TED2011
Sal Khan: Let's use video to reinvent education
Salman Khan: Fem servir el vídeo per reinventar l'educació
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Salman Khan parla de com i per què va crear l'extraordinària Khan Academy, una sèrie curosament estructurada de vídeos educatius que ofereixen cursos complerts de matemàtiques i, ara, també altres assignatures. Ens demostra la força que poden tenir els exercicis interactius, i planteja als mestres l'opció de capgirar el guió tradicional de l'aula: donar als alumnes vídeo-classes per a que les mirin a casa, i fer els "deures" a l'aula amb la presència del mestre per a que els ajudi.
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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La Khan Academy és coneguda sobretot
00:17
for its collection of videos,
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per la nostra col·lecció de vídeos,
00:19
so before I go any further,
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o sigui que, abans de continuar,
00:21
let me show you a little bit of a montage.
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deixeu que us posi un petit muntatge.
00:24
(Video) Salman Khan: So the hypotenuse is now going to be five.
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(Video) Salman Khan: Així doncs la hipotenusa serà cinc.
00:27
This animal's fossils are only found in this area of South America --
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Només hi ha fòssils d'aquest animal en aquesta part de Sud-Amèrica,
00:30
a nice clean band here --
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una franja molt clara aquí,
00:32
and this part of Africa.
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i en aquesta part d'Àfrica.
00:34
We can integrate over the surface,
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Podem fer la integral de superfície,
00:36
and the notation usually is a capital sigma.
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i la notació sol ser una sigma majúscula.
00:39
National Assembly: They create the Committee of Public Safety,
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Assemblea Nacional: Creació del Comitè de Seguretat Pública,
00:42
which sounds like a very nice committee.
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que sona bé per a un comitè.
00:44
Notice, this is an aldehyde,
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Noteu que això és un aldehid,
00:46
and it's an alcohol.
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i és un alcohol.
00:48
Start differentiating into effector and memory cells.
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Es comencen a diferenciar les cèl·lules efectores i les de memòria.
00:51
A galaxy. Hey, there's another galaxy.
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Una galàxia. Ep, una altra galàxia.
00:53
Oh look, there's another galaxy.
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Mira, una altra galàxia.
00:55
And for dollars, is their 30 million,
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I en dòlars, són 30 milions per a ells,
00:58
plus the 20 million dollars from the American manufacturer.
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més els 20 milions del fabricant americà.
01:01
If this does not blow your mind,
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Si això no us fa al·lucinar,
01:04
then you have no emotion.
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és que no teniu emocions.
01:06
(Laughter)
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(Rialles)
01:08
(Applause)
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(Aplaudiments)
01:13
SK: We now have on the order
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SK: Ara tenim de l'ordre
01:15
of 2,200 videos
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de 2.200 vídeos
01:17
covering everything from basic arithmetic
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de tots els temes, des d'aritmètica bàsica
01:19
all the way to vector calculus
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fins a càlcul vectorial
01:21
and some of the stuff you saw there.
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i altres coses com les que acabeu de veure.
01:24
We have a million students a month using the site,
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S'hi connecten un milió d'alumnes cada mes,
01:27
watching on the order of 100 to 200,000 videos a day.
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que es miren de 100.000 a 200.000 vídeos cada dia.
01:31
But what we're going to talk about in this
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Però ara del que vull parlar
01:33
is how we're going to the next level.
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és de com saltar al nivell següent.
01:35
But before I do that,
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Però abans d'això,
01:37
I want to talk a little bit about really just how I got started.
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us vull parlar una mica de com vaig començar.
01:41
And some of you all might know,
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Com alguns potser ja sabeu,
01:43
about five years ago I was an analyst at a hedge fund,
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fa cinc anys jo era analista d'un fons d'inversió lliure.
01:46
and I was in Boston,
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Vivia a Boston,
01:48
and I was tutoring my cousins in New Orleans, remotely.
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i feia classes als meus cosins de Nova Orleans, a distància.
01:51
And I started putting the first YouTube videos up
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Vaig començar a pujar els primers vídeos de YouTube
01:54
really just as a kind of nice-to-have,
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només com a extra,
01:56
just a supplement for my cousins --
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com a suplement per als meus cosins,
01:58
something that might give them a refresher or something.
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perquè tinguessin un recordatori, i tal.
02:01
And as soon as I put those first YouTube videos up,
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Tan aviat com vaig pujar els YouTubes,
02:03
something interesting happened --
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va passar una cosa curiosa;
02:05
actually a bunch of interesting things happened.
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de fet, van passar diverses coses curioses.
02:07
The first was the feedback from my cousins.
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La primera va ser el feedback dels meus cosins.
02:10
They told me
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Em deien
02:12
that they preferred me on YouTube than in person.
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que els agradava més al YouTube que en persona.
02:15
(Laughter)
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(Rialles)
02:23
And once you get over the backhanded nature of that,
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I un cop superat aquest revés,
02:26
there was actually something very profound there.
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vaig entendre la profunditat de la qüestió.
02:28
They were saying
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Em deien
02:30
that they preferred the automated version of their cousin
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que preferien la versió automatitzada del seu cosí
02:32
to their cousin.
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més que no el seu cosí.
02:34
At first, it's very unintuitive,
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No s'entén a la primera,
02:36
but when you actually think about it from their point of view, it makes a ton of sense.
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però, ben pensat, des del seu punt de vista, té molt de sentit.
