TED2011
Sal Khan: Let's use video to reinvent education
Salman Khan: Lad os genopfinde uddannelse ved hjælp af video
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5,578,134 views
Salman Khan taler om, hvordan og hvorfor han grundlagde det bemærkelsesværdige Khan Academy, en grundigt struktureret serie af uddannelsesvideoer, der tilbyder et komplet pensum inden for matematik og nu også andre områder. Han viser effekten af interaktive øvelser og beder lærere om at overveje at lave et skift i deres undervisning -- få eleverne til at se videolektioner derhjemme, og lave "lektier" i klasseværelset, hvor læreren er tilstede til at hjælpe.
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 Academy er bedst kendt
00:17
for its collection of videos,
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for sin store samling af videoer,
00:19
so before I go any further,
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og før jeg går videre,
00:21
let me show you a little bit of a montage.
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vil jeg gerne vise en lille montage.
00:24
(Video) Salman Khan: So the hypotenuse is now going to be five.
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(Video) Salman Khan: Hypotenusen er nu 5.
00:27
This animal's fossils are only found in this area of South America --
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Dyrets fossiler findes kun i denne del af Sydamerika --
00:30
a nice clean band here --
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en fin lige strækning her --
00:32
and this part of Africa.
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og i denne del af Afrika.
00:34
We can integrate over the surface,
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Vi kan integrere overfladen,
00:36
and the notation usually is a capital sigma.
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og notationen er typisk et stort sigma.
00:39
National Assembly: They create the Committee of Public Safety,
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Nationalforsamlingen: De grundlægger Velfærdsudvalget
00:42
which sounds like a very nice committee.
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hvilket lyder som en meget flink komite.
00:44
Notice, this is an aldehyde,
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Læg mærke til at dette er en aldehyd,
00:46
and it's an alcohol.
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og det er også en alkohol.
00:48
Start differentiating into effector and memory cells.
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Start med at dele den i en plasma- og en hukommelsescelle.
00:51
A galaxy. Hey, there's another galaxy.
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En galakse. Hej, der er endnu en galakse.
00:53
Oh look, there's another galaxy.
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Se, der er endnu en galakse.
00:55
And for dollars, is their 30 million,
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Dermed har de deres 30 millioner dollars
00:58
plus the 20 million dollars from the American manufacturer.
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plus de 20 millioner dollars fra den amerikanske fabrikant.
01:01
If this does not blow your mind,
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Hvis dette ikke forbløffer dig,
01:04
then you have no emotion.
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så har du ingen følelser.
01:06
(Laughter)
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(Latter)
01:08
(Applause)
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(Klapsalver)
01:13
SK: We now have on the order
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SK: Vi har nu i omegnen
01:15
of 2,200 videos
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af 2.200 videoer,
01:17
covering everything from basic arithmetic
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der dækker alt fra simpel aritmetik
01:19
all the way to vector calculus
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helt over til vektorregning
01:21
and some of the stuff you saw there.
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og noget af det I så lige før.
01:24
We have a million students a month using the site,
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Vi har en million studerende om måneden, der bruger siden,
01:27
watching on the order of 100 to 200,000 videos a day.
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og som ser i omegnen af 100 til 200.000 videoer om dagen.
01:31
But what we're going to talk about in this
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Men det vi skal tale om her
01:33
is how we're going to the next level.
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er hvordan vi tager skridtet videre.
01:35
But before I do that,
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Men før jeg gør det,
01:37
I want to talk a little bit about really just how I got started.
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vil jeg snakke lidt om, hvordan det hele startede.
01:41
And some of you all might know,
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Nogle af jer ved måske,
01:43
about five years ago I was an analyst at a hedge fund,
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at jeg for fem år siden var en analytiker ved en hedgefond.
01:46
and I was in Boston,
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Jeg var i Boston,
01:48
and I was tutoring my cousins in New Orleans, remotely.
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og jeg fjernunderviste mine fætre og kusiner i New Orleans.
01:51
And I started putting the first YouTube videos up
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Jeg startede med at lægge den første YouTube-video op
01:54
really just as a kind of nice-to-have,
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som en ekstra bonus,
01:56
just a supplement for my cousins --
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et supplement for mine fætre og kusiner --
01:58
something that might give them a refresher or something.
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noget der kunne genopfriske deres hukommelse eller noget i den stil.
02:01
And as soon as I put those first YouTube videos up,
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Så snart jeg lagde den første YouTube-video op
02:03
something interesting happened --
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skete der noget interessant --
02:05
actually a bunch of interesting things happened.
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faktisk skete flere interessante ting.
02:07
The first was the feedback from my cousins.
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Den første ting var tilbagemeldingerne fra mine fætre og kusiner.
02:10
They told me
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De fortalte mig,
02:12
that they preferred me on YouTube than in person.
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at de foretrak mig på YouTube i forhold til i virkeligheden.
02:15
(Laughter)
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(Latter)
02:23
And once you get over the backhanded nature of that,
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Når du kommer dig over den lidt tvivlsomme natur i det,
02:26
there was actually something very profound there.
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så var det faktisk meget dybdegående.
02:28
They were saying
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De fortalte mig,
02:30
that they preferred the automated version of their cousin
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at de foretrak en automatiseret version af deres fætter
02:32
to their cousin.
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fremfor deres fætter.
02:34
At first, it's very unintuitive,
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I starten lyder det ikke særligt intuitivt,
02:36
but when you actually think about it from their point of view, it makes a ton of sense.
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men når man ser på det fra deres synsvinkel, så giver det rigtigt meget mening.
