TEDGlobal 2012
Daphne Koller: What we're learning from online education
Daphne Koller: Čemu nas uči online obrazovanje
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Daphne Koller mami vrhunska svjetska sveučilišta da objave svoje najzanimljivije nastavne predmete besplatno online - ne samo kao uslugu, već kao sredstvo istraživanja procesa ljudskog učenja. Svaka pritisnuta tipka, ispit na kraju gradiva, diskusija između kolega na forumu ili zadatak kojega si sam student ocjeni stvaraju dosad neviđeni izvor podataka o tome kako se obrađuje znanje i što je još važnije, kako se trajno usvaja.
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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Poput većine vas i ja sam imala sreću.
00:19
I was born to a family where education was pervasive.
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Rođena sam u obitelji u kojoj je prevladavalo obrazovanje.
00:23
I'm a third-generation PhD, a daughter of two academics.
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Doktor sam znanosti treće generacije u obitelji i kćer sam dva roditelja akademika.
00:27
In my childhood, I played around in my father's university lab.
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Tijekom djetinjstva sam se igrala u očevom sveučilišnom laboratoriju.
00:31
So it was taken for granted that I attend some of the best universities,
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Stoga je uzeto zdravo za gotovo da pohađam neka od najboljih sveučilišta,
00:35
which in turn opened the door to a world of opportunity.
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što je 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 u svijetu nemaju takvu sreću.
00:42
In some parts of the world, for example, South Africa,
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U nekim dijelovima svijeta, npr. u Južnoj Africi,
00:46
education is just not readily accessible.
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obrazovanje nije lako dostupno.
00:48
In South Africa, the educational system was constructed
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U Južnoj Africi je obrazovni sustav konstruiran tijekom
00:51
in the days of apartheid for the white minority.
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vremena Apartheida, te je bio namijenjen za manjinu bijelaca.
00:54
And as a consequence, today there is just not enough spots
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Kao posljedica toga, danas jednostavno nema dovoljno mjesta
00:57
for the many more people who want and deserve a high quality education.
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za većinu ostalih ljudi koji žele i koji zaslužuju visoko kvalitetno obrazovanje.
01:01
That scarcity led to a crisis in January of this year
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Takva nestašica je dovela do krizne situacije u siječnju ove godine
01:05
at the University of Johannesburg.
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na sveučilištu u Johannesburgu.
01:06
There were a handful of positions left open
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Nekoliko mjesta je ostalo otvoreno
01:09
from the standard admissions process, and the night before
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nakon uobičajenog postupka prijava, i noć prije
01:11
they were supposed to open that for registration,
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nego što su trebali započeti sa primanjem prijava,
01:14
thousands of people lined up outside the gate in a line a mile long,
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tisuće ljudi se naguralo pred vratima u redu dugačkom skoro 2 km,
01:18
hoping to be first in line to get one of those positions.
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nadajući se da će biti među onima koji će dobiti mjesto na sveučilištu.
01:22
When the gates opened, there was a stampede,
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Kada su se otvorila vrata, nastao je stampedo i
01:24
and 20 people were injured and one woman died.
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20 ljudi je ozlijeđeno a jedna žena je poginula.
01:28
She was a mother who gave her life
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To 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 osigurati svom sinu priliku za boljim životom.
01:34
But even in parts of the world like the United States
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No čak i u dijelovima svijeta poput SAD-a
01:37
where education is available, it might not be within reach.
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gdje je obrazovanje dostupno, ne mora biti unutar dosega.
01:41
There has been much discussed in the last few years
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Puno je bilo rasprava posljednjih godina
01:44
about the rising cost of health care.
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na temu rastućih troškova zdravstvene skrbi.
01:46
What might not be quite as obvious to people
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Ono što možda nije toliko istaknuto
01:49
is that during that same period the cost of higher education tuition
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je da su se tijekom tog istog perioda troškovi školarina u visokom obrazovanju
01:53
has been increasing at almost twice the rate,
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povećali skoro dvostruko brže,
01:55
for a total of 559 percent since 1985.
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rezultirajući ukupnim povećanjem u iznosu od 559% od 1985. godine.
02:00
This makes education unaffordable for many people.
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To čini obrazovanje preskupim za većinu ljudi.
02:04
Finally, even for those who do manage to get the higher education,
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Konačno, čak i oni koji uspiju doći do visokog obrazovanja
02:08
the doors of opportunity might not open.
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možda nikada ne dobiju otvorena vrata za brojne prilike.
02:11
Only a little over half of recent college graduates
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Tek nešto preko polovice svježe diplomiranih studenata
02:14
in the United States who get a higher education
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u SAD-u koji su visoko obrazovani
02:16
actually are working in jobs that require that education.
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ustvari i rade na poslovima koji to zahtijevaju.
02:19
This, of course, is not true for the students
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Naravno, to nije slučaj sa studentima
02:21
who graduate from the top institutions,
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koji su diplomirali na najboljim sveučilištima,
02:23
but for many others, they do not get the value
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ali većina drugih studenata ne dobiva jednaku povratnu vrijednost
02:26
for their time and their effort.
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za svoje uloženo vrijeme i trud.
02:29
Tom Friedman, in his recent New York Times article,
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Tom Friedman je u svom nedavno napisanom članku za New York Times
02:32
captured, in the way that no one else could, the spirit behind our effort.
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prikazao duh onoga što mi činimo, bolje nego što bi to itko drugi mogao prikazati.
02:37
He said the big breakthroughs are what happen
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Rekao je kako su veliki napretci ono što se dešava
02:40
when what is suddenly possible meets what is desperately necessary.
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kada se ujedini ono što je postalo moguće sa onime što je očajno potrebno.
02:44
I've talked about what's desperately necessary.
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Dosada sam govorila o onome što je očajno potrebno.
02:46
Let's talk about what's suddenly possible.
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Pričajmo sada o onome što je postalo moguće.
