TED2011
Sal Khan: Let's use video to reinvent education
Salman Khan: Koristimo video kako bi ponovno osmislili obrazovanje
Filmed:
Readability: 3.7
5,578,134 views
Salman Khan govori kako i zašto je stvorio Khan Academy, pažljivo strukturiranu seriju edukacijskih videa koji nude kompletan nastavni program matematike, a sada i drugih predmeta. On pokazuje snagu interaktivnih vježbi, i poziva učitelje da razmisle o zaokretu od tradicionalne skripte učenja -- dati učenicima da video predavanja pogledaju kod kuće, a "zadaću" rade u učionici, gdje im učitelj može pomoći.
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
0
0
2000
Khan Akademija je najpoznatija
00:17
for its collection of videos,
1
2000
2000
po svojoj kolekciji videa,
00:19
so before I go any further,
2
4000
2000
pa prije nego što krenem dalje,
00:21
let me show you a little bit of a montage.
3
6000
3000
dozvolite mi da vam pokažem malu montažu.
00:24
(Video) Salman Khan: So the hypotenuse is now going to be five.
4
9000
3000
(Video) Salman Khan: Dakle hipotenuza će sada biti pet.
00:27
This animal's fossils are only found in this area of South America --
5
12000
3000
Fosili ove životinje pronađeni su samo u ovom dijelu Južne Amerike --
00:30
a nice clean band here --
6
15000
2000
ovaj lijepi pojas ovdje --
00:32
and this part of Africa.
7
17000
2000
i ovom dijelu Afrike.
00:34
We can integrate over the surface,
8
19000
2000
Možemo integrirati preko površine,
00:36
and the notation usually is a capital sigma.
9
21000
3000
i notacija je najčešće veliko slovo sigma.
00:39
National Assembly: They create the Committee of Public Safety,
10
24000
3000
Narodna skupština: Oni kreiraju Povjerenstvo za javnu sigurnost,
00:42
which sounds like a very nice committee.
11
27000
2000
koje zvuči kao jedno vrlo lijepo povjerenstvo.
00:44
Notice, this is an aldehyde,
12
29000
2000
Primjetite, ovo je aldehid,
00:46
and it's an alcohol.
13
31000
2000
i to je alkohol.
00:48
Start differentiating into effector and memory cells.
14
33000
3000
Počni razdvajati u efektore i memorijske čelije.
00:51
A galaxy. Hey, there's another galaxy.
15
36000
2000
Galaksija. Hej, tu je još jedna galaksija.
00:53
Oh look, there's another galaxy.
16
38000
2000
Oh gledaj, još jedna galaksija.
00:55
And for dollars, is their 30 million,
17
40000
3000
I za dolare, je njihovih 30 milijuna,
00:58
plus the 20 million dollars from the American manufacturer.
18
43000
3000
plus još 20 milijuna dolara od američkog proizvođača.
01:01
If this does not blow your mind,
19
46000
3000
Ako vas ovo ne ostavi paf,
01:04
then you have no emotion.
20
49000
2000
onda nemate emocija.
01:06
(Laughter)
21
51000
2000
(Smijeh)
01:08
(Applause)
22
53000
5000
(Pljesak)
01:13
SK: We now have on the order
23
58000
2000
SK: Sada imamo negdje oko
01:15
of 2,200 videos
24
60000
2000
2,200 videa
01:17
covering everything from basic arithmetic
25
62000
2000
koji pokrivaju sve od osnova aritmetike
01:19
all the way to vector calculus
26
64000
2000
skroz do vektorskog kalkulusa
01:21
and some of the stuff you saw there.
27
66000
3000
i nekih stvari koje ste vidjeli tamo.
01:24
We have a million students a month using the site,
28
69000
3000
Milijun učenika mjesečno koriste našu stranicu,
01:27
watching on the order of 100 to 200,000 videos a day.
29
72000
4000
i gledaju od 100.000 do 200.000 videa dnevno.
01:31
But what we're going to talk about in this
30
76000
2000
Ali ono o čemu ćemo govoriti ovdje
01:33
is how we're going to the next level.
31
78000
2000
je kako ćemo to podići na višu razinu.
01:35
But before I do that,
32
80000
2000
Ali prije nego to napravim,
01:37
I want to talk a little bit about really just how I got started.
33
82000
3000
htio bih pričati malo o tome kako sam zapravo počeo.
01:41
And some of you all might know,
34
86000
2000
A neki od vas već znaju,
01:43
about five years ago I was an analyst at a hedge fund,
35
88000
3000
prije otprilike 5 godina bio sam analitičar u hedge fondu.
01:46
and I was in Boston,
36
91000
2000
Bio sam u Bostonu,
01:48
and I was tutoring my cousins in New Orleans, remotely.
37
93000
3000
i davao sam instrukcije svojim nečacima u New Orleansu, na udaljenost.
01:51
And I started putting the first YouTube videos up
38
96000
3000
I počeo sam stavljati prve YouTube video zapise
01:54
really just as a kind of nice-to-have,
39
99000
2000
čisto kao nešto što je lijepo za imati,
01:56
just a supplement for my cousins --
40
101000
2000
kao dodatak za moje nečake --
01:58
something that might give them a refresher or something.
41
103000
3000
nešto što će im pomoći da se prisjete i slično.
02:01
And as soon as I put those first YouTube videos up,
42
106000
2000
Čim sam stavio te prve YouTube video zapise gore,
02:03
something interesting happened --
43
108000
2000
dogodilo se nešto interesantno --
02:05
actually a bunch of interesting things happened.
44
110000
2000
zapravo puno interesantnih stvari se dogodilo.
02:07
The first was the feedback from my cousins.
45
112000
3000
Prva je povratna informacija od mojih nečaka.
02:10
They told me
46
115000
2000
Rekli su mi
02:12
that they preferred me on YouTube than in person.
47
117000
3000
da sam im draži na YouTubeu nego uživo.
02:15
(Laughter)
48
120000
7000
(Smijeh)
02:23
And once you get over the backhanded nature of that,
49
128000
3000
I jednom kada prijeđete preko uvredljive prirode toga,
02:26
there was actually something very profound there.
50
131000
2000
ima tu nešto zapravo vrlo duboko.
02:28
They were saying
51
133000
2000
Govorili su
02:30
that they preferred the automated version of their cousin
52
135000
2000
da više preferiraju automatiziranu verziju svog rođaka
02:32
to their cousin.
53
137000
2000
nego svog rođaka.
02:34
At first, it's very unintuitive,
54
139000
2000
Isprva, to je vrlo neintuitivno,
02:36
but when you actually think about it from their point of view, it makes a ton of sense.
55
141000
3000
ali kad zapravo razmislite o tome s njihove točke gledišta, itekako ima smisla.
02:39
You have this situation
56
144000
2000
Sada imate situaciju
02:41
where now they can pause and repeat their cousin,
57
146000
2000
gdje oni sada mogu pauzirati i ponoviti svog rođaka,
02:43
without feeling like they're wasting my time.