02:39
You have this situation
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Vi har en situation,
02:41
where now they can pause and repeat their cousin,
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hvor de nu kan sætte deres fætter på pause og genstarte ham,
02:43
without feeling like they're wasting my time.
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uden at det føles som om, at de spilder min tid.
02:46
If they have to review something
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Hvis de er nødt til at revidere noget,
02:49
that they should have learned a couple of weeks ago,
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som de skulle have lært for at par uger siden
02:51
or maybe a couple of years ago,
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eller måske et par år siden,
02:54
they don't have to be embarrassed and ask their cousin.
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skal de ikke længere være flove over at spørge deres fætter.
02:56
They can just watch those videos. If they're bored, they can go ahead.
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De kan bare se disse videoer. Hvis de keder sig kan de også se dem.
02:59
They can watch it at their own time, at their own pace.
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De kan se dem, når de har tid, og i deres eget tempo.
03:01
And probably the least appreciated aspect of this
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Det formentlig mindst værdsatte aspekt i dette
03:06
is the notion that the very first time,
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er forestillingen om, at den første gang,
03:08
the very first time
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den aller første gang,
03:10
that you're trying to get your brain around a new concept,
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man forsøger at forstå et nyt koncept,
03:13
the very last thing you need
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er den aller sidste ting, du har brug for,
03:15
is another human being saying, "Do you understand this?"
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et andet menneske, der spørger "Har du forstået det?"
03:18
And that's what was happening with the interaction with my cousins before,
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Det var det, der skete, da jeg underviste mine fætre og kusiner før i tiden.
03:21
and now they can just do it
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Og nu kan de bare gøre det
03:24
in the intimacy of their own room.
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på deres eget værelse.
03:28
The other thing that happened is --
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En anden ting, der skete --
03:30
I put them on YouTube just --
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jeg lagde videoerne på YouTube --
03:33
I saw no reason to make it private,
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jeg havde ingen grund til at gøre dem private,
03:35
so I let other people watch it,
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så jeg lod andre mennesker se dem.
03:37
and then people started stumbling on it,
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Pludselig begyndte folk at falde over dem.
03:39
and I started getting some comments and some letters
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Jeg begyndte at få nogle kommentarer og nogle breve
03:42
and all sorts of feedback
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og alle former for feedback
03:44
from random people from around the world.
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fra tilfældige mennesker over hele verden.
03:46
And these are just a few.
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Dette er bare et par stykker af dem.
03:49
This is actually from one of the original calculus videos.
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Det her er fra en af de originale videoer om regning.
03:52
And someone wrote just on YouTube --
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Nogen skrev på YouTube --
03:54
it was a YouTube comment:
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i kommentarfeltet:
03:56
"First time I smiled doing a derivative."
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"Det er første gang, jeg smilede, mens jeg lavede en afledt funktion."
03:59
(Laughter)
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(Latter)
04:01
And let's pause here.
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Lad os lige stoppe op her.
04:03
This person did a derivative
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Personen lavede en afledt funktion,
04:05
and then they smiled.
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og så smilede hun.
04:08
And then in a response to that same comment -- this is on the thread.
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Som et svar til den kommentar --
04:11
You can go on YouTube and look at these comments --
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du kan se disse kommentarer på YouTube --
04:13
someone else wrote: "Same thing here.
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skrev nogen: "Det samme her.
04:15
I actually got a natural high and a good mood for the entire day.
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Jeg blev faktisk naturligt høj og var i godt humør resten af dagen.
04:18
Since I remember seeing
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Før i tiden så jeg
04:20
all of this matrix text in class,
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en masse matrix-agtig tekst på tavlen,
04:23
and here I'm all like, 'I know kung fu.'"
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og nu føler jeg, at jeg kan kong fu."
04:26
(Laughter)
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(Latter)
04:30
And we get a lot of feedback all along those lines.
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Vi fik en masse feedback i den stil.
04:32
This clearly was helping people.
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Videoerne hjalp tydeligvis mennesker.
04:34
But then, as the viewership kept growing and kept growing,
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Men så da vores seere blev flere og flere
04:37
I started getting letters from people,
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fik jeg breve fra folk,
04:40
and it was starting to become clear
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og det begyndte at gå op for mig,
04:42
that it was actually more than just a nice-to-have.
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at det her var mere end blot en bonus.
04:44
This is just an excerpt
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Det her er et uddrag
04:46
from one of those letters.
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fra et af de breve.
04:48
"My 12 year-old son has autism
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"Min 12-årige søn er autist
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and has had a terrible time with math.
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og har haft det utroligt svært med matematik.
04:52
We have tried everything,
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Vi har prøvet alt,
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viewed everything, bought everything.
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set alt, købt alt.
04:56
We stumbled on your video on decimals and it got through.
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Vi faldt over din video om decimaler, og han forstod det.
04:59
Then we went on to the dreaded fractions. Again, he got it.
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Så gik vi videre til de frygtede brøker. Han forstod det igen.
05:02
We could not believe it.
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Vi kunne ikke tro det.
05:04
He is so excited."
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Han er så glad."
05:06
And so you can imagine,
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Som I kan forestille jer,
05:08
here I was an analyst at a hedge fund.
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da jeg var en analytiker ved en hedgefond,
05:11
It was very strange for me to do something of social value.
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var det meget underligt for mig at gøre noget med social værdi.
05:14
(Laughter)
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(Latter)
05:17
(Applause)
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(Klapsalver)
05:24
But I was excited, so I kept going.
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Men jeg var begejstret, så jeg blev ved.