02:39
You have this situation
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Es dóna el cas
02:41
where now they can pause and repeat their cousin,
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que poden pausar i fer repetir al seu cosí
02:43
without feeling like they're wasting my time.
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sense sentir que em fan perdre el temps.
02:46
If they have to review something
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Si han de revisar alguna cosa
02:49
that they should have learned a couple of weeks ago,
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que haurien d'haver après fa dues setmanes,
02:51
or maybe a couple of years ago,
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o potser fa dos anys,
02:54
they don't have to be embarrassed and ask their cousin.
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no cal que passin vergonya per preguntar-ho al cosí.
02:56
They can just watch those videos. If they're bored, they can go ahead.
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Poden mirar els vídeos i prou. Si s'avorreixen, poden avançar.
02:59
They can watch it at their own time, at their own pace.
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Els poden mirar quan vulguin, al seu ritme.
03:01
And probably the least appreciated aspect of this
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I probablement l'aspecte menys apreciat de tots
03:06
is the notion that the very first time,
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és la idea que la primera vegada,
03:08
the very first time
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la primeríssima vegada
03:10
that you're trying to get your brain around a new concept,
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que vols entendre un concepte nou,
03:13
the very last thing you need
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l'últim que necessites
03:15
is another human being saying, "Do you understand this?"
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és una altra persona que et digui: "Ho entens?"
03:18
And that's what was happening with the interaction with my cousins before,
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I això és el que em passava abans amb els meus cosins.
03:21
and now they can just do it
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Ara ho poden fer tranquil·lament
03:24
in the intimacy of their own room.
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a la intimitat de la seva habitació.
03:28
The other thing that happened is --
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L'altra cosa que va passar és que
03:30
I put them on YouTube just --
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els vaig penjar a YouTube i,
03:33
I saw no reason to make it private,
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com que no calia cap privacitat,
03:35
so I let other people watch it,
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els vaig deixar oberts a tothom.
03:37
and then people started stumbling on it,
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I la gent els va començar a trobar.
03:39
and I started getting some comments and some letters
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Em van començar a arribar comentaris i cartes
03:42
and all sorts of feedback
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i tota mena de feedback
03:44
from random people from around the world.
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de gent d'arreu del món.
03:46
And these are just a few.
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En tinc uns quants aquí.
03:49
This is actually from one of the original calculus videos.
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Aquest és d'un dels primers vídeos de càlcul.
03:52
And someone wrote just on YouTube --
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Algú va escriure al YouTube,
03:54
it was a YouTube comment:
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era un comentari de YouTube:
03:56
"First time I smiled doing a derivative."
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"És el primre cop que somric fent una derivada."
03:59
(Laughter)
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(Rialles)
04:01
And let's pause here.
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Parem un moment.
04:03
This person did a derivative
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Aquesta persona va fer una derivada
04:05
and then they smiled.
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i després va somriure.
04:08
And then in a response to that same comment -- this is on the thread.
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I com a resposta a aquest mateix comentari, al mateix fil,
04:11
You can go on YouTube and look at these comments --
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(podeu anar a YouTube a mirar els comentaris)
04:13
someone else wrote: "Same thing here.
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una altra persona diu: "Jo també.
04:15
I actually got a natural high and a good mood for the entire day.
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Se m'ha disparat el bon humor i m'ha durat tot el dia.
04:18
Since I remember seeing
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Quan veia això a classe
04:20
all of this matrix text in class,
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em semblaven lletres de "Matrix"
04:23
and here I'm all like, 'I know kung fu.'"
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i ara em sento com si sapigués kung-fu."
04:26
(Laughter)
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(Rialles)
04:30
And we get a lot of feedback all along those lines.
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I ens arriba molt de feedback semblant.
04:32
This clearly was helping people.
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Clarament, la gent ho trobava útil.
04:34
But then, as the viewership kept growing and kept growing,
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Després, però, com més creixia i creixia l'audiència,
04:37
I started getting letters from people,
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em van començar a arribar cartes de gent,
04:40
and it was starting to become clear
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i cada cop estava més clar
04:42
that it was actually more than just a nice-to-have.
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que tot plegat era més que un simple extra.
04:44
This is just an excerpt
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Aquest és només un fragment
04:46
from one of those letters.
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d'una de les cartes.
04:48
"My 12 year-old son has autism
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"El meu fill de 12 anys és autista
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and has had a terrible time with math.
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i li costaven molt les mates.
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We have tried everything,
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Hem provat de tot,
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viewed everything, bought everything.
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vist de tot, comprat de tot.
04:56
We stumbled on your video on decimals and it got through.
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Vam ensopegar amb el teu vídeo de decimals, i li va calar.
04:59
Then we went on to the dreaded fractions. Again, he got it.
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Després vam passar a les fraccions. També les va entendre.
05:02
We could not believe it.
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No ens ho podíem creure.
05:04
He is so excited."
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Està contentíssim."
05:06
And so you can imagine,
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Ja podeu comptar,
05:08
here I was an analyst at a hedge fund.
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jo, que era analista de fons d'inversió.
05:11
It was very strange for me to do something of social value.
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Se'm feia molt estrany fer res amb valor social.
05:14
(Laughter)
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(Rialles)
05:17
(Applause)
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(Aplaudiments)
05:24
But I was excited, so I kept going.
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Però estava emocionat, i vaig continuar.
05:27
And then a few other things started to dawn on me.
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Em vaig començar a adonar d'altres coses.
