TED1984
Nicholas Negroponte: 5 predictions, from 1984
Nikolas Negroponte (Nicholas Negroponte) 1984. predviđa pet stvari
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Sa iznenađujućom tačnošću, Nikolas Negroponte predviđa šta će se desiti sa CD-romovima, web interfejsom, interaktivnim servisnim terminalima, iPhone interfejsom osetljivim na dodir i njegovim projektom "Jedan laptop na jedno dete".
Nicholas Negroponte - Tech visionary
The founder of the MIT Media Lab, Nicholas Negroponte pushed the edge of the information revolution as an inventor, thinker and angel investor. He's the driving force behind One Laptop per Child, building computers for children in the developing world. Full bio
The founder of the MIT Media Lab, Nicholas Negroponte pushed the edge of the information revolution as an inventor, thinker and angel investor. He's the driving force behind One Laptop per Child, building computers for children in the developing world. Full bio
Double-click the English transcript below to play the video.
00:12
In this rather long sort of marathon presentation,
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Ovu prilično dugu prezentaciju,
00:16
I've tried to break it up into three parts:
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sam pokušao da podelim na tri dela:
00:18
the first being a whole lot of examples on how it can be
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prvi deo ima mnogo primera o tome kako može biti
00:23
a little bit more pleasurable to deal with a computer
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malo ugodnije korišćenje računara
00:27
and really address the qualities of the human interface.
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i kako se zaista obratiti osobinama ljudskog interfejsa.
00:30
And these will be some simple design qualities
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Ovo će biti neke jednostavne dizajnerske osobine
00:33
and they will also be some qualities of, if you will,
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i to će biti neke osobine
00:36
the intelligence of interaction.
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inteligencije komunikacije.
00:38
Then the second part will really just be examples of new technologies --
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Drugi deo će biti samo primeri novih tehnologija,
00:42
new media falling very much into that mold.
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novi mediji se često tako formiraju.
00:46
Again, I will go through them as fast as possible.
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Proći ću kroz njih što brže mogu.
00:49
And then the last one will be some examples
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Na kraju, prezentovaću neke primere,
00:52
I've been able to collect, which I think
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koje sam mogao da skupim, mislim da
00:56
illustrate this at least as best I can, in the world of entertainment.
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ovo ilustruju najbolje, u svetu zabave.
01:02
People have this belief -- and I share most of it --
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Ljudi veruju, i ja isto mislim,
01:08
that we will be using the TV screens or their equivalents
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da ćemo koristiti TV ekrane ili njihove ekvivalente
01:12
for electronic books of the future. But then you think,
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za elektronske knjige budućnosti. Ali kada pomislite:
01:15
"My God! What a terrible image you get when you look at still pictures on TV."
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"Bože! Kako je grozno gledati u mirne slike na TV-u."
01:20
Well, it doesn't have to be terrible.
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To ne mora da bude grozno.
01:22
And that is a slide taken from a TV set
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Ovo je slajd uzet sa TV-a
01:26
and it was pre-processed to be very sympathetic to the TV medium,
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i on je prerađen da bude simpatičan na televiziji
01:30
and it absolutely looks beautiful.
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i izgleda zaista divno.
01:33
Well, what's happened? How did people get into this mess?
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Šta se dogodilo? Kako su ljudi upali u ovu zbrku?
01:39
Where you are now, all of a sudden,
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Gde ste sad, iznenada
01:41
sitting in front of personal computers
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sedite ispred računara
01:43
and video text -- teletext systems,
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i video teksta, sistema teleksta,
01:47
and somewhat horrified by what you see on the screen?
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i pomalo ste zgroženi onim što vidite na ekranu?
01:50
Well, you have to remember that TV was designed
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Morate da se setite da je televizija dizajnirana
01:53
to be looked at eight times the distance of the diagonal.
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da se gleda sa udaljenosti osam puta
većoj od dijagonale televizora.
većoj od dijagonale televizora.
01:56
So you get a 13-inch, 19-inch, whatever, TV,
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Ako imate televizor 35cm, 49cm, bilo kakav,
02:01
and then you should multiply that by eight
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onda tu dijagonalu treba pomnožiti sa osam
02:03
and that's the distance you should sit away from the TV set.
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i to je udaljenost na kojoj treba da sedite ispred TV-a.
02:06
Now we've put people 18 inches in front of a TV,
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Ako stavimo ljude 45cm ispred televizora,
02:11
and all the artifacts that none of the original designers expected to be seen,
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i svi artefakti, koje niko od prvobitnih dizajnera
nije očekivao da vidi,
nije očekivao da vidi,
02:16
all of a sudden, are staring you in the face:
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iznenada, vam zure u lice:
02:18
the shadow mask, the scan lines, all of that.
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senka maske, linije razlaganja slike, sve to.
02:21
And they can be treated very easily;
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Sve to se može tretirati veoma lako;
02:23
there are actually ways of getting rid of them,
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u stvari postoje načini kako ih se otarasiti,
02:26
there are actually ways of just making absolutely beautiful pictures.
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postoje načini da se naprave potpuno divne slike.
02:32
I'm talking here a little bit about display technologies.
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Govorim sada malo o displej tehnologiji.
02:35
Let me talk about how you might input information.
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Da kažem malo o tome kako možete uneti informaciju.
02:38
And my favorite example is always fingers.
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Moj omiljeni primer su prsti.
02:42
I'm very interested in touch-sensitive displays.
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Veoma me zanimaju displeji koji su osetljivi na dodir.
02:44
High-tech, high-touch. Isn't that what some of you said?
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Visoka tehnologija, visoka osetljivost.
Zar neki od vas nisu o tom pričali?
Zar neki od vas nisu o tom pričali?
02:48
It's certainly a very important medium for input,
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To je svakako veoma važno sredstvo za unos podataka,
02:55
and a lot of people think that fingers are a very low-resolution
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mnogi ljudi misle da prsti imaju veoma malu rezoluciju
02:58
sort of stylus for inputting to a display.