05:27
And then a few other things started to dawn on me.
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Så gik flere ting op for mig.
05:29
That, not only would it help my cousins right now,
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Ikke blot ville det her hjælpe mine fætre og kusiner lige nu,
05:32
or these people who are sending letters,
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og de mennesker, der sender mig breve,
05:34
but that this content will never go old,
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men indholdet vil aldrig blive gammelt,
05:36
that it could help their kids
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og det vil kunne hjælpe deres børn
05:38
or their grandkids.
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eller deres børnebørn.
05:40
If Isaac Newton
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Hvis Isaac Newton
05:42
had done YouTube videos on calculus,
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havde lavet YouTube-videoer om regning,
05:44
I wouldn't have to.
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så behøvede jeg ikke gøre det.
05:46
(Laughter)
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(Latter)
05:48
Assuming he was good. We don't know.
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Forudsat at han var god til det. Det ved vi ikke.
05:51
(Laughter)
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(Latter)
05:53
The other thing that happened --
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En anden ting, der skete --
05:55
and even at this point, I said, "Okay, maybe it's a good supplement.
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og selv på det tidspunkt sagde jeg "Okay, det er måske et godt supplement.
05:57
It's good for motivated students.
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Det er godt for motiverede elever.
05:59
It's good for maybe home schoolers."
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Det er måske også godt for hjemmeundervisning."
06:01
But I didn't think it would be something
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Jeg troede ikke, at det ville være noget,
06:03
that would somehow penetrate the classroom.
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som ville slå igennem i klasseværelserne.
06:05
But then I started getting letters from teachers.
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Men jeg begyndte at få breve fra lærere.
06:07
And the teachers would write, saying,
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Lærerene skrev til mig, at
06:09
"We've used your videos to flip the classroom.
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"vi bruger dine videoer til at lave et skift i klasseværelset.
06:11
You've given the lectures, so now what we do ... " --
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Du har givet lektionerne, så det vi gør..."
06:14
and this could happen in every classroom in America tomorrow --
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og dette kan ske i hvert et klasselokale i Amerika fra i morgen,
06:17
" ... what I do is I assign the lectures for homework,
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"... jeg giver dine lektioner for som lektier.
06:20
and what used to be homework,
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Det, der før var lektier
06:22
I now have the students doing in the classroom."
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laver vi nu i klasseværelset."
06:25
And I want to pause here for --
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Jeg vil lige stoppe op --
06:28
(Applause)
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(Latter)
06:32
I want to pause here for a second,
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Jeg vil lige stoppe op i et sekund,
06:34
because there's a couple of interesting things.
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fordi der er flere interessante ting.
06:36
One, when those teachers are doing that,
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En ting er, at når lærerne gør det,
06:38
there's the obvious benefit --
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så er der den åbenlyse fordel --
06:40
the benefit that now their students
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deres elever kan nu
06:42
can enjoy the videos in the way that my cousins did.
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nyde videoerne på samme måde som mine fætre og kusiner gjorde.
06:44
They can pause, repeat at their own pace,
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De kan pause og gentage i deres et tempo,
06:46
at their own time.
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når de har tid.
06:48
But the more interesting thing is --
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En endnu mere interessant ting er --
06:50
and this is the unintuitive thing when you talk about technology in the classroom --
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og dette er ikke intuitivt, når det kommer til teknologi i klasseværelset --
06:53
by removing the one-size-fits-all lecture from the classroom
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ved at tage lektionerne, der skal passe til alle, væk fra klasseværelset,
06:56
and letting students have a self-paced lecture at home,
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og ved at lade eleverne blive undervist derhjemme i deres eget tempo,
06:59
and then when you go to the classroom, letting them do work,
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og så lave lektierne i klasseværelset,
07:02
having the teacher walk around,
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mens læreren er til stede,
07:04
having the peers actually be able to interact with each other,
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og ved at lade eleverne arbejde sammen,
07:07
these teachers have used technology
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har disse lærere brugt teknologien
07:10
to humanize the classroom.
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til at gøre klasseværelset menneskeligt.
07:12
They took a fundamentally dehumanizing experience --
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De tog en fundamentalt umenneskeliggjort oplevelse –
07:15
30 kids with their fingers on their lips,
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30 unger med fingeren på læben,
07:17
not allowed to interact with each other.
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uden lov til at tale sammen.
07:19
A teacher, no matter how good,
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Lige meget hvor dygtig en lærer er,
07:21
has to give this one-size-fits-all lecture
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skal han stadig undervise, på samme måde,
07:23
to 30 students --
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30 elever på én gang –
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blank faces, slightly antagonistic --
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med tomme ansigtsudtryk, en anelse modvillige –
07:27
and now it's a human experience.
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og nu er det blevet en menneskelig oplevelse.
07:29
Now they're actually interacting with each other.
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Nu interagerer de faktisk.
07:31
So once the Khan Academy --
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Så da først Khan Academy –
07:33
I quit my job
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jeg sagde mit job op
07:35
and we turned into a real organization --
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og vi fik opbygget en rigtig organisation –
07:37
we're a not-for-profit --
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som er non-profit –
07:39
the question is, how do we take this to the next level?
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nu er spørgsmålet, hvordan vi kommer videre?
07:42
How do we take what those teachers are doing
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Hvordan får vi, hvad disse lærere gør
07:44
to their natural conclusion?
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til at blive en naturlig del af undervisningen?
07:46
And so what I'm showing you over here,
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Det, jeg viser jer her,
07:48
these are actual exercises
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er eksempler på øvelser,
07:50
that I started writing for my cousins.