05:29
That, not only would it help my cousins right now,
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No només ajudava els meus cosins en el moment,
05:32
or these people who are sending letters,
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i a la gent que m'enviava cartes,
05:34
but that this content will never go old,
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sinó que aquest contingut no caduca,
05:36
that it could help their kids
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que podia ajudar els seus fills
05:38
or their grandkids.
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o els seus néts.
05:40
If Isaac Newton
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Si Isaac Newton
05:42
had done YouTube videos on calculus,
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hagués penjat vídeos de càlcul a YouTube,
05:44
I wouldn't have to.
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els meus ja no caldrien.
05:46
(Laughter)
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(Rialles)
05:48
Assuming he was good. We don't know.
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Suposant que fos bo. No ho sabem.
05:51
(Laughter)
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(Rialles)
05:53
The other thing that happened --
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L'altra cosa que va passar,
05:55
and even at this point, I said, "Okay, maybe it's a good supplement.
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que llavors encara deia: "Bé, potser és un bon suplement.
05:57
It's good for motivated students.
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Va bé per a estudiants motivats.
05:59
It's good for maybe home schoolers."
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Potser és bo per a l'escolarització a casa."
06:01
But I didn't think it would be something
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Però no em pensava que la cosa
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that would somehow penetrate the classroom.
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acabaria entrant a les aules.
06:05
But then I started getting letters from teachers.
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Llavors vaig començar a rebre cartes de mestres.
06:07
And the teachers would write, saying,
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I els mestres em deien:
06:09
"We've used your videos to flip the classroom.
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"Fem servir els teus vídeos per capgirar l'aula.
06:11
You've given the lectures, so now what we do ... " --
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Ja tenim les classes magistrals, i ara el que fem..."
06:14
and this could happen in every classroom in America tomorrow --
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(i això podria passar demà a totes les aules dels Estats Units)
06:17
" ... what I do is I assign the lectures for homework,
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"... el que faig és manar les xerrades per deures.
06:20
and what used to be homework,
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I el que abans eren deures,
06:22
I now have the students doing in the classroom."
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ara ho faig amb els alumnes a l'aula."
06:25
And I want to pause here for --
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M'agradaria fer una pausa per a...
06:28
(Applause)
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(Aplaudiments)
06:32
I want to pause here for a second,
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Vull fer un incís un segon,
06:34
because there's a couple of interesting things.
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perquè hi ha un parell de coses interessants.
06:36
One, when those teachers are doing that,
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Una, que els professors que ho fan així
06:38
there's the obvious benefit --
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tenen un benefici evident;
06:40
the benefit that now their students
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el benefici que ara els seus alumnes
06:42
can enjoy the videos in the way that my cousins did.
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poden gaudir dels vídeos igual que els meus cosins.
06:44
They can pause, repeat at their own pace,
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Poden fer pausa i repetir-los al seu ritme
06:46
at their own time.
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quan els va millor.
06:48
But the more interesting thing is --
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Però el més interessant és que,
06:50
and this is the unintuitive thing when you talk about technology in the classroom --
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en contra de la primera intuïció quan es parla de tecnologia a l'aula,
06:53
by removing the one-size-fits-all lecture from the classroom
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eliminant una classe de talla única a l'aula
06:56
and letting students have a self-paced lecture at home,
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i deixant que els alumnes se la mirin al seu ritme a casa,
06:59
and then when you go to the classroom, letting them do work,
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i llavors quan arribes a l'aula, ells fan els deures,
07:02
having the teacher walk around,
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amb el mestre al voltant,
07:04
having the peers actually be able to interact with each other,
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amb companys que poden interactuar entre ells,
07:07
these teachers have used technology
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aquests mestres han fet servir la tecnologia
07:10
to humanize the classroom.
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per humanitzar l'aula.
07:12
They took a fundamentally dehumanizing experience --
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Han pres una experiència fonamentalment deshumanitzadora
07:15
30 kids with their fingers on their lips,
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(30 nens i nenes en silenci,
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not allowed to interact with each other.
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a qui no se'ls permetia interactuar.)
07:19
A teacher, no matter how good,
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Un mestre, per bo que sigui,
07:21
has to give this one-size-fits-all lecture
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ha d'impartir una classe de talla única
07:23
to 30 students --
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a 30 alumnes,
07:25
blank faces, slightly antagonistic --
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cares en blanc, mirades contradictòries,
07:27
and now it's a human experience.
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i ara és una experiència humana.
07:29
Now they're actually interacting with each other.
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Ara interactuen entre ells de debò.
07:31
So once the Khan Academy --
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Així que, un cop la Khan Academy...
07:33
I quit my job
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Vaig deixar la feina
07:35
and we turned into a real organization --
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i ens vam convertir en una organització real...
07:37
we're a not-for-profit --
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Som sense ànim de lucre.
07:39
the question is, how do we take this to the next level?
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La qüestió és, com ho portem al nivell següent?
07:42
How do we take what those teachers are doing
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Com portem el que estan fent aquests mestres
07:44
to their natural conclusion?
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a la seva conclusió natural?
07:46
And so what I'm showing you over here,
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El que us estic ensenyant aquí
07:48
these are actual exercises
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són exercicis reals
07:50
that I started writing for my cousins.
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que vaig començar a escriure per als meus cosins.
07:53
The ones I started were much more primitive.
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Els primers eren molt més primitius.
07:55
This is a more competent version of it.
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Aquesta és la versió més competent.
07:58
But the paradigm here is, we'll generate as many questions as you need
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Però el paradigma és generar tants problemes com calgui
08:01
until you get that concept,
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fins que entenguis el concepte,
08:03
until you get 10 in a row.