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kao pero za unos podataka preko displeja.
03:02
In fact, they're not: it's really a very, very high-resolution input medium --
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U stvari, nisu: oni imaju veoma visoku rezoluciju
kao medijum za unos
kao medijum za unos
03:06
you have to just do it twice, you have to touch the screen
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treba to da uradite dva puta, da dodirnete ekran
03:09
and then rotate your finger slightly --
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i zatim da blago rotirate prst
03:12
and you can move a cursor with great accuracy.
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i možete da pomerate kursor sa velikom tačnošću.
03:15
And so when you see on the market these systems
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Kada vidite na tržištu ove sisteme
03:17
that have just a few light emitting diodes on the side and are very low resolution,
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koji imaju svega nekoliko svetlosnih dioda sa strane
i veoma malu rezoluciju,
i veoma malu rezoluciju,
03:22
it's nice that they exist because it still is better than nothing.
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lepo je da postoje jer je bolje išta nego ništa.
03:26
But it, in some sense, misses the point:
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Ali, na neki način, ispušta se poenta:
03:28
namely, that fingers are a very, very high-resolution input medium.
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a to je da prsti imaju vrlo visoku rezoluciju
kao sredstvo za unos podataka.
kao sredstvo za unos podataka.
03:34
Now, what are some of the other advantages?
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Šta su neke druge prednosti?
03:36
Well, the one advantage is that you don't have to pick them up,
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Jedna od prednosti je da ne treba da ih uzimate,
03:40
and people don't realize how important that is --
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ljudi ne shvataju koliko je to važno,
03:44
not having to pick up your fingers to use them. (Laughter)
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da ne morate da uzimate svoje prste da bi ste ih koristili. (Smeh)
03:47
When you think for a second of the mouse on Macintosh --
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Kada na momenat pomislite na miš Mekintoša,
03:54
and I will not criticize the mouse too much --
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miša neću mnogo kritikovati,
03:58
when you're typing -- what you have -- you want to now put something --
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kada kucate, ono što imate, hoćete da upišete nešto,
04:02
first of all, you've got to find the mouse.
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prvo, treba da pronađete miša.
04:04
You have to probably stop. Maybe not come to a grinding halt,
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Verovatno treba da se zaustavite.
Možda ne dođe do zastoja,
Možda ne dođe do zastoja,
04:09
but you've got to sort of find that mouse. Then you find the mouse,
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ali nekako morate da nađete miša. Onda ga nađete,
04:12
and you're going to have to wiggle it a little bit
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pa morate da ga malo prodrmate
04:14
to see where the cursor is on the screen.
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da biste videli gde je kursor na ekranu.
04:16
And then when you finally see where it is,
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Kada konačno vidite gde je,
04:18
then you've got to move it to get the cursor over there,
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onda verovatno morate da pomerite kursor ovamo,
04:20
and then -- "Bang" -- you've got to hit a button or do whatever.
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i onda, "beng", morate da pritisnete dugme ili već nešto.
04:23
That's four separate steps versus typing and then touching
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To su četiri odvojena koraka spram kucanja, pa dodirivanja
04:26
and typing and just doing it all in one motion --
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i kucanja i samo obavljanja svega toga u jednom pokretu,
04:31
or one-and-a-half, depending on how you want to count.
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ili jednom i po, zavisno od toga kako hoćete da računate.
04:35
Again, what I'm trying to do is just illustrate
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Ono što pokušavam da uradim je da ilustrujem
04:37
the kinds of problems that I think face the designers
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vrste problema sa kojima se sreću dizajneri
04:41
of new computer systems and entertainment systems
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novih kompjuterskih sistema, sistema zabave
04:44
and educational systems
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i edukativnih sistema
04:47
from the perspective of the quality of that interface.
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iz perspektive kvaliteta tog interfejsa.
04:50
And another advantage, of course, of using fingers is you have 10 of them.
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Još jedna prednost korišćenja prstiju je što ih imate deset.
04:55
And we have never known how to do this technically,
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Nikad nismo znali kako da uradimo ovo tehnički,
04:58
so this slide is a fake slide.
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tako da je ovaj prikaz zapravo lažan.
05:00
We never succeeded in using ten fingers,
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Nikad nismo uspeli da koristimo deset prstiju,
05:03
but there are certain things you can do, obviously,
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ali postoje određene stvari koje očigledno možete da uradite
05:06
with more than one-finger input, which is rather fascinating.
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koristeći više od jednog prsta za unos podataka
i to je fascinantno.
i to je fascinantno.
05:11
What we did stumble across was something ...
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Ono na šta smo naleteli je nešto ...
05:14
Again, which is typical of the computer field,
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Ponovo, to je tipično kompjuterska oblast,
05:17
is when you have a bug that you can't get rid of you turn it into a feature.
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kad imate grešku koje ne možete da se rešite,
pretvorite je u karakteristiku.
pretvorite je u karakteristiku.
05:22
And maybe ... (Laughter)
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I možda ... (Smeh)
05:24
maybe a mouse is a new kind of bug.
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možda je miš nova vrsta greške.
05:28
But the bug in our case was in touch-sensitive displays:
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Ali, u našem slučaju greška je
kod displeja osetljivih na dodir:
kod displeja osetljivih na dodir:
05:32
we wanted to be able to draw -- you know, rub your finger
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hteli smo da možemo da prevučemo, protrljamo prst
05:36
across the screen to input continuous points --
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preko ekrana da bismo ubacili neprekinuti niz tačaka
05:39
and there was just too much friction
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i tu je jednostavno bilo previše trenja
05:41
created between your finger and the glass --
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koje se stvaralo između vašeg prsta i stakla,
05:43
if glass was the substrate, which it usually is.
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ako je staklo zamena, kao što obično i jeste.
05:47
So we found that that actually was a feature
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Tako smo pronašli nešto što je zapravo karakteristika
05:50
in the sense you could build a pressure-sensitive display.
