TEDGlobal 2010
Sugata Mitra: The child-driven education
Sugata Mitra's nye eksperiment med selvlæring
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Uddannelsesforskeren Sugata Mitra angriber et af de største problemer med uddannelse - at de bedste lærere og skoler ikke findes, hvor der er størst behov. I en række eksperimenter fra den virkelige verden, fra New Delhi over Sydafrika til Italien, gav han børn selvstændig adgang til nettet og så resultater, som kan revolutionere den måde, vi opfatter indlæring.
Sugata Mitra - Education researcher
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another. Full bio
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another. Full bio
Double-click the English transcript below to play the video.
00:17
Well, that's kind of an obvious statement up there.
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Sætningen bag mig siger jo nærmest sig selv.
00:19
I started with that sentence about 12 years ago,
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Jeg startede med den sætning for 12 år siden,
00:22
and I started in the context
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og jeg startede
00:25
of developing countries,
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med udviklingslande,
00:27
but you're sitting here from every corner of the world.
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men I sidder her fra alle verdenshjørner.
00:30
So if you think of a map of your country,
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Hvis I forestiller jer et kort over jeres land,
00:33
I think you'll realize
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kan I sikkert forestille jer,
00:35
that for every country on Earth,
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at for hvert land på jorden,
00:37
you could draw little circles to say,
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tegner I en cirkel, der indikerer, at
00:39
"These are places where good teachers won't go."
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"Dette er et land, som ingen gode lærere vil rejse til."
00:43
On top of that,
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Og samtidig med det,
00:45
those are the places from where trouble comes.
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så er det disse lande, der skaber problemer.
00:48
So we have an ironic problem --
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Vi har et ironisk problem.
00:50
good teachers don't want to go
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Gode lærere har ikke lyst til at tage hen,
00:52
to just those places where they're needed the most.
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hvor de gode lærere er mest nødvendige.
00:55
I started in 1999
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I 1999 begyndte jeg
00:58
to try and address this problem with an experiment,
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at kigge nærmere på dette problem gennem et lille eksperiment,
01:01
which was a very simple experiment in New Delhi.
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et meget simpelt eksperiment i New Delhi.
01:06
I basically embedded a computer
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Grundlæggende indlejrede jeg en computer
01:09
into a wall of a slum in New Delhi.
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i en væg i et slumkvarter i New Delhi.
01:13
The children barely went to school, they didn't know any English --
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Børnene gik knapt nok i skole. De kunne ikke engang snakke engelsk.
01:16
they'd never seen a computer before,
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De havde aldrig set en computer før,
01:18
and they didn't know what the internet was.
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og de vidste ikke hvad Internettet var.
01:21
I connected high speed internet to it -- it's about three feet off the ground --
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Jeg tilsluttede en bredbåndsforbindelse til den - den er cirka en meter over jorden -
01:24
turned it on and left it there.
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tændte den og lod den være.
01:26
After this,
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Derefter
01:28
we noticed a couple of interesting things, which you'll see.
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bemærkede vi nogle interessante ting, som I vil få at se.
01:31
But I repeated this all over India
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Jeg gentog dette over hele Indien,
01:34
and then through
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og videre ud
01:36
a large part of the world
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i en stor del af verden
01:38
and noticed
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og bemærkede,
01:40
that children will learn to do
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at børn lærer at gøre det,
01:42
what they want to learn to do.
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de har lyst til at lære at gøre.
01:45
This is the first experiment that we did --
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Dette er det første eksperiment vi lavede -
01:47
eight year-old boy on your right
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en 8-årig dreng til højre,
01:49
teaching his student, a six year-old girl,
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der lærer sin elev, en 6-årig pige,
01:52
and he was teaching her how to browse.
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hvordan man surfer.
01:56
This boy here in the middle of central India --
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Her er en dreng midt i den centrale del af Indien -
02:00
this is in a Rajasthan village,
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her er det i byen Rajasthan,
02:02
where the children recorded their own music
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hvor børnene optog deres egen musik,
02:05
and then played it back to each other
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og derefter afspillede den for hinanden,
02:08
and in the process,
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og under udførelsen,
02:10
they've enjoyed themselves thoroughly.
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morede sig gevaldigt.