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fins que en facis 10 de seguits.
08:05
And the Khan Academy videos are there.
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Amb els vídeos de la Khan Academy al costat.
08:07
You get hints, the actual steps for that problem,
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Et donem pistes, passos per resoldre el problema,
08:09
if you don't know how to do it.
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si no saps com es fa.
08:11
But the paradigm here, it seems like a very simple thing:
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Però el paradigma, que sembla molt simple:
08:13
10 in a row, you move on.
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10 de seguits, i llavors continues.
08:15
But it's fundamentally different than what's happening in classrooms right now.
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És fonamentalment diferent del que passa ara mateix a les aules.
08:18
In a traditional classroom,
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En una aula tradicional,
08:20
you have a couple of homework,
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hi ha un parell d'exercicis per deures,
08:22
homework, lecture, homework, lecture,
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deures, classe, deures, classe,
08:24
and then you have a snapshot exam.
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i encabat es fa un control.
08:26
And that exam, whether you get a 70 percent, an 80 percent,
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I després del control, tant si has tret un 7, o un 8,
08:28
a 90 percent or a 95 percent,
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o un 9, o un 9'5,
08:31
the class moves on to the next topic.
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la classe passa al tema següent.
08:33
And even that 95 percent student,
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I fins i tot l'alumne de 9'5
08:35
what was the five percent they didn't know?
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¿què era aquest 0'5 que no sabia?
08:37
Maybe they didn't know what happens when you raise something to the zero power.
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Potser no sabia què passa quan eleves una cosa a zero.
08:40
And then you go build on that in the next concept.
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I aquesta base es transmet al concepte següent.
08:42
That's analogous to
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Fent una analogia,
08:44
imagine learning to ride a bicycle,
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penseu que aprenem a anar en bicicleta,
08:46
and maybe I give you a lecture ahead of time,
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potser us faig una explicació prèvia
08:49
and I give you that bicycle for two weeks.
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i us deixo la bicicleta dues setmanes.
08:51
And then I come back after two weeks,
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I torno al cap de dues setmanes,
08:53
and I say, "Well, let's see. You're having trouble taking left turns.
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i dic: "A veure. Us costa girar a l'esquerra.
08:55
You can't quite stop.
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No sabeu frenar bé.
08:57
You're an 80 percent bicyclist."
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Sou ciclistes al 80%".
08:59
So I put a big C stamp on your forehead
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Us poso un aprovat al front
09:03
and then I say, "Here's a unicycle."
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i us dic "Ara, un monocicle."
09:06
But as ridiculous as that sounds,
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Encara que soni ridícul,
09:08
that's exactly what's happening
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és exactament el que està passant
09:10
in our classrooms right now.
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a les nostres aules ara mateix.
09:12
And the idea is you fast forward
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Si tirem endavant,
09:15
and good students start failing algebra all of a sudden
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de sobte els bons estudiants comencen a suspendre àlgebra,
09:17
and start failing calculus all of a sudden,
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i a suspendre càlcul de sobte,
09:20
despite being smart, despite having good teachers,
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encara que siguin llestos, i tinguin bons mestres.
09:22
and it's usually because they have these Swiss cheese gaps
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Sol ser perquè tenen forats com un formatge gruyère
09:24
that kept building throughout their foundation.
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a la base de la seva formació.
09:26
So our model
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El nostre model
09:28
is learn math the way you'd learn anything,
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és aprendre matemàtiques com s'aprèn tot,
09:30
like the way you would learn a bicycle.
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igual que a anar en bicicleta.
09:32
Stay on that bicycle. Fall off that bicycle.
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Es puja a la bici. Es cau de la bici.
09:35
Do it as long as necessary until you have mastery.
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Tants cops com calgui fins que es domina.
09:38
The traditional model,
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El model tradicional
09:40
it penalizes you for experimentation and failure,
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penalitza per l'assaig-error
09:42
but it does not expect mastery.
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però no pretén el domini.
09:44
We encourage you to experiment. We encourage you to failure.
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Nosaltres us animem a expermientar. Us animem a fracassar.
09:47
But we do expect mastery.
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Però esperem que ho acabeu dominant.
09:50
This is just another one of the modules.
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Aquest és un altre dels nostres mòduls.
09:52
This is trigonometry.
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És trigonometria.
09:54
This is shifting and reflecting functions.
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Això són funcions i representacions.
09:57
And they all fit together.
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I totes encaixen.
09:59
We have about 90 of these right now.
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Ara mateix en tenim uns 90.
10:01
And you can go to the site right now. It's all free. Not trying to sell anything.
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Podeu entrar a la web ara mateix. És gratis. No us vull vendre res.
10:04
But the general idea is that they all fit into this knowledge map.
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La idea general és que tot encaixa en el mapa del coneixement.
10:07
That top node right there, that's literally single digit addition.
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Aquell node d'allà dalt, literalment són sumes d'un sol dígit.
10:10
It's like one plus one is equal to two.
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Tipus 1 + 1 = 2
10:13
And the paradigm is, once you get 10 in a row on that,
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I el paradigma és fer-ne bé 10 seguides,
10:15
it keeps forwarding you to more and more advanced modules.
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per anar passant a mòduls cada cop més avançats.
10:18
So if you keep further down the knowledge map,
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Si baixem pel mapa del coneixement,
10:21
we're getting into more advanced arithmetic.
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entrem en aritmètica més avançada.
10:24
Further down, you start getting into pre-algebra and early algebra.
