ABOUT THE SPEAKER
Peter Norvig - Computer scientist
Peter 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.

More profile about the speaker
Peter Norvig | Speaker | TED.com
TED2012

Peter Norvig: The 100,000-student classroom

Peter Norvig: Učilnica s 100.000 študenti

Filmed:
1,166,568 views

Jeseni 2011 sta Peter Norvig in Sebastjan Thrun izvedla študijski letnik o umetni intiligenci pred 175 študenti v predavalnici in več kot 100.000 preko spletnega prenosa. Peter nam pove več o tem, kaj se je naučil o globalni učilnici.
- Computer scientist
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
EveryoneVsi is bothoboje a learneručenec
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Vsakdo je oboje: učenec
00:19
and a teacheručitelj.
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in učitelj.
00:20
This is me beingbiti inspirednavdihnjen
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To sem jaz, ko me je navdahnila
00:22
by my first tutormentor,
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prva tutorka,
00:24
my mommama,
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moja mama.
00:25
and this is me teachingpoučevanje
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In to sem jaz med poučevanjem
00:27
IntroductionUvod to ArtificialUmetno IntelligenceInteligenca
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o umetni inteligenci
00:29
to 200 studentsštudenti
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pred 200 študenti
00:30
at StanfordStanford UniversityUniverza.
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na Univerzi Stanford.
00:32
Now the studentsštudenti and I
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Vsi, študentje in jaz,
00:33
enjoyeduživali the classrazred,
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smo uživali.
00:34
but it occurredprišlo to me
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Toda opazil sem,
00:36
that while the subjectpredmet matterzadevo
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da je predmet poučevanja
00:37
of the classrazred is advancednapredno
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napreden
00:39
and modernmoderno,
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in sodoben,
00:39
the teachingpoučevanje technologytehnologijo isn't.
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medtem ko tehnologija poučevanja ni.
00:42
In factdejstvo, I use basicallyv bistvu
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Pravzaprav sem uporabil
00:44
the sameenako technologytehnologijo as
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enako tehnologijo,
00:46
this 14th-centurystoletje classroomučilnica.
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kot je bila na voljo v učilnici v 14. stoletju.
00:49
NoteOpomba the textbookučbenik,
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Opaženi: učbenik,
00:52
the sagežajbelj on the stagestopnja,
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obraz za katedrom
00:55
and the sleepingspanje guy
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in speči tip
00:57
in the back. (LaughterSmeh)
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v ozadju. (Smeh)
00:58
Just like todaydanes.
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Tako kot danes.
01:01
So my co-teacherco-učitelja,
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S kolegom Sebastianom,
01:04
SebastianSebastian ThrunThrun, and I thought,
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prav tako predavateljem, naju je spreletelo:
01:05
there mustmoraš be a better way.
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mora obstajati boljši pristop.
01:07
We challengedizpodbijano ourselvessami
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Sprejela sva nov izziv
01:09
to createustvarite an onlinena spletu classrazred
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in v spletnem okolju postavila predavanje,
01:10
that would be equalenako or better
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ki bo enako ali še bolj kakovostno kot
01:12
in qualitykakovost to our StanfordStanford classrazred,
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najine lekcije na Stanfordu,
01:14
but to bringprinesi it to anyonekdorkoli
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hkrati pa dostopno komurkoli in
01:16
in the worldsvet for freeprost.
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kjerkoli po svetu brezplačno.
01:18
We announcednapovedal the classrazred on JulyJulija 29thth,
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Predavanje sva napovedala 29. julija
01:20
and withinznotraj two weekstednih, 50,000 people
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in v 2 tednih se je prijavilo
01:24
had signedpodpisano up for it.
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50.000 ljudi.
01:25
And that grewnaraščal to 160,000 studentsštudenti
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Število je nato naraslo na 160.000 prijavljenih
01:28
from 209 countriesdržave.
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študentov iz 209 držav.
01:30
We were thrillednavdušeni to have
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Ob takem občinstvu
01:32
that kindvrste of audienceobčinstvo,
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sva bila vznemirjena,
01:33
and just a bitbit terrifiedprestrašen that we
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pa tudi malce prestrašena,
01:36
hadn'tni finishedkončal preparingpriprava the classrazred yetše. (LaughterSmeh)
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ker še nisva povsem dokončala vsebine predavanja.
01:38
So we got to work.
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Lotila sva se dela.
01:40
We studiedštudiral what othersdrugi had doneKončano,
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Preučila sva, kar so naredili že drugi,
01:41
what we could copykopirati and what we could changesprememba.
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kaj od tega bi lahko uporabila in kaj spremenila.
