TEDGlobal 2012
Daphne Koller: What we're learning from online education
Dafni Koler (Daphne Koller): Šta možemo naučiti od online obrazovanja
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Dafni Koler privlači najbolje univerzitete da daju svoje najbolje kurseve besplatno -- ne samo kao uslugu, već i način da se prouči kako ljudi uče. Svaki potez miša, kontrolni kviz, forum za vršnjačke savete i samo-ocenjeni zadaci daju neviđeno puno podataka o tome kako se znanje obrađuje i još važnije, upija.
Daphne Koller - Educator
With Coursera, Daphne Koller and co-founder Andrew Ng are bringing courses from top colleges online, free, for anyone who wants to take them. Full bio
With Coursera, Daphne Koller and co-founder Andrew Ng are bringing courses from top colleges online, free, for anyone who wants to take them. Full bio
Double-click the English transcript below to play the video.
00:16
Like many of you, I'm one of the lucky people.
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Kao mnogi od vas, ja sam osoba koja ima sreće.
00:19
I was born to a family where education was pervasive.
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Rođena sam u porodici koju prožima obrazovanje.
00:23
I'm a third-generation PhD, a daughter of two academics.
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Ja sam doktor treće generacije, ćerka dvoje akademika.
00:27
In my childhood, I played around in my father's university lab.
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U detinjstvu, igrala sam se u fakultetskoj
laboratoriji moga oca.
laboratoriji moga oca.
00:31
So it was taken for granted that I attend some of the best universities,
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Zato se podrazumevalo da ću i ja ići
na neke od najboljih fakulteta,
na neke od najboljih fakulteta,
00:35
which in turn opened the door to a world of opportunity.
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što je samim tim otvorilo vrata velikom broju mogućnosti.
00:38
Unfortunately, most of the people in the world are not so lucky.
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Nažalost, većina ljudi širom sveta nije te sreće.
00:42
In some parts of the world, for example, South Africa,
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U nekim delovima sveta, na primer, Južnoj Africi,
00:46
education is just not readily accessible.
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obrazovanje jednostavno nije lako dostupno.
00:48
In South Africa, the educational system was constructed
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U Južnoj Africi, obrazovni sistem je izgrađen
00:51
in the days of apartheid for the white minority.
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tokom vremena aparthejda, za belu manjinu.
00:54
And as a consequence, today there is just not enough spots
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Kao posledica, danas nema dovoljno mesta
00:57
for the many more people who want and deserve a high quality education.
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za mnogo veći broj ljudi koji žele i zaslužuju
obrazovanje visokog kvaliteta.
obrazovanje visokog kvaliteta.
01:01
That scarcity led to a crisis in January of this year
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Ta nestašica dovela je do krize u januaru ove godine
01:05
at the University of Johannesburg.
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na Univerzitetu u Johanesburgu.
01:06
There were a handful of positions left open
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Bilo je tek nekoliko slobodnih mesta
01:09
from the standard admissions process, and the night before
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posle standarnog prijemnog procesa i noć pre
01:11
they were supposed to open that for registration,
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nego što je trebalo da se otvore za prijavljivanje,
01:14
thousands of people lined up outside the gate in a line a mile long,
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hiljade ljudi se poređalo ispred kapija
u kolonu dugu više od kilometra,
u kolonu dugu više od kilometra,
01:18
hoping to be first in line to get one of those positions.
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u nameri da budu prvi koji će ugrabiti jedno od tih mesta.
01:22
When the gates opened, there was a stampede,
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Kada su se kapije otvorile, desila se navala na njih
01:24
and 20 people were injured and one woman died.
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i 20 ljudi je bilo povređeno, a jedna žena je poginula.
01:28
She was a mother who gave her life
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Ona je bila majka koja je dala svoj život
01:30
trying to get her son a chance at a better life.
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pokušavajući da svom sinu omogući šansu za bolji život.
01:34
But even in parts of the world like the United States
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Čak i u delovima sveta kao što su Sjedinjene Države,
01:37
where education is available, it might not be within reach.
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gde je edukacija moguća, nije stalno i dostupna.
01:41
There has been much discussed in the last few years
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Mnogo se razgovaralo prethodnih nekoliko godina
01:44
about the rising cost of health care.
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o rastu cena zdravstva.
01:46
What might not be quite as obvious to people
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Ono što nije toliko očigledno ljudima
01:49
is that during that same period the cost of higher education tuition
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je to da se, tokom istog perioda, cena
školarine visokog obrazovanja
školarine visokog obrazovanja
01:53
has been increasing at almost twice the rate,
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povećavala skoro duplo brže,
01:55
for a total of 559 percent since 1985.
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ukupno 559 odsto od 1985. godine.
02:00
This makes education unaffordable for many people.
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Ovo čini obrazovanje nedostupnim za mnoge ljude.
02:04
Finally, even for those who do manage to get the higher education,
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Čak i onima koji stignu do višeg obrazovanja,
02:08
the doors of opportunity might not open.
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vrata mogućnosti možda se ne otvore.
02:11
Only a little over half of recent college graduates
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Samo malo više od pola skorašnjih diplomaca
02:14
in the United States who get a higher education
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koji imaju visoko obrazovanje u Sjedinjenim Državama
02:16
actually are working in jobs that require that education.
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radi na mestima koja zahtevaju takvo obrazovanje.
02:19
This, of course, is not true for the students
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Ovo, naravno, nije isto za studente
02:21
who graduate from the top institutions,
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koji završe u najboljim institucijama,
02:23
but for many others, they do not get the value
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ali mnogi drugi ne dobiju rezultat
02:26
for their time and their effort.
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svog utrošenog vremena i truda.
02:29
Tom Friedman, in his recent New York Times article,
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Tom Fridmen je, u svom nedavnom članku za Njujork Tajms,
02:32
captured, in the way that no one else could, the spirit behind our effort.
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na jedinstveni način opisao duh u osnovi našeg truda.
02:37
He said the big breakthroughs are what happen
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Rekao je da se veliki proboji dešavaju
02:40
when what is suddenly possible meets what is desperately necessary.
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kada se susretne ono što je odjednom moguće
sa onim što je očajnički potrebno.
sa onim što je očajnički potrebno.