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som jeg lavede til mine fætre og kusiner.
07:53
The ones I started were much more primitive.
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Dem, jeg startede med at lave, var meget mere primitive,
07:55
This is a more competent version of it.
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Det her er en bedre version.
07:58
But the paradigm here is, we'll generate as many questions as you need
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Men tanken her er, at den genererer så mange spørgsmål, som man har brug for
08:01
until you get that concept,
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for at forstå konceptet,
08:03
until you get 10 in a row.
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indtil man har 10 i træk.
08:05
And the Khan Academy videos are there.
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Og Khan Academy-videoerne er på siden.
08:07
You get hints, the actual steps for that problem,
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Man får praj, de forskellige trin i problemstillingen,
08:09
if you don't know how to do it.
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hvis man ikke forstår, hvordan det skal gøres.
08:11
But the paradigm here, it seems like a very simple thing:
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Tanken er, og det kan virke meget simpelt:
08:13
10 in a row, you move on.
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10 i træk for at komme videre.
08:15
But it's fundamentally different than what's happening in classrooms right now.
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Men det er fundamentalt anderledes end det, der foregår i klasseværelserne.
08:18
In a traditional classroom,
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I den traditionelle undervisning,
08:20
you have a couple of homework,
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har man gennemgang af lektier,
08:22
homework, lecture, homework, lecture,
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lektier, læreren taler, lektier, læreren taler,
08:24
and then you have a snapshot exam.
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og så har man en hurtig prøve.
08:26
And that exam, whether you get a 70 percent, an 80 percent,
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Efter den eksamen, ligegyldigt om man har 70 procent eller 80 procent rigtige,
08:28
a 90 percent or a 95 percent,
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eller 90 eller 95 rigtige,
08:31
the class moves on to the next topic.
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går man videre til næste emne.
08:33
And even that 95 percent student,
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Og selv med den elev, der fik 95 procent, er spørgsmålet,
08:35
what was the five percent they didn't know?
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hvad var de 5 procent, han ikke vidste?
08:37
Maybe they didn't know what happens when you raise something to the zero power.
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Måske vidste han ikke, hvad der sker når man ganger med 0.
08:40
And then you go build on that in the next concept.
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Og så bygger man videre på det i den næste øvelse.
08:42
That's analogous to
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Det svarer for eksempel til;
08:44
imagine learning to ride a bicycle,
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at du skal lære at cykle,
08:46
and maybe I give you a lecture ahead of time,
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og jeg giver dig én undervisningstime,
08:49
and I give you that bicycle for two weeks.
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og en cykel i to uger.
08:51
And then I come back after two weeks,
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Efter de to uger kommer jeg tilbage
08:53
and I say, "Well, let's see. You're having trouble taking left turns.
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og siger, "Lad os se! Jeg kan se, at det ikke går så godt med dine venstresving.
08:55
You can't quite stop.
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Du er ikke så god til at stoppe.
08:57
You're an 80 percent bicyclist."
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Du er 80 procent cyklist."
08:59
So I put a big C stamp on your forehead
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Og så giver jeg dig et 7-tal
09:03
and then I say, "Here's a unicycle."
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og siger, "Her har du en et-hjulet cykel."
09:06
But as ridiculous as that sounds,
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Det lyder latterligt,
09:08
that's exactly what's happening
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men det er det, der sker
09:10
in our classrooms right now.
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i klasseværelserne lige nu.
09:12
And the idea is you fast forward
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Man skrider for hurtigt frem,
09:15
and good students start failing algebra all of a sudden
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dygtige elever dumper pludselig i algebra
09:17
and start failing calculus all of a sudden,
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og begynder at dumpe i regning,
09:20
despite being smart, despite having good teachers,
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til trods for at de er kloge og har dygtige lærere.
09:22
and it's usually because they have these Swiss cheese gaps
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Som regel har de huller som i en schweizer-ost
09:24
that kept building throughout their foundation.
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som kun bliver større.
09:26
So our model
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Vores model
09:28
is learn math the way you'd learn anything,
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er at lære matematik ligesom man lærer andre ting,
09:30
like the way you would learn a bicycle.
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ligesom man lærer at køre på cykel.
09:32
Stay on that bicycle. Fall off that bicycle.
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Bliv på cyklen. Fald med cyklen.
09:35
Do it as long as necessary until you have mastery.
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Bliv ved, så længe det er nødvendigt, indtil du mestrer det.
09:38
The traditional model,
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Den traditionelle model
09:40
it penalizes you for experimentation and failure,
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straffer eksperimenter og fejl,
09:42
but it does not expect mastery.
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men den forventer heller ikke beherskelse.
09:44
We encourage you to experiment. We encourage you to failure.
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Vi opmuntrer til eksperimenter. Vi opmuntrer til fejl.
09:47
But we do expect mastery.
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Men vi forventer også beherskelse.
09:50
This is just another one of the modules.
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Dette er et andet modul.
09:52
This is trigonometry.
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Det er trigonometri.
09:54
This is shifting and reflecting functions.
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Hvor man skifter og spejler funktioner.
09:57
And they all fit together.
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Og de passer alle sammen.
09:59
We have about 90 of these right now.
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Vi har circa 90 lige nu.
10:01
And you can go to the site right now. It's all free. Not trying to sell anything.
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Og du kan gå ind på siden nu. Det er gratis. Vi prøver ikke at sælge noget.
10:04
But the general idea is that they all fit into this knowledge map.
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Tanken er, at alle øvelser passer ind i et "videnskort".
