LIFT 2007
Sugata Mitra: Kids can teach themselves
Sugata Mitra ukazuje ako deti učia samé seba
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V prednáške na LIFT 2007, Sugata Mitra hovorí o svojom projekte "Otvor v Stene". V rámci projektu prídu malé deti samé na to, ako používať počítač -- a potom to naučia iné deti. Sugata Mitra sa pýta, čo ďalšie sa deti vedia samé naučiť?
Sugata Mitra - Education researcher
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another. Full bio
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another. Full bio
Double-click the English transcript below to play the video.
00:16
I have a tough job to do.
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Mám pred sebou ťažkú úlohu.
00:19
You know, when I looked at the profile of the audience here,
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Viete, keď som uvidel profil prítomného obecenstva,
00:25
with their connotations and design, in all its forms,
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s jeho podnetmi a návrhmi vo všetkých formách
00:32
and with so much and so many people working
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a s takým množstvom ľudí
00:34
on collaborative and networks, and so on, that I wanted to tell you,
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pracujúcich na kooperácii, na sieťach a podobne, rozhodol som sa, že tu prednesiem
00:39
I wanted to build an argument for primary education
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argumenty pre základné vzdelávanie
00:44
in a very specific context.
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vo veľmi špecifických podmienkach.
00:46
In order to do that in 20 minutes, I have to bring out four ideas --
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Aby som to stihol za 20 minút, musím predniesť štyri výroky --
00:50
it's like four pieces of a puzzle.
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predstavte si to ako štyri kúsky skladačky.
00:53
And if I succeed in doing that,
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A ak v tom uspejem,
00:56
maybe you would go back with the thought
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možno pôjdete domov s myšlienkou,
00:59
that you could build on, and perhaps help me do my work.
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že by ste mohli nadviazať a možno mi pomôcť s mojou prácou.
01:06
The first piece of the puzzle is remoteness
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Prvou časťou skladačky sú odľahlosť
01:09
and the quality of education.
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a kvalita vzdelania.
01:11
Now, by remoteness, I mean two or three different kinds of things.
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Odľahlosťou myslím dve alebo tri rôzne veci.
01:16
Of course, remoteness in its normal sense, which means
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Samozrejme odľahlosť, vo svojom základnom význame, čo znamená,
01:19
that as you go further and further away
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že čím viac sa vzďalujete od
01:22
from an urban center, you get to remoter areas.
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centra mesta, tým sa dostávate do odľahlejších oblastí.
01:27
What happens to education?
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Čo sa deje so vzdelávaním?
01:30
The second, or a different kind of remoteness
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Druhým, odlišným typom odľahlosti
01:32
is that within the large metropolitan areas all over the world,
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je odľahlosť v rámci veľkých metropolitných oblastí všade vo svete,
01:37
you have pockets, like slums, or shantytowns, or poorer areas,
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všade máte miesta ako slumy, bedárske štvrte alebo chudobnejšie oblasti,
01:42
which are socially and economically remote
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ktoré sú sociálne a ekonomicky vzdialené
01:46
from the rest of the city, so it's us and them.
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od zvyšku mesta, takže nakoniec sme my a oni.
01:49
What happens to education in that context?
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Čo sa stane so vzdelávaním v týchto podmienkach?
01:51
So keep both of those ideas of remoteness.
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Pamätajte si teda oba významy odľahlosti.
01:59
We made a guess. The guess was that schools in remote areas
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Vytvorili sme hypotézu. Predpokladali sme, že školy v odľahlých oblastiach
02:02
do not have good enough teachers.
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nemajú dosť dobrých učiteľov.
02:05
If they do have, they cannot retain those teachers.
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A ak majú, nemôžu si ich udržať;
02:07
They do not have good enough infrastructure.
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nemajú dostatočnú infraštruktúru.
02:10
And if they had some infrastructure,
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A ak majú nejakú infraštruktúru,
02:12
they have difficulty maintaining it.
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majú problém s jej zachovaním.
02:14
But I wanted to check if this is true. So what I did last year was
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Chcel som sa však uistiť, či je to pravda. Takže, minulý rok sme spravili to,
02:19
we hired a car, looked up on Google,
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že sme si prenajali auto, pozreli na Google
02:24
found a route into northern India from New Delhi
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a našli cestu z Dillí smerom na sever Indie,
02:29
which, you know, which did not cross any big cities
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ktorá nekrižovala žiadne veľké mestá,
02:34
or any big metropolitan centers. Drove out about 300 kilometers,
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ani žiadne veľké metropolitné centrá. Najazdili sme asi 300 kilometrov,
02:40
and wherever we found a school, administered a set of standard tests,
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a kdekoľvek sme našli školu, spravili sme súbor štandardných testov.
02:45
and then took those test results and plotted them on a graph.
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Potom sme výsledky testov zobrali a zaznamenali ich do grafu.
02:51
The graph was interesting, although you need to consider it carefully.
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Graf bol zaujímavý, no musíte ho posudzovať opatrne.
02:55
I mean, this is a very small sample; you should not generalize from it.
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Myslím tým, že vzorka je veľmi malá; nemali by ste to zovšeobecňovať.