58
148000
3000
a da se ne osjećaju kao da trate moje vrijeme.
02:46
If they have to review something
59
151000
3000
Ako se trebaju nečega podsjetiti
02:49
that they should have learned a couple of weeks ago,
60
154000
2000
što su trebali naučiti prije par tjedana,
02:51
or maybe a couple of years ago,
61
156000
3000
ili možda prije par godina,
02:54
they don't have to be embarrassed and ask their cousin.
62
159000
2000
ne moraju se sramotiti i pitati svog rođaka.
02:56
They can just watch those videos. If they're bored, they can go ahead.
63
161000
3000
Mogu jednostavno pogledati te videe. Ako im je dosadno, mogu ubrzati.
02:59
They can watch it at their own time, at their own pace.
64
164000
2000
Mogu gledati u svoje vrijeme, svojim tempom.
03:01
And probably the least appreciated aspect of this
65
166000
5000
I vjerojatno najmanje cijenjen aspekt ovoga
03:06
is the notion that the very first time,
66
171000
2000
je ideja da prvi put,
03:08
the very first time
67
173000
2000
prvi put
03:10
that you're trying to get your brain around a new concept,
68
175000
3000
kada pokušavate shvatiti neki novi koncept,
03:13
the very last thing you need
69
178000
2000
zadnja stvar koju trebate
03:15
is another human being saying, "Do you understand this?"
70
180000
3000
je da vam netko drugi govori: "Razumiješ li ovo?"
03:18
And that's what was happening with the interaction with my cousins before,
71
183000
3000
A to se događalo u interakciji s mojim nećacima prije.
03:21
and now they can just do it
72
186000
3000
A sada to mogu jednostavno napraviti
03:24
in the intimacy of their own room.
73
189000
3000
u intimnosti svoje sobe.
03:28
The other thing that happened is --
74
193000
2000
Druga stvar koja se dogodila je --
03:30
I put them on YouTube just --
75
195000
3000
stavio sam ih na YouTube samo --
03:33
I saw no reason to make it private,
76
198000
2000
nisam vidio razlog zašto bi bili privatni,
03:35
so I let other people watch it,
77
200000
2000
pa sam dopustio i drugim ljudima da ih gledaju.
03:37
and then people started stumbling on it,
78
202000
2000
Tada su ljudi počeli nabasavati na njih.
03:39
and I started getting some comments and some letters
79
204000
3000
I tada sam počeo dobivati komentare i pisma
03:42
and all sorts of feedback
80
207000
2000
i različite vrste povratnih informacija
03:44
from random people from around the world.
81
209000
2000
od raznih ljudi diljem svijeta.
03:46
And these are just a few.
82
211000
3000
A ovo su samo neka od njih.
03:49
This is actually from one of the original calculus videos.
83
214000
3000
Ovo je zapravo s jednog od originalnih videa o kalkulusu.
03:52
And someone wrote just on YouTube --
84
217000
2000
Neko je napisao na YouTube --
03:54
it was a YouTube comment:
85
219000
2000
to je bio YouTube komentar:
03:56
"First time I smiled doing a derivative."
86
221000
3000
"Prvi put sam se nasmijao za vrijeme deriviranja."
03:59
(Laughter)
87
224000
2000
(Smijeh)
04:01
And let's pause here.
88
226000
2000
Hajdemo zastati ovdje.
04:03
This person did a derivative
89
228000
2000
Ova osoba je napravila derivaciju
04:05
and then they smiled.
90
230000
3000
i nasmijala se.
04:08
And then in a response to that same comment -- this is on the thread.
91
233000
3000
A onda odgovor na taj komentar -- ovo je u nizu.
04:11
You can go on YouTube and look at these comments --
92
236000
2000
Možete otići na YouTube i pogledati te komentare --
04:13
someone else wrote: "Same thing here.
93
238000
2000
netko drugi je napisao: "Ista stvar ovdje.
04:15
I actually got a natural high and a good mood for the entire day.
94
240000
3000
ja sam dobio prirodni ushit i bio dobrog raspoloženja cijeli dan.
04:18
Since I remember seeing
95
243000
2000
Jer sjećam se da sam viđao
04:20
all of this matrix text in class,
96
245000
3000
sav taj tekst o matricama u razredu,
04:23
and here I'm all like, 'I know kung fu.'"
97
248000
3000
a ovdje sam odjednom kao, 'Ja znam kung fu.'"
04:26
(Laughter)
98
251000
4000
(Smijeh)
04:30
And we get a lot of feedback all along those lines.
99
255000
2000
I dobili smo puno povratnih informacija sličnih tima.
04:32
This clearly was helping people.
100
257000
2000
Ovo je očito pomagalo ljudima.
04:34
But then, as the viewership kept growing and kept growing,
101
259000
3000
Ali, kako je gledanost nastavljala rasti i rasti,
04:37
I started getting letters from people,
102
262000
3000
počeo sam dobivati pisma od ljudi,
04:40
and it was starting to become clear
103
265000
2000
i počelo je postajati jasno
04:42
that it was actually more than just a nice-to-have.
104
267000
2000
da je ovo zapravo više od nečega što je samo lijepo za imati.
04:44
This is just an excerpt
105
269000
2000
Ovo je samo isječak
04:46
from one of those letters.
106
271000
2000
iz jednog od tih pisama.
04:48
"My 12 year-old son has autism
107
273000
2000
"Moj 12 godišnji sin ima autizam
04:50
and has had a terrible time with math.
108
275000
2000
i imao je velikih problema s matematikom.
04:52
We have tried everything,
109
277000
2000
Probali smo sve,
04:54
viewed everything, bought everything.
110
279000
2000
pogledali sve, kupili sve.
04:56
We stumbled on your video on decimals and it got through.
111
281000
3000
Slučajno smo naišli na tvoje videe o decimalama i shvatio ih je.
04:59
Then we went on to the dreaded fractions. Again, he got it.
112
284000
3000
Tada smo nastavili s omraženim razlomcima. I opet, shvatio ih je.
05:02
We could not believe it.
113
287000
2000
Nismo mogli vjerovati.
05:04
He is so excited."
114
289000
2000
On je tako uzbuđen."
05:06
And so you can imagine,
115
291000
2000
I možete zamisliti,
05:08
here I was an analyst at a hedge fund.
116
293000
3000
tu sam ja, analitičar u hedge fondu,
05:11
It was very strange for me to do something of social value.
117
296000
3000
bilo mi je jako čudno napraviti nešto što ima društvenu vrijednost.
05:14
(Laughter)
118
299000
3000
(Smijeh)
05:17
(Applause)
119
302000
7000
(Pljesak)
05:24
But I was excited, so I kept going.
120
309000
3000
Ali bio sam uzbuđen, pa sam nastavio.
05:27
And then a few other things started to dawn on me.
121
312000
2000
I tada mi je još par drugih stvari sinulo.