02:12
They did all of this in four hours
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Alt dette gjorde de kun 4 timer
02:14
after seeing the computer for the first time.
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efter de så en computer for første gang.
02:17
In another South Indian village,
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I en anden landsby i det sydlige Indien
02:20
these boys here
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har vi nogle drenge,
02:22
had assembled a video camera
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som har samlet et videokamera,
02:24
and were trying to take the photograph of a bumble bee.
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og som prøvede at tage et billede af en brumbasse.
02:26
They downloaded it from Disney.com,
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De downloadede det fra Disney.com,
02:28
or one of these websites,
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eller et lignende website,
02:30
14 days after putting the computer in their village.
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14 dage efter, at vi opsatte computeren i deres by.
02:36
So at the end of it,
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Så til sidst
02:38
we concluded that groups of children
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konkluderede vi, at grupper af børn
02:40
can learn to use computers and the internet on their own,
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kan lære at bruge computere og Internettet af sig selv,
02:43
irrespective of who
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uafhængigt af, hvem
02:45
or where they were.
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eller hvor de er.
02:48
At that point, I became a little more ambitious
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På dette tidspunkt blev jeg mere ambitiøs
02:51
and decided to see
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og beluttede at undersøge,
02:54
what else could children do with a computer.
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hvad børn ellers kan bruge en computer til.
02:57
We started off with an experiment in Hyderabad, India,
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Vi startede med et eksperiment i Hyderabad i Indien,
03:00
where I gave a group of children --
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hvor jeg gav en gruppe børn -
03:03
they spoke English with a very strong Telugu accent.
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der snakkede engelsk med en stærk Telugu accent.
03:06
I gave them a computer
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Jeg gav dem en computer
03:08
with a speech-to-text interface,
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med en tale-til-tekst brugerflade,
03:10
which you now get free with Windows,
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som man nu får gratis med Windows,
03:13
and asked them to speak into it.
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og bad dem om at tale til den.
03:15
So when they spoke into it,
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Så når de talte til den,
03:17
the computer typed out gibberish,
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så skrev computeren kun sludder,
03:19
so they said, "Well, it doesn't understand anything of what we are saying."
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så de sagde, "Men den forstår ikke hvad vi siger".
03:21
So I said, "Yeah, I'll leave it here for two months.
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Så svarede jeg, "Jeg efterlader den her i 2 måneder.
03:23
Make yourself understood
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Få computeren
03:25
to the computer."
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til at forstå jer."
03:27
So the children said, "How do we do that."
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Børnene sagde, "Hvordan gør vi det."
03:29
And I said,
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Og jeg svarede,
03:31
"I don't know, actually."
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"Det ved jeg ikke."
03:33
(Laughter)
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(Latter)
03:35
And I left.
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Og så gik jeg.
03:37
(Laughter)
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(Latter)
03:40
Two months later --
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2 måneder senere -
03:42
and this is now documented
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og dette er nu dokumenteret
03:44
in the Information Technology
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i journalen 'Information Technology
03:46
for International Development journal --
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for International Development' -
03:48
that accents had changed
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havde deres accenter ændret sig,
03:50
and were remarkably close to the neutral British accent
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og lød næsten som den neutrale britisk accent,
03:53
in which I had trained the speech-to-text synthesizer.
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som jeg havde lært tale-til-tekst oversætteren.
03:56
In other words, they were all speaking like James Tooley.
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Med andre ord talte de alle som James Tooley.
03:59
(Laughter)
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(Latter)
04:01
So they could do that on their own.
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Så de kunne lære det af sig selv.
04:03
After that, I started to experiment
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Efter dette begyndte jeg at eksperimentere med
04:05
with various other things
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med forskellige andre ting,
04:07
that they might learn to do on their own.
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som de måske kunne lære sig selv.
04:09
I got an interesting phone call once from Columbo,
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Jeg modtog et interessant telefonopkald fra Colombo,
04:12
from the late Arthur C. Clarke,
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fra den nu afdøde Arthur C. Clarke
04:14
who said, "I want to see what's going on."
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som sagde, "Jeg vil se hvad der sker".
04:16
And he couldn't travel, so I went over there.
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Og han kunne ikke rejse, så jeg tog over til ham.
