TED2012
Peter Norvig: The 100,000-student classroom
Piter Norvig (Peter Norvig): Učionica sa 100 000 studenata
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Piter Norvig je sa Sebastijanom Tranom, u jesen 2011., držao predavanje o veštačkoj inteligenciji na Stenfordu, koje je uživo slušalo 175 studenata -- i interaktivno preko interneta više od 100 000 studenata. Priča nam šta je naučio o predavanju u globalnoj učionici.
Peter Norvig - Computer scientist
Peter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc. Full bio
Peter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc. Full bio
Double-click the English transcript below to play the video.
00:17
Everyone is both a learner
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Svako je i učenik
00:19
and a teacher.
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i učitelj.
00:20
This is me being inspired
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Ovo sam ja, inspirisan
00:22
by my first tutor,
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svojim prvim učiteljem,
00:24
my mom,
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mojom mamom,
00:25
and this is me teaching
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a ovo sam ja kako predajem
00:27
Introduction to Artificial Intelligence
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Uvod u veštačku inteligenciju
00:29
to 200 students
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dvestotini studenata
00:30
at Stanford University.
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na Univerzitetu Stenford.
00:32
Now the students and I
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Studenti i ja
00:33
enjoyed the class,
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smo uživali u predavanju,
00:34
but it occurred to me
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ali mi je palo na pamet
00:36
that while the subject matter
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da dok je tema predavanja
00:37
of the class is advanced
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napredna i
00:39
and modern,
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moderna,
00:39
the teaching technology isn't.
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način predavanja nije.
00:42
In fact, I use basically
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U stvari, koristim u osnovi
00:44
the same technology as
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isti način
00:46
this 14th-century classroom.
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kao i u 14. veku.
00:49
Note the textbook,
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Primetite knjigu,
00:52
the sage on the stage,
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mudraca na pozornici
00:55
and the sleeping guy
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i uspavanog tipa
00:57
in the back. (Laughter)
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u pozadini. (smeh)
00:58
Just like today.
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Baš kao danas.
01:01
So my co-teacher,
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Tako da smo moj saradnik,
01:04
Sebastian Thrun, and I thought,
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Sebastijan Tran i ja, pomislili
01:05
there must be a better way.
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mora da postoji bolji način.
01:07
We challenged ourselves
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Izazvali smo sebe da
01:09
to create an online class
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napravimo onlajn predavanje
01:10
that would be equal or better
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koje bi bilo istog ili boljeg
01:12
in quality to our Stanford class,
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kvaliteta od našeg predavanja na Stendfordu,
01:14
but to bring it to anyone
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koje bismo dali svima
01:16
in the world for free.
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u svetu besplatno.
01:18
We announced the class on July 29th,
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Objavili smo predavanje 29. jula,
01:20
and within two weeks, 50,000 people
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i u roku od dve nedelje, 50 000 ljudi
01:24
had signed up for it.
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se upisalo na njega.
01:25
And that grew to 160,000 students
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I to je poraslo na 160 000 studenata
01:28
from 209 countries.
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iz 209 zemalja.
01:30
We were thrilled to have
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Mi smo bili uzbuđeni što imamo
01:32
that kind of audience,
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takvu vrstu publike,
01:33
and just a bit terrified that we
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pomalo preplašeni jer još
01:36
hadn't finished preparing the class yet. (Laughter)
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uvek nismo sasvim pripremili predavanje. (smeh)
01:38
So we got to work.
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Tako da smo morali da radimo.
01:40
We studied what others had done,
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Proučavali smo šta su ostali uradili,
01:41
what we could copy and what we could change.
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šta bismo mogli da iskopiramo i šta da promenimo.
01:44
Benjamin Bloom had showed
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Bendžamin Blum je pokazao
01:46
that one-on-one tutoring works best,
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da je učenje jedan na jedan najbolje,
01:48
so that's what we tried to emulate,
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te je to ono što smo pokušali da oponašamo
01:50
like with me and my mom,
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kao ja i moja mama,
01:52
even though we knew
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iako smo znali da
01:53
it would be one-on-thousands.
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bi to bilo jedan na hiljade.
01:55
Here, an overhead video camera
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Ovde, kamera iznad glave
01:57
is recording me as I'm talking
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snima mene kako govorim
01:59
and drawing on a piece of paper.
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i pišem na parčetu papira.
02:01
A student said, "This class felt
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Jedan student je rekao: "Ovo predavanje je ličilo
02:03
like sitting in a bar
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na sedenje u baru
02:04
with a really smart friend
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sa zaista pametnim prijateljem
02:06
who's explaining something
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koji objašnjava nešto
02:07
you haven't grasped, but are about to."
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što još nisi shvatio, ali si tu negde."
02:09
And that's exactly what we were aiming for.
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I to je upravo ono što nam je cilj.