02:59
But it was quite obvious, quite clear,
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Úplne jasne však z toho vyplývalo,
03:01
that for this particular route that I had taken,
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že pre túto konkrétnu trasu, ktorou som išiel,
03:05
the remoter the school was, the worse its results seemed to be.
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boli výsledky testov tým horšie čím odľahlejšia bola škola.
03:10
That seemed a little damning,
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Zdalo sa, že to trochu potvrdzuje našu hypotézu
03:12
and I tried to correlate it with things like infrastructure,
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a tak som to skúsil skorelovať s vecami ako infraštruktúra,
03:17
or with the availability of electricity, and things like that.
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alebo s dostupnosťou elektriny a tak ďalej.
03:20
To my surprise, it did not correlate.
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Na moje veľké prekvapenie, nekorelovalo to.
03:23
It did not correlate with the size of classrooms.
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Nekorelovalo to s veľkosťou triedy.
03:26
It did not correlate with the quality of the infrastructure.
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Nekorelovalo to s kvalitou infraštruktúry.
03:31
It did not correlate with the poverty levels. It did not correlate.
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Nekorelovalo to ani s mierou chudoby. Nekorelovalo to.
03:35
But what happened was that when I administered a questionnaire
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Stalo sa však to, že keď som dal učiteľom týchto škôl dotazník,
03:39
to each of these schools, with one single question for the teachers -- which was,
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s jednou jednoduchou otázkou:
03:43
"Would you like to move to an urban, metropolitan area?" --
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"Chceli by ste sa presťahovať do mestskej, metropolitnej oblasti?"
03:48
69 percent of them said yes. And as you can see from that,
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69 percent z nich odpovedalo "áno" a ako môžete z tamtoho vidieť,
03:53
they say yes just a little bit out of Delhi,
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"áno" povedali tí, ktorí žili len kúsok od Dillí,
03:59
and they say no when you hit the rich suburbs of Delhi --
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a "nie" povedali tí čo sú z bohatých predmestí Dellí --
04:02
because, you know, those are relatively better off areas --
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pretože, viete, tie oblasti sú na tom relatívne lepšie.
04:05
and then from 200 kilometers out of Delhi, the answer is consistently yes.
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A potom od 200 kilometrov za Dillí, je odpoveď zakaždým "áno".
04:09
I would imagine that a teacher who comes or walks into class
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Viem si predstaviť, že učiteľ, ktorý príde každý deň do triedy
04:12
every day thinking that, I wish I was in some other school,
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a myslí si, "Chcel by som byť na inej škole",
04:16
probably has a deep impact on what happens to the results.
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silne vplýva na výsledky.
04:20
So it looked as though teacher motivation and teacher migration
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Zdalo sa teda, že motivácia a migrácia učiteľov
04:25
was a powerfully correlated thing with what was happening in primary schools,
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vzájomne silne súviseli s dianím na základných školách,
04:30
as opposed to whether the children have enough to eat,
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na rozdiel od faktu, či deti mali čo jesť,
04:33
and whether they are packed tightly into classrooms
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alebo či boli úplne napchaté v triede
04:35
and that sort of thing. It appears that way.
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a tak podobne. Tak sa to javí.
04:39
When you take education and technology, then I find in the literature that,
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Keď sa zameriate na vzdelávanie a technológie, zistíte z literatúry,
04:44
you know, things like websites, collaborative environments --
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že veci ako web stránky, prostredia na spoluprácu --
04:47
you've been listening to all that in the morning --
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všetko, o čom ste počúvali celé ráno --
04:49
it's always piloted first in the best schools, the best urban schools,
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sú vždy testované najprv na najlepších školách, najlepších mestských školách,
04:55
and, according to me, biases the result.
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čo podľa mňa, skresľuje skutočnosť.
04:58
The literature -- one part of it, the scientific literature --
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Literatúra -- jej jedna časť, vedecká literatúra,
05:02
consistently blames ET as being over-hyped and under-performing.
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neustále obviňuje VT z prílišnej medializácie a malého výkonu.
05:07
The teachers always say, well, it's fine, but it's too expensive for what it does.
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Učitelia stále hovoria:, "Nuž, je to fajn, ale je to príliš drahé na to, čo to dokáže"
05:13
Because it's being piloted in a school where the students are already getting,
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pretože sa to spúšťa na škole, kde študenti už dostávajú,
05:16
let's say, 80 percent of whatever they could do.
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povedzme 80 percent toho, čo môžu dostať.
05:19
You put in this new super-duper technology, and now they get 83 percent.
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Pridajte túto novú supertrúper technológiu a budú dostávať 83 percent.
05:23
So the principal looks at it and says,
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No a riaditeľ sa na to pozrie a povie,
05:25
3 percent for 300,000 dollars? Forget it.
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"3 percentá za 300.000 dolárov? Zabudnite."
05:28
If you took the same technology and piloted it into one of those remote schools,
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Ak by ste zobrali tú istú technológiu a spustili ju na niektorej z tých odľahlých škôl,
05:33
where the score was 30 percent, and, let's say, took that up to 40 percent --
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kde bolo skóre 30 percent a zvýšili ho, povedzme, na 40 percent,
05:38
that will be a completely different thing.