04:19
He said two interesting things,
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Han sagde to interessante ting,
04:21
"A teacher that can be replaced by a machine should be."
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"En lærer, som kan erstattes af en maskine, bør erstattes".
04:26
(Laughter)
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(Latter)
04:28
The second thing he said was that,
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Den anden ting han sagde var,
04:30
"If children have interest,
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"Hvis børn har lyst,
04:32
then education happens."
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så opstår der læring".
04:35
And I was doing that in the field,
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Og det gjorde jeg ude i marken,
04:37
so every time I would watch it and think of him.
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og hver gang jeg så det, tænkte jeg på ham.
04:39
(Video) Arthur C. Clarke: And they can definitely
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(Video) Arthur C. Clarke: Og de kan bestemt
04:42
help people,
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hjælpe folk,
04:44
because children quickly learn to navigate
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fordi børn lærer hurtigt at navigere
04:46
the web and find things which interest them.
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og gå ind og finde ting, som interesserer dem.
04:49
And when you've got interest, then you have education.
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Og når der er interesse, så sker der læring.
04:52
Sugata Mitra: I took the experiment to South Africa.
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Suguta Mitra: Jeg tog eksperimentet til Sydafrika.
04:55
This is a 15 year-old boy.
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Her er en 15-årig dreng.
04:57
(Video) Boy: ... just mention, I play games
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(Video) Dreng: ... nævn, at jeg spiller spil
05:00
like animals,
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kan lide dyr,
05:03
and I listen to music.
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og lytter til musik.
05:06
SM: And I asked him, "Do you send emails?"
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SM: Jeg spurgte ham, "Sender du emails?"
05:08
And he said, "Yes, and they hop across the ocean."
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Han svarede, "Ja, og de krydser havet".
05:12
This is in Cambodia,
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Det her er i Cambodia,
05:14
rural Cambodia --
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på landet i Cambodia -
05:17
a fairly silly arithmetic game,
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et fjollet matematisk spil,
05:20
which no child would play inside the classroom or at home.
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som ingen børn vil spille i klasseværelset eller derhjemme.
05:22
They would, you know, throw it back at you.
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De ville afvise det.
05:24
They'd say, "This is very boring."
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De ville sige, "Det er kedeligt".
05:26
If you leave it on the pavement
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Hvis man efterlader det på fortovet,
05:28
and if all the adults go away,
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og alle de voksne går væk,
05:30
then they will show off with each other
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så vil de begynde at vise hinanden,
05:32
about what they can do.
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hvad de kan gøre.
05:34
This is what these children are doing.
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Det er hvad disse børn gør.
05:36
They are trying to multiply, I think.
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De lærer at gange, tror jeg.
05:39
And all over India,
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Og over hele Indien,
05:41
at the end of about two years,
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efter cirka to år,
05:43
children were beginning to Google their homework.
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begyndte børn at Google deres lektier.
05:46
As a result, the teachers reported
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Som et resultat har lærere rapporteret
05:48
tremendous improvements in their English --
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enorme forbedringer i deres engelsk -
05:50
(Laughter)
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(Latter)
05:54
rapid improvement and all sorts of things.
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hurtige forbedringer og andre ting.
05:56
They said, "They have become really deep thinkers and so on and so forth.
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De sagde, "De er blevet dybe tænkere osv.
05:59
(Laughter)
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(Latter)
06:02
And indeed they had.
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Og det er de virkelig.
06:04
I mean, if there's stuff on Google,
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Det jeg mener er, hvis det findes på Google,
06:06
why would you need to stuff it into your head?
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hvorfor skal du så gemme det i dit hoved?
06:10
So at the end of the next four years,
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Så efter de næste fire år
06:12
I decided that groups of children can navigate the internet
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fastslog jeg, at grupper af børn kan benytte Internettet
06:15
to achieve educational objectives on their own.
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til selv at opnå uddannelsesmæssige mål.
06:18
At that time, a large amount of money
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På dette tidspunkt
06:20
had come into Newcastle University
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modtog Newcastle universitet en stor sum penge
06:22
to improve schooling in India.
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to at forbedre skolegangen i Indien.
06:25
So Newcastle gave me a call. I said, "I'll do it from Delhi."
