TED2012
Peter Norvig: The 100,000-student classroom
Peter Norvig: Trieda so 100 000 študentmi
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Na jeseň roku 2011 Peter Norvig spolu so Sebastianom Thrunom učil umelú inteligenciu na Standforde, kde hodiny navštevovalo 175 študentov - a viac ako 100 000 prostredníctvom interaktívneho internetového vysielania. Norvig sa s nami podelil, čo sa naučil o výučbe globálnej triedy.
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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Každý z nás je žiakom,
00:19
and a teacher.
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ale aj učiteľom.
00:20
This is me being inspired
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Tu som ja, ako ma motivuje
00:22
by my first tutor,
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môj prvý učiteľ,
00:24
my mom,
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moja mama,
00:25
and this is me teaching
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a tu som zase, ako prednášam
00:27
Introduction to Artificial Intelligence
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Úvod do umelej inteligencie
00:29
to 200 students
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200 študentom
00:30
at Stanford University.
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na Standfordskej univerzite.
00:32
Now the students and I
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Študenti si spolu so mnou
00:33
enjoyed the class,
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prednášku užili,
00:34
but it occurred to me
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no uvedomil som si,
00:36
that while the subject matter
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že zatiaľ čo téma
00:37
of the class is advanced
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prednášky je pokroková
00:39
and modern,
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a moderná,
00:39
the teaching technology isn't.
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spôsob výučby taký nie je.
00:42
In fact, I use basically
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V podstate používam
00:44
the same technology as
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rovnaké prostriedky ako
00:46
this 14th-century classroom.
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na tejto hodine v 14. storočí.
00:49
Note the textbook,
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Všimnite si učebnicu,
00:52
the sage on the stage,
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mudrca za katedrou
00:55
and the sleeping guy
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a spiaceho chlapíka
00:57
in the back. (Laughter)
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vzadu. (Smiech)
00:58
Just like today.
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Presne ako aj dnes.
01:01
So my co-teacher,
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A tak sme si s mojim kolegom
01:04
Sebastian Thrun, and I thought,
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Sebastianom Thrunom pomysleli,
01:05
there must be a better way.
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že sa to dá robiť lepšie.
01:07
We challenged ourselves
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Prijali sme výzvu
01:09
to create an online class
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na vytvorenie online kurzu,
01:10
that would be equal or better
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ktorý bude rovnakej alebo lepšej
01:12
in quality to our Stanford class,
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kvality ako ten náš na Standforde,
01:14
but to bring it to anyone
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až nato, že by bol pre hocikoho
01:16
in the world for free.
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na svete zadarmo.
01:18
We announced the class on July 29th,
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Kurz sme zverejnili 29. júla
01:20
and within two weeks, 50,000 people
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a za dva týždne sa naň prihlásilo
01:24
had signed up for it.
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50 000 ľudí.
01:25
And that grew to 160,000 students
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Počet sa vyšplhal na 160 000 študentov
01:28
from 209 countries.
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z 209 krajín.
01:30
We were thrilled to have
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Boli sme nadšení
01:32
that kind of audience,
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týmto druhom poslucháčov
01:33
and just a bit terrified that we
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a trochu sme sa obávali,
01:36
hadn't finished preparing the class yet. (Laughter)
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pretože sme kurz ešte úplne nepripravili. (Smiech)
01:38
So we got to work.
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A tak sme sa do toho pustili.
01:40
We studied what others had done,
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Preštudovali sme si, čo použili iní,
01:41
what we could copy and what we could change.
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čo by sme mohli okopírovať, a čo zmeniť.
01:44
Benjamin Bloom had showed
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Benjamin Bloom dokázal,
01:46
that one-on-one tutoring works best,
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že výučba jeden na jedného je najlepšia,
01:48
so that's what we tried to emulate,
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čo sme sa aj snažii napodobniť,
01:50
like with me and my mom,
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tak, ako to bolo s mojou mamou,
01:52
even though we knew
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aj keď sme vedeli,
01:53
it would be one-on-thousands.
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že to bude jeden na tisíce.
01:55
Here, an overhead video camera
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Tu nahráva kamera
01:57
is recording me as I'm talking
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čo hovorím
01:59
and drawing on a piece of paper.
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a kreslím na kus papiera.
02:01
A student said, "This class felt
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Ako povedal jeden študent: "Tento kurz
02:03
like sitting in a bar
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je ako sedieť v bare
02:04
with a really smart friend
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s veľmi múdrym kamarátom,
02:06
who's explaining something
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ktorý vysvetľuje niečo nepochopené,
02:07
you haven't grasped, but are about to."
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a už tomu začínam pomaly rozumieť."
02:09
And that's exactly what we were aiming for.
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A to je presne to, o čo nám išlo.