02:49
What's suddenly possible was demonstrated by
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Ono što je sada odjednom postalo moguće najbolje ilustriraju
02:52
three big Stanford classes,
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tri opsežna nastavna predmeta sa Stanforda,
02:54
each of which had an enrollment of 100,000 people or more.
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od kojih je svaki pohađalo po 100 000 i više upisanih ljudi.
02:58
So to understand this, let's look at one of those classes,
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Da bismo sve to bolje razumjeli, pogledajmo jedan od tih predmeta
03:01
the Machine Learning class offered by my colleague
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imena "Kako računala uče", a koji predaje moj kolega
03:03
and cofounder Andrew Ng.
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i suosnivač Andrew Ng.
03:05
Andrew teaches one of the bigger Stanford classes.
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Andrew predaje jedan od većih nastavnih predmeta na Stanfordu.
03:07
It's a Machine Learning class,
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To je predmet "Kako računala uče"
03:08
and it has 400 people enrolled every time it's offered.
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i svaki puta kada se otvore upisi 400 ljudi se prijavljuje na ovaj predmet.
03:12
When Andrew taught the Machine Learning class to the general public,
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Kada je Andrew predavao "Kako računala uče" javnoj publici
03:15
it had 100,000 people registered.
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oko 100 000 ljudi je bilo upisano.
03:18
So to put that number in perspective,
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Kako bismo taj broj stavili u perspektivu,
03:20
for Andrew to reach that same size audience
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shvatimo da ako bi Andrew htio predavati istom broju studenata
03:22
by teaching a Stanford class,
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predavanjem na Stanfordu u učionici,
03:24
he would have to do that for 250 years.
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morao bi predavati 250 godina!
03:28
Of course, he'd get really bored.
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Naravno, bilo bi mu jako dosadno.
03:31
So, having seen the impact of this,
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Sada kada smo vidjeli utjecaj svega ovoga,
03:34
Andrew and I decided that we needed to really try and scale this up,
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Andrew i ja smo odlučili kako sve to moramo dignuti na veću razinu
03:37
to bring the best quality education to as many people as we could.
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kako bismo omogućili najkvalitetnije obrazovanje što većem mogućem broju ljudi.
03:41
So we formed Coursera,
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Tako smo osnovali Courseru,
03:43
whose goal is to take the best courses
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čiji je cilj okupiti najbolje nastavne predmete
03:46
from the best instructors at the best universities
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od najboljih predavača sa najboljih sveučilišta,
03:49
and provide it to everyone around the world for free.
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i to besplatno ponuditi svima u svijetu!
03:53
We currently have 43 courses on the platform
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Trenutno u našem sustavu imamo 43 predmeta
03:56
from four universities across a range of disciplines,
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sa četiri sveučilišta u različitim znanstvenim disciplinama,
03:59
and let me show you a little bit of an overview
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pa mi dopustite da vam ukratko pokažem sažetak
04:01
of what that looks like.
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kako to sve izgleda.
04:04
(Video) Robert Ghrist: Welcome to Calculus.
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"Dobrodošli u računanje!"
04:05
Ezekiel Emanuel: Fifty million people are uninsured.
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"50 milijuna ljudi je neosigurano..."
04:07
Scott Page: Models help us design more effective institutions and policies.
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"Ovi modeli nam pomažu da konstruiramo učinkovitije institucije i načela..."
04:10
We get unbelievable segregation.
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"Postoji nevjerojatna segregacija..."
04:13
Scott Klemmer: So Bush imagined that in the future,
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"Pa je tako Bush zamislio da ćete u budućnosti
04:15
you'd wear a camera right in the center of your head.
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nositi video kameru posred svog čela..."
04:17
Mitchell Duneier: Mills wants the student of sociology to develop the quality of mind ...
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"Mills želi od studenata sociologije da razviju kvalitetu razmišljanja..."
04:21
RG: Hanging cable takes on the form of a hyperbolic cosine.
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"Viseći kablovi poprimaju oblik hiperbolnog kosinusa..."
04:25
Nick Parlante: For each pixel in the image, set the red to zero.
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"Za svaki piksel na slici, postavite crvenu na 0..."
04:28
Paul Offit: ... Vaccine allowed us to eliminate polio virus.
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"...cjepivo nam je omogućilo da iskorijenimo virus dječje paralize."
04:31
Dan Jurafsky: Does Lufthansa serve breakfast and San Jose? Well, that sounds funny.
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"Servira li Lufthansa doručak i San Jose? Pa, to zvuči smiješno..."
04:35
Daphne Koller: So this is which coin you pick, and this is the two tosses.
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"Dakle ovo predstavlja koji novčić odabirete, 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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"U učenju računala na velikoj razini, željeli bismo osmisliti računalnu..."
04:42
(Applause)
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(pljesak)
04:47
DK: It turns out, maybe not surprisingly,
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Dakle, možda baš i ne tako iznenađujuće, ispada da
04:50
that students like getting the best content
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studenti vole dobivati najbolje sadržaje
04:52
from the best universities for free.
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sa najboljih sveučilišta besplatno.
04:55
Since we opened the website in February,
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Otkako smo otvorili ovu internetsku stranicu u veljači,
04:57
we now have 640,000 students from 190 countries.
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dosada imamo 640 000 studenata iz 190 zemalja.
05:02
We have 1.5 million enrollments,
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Imamo 1,5 milijun prijava,
05:04
6 million quizzes in the 15 classes that have launched
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6 milijuna testova unutar 15 dostupnih predmeta koji
05:07
so far have been submitted, and 14 million videos have been viewed.
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su dosada ispunjeni, te 14 milijuna pregleda videozapisa.
05:12
But it's not just about the numbers,
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Ali nije stvar samo u brojevima,
05:14
it's also about the people.
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tu se radi i o ljudima.