01:44
BenjaminBenjamin BloomCvet had showedpokazala
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Benjamin Bloom je dokazal,
01:46
that one-on-oneena na ena tutoringtutorstvo worksdela bestnajboljši,
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da je učenje 1:1 najbolj učinkovito.
01:48
so that's what we triedposkušal to emulatetekmovati,
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To sva želela posnemati;
01:50
like with me and my mommama,
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kot nekoč jaz in moja mama,
01:52
even thoughčeprav we knewvedel
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pa čeprav sva se zavedala,
01:53
it would be one-on-thousandsena-na-tisoč.
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da bo pravzaprav šlo za odnos 1:na tisoče ljudi.
01:55
Here, an overheadz vrha videovideo camerakamera
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Tukaj me kamera snema,
01:57
is recordingsnemanje me as I'm talkinggovoriti
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medtem ko govorim in
01:59
and drawingrisanje on a piecekos of paperpapir.
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rišem na list papirja.
02:01
A studentštudent said, "This classrazred feltčutil
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Nek študent je izjavil, da se je med predavanjem počutil,
02:03
like sittingsedi in a barbar
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kot da bi sedel v baru
02:04
with a really smartpameten friendprijatelj
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v družbi izredno pametnega prijatelja,
02:06
who'skdo je explainingrazlaga something
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ki mu razlaga še neosvojeno
02:07
you haven'tne graspedzgrabila, but are about to."
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učno snov.
02:09
And that's exactlytočno what we were aimings ciljem for.
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To je bil odziv, ki sva si ga želela.
02:11
Now, from KhanKhan AcademyAkademija, we saw
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Na Akademiji Khan smo ugotovili,
02:14
that shortkratek 10-minute-minut videosvideo posnetke
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da kratki, 10-minutni posnetki,
02:16
workeddelal much better than tryingposkušam
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učinkujejo mnogo bolje, kot če bi
02:18
to recordzapis an hour-longenourni lecturepredavanje
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poskušali posneti in
02:20
and put it on the small-formatmalega formata screenzaslon.
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predvajati enourno predavanje.
02:22
We decidedodločil to go even shorterkrajši
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Midva sva se odločila, da posnetke narediva še krajše
02:25
and more interactiveinteraktivno.
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in še bolj interaktivne.
02:26
Our typicaltipično videovideo is two minutesminut,
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Najin tipičen video je
02:28
sometimesvčasih shorterkrajši, never more
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dolg od 2 do 6 minut.
02:30
than sixšest, and then we pausepavza for
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Zastavila sva anketno vprašanje:
02:33
a quizkviz questionvprašanje, to make it
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kako naj še pristopimo,
02:34
feel like one-on-oneena na ena tutoringtutorstvo.
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da bodo predavanja občutena kot učenje v živo?
02:36
Here, I'm explainingrazlaga how a computerračunalnik usesuporabe
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Tu razlagam, kako računalnik uporablja
02:39
the grammarslovnica of Englishangleščina
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angleško slovnico
02:40
to parserazčleniti sentenceskazni, and here,
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in tvori povedi. Tukaj
02:42
there's a pausepavza and the studentštudent
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pa je premor, v katerem morajo študenti
02:44
has to reflectodražajo, understandrazumeti what's going on
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reflektirati, razumeti, kaj se dogaja
02:46
and checkpreveri the right boxesškatle
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in označiti prava polja,
02:48
before they can continuenadaljuj.
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preden lahko nadaljujejo.
02:49
StudentsŠtudenti learnučiti se bestnajboljši when
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Študenti se najbolje učijo takrat,
02:52
they're activelyaktivno practicingprakticiranje.
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ko aktivno vadijo.
02:53
We wanted to engagesodelovati them, to have them grappleGrabež
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Želela sva jih angažirati, da se spoprimejo
02:55
with ambiguitydvoumnost and guidevodnik them to synthesizesintetizirati
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z dvoumnostjo, jih voditi k
02:58
the keyključ ideasideje themselvessami.
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spajanju ključnih idej.
03:00
We mostlyvečinoma avoidizogibajte se questionsvprašanja
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Večinoma sva se izogibala nalog,
03:02
like, "Here'sTukaj je a formulaformula, now
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kot so: tu je formula,
03:03
tell me the valuevrednost of Y
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določi vrednost Y,
03:04
when X is equalenako to two."
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če je X=2.
03:06
We preferredprednost open-endedodprta questionsvprašanja.
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Namesto tega sva se odločila za odprta vprašanja.
03:07
One studentštudent wrotenapisal, "Now I'm seeingvidenje
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Nek študent je zapisal: »Zdaj
