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So toe maak ons die fokus diagram.
19:13
So it's all been teacher-driven.
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So dit was alles onderwyser-gedrewe.
19:15
It's been pretty crazy.
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Dit was redelik mal.
19:17
BG: Is this ready for prime time?
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BG: Is dit gereed is vir spitstyd?
19:19
Do you think a lot of classes next school year should try this thing out?
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Dink jy baie klasse volgende skooljaar moet hierdie ding probeer?
19:22
SK: Yeah, it's ready.
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SK: Ja, dit is gereed.
19:24
We've got a million people on the site already,
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Ons het reeds 'n miljoen mense op die webwerf,
19:26
so we can handle a few more.
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so ons kan 'n paar meer hanteer.
19:28
(Laughter)
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(Gelag)
19:31
No, no reason why it really can't happen
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Nee, geen rede waarom dit regtig nie kan gebeur
19:33
in every classroom in America tomorrow.
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in elke klaskamer in Amerika môre nie.
19:35
BG: And the vision of the tutoring thing.
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BG: En die visie van die voog ding.
19:38
The idea there is, if I'm confused about a topic,
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Die idee daar is, dat as ek verward is oor 'n onderwerp,
19:41
somehow right in the user interface
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op een of ander manier reg in die gebruikerskoppelvlak
19:43
I'd find people who are volunteering,
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sal ek mense vind wat vrywillig,
19:45
maybe see their reputation,
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miskien hulle reputasie sien,
19:47
and I could schedule and connect up with those people?
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en ek kan skeduleer en verbind met die mense?
19:50
SK: Absolutely. And this is something
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SK: Absoluut. En dit is iets
19:52
that I recommend everyone in this audience to do.
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wat ek aanraai almal in die gehoor moet doen.
19:54
Those dashboards the teachers have, you can go log in right now
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Daardie paneelborde wat die onderwysers het, jy kan gaan in teken op hierdie oomblik
19:57
and you can essentially become a coach
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en jy kan 'n afrigter
19:59
for your kids, or nephews, or cousins,
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vir jou kinders, of neefs,
20:02
or maybe some kids at the Boys and Girls Club.
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of dalk 'n paar kinders by die Seuns en Meisies Klub word.
20:04
And yeah, you can start becoming a mentor, a tutor,
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En ja, jy kan begin om 'n mentor,’n onderwyser,
20:07
really immediately.
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sommer onmiddellik te raak.
20:09
But yeah, it's all there.
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Maar ja, dit is alles daar.
20:11
BG: Well, it's amazing.
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BG: Wel, dit is ongelooflik.
20:13
I think you just got a glimpse of the future of education.
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Ek dink jul het 'n voorsmaak van die toekoms van onderrig gesien.
20:15
Thank you. (SK: Thank you.)
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Dankie. (SK: Dankie.)
20:17
(Applause)
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(Applous)
ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneurIn 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.
Why you should listen
Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.
Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.
Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.
Khan holds three degrees from MIT and an MBA from Harvard Business School.
Sal Khan | Speaker | TED.com