05:29
That, not only would it help my cousins right now,
122
314000
3000
Ne samo da pomažu svojim nećacima,
05:32
or these people who are sending letters,
123
317000
2000
ili ovim ljudima koji mi šalju pisma,
05:34
but that this content will never go old,
124
319000
2000
nego ovaj materijal nikada neće zastariti,
05:36
that it could help their kids
125
321000
2000
da bi ovo moglo pomoći njihovoj djeci
05:38
or their grandkids.
126
323000
2000
ili njihovoj unučadi.
05:40
If Isaac Newton
127
325000
2000
Da je Isaac Newton
05:42
had done YouTube videos on calculus,
128
327000
2000
napravio YouTube videe o kalkulusu,
05:44
I wouldn't have to.
129
329000
2000
ja ne bih morao.
05:46
(Laughter)
130
331000
2000
(Smijeh)
05:48
Assuming he was good. We don't know.
131
333000
3000
Pretpostavljajući da je bio dobar. Ne znamo.
05:51
(Laughter)
132
336000
2000
(Smijeh)
05:53
The other thing that happened --
133
338000
2000
Druga stvar koja se dogodila --
05:55
and even at this point, I said, "Okay, maybe it's a good supplement.
134
340000
2000
i čak i tada, rekao sam, "U redu, ovo je možda dobar dodatak.
05:57
It's good for motivated students.
135
342000
2000
Dobro je za motivirane učenike.
05:59
It's good for maybe home schoolers."
136
344000
2000
Dobro je možda za one koji se školuju kod kuće."
06:01
But I didn't think it would be something
137
346000
2000
Ali nisam mislio da će to biti nešto
06:03
that would somehow penetrate the classroom.
138
348000
2000
što će se probiti u učionice.
06:05
But then I started getting letters from teachers.
139
350000
2000
Ali onda sam počeo dobivati pisma od učitelja.
06:07
And the teachers would write, saying,
140
352000
2000
I učitelji bi pisali,
06:09
"We've used your videos to flip the classroom.
141
354000
2000
"Koristimo tvoje videe kako bi obrnuli učionicu.
06:11
You've given the lectures, so now what we do ... " --
142
356000
3000
Ti si već napravio predavanja, tako da, što mi radimo ..."
06:14
and this could happen in every classroom in America tomorrow --
143
359000
3000
i ovo bi se moglo dogoditi u svakoj učionici u Americi već sutra,
06:17
" ... what I do is I assign the lectures for homework,
144
362000
3000
"... ono što radim je dodijelim tvoja predavanja za zadaću.
06:20
and what used to be homework,
145
365000
2000
A ono što je inače bila zadaća,
06:22
I now have the students doing in the classroom."
146
367000
3000
sada učenici rade u učionici."
06:25
And I want to pause here for --
147
370000
3000
I ja želim ovdje zastati jer --
06:28
(Applause)
148
373000
4000
(Pljesak)
06:32
I want to pause here for a second,
149
377000
2000
Želim ovdje zastati na sekundu,
06:34
because there's a couple of interesting things.
150
379000
2000
jer tu ima nekoliko zanimljivih stvari.
06:36
One, when those teachers are doing that,
151
381000
2000
Prvo, kada ti učitelji to rade,
06:38
there's the obvious benefit --
152
383000
2000
postoji očita prednost --
06:40
the benefit that now their students
153
385000
2000
prednost da sada njihovi učenici
06:42
can enjoy the videos in the way that my cousins did.
154
387000
2000
mogu uživati u videima na način na koji su i moji nećaci.
06:44
They can pause, repeat at their own pace,
155
389000
2000
Mogu zaustaviti, ponoviti svojim tempom,
06:46
at their own time.
156
391000
2000
u vrijeme koje oni žele.
06:48
But the more interesting thing is --
157
393000
2000
Ali zanimljivija stvar je to --
06:50
and this is the unintuitive thing when you talk about technology in the classroom --
158
395000
3000
i ovo je neintuitivna stvar kada govorimo o tehnologiji u učionici --
06:53
by removing the one-size-fits-all lecture from the classroom
159
398000
3000
što kada predavanja nisu u učionici
06:56
and letting students have a self-paced lecture at home,
160
401000
3000
i učenici predavanja gledaju kod kuće, vlastitim tempom,
06:59
and then when you go to the classroom, letting them do work,
161
404000
3000
i kada dođu u učionicu, rade zadatke,
07:02
having the teacher walk around,
162
407000
2000
a učitelj hoda uokolo,
07:04
having the peers actually be able to interact with each other,
163
409000
3000
i učenici mogu komunicirati jedni s drugima,
07:07
these teachers have used technology
164
412000
3000
ovi učitelji su iskoristili tehnologiju
07:10
to humanize the classroom.
165
415000
2000
kako bi humanizirali učionicu.
07:12
They took a fundamentally dehumanizing experience --
166
417000
3000
Uzeli su nehumano iskustvo --
07:15
30 kids with their fingers on their lips,
167
420000
2000
30 klinaca s prstima na usnama,
07:17
not allowed to interact with each other.
168
422000
2000
koji ne smiju komunicirati jedni s drugima.
07:19
A teacher, no matter how good,
169
424000
2000
Učitelj, bez obzira kako bio dobar,
07:21
has to give this one-size-fits-all lecture
170
426000
2000
mora držati isto predavanje za svih
07:23
to 30 students --
171
428000
2000
30 učenika --
07:25
blank faces, slightly antagonistic --
172
430000
2000
tupi pogledi, lagano antagonistični --
07:27
and now it's a human experience.
173
432000
2000
a sada je to humano iskustvo.
07:29
Now they're actually interacting with each other.
174
434000
2000
Sada stvarno komuniciraju jedni s drugima.
07:31
So once the Khan Academy --
175
436000
2000
Kada je Khan Academy --
07:33
I quit my job
176
438000
2000
dao sam otkaz
07:35
and we turned into a real organization --
177
440000
2000
i postali smo prava organizacija --
07:37
we're a not-for-profit --
178
442000
2000
neprofitna --
07:39
the question is, how do we take this to the next level?
179
444000
3000
pitanje je, kako da ovo podignemo na slijedeću razinu?
07:42
How do we take what those teachers are doing
180
447000
2000
Kako da povedemo to što ti učitelji rade
07:44
to their natural conclusion?
181
449000
2000
u prirodnom smjeru?
07:46
And so what I'm showing you over here,
182
451000
2000
I ono što vam ovdje pokazujem,
07:48
these are actual exercises
183
453000
2000
to su stvarne vježbe
07:50
that I started writing for my cousins.
184
455000
3000
koje sam počeo pisati za svoje nećake.
07:53
The ones I started were much more primitive.
185
458000
2000
One koje sam ja započeo su puno primitivnije.
07:55
This is a more competent version of it.
186
460000
3000
Ovo je kompetentnija verzija istih.