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Més avall, comencem a tenir pre-àlgebra i àlgebra inicial.
10:27
Further down, you start getting into algebra one, algebra two,
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Més avall, hi tenim àlgebra 1, àlgebra 2,
10:31
a little bit of precalculus.
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i una mica de pre-càlcul.
10:33
And the idea is, from this we can actually teach everything --
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I la idea és que a partir d'aquí ho podem ensenyar tot.
10:36
well, everything that can be taught
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Bé, tot el que es pot ensenyar
10:38
in this type of a framework.
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en aquesta mena de marc de treball.
10:40
So you can imagine -- and this is what we are working on --
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Ja us podeu imaginar (i en això estem treballant)
10:42
is from this knowledge map
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que al mapa del coneixement
10:44
you have logic, you have computer programming,
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hi ha lògica, programació informàtica,
10:46
you have grammar, you have genetics,
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gramàtica, genètica,
10:49
all based off of that core of,
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totes a partir d'aquest nucli de,
10:51
if you know this and that,
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si sabeu això i allò altre,
10:53
now you're ready for this next concept.
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ja esteu a punt per al concepte següent.
10:55
Now that can work well for an individual learner,
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Això pot anar molt bé per a un autodidacta,
10:58
and I encourage, one, for you to do it with your kids,
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i us animo que ho proveu amb els vostres fills,
11:00
but I also encourage everyone in the audience to do it yourself.
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però també animo tothom del públic a provar-ho directament.
11:02
It'll change what happens at the dinner table.
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Canviarà el panorama de l'hora de sopar.
11:05
But what we want to do
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Però el que volem
11:07
is to use the natural conclusion of the flipping of the classroom
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és fer servir la conclusió natural d'haver capgirat l'aula
11:09
that those early teachers had emailed me about.
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que em deien aquells primers mestres per email.
11:12
And so what I'm showing you here,
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El que us estic mostrant
11:14
this is actually data from a pilot in the Los Altos school district,
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són dades reals d'un programa pilot al districte escolar de Los Altos,
11:16
where they took two fifth grade classes and two seventh grade classes
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en què van agafar dues classes de cinquè i dues de setè
11:19
and completely gutted their old math curriculum.
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i van capgirar el curs de matemàtiques tradicional.
11:21
These kids aren't using textbooks,
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Aquests nens i nenes no fan servir llibres de text,
11:23
they're not getting one-size-fits-all lectures.
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no van a classes de talla única.
11:25
They're doing Khan Academy, they're doing that software,
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Fan Khan Academy, fan servir aquest programa
11:27
for roughly half of their math class.
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per aproximadament la meitat de les classes de mates.
11:29
And I want to make it clear, we don't view this as the complete math education.
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I vull deixar clar que no ho veiem com una formació complerta en matemàtiques.
11:32
What it does is -- and this is what's happening in Los Altos --
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El que fem, i el que està passant a Los Altos,
11:34
it frees up time.
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és que allibera temps.
11:36
This is the blocking and tackling,
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Això és agrupament i operacions,
11:38
making sure you know how to move through a system of equations,
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per assegurar-nos que sabeu com funciona un sistema d'equacions,
11:40
and it frees up time for the simulations, for the games,
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i deixa temps lliure per a simulacions, per a jocs,
11:43
for the mechanics, for the robot building,
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per a mecànica, per a construir robots,
11:45
for the estimating how high that hill is based on its shadow.
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per fer estimacions de l'alçada d'un turó segons la seva ombra.
11:48
And so the paradigm is the teacher walks in every day,
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Doncs el paradigma és que el mestre arriba cada dia,
11:51
every kid works at their own pace --
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cada nen i nena treballa al seu ritme,
11:53
and this is actually a live dashboard from Los Altos school district --
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i això és una pantalla en directe de l'escola del districte Los Altos;
11:56
and they look at this dashboard.
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és la pantalla del mestre.
11:58
Every row is a student.
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Cada fila és un estudiant.
12:00
Every column is one of those concepts.
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Cada columna és un d'aquests conceptes.
12:02
Green means the student's already proficient.
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El verd significa que l'alumne ja és proficient.
12:04
Blue means they're working on it -- no need to worry.
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El blau significa que hi estan treballant; no cal patir.
12:06
Red means they're stuck.
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El vermell significa que s'han encallat.
12:08
And what the teacher does is literally just say,
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I el que fa el mestre literalment és dir:
12:11
"Let me intervene on the red kids."
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"Vaig a intervenir en els de vermell."
12:13
Or even better, "Let me get one of the green kids
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O encara millor: "Vaig a buscar un alumne verd
12:15
who are already proficient in that concept
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que ja domina aquest concepte
12:17
to be the first line of attack
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perquè faci de línia d'atac
12:19
and actually tutor their peer."
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i ajudi el seu company."
12:23
(Applause)
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(Aplaudiments)
12:30
Now I come from a very data-centric reality,
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Jo vinc d'una realitat molt dada-cèntrica,
12:32
so we don't want that teacher to even go and intervene
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on no volem que el mestre vagi a intervenir
12:34
and have to ask the kid awkward questions:
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i li hagi de preguntar al nen o nena coses incòmodes:
12:36
"Oh, what do you not understand?" or "What do you do understand?"
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"Què és el que no has entès" o "Quina part has entès?"
12:38
and all of the rest.
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i tota la resta.