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Så Newcastle ringede og jeg sagde, "Jeg gør det fra Delhi".
06:28
They said, "There's no way you're going to handle
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De svarede, "Du får ikke lov til at håndtere
06:30
a million pounds-worth of University money
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flere millioner af universitetets penge
06:33
sitting in Delhi."
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fra Delhi."
06:35
So in 2006,
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Så i 2006
06:37
I bought myself a heavy overcoat
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købte jeg er stor overfrakke
06:39
and moved to Newcastle.
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og flyttede til Newcastle.
06:42
I wanted to test the limits
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Jeg ønskede at afprøve grænserne
06:44
of the system.
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for systemet.
06:46
The first experiment I did out of Newcastle
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Det første forsøg, jeg lavede fra Newcastle,
06:48
was actually done in India.
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var faktisk i Indien.
06:50
And I set myself and impossible target:
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Og jeg gav mig selv et umulgt mål:
06:53
can Tamil speaking
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Kan Tamilsk-talende
06:56
12-year-old children
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12-årige børn
06:58
in a South Indian village
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i en sydindisk landsby
07:01
teach themselves biotechnology
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lære sig selv bioteknologi
07:03
in English on their own?
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på engelsk af sig selv?
07:05
And I thought, I'll test them, they'll get a zero --
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Jeg tænkte, at dét ville jeg udersøge. De ville få et nul.
07:08
I'll give the materials, I'll come back and test them --
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Jeg giver dem materialer. Jeg kommer tilbage og tester dem.
07:10
they get another zero,
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De får et nul igen.
07:12
I'll go back and say, "Yes, we need teachers for certain things."
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Jeg kommer tilbage og kan sige, "Ja, vi skal bruge lærere til bestemte ting."
07:16
I called in 26 children.
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Jeg indkaldte 26 børn.
07:18
They all came in there, and I told them
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De kom allesammen, og jeg fortalte dem
07:20
that there's some really difficult stuff on this computer.
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at der var noget rigtig svært stof på denne computer.
07:22
I wouldn't be surprised if you didn't understand anything.
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Jeg ville ikke blive overrasket, hvis I ikke forstår det.
07:25
It's all in English, and I'm going.
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Det er altsammen på engelsk, og nu går jeg.
07:28
(Laughter)
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(Latter)
07:30
So I left them with it.
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Og så efterlod jeg dem.
07:32
I came back after two months,
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Jeg kom igen efter to måneder,
07:34
and the 26 children marched in looking very, very quiet.
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og de 26 børn kom ind og var meget, meget stille.
07:36
I said, "Well, did you look at any of the stuff?"
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Jeg spurgte, "Nå, har I kigget på materialet?"
07:39
They said, "Yes, we did."
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De svarede, "Ja, det har vi."
07:41
"Did you understand anything?" "No, nothing."
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"Forstod i noget af det?" - "Nej, intet."
07:44
So I said,
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Så jeg spurgte,
07:46
"Well, how long did you practice on it
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"Hvor længe øvede I jer,
07:48
before you decided you understood nothing?"
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før I besluttede, at I ikke forstod det?"
07:50
They said, "We look at it every day."
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De svarede, "Vi så på det hver dag".
07:53
So I said, "For two months, you were looking at stuff you didn't understand?"
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Jeg spurgte, "Har I gennem to måneder set på materiale, som I ikke forstår?"
07:55
So a 12 year-old girl raises her hand and says,
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Så løftede en 12-årig pige hånden og sagde,
07:57
literally,
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bogstavelig talt,
08:00
"Apart from the fact that improper replication of the DNA molecule
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Udover at fejlagtig replikering af DNA molekyler
08:03
causes genetic disease,
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kan give genetiske sygdomme,
08:05
we've understood nothing else."
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forstod vi ikke andet."
08:07
(Laughter)
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(Latter)
08:09
(Applause)
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(Klapsalver)
08:16
(Laughter)
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(Latter)
08:19
It took me three years to publish that.
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Det tog mig tre år at offentliggøre det.
08:21
It's just been published in the British Journal of Educational Technology.
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Det er netop blevet offentliggjort i British Journal of Educational Technology.