07:58
But the paradigm here is, we'll generate as many questions as you need
187
463000
3000
Ali ideja je, generirat ćemo koliko god trebate pitanja
08:01
until you get that concept,
188
466000
2000
dok god ne shvatite taj koncept,
08:03
until you get 10 in a row.
189
468000
2000
dok ne dobijete deset točnih za redom.
08:05
And the Khan Academy videos are there.
190
470000
2000
I Khan Academy videi su tu.
08:07
You get hints, the actual steps for that problem,
191
472000
2000
Dobijete natuknice, korake za taj problem,
08:09
if you don't know how to do it.
192
474000
2000
ako ne znate kako ga riješiti.
08:11
But the paradigm here, it seems like a very simple thing:
193
476000
2000
Ali paradigma se ovdje čini kao jako jednostavna stvar:
08:13
10 in a row, you move on.
194
478000
2000
10 za redom i nastavljate dalje.
08:15
But it's fundamentally different than what's happening in classrooms right now.
195
480000
3000
Ali to je fundamentalno različito od onoga što se događa u učionicama trenutno.
08:18
In a traditional classroom,
196
483000
2000
U tradicionalnoj učionici,
08:20
you have a couple of homework,
197
485000
2000
imate par zadaća,
08:22
homework, lecture, homework, lecture,
198
487000
2000
zadaća, predavanje, zadaća, predavanje,
08:24
and then you have a snapshot exam.
199
489000
2000
i onda dolazi ispit.
08:26
And that exam, whether you get a 70 percent, an 80 percent,
200
491000
2000
I na tom ispitu, dobili 70 posto, ili 80 posto,
08:28
a 90 percent or a 95 percent,
201
493000
3000
90 posto, ili 95 posto,
08:31
the class moves on to the next topic.
202
496000
2000
cijeli razred nastavlja dalje, na slijedeću temu.
08:33
And even that 95 percent student,
203
498000
2000
I čak i taj učenik koji je dobio 95 posto,
08:35
what was the five percent they didn't know?
204
500000
2000
što je bilo tih pet posto koje nije znao?
08:37
Maybe they didn't know what happens when you raise something to the zero power.
205
502000
3000
Možda nije znao što se događa kada se nešto diže na nultu potenciju.
08:40
And then you go build on that in the next concept.
206
505000
2000
A nastavlja se graditi na tome u slijedećem konceptu.
08:42
That's analogous to
207
507000
2000
To je analogno
08:44
imagine learning to ride a bicycle,
208
509000
2000
zamislite da učite voziti bicikl,
08:46
and maybe I give you a lecture ahead of time,
209
511000
3000
i možda vam ja unaprijed održim predavanje,
08:49
and I give you that bicycle for two weeks.
210
514000
2000
i dam vam taj bicikl na dva tjedna.
08:51
And then I come back after two weeks,
211
516000
2000
I onda nakon dva tjedna dođem,
08:53
and I say, "Well, let's see. You're having trouble taking left turns.
212
518000
2000
i kažem, "Pa, da vidimo. Imaš problema sa skretanjem u lijevo.
08:55
You can't quite stop.
213
520000
2000
Baš i ne znaš stati.
08:57
You're an 80 percent bicyclist."
214
522000
2000
Ti si 80 posto biciklist."
08:59
So I put a big C stamp on your forehead
215
524000
4000
I udarim vam veliki pečat s ocjenom 3 na čelo
09:03
and then I say, "Here's a unicycle."
216
528000
3000
i onda kažem, "Evo ti monocikl."
09:06
But as ridiculous as that sounds,
217
531000
2000
Ali iako to zvuči smiješno,
09:08
that's exactly what's happening
218
533000
2000
upravo to se događa
09:10
in our classrooms right now.
219
535000
2000
u našim učionicama sada.
09:12
And the idea is you fast forward
220
537000
3000
Ideja je da se proleti kroz gradivo
09:15
and good students start failing algebra all of a sudden
221
540000
2000
i dobri učenici odjednom počnu padati algebru
09:17
and start failing calculus all of a sudden,
222
542000
3000
i odjednom počnu padati kalkulus,
09:20
despite being smart, despite having good teachers,
223
545000
2000
unatoč tome što su pametni i imaju dobre učitelje.
09:22
and it's usually because they have these Swiss cheese gaps
224
547000
2000
I to je najčešće zbog toga što imaju rupe u znanju poput švicarskog sira
09:24
that kept building throughout their foundation.
225
549000
2000
koje su se stvarale tijekom cijelog školovanja.
09:26
So our model
226
551000
2000
Tako da naš model
09:28
is learn math the way you'd learn anything,
227
553000
2000
uči matematiku onako kako učimo bilo što,
09:30
like the way you would learn a bicycle.
228
555000
2000
onako kako bi učili voziti bicikl.
09:32
Stay on that bicycle. Fall off that bicycle.
229
557000
3000
Ostani na biciklu. Padni sa bicikla.
09:35
Do it as long as necessary until you have mastery.
230
560000
3000
Ponavljaj koliko god je potrebo dok ne savladaš.
09:38
The traditional model,
231
563000
2000
Tradicionalni model,
09:40
it penalizes you for experimentation and failure,
232
565000
2000
kažnjava vas kada eksperimentirate ili pogriješite,
09:42
but it does not expect mastery.
233
567000
2000
ali ne očekuje od vas izvrsnost.
09:44
We encourage you to experiment. We encourage you to failure.
234
569000
3000
Mi vas potičemo na ekperimentiranje. Potičemo vas na pogreške.
09:47
But we do expect mastery.
235
572000
3000
Ali mi očekujemo izvrsnost.
09:50
This is just another one of the modules.
236
575000
2000
Ovo je samo još jedan od modula.
09:52
This is trigonometry.
237
577000
2000
Ovo je trigonometrija.
09:54
This is shifting and reflecting functions.
238
579000
3000
Ovo su funkcije.
09:57
And they all fit together.
239
582000
2000
I svi moduli se slažu u cjelinu.
09:59
We have about 90 of these right now.
240
584000
2000
Trenutno imamo oko 90 modula.
10:01
And you can go to the site right now. It's all free. Not trying to sell anything.
241
586000
3000
I možete sada otići na stranicu. Sve je besplatno. Ništa vam ne pokušavam prodati.
10:04
But the general idea is that they all fit into this knowledge map.
242
589000
3000
Ali generalna je ideja da se svi ti moduli skupljaju u ovu mapu znanja.
10:07
That top node right there, that's literally single digit addition.
243
592000
3000
Ovaj gornji čvor, to je doslovno zbrajanje jednoznamenkastih brojeva.
10:10
It's like one plus one is equal to two.
244
595000
3000
Kao jedan plus jedan je jednako dva.
10:13
And the paradigm is, once you get 10 in a row on that,
245
598000
2000
I ideja je, kada dobijete 10 točnih za redom na tom modulu,
10:15
it keeps forwarding you to more and more advanced modules.