12:40
So our paradigm is to really arm the teachers with as much data as possible --
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El nostre paradigme en realitat és donar als mestres totes les dades possibles,
12:43
really data that, in almost any other field, is expected,
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dades que, en qualsevol altre camp, són ben normals,
12:45
if you're in finance or marketing or manufacturing --
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si et dediques a les finances, al màrqueting o a la fabricació.
12:47
and so the teachers can actually diagnose what's wrong with the students
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Així els mestres saben diagnosticar correctament els alumnes
12:50
so they can make their interaction as productive as possible.
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i interactuar de manera tan productiva com sigui possible.
12:53
So now the teachers know exactly what the students have been up to,
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Ara els mestres saben exactament què han fet els alumnes,
12:56
how long they have been spending every day, what videos have they been watching,
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el temps que hi han dedicat cada dia, els vídeos que han vist,
12:58
when did they pause the videos, what did they stop watching,
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en quin moment feien pausa, quan deixaven de mirar els vídeos,
13:00
what exercises are they using,
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els exercicis que fan servir,
13:02
what have they been focused on?
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a què han dedicat més temps.
13:04
The outer circle shows what exercises they were focused on.
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El cercle de fora mostra a quins exercicis han dedicat més temps.
13:07
The inner circle shows the videos they're focused on.
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El cerle interior mostra quins vídeos han vist més.
13:10
And the data gets pretty granular
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Hi ha força granularitat de dades
13:12
so you can see the exact problems that the student got right or wrong.
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per saber exactament quin problema l'alumne ha fet bé o malament.
13:15
Red is wrong, blue is right.
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El vermell és error, el blau és encert.
13:17
The leftmost question is the first question that the student attempted.
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La pregunta més a l'esquerra és la primera que va respondre l'alumne.
13:19
They watched the video right over there.
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Van veure el vídeo just aquí.
13:21
And then you can see, eventually, they were able to get 10 in a row.
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I llavors veieu com, un dia, n'arriben a fer bé 10 de seguits.
13:24
It's almost like you can see them learning over those last 10 problems.
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Amb els últims 10 problemes gairebé estem veient com l'alumne aprèn.
13:27
They also got faster.
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També van més de pressa.
13:29
The height is how long it took them.
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L'alçada és el temps que han trigat.
13:33
So when you talk about self-paced learning,
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Quan es parla d'aprendre al propi ritme,
13:36
it makes sense for everyone -- in education-speak, differentiated learning --
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té sentit per a tothom (en termes educatius, "aprenentatge diferenciat")
13:40
but it's kind of crazy when you see it in a classroom.
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però és al·lucinant veure-ho a l'aula.
13:43
Because every time we've done this,
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Perquè cada cop que hem fet això,
13:45
in every classroom we've done,
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en cada aula que ho hem fet,
13:48
over and over again, if you go five days into it,
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una vegada i una altra, passats 5 dies,
13:50
there's a group of kids who've raced ahead
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hi ha un grup de nens i nenes que s'han avançat
13:52
and there's a group of kids who are a little bit slower.
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i n'hi ha que van una mica més lents.
13:54
And in a traditional model, if you did a snapshot assessment,
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En un model tradicional, si es fes un control,
13:56
you say, "These are the gifted kids, these are the slow kids.
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es diria: "Aquests són els brillants, aquests són els lents.
13:59
Maybe they should be tracked differently.
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Potser els hauríem de tractar diferent.
14:01
Maybe we should put them in different classes."
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Potser els hauríem de separar de classe."
14:03
But when you let every student work at their own pace --
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Però quan deixes que cada alumne vagi al seu ritme,
14:05
and we see it over and over and over again --
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i això ho veiem una vegada i una altra i una altra,
14:08
you see students who took a little bit [of] extra time
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veus alumnes que triguen una mica més de temps
14:10
on one concept or the other,
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amb un concepte o un altre,
14:12
but once they get through that concept,
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però un cop entenen el concepte
14:14
they just race ahead.
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es posen al dia.
14:16
And so the same kids that you thought were slow six weeks ago,
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Els mateixos alumnes que fa 6 setmanes ens semblaven lents,
14:19
you now would think are gifted.
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ara ens semblarien brillants.
14:21
And we're seeing it over and over and over again.
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Això ho veiem una vegada i una altra.
14:23
And it makes you really wonder
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I realment et fa pensar
14:25
how much all of the labels maybe a lot of us have benefited from
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si les etiquetes de què molts ens hem beneficiat
14:28
were really just due to a coincidence of time.
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es devien només a una coincidència en el temps.
14:34
Now as valuable as something like this is
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Per molt valor que tingui una cosa així
14:36
in a district like Los Altos,
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en un districte com Los Altos,
14:39
our goal is to use technology
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el nostre objectiu és fer servir la tecnologia
14:41
to humanize, not just in Los Altos, but on a global scale,
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per humanitzar, no només a Los Altos, sinó a escala global,
14:44
what's happening in education.
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el que està passant a l'educació.
14:46
And actually, that kind of brings an interesting point.
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I, de fet, això porta a un punt interessant.
14:48
A lot of the effort in humanizing the classroom
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Molts dels esforços per humanitzar l'aula
14:51
is focused on student-to-teacher ratios.
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se centren en la quantitat d'alumnes per mestre.
14:54
In our mind, the relevant metric
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La nostra idea és que la unitat rellevant
14:56
is student-to-valuable-human-time-
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és el temps humà valuós que cada alumne
14:59
with-the-teacher ratio.
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té amb el mestre.
15:01
So in a traditional model, most of the teacher's time
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En un model tradicional, gran part del temps del mestre
15:03
is spent doing lectures and grading and whatnot.
