TED2012
Peter Norvig: The 100,000-student classroom
Peter Norvig: Učionica sa 100.000 studenata
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U jesen 2011. Peter Norvig i Sebastian Thrun održali su predavanje o umjetnoj inteligenciji na Stanfordu kojeg je uživo pohađalo 175 studenata sveučilišta -- i više od 100.000 studenata interaktivno preko interneta.Govori o svom iskustvu podučavatnja u globalnoj učionici.
Peter Norvig - Computer scientist
Peter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc. Full bio
Peter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc. Full bio
Double-click the English transcript below to play the video.
00:17
Everyone is both a learner
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Svi smo mi podjednako učenici
00:19
and a teacher.
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i učitelji.
00:20
This is me being inspired
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Ovo sam ja, nadahnut
00:22
by my first tutor,
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mojim prvim učiteljem,
00:24
my mom,
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mojom majkom.
00:25
and this is me teaching
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A ovdje me vidite kako podučavam
00:27
Introduction to Artificial Intelligence
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Uvod u umjetnu inteligenciju
00:29
to 200 students
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pred 200-njak studenata
00:30
at Stanford University.
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na Sveučilištu Stanford.
00:32
Now the students and I
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I studenti i ja
00:33
enjoyed the class,
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uživali smo u predavanju.
00:34
but it occurred to me
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No, sinulo mi je
00:36
that while the subject matter
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da, iako je materija koju podučavam
00:37
of the class is advanced
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vrlo napredna
00:39
and modern,
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i suvremena
00:39
the teaching technology isn't.
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sama tehnika podučavanja to nije.
00:42
In fact, I use basically
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Zapravo, ja se koristim
00:44
the same technology as
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istom tehnikom koja se koristila
00:46
this 14th-century classroom.
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u učionicama 14-tog stoljeća.
00:49
Note the textbook,
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Pogledajte, imamo udžbenik
00:52
the sage on the stage,
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mudraca na pozornici,
00:55
and the sleeping guy
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i spavača u zadnjoj klupi.
00:57
in the back. (Laughter)
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(Smijeh)
00:58
Just like today.
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Baš kao i danas.
01:01
So my co-teacher,
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Zato smo moj suradnik
01:04
Sebastian Thrun, and I thought,
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Sebastian Thrun i ja
01:05
there must be a better way.
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pomislili kako mora postojati bolji način.
01:07
We challenged ourselves
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Postavili smo si izazov
01:09
to create an online class
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da kreiramo on-line predavanja
01:10
that would be equal or better
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koja bi po kvaliteti bila jednaka ili bolja
01:12
in quality to our Stanford class,
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predavanjima na Stanfordu,
01:14
but to bring it to anyone
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a bila bi dostupna svima na svijetu
01:16
in the world for free.
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i to besplatno.
01:18
We announced the class on July 29th,
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Najavili smo početak predavanja za 29.srpnja
01:20
and within two weeks, 50,000 people
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i već nakon dva tjedna, 50.000 ljudi
01:24
had signed up for it.
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prijavilo se za predavanja.
01:25
And that grew to 160,000 students
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Taj broj je narastao na 160.000 studenata
01:28
from 209 countries.
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iz 209 zemalja.
01:30
We were thrilled to have
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Bili smo oduševljeni
01:32
that kind of audience,
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takvim odazivom
01:33
and just a bit terrified that we
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i samo malo prestrašeni zbog činjenice
01:36
hadn't finished preparing the class yet. (Laughter)
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da još nismo stigli pripremiti predavanja.
01:38
So we got to work.
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Bacili smo se na posao.
01:40
We studied what others had done,
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Proučavali smo kako to rade drugi,
01:41
what we could copy and what we could change.
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što možemo kopirati, a što promijeniti.
01:44
Benjamin Bloom had showed
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Benjamin Bloom je pokazao
01:46
that one-on-one tutoring works best,
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da je najbolje poučavanje jedan na jedan
01:48
so that's what we tried to emulate,
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pa smo to i pokušali oponašti,
01:50
like with me and my mom,
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kao u slučaju mene i moje mame,
01:52
even though we knew
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iako smo bili svjesni
01:53
it would be one-on-thousands.
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da će to zapravo biti jedan na tisuće.
01:55
Here, an overhead video camera
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Ovdje, kamera iznad moje glave
01:57
is recording me as I'm talking
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snima me kako govorim
01:59
and drawing on a piece of paper.
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i crtam na komadiću papira.
02:01
A student said, "This class felt
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Jedan je student rekao: "Ova predavanja su
02:03
like sitting in a bar
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kao da sjedite u nekom kafiću
02:04
with a really smart friend
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sa jako pametnim prijateljem
02:06
who's explaining something
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koji vam objašnjava nešto
02:07
you haven't grasped, but are about to."
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što još niste shvatili, ali hoćete ubrzo.
02:09
And that's exactly what we were aiming for.
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Upravo to je bio naš cilj.