02:44
I've talked about what's desperately necessary.
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Pričala sam o tome šta je očajnički potrebno.
02:46
Let's talk about what's suddenly possible.
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Hajde da pričamo o tome šta je odjenom moguće.
02:49
What's suddenly possible was demonstrated by
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Ono što je odjenom moguće, predstavila su
02:52
three big Stanford classes,
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tri velika kursa sa Stenforda,
02:54
each of which had an enrollment of 100,000 people or more.
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od kojih je svaki imao 100.000 ili više studenata.
02:58
So to understand this, let's look at one of those classes,
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Da bi smo ovo razumeli, pogledaćemo jedno od tih predavanja,
03:01
the Machine Learning class offered by my colleague
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kompjutersko učenje, kurs koji nudi jedan od mojih kolega
03:03
and cofounder Andrew Ng.
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i suosnivač Endru Ing.
03:05
Andrew teaches one of the bigger Stanford classes.
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Endru predaje na jednom od većih kurseva na Stenfordu.
03:07
It's a Machine Learning class,
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To je kurs o kompjuterskom učenju
03:08
and it has 400 people enrolled every time it's offered.
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za koji se 400 ljudi prijavi svaki put kad se ponudi.
03:12
When Andrew taught the Machine Learning class to the general public,
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Kada je Endru ponudio kurs široj javnosti,
03:15
it had 100,000 people registered.
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100.000 ljudi se prijavilo.
03:18
So to put that number in perspective,
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Da bismo stavili taj broj u perspektivu,
03:20
for Andrew to reach that same size audience
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da bi Endru dostigao isti broj upisanih,
03:22
by teaching a Stanford class,
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predavajući na Stenfordu,
03:24
he would have to do that for 250 years.
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morao bi da radi 250 godina.
03:28
Of course, he'd get really bored.
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Naravno, dosadilo bi mu.
03:31
So, having seen the impact of this,
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Videći uticaj ovoga,
03:34
Andrew and I decided that we needed to really try and scale this up,
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Endru i ja smo odlučili da moramo da se
potrudimo i uvećamo ovo,
potrudimo i uvećamo ovo,
03:37
to bring the best quality education to as many people as we could.
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da bismo ponudili obrazovanje najboljeg kvaliteta
najvećem mogućem broju ljudi.
najvećem mogućem broju ljudi.
03:41
So we formed Coursera,
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Tako smo formirali Courseru,
03:43
whose goal is to take the best courses
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čiji je cilj da uzme najbolje kurseve
03:46
from the best instructors at the best universities
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od najboljih predavača sa najboljih univerziteta
03:49
and provide it to everyone around the world for free.
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i da ih ponudi svima, širom sveta, besplatno.
03:53
We currently have 43 courses on the platform
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Trenutno imamo 43 kursa na našoj platformi,
03:56
from four universities across a range of disciplines,
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sa četiri univerziteta, sa širokim rasponom tema,
03:59
and let me show you a little bit of an overview
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pokazaću vam kratak pregled
04:01
of what that looks like.
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kako to izgleda.
04:04
(Video) Robert Ghrist: Welcome to Calculus.
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(Video) Robert Grist: Dobrodošli na Diferencijalni račun.
04:05
Ezekiel Emanuel: Fifty million people are uninsured.
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Ezikiel Emanuel: 50 miliona ljudi nije osigurano.
04:07
Scott Page: Models help us design more effective institutions and policies.
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Skot Pejdž: Modeli nam pomažu da dizajniramo
efektivnije institucije i zakone.
efektivnije institucije i zakone.
04:10
We get unbelievable segregation.
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Dobijamo neverovatno izdvajanje.
04:13
Scott Klemmer: So Bush imagined that in the future,
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Skot Klemer: Buš je zamislio da će u budućnosti
04:15
you'd wear a camera right in the center of your head.
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svi nositi kamere na samom centru glave.
04:17
Mitchell Duneier: Mills wants the student of sociology to develop the quality of mind ...
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Mišel Duneier: Mils želi da student sociologije
razvija kvalitet uma...
razvija kvalitet uma...
04:21
RG: Hanging cable takes on the form of a hyperbolic cosine.
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RG: Viseći kabl dobija oblik hiperboličnog kosinusa.
04:25
Nick Parlante: For each pixel in the image, set the red to zero.
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Nik Parlante: Za svaki piksel u slici, podesite crveno na nula.
04:28
Paul Offit: ... Vaccine allowed us to eliminate polio virus.
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Pol Ofit: ... Vakcine su nam dozvolile da eliminišemo
virus dečije paralize.
virus dečije paralize.
04:31
Dan Jurafsky: Does Lufthansa serve breakfast and San Jose? Well, that sounds funny.
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Dan Jurafski: Da li Luftanza servira doručak i San Hoze?
Pa, to zvuči pomalo smešno.
Pa, to zvuči pomalo smešno.
04:35
Daphne Koller: So this is which coin you pick, and this is the two tosses.
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Defni Koler: Ovo je koji novčić izaberete, a ovo su dva bacanja.
04:38
Andrew Ng: So in large-scale machine learning, we'd like to come up with computational ...
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Endru Ing: U kompjuterskom učenju velikih razmera,
želimo da dođemo do računarske...
želimo da dođemo do računarske...
04:42
(Applause)
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(Aplauz)
04:47
DK: It turns out, maybe not surprisingly,
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DK: Ne iznenađuje
04:50
that students like getting the best content
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da studenti vole da dobijaju najbolji sadržaj
04:52
from the best universities for free.
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sa najboljih univerziteta, besplatno.
04:55
Since we opened the website in February,
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Otkad smo otvorili vebsajt u februaru,
04:57
we now have 640,000 students from 190 countries.
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dobili smo 640.000 studenata iz 190 zemalja.
05:02
We have 1.5 million enrollments,
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Imamo 1,5 miliona prijava,
05:04
6 million quizzes in the 15 classes that have launched
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6 miliona ispita je polagano u 15 kurseva koji su do sada
05:07
so far have been submitted, and 14 million videos have been viewed.
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postavljeni i pogledano je 14 miliona video snimaka.