246
600000
3000
prosljeđuje vas na sve naprednije module.
10:18
So if you keep further down the knowledge map,
247
603000
3000
Pa ako nastavite dalje niz mapu znanja,
10:21
we're getting into more advanced arithmetic.
248
606000
3000
ulazimo u napredniju aritmetiku.
10:24
Further down, you start getting into pre-algebra and early algebra.
249
609000
3000
Još niže, ulazimo u pred-algebru i ranu algebru.
10:27
Further down, you start getting into algebra one, algebra two,
250
612000
4000
Još niže, ulazimo u algebru 1, algebru 2,
10:31
a little bit of precalculus.
251
616000
2000
i malo kalkulusa.
10:33
And the idea is, from this we can actually teach everything --
252
618000
3000
I ideja je da kroz ovo zapravo možemo naučiti sve --
10:36
well, everything that can be taught
253
621000
2000
zapravo, sve što se može učiti
10:38
in this type of a framework.
254
623000
2000
na ovakav način.
10:40
So you can imagine -- and this is what we are working on --
255
625000
2000
Možete zamisliti -- i ovo je ono na čemu radimo --
10:42
is from this knowledge map
256
627000
2000
iz ovakve mape znanja
10:44
you have logic, you have computer programming,
257
629000
2000
možemo imati logiku, možemo imati programiranje,
10:46
you have grammar, you have genetics,
258
631000
3000
možemo imati gramatiku, možemo imati genetiku,
10:49
all based off of that core of,
259
634000
2000
i sve se bazira na tome da,
10:51
if you know this and that,
260
636000
2000
ako znaš ovo i ovo,
10:53
now you're ready for this next concept.
261
638000
2000
spreman si za ovaj slijedeći koncept.
10:55
Now that can work well for an individual learner,
262
640000
3000
To može dobro poslužiti individualnom učeniku,
10:58
and I encourage, one, for you to do it with your kids,
263
643000
2000
i ja vas potičem da to radite sa svojom djecom,
11:00
but I also encourage everyone in the audience to do it yourself.
264
645000
2000
ali isto tako potičem sve vas u publici da to radite i sami.
11:02
It'll change what happens at the dinner table.
265
647000
3000
Promijenit će ono što se događa za stolom za večeru.
11:05
But what we want to do
266
650000
2000
Ali ono što mi želimo
11:07
is to use the natural conclusion of the flipping of the classroom
267
652000
2000
jest korištenje prirodne ideje iyokretanja učionice,
11:09
that those early teachers had emailed me about.
268
654000
3000
o čemu su mi oni rani učitelji slali mailove.
11:12
And so what I'm showing you here,
269
657000
2000
I tako, ono što vam ovdje pokazujem,
11:14
this is actually data from a pilot in the Los Altos school district,
270
659000
2000
ovo su zapravo podaci iz pilot projekta u školi u okrugu Los Altos,
11:16
where they took two fifth grade classes and two seventh grade classes
271
661000
3000
gdje su uzeli dva peta razreda i dva sedma razreda
11:19
and completely gutted their old math curriculum.
272
664000
2000
i kompletno odbacili stari program matematike.
11:21
These kids aren't using textbooks,
273
666000
2000
Ovi klinci ne koriste knjige,
11:23
they're not getting one-size-fits-all lectures.
274
668000
2000
ne dobivaju jednaka predavanja.
11:25
They're doing Khan Academy, they're doing that software,
275
670000
2000
Oni koriste Khan Akademiju, koriste ovaj softver,
11:27
for roughly half of their math class.
276
672000
2000
za otprilike polovinu njihove nastave matematike.
11:29
And I want to make it clear, we don't view this as the complete math education.
277
674000
3000
I želim pojasniti, mi ne vidimo ovo kao kompletnu nastavu matematike.
11:32
What it does is -- and this is what's happening in Los Altos --
278
677000
2000
Što ovo radi je -- i to je ono što se događa u Los Altosu --
11:34
it frees up time.
279
679000
2000
ovo oslobađa vrijeme.
11:36
This is the blocking and tackling,
280
681000
2000
Ovo je blokiranje i obaranje,
11:38
making sure you know how to move through a system of equations,
281
683000
2000
kako bi bili sigurni da se znate kretati kroz sustav jednadžbi,
11:40
and it frees up time for the simulations, for the games,
282
685000
3000
i oslobađa se vrijeme za simulacije, za igre,
11:43
for the mechanics, for the robot building,
283
688000
2000
za mehaniku, za izgradnju robota,
11:45
for the estimating how high that hill is based on its shadow.
284
690000
3000
za računanje visine onog brda pomoću njegove sjene.
11:48
And so the paradigm is the teacher walks in every day,
285
693000
3000
I ideja je da učitelj dolazi svaki dan,
11:51
every kid works at their own pace --
286
696000
2000
svaki učenik radi svojom brzinom --
11:53
and this is actually a live dashboard from Los Altos school district --
287
698000
3000
i ovo je zapravo stvarni nadzorni prikaz iz Los Altosa --
11:56
and they look at this dashboard.
288
701000
2000
i učitelj pogleda ovu tablicu.
11:58
Every row is a student.
289
703000
2000
Svaki red je učenik.
12:00
Every column is one of those concepts.
290
705000
2000
Svaki stupac je jedan od tih koncepata.
12:02
Green means the student's already proficient.
291
707000
2000
Zeleno znači da je učenik već savladao koncept.
12:04
Blue means they're working on it -- no need to worry.
292
709000
2000
Plavo znači da radi na tome -- nema potrebe za brigom.
12:06
Red means they're stuck.
293
711000
2000
Crveno znači da je učenik zapeo.
12:08
And what the teacher does is literally just say,
294
713000
3000
I učitelj doslovno kaže,
12:11
"Let me intervene on the red kids."
295
716000
2000
"Sada ću intervenirati kod klinaca u crvenom."
12:13
Or even better, "Let me get one of the green kids
296
718000
2000
Ili još bolje, "Spojit ću jednog od ovih zelenih
12:15
who are already proficient in that concept
297
720000
2000
koji su već savladali taj koncept
12:17
to be the first line of attack
298
722000
2000
da bude prva crta napada
12:19
and actually tutor their peer."
299
724000
3000
i uči svog kolegu."
12:23
(Applause)
300
728000
7000
(Pljesak)
12:30
Now I come from a very data-centric reality,
301
735000
2000
Ja dolazim iz stvarnosti centrirane oko podataka,
12:32
so we don't want that teacher to even go and intervene
302
737000
2000
tako da ne želimo da učitelji moraju intervenirati
12:34
and have to ask the kid awkward questions:
303
739000
2000
i pitati klinca škakljiva pitanja:
12:36
"Oh, what do you not understand?" or "What do you do understand?"
304
741000
2000
"Oh, što ne razumiješ?" ili "Što razumiješ?"
12:38
and all of the rest.
305
743000
2000
i ostala.