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bolo by to niečo úplne iné.
05:40
So the relative change that ET, Educational Technology, would make,
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Takže, relatívne zmeny, ktoré by mohli VT, vzdelávacie technológie uskutočniť,
05:44
would be far greater at the bottom of the pyramid than at the top,
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by boli omnoho výraznejšie naspodu pyramídy než na jej vrchole.
05:47
but we seem to be doing it the other way about.
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Zdá sa však, že my to robíme práve naopak.
05:50
So I came to this conclusion that ET should reach
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Takže som prišiel k záveru, že VT by sa mali najprv dostať
05:53
the underprivileged first, not the other way about.
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k menej privilegovaným a nie naopak.
05:56
And finally came the question of, how do you tackle teacher perception?
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A nakoniec sa objavuje otázka, ako vyriešiť postavenie učiteľov?
05:59
Whenever you go to a teacher and show them some technology,
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Kedykoľvek idete za učiteľom a ukážete mu nejakú technológiu,
06:01
the teacher's first reaction is,
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eho prvá reakcia bude:
06:03
you cannot replace a teacher with a machine -- it's impossible.
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"Učiteľa nemôžete nahradiť strojom -- to je nemožné".
06:09
I don't know why it's impossible, but, even for a moment,
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Neviem prečo by to malo byť nemožné, ak ste však čo len na chvíľu pripustili,
06:11
if you did assume that it's impossible -- I have a quotation from Sir Arthur C. Clarke,
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že je to naozaj nemožné -- mám pre vás citát od sira Arthura C. Clarka,
06:16
the science fiction writer whom I met in Colombo,
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spisovateľa sci-fi, ktorého som stretol v Kolombe
06:20
and he said something which completely solves this problem.
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a on povedal niečo, čo rieši celý tento problém.
06:24
He said a teacher than can be replaced by a machine, should be.
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Povedal: "Učiteľ, ktorý môže byť nahradený strojom, by ním nahradený byť mal".
06:30
So, you know, it puts the teacher into a tough bind, you have to think.
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No, určite si myslíte, že to stavia učiteľov do ťažkej situácie.
06:36
Anyway, so I'm proposing that an alternative primary education,
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Rozhodne navrhujem, aby sa alternatívne základné vzdelávanie,
06:39
whatever alternative you want, is required where schools don't exist,
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nech si už za slovom alternatívne predstavujete čokoľvek, poskytovalo na miestach, kde neexistujú školy,
06:44
where schools are not good enough, where teachers are not available
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kde školy nie sú dostatočne dobré, kde nie je dosť učiteľov
06:47
or where teachers are not good enough, for whatever reason.
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alebo kde nie sú z akéhokoľvek dôvodu učitelia dosť dobrí.
06:50
If you happen to live in a part of the world where none of this applies,
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Ak náhodou žijete v takej časti sveta, kde nič z tohto neplatí,
06:54
then you don't need an alternative education.
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potom nepotrebujete alternatívne vzdelávanie.
06:56
So far I haven't come across such an area, except for one case. I won't name the area,
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Doteraz som také miesto ešte nevidel, s výnimkou jedného prípadu. Nebudem to miesto menovať,
07:02
but somewhere in the world people said, we don't have this problem,
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ale kdesi vo svete ľudia povedali: "Nemáme tento problém,
07:05
because we have perfect teachers and perfect schools.
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pretože máme perfektných učiteľov a perfektné školy".
07:09
There are such areas, but -- anyway, I'd never heard that anywhere else.
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Existujú také miesta -- určite som to však už nikde inde nepočul.
07:15
I'm going to talk about children and self-organization,
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Budem hovoriť o deťoch, o samoorganizovaní
07:18
and a set of experiments which sort of led to this idea
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a o sérii experimentov, ktoré tak nejak viedli k myšlienke,
07:22
of what might an alternative education be like.
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ako by také alternatívne vzdelávanie mohlo vypadať.
07:26
They're called the hole-in-the-wall experiments.
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Experimenty sa nazývajú "Otvor v stene".
07:28
I'll have to really rush through this. They're a set of experiments.
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Toto musím prebehnúť naozaj rýchlo. Je to sada experimentov.
07:33
The first one was done in New Delhi in 1999.
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Prvý sa uskutočnil v Dillí v roku 1999.
07:39
And what we did over there was pretty much simple.
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To čo sme tam robili bolo veľmi jednoduché.
07:43
I had an office in those days which bordered a slum, an urban slum,
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V tých dňoch som mal kanceláriu na hranici slumu, mestského slumu,
07:47
so there was a dividing wall between our office and the urban slum.
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takže tam bola deliaca stena medzi našou kanceláriou a tou bedárskou štvrťou.
07:51
They cut a hole inside that wall --
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V tej stene vyrezali otvor --
07:53
which is how it has got the name hole-in-the-wall --
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takto to získalo meno Otvor v stene --
07:55
and put a pretty powerful PC into that hole, sort of embedded into the wall
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a do toho otvoru vložili pomerne výkonné PCčko, tak nejak ho tam zapustili,
08:00
so that its monitor was sticking out at the other end,
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že monitor vytŕčal na druhej strane
08:03
a touchpad similarly embedded into the wall,
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a podobne bol do steny zabudovaný touchpad,
08:06
put it on high-speed Internet, put the Internet Explorer there,
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napojili to na rýchly Internet, dali tam Internet Explorer,
08:12
put it on Altavista.com -- in those days -- and just left it there.