05:16
Whether it's Akash, who comes from a small town in India
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Bilo da govorimo o Ahasku, koji dolazi iz malog gradića u Indiji te
05:19
and would never have access in this case
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nikada ne bi imao pristup u ovom slučaju
05:21
to a Stanford-quality course
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predmetu najviše kvalitete sa Stanforda
05:22
and would never be able to afford it.
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niti bi si to mogao priuštiti.
05:25
Or Jenny, who is a single mother of two
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Ili da govorimo o Jenny koja je samohrana majka dvoje djece
05:27
and wants to hone her skills
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i želi unaprijediti svoja znanja
05:29
so that she can go back and complete her master's degree.
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kako bi se mogla vratiti na fakultet i diplomirati.
05:32
Or Ryan, who can't go to school,
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Ili o Ryanu koji ne može pohađati školu
05:35
because his immune deficient daughter
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jer njegova kćer sa imunodeficijencijom
05:37
can't be risked to have germs come into the house,
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ne može riskirati da bakterije uđu u njihovu kuću,
05:40
so he couldn't leave the house.
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tako da Ryan nije mogao napustiti kuću.
05:42
I'm really glad to say --
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Zadovoljstvo mi je što mogu reći...
05:44
recently, we've been in correspondence with Ryan --
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da smo nedavno kontaktirali Ryana...
05:46
that this story had a happy ending.
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i da ova priča ima sretan završetak.
05:48
Baby Shannon -- you can see her on the left --
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Mala Shannon koju vidite na lijevoj strani,
05:50
is doing much better now,
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sada je puno bolje,
05:51
and Ryan got a job by taking some of our courses.
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a Ryan se zaposlio zahvaljujući pohađanju naših predmeta.
05:56
So what made these courses so different?
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Pa što je to što je učinilo ove predmete tako različitima od ostalih?
05:58
After all, online course content has been available for a while.
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Jer ipak, online sadržaji i online nastava su dostupni već neko vrijeme.
06:02
What made it different was that this was real course experience.
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Ono što ih je učinilo različitima je to što je ovo bilo potpuno realno nastavno iskustvo.
06:05
It started on a given day,
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Započelo je točno određenog datuma,
06:07
and then the students would watch videos on a weekly basis
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i studenti su gledali videozapise svakoga tjedna
06:11
and do homework assignments.
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te su izvršavali domaće zadatke.
06:12
And these would be real homework assignments
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I to su bile prave domaće zadaće
06:14
for a real grade, with a real deadline.
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za pravu ocjenu sa pravim zadanim rokom završetka.
06:18
You can see the deadlines and the usage graph.
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Možete vidjeti grafički prikaz zadanih rokova u usporedbi sa upotrebom materijala.
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 globalni fenomen!
06:26
(Laughter)
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(smijeh)
06:28
At the end of the course,
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Na kraju nastavnog predmeta
06:30
the students got a certificate.
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studenti su dobili potvrdu.
06:32
They could present that certificate
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Mogli su pokazati na uvid tu potvrdu
06:34
to a prospective employer and get a better job,
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potencijalnom poslodavcu kako bi dobili bolje poslove,
06:36
and we know many students who did.
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a znamo puno studenata koji su upravo to i učinili.
06:38
Some students took their certificate
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Neki su studenti uzeli svoju potvrdu
06:40
and presented this to an educational institution at which they were enrolled
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i pokazali ga obrazovnoj instituciji koju su pohađali
06:43
for actual college credit.
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kako bi dobili prave bodove.
06:45
So these students were really getting something meaningful
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Dakle, ovi studenti su stvarno dobili nešto vrijedno
06:47
for their investment of time and effort.
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kao rezultat njihovog uloženog vremena i truda.
06:50
Let's talk a little bit about some of the components
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Recimo nešto o nekim sastavnim dijelovima
06:52
that go into these courses.
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ovih nastavnih predmeta.
06:54
The first component is that when you move away
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Prva važna činjenica je ta što kada se odmaknete
06:57
from the constraints of a physical classroom
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od fizičkih ograničenja prave učionice i
06:59
and design content explicitly for an online format,
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kada pripremite nastavni sadržaj posebno za online format,
07:02
you can break away from, for example,
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onda se možete riješiti npr.
07:05
the monolithic one-hour lecture.
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ustaljenog prethistorijskog predavanja u obliku školskog sata.
07:07
You can break up the material, for example,
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Možete razdijeliti nastavni materijal npr.
07:09
into these short, modular units of eight to 12 minutes,
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na ovakve kratke module, od kojih je svaki duljine 8 - 12 minuta
07:12
each of which represents a coherent concept.
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i predstavlja cjelinu za sebe.
07:15
Students can traverse this material in different ways,
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Studenti mogu prolaziti kroz ovaj nastavni materijal na više načina,
07:18
depending on their background, their skills or their interests.
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ovisno o njihovoj pozadini, njihovim vještinama ili njihovim interesima.
07:21
So, for example, some students might benefit
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Tako npr. neki studenti mogu izvući korist
07:24
from a little bit of preparatory material
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iz malo nastavnih materijala za pripremu
07:27
that other students might already have.
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dok neki drugi studenti možda to već znaju.
07:29
Other students might be interested in a particular
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Neki studenti su možda zainteresirani za specifičnu
07:31
enrichment topic that they want to pursue individually.
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temu kojom bi individualno željeli obogatiti svoje znanje detaljnijim istraživanjem.
07:34
So this format allows us to break away
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Stoga nam ovakav oblik nastave omogućava da se riješimo
07:38
from the one-size-fits-all model of education,
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modela obrazovanja "jedna-veličina-za-sve",
07:40
and allows students to follow a much more personalized curriculum.
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i da omogućimo studentima da prate puno individualno prilagođeniji nastavni plan.
07:44
Of course, we all know as educators
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Naravno, kao nastavnici znamo da
07:47
that students don't learn by sitting and passively watching videos.