10:07
That top node right there, that's literally single digit addition.
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Den øverste del er addition af et-cifrede tal.
10:10
It's like one plus one is equal to two.
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En plus en er to.
10:13
And the paradigm is, once you get 10 in a row on that,
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Når man har 10 i træk af dem,
10:15
it keeps forwarding you to more and more advanced modules.
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fortsætter det i stadigt mere komplicerede moduler.
10:18
So if you keep further down the knowledge map,
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Længere nede på "videnskortet"
10:21
we're getting into more advanced arithmetic.
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har vi avanceret aritmetik.
10:24
Further down, you start getting into pre-algebra and early algebra.
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Så kommer tidlig algebra.
10:27
Further down, you start getting into algebra one, algebra two,
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Længere nede har vi algebra 1 og algebra 2,
10:31
a little bit of precalculus.
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en lille smule avanceret algebra.
10:33
And the idea is, from this we can actually teach everything --
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Og på den måde kan vi undervise alt –
10:36
well, everything that can be taught
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ja, alt kan læres
10:38
in this type of a framework.
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inden for denne type rammer.
10:40
So you can imagine -- and this is what we are working on --
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Forestil jer – og det er hvad, vi går efter –
10:42
is from this knowledge map
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at fra det her "videnskort"
10:44
you have logic, you have computer programming,
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har vi logik, computerprogrammering,
10:46
you have grammar, you have genetics,
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vi har grammatik, genetik,
10:49
all based off of that core of,
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altsammen baseret på,
10:51
if you know this and that,
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at hvis du kan det ene og andet.
10:53
now you're ready for this next concept.
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så er du klar til næste koncept.
10:55
Now that can work well for an individual learner,
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Det kan have god effekt på den individuelle elev,
10:58
and I encourage, one, for you to do it with your kids,
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og jeg opfordrer til, at I gør det sammen med jeres børn,
11:00
but I also encourage everyone in the audience to do it yourself.
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men også at alle blandt publikum prøver selv.
11:02
It'll change what happens at the dinner table.
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Det vil ændre samtalen ved aftensmaden.
11:05
But what we want to do
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Men vi vil også gerne
11:07
is to use the natural conclusion of the flipping of the classroom
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bruge det naturlige skift i klasseværelset,
11:09
that those early teachers had emailed me about.
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som nogle af de første lærere fortalte mig om.
11:12
And so what I'm showing you here,
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Så det her
11:14
this is actually data from a pilot in the Los Altos school district,
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er data fra et forsøg i Los Altos skoledistrikt,
11:16
where they took two fifth grade classes and two seventh grade classes
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med to 5. klasser og to 7. klasser
11:19
and completely gutted their old math curriculum.
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hvor vi smed det gamle matematikpensum ud.
11:21
These kids aren't using textbooks,
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Børnene her bruger ikke bøger,
11:23
they're not getting one-size-fits-all lectures.
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de modtager ikke formstøbt undervisning.
11:25
They're doing Khan Academy, they're doing that software,
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De bruger Khan Academy's software
11:27
for roughly half of their math class.
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i halvdelen af deres matematiktime.
11:29
And I want to make it clear, we don't view this as the complete math education.
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Jeg skal gøre det klart, at vi ikke ser dette som komplet matematikundervisning.
11:32
What it does is -- and this is what's happening in Los Altos --
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Det, der gør – også nu i Los Altos –
11:34
it frees up time.
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det frigiver tid.
11:36
This is the blocking and tackling,
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Det er den nødvendige, basale viden,
11:38
making sure you know how to move through a system of equations,
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der gør dig i stand til at løse ligninger,
11:40
and it frees up time for the simulations, for the games,
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og det frigør tid til simuleringer, spil,
11:43
for the mechanics, for the robot building,
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mekanik og robotbygning,
11:45
for the estimating how high that hill is based on its shadow.
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til estimeringen af et bjergs højde baseret på dets skygge.
11:48
And so the paradigm is the teacher walks in every day,
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Så konceptet er, at læreren kommer hver dag,
11:51
every kid works at their own pace --
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hvert enkelt barn arbejder i sit eget tempo –
11:53
and this is actually a live dashboard from Los Altos school district --
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det her er en live oversigt fra Los Altos –
11:56
and they look at this dashboard.
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og læreren ser på denne oversigt.
11:58
Every row is a student.
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Hver række er en elev.
12:00
Every column is one of those concepts.
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Hver kolonne er et opgavemodul.
12:02
Green means the student's already proficient.
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Grøn betyder, at eleven allerede har gennemført.
12:04
Blue means they're working on it -- no need to worry.
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Blå betyder, at de er igang – ingen grund til bekymring.
12:06
Red means they're stuck.
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Rød betyder, at eleven er gået i stå.
12:08
And what the teacher does is literally just say,
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Og læreren kan så sige:
12:11
"Let me intervene on the red kids."
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"Lad mig hjælpe de røde børn."
12:13
Or even better, "Let me get one of the green kids
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Eller endnu bedre, "Lad mig få en af de grønne,
12:15
who are already proficient in that concept
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som allerede har gennemført dette modul,
12:17
to be the first line of attack
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til at gå igang
12:19
and actually tutor their peer."
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med at hjælpe sin kammerat."
12:23
(Applause)
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(Klapsalver)
12:30
Now I come from a very data-centric reality,
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Nu kommer jeg fra en meget datafikseret verden,
12:32
so we don't want that teacher to even go and intervene
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og vi vil ikke have, at læreren kommer
12:34
and have to ask the kid awkward questions:
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og stiller de forkerte spørgsmål:
12:36
"Oh, what do you not understand?" or "What do you do understand?"