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u smislu da možete da pravite displej
koji je osetljiv na pritisak.
koji je osetljiv na pritisak.
05:53
And when you touch it with your finger,
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Kada ga dotaknete svojim prstom,
05:55
you can actually, then, introduce all the forces on the face of that screen,
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u stvari, tad primenjujete silu na površinu ekrana
06:00
and that actually has a certain amount of value.
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što u stvari ima određenu vrednost.
06:04
Let me see if I can load another disc
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Da vidim, da ubacim drugi disk i brzo vam
06:06
and show you, quickly, an example.
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prikažem jedan primer.
06:15
Now, imagine a screen, which is not only touch-sensitive now,
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Zamislite ekran, koji nije samo osetljiv na dodir,
06:18
it's pressure-sensitive.
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već i na pritisak.
06:20
And it's pressure-sensitive to the forces both in the plane of the screen --
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Osetljiv je na sile u ravni ekrana --
06:24
X, Y, and Z at least in one direction;
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X, Y i Z bar u jednom pravcu;
06:26
we couldn't figure out how to come in the other direction.
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ne možemo zaključiti kako da odemo u drugi pravac.
06:30
But let me get rid of the slide,
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Ali hajde da ostavim slajd po strani,
06:34
and let's see if this comes on.
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da vidimo da li će se ovo drugo pojaviti.
06:41
OK. So there is the pressure-sensitive display in operation.
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Dakle, na delu imamo displej osetljiv na pritisak.
06:45
The person's just, if you will, pushing on the screen to make a curve.
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Osoba samo gura po ekranu da bi napravila krivu.
06:50
But this is the interesting part.
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Ali ovo je zanimljiv deo.
06:52
I want to stop it for a second
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Želim da ga zaustavim na momenat
06:56
because the movie is very badly made.
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jer je film veoma loš.
07:00
And the particular display was built about six years ago,
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Ovaj dotični displej je napravljen pre otprilike šest godina,
07:03
and when we moved from one room to another room,
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kad smo se pomerali iz jedne sobe do druge,
07:05
a rather large person sat on it and it got destroyed.
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prilično velika osoba je sela na njega i upropastila ga.
07:09
So all we have is this record. (Laughter)
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Sve što imamo je ovaj snimak. (Smeh)
07:12
But imagine that screen having lots of objects on it
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Ali zamislite da na ekranu ima mnogo objekata
07:20
and the person has touched an object --
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i da je osoba dotakla objekat,
07:23
one of N -- like he did there, and then pushed on it.
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jedan od n -- kao što je uradio ovde, a zatim ga pritisnuo.
07:28
Now, imagine a program
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Zamislite program
07:30
where some of those objects are physically heavy and some are light:
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gde su neki objekti teški, a drugi lagani,
07:34
one is an anvil on a fuzzy rug
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jedan je nakovanj na paperjastom tepihu,
07:38
and the other one is a ping-pong ball on a sheet of glass.
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a drugi je ping-pong loptica na staklenoj ploči.
07:42
And when you touch it, you have to really push very hard
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I kad ga dotaknete, zaista morate da pogurate jako
07:46
to move that anvil across the screen,
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da biste pomerili nakovanj preko ekrana,
07:48
and yet you touch the ping-pong ball very lightly
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dok samo lagani dodir ping-pong loptice
07:51
and it just scoots across the screen.
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i ona prošiša preko ekrana.
07:53
And what you can do -- oops, I didn't mean to do that --
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Šta možete da uradite -- ups, nisam mislio da to uradim --
07:58
what you can do is actually feed back to the user
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možete da zaista obavestite korisnika
08:02
the feeling of the physical properties.
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o osećanju fizičkih karakteristika.
08:05
So again, they don't have to be weight;
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Ponovo, ne mora da bude težina,
08:08
they could be a general trying to move troops,
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može da bude pokušaj opšteg pomeranja gomile,
08:11
and he's got to move an aircraft carrier versus a little boat.
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on mora da pomeri nosač aviona spram malog broda.
08:15
In fact, they funded it for that very reason.
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U stvari, zbog toga je u to investirano.
08:18
(Laughter)
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(Smeh)
08:22
The whole notion, then, is one that at the interface
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Cela teorija je da interfejsom
08:28
there are physical properties in that transducer --
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fizičke osobine tog prenosnog sredstva --
08:32
in this case it's pressure and touches --
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u ovom slučaju su pritisak i dodiri --
08:34
that allow you to present things to the user that you could never present before.
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koji dopuštaju da predstavite stvari korisniku
koje ranije nikad niste mogli.
koje ranije nikad niste mogli.
08:38
So it's not simply looking at the quality or, if you will, the luxury of that interface,
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To nije jednostavno gledanje na kvalitet ili luksuz interfejsa,
08:43
but it's actually looking at the idea
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već je u stvari pogled na ideju
08:45
of presenting things that previously couldn't be presented before.
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predstavljanja stvari koje ranije nisu mogle biti predstavljene.
08:48
I want to move on to another example,
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Želim da pređem na drugi primer,
08:52
which is one of a different sort, where we're trying to use computer
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a to je primer druge vrste, gde pokušavamo
da koristimo kompjuter
da koristimo kompjuter
08:58
and video disc technology now to come up with a new kind of book.
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i tehnologiju sa video diskovima da
bismo dobili novu vrstu knjige.
bismo dobili novu vrstu knjige.
09:03
Here, the idea is that you're going to take this book,
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Ovde je ideja da ćete koristiti ovu knjigu
09:08
if you will, and it's going to come alive.
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i to će biti stvarno.
09:10
You're going to sort of breathe life into it.
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Nekako ćete joj udahnuti život.
09:13
We are so used to doing monologues.
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Navikli smo na monologe.
09:17
Filmmakers, for example, are the experts in monologue making:
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Ljudi koji prave filmove, oni su eksperti
u pravljenju monologa:
u pravljenju monologa:
09:21
you make a film and it has a well-formed beginning, middle and end,
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pravite film i on ima dobar početak, sredinu i kraj,
09:24
and in some sense the art of it is that.