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es dedica a classe magistral, posar notes i coses així.
15:06
Maybe five percent of their time is actually sitting next to students
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Potser dediquen un 5% del temps a seure amb els alumnes
15:08
and actually working with them.
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i treballar amb ells realment.
15:10
Now 100 percent of their time is.
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Així passem al 100% del temps.
15:12
So once again, using technology, not just flipping the classroom,
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Un cop més, amb la tecnologia, no només capgires l'aula,
15:15
you're humanizing the classroom, I'd argue,
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sinó que humanitzes l'aula, estimo,
15:17
by a factor of five or 10.
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5 o 10 vegades més.
15:20
And as valuable as that is in Los Altos,
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Per valuós que això sigui a Los Altos,
15:22
imagine what that does to the adult learner
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imagineu-vos l'efecte sobre l'estudiant adult
15:24
who's embarrassed to go back and learn stuff
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a qui li fa vergonya tornar enrere per aprendre
15:26
that they should have before, before going back to college.
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el que ja hauria de saber, abans de tornar a la universitat.
15:28
Imagine what it does
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Imagineu-vos l'efecte sobre
15:31
to a street kid in Calcutta
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els nens i nenes del carrer de Calcuta
15:34
who has to help his family during the day,
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que han d'ajudar la família durant el dia,
15:37
and that's the reason why he or she can't go to school.
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i per això no poden anar a l'escola.
15:39
Now they can spend two hours a day and remediate,
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Ara poden dedicar dues hores al dia per compensar,
15:42
or get up to speed and not feel embarrassed
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o per posar-se al dia sense passar vergonya
15:44
about what they do or don't know.
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pel que saben o no saben.
15:47
Now imagine what happens where --
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Imagineu-vos el que passa on...
15:49
we talked about the peers teaching each other
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hem parlat d'iguals que s'ensenyen entre ells
15:51
inside of a classroom.
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dins d'una aula.
15:53
But this is all one system.
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Però el sistema està unificat.
15:55
There's no reason why you can't have
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No hi ha cap raó per no tenir
15:57
that peer-to-peer tutoring
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aquest suport entre iguals
15:59
beyond that one classroom.
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més enllà de l'aula.
16:01
Imagine what happens if that student in Calcutta
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Imagineu-vos que l'estudiant de Calcuta
16:04
all of a sudden can tutor your son,
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de sobte pot donar classes al vostre fill,
16:06
or your son can tutor that kid in Calcutta?
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o que el vostre fill pot donar classes al nen de Calcuta.
16:09
And I think what you'll see emerging
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I crec que veureu com apareix
16:11
is this notion of a global one-world classroom.
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aquesta noció d'una aula global del món.
16:17
And that's essentially what we're trying to build.
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Essencialment, això és el que volem construir.
16:21
Thank you.
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Gràcies.
16:23
(Applause)
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(Aplaudiments)
17:04
Bill Gates: I've seen some things you're doing in the system
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Bill Gates: He vist algunes coses que feu al sistema
17:07
that have to do with motivation and feedback --
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que tenen a veure amb la motivació i el feedback
17:09
energy points, merit badges.
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com punts d'energia, medalles d'honor.
17:12
Tell me what you're thinking there.
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Explica'm què en penses.
17:14
SK: Oh yeah. No, we have an awesome team working on it.
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SK: Ah, sí. No, tenim un equip fantàstic treballant-hi.
17:16
And I have to make it clear, it's not just me anymore.
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Que quedi clar que ja no sóc només jo.
17:18
I'm still doing all the videos,
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Encara faig tots els vídeos,
17:20
but we have a rockstar team doing the software.
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però tenim un equip de programadors fantàstics.
17:22
Yeah, we've put a bunch of game mechanics in there
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Sí, hi hem inclòs certes mecàniques de joc
17:24
where you get these badges,
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per guanyar medalles,
17:26
we're going to start having leader boards by area, and you get points.
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començarem a tenir classificacions de líders per zona, i també punts.
17:29
It's actually been pretty interesting.
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És força interessant.
17:31
Just the wording of the badging or how many points you get for doing something,
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Només amb els noms de les medalles i els punts que donem per fer certes coses,
17:34
we see on a system-wide basis,
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ja veiem que, a nivell de sistema,
17:36
like tens of thousands of fifth graders or sixth graders
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hi ha milers de nens de cinquè i de sisè
17:38
going one direction or another,
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que fan una cosa o una altra
17:40
depending what badge you give them.
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segons la medalla que volen.
17:42
(Laughter)
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(Rialles)
17:44
BG: And the collaboration you're doing with Los Altos,
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BG: I la col·laboració que feu amb Los Altos,
17:47
how did that come about?
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¿com va sorgir?
17:49
SK: Los Altos, it was kind of crazy.
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SK: Los Altos, va ser boníssim.
17:51
Once again, I didn't expect it to be used in classrooms.
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Un cop més, no m'esperava entrar a les aules.
17:55
Someone from their board came and said,
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Em van venir de la seva junta per dir-me:
17:57
"What would you do if you had carte blanche in a classroom?"
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"Què faries si tinguessis carta blanca en una aula?"
17:59
And I said, "Well, I would just, every student work at their own pace
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I vaig respondre: "Bé, doncs només que cada alumne anés al seu ritme
18:02
on something like this and we'd give a dashboard."
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o alguna cosa així, amb una pantalla per al mestre."
18:04
And they said, "Oh, this is kind of radical. We have to think about it."
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I em van dir: "Ah, que radical. Ens ho hem de rumiar."