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"Hvad er det, du ikke forstår?" eller "Hvad forstår du?"
12:38
and all of the rest.
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og så videre.
12:40
So our paradigm is to really arm the teachers with as much data as possible --
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Vi ønsker, at udstyre læreren med så meget data som muligt –
12:43
really data that, in almost any other field, is expected,
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data, der ville være forventet i alle mulige andre brancher,
12:45
if you're in finance or marketing or manufacturing --
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som finanssektoren, marketing eller produktion.
12:47
and so the teachers can actually diagnose what's wrong with the students
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Så læreren kan faktisk diagnosticere eleven på forhånd,
12:50
so they can make their interaction as productive as possible.
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så deres udveksling kan blive så produktiv som muligt.
12:53
So now the teachers know exactly what the students have been up to,
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Nu ved læreren præcis, hvad eleven har været igang med,
12:56
how long they have been spending every day, what videos have they been watching,
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hvor lang tid han har brugt, hvilke videoer, han har set,
12:58
when did they pause the videos, what did they stop watching,
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hvornår han pausede videoerne, hvad han holdt op med at se,
13:00
what exercises are they using,
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hvilke øvelser han lavede,
13:02
what have they been focused on?
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og hvad han fokuserede på.
13:04
The outer circle shows what exercises they were focused on.
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De ydre circler viser, hvilke øvelser, der blev fokuseret på.
13:07
The inner circle shows the videos they're focused on.
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De indre circler viser, hvilke videoer, der blev fokuseret på.
13:10
And the data gets pretty granular
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Og informationen er ret detaljeret,
13:12
so you can see the exact problems that the student got right or wrong.
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så man kan se præcist hvilke opgaver, eleven havde rigtige og forkerte.
13:15
Red is wrong, blue is right.
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Rød er forkert, blå er rigtigt.
13:17
The leftmost question is the first question that the student attempted.
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Spørgsmålet til venstre, er det, som eleven var igang med.
13:19
They watched the video right over there.
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Han har set videoen der.
13:21
And then you can see, eventually, they were able to get 10 in a row.
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Og her kan I se, at han fik 10 i træk.
13:24
It's almost like you can see them learning over those last 10 problems.
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Man kan nærmest se eleven forstå mere i løbet af de 10 øvelser.
13:27
They also got faster.
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De bliver også hurtigere.
13:29
The height is how long it took them.
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Højden er, hvor lang tid det tog dem.
13:33
So when you talk about self-paced learning,
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Læring i individuelt tempo
13:36
it makes sense for everyone -- in education-speak, differentiated learning --
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giver mening for alle, der har med undervisning at gøre –
13:40
but it's kind of crazy when you see it in a classroom.
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men det er alligevel vildt, når man ser det i et klasseværelse.
13:43
Because every time we've done this,
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Og hver gang vi har gjort det her,
13:45
in every classroom we've done,
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i hvert eneste klasseværelse,
13:48
over and over again, if you go five days into it,
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sker det, at efter 5 dage
13:50
there's a group of kids who've raced ahead
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er der altid en gruppe, der kommer forud
13:52
and there's a group of kids who are a little bit slower.
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og der er en gruppe, der er lidt langsommere.
13:54
And in a traditional model, if you did a snapshot assessment,
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Normalt ville man ved et hurtigt blik
13:56
you say, "These are the gifted kids, these are the slow kids.
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konstatere, "Det er de kloge børn og det er de langsomme.
13:59
Maybe they should be tracked differently.
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Måske skulle de følges på en anden måde.
14:01
Maybe we should put them in different classes."
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Måske skal de deles op."
14:03
But when you let every student work at their own pace --
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Men hvis man lader hver elev arbejde i sit eget tempo –
14:05
and we see it over and over and over again --
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og vi ser det igen og igen –
14:08
you see students who took a little bit [of] extra time
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vil der være elever, der er længere tid
14:10
on one concept or the other,
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om nogle af problemerne,
14:12
but once they get through that concept,
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men når først de har forstået dem,
14:14
they just race ahead.
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så kommer de udover stepperne.
14:16
And so the same kids that you thought were slow six weeks ago,
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De børn man anså for at være langsomme for 6 uger siden,
14:19
you now would think are gifted.
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vil man nu anse for at være kloge.
14:21
And we're seeing it over and over and over again.
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Og vi ser det om og om igen.
14:23
And it makes you really wonder
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Og det får virkelig en til at tænke på,
14:25
how much all of the labels maybe a lot of us have benefited from
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hvor mange af de stempler, vi alle har fået,
14:28
were really just due to a coincidence of time.
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måske bare skyldes en tilfældighed.
14:34
Now as valuable as something like this is
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Dette er selvfølgelig værdifuldt
14:36
in a district like Los Altos,
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i Los Altos,
14:39
our goal is to use technology
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men vores mål er at bruge teknologien
14:41
to humanize, not just in Los Altos, but on a global scale,
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til at menneskeliggøre undervisningen
14:44
what's happening in education.
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i hele verden.
14:46
And actually, that kind of brings an interesting point.
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Og her er der en interessant pointe.
14:48
A lot of the effort in humanizing the classroom
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Der bliver brugt meget energi på
14:51
is focused on student-to-teacher ratios.
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at fokusere på lærer-elev kontakt.
14:54
In our mind, the relevant metric
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Vi mener, at det relevante mål
14:56
is student-to-valuable-human-time-
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er værdifuld-tid-med-lærer
14:59
with-the-teacher ratio.