02:11
Now, from Khan Academy, we saw
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Od Kan Akademije, videli smo
02:14
that short 10-minute videos
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da su desetominutni video snimci
02:16
worked much better than trying
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mnogo bolji nego pokušavati
02:18
to record an hour-long lecture
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snimiti jednočasovne lekcije
02:20
and put it on the small-format screen.
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i staviti ih na ekran malog formata.
02:22
We decided to go even shorter
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Čak smo odlučili da idemo još kraće
02:25
and more interactive.
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i interaktivnije.
02:26
Our typical video is two minutes,
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Naš tipčan video je dvominutni,
02:28
sometimes shorter, never more
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nekad kraći, nikad duži
02:30
than six, and then we pause for
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od šest minuta. Pauziramo ga zbog
02:33
a quiz question, to make it
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postavljanja upitnika, da bi se
02:34
feel like one-on-one tutoring.
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osetilo kao predavanje jedan na jedan.
02:36
Here, I'm explaining how a computer uses
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Ovde, objašnjavam kako kompjuter koristi
02:39
the grammar of English
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englesku gramatiku
02:40
to parse sentences, and here,
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da analizira rečenice, a ovde,
02:42
there's a pause and the student
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ima pauza i student
02:44
has to reflect, understand what's going on
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treba da se osvrne, razume šta se dešava
02:46
and check the right boxes
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i označi prave kućice
02:48
before they can continue.
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pre nego što može da nastavi.
02:49
Students learn best when
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Studenti najbolje uče kad
02:52
they're actively practicing.
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aktivno vežbaju.
02:53
We wanted to engage them, to have them grapple
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Hteli smo da ih uposlimo, da se bore
02:55
with ambiguity and guide them to synthesize
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sa raznolikostima i da ih navodimo na samostalno
02:58
the key ideas themselves.
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zaključivanje ključnih ideja.
03:00
We mostly avoid questions
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Uglavnom izbegavamo pitanja
03:02
like, "Here's a formula, now
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kao: "Ovde je formula, reci
03:03
tell me the value of Y
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mi vrednost y kad je
03:04
when X is equal to two."
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x jednako dva."
03:06
We preferred open-ended questions.
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Više smo voleli otvorena pitanja.
03:07
One student wrote, "Now I'm seeing
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Jedan student je napisao: "Sad vidim
03:11
Bayes networks and examples of
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Bajesovu mrežu i primere
03:13
game theory everywhere I look."
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teorije igara, gde god pogledam."
03:14
And I like that kind of response.
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Volim tu vrstu odgovora.
03:16
That's just what we were going for.
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Upravo smo to i hteli.
03:18
We didn't want students to memorize the formulas;
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Nismo hteli da studenti pamte formule;
03:20
we wanted to change the way
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hteli smo da promenimo način
03:21
they looked at the world.
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njihovog pogleda na svet.
03:22
And we succeeded.
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I uspeli smo.
03:23
Or, I should say, the students succeeded.
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Ili, bolje rečeno, studenti su uspeli.
03:26
And it's a little bit ironic
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To je pomalo ironično
03:28
that we set about to disrupt traditional education,
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jer hteli smo da promenimo tradicionalno obrazovanje,
03:31
and in doing so, we ended up
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a čineći to, završili smo
03:33
making our online class
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praveći onlajn predavanje,
03:34
much more like a traditional college class
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više nalik tradicionalnom fakultetskom predavanju,
03:37
than other online classes.
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nego nekom drugom onlajn predavanju.
03:38
Most online classes, the videos are always available.
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Mnoga onlajn predavanja imaju uvek dostupne video snimke.
03:42
You can watch them any time you want.
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Možete ih gledati kad god poželite.
03:43
But if you can do it any time,
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Ali u isto vreme,
03:46
that means you can do it tomorrow,
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to znači da to možete i sutradan,
03:47
and if you can do it tomorrow,
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a ako to možete sutradan,
03:49
well, you may not ever
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možete to takođe
03:51
get around to it. (Laughter)
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i nikad. (smeh)
03:53
So we brought back the innovation
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Zato smo ponovo uveli izum
03:55
of having due dates. (Laughter)
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rokova. (smeh)
03:57
You could watch the videos
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Možete da gledate video snimke
03:58
any time you wanted during the week,
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kad god želite u toku nedelje,
04:00
but at the end of the week,
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ali na kraju nedelje,
04:01
you had to get the homework done.
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treba da uradite domaći zadatak.
04:03
This motivated the students to keep going, and it also
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Ovo je motivisalo studente da nastave,
04:05
meant that everybody was working
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to je značilo da su svi radili
04:08
on the same thing at the same time,
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na istoj stvari u isto vreme,
04:09
so if you went into a discussion forum,
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tako da ako ste ušli na forum za diskusije,
04:11
you could get an answer from a peer within minutes.
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mogli ste momentalno dobiti odgovor od kolega.