02:11
Now, from Khan Academy, we saw
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Od Khan Academy smo naučili
02:14
that short 10-minute videos
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da je kratak destminutni video
02:16
worked much better than trying
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puno učinkovitiji
02:18
to record an hour-long lecture
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od snimanja predavanja duljih od sata
02:20
and put it on the small-format screen.
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koja se onda prikazuju na ekranima malog formata.
02:22
We decided to go even shorter
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Mi smo se odlučili za još kraći format
02:25
and more interactive.
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i interaktivniji.
02:26
Our typical video is two minutes,
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Naš tipični video traje dvije minute,
02:28
sometimes shorter, never more
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nekad kraće, nikad dulje od šest,
02:30
than six, and then we pause for
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a onda napravimo stanku za kviz pitanje
02:33
a quiz question, to make it
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da bismo dobili taj osjećaj
02:34
feel like one-on-one tutoring.
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podučavanja jedan na jedan.
02:36
Here, I'm explaining how a computer uses
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Ovdje, objašnjavam kako računalo koristi
02:39
the grammar of English
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englesku gramatiku
02:40
to parse sentences, and here,
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da bi analiziralo rečenice, a onda
02:42
there's a pause and the student
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slijedi stanka da bi student
02:44
has to reflect, understand what's going on
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mogao razmisliti, shvatiti o čemu se radi
02:46
and check the right boxes
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i označiti točne odgovore
02:48
before they can continue.
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prije nego nastavi.
02:49
Students learn best when
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Studenti uče najbolje
02:52
they're actively practicing.
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aktivno, kroz vježbu.
02:53
We wanted to engage them, to have them grapple
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Želimo ih angažirati, želimo da se uhvate u koštac
02:55
with ambiguity and guide them to synthesize
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sa nejasnoćama i dovesti ih do toga
02:58
the key ideas themselves.
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da samostalno izvode zaključke.
03:00
We mostly avoid questions
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Uglavnom izbjegavamo pitanja tipa:
03:02
like, "Here's a formula, now
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"Ovdje imamo formulu, a sada
03:03
tell me the value of Y
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nađite vrijednost y
03:04
when X is equal to two."
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kada je x jednako dva."
03:06
We preferred open-ended questions.
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Draža su nam otvorena pitanja.
03:07
One student wrote, "Now I'm seeing
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Jedan je student napisao: "Sada vidim
03:11
Bayes networks and examples of
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Bayes-ove mreže i primjere
03:13
game theory everywhere I look."
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teorije igre gdje god da pogledam"
03:14
And I like that kind of response.
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Volim takve odgovore.
03:16
That's just what we were going for.
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Upravo smo to i željeli postići.
03:18
We didn't want students to memorize the formulas;
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Nismo željeli da studenti uče formule napamet
03:20
we wanted to change the way
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željeli smo promijeniti način
03:21
they looked at the world.
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na koji promatraju svijet.
03:22
And we succeeded.
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I uspjeli smo.
03:23
Or, I should say, the students succeeded.
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Ili, bolje rečeno, studenti su uspjeli.
03:26
And it's a little bit ironic
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Zapravo je ironično
03:28
that we set about to disrupt traditional education,
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da smo krenuli s idejom da ne podučavamo na tradicionalan način,
03:31
and in doing so, we ended up
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a zapravo smo na kraju
03:33
making our online class
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napravili on-line predavanja
03:34
much more like a traditional college class
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koja su bila više nalik tradicionalnim načinima
03:37
than other online classes.
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od ostalih on-line predavanja.
03:38
Most online classes, the videos are always available.
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Kod većine on-line predavanja snimke su stalno dostupne.
03:42
You can watch them any time you want.
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Možete ih pogledati kad god želite.
03:43
But if you can do it any time,
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Međutim, ako ih možete gledati kada želite
03:46
that means you can do it tomorrow,
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to znači, da ih možete pogledati i sutra,
03:47
and if you can do it tomorrow,
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a ako ih možete pogledati sutra,
03:49
well, you may not ever
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pa, eto, možda vam to nikad
03:51
get around to it. (Laughter)
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neće ni doći na red. (Smijeh)
03:53
So we brought back the innovation
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Zato smo ponovo uveli jedan stari izum:
03:55
of having due dates. (Laughter)
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rokove. (Smijeh)
03:57
You could watch the videos
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Video ste mogli pogledati
03:58
any time you wanted during the week,
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bilo kada tijekom tjedna,
04:00
but at the end of the week,
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no, na kraju tjedna
04:01
you had to get the homework done.
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morali ste napraviti domaću zadaću.
04:03
This motivated the students to keep going, and it also
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To je studente motiviralo da ustraju, a također
04:05
meant that everybody was working
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je značilo da su svi radili
04:08
on the same thing at the same time,
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na istom zadatku istovremeno,
04:09
so if you went into a discussion forum,
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tako da ste mogli otići na forum za rasprave
04:11
you could get an answer from a peer within minutes.
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i dobiti odgovore od svojih kolega unutar nekoliko minuta.