05:12
But it's not just about the numbers,
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Ali ne radi se samo o brojkama,
05:14
it's also about the people.
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već i o samim ljudima.
05:16
Whether it's Akash, who comes from a small town in India
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Bilo da je to Akaš, koji dolazi iz malog grada u Indiji
05:19
and would never have access in this case
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koji nikada ne bi imao pristup, u ovom slučaju
05:21
to a Stanford-quality course
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kursevima stenfordskog kvaliteta
05:22
and would never be able to afford it.
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i ne bi mogao da ih priušti.
05:25
Or Jenny, who is a single mother of two
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Ili Dženi, koja je samohrana majka dvoje dece
05:27
and wants to hone her skills
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i želi da izbrusi svoje veštine
05:29
so that she can go back and complete her master's degree.
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tako da bi mogla da se vrati i dobije diplomu na fakultetu.
05:32
Or Ryan, who can't go to school,
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Ili Rajan, koji ne može da ide u školu,
05:35
because his immune deficient daughter
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jer zbog ćerke koja nema imunitet
05:37
can't be risked to have germs come into the house,
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ne sme da rizikuje unos bakterija u kuću,
05:40
so he couldn't leave the house.
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i samim tim ne sme da napusti svoj dom.
05:42
I'm really glad to say --
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Drago mi je što mogu reći da --
05:44
recently, we've been in correspondence with Ryan --
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nedavno smo bili u prepisci sa Rajanom --
05:46
that this story had a happy ending.
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ova priča je imala srećan kraj.
05:48
Baby Shannon -- you can see her on the left --
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Mala Šenon -- možete je videti levo na slici --
05:50
is doing much better now,
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je mnogo bolje sada
05:51
and Ryan got a job by taking some of our courses.
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i Rajan se zaposlio zahvaljujući nekim od naših kurseva.
05:56
So what made these courses so different?
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Šta čini ove kurseve toliko različitim?
05:58
After all, online course content has been available for a while.
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Online kursevi su dostupni već duže vreme.
06:02
What made it different was that this was real course experience.
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Razlikuje ih činjenica da je ovo pravo iskustvo kursa.
06:05
It started on a given day,
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Počinje određenog dana,
06:07
and then the students would watch videos on a weekly basis
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i studenti gledaju video snimke na nedeljnoj bazi
06:11
and do homework assignments.
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i rade domaće zadatke.
06:12
And these would be real homework assignments
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Ovo su pravi domaći zadaci
06:14
for a real grade, with a real deadline.
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za pravu ocenu, sa pravim rokom.
06:18
You can see the deadlines and the usage graph.
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Vidite ovde rokove na grafikonu.
06:20
These are the spikes showing
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Ovi vrhovi pokazuju
06:22
that procrastination is global phenomenon.
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da je odugovlačenje globalna pojava.
06:26
(Laughter)
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(Smeh)
06:28
At the end of the course,
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Na kraju kursa,
06:30
the students got a certificate.
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studenti dobijaju sertifikat.
06:32
They could present that certificate
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Oni mogu da predstave taj sertifikat
06:34
to a prospective employer and get a better job,
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svojem poslodavcu i time dobiju bolji posao,
06:36
and we know many students who did.
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znamo mnoge studente koji su u tome uspeli.
06:38
Some students took their certificate
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Neki studenti su odneli svoj sertifikat
06:40
and presented this to an educational institution at which they were enrolled
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u obrazovnu instituciju koju pohađaju
06:43
for actual college credit.
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i dobili prave bodove na fakultetu.
06:45
So these students were really getting something meaningful
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Ovi studenti su dobili nešto značajno
06:47
for their investment of time and effort.
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za svoj uložen trud i vreme.
06:50
Let's talk a little bit about some of the components
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Popričaćemo o nekim komponentama
06:52
that go into these courses.
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koje ulaze u ove kurseve.
06:54
The first component is that when you move away
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Prva komponenta je da, kada napustite
06:57
from the constraints of a physical classroom
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ograničenja prave učionice
06:59
and design content explicitly for an online format,
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i dizajnirate sadržaj posebno za online format,
07:02
you can break away from, for example,
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možete da se odvojite od mnogih, na primer,
07:05
the monolithic one-hour lecture.
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jednosatnih predavanja u jednom bloku.
07:07
You can break up the material, for example,
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Možete razdvojiti taj sadržaj, na primer,
07:09
into these short, modular units of eight to 12 minutes,
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u kratke, modularne celine trajanja
od osam do 12 minuta,
od osam do 12 minuta,
07:12
each of which represents a coherent concept.
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od kojih svaka predstavlja razumljiv pojam.
07:15
Students can traverse this material in different ways,
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Studenti mogu da polaze kroz sadržaj na različite načine,
07:18
depending on their background, their skills or their interests.
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u zavisnosti od njihove prošlosti,
njihovih veština ili interesa.
njihovih veština ili interesa.
07:21
So, for example, some students might benefit
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Zato će, na primer, nekim studentima više koristiti
07:24
from a little bit of preparatory material
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mala količina pripremnog sadržaja
07:27
that other students might already have.
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koju neki drugi studenti već imaju.
07:29
Other students might be interested in a particular
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Drugi studenti će možda biti zainteresovani za posebnu
07:31
enrichment topic that they want to pursue individually.
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dodatnu temu koju žele samostalno da izuče.
07:34
So this format allows us to break away
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Ovaj format nam dozvoljava da se odvojimo
07:38
from the one-size-fits-all model of education,
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od modela obrazovanja "jedno važi za sve",
07:40
and allows students to follow a much more personalized curriculum.
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i dozvolimo studentima da prate
više lični nastavni plan.
više lični nastavni plan.
07:44
Of course, we all know as educators
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Naravno, znamo kao edukatori
07:47
that students don't learn by sitting and passively watching videos.
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da studenti ne uče time što sede i
pasivno gledaju video snimke.
pasivno gledaju video snimke.
07:50
Perhaps one of the biggest components of this effort
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Jedna od najvećih komponenti ovog pokreta
07:53
is that we need to have students
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je da studenti moraju
07:56
who practice with the material
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vežbati sa sadržajem
07:58
in order to really understand it.
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u cilju da ga poptuno razumeju.