03:11
BayesBayes networksomrežij and examplesprimeri of
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Bayesove mreže in primere
03:13
gameigro theoryteorija everywherepovsod I look."
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teorije iger vidim, kamorkoli pogledam.«
03:14
And I like that kindvrste of responseodziv.
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Tak odgovor mi je bil všeč,
03:16
That's just what we were going for.
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prav to je bil najin cilj.
03:18
We didn't want studentsštudenti to memorizeZapomni si the formulasformule;
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Nisva namreč želela, da si študenti zapomnijo formule,
03:20
we wanted to changesprememba the way
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želela sva, da spremenijo
03:21
they lookedpogledal at the worldsvet.
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svoj pogled na svet.
03:22
And we succeededuspelo.
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In uspelo nama je,
03:23
Or, I should say, the studentsštudenti succeededuspelo.
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bolje rečeno: uspelo je njim.
03:26
And it's a little bitbit ironicIronično
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Malce ironično je,
03:28
that we setnastavite about to disruptmoti traditionaltradicionalno educationizobraževanje,
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da sva želela pretresti tradicionalne načine poučevanja,
03:31
and in doing so, we endedkončal up
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na koncu pa najina
03:33
makingizdelavo our onlinena spletu classrazred
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spletna predavanja bolj kot
03:34
much more like a traditionaltradicionalno collegekolegij classrazred
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spletnim učnim orodjem pravzaprav približala tradicionalnim,
03:37
than other onlinena spletu classesrazredov.
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kakršna uporabljajo na fakultetah.
03:38
MostVečina onlinena spletu classesrazredov, the videosvideo posnetke are always availablena voljo.
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V večini spletnih učilnic so videoposnetki vedno na voljo.
03:42
You can watch them any time you want.
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Gledate jih lahko, kadarkoli si zaželite.
03:43
But if you can do it any time,
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Če jih lahko gledate kadarkoli,
03:46
that meanssredstva you can do it tomorrowjutri,
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jih lahko tudi jutri.
03:47
and if you can do it tomorrowjutri,
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Toda če jih lahko jutri,
03:49
well, you maylahko not ever
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jih morda
03:51
get around to it. (LaughterSmeh)
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ne boste nikoli. (Smeh)
03:53
So we broughtprinesel back the innovationinovacije
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Zato sva oživila "inovacijo"
03:55
of havingimeti duedolžan datesdatumi. (LaughterSmeh)
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rokov oddaje. (Smeh)
03:57
You could watch the videosvideo posnetke
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Video so si lahko ogledali
03:58
any time you wanted duringmed the weekteden,
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katerikoli dan,
04:00
but at the endkonec of the weekteden,
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ob koncu tedna pa so morali
04:01
you had to get the homeworkDomača naloga doneKončano.
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opraviti tudi domačo nalogo.
04:03
This motivatedmotivirani the studentsštudenti to keep going, and it alsotudi
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To je motiviralo študente, da so ostajali dejavni,
04:05
meantpomeni that everybodyvsi was workingdelo
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poleg tega pa so se istočasno
04:08
on the sameenako thing at the sameenako time,
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vsi ukvarjali z isto snovjo.
04:09
so if you wentšla into a discussiondiskusija forumForum,
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Če si se prijavil v forum za diskusijo,
04:11
you could get an answerodgovor from a peerpeer withinznotraj minutesminut.
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si odgovor dobil v nekaj minutah.
04:13
Now, I'll showshow you some of the forumsforumi, mostnajbolj of whichki
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Zdaj vam bom pokazal nekaj teh forumov,
04:16
were self-organizedself-organizirana by the studentsštudenti themselvessami.
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večinoma nastalih v organizaciji študentov.
04:19
From DaphneDaphne KollerKoller and AndrewAndrew NgNG, we learnednaučili
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Ob dvojcu Daphne Koller in Andrew Ng smo spoznali
04:22
the conceptkoncept of "flippinglahkota" the classroomučilnica.
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koncept prevrnjene učilnice.
04:24
StudentsŠtudenti watchedgledal the videosvideo posnetke
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Študentje so si samostojno
04:26
on theirnjihovi ownlastno, and then they
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ogledovali videoposnetke,
04:27
come togetherskupaj to discussrazpravljali them.
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nato pa o njih skupaj debatirali.
04:29
From EricEric MazurMazur, I learnednaučili about peerpeer instructionnavodila,
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Eric Mazur me je naučil,
04:32
that peersvrstniki can be the bestnajboljši teachersučitelji,
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da so vrstniki najboljši inštruktorji,
04:35
because they're the onestiste