08:24
One of the referees who refereed the paper said,
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En af de dommere, der gennemlæste det, sagde
08:27
"It's too good to be true,"
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"Det er for godt til at være sandt",
08:30
which was not very nice.
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hvilket ikke var særlig pænt.
08:32
Well, one of the girls had taught herself
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En af pigerne havde lært sig selv
08:34
to become the teacher.
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at blive lærer.
08:36
And then that's her over there.
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Det er hende derovre.
08:46
Remember, they don't study English.
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Husk, de lærer ikke engelsk.
09:01
I edited out the last bit when I asked, "Where is the neuron?"
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Jeg rettede den sidste del og spurgte, "Hvor er neuronen?"
09:04
and she says, "The neuron? The neuron,"
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Hun svarede, "Neuronen? Neuronen?"
09:06
and then she looked and did this.
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Og så kiggede hun og gjorde sådan her.
09:09
Whatever the expression, it was not very nice.
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Hvad hun end udtrykker, var det ikke rart.
09:12
So their scores had gone up from zero to 30 percent,
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Deres karakterer var steget fra 0 til 30 procent,
09:15
which is an educational impossibility under the circumstances.
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hvilket er en uddannelsesmæssig umulighed under disse forhold.
09:18
But 30 percent is not a pass.
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Men 30 procent er ikke bestået.
09:21
So I found that they had a friend,
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Jeg fandt ud af, at de havde en ven,
09:23
a local accountant, a young girl,
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en lokal bogholder, en ung pige,
09:25
and they played football with her.
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som de spillede fodbold med.
09:27
I asked that girl, "Would you teach them
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Jeg spurgte pigen, "Vil du lære dem
09:29
enough biotechnology to pass?"
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nok om bioteknologi til at bestå?"
09:31
And she said, "How would I do that? I don't know the subject."
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Hun svarede, "Hvordan skal jeg gøre det? Jeg ved ikke noget om det".
09:33
I said, "No, use the method of the grandmother."
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Jeg svarede, "Nej, brug bedstemor-metoden."
09:35
She said, "What's that?"
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Hun svarede, "Hvad er det?"
09:37
I said, "Well, what you've got to do
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Jeg svarede, "Det du skal gøre er,
09:39
is stand behind them
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at stå bag dem
09:41
and admire them all the time.
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og beundre dem hele tiden.
09:44
Just say to them, 'That's cool. That's fantastic.
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Bare sig til dem, 'Det er fedt. Det er fantastisk.
09:46
What is that? Can you do that again? Can you show me some more?'"
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Hvad er det? Kan du gøre det igen? Kan du vise mig mere?"'
09:49
She did that for two months.
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Det gjorde hun i 2 måneder.
09:51
The scores went up to 50,
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Deres karakterer nåede op på 50 procent,
09:53
which is what the posh schools of New Delhi,
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hvilket er hvad de fine skoler i New Delhi,
09:55
with a trained biotechnology teacher were getting.
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med en uddannet bioteknologi-lærer, opnåede.
09:58
So I came back to Newcastle
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Jeg tog tilbage til Newcastle
10:00
with these results
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med disse resultater
10:02
and decided
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og besluttede,
10:04
that there was something happening here
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at der skete noget her,
10:06
that definitely was getting very serious.
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som bestemt var blevet alvorligt.
10:10
So, having experimented in all sorts of remote places,
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Efter at have udført eksperimenter på en masse fjerne steder,
10:13
I came to the most remote place that I could think of.
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kom jeg til det fjerneste sted, jeg kunne forestille mig.
10:16
(Laughter)
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(Latter)
10:19
Approximately 5,000 miles from Delhi
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Ca. 8000 km fra Delhi
10:22
is the little town of Gateshead.
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ligger den lille by Gateshead.
10:24
In Gateshead, I took 32 children
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I Gateshead tog jeg 32 børn
10:27
and I started to fine-tune the method.
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og begyndte at finjustere metoden.
10:30
I made them into groups of four.
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Jeg kom dem i grupper med fire i hver.
10:33
I said, "You make your own groups of four.
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Jeg sagde, "Lav jeres egne grupper med fire i hver.
10:35
Each group of four can use one computer and not four computers."
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Hver gruppe med fire børn må kun bruge 1 computer og ikke fire".