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spustili tam Altavista.com -- v tých časoch --- a len tak to tam nechali.
08:15
And this is what we saw.
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A toto sme videli.
08:20
So that was my office in IIT. Here's the hole-in-the-wall.
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Takže toto bola moja kancelária v IT. Tu je otvor v stene.
08:29
About eight hours later, we found this kid.
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Asi o osem hodín neskôr sme objavili toto dieťa.
08:35
To the right is this eight-year-old child who --
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Vpravo je osemročné dieťa, ktoré...
08:40
and to his left is a six-year-old girl, who is not very tall.
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vľavo od neho je šesťročné dievča, ktoré nie je moc vysoké.
08:45
And what he was doing was, he was teaching her to browse.
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A čo robí je, že ju učil browsovať.
08:49
So it sort of raised more questions than it answered.
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Takže sa, pravdu povediac, vynorilo viac otázok ako odpovedí.
08:54
Is this real? Does the language matter,
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Je to možné? Záleží na jazyku,
08:56
because he's not supposed to know English?
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predpokladali sme, že nevedel anglicky?
08:58
Will the computer last, or will they break it and steal it
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Vydrží to ten počítač, alebo ho vylomia a ukradnú,
09:01
-- and did anyone teach them?
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-- a učil ich niekto?
09:03
The last question is what everybody said, but you know,
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Tú poslednú otázku omieľal každý, no viete,
09:05
I mean, they must have poked their head over the wall
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myslím, že by museli vystrčiť hlavu ponad stenu
09:07
and asked the people in your office,
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a spýtať sa ľudí vo vašej kancelárii:
09:09
can you show me how to do it, and then somebody taught him.
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"Môžete mi ukázať ako sa to robí?" No a potom by ich to musel niekto naučiť.
09:12
So I took the experiment out of Delhi and repeated it,
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Tak som pokus preložil mimo Dilí a zopakoval ho,
09:15
this time in a city called Shivpuri in the center of India,
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tentokrát v meste Chifpuri v strednej Indii,
09:21
where I was assured that nobody had ever taught anybody anything.
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kde, ako ma uistili, nik nikoho nikdy nic neučil.
09:26
(Laughter)
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(Smiech)
09:30
So it was a warm day, and the hole in the wall
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Bol pekný deň a otvor v stene
09:35
was on that decrepit old building. This is the first kid who came there;
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bol na tej chatrnej starej budove. Toto je prvé dieťa, ktoré tam prišlo;
09:40
he later on turned out to be a 13-year-old school dropout.
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neskôr sa ukázalo, že to je 13 ročný záškolák.
09:42
He came there and he started to fiddle around with the touchpad.
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Prišiel a začal sa pohrávať s touchpadom.
09:48
Very quickly, he noticed that when he moves his finger on the touchpad
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Veľmi rýchlo si všimol, že keď pohne prstom po touchpade,
09:51
something moves on the screen --
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niečo sa pohne na obrazovke --
09:52
and later on he told me, "I have never seen a television
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neskôr mi povedal: "Nikdy som nevidel televíziu,
09:55
where you can do something."
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na ktorej môžete niečo robiť".
09:56
So he figured that out. It took him over two minutes
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Prišiel na to. Zabralo mu to dve minúty
09:59
to figure out that he was doing things to the television.
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uvedomiť si, že to bol on, čo robil tie veci na obrazovke.
10:02
And then, as he was doing that, he made an accidental click
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A potom, keď v tom pokračoval, stlačil náhodne touchpad
10:05
by hitting the touchpad -- you'll see him do that.
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a omylom klikol -- uvidíte ako to robí.
10:12
He did that, and the Internet Explorer changed page.
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Urobil to a a Internet Explorer zmenil stránku.
10:18
Eight minutes later, he looked from his hand to the screen,
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O osem minút neskôr, opretý o lakte pozeral na obrazovku
10:22
and he was browsing: he was going back and forth.
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a browsoval behajúc zo stránky na stránku.
10:26
When that happened, he started calling all the neighborhood children,
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V tom momente, začal zvolávať všetky deti zo susedstva,
10:31
like, children would come and see what's happening over here.
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ako tu, aby prišli a pozreli sa, čo sa tam deje.
10:38
And by the evening of that day, 70 children were all browsing.
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A do večera toho dňa, browsovalo 70 detí.
10:42
So eight minutes and an embedded computer
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Zdá sa teda, že osem minút a vstavaný počítač
10:46
seemed to be all that we needed there.
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je všetko, čo sme tam potrebovali.
10:50
So we thought that this is what was happening:
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Myslime si, že sa ukázalo,
10:53
that children in groups can self-instruct themselves
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že deti môžu samé seba v skupinách učiť
10:56
to use a computer and the Internet. But under what circumstances?