12:40
So our paradigm is to really arm the teachers with as much data as possible --
306
745000
3000
Tako da je naša ideja da naoružamo učitelje sa što je više moguće podataka --
12:43
really data that, in almost any other field, is expected,
307
748000
2000
podataka koje, u skoro svakom drugom polju, očekujemo,
12:45
if you're in finance or marketing or manufacturing --
308
750000
2000
poput financija ili marketinga ili proizvodnje.
12:47
and so the teachers can actually diagnose what's wrong with the students
309
752000
3000
I tako učitelji mogu utvrditi što točno nije u redu s učenikom
12:50
so they can make their interaction as productive as possible.
310
755000
3000
kako bi njihova interakcija bila što je moguće produktivnija.
12:53
So now the teachers know exactly what the students have been up to,
311
758000
3000
I sada učitelj zna točno što je učenik radio,
12:56
how long they have been spending every day, what videos have they been watching,
312
761000
2000
koliko je vremena trošio svaki dan, koja predavanja je pogledao,
12:58
when did they pause the videos, what did they stop watching,
313
763000
2000
kada je pauzirao video, kada je prestao gledati,
13:00
what exercises are they using,
314
765000
2000
koje je vježbe odradio,
13:02
what have they been focused on?
315
767000
2000
na što se usredotočio?
13:04
The outer circle shows what exercises they were focused on.
316
769000
3000
Vanjski krug pokazuje na koje se vježbe fokusirao.
13:07
The inner circle shows the videos they're focused on.
317
772000
3000
Unutarnji krug pokazuje na koja se predavanja fokusirao.
13:10
And the data gets pretty granular
318
775000
2000
I podaci postaju jako detaljni
13:12
so you can see the exact problems that the student got right or wrong.
319
777000
3000
tako da možete vidjeti točan zadatak koji je učenik riješio točno ili pogrešno.
13:15
Red is wrong, blue is right.
320
780000
2000
Crveno je netočno, plavo je točno.
13:17
The leftmost question is the first question that the student attempted.
321
782000
2000
Pitanje skroz lijevo je ono koje je učenik prvo pokušao.
13:19
They watched the video right over there.
322
784000
2000
Ovdje je pogledao video.
13:21
And then you can see, eventually, they were able to get 10 in a row.
323
786000
3000
I ovdje možete vidjeti, na kraju je uspio riješiti 10 točnih za redom.
13:24
It's almost like you can see them learning over those last 10 problems.
324
789000
3000
Skoro pa možete vidjeti njegovo učenje kroz tih zadnjih deset zadataka.
13:27
They also got faster.
325
792000
2000
Isto tako postao je brži.
13:29
The height is how long it took them.
326
794000
2000
Visina je koliko dugo mu je trebalo.
13:33
So when you talk about self-paced learning,
327
798000
3000
Tako da kada se govori o učenju vlastitim tempom,
13:36
it makes sense for everyone -- in education-speak, differentiated learning --
328
801000
4000
to ima smisla svima -- u obrazovnom govoru, diferencirano učenje --
13:40
but it's kind of crazy when you see it in a classroom.
329
805000
3000
ali je ludnica kada to vidite u učionici.
13:43
Because every time we've done this,
330
808000
2000
Jer svaki put kada smo ovo napravili,
13:45
in every classroom we've done,
331
810000
3000
u svakoj učionici u kojoj smo to napravili,
13:48
over and over again, if you go five days into it,
332
813000
2000
iznova i iznova, već nakon pet dana,
13:50
there's a group of kids who've raced ahead
333
815000
2000
postoji grupa klinaca koji su brži
13:52
and there's a group of kids who are a little bit slower.
334
817000
2000
i grupa klinaca koji su malo sporiji.
13:54
And in a traditional model, if you did a snapshot assessment,
335
819000
2000
I u tradicionalnom modelu, nakon što bi održao ispit,
13:56
you say, "These are the gifted kids, these are the slow kids.
336
821000
3000
rekao bi, "Ovo su nadarena djeca, ovo su sporija djeca.
13:59
Maybe they should be tracked differently.
337
824000
2000
Možda bi ih trebali drugačije pratiti.
14:01
Maybe we should put them in different classes."
338
826000
2000
Možda bi ih trebali staviti u drugačije razrede."
14:03
But when you let every student work at their own pace --
339
828000
2000
Ali kada date svakom učeniku da radi svojim tempom --
14:05
and we see it over and over and over again --
340
830000
3000
i to vidimo iznova i iznova --
14:08
you see students who took a little bit [of] extra time
341
833000
2000
vidimo učenike kojima je trebalo malo više vremena
14:10
on one concept or the other,
342
835000
2000
na jednom ili drugom konceptu,
14:12
but once they get through that concept,
343
837000
2000
ali jednom kada su shvatili i savladali taj koncept,
14:14
they just race ahead.
344
839000
2000
jednostavno su ubrzali.
14:16
And so the same kids that you thought were slow six weeks ago,
345
841000
3000
I onda isti klinac za kojeg ste prije šest tjedana mislili da je sporiji,
14:19
you now would think are gifted.
346
844000
2000
sada mislite da je nadaren.
14:21
And we're seeing it over and over and over again.
347
846000
2000
I to se ponavlja iznova i iznova.
14:23
And it makes you really wonder
348
848000
2000
I dođe vam da se stvarno zapitate
14:25
how much all of the labels maybe a lot of us have benefited from
349
850000
3000
koliko je tih etiketa, od kojih je možda mnogo nas imalo koristi,
14:28
were really just due to a coincidence of time.
350
853000
3000
bilo zapravo čista slučajnost.
14:34
Now as valuable as something like this is
351
859000
2000
Koliko god da je ovako nešto korisno
14:36
in a district like Los Altos,
352
861000
3000
u okrugu poput Los Altosa,
14:39
our goal is to use technology
353
864000
2000
naš cilj je koristiti tehnologiju
14:41
to humanize, not just in Los Altos, but on a global scale,
354
866000
3000
kako bi humanizirali, ne samo Los Altos, nego na globalnoj skali,
14:44
what's happening in education.
355
869000
2000
ono što se događa u obrazovanju.
14:46
And actually, that kind of brings an interesting point.
356
871000
2000
I u stvari, to dovodi do zanimljivog zaključka.
14:48
A lot of the effort in humanizing the classroom
357
873000
3000
Velik dio napora u humaniziranju učionica
14:51
is focused on student-to-teacher ratios.
358
876000
3000
fokusiran je na omjer učenika-učitelja.
14:54
In our mind, the relevant metric
359
879000
2000
Mi smatramo da je relevantna mjera
14:56
is student-to-valuable-human-time-
360
881000
3000
omjer učenika prema korisnom ljudskom vremenu
14:59
with-the-teacher ratio.
361
884000
2000
s učiteljem.
15:01
So in a traditional model, most of the teacher's time
362
886000
2000
U tradicionalnom modelu, većina učiteljevog vremena
15:03
is spent doing lectures and grading and whatnot.