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studenti ne uče samo sjedeći i pasivno promatrajući videozapise.
07:50
Perhaps one of the biggest components of this effort
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Možda je jedna od najvažnijih činjenica ovog projekta
07:53
is that we need to have students
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ta da moramo imati studente
07:56
who practice with the material
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koji vježbaju sa naučenim gradivom
07:58
in order to really understand it.
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kako bi ga zbilja i razumjeli.
08:01
There's been a range of studies that demonstrate the importance of this.
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Bilo je puno studija koje su demonstrirale važnost ove činjenice.
08:04
This one that appeared in Science last year, for example,
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Ova je objavljena u časopisu Science prošle godine i npr.
08:07
demonstrates that even simple retrieval practice,
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pokazuje kako čak i najjednostavnija vježba ponavljanja,
08:10
where students are just supposed to repeat
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u kojoj su studenti trebali samo ponoviti
08:13
what they already learned
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ono što su 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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prilikom raznih testova rezultata učenja
08:18
than many other educational interventions.
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u odnosu na mnoge druge obrazovne mjere.
08:23
We've tried to build in retrieval practice into the platform,
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Pokušali smo implementirati vježbe ponavljanja u sustav
08:25
as well as other forms of practice in many ways.
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ali i razne druge vrste vježbi.
08:28
For example, even our videos are not just videos.
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Npr. čak niti naši videozapisi nisu samo videozapisi.
08:32
Every few minutes, the video pauses
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Svakih nekoliko minuta, video se zaustavlja
08:34
and the students get asked a question.
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i studentima se postavlja pitanje.
08:36
(Video) SP: ... These four things. Prospect theory, hyperbolic discounting,
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"...ove četiri stvari..."
08:38
status quo bias, base rate bias. They're all well documented.
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"...sve su one vrlo dobro zabilježene."
08:41
So they're all well documented deviations from rational behavior.
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"Dakle to su dobro zabilježene devijantnosti od našeg racionalnog ponašanja."
08:44
DK: So here the video pauses,
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Tu se video zaustavlja,
08:46
and the student types in the answer into the box
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a student upisuje odgovor u kvadrat
08:48
and submits. Obviously they weren't paying attention.
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i šalje ga. Očito nisu bili pažljivi.
08:51
(Laughter)
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(smijeh)
08:52
So they get to try again,
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Imaju pravo na ponovni pokušaj,
08:54
and this time they got it right.
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i sada su točno odgovorili.
08:57
There's an optional explanation if they want.
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Postoji i dodatno objašnjenje ukoliko to žele.
08:59
And now the video moves on to the next part of the lecture.
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I sada se video nastavlja te prelazi na sljedeći dio predavanja.
09:03
This is a kind of simple question
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Ovo je vrsta jednostavnog pitanja
09:05
that I as an instructor might ask in class,
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koje ja kao predavač postavljam na svojim predavanjima,
09:07
but when I ask that kind of a question in class,
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ali kada ja postavim takvo pitanje u učionici,
09:10
80 percent of the students
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80% studenata
09:11
are still scribbling the last thing I said,
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još uvijek zapisuje zadnje što sam rekla,
09:13
15 percent are zoned out on Facebook,
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15% je na Facebooku,
09:16
and then there's the smarty pants in the front row
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i ostaje ona skupina pametnjakovića u prvom redu
09:19
who blurts out the answer
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koja ispljune odgovor
09:20
before anyone else has had a chance to think about it,
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prije nego što itko drugi uopće uspije razmisliti o tome,
09:22
and I as the instructor am terribly gratified
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a ja budem kao predavač užasno zahvalna
09:25
that somebody actually knew the answer.
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što je itko zapravo znao odgovoriti.
09:27
And so the lecture moves on before, really,
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I tako predavanje ide dalje, prije nego što ustvari
09:29
most of the students have even noticed that a question had been asked.
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većina studenata uopće i shvati da je postavljeno nekakvo pitanje.
09:33
Here, every single student
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Ovdje, svaki student
09:36
has to engage with the material.
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mora biti aktivno uključen u nastavu.
09:38
And of course these simple retrieval questions
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Naravno, ovakva jednostavna pitanja za ponavljanje
09:40
are not the end of the story.
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nisu kraj cijele priče.
09:42
One needs to build in much more meaningful practice questions,
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Potrebno je implementirati puno smislenija pitanja za ponavljanje i
09:45
and one also needs to provide the students with feedback
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potrebno je također studentima osigurati povratne informacije
09:47
on those questions.
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vezane uz ta pitanja.
09:49
Now, how do you grade the work of 100,000 students
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E pa sada, kako ocijeniti rad 100 000 studenata
09:52
if you do not have 10,000 TAs?
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ako nemate 10 000 asistenata?
09:55
The answer is, you need to use technology
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Odgovor je da trebate iskoristiti tehnologiju
09:57
to do it for you.
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da to učini umjesto vas.
09:59
Now, fortunately, technology has come a long way,
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Nasreću je tehnologija jako uznapredovala
10:01
and we can now grade a range of interesting types of homework.
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i sada možemo ocjenjivati cijeli niz zanimljivih vrsta zadataka.
10:05
In addition to multiple choice
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Kao dodatak ponuđenim odgovorima i
10:06
and the kinds of short answer questions that you saw in the video,
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vrsti kratkih pitanja kao što ste vidjeli u videozapisima,
10:09
we can also grade math, mathematical expressions
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možemo ocjenjivati još i matematiku, matematičke izraze
10:13
as well as mathematical derivations.
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te matematičke derivacije.
10:15
We can grade models, whether it's
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Možemo ocjenjivati modele, bilo da su to
10:17
financial models in a business class
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financijski modeli u poslovnom predmetu
10:20
or physical models in a science or engineering class
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ili fizikalni modeli u znanstvenom ili inženjerskom predmetu,
10:23
and we can grade some pretty sophisticated programming assignments.