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používať počítač a internet. Ale za akých podmienok?
11:04
At this time there was a -- the main question was about English.
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Vtedy tam bol hlavný problém angličtina.
11:10
People said, you know, you really ought to have this in Indian languages.
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Ľudia hovorili, "No, viete, mali by ste to mať v indických jazykoch",
11:14
So I said, have what, shall I translate the Internet
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tak som im na to odpovedal: "Mať čo? Mám preložiť Internet
11:17
into some Indian language? That's not possible.
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do niektorého z indických jazykov?" To je nemožné.
11:20
So, it has to be the other way about.
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Takže to muselo byť nejak opačne.
11:22
But let's see, how do the children tackle the English language?
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Ale pozrime sa, ako si deti poradila s anglickým jazykom?
11:26
I took the experiment out to northeastern India,
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Vyskúšal som experiment v severovýchodnej Indii,
11:29
to a village called Madantusi,
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v dedine, ktorá sa volá Mandtusi,
11:31
where, for some reason, there was no English teacher,
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kde, z nejakého dôvodu nebol učiteľ angličtiny,
11:35
so the children had not learned English at all.
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takže deti sa vôbec neučili po anglicky.
11:38
And I built a similar hole-in-the-wall.
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Urobil som podobný otvor v stene.
11:42
One big difference in the villages, as opposed to the urban slums:
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A všimli sme si jeden veľký rozdiel medzi dedinou a mestskou chudobnou štvrťou:
11:44
there were more girls than boys who came to the kiosk.
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ku kiosku prišlo viac dievčat ako chlapcov.
11:48
In the urban slums, the girls tend to stay away.
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V chudobných mestských štvrtiach sa dievčatá obvykle držia stranou.
11:52
I left the computer there with lots of CDs -- I didn't have any Internet --
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Nechal som tam počítač s množstvom CDčiek -- nemal som Internet --
11:57
and came back three months later.
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a vrátil som sa späť o tri mesiace neskôr.
12:01
So when I came back there, I found these two kids,
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No a keď som sa vrátil späť, našiel som tam tieto dve deti,
12:05
eight- and 12-year-olds, who were playing a game on the computer.
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osem a dvanásť ročné, ktoré sa na počítači hrali hru.
12:09
And as soon as they saw me they said,
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A len čo ma zbadali, hovoria:
12:13
"We need a faster processor and a better mouse."
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"Potrebujeme rýchlejší procesor a lepšiu myš".
12:16
(Laughter)
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(Smiech)
12:20
I was real surprised.
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Bol som naozaj prekvapený.
12:22
You know, how on earth did they know all this?
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Chápete, ako to len mohli vedieť?
12:25
And they said, "Well, we've picked it up from the CDs."
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A oni na to: "No, viete, pochytili sme to z tých CDčiek".
12:27
So I said, "But how did you understand what's going on over there?"
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Tak som sa ich spýtal: "Ale ako to, že rozumiete o čo tam ide?"
12:30
So they said, "Well, you've left this machine
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A oni na to: "Nechali ste nám tento prístroj,
12:32
which talks only in English, so we had to learn English."
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čo hovorí iba po anglicky, takže sme sa museli naučiť angličtinu."
12:35
So then I measured, and they were using 200 English words with each other
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Tak som to otestoval a oni medzi sebou používali asi 200 anglických slovíčok
12:39
-- mispronounced, but correct usage --
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-- nesprávne výslovované, ale správne používané --
12:42
words like exit, stop, find, save, that kind of thing,
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slová ako exit (koniec), stop, find (nájdi), save (ulož), a podobné
12:48
not only to do with the computer but in their day-to-day conversations.
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z tejto skupiny a to nielen keď sa bavili o počítači, ale aj v bežnej komunikácii.
12:51
So, Madantusi seemed to show that language is not a barrier;
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Zdá sa teda, že Mandantusi ukázalo, že jazyk nie je bariéra;
12:55
in fact they may be able to teach themselves the language
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v skutočnosti sú schopné sa samé ten jazyk naučiť,
12:57
if they really wanted to.
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ak naozaj chcú.
13:00
Finally, I got some funding to try this experiment out
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Nakoniec som získal nejaké prostriedky na overenie,
13:05
to see if these results are replicable, if they happen everywhere else.
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či sú výsledky tohto experimentu opakovateľné; či to aj inde bude rovnaké.
13:09
India is a good place to do such an experiment in,
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India je vhodné miesto na experiment tohto druhu,
13:12
because we have all the ethnic diversities, all the -- you know,
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pretože tu máme všemožné etnické skupiny --
13:15
the genetic diversity, all the racial diversities,
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genetické, rasové
13:18
and also all the socio-economic diversities.
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a taktiež socio-ekonomické.
13:20
So, I could actually choose samples to cover a cross section
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Takže som si vlastne mohol vybrať vzorky - prierez
13:25
that would cover practically the whole world.
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ktorý pokryje prakticky celý svet.
13:29
So I did this for almost five years, and this experiment
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Takže, napokon som na tom robil takmer päť rokov a tento experiment
13:33
really took us all the way across the length and breadth of India.
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nás skutočne povodil krížom-krážom po celej Indii.