363
888000
3000
je potrošena na predavanje i ocjenjivanje i štošta.
15:06
Maybe five percent of their time is actually sitting next to students
364
891000
2000
Možda pet posto svog vremena učitelji stvarno sjede pored učenika
15:08
and actually working with them.
365
893000
2000
i stvarno rade s njima.
15:10
Now 100 percent of their time is.
366
895000
2000
Sada je taj postotak 100 posto.
15:12
So once again, using technology, not just flipping the classroom,
367
897000
3000
I iznova, korištenjem tehnologije, ne samo izokretanjem učionice,
15:15
you're humanizing the classroom, I'd argue,
368
900000
2000
smatram da humaniziramo učionicu,
15:17
by a factor of five or 10.
369
902000
3000
za faktor 5 ili 10.
15:20
And as valuable as that is in Los Altos,
370
905000
2000
I koliko god to bilo korisno u Los Altosu,
15:22
imagine what that does to the adult learner
371
907000
2000
zamislite što to radi odraslom čovjeku
15:24
who's embarrassed to go back and learn stuff
372
909000
2000
kojega je sram ponovno učiti stvari
15:26
that they should have before, before going back to college.
373
911000
2000
koje je trebao naučiti prije, prije nego ponovno krene na fakultet.
15:28
Imagine what it does
374
913000
3000
Zamislite kako ovo pomaže
15:31
to a street kid in Calcutta
375
916000
3000
klincu sa ulice u Calcutti
15:34
who has to help his family during the day,
376
919000
3000
koji mora pomagati svojoj obitelji tijekom dana,
15:37
and that's the reason why he or she can't go to school.
377
922000
2000
i to je razlog zašto on ili ona ne može ići u školu.
15:39
Now they can spend two hours a day and remediate,
378
924000
3000
Sada mogu potrošiti dva sata dnevno i pomoći si,
15:42
or get up to speed and not feel embarrassed
379
927000
2000
ili naučiti i ne sramiti se
15:44
about what they do or don't know.
380
929000
3000
zbog toga što znaju ili ne znaju.
15:47
Now imagine what happens where --
381
932000
2000
Sada zamislite što se događa gdje --
15:49
we talked about the peers teaching each other
382
934000
2000
pričali smo o učenicima koji poučavaju jedni druge
15:51
inside of a classroom.
383
936000
2000
unutar učionice.
15:53
But this is all one system.
384
938000
2000
Ali ovo je sve jedan sustav.
15:55
There's no reason why you can't have
385
940000
2000
Nema razloga zašto ne možemo imati
15:57
that peer-to-peer tutoring
386
942000
2000
to međusobno podučavanje između učenika
15:59
beyond that one classroom.
387
944000
2000
izvan toga u učionici.
16:01
Imagine what happens if that student in Calcutta
388
946000
3000
Zamislite što se događa kada taj učenik iz Calcutte
16:04
all of a sudden can tutor your son,
389
949000
2000
odjednom može podučavati vašeg sina,
16:06
or your son can tutor that kid in Calcutta?
390
951000
3000
ili vaš sin može podučavati tog klinca iz Calcutte?
16:09
And I think what you'll see emerging
391
954000
2000
I ja mislim da, ono što ćete vidjeti da izbija
16:11
is this notion of a global one-world classroom.
392
956000
6000
je ideja jedne globalne učionice cijelog svijeta.
16:17
And that's essentially what we're trying to build.
393
962000
4000
I to je u suštini ono što mi pokušavamo sagraditi.
16:21
Thank you.
394
966000
2000
Hvala vam.
16:23
(Applause)
395
968000
41000
(Pljesak)
17:04
Bill Gates: I've seen some things you're doing in the system
396
1009000
3000
Bill Gates: Vidio sam neke stvari koje radite u sustavu
17:07
that have to do with motivation and feedback --
397
1012000
2000
koje imaju veze s motivacijom i povratnim informacijama --
17:09
energy points, merit badges.
398
1014000
3000
bodovima energije, značkama,
17:12
Tell me what you're thinking there.
399
1017000
2000
Reci mi što misliš s time?
17:14
SK: Oh yeah. No, we have an awesome team working on it.
400
1019000
2000
SK: O da. Imamo izvrstan tim koji radi na tome.
17:16
And I have to make it clear, it's not just me anymore.
401
1021000
2000
I moram naglasiti, više nisam samo ja.
17:18
I'm still doing all the videos,
402
1023000
2000
Ja još uvijek radim sva video predavanja,
17:20
but we have a rockstar team doing the software.
403
1025000
2000
ali imamo genijalan tim koji radi softver.
17:22
Yeah, we've put a bunch of game mechanics in there
404
1027000
2000
Da, ubacili smo unutra hrpu mehanike iz igara
17:24
where you get these badges,
405
1029000
2000
gdje dobivate značke,
17:26
we're going to start having leader boards by area, and you get points.
406
1031000
3000
počet ćemo praviti rang liste po područjima, i davati bodove.
17:29
It's actually been pretty interesting.
407
1034000
2000
Bilo je zapravo jako interesantno.
17:31
Just the wording of the badging or how many points you get for doing something,
408
1036000
3000
Samo zbog naziva značke ili koliko bodova dobivate kada napravite nešto,
17:34
we see on a system-wide basis,
409
1039000
2000
vidimo na cijelom sustavu,
17:36
like tens of thousands of fifth graders or sixth graders
410
1041000
2000
desetine tisuća petih i šestih razreda
17:38
going one direction or another,
411
1043000
2000
idu u jednom ili drugom smjeru,
17:40
depending what badge you give them.
412
1045000
2000
ovisno o znački koju im dajete.
17:42
(Laughter)
413
1047000
2000
(Smijeh)
17:44
BG: And the collaboration you're doing with Los Altos,
414
1049000
3000
BG: I suradnja koju radite sa Los Altosom,
17:47
how did that come about?
415
1052000
2000
Kako je to počelo?
17:49
SK: Los Altos, it was kind of crazy.
416
1054000
2000
SK: Los Altos, to je bila ludnica.
17:51
Once again, I didn't expect it to be used in classrooms.
417
1056000
3000
Ponovo naglašavam, nisam očekivao da će se ovo koristiti u učionicama.
17:55
Someone from their board came and said,
418
1060000
2000
Netko s njihovog odbora je došao i rekao,
17:57
"What would you do if you had carte blanche in a classroom?"
419
1062000
2000
"Što bi vi napravili da imate odriješene ruke u učionici?"
17:59
And I said, "Well, I would just, every student work at their own pace
420
1064000
3000
I ja sam rekao, "Pa, ja bi samo dao svakom učeniku da radi svojim tempom
18:02
on something like this and we'd give a dashboard."
421
1067000
2000
na nečemu poput ovoga i dali bi nadzorne tablice."
18:04
And they said, "Oh, this is kind of radical. We have to think about it."