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-elev kontakt.
15:01
So in a traditional model, most of the teacher's time
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Normalt går det meste af lærerens tid
15:03
is spent doing lectures and grading and whatnot.
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på at undervise klassen og give karakterer osv.
15:06
Maybe five percent of their time is actually sitting next to students
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Måske går 5 procent af tiden på at
15:08
and actually working with them.
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sidde og arbejde med eleven.
15:10
Now 100 percent of their time is.
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Nu kan 100 procent af tiden blive brugt sådan.
15:12
So once again, using technology, not just flipping the classroom,
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Så igen, ved at bruge teknologi, ikke bare lave et skift i undervisningen,
15:15
you're humanizing the classroom, I'd argue,
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menneskeliggør man klasseundervisningen.
15:17
by a factor of five or 10.
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5 eller 10 gange så meget.
15:20
And as valuable as that is in Los Altos,
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Og hvor værdifuldt det end er i Los Altos,
15:22
imagine what that does to the adult learner
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så forestil jer, hvad det kan gøre for en voksen elev,
15:24
who's embarrassed to go back and learn stuff
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der er flov over at skulle lære noget,
15:26
that they should have before, before going back to college.
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som de burde have lært.
15:28
Imagine what it does
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Forestil jer, hvad det kan gøre
15:31
to a street kid in Calcutta
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for et gadebarn i Calcutta,
15:34
who has to help his family during the day,
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som skal hjælpe sin familie om dagen,
15:37
and that's the reason why he or she can't go to school.
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og derfor ikke kan gå i skole.
15:39
Now they can spend two hours a day and remediate,
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Nu kan han bruge to timer om dagen
15:42
or get up to speed and not feel embarrassed
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og indhente de andre uden at skamme sig
15:44
about what they do or don't know.
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over, hvad han kan og ikke kan.
15:47
Now imagine what happens where --
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Forestil jer så også –
15:49
we talked about the peers teaching each other
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vi talte om elever, der hjælper hinanden
15:51
inside of a classroom.
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i klasseværelset.
15:53
But this is all one system.
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Men dette er altsammen et system.
15:55
There's no reason why you can't have
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Der er ingen grund til ikke at have
15:57
that peer-to-peer tutoring
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elev-til-elev-undervisning
15:59
beyond that one classroom.
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uden for klasseværelset.
16:01
Imagine what happens if that student in Calcutta
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Forestil dig, at eleven i Calcutta
16:04
all of a sudden can tutor your son,
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pludselig kunne hjælpe din søn,
16:06
or your son can tutor that kid in Calcutta?
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eller at din søn kan hjælpe ham i Calcutta!
16:09
And I think what you'll see emerging
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Og jeg tror, man vil se en stigende
16:11
is this notion of a global one-world classroom.
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følelse af et stort globalt klasseværelse.
16:17
And that's essentially what we're trying to build.
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Det er i bund og grund det, vi prøver at skabe.
16:21
Thank you.
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Tak.
16:23
(Applause)
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(Klapsalver)
17:04
Bill Gates: I've seen some things you're doing in the system
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Bill Gates: Jeg har set nogle ting i dit system,
17:07
that have to do with motivation and feedback --
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som har med motivation og feedback at gøre –
17:09
energy points, merit badges.
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energipoint, duelighedsmærker.
17:12
Tell me what you're thinking there.
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Fortæl mig om de idéer.
17:14
SK: Oh yeah. No, we have an awesome team working on it.
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SK: Ja, vi har et super team, der arbejder på det.
17:16
And I have to make it clear, it's not just me anymore.
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Og jeg skal lige gøre det klart, at det ikke kun er mig mere.
17:18
I'm still doing all the videos,
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Jeg laver stadig videoerne,
17:20
but we have a rockstar team doing the software.
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men vi har et rockstar team, der udvikler software.
17:22
Yeah, we've put a bunch of game mechanics in there
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Ja, vi har nogle spil-elementer,
17:24
where you get these badges,
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hvor man kan opnå mærker,
17:26
we're going to start having leader boards by area, and you get points.
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vi har snart ledertavler for et område og man samler points.
17:29
It's actually been pretty interesting.
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Det er faktisk meget interessant.
17:31
Just the wording of the badging or how many points you get for doing something,
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Bare ved at have badges og points
17:34
we see on a system-wide basis,
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kan vi se i systemet,
17:36
like tens of thousands of fifth graders or sixth graders
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hvordan titusinder af 5.-6.-klasses elever
17:38
going one direction or another,
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bevæger sig i den ene eller anden retning,
17:40
depending what badge you give them.
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alt efter hvilket badge, du giver dem.
17:42
(Laughter)
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(Latter)
17:44
BG: And the collaboration you're doing with Los Altos,
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BG: Hvordan kom samarbejdet med Los Altos
17:47
how did that come about?
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i stand?
17:49
SK: Los Altos, it was kind of crazy.
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SK: Los Altos, det var ret vildt,
17:51
Once again, I didn't expect it to be used in classrooms.
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vi havde jo aldrig forventet at det ville blive brugt i klasseundervisning.
17:55
Someone from their board came and said,
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En fra bestyrelsen henvendte sig og spurgte,
17:57
"What would you do if you had carte blanche in a classroom?"
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"Hvad ville du gøre, hvis du havde carte blache i et klasseværelse?"
17:59
And I said, "Well, I would just, every student work at their own pace
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Jeg sagde, "Jeg ville lade hver elev arbejde individuelt,
18:02
on something like this and we'd give a dashboard."