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ker se še spomnijo,
04:36
that rememberZapomni si what it's like to not understandrazumeti.
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kako je, če nečesa ne razumeš.
04:39
SebastianSebastian and I have forgottenpozabljen some of that.
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S Sebastianom sva to deloma pozabila.
04:42
Of courseseveda, we couldn'tni mogel have
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Seveda v učilnici
04:44
a classroomučilnica discussiondiskusija with
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z več deset tisoč študenti
04:46
tensdeset of thousandstisoče of studentsštudenti,
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ni šlo brez diskusije,
04:47
so we encouragedspodbuja and nurturedneguje these onlinena spletu forumsforumi.
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zato smo te spletne forume podprli in negovali.
04:51
And finallykončno, from TeachPoučevanje For AmericaAmerika,
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Nazadnje še Teach For America,
04:54
I learnednaučili that a classrazred is not
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kjer sem se naučil, da primarni cilj
04:55
primarilypredvsem about informationinformacije.
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poučevanja ni podajanje informacije.
04:57
More importantpomembno is motivationmotivacija and determinationodločnost.
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Bolj pomembni sta motivacija in odločenost.
05:00
It was crucialključnega pomena that the studentsštudenti see
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Postalo je ključno, da študentje uvidijo,
05:01
that we're workingdelo hardtežko for them and
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da trdo delava zanje,
05:03
they're all supportingpodpora eachvsak other.
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oni pa se med seboj podpirajo.
05:05
Now, the classrazred rantekel 10 weekstednih,
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Predavanje je trajalo 10 tednov
05:08
and in the endkonec, about halfpol of the 160,000 studentsštudenti watchedgledal
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in na koncu si je približno 80.000 študentov v povprečju ogledovalo
05:12
at leastvsaj one videovideo eachvsak weekteden,
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po en video tedensko.
05:13
and over 20,000 finishedkončal all the homeworkDomača naloga,
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Več kot 20.000 jih je dokončalo vse domače naloge,
05:16
puttingdajanje in 50 to 100 hoursure.
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v kar so vložili od 50 do 100 ur dela.
05:17
They got this statementizjavo of accomplishmentdosežek.
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Prejeli so potrdilo o uspešnem zaključku predavanj.
05:19
So what have we learnednaučili?
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Kaj sva se torej naučila?
05:21
Well, we triedposkušal some oldstar ideasideje
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Poskusila sva z nekaj starimi in
05:24
and some newnovo and put them togetherskupaj,
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nekaj novimi idejami, jih združila.
05:26
but there are more ideasideje to try.
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Seveda obstaja še veliko drugih idej, vrednih poskušanja.
05:28
Sebastian'sSebastianu teachingpoučevanje anotherdrugo classrazred now.
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Sebastian predava prav v tem času,
05:30
I'll do one in the fallpadec.
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jaz bom poučeval jeseni.
05:31
StanfordStanford CourseraCoursera, UdacityUdacity, MITxMITx
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Stanford Coursera, Udacity, MITx
05:35
and othersdrugi have more classesrazredov comingprihajajo.
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in ostali si prav tako obetajo novih predavanj.
05:37
It's a really excitingvznemirljivo time.
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Vznemirljivi časi so!
05:38
But to me, the mostnajbolj excitingvznemirljivo
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Zame pa so najbolj vznemirljivi
05:40
partdel of it is the datapodatkov that we're gatheringzbiranje.
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podatki, ki jih zbiramo.
05:43
We're gatheringzbiranje thousandstisoče
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Gre za tisoče interakcij
05:46
of interactionsinterakcije perna studentštudent perna classrazred,
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med študenti in znotraj predavanj,
05:47
billionsmilijarde of interactionsinterakcije altogetherskupaj,
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skupaj na bilijone interakcij,
05:49
and now we can startZačni analyzinganaliziranje that,
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ki jih lahko tudi analiziramo.
05:52
and when we learnučiti se from that,
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Ko se bomo od tega česa naučili
05:53
do experimentationsexperimentations,
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in eksperimentirali,
05:55
that's when the realresnično revolutionrevolucija will come.
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bo nastopila prava revolucija.
05:57
And you'llboš be ablesposoben to see the resultsrezultate from
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Zaznali boste rezultate
06:00
a newnovo generationgeneracije of amazingneverjetno studentsštudenti.
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nove generacije osupljivih študentov.
06:02
(ApplauseAplavz)
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(Aplavz)
Translated by Ales Rosina
Reviewed by Tilen Pigac - EFZG

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ABOUT THE SPEAKER
Peter Norvig - Computer scientist
Peter 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.

More profile about the speaker
Peter Norvig | Speaker | TED.com