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na neki način to je umetnost.
09:27
And you then say, "There's an opportunity
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Tada kažete: "Postoji mogućnost
09:31
for making conversational movies." Well, what does that mean?
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za pravljenje konverzacijskih filmova." Šta to znači?
09:35
And it sort of nibbles at the core of the whole profession
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Na neki način to nagriza srž cele profesije
09:41
and all the assumptions of that medium.
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i sve pretpostavke tog medija.
09:43
So, book writing is the same thing.
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Takođe i pisanje knjiga je ista stvar.
09:46
What I'll show you very quickly is a new kind of book
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Pokazaću vam veoma brzo novu vrstu knjige
09:49
where it is mixed now with ... all sorts of things live in there,
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koja je pomešana sa ... svim stvarima koje u njoj žive,
09:53
but you have to keep a few things in mind.
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ali morate da zapamtite par stvari.
09:56
One is that this book knows about itself.
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Jedna je, ova knjiga zna za sebe.
10:01
Each frame of the movie has information about itself.
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Svaki kadar filma ima informaciju o sebi.
10:07
So it knows, or at least there is computer-readable information
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On zna ili bar postoji kompjuterski čitljiva informacija
10:12
in the medium itself. It's just not a static movie frame.
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o samom medijumu. To nije samo statičan kadar filma.
10:16
That's one thing. The other is that you have to realize
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To je jedno. Drugo je, kada to treba da ostvarite
10:18
that it is a random access medium,
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to je medijum sa nasumičnim pristupom,
10:21
and you can, in fact, branch and expand and elaborate and shrink.
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koji možete, u stvari, da granate,
širite, elaborirate i skupljate.
širite, elaborirate i skupljate.
10:24
And here -- again, my favorite example -- is the cookbook,
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I ovde -- ponovo, moj omiljeni primer -- je knjiga kuvanja,
10:28
the "Larousse Gastronomique."
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Larus gastronomije.
10:31
And I think I use the example all too often,
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Mislim da ovaj primer koristim prečesto,
10:34
but it's a great one because there is a classic ending in that little
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ali on je odličan jer postoji klasičan završetak u tom malom
10:39
encyclopedia-style cookbook that tells you how to do something like penguin,
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enciklopedijskom kuvaru, kaže vam
kako da uradite nešto kao pingvin,
kako da uradite nešto kao pingvin,
10:46
and you get to the end of the recipe and it says, "Cook until done."
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dođete do kraja recepta i kaže vam: "Kuvaj dok nije gotovo."
10:50
Now, that would be, if you will, the top green track,
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To je gornja zelena traka,
10:55
which doesn't mean too much. But you might have to elaborate for me
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što u stvari ne znači mnogo. Ali vi možete da mi obrazložite
10:59
or for somebody who isn't an expert, and say,
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ili za nekoga ko nije ekspert, da kažete:
11:01
"Cook at 380 degrees for 45 minutes."
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"Kuvaj 45 minuta na 200 stepeni."
11:03
And then for a real beginner, you would go down even further
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A za totalnog početnika, možete ići i dalje
11:06
and elaborate more -- say, "Open the oven, preheat, wait for the light to go out,
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i da obrazložite -- recimo: "Uključi rernu, prethodno zagrej, sačekaj da se svetlo ugasi,
11:10
open the door, don't leave it open too long,
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otvori vrata, ne ostavljaj vrata predugo,
11:13
put the penguin in and shut the door ..." (Laughter) whatever.
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stavi pingvina i zatvori vrata ... " (Smeh) šta god.
11:16
And that's a much more elaborate one than you dribble back.
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To je mnogo više obrazloženo i tako možete da varirate.
11:19
That's one kind of use of random access.
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To je jedan način upotrebe nasumičnog pristupa.
11:24
And the other is where you want to explain the same thing in different ways.
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Drugi način je kad želite da objasnite istu stvar na više različitih načina.
11:32
If you're in a classroom situation and somebody asks a question,
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Ako ste u učionici i neko vas nešto pita,
11:36
the last thing you do is repeat what you just said.
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poslednja stvar je da ponavljaš ono što si upravo rekao.
11:39
You try and think of a different way of saying the same thing,
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Pokušavaš da smisliš drugi način da kažeš istu stvar
11:43
or if you know the particular student and that student's cognitive style,
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ili ako znaš dotičnog studenta
ili način na koji on shvata stvari,
ili način na koji on shvata stvari,
11:48
then you might say it in a way that you think
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onda ćeš možda to reći na način za koji misliš
11:50
would have a good impedance match with that student.
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da će imati njegovo dobro razumevanje.
11:53
There are all sorts of techniques you will use --
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Koristićete razne tehnike --
11:55
and again, this is a different kind of branching.
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i ponovo, ovo je druga vrsta grananja.
11:59
So, what I will show you is ... it's a rather boring book,
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Ono što ću vam pokazati je .. to je prilično dosadna knjiga,
12:05
but I'm afraid sometimes you have to do boring books
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ali mislim da nekad treba da čitate dosadne knjige
12:08
because your sponsors aren't necessarily interested in fiction
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jer vaše sponzore ne zanima uvek fikcija
12:13
and entertainment. And this is a book on how to repair a transmission.
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i zabava. Ovo je knjiga o tome kako popraviti prenos.
12:19
Now, I don't even know what vintage the transmission is,
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Čak i ne znam koliko je star prenosnik,
12:22
but let me just show you very quickly some of it, and we'll move on.
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dopustite mi da vam pokažem nešto od toga i idemo dalje.
12:33
(Video) Narrator: And continue to get descriptions for each of these chapters.
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(Video) Pripovedač: Nastavimo da dobijamo opise za sva ova poglavlja.
12:36
Nicholas Negroponte: Now, this is his table of contents.
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NN: Ovo je sadržaj.