08:01
There's been a range of studies that demonstrate the importance of this.
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Velik opseg ispitivanja demonstrira važnost ovoga.
08:04
This one that appeared in Science last year, for example,
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Jedno koje se pojavilo u časopisu
Science prošle godine,
Science prošle godine,
08:07
demonstrates that even simple retrieval practice,
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pokazuje da čak i jednostavno ponavljanje gradiva,
08:10
where students are just supposed to repeat
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gde studenti moraju da ponove
08:13
what they already learned
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šta su već naučili
08:14
gives considerably improved results
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daje znatno bolje rezultate
08:16
on various achievement tests down the line
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na raznim testovima dostignuća
08:18
than many other educational interventions.
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nego mnoge druge obrazovne intervencije.
08:23
We've tried to build in retrieval practice into the platform,
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Pokušali smo da ponavljanje gradiva
ugradimo u našu platformu,
ugradimo u našu platformu,
08:25
as well as other forms of practice in many ways.
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kao i mnoge druge oblike vežba.
08:28
For example, even our videos are not just videos.
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Na primer, čak i naši video snimci nisu samo snimci.
08:32
Every few minutes, the video pauses
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Svakih nekoliko minuta, video se zaustavi
08:34
and the students get asked a question.
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i studentima se postavi pitanje.
08:36
(Video) SP: ... These four things. Prospect theory, hyperbolic discounting,
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(Video) SP: ... Ove četiri stvari. Teorija mogućih ishoda,
08:38
status quo bias, base rate bias. They're all well documented.
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sklonost ka izbegavanju promena, zanemarivanje osnovne učestalosti. Sve su veoma dobro zapisane.
08:41
So they're all well documented deviations from rational behavior.
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To su sve dobro dokumentovana odstupanja
od racionalnog ponašanja.
od racionalnog ponašanja.
08:44
DK: So here the video pauses,
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DK: Ovde se video pauzira,
08:46
and the student types in the answer into the box
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i student piše odgovor u polje
08:48
and submits. Obviously they weren't paying attention.
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i odgovara. Očigledno nije obraćao pažnju.
08:51
(Laughter)
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(Smeh)
08:52
So they get to try again,
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Pokušava ponovo
08:54
and this time they got it right.
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i ovog puta uspeva.
08:57
There's an optional explanation if they want.
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Postoji i dodatno objašnjenje ako to žele.
08:59
And now the video moves on to the next part of the lecture.
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Sada se video nastavlja ka sledećem delu lekcije.
09:03
This is a kind of simple question
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Ovo je jednostavno pitanje
09:05
that I as an instructor might ask in class,
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koje ja, kao nastavnik, mogu da pitam tokom časova,
09:07
but when I ask that kind of a question in class,
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ali kada postavim ovakvo pitanje tokom časa,
09:10
80 percent of the students
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80 procenata studenata
09:11
are still scribbling the last thing I said,
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još uvek zapisuje prethodnu stvar koju sam rekla,
09:13
15 percent are zoned out on Facebook,
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15 procenata je izgubljeno na Fejsbuku,
09:16
and then there's the smarty pants in the front row
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a tu je i pametnjaković u prednjem redu
09:19
who blurts out the answer
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koji izblebeće odgovor
09:20
before anyone else has had a chance to think about it,
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pre nego što bilo ko drugi ima priliku
da razmisli o njemu,
da razmisli o njemu,
09:22
and I as the instructor am terribly gratified
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i ja sam, kao predavač, veoma zadovoljna
09:25
that somebody actually knew the answer.
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da je neko uopšte znao odgovor.
09:27
And so the lecture moves on before, really,
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Lekcija se onda nastavlja pre nego što je, zapravo,
09:29
most of the students have even noticed that a question had been asked.
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većina studenata primetila da sam
uopšte postavila pitanje.
uopšte postavila pitanje.
09:33
Here, every single student
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Ovde, svaki student
09:36
has to engage with the material.
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mora da se uključi u sadržaj.
09:38
And of course these simple retrieval questions
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Naravno, ova jednostavna pitanja za ponavljanje
09:40
are not the end of the story.
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nisu kraj priče.
09:42
One needs to build in much more meaningful practice questions,
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Moramo da ugradimo smislenija pitanja za vežbu
09:45
and one also needs to provide the students with feedback
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i da pružimo studentima podatke
o njihovim rezultatima
o njihovim rezultatima
09:47
on those questions.
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na tim pitanjima.
09:49
Now, how do you grade the work of 100,000 students
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Kako da ocenimo radove 100.000 studenata
09:52
if you do not have 10,000 TAs?
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ako nemamo 10.000 asistenata?
09:55
The answer is, you need to use technology
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Odgovor na to je, morate upotrebiti tehnologiju
09:57
to do it for you.
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koja će to raditi umesto vas.
09:59
Now, fortunately, technology has come a long way,
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Na sreću, tehnologija je daleko dospela,
10:01
and we can now grade a range of interesting types of homework.
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i sada možemo da ocenjujemo širok opseg
zanimljivih vrsta domaćih zadataka.
zanimljivih vrsta domaćih zadataka.
10:05
In addition to multiple choice
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Kao dodatak pitanjima sa ponuđenim odgovorima
10:06
and the kinds of short answer questions that you saw in the video,
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i kratkim pitanjima koja ste videli na video snimku,
10:09
we can also grade math, mathematical expressions
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možemo da ocenjujemo matematiku,
matematičke operacije
matematičke operacije
10:13
as well as mathematical derivations.
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i matematičke derivacije.
10:15
We can grade models, whether it's
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Možemo da ocenjujemo modele,
bez obzira na to da li su
bez obzira na to da li su
10:17
financial models in a business class
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finansijski modeli na časovima biznisa
10:20
or physical models in a science or engineering class
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ili fizički modeli na času nauke ili inženjerstva
10:23
and we can grade some pretty sophisticated programming assignments.
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možemo takođe i da ocenjujemo dosta napredne
zadatke iz programiranja.
zadatke iz programiranja.
10:26
Let me show you one that's actually pretty simple
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Pokazaću vam primer koji je dosta jednostavan
10:28
but fairly visual.
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ali veoma vizuelan.