18:07
And me and the rest of the team were like,
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I la resta de l'equip i jo pensàvem:
18:09
"They're never going to want to do this."
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"No acceptaran mai de la vida."
18:11
But literally the next day they were like, "Can you start in two weeks?"
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Però literalment el dia següent ens van dir: "Comencem d'aquí a 2 setmanes?"
18:14
(Laughter)
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(Rialles)
18:16
BG: So fifth grade math is where that's going on right now?
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BG: Així doncs, ho esteu fent amb matemàtiques de cinquè?
18:19
SK: It's two fifth grade classes and two seventh grade classes.
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SK: Són dues classes de cinquè i dues de setè.
18:22
And they're doing it at the district level.
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I ho fan a nivell de districte.
18:24
I think what they're excited about is they can now follow these kids.
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El que els encanta és que ara poden seguir aquests alumnes.
18:27
It's not an only-in-school thing.
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No només el que fan a l'escola.
18:29
We've even, on Christmas, we saw some of the kids were doing it.
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Ara fins i tot per Nadal hem vist que hi ha alumnes que ho fan.
18:31
And we can track everything.
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Ho podem seguir perfectament.
18:33
So they can actually track them as they go through the entire district.
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Es pot fer el seguiment al llarg de tot el districte.
18:35
Through the summers, as they go from one teacher to the next,
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A l'estiu, o quan passen d'un mestre a un altre,
18:37
you have this continuity of data
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hi ha aquesta continuïtat de dades
18:39
that even at the district level they can see.
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que es poden veure a nivell de districte.
18:41
BG: So some of those views we saw
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BG: Algunes vistes que han sortit
18:43
were for the teacher
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eren per a que el mestre
18:45
to go in and track actually what's going on with those kids.
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entri i segueixi el que fan realment els seus alumnes.
18:48
So you're getting feedback on those teacher views
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Així doncs, t'arriben comentaris de les pantalles que tenen els mestres
18:50
to see what they think they mean?
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i de com ho interpreten?
18:53
SK: Oh yeah. Most of those were specs by the teachers.
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SK: I tant. La majoria estan basades en especificacions dels mestres.
18:56
We made some of those for students so they could see their data,
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També en vam fer per als alumnes, perquè tinguessin les seves dades,
18:59
but we have a very tight design loop with the teachers themselves.
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però sobretot treballem molt estretament amb els mestres.
19:02
And they're literally saying, "Hey, this is nice, but ... "
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I literalment ens diuen: "Està bé, però..."
19:05
Like that focus graph, a lot of the teachers said,
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Com el gràfic de la dedicació, que molts mestres ens dèien:
19:07
"I have a feeling that a lot of the kids are jumping around
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"Tinc la impressió que molts alumnes van saltant
19:09
and not focusing on one topic."
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en lloc de centrar-se en un tema."
19:11
So we made that focus diagram.
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Per això vam fer el diagrama.
19:13
So it's all been teacher-driven.
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Tot ho hem fet juntament amb els mestres.
19:15
It's been pretty crazy.
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Ha estat molt fort.
19:17
BG: Is this ready for prime time?
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BG: Esteu a punt per a la màxima audiència?
19:19
Do you think a lot of classes next school year should try this thing out?
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Creieu que el curs que ve s'haurien de provar les vostres classes?
19:22
SK: Yeah, it's ready.
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SK: Sí, està a punt.
19:24
We've got a million people on the site already,
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Ja se'ns connecten un milió de persones,
19:26
so we can handle a few more.
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en podem acollir unes quantes més.
19:28
(Laughter)
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(Rialles)
19:31
No, no reason why it really can't happen
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No, no hi ha cap raó perquè no es faci
19:33
in every classroom in America tomorrow.
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a totes les aules dels Estats Units demà mateix.
19:35
BG: And the vision of the tutoring thing.
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BG: I la visió d'això de les tutories.
19:38
The idea there is, if I'm confused about a topic,
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La idea és que, si tinc dubtes d'alguna matèria,
19:41
somehow right in the user interface
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d'alguna manera a la interfície d'usuari
19:43
I'd find people who are volunteering,
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trobaré voluntaris per ajudar-me,
19:45
maybe see their reputation,
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potser puc consultar quina reputació tenen,
19:47
and I could schedule and connect up with those people?
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per quedar i treballar amb aquestes persones?
19:50
SK: Absolutely. And this is something
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SK: Exacte. I això
19:52
that I recommend everyone in this audience to do.
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ho recomano a tothom del públic.
19:54
Those dashboards the teachers have, you can go log in right now
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Ara mateix ens podem fer una pantalla com la dels mestres
19:57
and you can essentially become a coach
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i bàsicament fer-nos tutors
19:59
for your kids, or nephews, or cousins,
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dels nostres fills, o nebots, o cosins,
20:02
or maybe some kids at the Boys and Girls Club.
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potser dels nens i nenes del Club Infantil.
20:04
And yeah, you can start becoming a mentor, a tutor,
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I tant, et pots convertir en mentor, en tutor,
20:07
really immediately.
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gairebé al moment.
20:09
But yeah, it's all there.
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Però sí, hi és tot.
20:11
BG: Well, it's amazing.
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BG: Bé, és impressionant.
20:13
I think you just got a glimpse of the future of education.
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Crec que acabem de veure l'escola del futur.
20:15
Thank you. (SK: Thank you.)
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Gràcies. (SK: Gràcies).
20:17
(Applause)
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(Aplaudiments)
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