10:38
Remember, from the Hole in the Wall.
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Husk, fra Hullet i Væggen.
10:41
"You can exchange groups.
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"Du kan skifte gruppe.
10:43
You can walk across to another group,
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Du kan gå over til en anden gruppe,
10:45
if you don't like your group, etc.
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hvis du ikke kan lide din gruppe osv.
10:47
You can go to another group, peer over their shoulders, see what they're doing,
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Du kan gå over til en anden gruppe, se dem over skulderen for at se hvad de laver,
10:50
come back to you own group and claim it as your own work."
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gå tilbage til din egen gruppe og sige, at I selv fandt på det."
10:53
And I explained to them
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Og jeg forklarede dem,
10:55
that, you know, a lot of scientific research is done using that method.
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at megen videnskabelig forskning faktisk sker på denne måde.
10:58
(Laughter)
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(Latter)
11:00
(Applause)
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(Klapsalver)
11:07
The children enthusiastically got after me and said,
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Børnene kom entusiastisk hen til mig og sagde,
11:09
"Now, what do you want us to do?"
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"Hvad skal vi lave?"
11:11
I gave them six GCSE questions.
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Jeg gav dem 6 GCSE (basisniveau) spørgsmål.
11:14
The first group -- the best one --
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Den første gruppe, den bedste,
11:16
solved everything in 20 minutes.
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løste alting på 20 minutter.
11:18
The worst, in 45.
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Den dårligste gjorde det på 45 minutter.
11:21
They used everything that they knew --
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De brugte alt, hvad de kendte til -
11:23
news groups, Google, Wikipedia,
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nyhedsgrupper, Google, Wikipedia,
11:25
Ask Jeeves, etc.
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Ask Jeeves, osv.
11:27
The teachers said, "Is this deep learning?"
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Lærerne sagde, "Er dette dyb læring?"
11:30
I said, "Well, let's try it.
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Jeg sagde, "Lad os prøve.
11:32
I'll come back after two months.
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Jeg kommer tilbage om to måneder,
11:34
We'll give them a paper test --
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Vi giver dem en skriftlig prøve -
11:36
no computers, no talking to each other, etc."
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ingen computer, ingen snak med andre, osv."
11:38
The average score when I'd done it with the computers and the groups
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Gennemsnitsscoren, da de havde computere og de andre grupper,
11:40
was 76 percent.
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var 76 procent.
11:42
When I did the experiment, when I did the test,
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Da jeg lavede eksperimentet, da jeg lavede testen,
11:44
after two months, the score
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efter to måneder,
11:47
was 76 percent.
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var scoren 76 procent.
11:50
There was photographic recall
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Der var en fotografisk hukommelse
11:52
inside the children,
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hos børnene,
11:54
I suspect because they're discussing with each other.
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formentlig fordi, de har diskuteret med hinanden.
11:57
A single child in front of a single computer
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Et enkelt barn foran en computer
11:59
will not do that.
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gør ikke sådan.
12:01
I have further results,
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Jeg har andre resultater,
12:03
which are almost unbelievable,
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som er næsten utrolige,
12:05
of scores which go up with time.
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med scorer som hele tiden stiger.
12:07
Because their teachers say
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Fordi lærerne siger,
12:09
that after the session is over,
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at efter øvelsen er overstået,
12:11
the children continue to Google further.
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så fortsætter børnene med at Google.
12:14
Here in Britain, I put out a call
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I Storbrittanien spurgte jeg efter
12:16
for British grandmothers,
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britiske bedstemødre
12:18
after my Kuppam experiment.
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efter mit uklare eksperiment.
12:20
Well, you know,
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I ved,
12:22
they're very vigorous people, British grandmothers.
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britiske bedstemødre er handlekraftige.
12:24
200 of them volunteered immediately.
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200 meldte sig øjeblikkeligt frivilligt.
12:26
(Laughter)
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(Latter)
12:28
The deal was that they would give me
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Aftalen var, at de skulle give mig
12:31
one hour of broadband time,
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en time af deres tid på nettet
12:33
sitting in their homes,
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derhjemme
12:35
one day in a week.
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en dag om ugen.
12:37
So they did that,
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Og det gjorde de så.