10:30
This is from Stanford's Computer Science 101 class,
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Ovo je sa časova informatike na Stenfordu,
10:32
and the students are supposed to color-correct
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i studenti moraju da poprave boju
10:34
that blurry red image.
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na mutnoj crvenoj slici.
10:35
They're typing their program into the browser,
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Upisuju njihov program u pretraživač,
10:37
and you can see they didn't get it quite right, Lady Liberty is still seasick.
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i vidite da nije dobro ispalo,
Kipu Slobode je još uvek muka.
Kipu Slobode je još uvek muka.
10:41
And so, the student tries again, and now they got it right, and they're told that,
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Student pokušava ponovo i uspeva i to mu je rečeno,
10:45
and they can move on to the next assignment.
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može da nastavi dalje na sledeći zadatak.
10:48
This ability to interact actively with the material
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Ova sposobnost aktivne interakcije sa sadržajem
10:51
and be told when you're right or wrong
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i odgovora da li ste u pravu ili niste,
10:52
is really essential to student learning.
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je ključna za studentovo učenje.
10:56
Now, of course we cannot yet grade
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Narvno, ne možemo još da ocenimo
10:58
the range of work that one needs for all courses.
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opseg rada koji treba nekome za sve kurseve.
11:01
Specifically, what's lacking is the kind of critical thinking work
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Ono što nedostaje je rad kritičnog razmišljanja
11:04
that is so essential in such disciplines
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koje je neophodno u smerovima
11:06
as the humanities, the social sciences, business and others.
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kao što su društvene nauke, biznis i drugi.
11:09
So we tried to convince, for example,
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Pokušali smo da ubedimo, na primer,
11:12
some of our humanities faculty
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nekog od nastavniog osoblja društvenih nauka,
11:13
that multiple choice was not such a bad strategy.
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da pitanja sa ponuđenim odgovorima nisu loša strategija.
11:16
That didn't go over really well.
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To nije prošlo veoma dobro.
11:18
So we had to come up with a different solution.
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Morali smo da smislimo drugo rešenje.
11:21
And the solution we ended up using is peer grading.
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Rešenje koje smo na kraju prihvatili
je vršnjačko ocenjivanje.
je vršnjačko ocenjivanje.
11:24
It turns out that previous studies show,
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Ispostavlja se da prethodna istraživanja pokazuju,
11:26
like this one by Saddler and Good,
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kao ovo od Sadlera i Guda,
11:28
that peer grading is a surprisingly effective strategy
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da je vršnjačko ocenjivanje iznenađujuće
efektivna strategija
efektivna strategija
11:30
for providing reproducible grades.
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za pružanje izvodljivih ocena.
11:34
It was tried only in small classes,
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Pokušali smo u malim razredima,
11:35
but there it showed, for example,
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ali se tamo pokazalo, na primer,
11:37
that these student-assigned grades on the y-axis
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da među-studentske ocene na y osi
11:39
are actually very well correlated
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su veoma dobro usklađene sa
11:41
with the teacher-assigned grade on the x-axis.
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ocenama profesora na x osi.
11:43
What's even more surprising is that self-grades,
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Ono što još više iznenađuje je da je samo-ocenjivanje,
11:46
where the students grade their own work critically --
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gde studenti ocene svoj rad sami --
11:48
so long as you incentivize them properly
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sve dok ih podstaknete da to urade na pravi način
11:50
so they can't give themselves a perfect score --
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da ne bi sebi dali maksimalan broj bodova --
11:52
are actually even better correlated with the teacher grades.
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još više usklađeno sa ocenama nastavnika.
11:55
And so this is an effective strategy
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Ovo je efektivna strategija
11:57
that can be used for grading at scale,
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koja se može iskoristiti za ocenjivanje na većoj razmeri,
11:59
and is also a useful learning strategy for the students,
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i korisna je strategija učenja za studente,
12:02
because they actually learn from the experience.
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jer oni zapravo i uče iz ovog iskustva.
12:04
So we now have the largest peer-grading pipeline ever devised,
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Sada imamo najveći sistem uzajamnog ocenjivanja
12:09
where tens of thousands of students
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gde desetine hiljada studenata
12:11
are grading each other's work,
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jedni drugima ocenjuju radove,
12:12
and quite successfully, I have to say.
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i to dosta uspešno, moram reći.
12:15
But this is not just about students
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Ali ne radi se ovde samo o studentima
12:18
sitting alone in their living room working through problems.
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koji sede sami u svojoj sobi rešavajući zadatke.
12:21
Around each one of our courses,
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Oko svakog našeg kursa
12:22
a community of students had formed,
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stvorila se zajednica studenata,
12:25
a global community of people
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globalna zajednica ljudi
12:26
around a shared intellectual endeavor.
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okupljena oko zajedničkog intelektualnog napora.
12:29
What you see here is a self-generated map
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Ovde vidite mapu koju su napravili
12:32
from students in our Princeton Sociology 101 course,
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studenti u našem kursu uvoda u sociologiju, sa Prinstona,
12:35
where they have put themselves on a world map,
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gde su se oni stavili na mapu sveta,
12:37
and you can really see the global reach of this kind of effort.
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gde se zapravo vidi globalni opseg ovakvog pokreta.
12:40
Students collaborated in these courses in a variety of different ways.
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Studenti sarađuju na ovim kursevima
na više različitih načina.
na više različitih načina.
12:45
First of all, there was a question and answer forum,
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Kao prvo, postoji forum za pitanja i odgovore,
12:48
where students would pose questions,
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gde studenti postave pitanje,
12:50
and other students would answer those questions.
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a drugi studenti odgovaraju na ta pitanja.
12:52
And the really amazing thing is,
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Neverovatna stvar ovde je,
12:54
because there were so many students,
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zbog velikog broja studenata,
12:56
it means that even if a student posed a question
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čak i kada bi student postavio pitanje
12:58
at 3 o'clock in the morning,
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u 3 sata ujutru,
13:00
somewhere around the world,
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negde u svetu,
13:01
there would be somebody who was awake
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bio bi neko ko je budan
13:03
and working on the same problem.
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i koji radi na istom tom zadatku.