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te možemo ocjenjivati neke poprilično sofisticirane zadatke programiranja.
10:26
Let me show you one that's actually pretty simple
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Dopustite da vam pokažem jedan zadatak koji je ustvari poprilično jednostavan
10:28
but fairly visual.
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ali poprilično vizualan.
10:30
This is from Stanford's Computer Science 101 class,
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Ovo je sa Stanfordovog predmeta "Računalstvo 101"
10:32
and the students are supposed to color-correct
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i studenti imaju zadatak popraviti boju
10:34
that blurry red image.
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ove mutne crvene slike.
10:35
They're typing their program into the browser,
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Upisuju svoj programski kod 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 možete vidjeti kako nisu dali točan odgovor jer "Lady Liberty" još uvijek ima morsku bolest.
10:41
And so, the student tries again, and now they got it right, and they're told that,
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Stoga student pokušava ponovno i ovaj put je u pravu, to im se potvrđuje,
10:45
and they can move on to the next assignment.
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i sada mogu napredovati na sljedeći zadatak.
10:48
This ability to interact actively with the material
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Ovakva mogućnost interaktivnog odnosa sa nastavnim materijalom
10:51
and be told when you're right or wrong
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te informacija jeste li odgovorili točno ili pogrešno
10:52
is really essential to student learning.
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su zbilja neophodni za učenje studenata.
10:56
Now, of course we cannot yet grade
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Ipak, još uvijek ne možemo ocjenjivati
10:58
the range of work that one needs for all courses.
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u potpunosti sve zadatke koji su potrebni za svaki nastavni predmet.
11:01
Specifically, what's lacking is the kind of critical thinking work
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Specifično, ono što nedostaje je vrsta kritičkog osvrta na rad,
11:04
that is so essential in such disciplines
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a koji je neophodan u disciplinama poput
11:06
as the humanities, the social sciences, business and others.
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humanističkih, društvenih i poslovnih znanosti te ostalih.
11:09
So we tried to convince, for example,
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Tako smo npr. pokušali uvjeriti
11:12
some of our humanities faculty
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neke od naših humanističkih fakulteta
11:13
that multiple choice was not such a bad strategy.
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da mogućnost višestrukog izbora i nije tako loša strategija.
11:16
That didn't go over really well.
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To i nije baš prošlo dobro.
11:18
So we had to come up with a different solution.
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Stoga smo morali osmisliti drukčije rješenje.
11:21
And the solution we ended up using is peer grading.
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Rješenje koje smo na kraju osmislili je ocjenjivanje od kolega.
11:24
It turns out that previous studies show,
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Ispada da prethodne studije pokazuju,
11:26
like this one by Saddler and Good,
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poput ove od Saddlera i Gooda,
11:28
that peer grading is a surprisingly effective strategy
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da je ocjenjivanje od kolega iznenađujuće učinkovita strategija
11:30
for providing reproducible grades.
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za dobivanje pouzdanih ocjena.
11:34
It was tried only in small classes,
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Iskušana je samo u malim razredima,
11:35
but there it showed, for example,
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ali tamo je pokazala npr.
11:37
that these student-assigned grades on the y-axis
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da su ovi studenti koji su ocjenjivali (na y-osi)
11:39
are actually very well correlated
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ustvari usko vezani korelacijom
11:41
with the teacher-assigned grade on the x-axis.
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sa ocjenama nastavnika (na x-osi).
11:43
What's even more surprising is that self-grades,
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Još više je iznenađujuće to da je samo-ocjenjivanje,
11:46
where the students grade their own work critically --
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gdje studenti kritički ocjenjuju sami svoj rad,
11:48
so long as you incentivize them properly
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dok god ih odgovarajući potičete
11:50
so they can't give themselves a perfect score --
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tako da si ne mogu dati savršenu ocjenu,
11:52
are actually even better correlated with the teacher grades.
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ustvari čak i bolje povezano korelacijom sa ocjenama nastavnika.
11:55
And so this is an effective strategy
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Stoga je ovo učinkovita strategija
11:57
that can be used for grading at scale,
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koja se može biti koristiti za ocjenjivanje po zadanim vrijednostima,
11:59
and is also a useful learning strategy for the students,
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a također je koristan način učenja za studente,
12:02
because they actually learn from the experience.
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jer ustvari uče iz tog iskustva ocjenjivanja.
12:04
So we now have the largest peer-grading pipeline ever devised,
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Tako da sada imamo najveću mrežu ocjenjivanja između kolega koja je ikada osmišljena,
12:09
where tens of thousands of students
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gdje deseci tisuća studenata
12:11
are grading each other's work,
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ocjenjuju jedni drugima radove,
12:12
and quite successfully, I have to say.
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i moram reći - vrlo su uspješni u tome.
12:15
But this is not just about students
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Ali nije ovdje samo riječ o studentima
12:18
sitting alone in their living room working through problems.
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koji sjede sami u sobi i rješavaju zadatke.
12:21
Around each one of our courses,
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Oko svakog našeg nastavnog predmeta
12:22
a community of students had formed,
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se formirala 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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okupljenih oko zajedničkog intelektualnog napora.
12:29
What you see here is a self-generated map
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Ovo što ovdje vidite je karta napravljena od
12:32
from students in our Princeton Sociology 101 course,
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studenata u našem "Sociologija 101" predmetu sa Princetona,
12:35
where they have put themselves on a world map,
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gdje su studenti sami sebe stavili na kartu svijeta
12:37
and you can really see the global reach of this kind of effort.
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i zbilja možete vidjeti koliki je globalni doseg ove vrste projekta.
12:40
Students collaborated in these courses in a variety of different ways.
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Studenti su surađivali u ovim predmetima na razne načine.
12:45
First of all, there was a question and answer forum,
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Prvenstveno, postojao je forum sa pitanjima i odgovorima
12:48
where students would pose questions,
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gdje bi jedni studenti postavljali pitanja
12:50
and other students would answer those questions.