02:11
Now, from Khan Academy, we saw
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Ďalej, na Khan Academy sme videli,
02:14
that short 10-minute videos
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že krátke 10-minútové videá
02:16
worked much better than trying
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fungujú oveľa lepšie, ako snažiť sa
02:18
to record an hour-long lecture
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nahrať hodinovú prednášku
02:20
and put it on the small-format screen.
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a prehrať ju na malej obrazovke.
02:22
We decided to go even shorter
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Rozhodli sme sa videá spraviť kratšie
02:25
and more interactive.
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a interaktívnejšie.
02:26
Our typical video is two minutes,
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Naše typické video má dve minúty
02:28
sometimes shorter, never more
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alebo aj menej, no nikdy viac
02:30
than six, and then we pause for
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ako šesť, potom si dáme prestávku
02:33
a quiz question, to make it
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na otázky, aby mal študent pocit
02:34
feel like one-on-one tutoring.
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ako na individuálnej hodine.
02:36
Here, I'm explaining how a computer uses
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Tu vysvetľujem, ako počítač využíva
02:39
the grammar of English
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anglickú gramatiku
02:40
to parse sentences, and here,
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na rozbor vety a tu
02:42
there's a pause and the student
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nasleduje pauza a študent
02:44
has to reflect, understand what's going on
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sa musí zamyslieť, pochopiť o čo ide,
02:46
and check the right boxes
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a aby mohol pokračovať, musí
02:48
before they can continue.
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zaškrtnúť správne políčka.
02:49
Students learn best when
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Študenti sa naučia najviac,
02:52
they're actively practicing.
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keď si aktívne precvičujú.
02:53
We wanted to engage them, to have them grapple
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Chceli sme ich zapojiť, aby sa popasovali
02:55
with ambiguity and guide them to synthesize
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s nejasnosťami a priviesť ich, aby vybrali
02:58
the key ideas themselves.
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kľúčové myšlienky sami.
03:00
We mostly avoid questions
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Väčšinou sa vyhýbame otázkam ako:
03:02
like, "Here's a formula, now
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"Tu máš vzorec a teraz
03:03
tell me the value of Y
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mi povedz hodnotu y
03:04
when X is equal to two."
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ak x je dva."
03:06
We preferred open-ended questions.
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Uprednostnili sme otvorené otázky.
03:07
One student wrote, "Now I'm seeing
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Jeden študent napísal: "Teraz vidím
03:11
Bayes networks and examples of
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Bayesove siete a príklady
03:13
game theory everywhere I look."
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teórie hier všade, kam sa pozriem."
03:14
And I like that kind of response.
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A takáto odpoveď sa mi páči.
03:16
That's just what we were going for.
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Je to presne to, o čo sme sa snažili.
03:18
We didn't want students to memorize the formulas;
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Nechceli sme, aby sa študenti učili vzorce naspamäť,
03:20
we wanted to change the way
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chceli sme zmeniť ich spôsob
03:21
they looked at the world.
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nazerania na svet.
03:22
And we succeeded.
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A to sa nám podarilo.
03:23
Or, I should say, the students succeeded.
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Vlastne, mal by som skôr povedať, študentom sa to podarilo.
03:26
And it's a little bit ironic
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Je trochu absurdné,
03:28
that we set about to disrupt traditional education,
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že sme šli rozvrátiť tradičnú metódu výučby
03:31
and in doing so, we ended up
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a nakoniec sme skončili
03:33
making our online class
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vytvorením nášho online kurzu
03:34
much more like a traditional college class
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ešte na tradičnejšiu hodinu na vysokej škole
03:37
than other online classes.
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ako pri iných online kurzoch.
03:38
Most online classes, the videos are always available.
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Väčšina z nich je dostupná stále.
03:42
You can watch them any time you want.
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Môžete si ich pozrieť, kedy len chcete.
03:43
But if you can do it any time,
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No ak to môžete urobiť hocikedy,
03:46
that means you can do it tomorrow,
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znamená to, že to môžete spraviť zajtra,
03:47
and if you can do it tomorrow,
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ale ak to môžete spraviť zajtra,
03:49
well, you may not ever
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nuž, možno si na to
03:51
get around to it. (Laughter)
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nenájdete čas už nikdy. (Smiech)
03:53
So we brought back the innovation
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Tak sme sa vrátili k vynálezu
03:55
of having due dates. (Laughter)
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stanovenia termínov. (Smiech)
03:57
You could watch the videos
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Videá sa mohli pozrieť
03:58
any time you wanted during the week,
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hocikedy v priebehu jedného týždňa,
04:00
but at the end of the week,
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no na jeho konci
04:01
you had to get the homework done.
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ste úlohu museli mať už hotovú.