13:05
And so, in many of our courses,
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U mnogim našim kursevima,
13:07
the median response time for a question
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prosečno vreme potrebno da se na pitanje odgovori
13:10
on the question and answer forum was 22 minutes.
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na forumu, je 22 minuta.
13:13
Which is not a level of service I have ever offered to my Stanford students.
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Takav nivo usluge ja nisam nikad ponudila
mojim studentima na Stenfordu.
mojim studentima na Stenfordu.
13:18
(Laughter)
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(Smeh)
13:19
And you can see from the student testimonials
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Iz pohvalnica naših studenata vidite
13:21
that students actually find
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da oni primećuju
13:23
that because of this large online community,
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da zbog ove velike online zajednice,
13:25
they got to interact with each other in many ways
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mogu da sarađuju međusobno na mnoge načine
13:28
that were deeper than they did in the context of the physical classroom.
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koji su opširniji nego što su mogli
u kontekstu stvarne učionice.
u kontekstu stvarne učionice.
13:32
Students also self-assembled,
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Studenti su takođe samo-organizovani,
13:34
without any kind of intervention from us,
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bez ikakve intervencije sa naše strane,
13:36
into small study groups.
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u male grupe za učenje.
13:38
Some of these were physical study groups
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Neke od ovih su bile prave grupe za učenje,
13:41
along geographical constraints
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osnovane na geografičkim ograničenjima,
13:42
and met on a weekly basis to work through problem sets.
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koje su se sastajali na nedeljnom nivou
da razrade nekoliko zadataka.
da razrade nekoliko zadataka.
13:45
This is the San Francisco study group,
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Ovo je studijska grupa u San Francisku,
13:47
but there were ones all over the world.
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ali ima ih mnogo širom sveta.
13:49
Others were virtual study groups,
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Ostale grupe su virtualne,
13:51
sometimes along language lines or along cultural lines,
307
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2989
nekad po jezičnoj srodnosti ili kulturnoj,
13:54
and on the bottom left there,
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ovde dole levo vidite
13:56
you see our multicultural universal study group
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našu multikulturnu univerzalnu grupu za učenje
14:00
where people explicitly wanted to connect
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gde su ljudi posebno želeli da stupe u vezu
14:01
with people from other cultures.
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sa ljudima iz drugih kultura.
14:04
There are some tremendous opportunities
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Postoje neverovatne mogućnosti
14:06
to be had from this kind of framework.
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koje se mogu dobiti iz ovakvog okvira rada.
14:10
The first is that it has the potential of giving us
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Prva je da ima potencijal da nam da
14:13
a completely unprecedented look
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potpuno jedinstven pogled
14:16
into understanding human learning.
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na razumevanje učenja ljudi.
14:18
Because the data that we can collect here is unique.
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Zato što su ovde podaci posebni.
14:22
You can collect every click, every homework submission,
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Možemo da sakupimo svaki klik,
svaki predat domaći zadatak,
svaki predat domaći zadatak,
14:26
every forum post from tens of thousands of students.
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svaku poruku sa foruma od desetina hiljada studenata.
14:30
So you can turn the study of human learning
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Možete preokrenuti izučavanje ljudskog obrazovanja
14:32
from the hypothesis-driven mode
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od načina pokrenutog pretpostavkama
14:34
to the data-driven mode, a transformation that,
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do načina pokrenutog podacima,
transformacija koja je,
transformacija koja je,
14:37
for example, has revolutionized biology.
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na primer, pokrenula revoluciju u biologiji.
14:40
You can use these data to understand fundamental questions
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Možete da iskoristite ove podatke
da razumete ključna pitanja
da razumete ključna pitanja
14:44
like, what are good learning strategies
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kao što je koje su dobre strategije učenja
14:45
that are effective versus ones that are not?
326
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koje su efektivne naspram onih koje nisu?
14:48
And in the context of particular courses,
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U kontekstu posebnih kurseva,
14:50
you can ask questions
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možete postaviti pitanja
14:52
like, what are some of the misconceptions that are more common
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kao: koje su česte zablude
14:55
and how do we help students fix them?
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i kako da pomognemo studentima da ih se reše?
14:57
So here's an example of that,
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Evo primera toga,
14:59
also from Andrew's Machine Learning class.
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takođe iz Endruovog časa kompjuterskog učenja.
15:01
This is a distribution of wrong answers
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Ovo je distribucija pogrešnih odgovora
15:03
to one of Andrew's assignments.
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na jedan od Endruovih zadataka.
15:05
The answers happen to be pairs of numbers,
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Odgovori su parovi brojeva,
15:07
so you can draw them on this two-dimensional plot.
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što omogućava da ih predstavite na grafikonu.
15:09
Each of the little crosses that you see is a different wrong answer.
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Svaki od malih krstova koje vidite
su različiti pogrešni odgovori.
su različiti pogrešni odgovori.
15:13
The big cross at the top left
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Veliki krst u gornjem levom delu
15:15
is where 2,000 students
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je gde je 2000 studenata
15:17
gave the exact same wrong answer.
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dalo isti pogrešan odgovor.
15:20
Now, if two students in a class of 100
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Ako dvoje studenata u razredu od 100
15:22
give the same wrong answer,
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napravi istu grešku,
15:24
you would never notice.
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ne biste to primetili.
15:25
But when 2,000 students give the same wrong answer,
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Kada 2000 studenata da isti pogrešan odgovor,
15:28
it's kind of hard to miss.
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teško je da vam promakne.
15:29
So Andrew and his students went in,
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Endru i njegovi učenici su bacili pogled,
15:32
looked at some of those assignments,
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pogledali neke od tih zadataka,
15:33
understood the root cause of the misconception,
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razumeli koren ovog nesporazuma,
15:37
and then they produced a targeted error message
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i onda napravili poruku koja ukazuje na tu grešku
15:40
that would be provided to every student
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koja će se pokazati svakom studentu
15:42
whose answer fell into that bucket,
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čiji odgovor padne u tu grupu,
15:44
which means that students who made that same mistake
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što znači da se studentima
koji naprave istu grešku
koji naprave istu grešku
15:46
would now get personalized feedback
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sada pruža lična povratna informacija
15:48
telling them how to fix their misconception much more effectively.