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a drugi studenti bi odgovarali na ta pitanja.
12:52
And the really amazing thing is,
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Ono što je zbilja zadivljujuće je to što
12:54
because there were so many students,
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je tako veliki broj studenata
12:56
it means that even if a student posed a question
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značio da čak i ako je neki student postavio pitanje
12:58
at 3 o'clock in the morning,
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u 3 sata ujutro,
13:00
somewhere around the world,
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negdje u svijetu
13:01
there would be somebody who was awake
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netko će biti budan
13:03
and working on the same problem.
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i raditi će na istom problemu.
13:05
And so, in many of our courses,
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Tako je u većini naših nastavnih predmeta
13:07
the median response time for a question
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prosječno vrijeme dobivanja odgovora na pitanje
13:10
on the question and answer forum was 22 minutes.
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postavljeno na forumu bilo 22 minute.
13:13
Which is not a level of service I have ever offered to my Stanford students.
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To je razina usluge koju čak niti je nisam nikada omogućila svojim studentima na Stanfordu.
13:18
(Laughter)
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(smijeh)
13:19
And you can see from the student testimonials
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I možete vidjeti iz svjedočenja studenata
13:21
that students actually find
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da oni ustvari smatraju
13:23
that because of this large online community,
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kako su zbog ovakve ogromne zajednice
13:25
they got to interact with each other in many ways
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mogli interaktivno surađivati jedni sa drugima na puno načina
13:28
that were deeper than they did in the context of the physical classroom.
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koji su bili kvalitetniji od onih prisutnih u pravim učionicama.
13:32
Students also self-assembled,
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Studenti su se također sami okupljali,
13:34
without any kind of intervention from us,
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bez ikakvih intervencija 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 fizičke grupe za učenje
13:41
along geographical constraints
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geografski uvjetovane
13:42
and met on a weekly basis to work through problem sets.
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koje su se nalazile svaki tjedan da bi rješavali zadatke.
13:45
This is the San Francisco study group,
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Ovo je grupa za učenje iz San Francisca,
13:47
but there were ones all over the world.
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ali bilo je njih i po cijelom svijetu.
13:49
Others were virtual study groups,
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Druge su bile virtualne grupe za učenje,
13:51
sometimes along language lines or along cultural lines,
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ponekad uvjetovane jezikom ili kulturnim sličnostima,
13:54
and on the bottom left there,
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i ovdje na donjoj lijevoj strani
13:56
you see our multicultural universal study group
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možete vidjeti našu multikulturalnu grupu za učenje
14:00
where people explicitly wanted to connect
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gdje su se ljudi eksplicitno željeli povezati
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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Otvorile su se izvanredne mogućnosti i prednosti
14:06
to be had from this kind of framework.
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ovakvog načina suradnje.
14:10
The first is that it has the potential of giving us
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Kao prvo, postoji potencijal da dobijemo
14:13
a completely unprecedented look
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potpuno novi pogled
14:16
into understanding human learning.
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na razumijevanje ljudskog procesa učenja.
14:18
Because the data that we can collect here is unique.
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Zato što su podaci koje ovdje možemo prikupiti jedinstveni.
14:22
You can collect every click, every homework submission,
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Možete prikupiti svaki klik, svaku poslanu domaću zadaću,
14:26
every forum post from tens of thousands of students.
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svaki post na forumu od desetaka tisuća studenata.
14:30
So you can turn the study of human learning
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Tako da postoji mogućnost da promijenite način ljudskog učenja
14:32
from the hypothesis-driven mode
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sa načina oslonjenog na hipoteze
14:34
to the data-driven mode, a transformation that,
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na način oslonjen na podatke, promjena koja je
14:37
for example, has revolutionized biology.
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npr. temeljito promijenila biologiju.
14:40
You can use these data to understand fundamental questions
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Možete koristiti ove podatke kako bi razumjeli fundamentalna pitanja
14:44
like, what are good learning strategies
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poput pitanja koje su to dobre i učinkovite strategije učenja
14:45
that are effective versus ones that are not?
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a koje to nisu?
14:48
And in the context of particular courses,
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U kontekstu pojedinačnih predmeta,
14:50
you can ask questions
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možete postavljati pitanja
14:52
like, what are some of the misconceptions that are more common
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poput pitanja koja su neka od uobičajenih pogrešnih razumijevanja
14:55
and how do we help students fix them?
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i kako da pomognemo studentima da ih poprave?
14:57
So here's an example of that,
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Evo stoga jedan primjer,
14:59
also from Andrew's Machine Learning class.
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također sa Andrewovog predmeta "Kako računala uče".
15:01
This is a distribution of wrong answers
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Ovo je raspodjela pogrešnih odgovora
15:03
to one of Andrew's assignments.
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na jedan od Andrewovih zadataka.
15:05
The answers happen to be pairs of numbers,
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Odgovor se sastoji od parova brojeva
15:07
so you can draw them on this two-dimensional plot.
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pa ih možete nacrtati na ovom dvodimenzionalnom grafu.
15:09
Each of the little crosses that you see is a different wrong answer.
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Svaki mali križić predstavlja pogrešni odgovor.
15:13
The big cross at the top left
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Veliki križić na vrhu lijevo
15:15
is where 2,000 students
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je onaj gdje je 2000 studenata
15:17
gave the exact same wrong answer.
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dalo identičan pogrešan odgovor.
15:20
Now, if two students in a class of 100
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E sada, ako dva studenta iz grupe od njih 100
15:22
give the same wrong answer,
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daju pogrešan odgovor,
15:24
you would never notice.
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ne biste nikada to primjetili.
15:25
But when 2,000 students give the same wrong answer,
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Ali kada 2000 studenata da identičan pogrešan odgovor,
15:28
it's kind of hard to miss.
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poprilično je teško to previdjeti.