12:39
and over the last two years,
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Og gennem de sidste to år,
12:41
over 600 hours of instruction
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har de modtaget mere end 600 timers undervisning
12:43
has happened over Skype,
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over Skype,
12:45
using what my students call the granny cloud.
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ved at bruge det, mine elever kalder Bedste-skyen.
12:48
The granny cloud sits over there.
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Bedste-skyen sidder derovre.
12:51
I can beam them to whichever school I want to.
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Jeg kan sende dem til den skole, jeg ønsker.
13:00
(Video) Teacher: You can't catch me.
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(Video) Lærer: Du kan ikke fange mig.
13:02
You say it.
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Sig det.
13:05
You can't catch me.
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Du kan ikke fange mig.
13:08
Children: You can't catch me.
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Børn: Du kan ikke fange mig.
13:11
Teacher: I'm the gingerbread man.
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Lærer: Jeg er honningkagemanden.
13:14
Children: I'm the gingerbread man.
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Børn: Jeg er honningkagemanden.
13:16
Teacher: Well done. Very good ...
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Lærer: Udmærket. Vældig fint...
13:24
SM: Back at Gateshead,
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SM: Tilbage i Gateshead
13:26
a 10-year-old girl gets into the heart of Hinduism
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fordyber en 10-årig pige sig i hinduisme,
13:28
in 15 minutes.
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på 15 minutter.
13:30
You know, stuff which I don't know anything about.
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Ting, som jeg intet ved om.
13:36
Two children watch a TEDTalk.
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To børn ser en TED Talk.
13:38
They wanted to be footballers before.
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Før ville de være fodboldspillere.
13:40
After watching eight TEDTalks,
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Efter at have set 8 TED Talks
13:42
he wants to become Leonardo da Vinci.
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vil han være Leonardo da Vinci.
13:45
(Laughter)
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(Latter)
13:48
(Applause)
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(Klapsalver)
13:51
It's pretty simple stuff.
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Det er rimelig simpelt.
13:53
This is what I'm building now --
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Det er, hvad jeg bygger på nu.
13:55
they're called SOLEs: Self Organized Learning Environments.
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De bliver kaldt SIMs: Selvlærende Indlærings Miljøer
13:58
The furniture is designed
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Møblerne er udformet,
14:00
so that children can sit in front of big, powerful screens,
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så børnene kan side foran store kraftige skærme
14:03
big broadband connections, but in groups.
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med kraftige internetforbindelser, men i grupper.
14:06
If they want, they can call the granny cloud.
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Hvis de vil, kan de ringe til Bedste-skyen.
14:09
This is a SOLE in Newcastle.
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Her er et SIM i Newcastle.
14:11
The mediator is from Pune, India.
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Mægleren er fra [uklart] i Indien.
14:13
So how far can we go? One last little bit and I'll stop.
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Så hvor langt kan vi gå? Et eksempel mere, og så stopper jeg.
14:16
I went to Turin in May.
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Jeg tog til Torino i maj.
14:20
I sent all the teachers away from my group of 10 year-old students.
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Jeg sendte alle lærerne væk fra min gruppe af 10-årige elever.
14:24
I speak only English, they speak only Italian,
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Jeg kan kun engelsk, de kunne kun italiensk,®
14:27
so we had no way to communicate.
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så vi kunne ikke kommunikere.
14:29
I started writing English questions on the blackboard.
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Jeg begyndte at skrive engelske spørgsmål på tavlen.
14:33
The children looked at it and said, "What?"
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Børnene kiggede på det og sagde, "Hvad?"
14:35
I said, "Well, do it."
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Jeg sagde, "Gør det."
14:37
They typed it into Google, translated it into Italian,
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De skrev det på Google og oversatte det til italiensk,
14:40
went back into Italian Google.
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og gik ind på den italienske Google.
14:42
Fifteen minutes later --
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15 minutter senere...
14:52
next question: where is Calcutta?
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Næste spørgsmål: Hvor ligger Calcutta?
14:57
This one, they took only 10 minutes.
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Denne gang tog det kun 10 minutter.
15:04
I tried a really hard one then.
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Så prøvede jeg prøvede en rigtig svær en.