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koja im govori kako da isprave
grešku na efektivniji način.
grešku na efektivniji način.
15:53
So this personalization is something that one can then build
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Ova personalizacija je nešto što možemo izgraditi
15:56
by having the virtue of large numbers.
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pomoću tih velikih brojki.
16:00
Personalization is perhaps
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Personalizacija je verovatno
16:02
one of the biggest opportunities here as well,
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jedna od najvećih mogućnosti ovde,
16:04
because it provides us with the potential
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jer nam pruža potencijal
16:07
of solving a 30-year-old problem.
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da rešimo problem star 30 godina.
16:09
Educational researcher Benjamin Bloom, in 1984,
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Obrazovni istraživač Bendžamin Blum je 1984.,
16:13
posed what's called the 2 sigma problem,
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predstavio nešto što je nazvao problem 2 sigme,
16:15
which he observed by studying three populations.
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koji je primetio proučavajući tri grupe.
16:18
The first is the population that studied in a lecture-based classroom.
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Prva grupa je učila na časovima sa
standardnim predavanjem.
standardnim predavanjem.
16:22
The second is a population of students that studied
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Druga grupa studenata je učila
16:24
using a standard lecture-based classroom,
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na standardnom času sa predavanjima,
16:26
but with a mastery-based approach,
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ali sa pristupom usavršavanja,
16:28
so the students couldn't move on to the next topic
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tako da studenti ne mogu da pređu na sledeću temu
16:30
before demonstrating mastery of the previous one.
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pre nego što predstave usavršeno znanje prve.
16:33
And finally, there was a population of students
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Na kraju, bila je grupa studenata
16:36
that were taught in a one-on-one instruction using a tutor.
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koja je učena jedan-na-jedan sa instruktorom.
16:40
The mastery-based population was a full standard deviation,
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3272
Grupa na osnovu usavršavanja je bila
za punu standardnu devijaciju,
za punu standardnu devijaciju,
16:44
or sigma, in achievement scores better
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2288
ili sigmu, bolja u bodovima postignuća
16:46
than the standard lecture-based class,
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2394
od grupe iz časova sa standardnim predavanjem,
16:48
and the individual tutoring gives you 2 sigma
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2144
a individualno učenje sa instruktorom
pokazuje 2 sigme
pokazuje 2 sigme
16:50
improvement in performance.
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poboljšanja u performansama.
16:52
To understand what that means,
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Da bismo razumeli šta to znači,
16:54
let's look at the lecture-based classroom,
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moramo pogledati časove sa predavanjem,
16:56
and let's pick the median performance as a threshold.
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i izabrati prosečnu performansu kao prag.
16:58
So in a lecture-based class,
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Znači, na času sa lekcijama,
17:00
half the students are above that level and half are below.
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pola studenata je iznad tog praga proseka,
a pola je ispod.
a pola je ispod.
17:04
In the individual tutoring instruction,
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2098
U individualnom učenju,
17:06
98 percent of the students are going to be above that threshold.
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98 procenata studenata je iznad tog praga.
17:11
Imagine if we could teach so that 98 percent of our students
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Zamislite kada bismo mogli da podučimo studente
tako da 98 procenata njih
tako da 98 procenata njih
17:14
would be above average.
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budu iznad proseka.
17:17
Hence, the 2 sigma problem.
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Stoga, problem 2 sigme.
17:20
Because we cannot afford, as a society,
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Kao društvo, ne možemo da priuštimo
17:22
to provide every student with an individual human tutor.
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da svakom studentu pružimo individualnog instruktora.
17:26
But maybe we can afford to provide each student
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Ali možda možemo priuštiti da svakom studentu
17:28
with a computer or a smartphone.
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2019
pružimo kompjuter ili pametni telefon.
17:30
So the question is, how can we use technology
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Pitanje je, kako možemo upotrebiti tehnologiju
17:32
to push from the left side of the graph, from the blue curve,
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da guramo sa leve strane grafikona, od plave krive,
17:35
to the right side with the green curve?
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do desne strane sa zelenom krivom?
17:38
Mastery is easy to achieve using a computer,
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Stručnost je lako postići
korišćenjem kompjutera,
korišćenjem kompjutera,
17:40
because a computer doesn't get tired
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1405
zato što se kompjuter ne umori
17:42
of showing you the same video five times.
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od ponavljanja istog video snimka pet puta.
17:45
And it doesn't even get tired of grading the same work multiple times,
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3251
Ne umori se čak ni od ocenjivanja
istog rada nekoliko puta,
istog rada nekoliko puta,
17:48
we've seen that in many of the examples that I've shown you.
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1052802
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to smo videli u mnogim primerima
koje sam vam pokazala.
koje sam vam pokazala.
17:51
And even personalization
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1055828
1854
Čak i personalizacija
17:53
is something that we're starting to see the beginnings of,
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2136
je nešto čiji početak tek vidimo,
17:55
whether it's via the personalized trajectory through the curriculum
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1059818
3192
bilo da je ta personalizacija kroz nastavni plan
17:58
or some of the personalized feedback that we've shown you.
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1063010
3264
ili neka personalizovana povratna informacija
koju sam vam pokazala.
koju sam vam pokazala.
18:02
So the goal here is to try and push,
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2488
Ovde je cilj da pokušamo da poguramo,
18:04
and see how far we can get towards the green curve.
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1068762
3497
i da vidimo dokle možemo stići prema zelenoj krivulji.
18:08
So, if this is so great, are universities now obsolete?
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1072259
5359
Ako je ovo tako super, da li su
univerziteti sada nepotrebni?
univerziteti sada nepotrebni?
18:13
Well, Mark Twain certainly thought so.
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1077618
2992
Mark Tven tako misli.
18:16
He said that, "College is a place where a professor's lecture notes
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1080610
2545
Rekao je: "Koledž je mesto gde profesorove beleške
18:19
go straight to the students' lecture notes,
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1083155
1703
idu pravo u studentove beleške,
18:20
without passing through the brains of either."
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1084858
2376
a da ne prođu kroz glave ni jednog."
18:23
(Laughter)
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4047
(Smeh)
18:27
I beg to differ with Mark Twain, though.
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2668
Ja se ne slažem sa Markom Tvenom.