15:29
So Andrew and his students went in,
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Stoga su Andrew i njegovi studenti detaljnije pogledali
15:32
looked at some of those assignments,
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neke od tih zadataka,
15:33
understood the root cause of the misconception,
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shvatili su glavne uzroke pogrešnog shvaćanja
15:37
and then they produced a targeted error message
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te su napravili ciljanu povratnu poruku u slučaju pogrešnog odgovora
15:40
that would be provided to every student
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koja će se prikazati svakom studentu
15:42
whose answer fell into that bucket,
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čiji je odgovor upao u tu kategoriju,
15:44
which means that students who made that same mistake
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a to znači da oni studenti koji su napravili tu istu pogrešku
15:46
would now get personalized feedback
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sada mogu dobiti individualnu prilagođenu povratnu informaciju
15:48
telling them how to fix their misconception much more effectively.
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koji ih upućuje na to kako da poprave pogrešno razumijevanje na puno učinkovitiji način.
15:53
So this personalization is something that one can then build
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Stoga je ovakvo individualno prilagođavanje nešto što se može izgraditi
15:56
by having the virtue of large numbers.
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zahvaljujući posjedovanju ovih ogromnih brojeva.
16:00
Personalization is perhaps
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Individualno prilagođavanje je možda
16:02
one of the biggest opportunities here as well,
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također jedna od najvećih mogućnosti ovdje,
16:04
because it provides us with the potential
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zato što nam olakšava
16:07
of solving a 30-year-old problem.
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rješavanje problema starog 30 godina.
16:09
Educational researcher Benjamin Bloom, in 1984,
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Obrazovni istraživač Benjamin Bloom je 1984. godine
16:13
posed what's called the 2 sigma problem,
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postavio tzv. "2 sigma" problem,
16:15
which he observed by studying three populations.
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koji je uočio promatrajući 3 vrste studenata.
16:18
The first is the population that studied in a lecture-based classroom.
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Prva je grupa ona koja je učila u učionici uz predavanja.
16:22
The second is a population of students that studied
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Druga je grupa sastavljena od onih studenata koji su učili
16:24
using a standard lecture-based classroom,
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u učionici uz predavanja, ali
16:26
but with a mastery-based approach,
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uz pristup savladavanja gradiva što znači
16:28
so the students couldn't move on to the next topic
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da studenti nisu mogli napredovati na sljedeću cjelinu
16:30
before demonstrating mastery of the previous one.
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ukoliko nisu pokazali da su uspješno svladali prethodnu.
16:33
And finally, there was a population of students
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Konačno je postojala treća grupa studenata
16:36
that were taught in a one-on-one instruction using a tutor.
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koji su učili pojedinačno sa instruktorima.
16:40
The mastery-based population was a full standard deviation,
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Druga grupa sa pristupom savladavanja gradiva je bila za iznos varijance (standardne devijacije)
16:44
or sigma, in achievement scores better
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tj. sigme bolja u postignutim rezultatima od
16:46
than the standard lecture-based class,
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2394
prve grupe studenata u učionicama,
16:48
and the individual tutoring gives you 2 sigma
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a treća grupa sa instruktorima je dala za dvije sigme (varijance)
16:50
improvement in performance.
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bolji napredak u rezultatima.
16:52
To understand what that means,
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Kako bi razumjeli što to znači,
16:54
let's look at the lecture-based classroom,
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pogledajmo učionicu sa predavanjima
16:56
and let's pick the median performance as a threshold.
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i uzmimo srednju vrijednost rezultata kao prag.
16:58
So in a lecture-based class,
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Tako je u učionici sa predavanjima
17:00
half the students are above that level and half are below.
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pola studenata iznad tog praga, a pola je ispod praga.
17:04
In the individual tutoring instruction,
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U individualnom podučavanju sa instruktorima
17:06
98 percent of the students are going to be above that threshold.
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98% studenata je iznad tog praga.
17:11
Imagine if we could teach so that 98 percent of our students
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Zamislite samo kada bismo mogli podučavati tako da 98% naših studenata
17:14
would be above average.
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bude iznad prosjeka.
17:17
Hence, the 2 sigma problem.
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Iz toga je nastao problem "2 sigme".
17:20
Because we cannot afford, as a society,
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Nastao je iz razloga što kao društvo ne možemo priuštiti
17:22
to provide every student with an individual human tutor.
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svakom studentu pojedinačno vlastitog instruktora.
17:26
But maybe we can afford to provide each student
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Ali ipak, možda možemo priuštiti svakom studentu
17:28
with a computer or a smartphone.
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2019
računalo ili pametni telefon.
17:30
So the question is, how can we use technology
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Stoga je pitanje kako možemo iskoristiti tehnologiju
17:32
to push from the left side of the graph, from the blue curve,
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da nas pomakne sa lijeve strane grafa, sa plave krivulje,
17:35
to the right side with the green curve?
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na desnu stranu sa zelenom krivuljom?
17:38
Mastery is easy to achieve using a computer,
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Savladavanje znanja se lako postiže koristeći računala
17:40
because a computer doesn't get tired
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jer se računalo ne umori
17:42
of showing you the same video five times.
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nakon što pokaže isti videozapis pet puta zaredom.
17:45
And it doesn't even get tired of grading the same work multiple times,
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Ne umori se niti ocjenjujući isti rad nekoliko puta,
17:48
we've seen that in many of the examples that I've shown you.
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a to smo i vidjeli u brojnim primjerima koje sam vam pokazala.
17:51
And even personalization
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I čak individualno prilagođavanje je
17:53
is something that we're starting to see the beginnings of,
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nešto što tek vidimo u njegovim počecima,
17:55
whether it's via the personalized trajectory through the curriculum
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bilo da je ono putem prilagođenog smjera nastave kroz predviđeni nastavni sadržaj
17:58
or some of the personalized feedback that we've shown you.