12:38
Just a picture of the transmission, and as you rub your finger across the transmission
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Samo zamislite transmisiju, kako protrljate prst preko prenosnika
12:42
it highlights the various parts.
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on osvetljava razne delove.
12:45
Narrator: When I find a chapter that I want to see,
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Pripovedač: Kada pronađem poglavlje koje želim da vidim,
12:47
I just touch the text and the system will format pages for me to read.
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Samo dodirnem tekst i sistem će mi
formatirati strane da čitam.
formatirati strane da čitam.
12:59
The words or phrases that are lit up in red are glossary words,
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Reči ili fraze osvetljene crveno su u rečniku,
13:05
so I can get a different definition by just touching the word,
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tako da dobijam različite definicije samo dodirivanjem reči,
13:08
and the definition appears, superimposed over the illustration.
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pojavljuje se definicija, postavljena preko ilustracije.
13:33
NN: This is about the oil pan, or the oil filter and all that.
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NN: Ovo je o planu goriva, fiteru za ulje i sve s tim u vezi.
13:44
This is relatively important because it sets the page ...
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Ovo je relativno važno jer postavlja stranu ...
13:48
Narrator: This is another example of a page with glossary words
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Pripovedač: Ovo je drugi primer strane rečnika
13:53
highlighted in red.
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crveno osvetljen.
13:57
I can get a definition of these words just by touching them,
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Mogu da dobijem definiciju ovih reči, tako što ih samo dodirujem
14:00
and the definition will appear in the illustration corner.
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i definicija se pojavljuje u uglu ilustracije.
14:08
I can get back to the illustration, but in this case it's not a single frame,
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Mogu nazad na ilustraciju, ali u ovom slučaju
to nije jedan kadar,
to nije jedan kadar,
14:13
but it's actually a movie of someone coming into the frame and doing the repair
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to je u stvari film o nekome ko ulazi u kadar i vrši popravku
14:16
that's described in the text.
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objašnjenu u tekstu.
14:19
The two-headed slider is a speed control that allows me to watch the movie
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Dvostrani klizač je kontroler brzine
koji mi dopušta da gledam film
koji mi dopušta da gledam film
14:23
at various speeds, in forward or reverse.
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na razne načine, napred ili nazad.
14:26
And the movie is displayed as a full frame movie.
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I film se ceo prikazuje.
14:31
I can go back to the beginning ... and play the movie at full speed.
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Mogu nazad na početak .. i pustiti film u stvarnoj brzini.
14:49
Here's another step-by-step procedure, only in this case --
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Ovde je još jedna postepena procedura,
samo u ovom slučaju --
samo u ovom slučaju --
14:51
NN: Okay, this movie is ... Everybody's heard of sound-sync movies --
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NN: OK, ovaj film je .. Svako je čuo za
sinhronizovane fimove --
sinhronizovane fimove --
14:55
this is text-sync movies, so as the movie plays, the text gets highlighted.
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ovo su tekst sinhronizovani filmovi, tako da kad film ide, osvetljava se tekst.
15:00
We highlight the text as we go through the movie.
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Osvetljavamo tekst kako film teče.
15:04
Repairman: ... Not too far out. Front poles, preferably.
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Majstor: ... Ne predaleko. Prednji stubovi, bolje.
15:08
Don't loosen them too far. If you loosen them too far, you'll have a big mess.
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Ne otpuštaj ih predaleko. Ako ih previše
otpustiš biće veliki nered.
otpustiš biće veliki nered.
15:14
NN: I suspect that some of you might not even understand that language.
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NN: Sumnjam da neki od vas možda ne razumeju ovaj jezik.
15:18
(Laughter)
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(Smeh)
15:23
OK. I'm at the third and last part of this,
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OK. Sad sam u trećem i poslednjem delu ovog izlaganja,
15:28
which I said I would make an attempt to at least give you some examples
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za koje sam rekao da može biti pokušaj
da vam bar pruži neke primere
da vam bar pruži neke primere
15:32
that may be more directly related to the world of entertainment.
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koji će biti malo više u vezi sa svetom zabave.
15:36
And of course, good education has got to be good entertainment,
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Svakako, dobro obrazovanje treba da bude dobra zabava,
15:41
so my first example will be drawn from a very recent experiment
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pa je moj prvi primer iz jednog skorašnjeg eksperimenta
15:48
that we've been doing -- in this case, in Senegal --
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koji sprovodimo -- u ovom slučaju, u Senegalu --
15:51
where we have tried to use personal computers
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gde smo pokušali da koristimo personalne računare
15:56
as a pedagogical medium. But not as teaching machines at all;
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kao pedagoško sredstvo. Ali ne kao mašine za učenje;
16:01
the whole notion is to use this as an instrument
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cela ideja je da se računar koristi kao instrument
16:05
where there is a complete reversal of roles --
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gde je potpuna zamena uloga --
16:08
the child is, if you will, the teacher and the machine is the student --
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dete je, ako želite, učitelj i mašina je đak --
16:12
and the art of computer programming is a vehicle that sort of
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i umetnost kompjuterskog programiranja
je da prenos te vrste
je da prenos te vrste
16:14
approximates thinking about thinking.
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simulira razmišljanje o razmišljanju.
16:17
But teaching kids programming per se is utterly irrelevant.
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Ali učenje dece da programiraju "per se" je potpuno nebitno.
16:22
And there are just a few slides I want to go through,
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Ima nekoliko slajdova koje želim da prođem,
16:25
but there's a story I'd like to tell. And that was when,
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ali tu je priča koju želim da vam ispričam. Bilo je to kad,
16:31
before we did this in any developing countries --
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pre nego što smo ovo uradili u bilo kojoj zemlji u razvoju --
16:33
we're doing it, in fact, in three developing countries right now:
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radimo to, u stvari, u tri zemlje u razvoju upravo sada:
16:35
Pakistan, Colombia and Senegal --
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Pakistanu, Kolumbiji i Senegalu --
16:37
we did it in some pretty rough areas of New York City.