13:36
This is the Himalayas. Up in the north, very cold.
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Toto sú Himaláje. Hore na severe, veľmi chladno.
13:39
I also had to check or invent an engineering design
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Takže som musel vyskúšať alebo vymyslieť konštrukčné úpravy,
13:42
which would survive outdoors, and I was using regular, normal PCs,
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ktoré by prežili v teréne. Používal som bežné, normálne PCčka.
13:46
so I needed different climates, for which India is also great,
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Potreboval som rôzne klímy a v tom je India opäť úžasná,
13:49
because we have very cold, very hot, and so on.
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pretože sú tam miesta veľmi studené, veľmi teplé, atď.
13:52
This is the desert to the west. Near the Pakistan border.
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Toto je púšť na západe, blízko Pakistanských hraníc.
14:04
And you see here a little clip of -- one of these villages --
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A tu vidíte krátke video -- jedna z tých dedín --
14:08
the first thing that these children did was to find a website
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prvá vec čo tieto deti urobili bolo, že si našli web stránku,
14:11
to teach themselves the English alphabet.
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z ktorej sa naučili anglickú abecedu.
14:15
Then to central India -- very warm, moist, fishing villages,
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Nasleduje stredná India -- veľmi teplé, vlhké, rybárske dediny
14:19
where humidity is a very big killer of electronics.
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kde je vlhkosť veľkým zabijakom elektroniky.
14:23
So we had to solve all the problems we had
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Tak, všetky problémy, ktoré sme mali,
14:26
without air conditioning and with very poor power,
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sme museli riešiť bez klimatizácie a za veľkého nedostatku elektriny,
14:28
so most of the solutions that came out used little blasts of air
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takže väčšina riešení, s ktorými sme prišli, využívala malé prúdy vzduchu
14:33
put at the right places to keep the machines running.
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namierené na správne miesto, aby sme stroje udržali v chode.
14:36
I want to just cut this short. We did this over and over again.
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Skrátim to. Znovu a znovu sme to opakovali.
14:41
This sequence is also nice. This is a small child, a six-year-old,
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Táto scéna je tiež pekná. Je tam malé dieťa, šesť ročné,
14:45
telling his eldest sister what to do.
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ktoré hovorí svojej staršej sestre čo má robiť.
14:47
And this happens very often with these computers,
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A toto sa s počítačmi deje veľmi často,
14:49
that the younger children are found teaching the older ones.
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že nájdeme mladšie deti ako učia tie staršie.
14:55
What did we find? We found that six- to 13-year-olds can self-instruct
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Čo sme zistili? Zistili sme, že deti vo veku od 6 do 13 rokov sú schopné sa samostatne vzdelávať
15:00
in a connected environment,
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v prepojenom prostredí,
15:02
irrespective of anything that we could measure.
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bez ohľadu na čokoľvek, čo sme mohli zmerať.
15:07
So if they have access to the computer, they will teach themselves, including intelligence.
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Takže ak majú prístup k počítaču, budú sa učiť a rozvíjať inteligenciu.
15:12
I couldn't find a single correlation with anything, but it had to be in groups.
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Nepodarilo sa mi nájsť jedinú súvislosť s čímkoľvek, no musí sa to diať v skupinách.
15:17
And that may be of great, you know, interest to this group,
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A to môže byť veľmi, viete, zaujímave pre túto skupinu,
15:21
because all of you are talking about groups.
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pretože vy všetci hovoríte o skupinách.
15:23
So here was the power of what a group of children can do,
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To bola teda sila toho, čo dokáže urobiť skupina detí
15:27
if you lift the adult intervention.
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keď eliminujete zásah dospelých.
15:30
Just a quick idea of the measurements.
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Rýchly náčrt meraní.
15:34
We took standard statistical techniques, so I'm going to not talk about that.
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Použili sme štandardné štatistické metódy, takže o tom nebudem rozprávať.
15:38
But we got a clean learning curve,
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Ale dostali sme bezchybnú krivku osvojovania si znalostí,
15:41
almost exactly the same as what you would get in a school.
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takmer rovnakú ako by ste dostali v škole.
15:44
I'll leave it at that,
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Nebudem to ďalej rozvádzať,
15:46
because, I mean, it sort of says it all, doesn't it?
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pretože si myslím, že to takpovediac hovorí samo za seba, nie?
15:49
What could they learn to do?
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Čo sa môžu naučiť?
15:51
Basic Windows functions, browsing, painting, chatting and email,
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Základy Windows funkcií, brovsovanie, kreslenie, chatovanie a email,
15:56
games and educational material, music downloads, playing video.
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hry a vzdelávacie materiály, sťahovanie hudby, prehrávanie videií.
15:59
In short, what all of us do.
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V skratke, to čo robíme všetci.
16:01
And over 300 children will become computer literate
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A viac ako 300 detí sa stane počítačovo gramotnými
16:05
and be able to do all of these things in six months with one computer.
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a budú schopné robiť všetky tieto veci behom šestich mesiacov s jedným počítačom.
16:10
So, how do they do that?
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Takže ako to robia?