04:03
This motivated the students to keep going, and it also
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Študenti boli motivovaní pokračovať a
04:05
meant that everybody was working
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každý pracoval
04:08
on the same thing at the same time,
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na rovnakej úlohe v tom istom čase,
04:09
so if you went into a discussion forum,
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a tak ak ste šli do diskusného fóra,
04:11
you could get an answer from a peer within minutes.
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spolužiaci vám odpovedali v priebehu pár minút.
04:13
Now, I'll show you some of the forums, most of which
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Ukážem vám niekoľko fór, z ktorých väčšinu
04:16
were self-organized by the students themselves.
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viedli študenti celkom sami.
04:19
From Daphne Koller and Andrew Ng, we learned
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Od Daphne Kollerovej a Andrewa Nga sme spoznali
04:22
the concept of "flipping" the classroom.
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koncept triedy "prevrátenej naruby".
04:24
Students watched the videos
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Študenti si videá pozreli
04:26
on their own, and then they
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sami a potom
04:27
come together to discuss them.
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sa spojili, aby si ich vzájomne prebrali.
04:29
From Eric Mazur, I learned about peer instruction,
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Od Erica Mazura som sa dozvedel o tzv. rovesníckej výučbe,
04:32
that peers can be the best teachers,
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kde práve rovesníci si sú najlepšími učiteľmi,
04:35
because they're the ones
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pretože práve oni
04:36
that remember what it's like to not understand.
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si pamätajú, aké je to nerozumieť.
04:39
Sebastian and I have forgotten some of that.
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Sebastian a aj ja sme na to už trochu zabudli.
04:42
Of course, we couldn't have
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Samozrejme, že sme nemohli viesť
04:44
a classroom discussion with
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triednu diskusiu
04:46
tens of thousands of students,
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s tisíckami študentov, a tak
04:47
so we encouraged and nurtured these online forums.
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sme podporovali a rozvíjali tieto online fóra.
04:51
And finally, from Teach For America,
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A na záver, od organizácie Teach For America
04:54
I learned that a class is not
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som sa naučil, že kurz nie je
04:55
primarily about information.
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v prvom rade o informáciach.
04:57
More important is motivation and determination.
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Dôležitejšia je motivácia a odhodlanie.
05:00
It was crucial that the students see
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Hlavné bolo, aby študenti videli,
05:01
that we're working hard for them and
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že sme pre nich vynaložili všetko naše úsilie,
05:03
they're all supporting each other.
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a že majú medzi sebou podporu.
05:05
Now, the class ran 10 weeks,
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Kurz trval 10 týždňov
05:08
and in the end, about half of the 160,000 students watched
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a na jeho konci asi polovica zo 160 000 študentov videla
05:12
at least one video each week,
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aspoň jedno video týždenne
05:13
and over 20,000 finished all the homework,
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a viac ako 20 000 dokončilo všetky úlohy,
05:16
putting in 50 to 100 hours.
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čo im trvalo 50 až 100 hodín.
05:17
They got this statement of accomplishment.
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Obdržali toto potvrdenie o absolvovaní.
05:19
So what have we learned?
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A čo sme sa vlastne naučili?
05:21
Well, we tried some old ideas
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Nuž, vyskúšali sme pár starších a
05:24
and some new and put them together,
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pár nových nápadov, dali sme ich dokopy,
05:26
but there are more ideas to try.
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ale ešte ich tu na vyskúšanie zostáva veľa.
05:28
Sebastian's teaching another class now.
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Sebastian teraz učí ďalší kurz.
05:30
I'll do one in the fall.
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Na jeseň budem učiť jeden ja.
05:31
Stanford Coursera, Udacity, MITx
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Kurzy Coursera Standforskej univerzity, Udacity, MITx
05:35
and others have more classes coming.
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a iné pripravujú ďalšie hodiny.
05:37
It's a really exciting time.
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Je to naozaj vzrušujúce.
05:38
But to me, the most exciting
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No pre mňa sú najvzrušujúcejšou
05:40
part of it is the data that we're gathering.
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časťou získané dáta.
05:43
We're gathering thousands
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Získavame tisíce
05:46
of interactions per student per class,
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interakcií na študenta a na kurz,
05:47
billions of interactions altogether,
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dokopy miliardy interakcií,
05:49
and now we can start analyzing that,
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a teraz môžeme začať s ich analýzou,
05:52
and when we learn from that,
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a keď sa z nich poučíme,
05:53
do experimentations,
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spravíme pokusy,
05:55
that's when the real revolution will come.
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až vtedy nastane skutočná revolúcia.
05:57
And you'll be able to see the results from
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A výsledky budeme vidieť
06:00
a new generation of amazing students.
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na novej generácii vynikajúcich študentov.
06:02
(Applause)
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(Potlesk)
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