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uradili smo to u nekim divljim delovima Njujorka.
16:42
And one child, whose name I've forgotten, was about seven or eight years old,
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Jedno dete, čije sam ime zaboravio,
imalo je oko sedam ili osam godina,
imalo je oko sedam ili osam godina,
16:47
absolutely considered mentally handicapped --
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apsolutno su ga smatrali mentalno hendikepiranim --
16:52
couldn't read, didn't even make it in the lowest section of the school's classes --
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nije znalo da čita, nije to naučilo
ni u grupi dece sa najlošijim uspehom --
ni u grupi dece sa najlošijim uspehom --
17:00
and was pretty much not in school, though physically there.
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i često je bilo odsutno, iako fizički prisutno.
17:03
But did hang around the, quote, "computer room,"
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Ali se zadržalo u "kompjuterskoj prostoriji",
17:06
where there were quite a few computers,
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gde je bilo svega nekoliko kompjutera,
17:08
and learned this particular language called Logo --
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i naučilo je ovaj poseban jezik Logo --
17:12
and learned it with great ease and found it a lot of fun,
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i naučilo ga sa lakoćom, to mu je bilo vrlo zabavno,
17:15
it was very interesting. And one day, by chance,
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bilo je zanimljivo. Jednog dana, slučajno,
17:20
some visitors from the NIE came by in their double-breasted suits
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došli su neki posetioci iz Nacionalnog instituta za obrazovanje, u svojim dvorednim odelima
17:26
looking at this setup, and none of the children who were normally there,
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i gledali ovo, nikog od dece nije bilo tu,
17:31
except for this one child, were there.
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osim tog dečaka.
17:35
He was, and he said, "Let me show you how this works,"
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Bio je tu i rekao je: "Dopustite mi
da vam pokažem kako ovo radi",
da vam pokažem kako ovo radi",
17:38
and they got an absolutely ingenuous, wonderful description of Logo.
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i oni su dobili potpuno genijalan, divan opis Logoa.
17:43
And the child was just zipping right through it, showing them all sorts of things
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Dete je jednostavno zujalo kroz to,
pokazujući im razne stvari
pokazujući im razne stvari
17:47
until they asked him how to do something which he couldn't explain
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dok ga oni nisu pitali kako može da radi nešto
što nije mogao objasniti,
što nije mogao objasniti,
17:51
and so he flipped through the manual, found the explanation
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a on je obrnuo uputstvo, pronašao objašnjenje
17:54
and typed the command and got it to do what they asked.
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i otkucao komandu i dobio to što su tražili.
17:56
They were delighted, and by the time it was time to go see the principal,
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Oni su bili oduševljeni, do vremena
kad je trebalo da odu do direktora,
kad je trebalo da odu do direktora,
18:00
whom they'd actually come to see -- not the computer room --
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kog su u stvari i došli da vide -- ne kompjuterski prostoriju --
18:03
they went upstairs and they said,
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otišli su gore i rekli:
18:04
"This is absolutely remarkable!
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"Ovo je apsolutno izvanredno!
18:06
That child was very articulate and showed us
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To je dete je bilo veoma jasno i pokazalo nam je,
18:10
and even dealt with the things he couldn't do automatically
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čak je rešavalo stvari koje nije moglo automatski
18:14
with that manual. It was just absolutely fantastic."
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pomoću uputstva. Bilo je jednostavno potpuno izuzetno."
18:18
The principal said, "There's a dreadful mistake,
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Direktor je rekao: "To mora da je strašna greška
18:21
because that child can't read.
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jer to dete ne zna da čita.
18:23
And you obviously have been hoodwinked
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A vi ste očigledno bili obmanuti
18:25
or you've talked about somebody else."
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ili ste pričali sa nekim drugim."
18:28
And they all got up and they all went downstairs
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Svi su ustali i pošli dole,
18:30
and the child was still there. And they did something very intelligent:
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dete je još uvek bilo tu. Uradili su nešto veoma pametno:
18:34
they asked the child, "Can you read?"
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pitali su dete: "Možeš li da čitaš?"
18:38
And the child said, "No, I can't."
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Dete je reklo: "Ne, ne mogu."
18:41
And then they said, "But wait a minute. You
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Zatim su pitali: "Ali upravo si
18:43
just looked through that manual and you found ... "
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gledao uputstvo i pronašao si ... "
18:46
and he said, "Oh, but that's not reading."
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A ono je reklo: "O, ali to nije čitanje."
18:49
And so they said, "Well, what's reading then?"
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Oni su rekli: "Šta je onda čitanje?"
18:51
He says, "Well, reading is this junk they give me in little books to read.
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Dečak je rekao: "Čitanje je ono smeće
što mi daju u malim knjigama da čitam.
što mi daju u malim knjigama da čitam.
18:55
It's absolutely irrelevant, (Laughter) and I get nothing for it.
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To je potpuno nevažno, (Smeh) ništa ne dobijam za to.
19:02
But here, with a little bit of effort I get a lot of return."
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A ovde, uz mali napor, zauzvrat mnogo dobijam."
19:06
And it really meant something to the child.
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To je zaista nešto značilo za dete.
19:08
The child read beautifully, it turned out,
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Dete je divno čitalo, ispostavilo se
19:10
and was really very competent. So it actually meant something.
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da je bilo zaista sposobno. To je u stvari značilo nešto.
19:14
And that story has many other anecdotes that are similar,
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Ta priča ima mnogo drugih anegdota koje su slične,
19:19
but wow. The key to the future of computers in education is right there,
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ali vau. Ključ upotrebe kompjutera
u obrazovanju je upravo tu,
u obrazovanju je upravo tu,
19:26
and it is: when does it mean something to a child?
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a to je: kada to znači nešto detetu?
19:29
There is a myth, and it truly is a myth:
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Postoji zabluda, to je stvarno samo zabluda:
19:32
we believe -- and I'm sure a lot of you believe in this room --
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verujemo -- mislim da mnogi od vas u to veruju --
19:35
that it is harder to read and write than it is to learn how to speak.