16:11
If you calculated the actual time of access,
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Ak zrátate skutočný čas prístupu,
16:13
it would work out to minutes per day,
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výde vám to na pár minút denne,
16:15
so that's not how it's happening.
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tak to teda nefungue.
16:17
What you have, actually, is there is one child operating the computer.
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V skutočnosti je tam jedno dieťa, ktoré pracuje s počítačom.
16:22
And surrounding him are usually three other children,
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A zvyčajne je obklopené troma ďalšími deťmi,
16:24
who are advising him on what they should do.
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ktoré mu radia čo by mali robiť.
16:28
If you test them, all four will get the same scores in whatever you ask them.
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Ak ich otestujete, všetci štyria budú mať rovnaké skóre, nech sa ich opýtate na čokoľvek.
16:32
Around these four are usually a group of about 16 children,
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Okolo týchto štyroch je obyčajne skupina 16 detí,
16:36
who are also advising, usually wrongly,
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ktoré taktiež radia, zvyčajne zle,
16:39
about everything that's going on on the computer.
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vo všetkom, čo sa na počítači deje.
16:42
And all of them also will clear a test given on that subject.
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A všetci by tiež prešli testom na danú tému.
16:47
So they are learning as much by watching as they learn by doing.
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Takže sa učia rovnako pozorovaním ako konaním.
16:51
It seems counter-intuitive to adult learning,
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To sa zdá byť v rozpore so spôsobom vzdelávania dospelých,
16:54
but remember, eight-year-olds live in a society
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ale myslite na to, že osemročné deti žijú v spoločnosti,
16:56
where most of the time they are told, don't do this,
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v ktorej im väčšinu času niekto hovorí nerob to,
17:00
you know, don't touch the whiskey bottle.
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viete, nedotýkaj sa fľaše whisky.
17:02
So what does the eight-year-old do?
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Takže, čo urobí to osemročné dieťa?
17:04
He observes very carefully how a whiskey bottle should be touched.
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Veľmi starostlivo pozoruje, ako by sa mala chytiť flaša whisky.
17:08
And if you tested him,
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A ak sa ho spýtate,
17:09
he would answer every question correctly on that topic.
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bude vedieť na tú tému zodpovedať všetky otázky správne.
17:11
So, they seem to be able to acquire very quickly.
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Takže sa zdá, že dokážu veľmi rýchlo získavať vedomosti.
17:17
So what was the conclusion over the six years of work?
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Takže aký bol záver vyše šesť ročnej práce?
17:20
It was that primary education can happen on its own,
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Taký, že základné vzdelávanie
17:24
or parts of it can happen on its own.
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alebo jeho časť sa môže diať samostatne.
17:26
It does not have to be imposed from the top downwards.
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Nemusí byť nanútené zhora-nadol.
17:30
It could perhaps be a self-organizing system, so that was
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Možno by mohlo byť samoorganizujúcim systémom. To bol teda záver --
17:36
the second bit that I wanted to tell you,
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a druhá vec čo som vám chcel povedať je,
17:38
that children can self-organize and attain an educational objective.
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že deti sa môžu sami organizovať a dosiahnuť nejaký vzdelávací cieľ.
17:42
The third piece was on values, and again, to put it very briefly,
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Tretia časť skladačky bola o hodnotách a opäť len veľmi stručne.
17:48
I conducted a test over 500 children spread across all over India,
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Skúmal som viac ako 500 detí z celej Indie.
17:52
and asked them -- I gave them about 68 different
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A pýtal som sa ich -- dal som im okolo 68 rôznych
17:55
values-oriented questions and simply asked them their opinions.
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hodnotovo-orientovaných otázok a jednoducho som sa opýtal na ich názor.
17:59
We got all sorts of opinions. Yes, no or I don't know.
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Získali sme celú škálu názorov. Áno, nie alebo neviem.
18:03
I simply took those questions where I got 50 percent yeses and 50 percent noes --
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Jednoducho som zobral tie otázky, pri ktorých bolo 50% odpovedí áno a 50 % nie.
18:09
so I was able to get a collection of 16 such statements.
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Získal som tak skupinu 16 otázok.
18:13
These were areas where the children were clearly confused,
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To boli oblasti, v ktorých boli deti jasne zmätené,
18:17
because half said yes and half said no.
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pretože polovica povedala áno a polovica povedala nie.
18:19
A typical example being, "Sometimes it is necessary to tell lies."
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Typický príklad: "niekedy treba klamať".
18:23
They don't have a way to determine which way to answer this question;
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Deti nemajú spôsob ako určiť, ako by mali odpovedať na túto otázku;
18:28
perhaps none of us do.
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možno ho nemá nikto z nás.
18:31
So I leave you with this third question.
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Takže vám nechám túto tretiu otázku na zamyslenie.
18:33
Can technology alter the acquisition of values?
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Môžu technológie zmeniť osvojovanie si hodnôt?
18:37
Finally, self-organizing systems,
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Nakoniec, samostatne-sa organizujúce systémy,
18:39
about which, again, I won't say too much
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o ktorých nebudem znovu veľa hovoriť,
18:41
because you've been hearing all about it.
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pretože ste o nich počúvali doteraz.