04:13
Now, I'll show you some of the forums, most of which
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Sada ću vam pokazati neke diskusije, mnoge su
04:16
were self-organized by the students themselves.
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samoorganizovane od strane samih studenata.
04:19
From Daphne Koller and Andrew Ng, we learned
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Od Dafne Koler i Endrjua Nega naučili smo
04:22
the concept of "flipping" the classroom.
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koncept "okretanja" učionice.
04:24
Students watched the videos
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Studenti su sami gledali video snimke
04:26
on their own, and then they
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i onda su
04:27
come together to discuss them.
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svi zajedno diskutovali o njima.
04:29
From Eric Mazur, I learned about peer instruction,
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Od Erika Mazura, naučio sam o vršnjačkom podučavanju,
04:32
that peers can be the best teachers,
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a to je da kolege mogu biti najbolji učitelji,
04:35
because they're the ones
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zbog toga što se sećaju
04:36
that remember what it's like to not understand.
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kako je to kad nešto ne razumeš.
04:39
Sebastian and I have forgotten some of that.
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Sebastijan i ja smo zaboravili nešto od toga.
04:42
Of course, we couldn't have
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Svakako, nismo mogli da imamo
04:44
a classroom discussion with
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diskusiju sa
04:46
tens of thousands of students,
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desetinama hiljada studenata,
04:47
so we encouraged and nurtured these online forums.
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tako da smo podstakli i negovali ove onlajn diskusije.
04:51
And finally, from Teach For America,
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Konačno, od Učiti za Ameriku,
04:54
I learned that a class is not
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naučio sam da predavanje nije samo
04:55
primarily about information.
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stvar informacije.
04:57
More important is motivation and determination.
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Mnogo je važnija motivacija i odlučnost.
05:00
It was crucial that the students see
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Ključno je da studenti shvate da
05:01
that we're working hard for them and
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mi vredno radimo za njih i da
05:03
they're all supporting each other.
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oni podržavaju jedan drugog.
05:05
Now, the class ran 10 weeks,
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Predavanje je trajalo 10 nedelja,
05:08
and in the end, about half of the 160,000 students watched
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na kraju, oko polovine od 160 000 studenata je gledalo
05:12
at least one video each week,
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bar jedan video svake nedelje,
05:13
and over 20,000 finished all the homework,
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i preko 20 000 je završilo domaći,
05:16
putting in 50 to 100 hours.
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uložilo u to 50 do 100 sati.
05:17
They got this statement of accomplishment.
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Dobili su ovo priznanje o postignuću.
05:19
So what have we learned?
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Šta smo naučili?
05:21
Well, we tried some old ideas
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Probali smo neke stare ideje,
05:24
and some new and put them together,
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neke nove i sastavili ih,
05:26
but there are more ideas to try.
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ali je ostalo još ideja da se pokušaju.
05:28
Sebastian's teaching another class now.
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Sebastijan sad drži drugo predavanje.
05:30
I'll do one in the fall.
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Ja ću drugo na jesen.
05:31
Stanford Coursera, Udacity, MITx
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Stanford Coursera, Udacity, MITx
05:35
and others have more classes coming.
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i mnoga druga predavanja dolaze.
05:37
It's a really exciting time.
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Ovo je zaista uzbudljivo vreme.
05:38
But to me, the most exciting
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Meni su najuzbudljiviji deo toga
05:40
part of it is the data that we're gathering.
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podaci koje skupljamo.
05:43
We're gathering thousands
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Mi prikupljamo hiljade
05:46
of interactions per student per class,
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interakcija po studentu i po predavanju,
05:47
billions of interactions altogether,
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sveukupno milijarde interakcija,
05:49
and now we can start analyzing that,
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sad možemo da počnemo da ih analiziramo,
05:52
and when we learn from that,
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i kad naučimo odatle,
05:53
do experimentations,
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obavimo eksperimente,
05:55
that's when the real revolution will come.
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tad će doći do stvarne revolucije.
05:57
And you'll be able to see the results from
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Rezultate ćete moći da vidite od
06:00
a new generation of amazing students.
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nove generacije neverovatnih studenata.
06:02
(Applause)
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(aplauz)
ABOUT THE SPEAKER
Peter Norvig - Computer scientistPeter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc.
Why you should listen
Peter Norvig is a computer scientist and expert in both artificial intelligence and online search. Currently the Director of Research at Google Inc., Norvig was responsible for maintaining and improving the engine's core web search algorithms from 2002 to 2005. Prior to his work at Google, Norvig was NASA's chief computer scientist.
A fellow of the American Association for Artificial Intelligence and the author of the book Artificial Intelligence: A Modern Approach, Norvig (along with Sebastian Thrun) taught the Stanford University class "Introduction to Artificial Intelligence," which was made available to anyone in the world. More than 160,000 students from 209 countries enrolled.
Norvig is also known for penning the world's longest palindromic sentence.
Peter Norvig | Speaker | TED.com