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da je teže čitati i pisati nego što je naučiti govoriti.
19:40
And it's not, but we think speech -- "My God, little children pick it up somehow,
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A nije, mislimo govor -- "Bože, mala deca to nekako pokupe
19:46
and by the age of two they're doing a mediocre job,
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i dok postanu dvogodišnjaci govore osrednje,
19:48
and by three and four they're speaking reasonably well.
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ali do tri ili četiri ona govore prilično dobro.
19:51
And yet you've got to go to school to learn how to read,
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Ipak morate ići u školu da naučite da čitate,
19:53
and you have to sit in a classroom and somebody has to teach you.
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morate da sedite u učionici i neko treba da vas nauči.
19:56
Hence, it must be harder." Well, it's not harder.
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Dakle, to mora da bude teže." Pa, to nije teže.
19:59
What the truth is is that speaking has great value to a child;
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Ono što je istina je da govor ima veliku vrednost za dete;
20:06
the child can get a great deal by talking to you.
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dete može da ima veliku korist od pričanja sa vama.
20:09
Reading and writing is utterly useless.
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Čitanje i pisanje je potpuno beskorisno.
20:11
There is no reason for a child to read and write except blind faith,
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Za dete ne postoji razlog da čita i piše, osim slepe vere,
20:16
and that it's going to help you. (Laughter)
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da će vam biti od pomoći. (Smeh)
20:19
So what happens is you go to school and people say,
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Šta se dešava kad odete u školu i ljudi vam kažu:
20:22
"Just believe me, you're going to like it.
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"Verujte mi, svideće vam se ovo.
20:25
You're going to like reading," and just read and read.
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Svideće vam se čitanje", i zatim samo čitanje i čitanje.
20:28
On the other hand, you give a kid -- a three-year-old kid -- a computer
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S druge strane, dajte detetu -- trogodišnjaku -- kompjuter,
20:32
and they type a little command and -- Poof! -- something happens.
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oni otkucaju malu komandu i -- puf! -- nešto se desi.
20:35
And all of a sudden ... You may not call that reading and writing,
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Iznenada ... možete da to ne zovete čitanje i pisanje,
20:38
but a certain bit of typing and reading stuff on the screen
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ali se sigurno neka vrsta kucanja i čitanja na ekranu
20:41
has a huge payoff, and it's a lot of fun.
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mnogo isplati i još je zabavno.
20:44
And in fact, it's a powerful educational instrument.
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U stvari, to je moćan edukativni instrument.
20:48
Well, in Senegal we found that this was the traditional classroom:
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U Senegalu, pronašli smo ovo u tradicionalnoj učionici:
20:53
120 kids -- three per desk -- one teacher, a little bit of chalk.
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120 dece -- po tri u klupi -- jedan učitelj, malo krede.
20:58
This student was one of our first students,
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Ovaj đak je bio jedan od naših prvih đaka,
21:01
and it's the girl on the left leaning with her chalkboard,
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to je devojčica koja se naslanja levo sa svojom tablom,
21:05
and she came ... within two days --
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ona je došla ... u roku od dva dana --
21:08
I want to show you the program she wrote,
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želim da vam pokažem program koji je napisala,
21:10
and remember her hairstyle. And that is the program she made.
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zapamtite njenu frizuru. Ovo je program koji je napravila.
21:16
That's what meant something to her, is doing the hair pattern,
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To je nešto što je značilo njoj,
pravljenje uzorka njene frizure,
pravljenje uzorka njene frizure,
21:20
and actually did it within two days -- an hour each day --
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pravila ga je u stvari tokom dva dana -- svaki dan po sat --
21:25
and found it was, to her,
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i otkrila je da je to za nju,
21:27
absolutely the most meaningful piece ...
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apsolutno najznačajniji deo ...
21:30
But rooted in that, little did she know how much knowledge
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Ali u korenu toga, malo je znala koliko je znanja
21:34
she was acquiring about geometry
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dobijala o geometriji,
21:36
and just math and logic and all the rest.
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samoj matematici, logici i svemu ostalom.
21:39
And again, I could talk for three hours about this subject.
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Ponovo, mogao bih da pričam tri sata o ovoj temi.
21:42
I will come to my last example and then quit.
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Doći ću do mog poslednjeg primera i onda završiti.
21:50
And my last example -- as some of my former colleagues,
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Moj poslednji primer -- kao i neki od mojih bivših kolega,
21:56
whom I see in the room, can imagine what it will be.
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koje vidim u sobi, mogu da pretpostave šta će to biti.
21:59
Yes, it is. It's our work -- that was a while ago,
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Da, to je to. To je naš rad -- koji je bio pre nekog vremena,
22:02
and it still is my favorite project -- of teleconferencing.
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još uvek je moj omiljeni projekat -- telekonferencije.
22:06
And the reason it remains a favorite project
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Razlog zašto je to još uvek moj omiljeni projekat,
22:08
is that we were asked to do a teleconferencing system
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je to što su od nas tražili da napravimo
sistem za telekonferencije
sistem za telekonferencije
22:15
where you had the following situation:
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gde ste imali sledeću situaciju:
22:17
you had five people at five different sites -- they were known people --
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imate pet ljudi na pet različitih mesta -- to su poznati ljudi --
22:22
and you had to have these people in teleconference,
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i imate sve te ljude u telekonferenciji,
22:27
such that each one was utterly convinced
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tako da je svako potpuno ubeđen
22:30
that the other four were physically present.
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da su ostala četiri fizički prisutni.
22:34
Now, that is sufficiently
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Ovo je dovoljno
22:38
zany that we would, obviously, jump to the bait, and we did.
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otkačeno da bismo, očigledno naseli i jesmo.
22:43
And the fact that we knew the people --
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Činjenica da smo poznavali ljude --
22:46
we had to take a page out of the history of Walt Disney --
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morali smo da pogledamo istoriju Volta Diznija --
22:49
we actually went so far as to build CRTs
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u stvari smo otišli tako daleko smo napravili katodnu cev
22:52
in the shapes of the people's faces.