18:45
Natural systems are all self-organizing:
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Všetky prírodné systémy sú samoorganizujúce sa:
18:47
galaxies, molecules, cells, organisms, societies --
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galaxie, molekuly, bunky, organizmy, spoločnosti --
18:50
except for the debate about an intelligent designer.
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vynechám debatu o inteligentnom stvoriteľovi.
18:52
But at this point in time, as far as science goes,
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Podľa toho čo dnes veda vie,
18:55
it's self-organization.
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sú samoorganizované.
18:57
But other examples are traffic jams, stock market, society
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Ďalšími príkladmi sú dopravné zápchy, obchod s akciami,
19:00
and disaster recovery, terrorism and insurgency.
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spoločnosť a zotavenie sa z katastrofy, terorizmus a povstanie.
19:06
And you know about the Internet-based self-organizing systems.
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A určite viete o samostatne-sa organizujúcich systémoch založených na Internete.
19:10
So here are my four sentences then.
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Takže tu sú napokon moje štyri výroky.
19:12
Remoteness affects the quality of education.
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Odľahlosť ovplyvňuje kvalitu vzdelávania.
19:16
Educational technology should be introduced into remote areas first,
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Vzdelávacie technológie treba zaviesť najprv do odľahlých
19:22
and other areas later.
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a až potom do ostatných oblastí.
19:25
Values are acquired; doctrine and dogma are imposed --
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Hodnoty si osvojujeme; doktrína a dogma sú vnútené --
19:31
the two opposing mechanisms.
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dva protichodné mechanizmy.
19:33
And learning is most likely a self-organizing system.
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A učenie je najpravdepodobnejšie samoorganizujúci sa systém.
19:38
If you put all the four together, then it gives -- according to me --
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Ak dáte všetky štyri výroky dokopy, tak nám to dáva -- aspoň podľa mňa --
19:43
it gives us a goal, a vision, for educational technology.
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dáva nám to cieľ, víziu, vzdelávacej technológie.
19:47
An educational technology and pedagogy that is digital, automatic,
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Vzdelávacej technológie a pedagogiky, ktoré sú digitálne, automatické,
19:53
fault-tolerant, minimally invasive, connected and self-organized.
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odolné voči chybám, minimálne invazívne, prepojené a samoorganizujúce sa.
19:59
As educationists, we have never asked for technology; we keep borrowing it.
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Ako pedagógovia sme nikdy nepožadovali technológie; požičiavame si ich.
20:03
PowerPoint is supposed to be considered a great educational technology,
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PowerPoint sa považuje za dobrú vzdelávaciu technológiu,
20:07
but it was not meant for education, it was meant for making boardroom presentations.
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no nebol vytvorený na učenie, vznikol pre prezentácie v zasadačkách.
20:11
We borrowed it. Video conferencing. The personal computer itself.
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My sme si ho požičali. Video-konferencie. Osobný počítač samotný .
20:15
I think it's time that the educationists made their own specs,
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Myslím, že je čas, aby si pedagógovia urobili vlastné požiadavky
20:18
and I have such a set of specs. This is a brief look at that.
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a ja mám taký súbor požiadaviek. Tu je len letmý pohľad na ne.
20:22
And such a set of specs should produce the technology
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Taký súbor požiadaviek by mal vytvoriť technológiu,
20:26
to address remoteness, values and violence.
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zameranú na odľahlosť, hodnoty a násilie.
20:29
So I thought I'd give it a name -- why don't we call it "outdoctrination."
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Rozmýšľal som, že by som to mal pomenovať -- prečo to nenazvať "out-doctrination".
20:35
And could this be a goal for educational technology in the future?
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A či toto má byť cieľ vzdelávacích technológií v budúcnosti,
20:40
So I want to leave that as a thought with you.
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tak to nechám na zváženie vám.
20:43
Thank you.
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Ďakujem.
20:44
(Applause)
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(Potlesk)
ABOUT THE SPEAKER
Sugata Mitra - Education researcherEducational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another.
Why you should listen
In 1999, Sugata Mitra and his colleagues dug a hole in a wall bordering an urban slum in New Delhi, installed an Internet-connected PC and left it there, with a hidden camera filming the area. What they saw: kids from the slum playing with the computer and, in the process, learning how to use it -- then teaching each other. These famed “Hole in the Wall” experiments demonstrated that, in the absence of supervision and formal teaching, children can teach themselves and each other -- if they’re motivated by curiosity. Mitra, now a professor of educational technology at Newcastle University, called it "minimally invasive education."
Mitra thinks self-organized learning will shape the future of education. At TED2013, he made a bold TED Prize wish: Help me build a School in the Cloud where children can explore and learn on their own -- and teach one another -- using resouces from the worldwide cloud.
The School in the Cloud now includes seven physical locations -- five in India and two in the UK. At the same time, the School in the Cloud online platform lets students participate anywhere, with partner learning labs and programs in countries like Colombia, Pakistan and Greece. In 2016, Mitra held the first School in the Cloud conference in India. He shared that more than 16,000 SOLE sessions had taken place so far, with kids all around the world dipping their toes in this new education model.
Sugata Mitra | Speaker | TED.com