04:13
Now, I'll show you some of the forums, most of which
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Sada ću vam pokazati neke od foruma, od kojih su većinu
04:16
were self-organized by the students themselves.
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pokrenuli i organizirali sami studenti.
04:19
From Daphne Koller and Andrew Ng, we learned
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Od Daphne Koller i Andrewa Ng, naučili smo
04:22
the concept of "flipping" the classroom.
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koncept "okretanja" učionice.
04:24
Students watched the videos
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Studenti bi samostalno pogledali video,
04:26
on their own, and then they
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a nakon toga
04:27
come together to discuss them.
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bi se nalazili da ga zajedno prodiskutiraju.
04:29
From Eric Mazur, I learned about peer instruction,
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Od Erica Mazura naučio sam o instrukcijama kolega,
04:32
that peers can be the best teachers,
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o tome kako kolege mogu biti najbolji učitelji,
04:35
because they're the ones
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zbog toga što se još uvijek sjećaju
04:36
that remember what it's like to not understand.
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kako je to kad nešto ne razumijete.
04:39
Sebastian and I have forgotten some of that.
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Sebastian i ja smo ponešto od toga i zaboravili.
04:42
Of course, we couldn't have
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Naravno, nismo imali učionicu
04:44
a classroom discussion with
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u kojoj bi mogli raspravljati
04:46
tens of thousands of students,
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s desecima tisuća studenata,
04:47
so we encouraged and nurtured these online forums.
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tako da smo ohrabrivali i njegovali on-line forume.
04:51
And finally, from Teach For America,
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I konačno, od "Teach For America"
04:54
I learned that a class is not
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naučio sam da podučavanje nije
04:55
primarily about information.
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u prvom redu davanje informacija.
04:57
More important is motivation and determination.
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Mnogo su važniji motivacija i odlučnost.
05:00
It was crucial that the students see
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Ključno je da studenti vide
05:01
that we're working hard for them and
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da se mi trudimo za njih
05:03
they're all supporting each other.
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te da se oni međusobno podržavaju.
05:05
Now, the class ran 10 weeks,
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Predavanja su trajala 10 tjedana
05:08
and in the end, about half of the 160,000 students watched
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i na kraju, polovica od 160.000 studenata
05:12
at least one video each week,
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pogledalo je barem jedan video tjedno,
05:13
and over 20,000 finished all the homework,
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a njih preko 20.000 napravilo je sve zadaće
05:16
putting in 50 to 100 hours.
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uloživši pritom 50 do 100 sati.
05:17
They got this statement of accomplishment.
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Dobili su ovo priznanje o postignuću.
05:19
So what have we learned?
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Što smo, dakle, naučili?
05:21
Well, we tried some old ideas
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Pa, isprobali smo neke stare ideje
05:24
and some new and put them together,
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i neke nove i spojili ih,
05:26
but there are more ideas to try.
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ali ima još mnogo ideja za isprobati.
05:28
Sebastian's teaching another class now.
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Sabastian sada održava nova predavanja.
05:30
I'll do one in the fall.
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Ja ću s novima početi na jesen.
05:31
Stanford Coursera, Udacity, MITx
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Stanford Coursera, Udacity, MITx
05:35
and others have more classes coming.
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i drugi će također početi s predavanjima.
05:37
It's a really exciting time.
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Ovo je zaista uzbudljivo vrijeme.
05:38
But to me, the most exciting
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No meni su najuzbudljiviji dio toga
05:40
part of it is the data that we're gathering.
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podaci do kojih dolazimo.
05:43
We're gathering thousands
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Bilježimo na tisuće interakcija
05:46
of interactions per student per class,
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po studentu i po predavanju,
05:47
billions of interactions altogether,
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na milijarde interakcija sve zajedno,
05:49
and now we can start analyzing that,
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i sada ih možemo početi analizirati,
05:52
and when we learn from that,
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zatim, kada naučimo iz toga,
05:53
do experimentations,
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početi raditi pokuse
05:55
that's when the real revolution will come.
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i tako započeti pravu revoluciju.
05:57
And you'll be able to see the results from
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A vi ćete moći vidjeti rezultate
06:00
a new generation of amazing students.
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nove generacije izvanrednih studenata.
06:02
(Applause)
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(Pljesak)
ABOUT THE SPEAKER
Peter Norvig - Computer scientistPeter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc.
Why you should listen
Peter Norvig is a computer scientist and expert in both artificial intelligence and online search. Currently the Director of Research at Google Inc., Norvig was responsible for maintaining and improving the engine's core web search algorithms from 2002 to 2005. Prior to his work at Google, Norvig was NASA's chief computer scientist.
A fellow of the American Association for Artificial Intelligence and the author of the book Artificial Intelligence: A Modern Approach, Norvig (along with Sebastian Thrun) taught the Stanford University class "Introduction to Artificial Intelligence," which was made available to anyone in the world. More than 160,000 students from 209 countries enrolled.
Norvig is also known for penning the world's longest palindromic sentence.
Peter Norvig | Speaker | TED.com