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u oblicima ljudskih lica.
22:55
So if I wanted to call my friend Peter Sprague on the phone,
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Ako bih hteo da pozovem mog
prijatelja Pitera Spraga na telefon,
prijatelja Pitera Spraga na telefon,
23:00
my secretary would get his head out and bring it and set it on the desk,
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moja sekretarica bi iznela njegovu glavu i postavila je na sto,
23:03
(Laughter)
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(Smeh)
23:04
and that would be the TV used for the occasion.
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bio bi to TV koji se koristi za ovu priliku.
23:09
And it's uncanny: there's no way I can explain to you
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I to je misteriozno: nema načina kako da vam objasnim
23:12
the amount of eye contact you get with that physical face
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količinu kontakta očima koji dobijate sa fizičkim licem
23:16
projected on a 3D CRT of that sort.
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projektovanom pomoću ove vrste 3D katodne cevi.
23:20
The next thing that we had to do is to persuade them
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Sledeća stvar koju je trebalo da uradimo je da ih ubedimo,
23:23
that there needed to be spatial correspondence, which is straightforward,
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da je neophodna prostorna korespondencija,
koja je jednoznačna,
koja je jednoznačna,
23:27
but again, it's something that didn't fall naturally
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ali opet, to je nešto što nije došlo prirodno
23:29
out of a telecommunications or computing style of thinking;
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iz telekomunikacija ili računarskog načina razmišljanja;
23:32
it was a very, if you will, architectural or spatial concept.
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to je vrlo, ako hoćete, arhitektonski ili prostorni koncept.
23:36
And that was to recognize that when you sit around the table,
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A to je da prepoznate da kad sedite za stolom,
23:39
the actual location of the people becomes rather important.
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stvarna lokacija ljudi postaje veoma važna.
23:44
And when somebody gets up, in fact, to go answer a phone
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Kad neko ustane, u stvari, kada ode da odgovori na telefon
23:47
or use a bathroom or something, the empty seat becomes,
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ili koristi kupatilo ili nešto, prazno mesto postaje,
23:50
if you will, that person. And you point frequently to the empty seat
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ako hoćete, ta osoba. Ako često pokazujete na prazno mesto
23:53
and you say, "He or she wouldn't agree,"
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i kažete: "On ili ona se neće složiti",
23:56
and the empty chair is that person and the spatiality is crucial.
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prazna stolica je ta osoba i prostorno je suštinsko.
24:02
So we said, "Well, these will be on round tables
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Zato smo rekli: "Hajde, biće okrugli stolovi
24:05
and the order around the table had to be the same,
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i raspored oko stola će biti isti,
24:08
so that at my site, I would be, if you will, real
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tako da na mom mestu, biću, ako hoćete, stvaran
24:11
and then at each other's site you'd have these plastic heads.
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i onda na ostalim mestima će biti ove plastične glave.
24:16
And the plastic heads, sometimes you want to project them.
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Plastične glave, neki put želite da ih projektujete.
24:20
And there are a number of schemes, which I don't want to dwell on,
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I postoji veliki broj šema, o kojima ne želim da počinjem,
24:23
but this is the one that we finally used
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ali ova je ona koju smo na kraju koristili
24:25
where we projected onto rear screen material
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kada smo projektovali na platno ekrana pozadi
24:29
that was molded in the face -- literally in the face of the person.
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koje je oblikovano na licu -- bukvalno od lica te osobe.
24:33
And I'll show you one more slide, where this is actually made
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Pokazaću vam još jedan slajd, gde je ovo zaista napravljeno
24:37
from something called a solid photograph and is the screen.
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iz nečega što se zove solidna fotografija i to je ekran.
24:41
Now, we track, on the person's head, the head motions --
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Pratimo, na glavi osobe, pokrete glave --
24:44
so we transmit with a video the head positions --
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tako da videom prenosimo položaje glave --
24:48
and so this head moves in about two axes.
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i ta glava se pomera u otprilike dva pravca.
24:55
So if I, all of a sudden, turn to the person to my left
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Tako da se ja, iznenada, okrenem prema osobi ulevo
25:00
and start talking to that person, then at the person to my right's site,
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i počnem da pričam sa tom osobom,
tada će osoba meni desno,
tada će osoba meni desno,
25:05
he'll see these two plastic heads talking to each other.
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videti ove dve plastične glave kako pričaju jedna sa drugom.
25:08
And then if that person interrupts, then those two heads may turn.
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I kad ta osoba prekine, onda se
ove dve glave mogu okrenuti.
ove dve glave mogu okrenuti.
25:13
And it really is reconstructing, quite accurately, teleconferencing.
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To je zaista rekonstrukcija, sasvim precizno, telekonferencije.
ABOUT THE SPEAKER
Nicholas Negroponte - Tech visionaryThe founder of the MIT Media Lab, Nicholas Negroponte pushed the edge of the information revolution as an inventor, thinker and angel investor. He's the driving force behind One Laptop per Child, building computers for children in the developing world.
Why you should listen
A pioneer in the field of computer-aided design, Negroponte founded (and was the first director of) MIT's Media Lab, which helped drive the multimedia revolution and now houses more than 500 researchers and staff across a broad range of disciplines. An original investor in Wired (and the magazine's "patron saint"), for five years he penned a column exploring the frontiers of technology -- ideas that he expanded into his 1995 best-selling book Being Digital. An angel investor extraordinaire, he's funded more than 40 startups, and served on the boards of companies such as Motorola and Ambient Devices.
But his latest effort, the One Laptop per Child project, may prove his most ambitious. The organization is designing, manufacturing and distributing low-cost, wireless Internet-enabled computers costing roughly $100 and aimed at children. Negroponte hopes to put millions of these devices in the hands of children in the developing world.
Nicholas Negroponte | Speaker | TED.com