15:07
Who was Pythagoras, and what did he do?
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Hvem var Pythagoras, og hvad lavede han?
15:12
There was silence for a while,
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Der var stilhed et øjeblik,
15:14
then they said, "You've spelled it wrong.
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og så svarede de, "Du har stavet det forkert.
15:16
It's Pitagora."
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Det er Pitagora."
15:23
And then,
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Og så,
15:25
in 20 minutes,
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efter 20 minutter,
15:27
the right-angled triangles began to appear on the screens.
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begyndte de retvinklede trekanter at dukke op på skærmen.
15:29
This sent shivers up my spine.
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Det gav mig kuldegysninger.
15:32
These are 10 year-olds.
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Dette er 10-årige.
15:47
Text: In another 30 minutes they would reach the Theory of Relativity. And then?
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Tekst: Om 30 minutter ville de nå til Relativitetsteorien. Og hvad så derefter?
15:50
(Laughter)
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(Latter)
15:52
(Applause)
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(Klapsalver)
16:01
SM: So you know what's happened?
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SM: Ved I, hvad der skete?
16:03
I think we've just stumbled across
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Jeg tror, vi er faldet over
16:05
a self-organizing system.
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et selvorganiserende system.
16:07
A self-organizing system is one
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Et selvorganiserende system er et,
16:09
where a structure appears
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hvor en struktur fremkommer
16:11
without explicit intervention from the outside.
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uden eksplicit indblanding udefra.
16:14
Self-organizing systems also always show emergence,
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Selvorganiserende systemer viser også altid fremkomst,
16:17
which is that the system starts to do things,
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dvs. systemet begynder at gøre ting,
16:19
which it was never designed for.
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som det ikke er designet til.
16:21
Which is why you react the way you do,
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Hvilket er grunden til, at I reagerer som I gør,
16:23
because it looks impossible.
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fordi det virker umuligt.
16:26
I think I can make a guess now --
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Jeg tror, jeg kan komme med et gæt.
16:29
education is self-organizing system,
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Uddannelse er et selvorganiserende system,
16:31
where learning is an emergent phenomenon.
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hvor læring er et fremkommende fænomen.
16:33
It'll take a few years to prove it, experimentally,
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Det kommer til at tage et par år at bevise det, eksperimentalt,
16:35
but I'm going to try.
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men jeg vil gøre forsøget.
16:37
But in the meanwhile, there is a method available.
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Men i mellemtiden er der en mulighed.
16:40
One billion children, we need 100 million mediators --
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En milliard børn, vi mangler 100 millioner mæglere -
16:43
there are many more than that on the planet --
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der er mange flere end det på vores planet -
16:45
10 million SOLEs,
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Ti millioner SIMs,
16:47
180 billion dollars and 10 years.
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180 milliarder dollars og ti år.
16:51
We could change everything.
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Vi kan ændre alt.
16:53
Thanks.
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Tak.
16:55
(Applause)
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(Klapsalver)
ABOUT THE SPEAKER
Sugata Mitra - Education researcherEducational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another.
Why you should listen
In 1999, Sugata Mitra and his colleagues dug a hole in a wall bordering an urban slum in New Delhi, installed an Internet-connected PC and left it there, with a hidden camera filming the area. What they saw: kids from the slum playing with the computer and, in the process, learning how to use it -- then teaching each other. These famed “Hole in the Wall” experiments demonstrated that, in the absence of supervision and formal teaching, children can teach themselves and each other -- if they’re motivated by curiosity. Mitra, now a professor of educational technology at Newcastle University, called it "minimally invasive education."
Mitra thinks self-organized learning will shape the future of education. At TED2013, he made a bold TED Prize wish: Help me build a School in the Cloud where children can explore and learn on their own -- and teach one another -- using resouces from the worldwide cloud.
The School in the Cloud now includes seven physical locations -- five in India and two in the UK. At the same time, the School in the Cloud online platform lets students participate anywhere, with partner learning labs and programs in countries like Colombia, Pakistan and Greece. In 2016, Mitra held the first School in the Cloud conference in India. He shared that more than 16,000 SOLE sessions had taken place so far, with kids all around the world dipping their toes in this new education model.
Sugata Mitra | Speaker | TED.com