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ili putem nekih od individualno prilagođenih povratnih informacija koje smo vam pokazali.
18:02
So the goal here is to try and push,
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Stoga je ovdje cilj pokušati i potruditi se
18:04
and see how far we can get towards the green curve.
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te vidjeti koliko daleko možemo doći do zelene krivulje.
18:08
So, if this is so great, are universities now obsolete?
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Pa onda ako je sve ovo tako dobro jesu li sveučilišta postala nepotrebna?
18:13
Well, Mark Twain certainly thought so.
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Mark Twain je zasigurno tako mislio.
18:16
He said that, "College is a place where a professor's lecture notes
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Rekao je: "Fakultet je mjesto na kojemu bilješke profesora
18:19
go straight to the students' lecture notes,
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1703
prelaze ravno u bilješke studenta,
18:20
without passing through the brains of either."
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2376
bez da prođu kroz um obojice."
18:23
(Laughter)
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(smijeh)
18:27
I beg to differ with Mark Twain, though.
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Ipak, ne slažem se sa Markom Twainom.
18:29
I think what he was complaining about is not
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2665
Mislim da ono na što se on žalio nisu
18:32
universities but rather the lecture-based format
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2750
sveučilišta već način nastave uz predavanja
18:35
that so many universities spend so much time on.
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a kojim se služi veliki broj sveučilišta.
18:38
So let's go back even further, to Plutarch,
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3159
Vratimo se još više u prošlost sve do Plutarha
18:41
who said that, "The mind is not a vessel that needs filling,
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2227
koji je rekao: "Um nije posuda koju treba napuniti,
18:43
but wood that needs igniting."
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2023
već je drvo koje treba potpaliti."
18:45
And maybe we should spend less time at universities
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Možda bismo stoga trebali provoditi manje vremena na sveučilištima
18:47
filling our students' minds with content
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puneći umove naših studenata sadržajem kroz
18:50
by lecturing at them, and more time igniting their creativity,
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predavanja, a više vremena provoditi na potpaljivanje vatre njihove kreativnosti,
18:54
their imagination and their problem-solving skills
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njihove mašte i njihovih vještina rješavanja problema
18:57
by actually talking with them.
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na taj način da zapravo razgovaramo sa njima.
18:59
So how do we do that?
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Pa kako da to učinimo?
19:01
We do that by doing active learning in the classroom.
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Tako da koristimo akivno učenje u učionici.
19:04
So there's been many studies, including this one,
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Bilo je puno studija, uključujući i ovu,
19:07
that show that if you use active learning,
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koje pokazuju da se, ako koristite aktivno učenje
19:09
interacting with your students in the classroom,
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interaktivnim djelovanjem na svoje studente u učionici,
19:11
performance improves on every single metric --
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rezultati poboljšavaju na sve načine, bilo to
19:14
on attendance, on engagement and on learning
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prisustvom, uključenosti ili učenjem
19:16
as measured by a standardized test.
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i sve to je izmjereno standardiziranim testovima.
19:18
You can see, for example, that the achievement score
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Možete vidjeti da se npr. rezultati postignuti testovima
19:20
almost doubles in this particular experiment.
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skoro udvostručuju u ovom specifičnom eksperimentu.
19:23
So maybe this is how we should spend our time at universities.
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Stoga je možda ovo način na koji trebamo trošiti svoje vrijeme na sveučilištu.
19:27
So to summarize, if we could offer a top quality education
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Da zaključim, ako bismo mogli ponuditi obrazovanje vrhunske kvalitete
19:32
to everyone around the world for free,
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svakome diljem svijeta besplatno,
19:34
what would that do? Three things.
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što bismo time postigli? Tri stvari.
19:37
First it would establish education as a fundamental human right,
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Prvo, to bi postavilo temelje obrazovanja kao osnovnog ljudskog prava
19:40
where anyone around the world
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tako da bi svatko diljem svijeta
19:41
with the ability and the motivation
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tko ima mogućnosti i motivaciju
19:43
could get the skills that they need
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mogao dobiti vještine i znanja koja su mu potrebna
19:45
to make a better life for themselves,
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kako bi osigurao bolji život za sebe,
19:47
their families and their communities.
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svoju obitelj ili svoju zajednicu.
19:49
Second, it would enable lifelong learning.
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Drugo, to bi omogućilo cjeloživotno učenje.
19:52
It's a shame that for so many people,
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Šteta je da toliki broj ljudi
19:53
learning stops when we finish high school or when we finish college.
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prekida proces učenja kada završi srednju školu ili fakultet.
19:57
By having this amazing content be available,
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Imajući ovaj zadivljujući sadržaj dostupan
19:59
we would be able to learn something new
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mogli bismo naučiti nešto novo
20:02
every time we wanted,
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svaki put kada bismo to željeli,
20:03
whether it's just to expand our minds
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1329
bilo to da samo proširimo vidike
20:04
or it's to change our lives.
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ili da kompletno promijenimo svoj život.
20:06
And finally, this would enable a wave of innovation,
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I konačno, ovo bi omogućilo cijeli niz novih inovacija
20:10
because amazing talent can be found anywhere.
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jer se zapanjujući talenti mogu pronaći posvuda.
20:13
Maybe the next Albert Einstein or the next Steve Jobs
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Možda je sljedeći Albert Einstein ili sljedeći Steve Jobs
20:16
is living somewhere in a remote village in Africa.
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negdje u zabačenom selu Afrike.
20:18
And if we could offer that person an education,
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I ako bismo mogli ponuditi toj osobi obrazovanje,
20:21
they would be able to come up with the next big idea
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onda bi ona mogla osmisliti sljedeću genijalnu ideju
20:23
and make the world a better place for all of us.
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kojom bi učinila ovaj svijet boljim mjestom za sve nas ostale.
20:26
Thank you very much.
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Hvala vam puno!
20:27
(Applause)
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(pljesak)
Reviewed by SIBELA KESAC
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