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og vi ville lave en oversigt."
18:04
And they said, "Oh, this is kind of radical. We have to think about it."
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De sagde, "Åh, det er radikalt. Vi må lige overveje det."
18:07
And me and the rest of the team were like,
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Teamet og jeg tænkte,
18:09
"They're never going to want to do this."
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"De går aldrig med til det."
18:11
But literally the next day they were like, "Can you start in two weeks?"
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Men allerede næste dag, svarede de, "Kan du starte om to uger"?
18:14
(Laughter)
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(Latter)
18:16
BG: So fifth grade math is where that's going on right now?
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BG: Og de er igang med matematik for 5. klasse?
18:19
SK: It's two fifth grade classes and two seventh grade classes.
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SK: Det er to 5. klasser og to 7. klasser.
18:22
And they're doing it at the district level.
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Og det er i hele distriktet.
18:24
I think what they're excited about is they can now follow these kids.
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Jeg tror, de er glade for at kunne følge børnene
18:27
It's not an only-in-school thing.
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ikke kun, når de er i skole.
18:29
We've even, on Christmas, we saw some of the kids were doing it.
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Selv til jul så vi, at nogen at dem arbejdede.
18:31
And we can track everything.
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Og vi kan følge alt.
18:33
So they can actually track them as they go through the entire district.
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Så de kan følge dem gennem hele distriktet.
18:35
Through the summers, as they go from one teacher to the next,
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I sommerferien, når de skifter lærer,
18:37
you have this continuity of data
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har man kontinuerlig data
18:39
that even at the district level they can see.
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som man kan se på distriktsniveau.
18:41
BG: So some of those views we saw
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BG: Du viste bl.a. oversigterne,
18:43
were for the teacher
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som er for lærerne
18:45
to go in and track actually what's going on with those kids.
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til at følge eleverne.
18:48
So you're getting feedback on those teacher views
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Får du feedback på oversigterne
18:50
to see what they think they mean?
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så du kender lærernes mening?
18:53
SK: Oh yeah. Most of those were specs by the teachers.
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SK: Helt sikkert. De fleste af dem var instruktioner for lærerne.
18:56
We made some of those for students so they could see their data,
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Vi har lavet nogle af dem til eleverne, så de kunne se deres egen data,
18:59
but we have a very tight design loop with the teachers themselves.
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men vi har et meget tæt samarbejde med lærerne.
19:02
And they're literally saying, "Hey, this is nice, but ... "
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De siger f.eks., "Det er godt, men ..."
19:05
Like that focus graph, a lot of the teachers said,
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Som f.eks. med fokus-grafen, mange lærere sagde,
19:07
"I have a feeling that a lot of the kids are jumping around
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"Jeg har på fornemmelsen, at mange af eleverne hopper rundt
19:09
and not focusing on one topic."
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uden at fokusere på et emne."
19:11
So we made that focus diagram.
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Derfor lavede vi det fokusdiagram.
19:13
So it's all been teacher-driven.
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Så det hele er drevet af lærerne.
19:15
It's been pretty crazy.
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Det har været ret vildt.
19:17
BG: Is this ready for prime time?
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BG: Er det klar til et stort publikum?
19:19
Do you think a lot of classes next school year should try this thing out?
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Mener du, at flere klasser skal prøve det af næste skoleår?
19:22
SK: Yeah, it's ready.
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SK: Ja, det er klar.
19:24
We've got a million people on the site already,
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Vi har haft en million besøgende på siden allerede
19:26
so we can handle a few more.
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så vi kan godt håndtere et par stykker mere.
19:28
(Laughter)
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(Latter)
19:31
No, no reason why it really can't happen
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Nej, der er ingen grund til, at det ikke skulle kunne lade sig gøre
19:33
in every classroom in America tomorrow.
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i ethvert klasseværelse i Amerika i morgen.
19:35
BG: And the vision of the tutoring thing.
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BG: Og visionen omkring hjælpelærere.
19:38
The idea there is, if I'm confused about a topic,
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Idéen er, hvis jeg er forvirret omkring et emne,
19:41
somehow right in the user interface
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kan jeg på en eller anden måde
19:43
I'd find people who are volunteering,
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finde nogen, der er frivillige hjælpelærere,
19:45
maybe see their reputation,
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måske se deres bedømmelse,
19:47
and I could schedule and connect up with those people?
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og jeg kan så lave en aftale med dem?
19:50
SK: Absolutely. And this is something
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Sk: Lige præcis. Det er noget,
19:52
that I recommend everyone in this audience to do.
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jeg vil anbefale alle i publikum at gøre.
19:54
Those dashboards the teachers have, you can go log in right now
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Ligesom de oversigter, lærerne har, kan du logge ind
19:57
and you can essentially become a coach
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og blive træner
19:59
for your kids, or nephews, or cousins,
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for dine børn, nevøer, fætre og kusiner,
20:02
or maybe some kids at the Boys and Girls Club.
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eller nogle børn i Boys and Girls Club.
20:04
And yeah, you can start becoming a mentor, a tutor,
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Og du kan blive mentor, hjælpelærer,
20:07
really immediately.
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med det samme.
20:09
But yeah, it's all there.
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Det hele er der.
20:11
BG: Well, it's amazing.
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BG: Det er fantastisk.
20:13
I think you just got a glimpse of the future of education.
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Jeg tror du har set et glimt af fremtidens uddannelse.
20:15
Thank you. (SK: Thank you.)
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Tak. (SK: Tak.)
20:17
(Applause)
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(Klapsalver)
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