422
1069000
3000
A oni su rekli, "Oh, to je malo radikalno. Morat ćemo razmisliti o tome."
18:07
And me and the rest of the team were like,
423
1072000
2000
A ja i ostatak tima smo bili kao,
18:09
"They're never going to want to do this."
424
1074000
2000
"Nikad oni neće ovo htjeti napraviti."
18:11
But literally the next day they were like, "Can you start in two weeks?"
425
1076000
3000
Ali doslovno slijedeći dan su bili kao, "Možete li početi za dva tjedna?"
18:14
(Laughter)
426
1079000
2000
(Smijeh)
18:16
BG: So fifth grade math is where that's going on right now?
427
1081000
3000
BG: Znači to se sada događa u matematici petog razreda?
18:19
SK: It's two fifth grade classes and two seventh grade classes.
428
1084000
3000
SK: Dva pet razreda i dva sedma razreda.
18:22
And they're doing it at the district level.
429
1087000
2000
I rade to na razini okruga.
18:24
I think what they're excited about is they can now follow these kids.
430
1089000
3000
Mislim da je ono zbog čega su uzbuđeni to što sada mogu pratiti te klince.
18:27
It's not an only-in-school thing.
431
1092000
2000
I to nije samo u školi.
18:29
We've even, on Christmas, we saw some of the kids were doing it.
432
1094000
2000
Vidjeli smo, čak i na Božić, neke klince kako rješavaju zadatke.
18:31
And we can track everything.
433
1096000
2000
I možemo pratiti sve.
18:33
So they can actually track them as they go through the entire district.
434
1098000
2000
I oni ih čak mogu pratiti kako idu kroz cijeli okrug.
18:35
Through the summers, as they go from one teacher to the next,
435
1100000
2000
Preko ljeta, kako idu od jednog učitelja do drugog,
18:37
you have this continuity of data
436
1102000
2000
imate taj kontinuitet podataka
18:39
that even at the district level they can see.
437
1104000
2000
koji mogu vidjeti čak i na razini okruga.
18:41
BG: So some of those views we saw
438
1106000
2000
BG: Znači neki od tih prikaza koje smo vidjeli
18:43
were for the teacher
439
1108000
2000
su bili za učitelje
18:45
to go in and track actually what's going on with those kids.
440
1110000
3000
kako bi mogli pratiti što se točno događa s tim klincima.
18:48
So you're getting feedback on those teacher views
441
1113000
2000
Dobivate povratne informacije o tim prikazima za učitelje
18:50
to see what they think they mean?
442
1115000
3000
da vidite što oni misle da oni znače?
18:53
SK: Oh yeah. Most of those were specs by the teachers.
443
1118000
3000
SK: Da. Većina njih su bili specifikacije za učitelje.
18:56
We made some of those for students so they could see their data,
444
1121000
3000
Napravili smo neke od njih za učenike kako bi mogli vidjeti svoje podatke,
18:59
but we have a very tight design loop with the teachers themselves.
445
1124000
3000
ali imamo jako usku suradnju u dizajnu sa učiteljima.
19:02
And they're literally saying, "Hey, this is nice, but ... "
446
1127000
3000
I oni doslovno govore, "Hej, ovo je lijepo, ali..."
19:05
Like that focus graph, a lot of the teachers said,
447
1130000
2000
Kao taj graf fokusa, većina učitelja je rekla,
19:07
"I have a feeling that a lot of the kids are jumping around
448
1132000
2000
"Imam osjećaj da puno djece skače okolo
19:09
and not focusing on one topic."
449
1134000
2000
i ne fokusira se na jednu temu."
19:11
So we made that focus diagram.
450
1136000
2000
I mi smo napravili taj dijagram fokusa.
19:13
So it's all been teacher-driven.
451
1138000
2000
Tako da su to sve pogonili učitelji.
19:15
It's been pretty crazy.
452
1140000
2000
Bilo je prilično ludo.
19:17
BG: Is this ready for prime time?
453
1142000
2000
BG: Je li ovo spremno za aktivno korištenje?
19:19
Do you think a lot of classes next school year should try this thing out?
454
1144000
3000
Misliš li da bi puno razreda sljedeće godine ovo trebalo isprobati?
19:22
SK: Yeah, it's ready.
455
1147000
2000
SK: Da, spremno je.
19:24
We've got a million people on the site already,
456
1149000
2000
Već imamo milijun ljudi na siteu.
19:26
so we can handle a few more.
457
1151000
2000
Možemo podnijeti još nekoliko.
19:28
(Laughter)
458
1153000
3000
(Smijeh)
19:31
No, no reason why it really can't happen
459
1156000
2000
Ne, nema razloga zašto se to stvarno ne bi moglo dogoditi
19:33
in every classroom in America tomorrow.
460
1158000
2000
u svakoj učionici u Americi već sutra.
19:35
BG: And the vision of the tutoring thing.
461
1160000
3000
BG: I vizija tih instrukcija.
19:38
The idea there is, if I'm confused about a topic,
462
1163000
3000
Ideja je ovdje, ako se nisam zbunio,
19:41
somehow right in the user interface
463
1166000
2000
Nekako izravno u korisničkom sučelju
19:43
I'd find people who are volunteering,
464
1168000
2000
našao bih ljude koji volontiraju,
19:45
maybe see their reputation,
465
1170000
2000
možda vidio njihovu reputaciju,
19:47
and I could schedule and connect up with those people?
466
1172000
3000
i mogao bih dogovoriti i povezati se s tim ljudima?
19:50
SK: Absolutely. And this is something
467
1175000
2000
SK: Apsolutno. I to je nešto
19:52
that I recommend everyone in this audience to do.
468
1177000
2000
što preporučujem svakome u ovoj publici da napravi.
19:54
Those dashboards the teachers have, you can go log in right now
469
1179000
3000
Oni nadzorni prikazi koje imaju učitelji, možete se prijaviti već sada
19:57
and you can essentially become a coach
470
1182000
2000
i lagano možete postati instruktor
19:59
for your kids, or nephews, or cousins,
471
1184000
3000
svojoj djeci, nećacima, ili rođacima,
20:02
or maybe some kids at the Boys and Girls Club.
472
1187000
2000
ili možda nekim klincima u Boys and Girls klubu.
20:04
And yeah, you can start becoming a mentor, a tutor,
473
1189000
3000
I da, možete postati mentor, instruktor,
20:07
really immediately.
474
1192000
2000
trenutno.
20:09
But yeah, it's all there.
475
1194000
2000
Ali da, sve je tamo.
20:11
BG: Well, it's amazing.
476
1196000
2000
BG: Pa, to je izvrsno.
20:13
I think you just got a glimpse of the future of education.
477
1198000
2000
Mislim kako ste upravo vidjeli dio budućnosti obrazovanja.
20:15
Thank you. (SK: Thank you.)
478
1200000
2000
Hvala vam. (SK: Hvala vam.)
20:17
(Applause)
479
1202000
3000
(Pljesak)
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