18:29
I think what he was complaining about is not
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2665
Mislim da se nije žalio na
18:32
universities but rather the lecture-based format
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2750
univerzitete, nego na format predavanja
18:35
that so many universities spend so much time on.
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1099364
2784
koje mnogi univerziteti koriste.
18:38
So let's go back even further, to Plutarch,
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1102148
3159
Hajde da se vratimo još nazad, do Plutarha,
18:41
who said that, "The mind is not a vessel that needs filling,
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2227
koji je rakao da "Um nije sud koji treba napuniti,
18:43
but wood that needs igniting."
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1107534
2023
nego drvo koje treba zapaliti."
18:45
And maybe we should spend less time at universities
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1109557
2190
Možda bi manje vremena trebalo da
provedemo na univerzitetima
provedemo na univerzitetima
18:47
filling our students' minds with content
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1111747
2571
puneći umove naših studenata sadržajem
18:50
by lecturing at them, and more time igniting their creativity,
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1114318
3800
kroz predavanja, a više vremena raspaljući
njihovu kreativnost,
njihovu kreativnost,
18:54
their imagination and their problem-solving skills
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3255
njihovu maštu i sposobnost rešavanja problema
18:57
by actually talking with them.
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2498
time što ćemo razgovarati sa njima.
18:59
So how do we do that?
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Kako da to uradimo?
19:01
We do that by doing active learning in the classroom.
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To radimo tako što vežbamo
aktivno učenje na časovima.
aktivno učenje na časovima.
19:04
So there's been many studies, including this one,
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2449
Bilo je mnogo ispitivanja, uključujući ovo,
19:07
that show that if you use active learning,
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koje pokazuje da aktivno učenje,
19:09
interacting with your students in the classroom,
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2416
interakcija sa studentima na času,
19:11
performance improves on every single metric --
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1135614
2696
poboljšava performanse na svakom polju --
19:14
on attendance, on engagement and on learning
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1138310
2449
prisustvovanju časovima, na učešću i učenju,
19:16
as measured by a standardized test.
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1140759
2055
izmereno standardnim testom.
19:18
You can see, for example, that the achievement score
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1864
Vidite, na primer, da se bodovi postignuća
19:20
almost doubles in this particular experiment.
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skoro dupliraju u ovom eksperimentu.
19:23
So maybe this is how we should spend our time at universities.
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1147548
4401
Možda bi ovako trebalo da provodimo
naše vreme na univerzitetima.
naše vreme na univerzitetima.
19:27
So to summarize, if we could offer a top quality education
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1151949
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Da rezimiramo, kada bismo mogli da ponudimo
obrazovanje najboljeg kvaliteta
obrazovanje najboljeg kvaliteta
19:32
to everyone around the world for free,
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1903
svakome u svetu, besplatno,
19:34
what would that do? Three things.
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šta bi to postiglo? Tri stvari.
19:37
First it would establish education as a fundamental human right,
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3421
Prvo bi omogućilo da obrazovanje
bude osnovno ljudsko pravo,
bude osnovno ljudsko pravo,
19:40
where anyone around the world
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gde bilo ko u svetu
19:41
with the ability and the motivation
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1921
sa mogućnošću i motivacijom
19:43
could get the skills that they need
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1951
može da nauči veštine koje su mu potrebne
19:45
to make a better life for themselves,
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da poboljša život sebi,
19:47
their families and their communities.
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1171494
2017
svojoj porodici i svojoj zajednici.
19:49
Second, it would enable lifelong learning.
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Drugo, omogućilo bi doživotno učenje.
19:52
It's a shame that for so many people,
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Šteta je što za mnoge ljude,
19:53
learning stops when we finish high school or when we finish college.
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1178093
3312
učenje prestaje kada završimo
srednju školu ili fakultet.
srednju školu ili fakultet.
19:57
By having this amazing content be available,
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2481
Time što imamo ovaj neverovatan sadržaj,
19:59
we would be able to learn something new
447
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2743
možemo da naučimo nešto novo
20:02
every time we wanted,
448
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1136
svaki put kada to želimo,
20:03
whether it's just to expand our minds
449
1187765
1329
bilo da je to samo da bismo proširili horizonte
20:04
or it's to change our lives.
450
1189094
1959
ili da promenimo naš život.
20:06
And finally, this would enable a wave of innovation,
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3145
Najzad, ovo bi omogućilo talas inovacija,
20:10
because amazing talent can be found anywhere.
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3072
jer neverovatan talenat se može naći bilo gde.
20:13
Maybe the next Albert Einstein or the next Steve Jobs
453
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3008
Možda sledeći Albert Ajnštajn ili sledeći Stiv Džobs
20:16
is living somewhere in a remote village in Africa.
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2615
živi negde u udaljenom selu u Africi.
20:18
And if we could offer that person an education,
455
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2656
Ako možemo toj osobi pružiti obrazovanje,
20:21
they would be able to come up with the next big idea
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2356
ona bi mogla osmisliti sledeću veliku stvar
20:23
and make the world a better place for all of us.
457
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2404
i učini svet boljim mestom za sve nas.
20:26
Thank you very much.
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Hvala vam puno.
20:27
(Applause)
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1211469
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(Aplauz)
ABOUT THE SPEAKER
Daphne Koller - EducatorWith Coursera, Daphne Koller and co-founder Andrew Ng are bringing courses from top colleges online, free, for anyone who wants to take them.
Why you should listen
A 3rd generation Ph.D who is passionate about education, Stanford professor Daphne Koller is excited to be making the college experience available to anyone through her startup, Coursera. With classes from 85 top colleges, Coursera is an innovative model for online learning. While top schools have been putting lectures online for years, Coursera's platform supports the other vital aspect of the classroom: tests and assignments that reinforce learning.
At the Stanford Artificial Intelligence Laboratory, computer scientist Daphne Koller studies how to model large, complicated decisions with lots of uncertainty. (Her research group is called DAGS, which stands for Daphne's Approximate Group of Students.) In 2004, she won a MacArthur Fellowship for her work, which involves, among other things, using Bayesian networks and other techniques to explore biomedical and genetic data sets.
Daphne Koller | Speaker | TED.com