TED2012
Peter Norvig: The 100,000-student classroom
Peter Norvig: 擁有10萬名學生的教室
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2011年的秋天，Peter Norvig跟Sebastian Thrun在史丹佛開了一門人工智慧課程，有175名學生在教室內上課，也同時讓超過10萬名學生透過網路修課。Peter跟大家分享他從這個世界教室所學到的教學經驗。
Peter Norvig - Computer scientist
Peter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc. Full bio
Peter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc. Full bio
Double-click the English transcript below to play the video.
00:17
Everyone is both a learner
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每個人都同時是學生
00:19
and a teacher.
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和老師
00:20
This is me being inspired
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這是我被啟發
00:22
by my first tutor,
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自我的第一位老師
00:24
my mom,
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我母親
00:25
and this is me teaching
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這是我在教
00:27
Introduction to Artificial Intelligence
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認識人工智慧
00:29
to 200 students
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給200個學生
00:30
at Stanford University.
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在史丹佛大學
00:32
Now the students and I
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現在我的學生和我
00:33
enjoyed the class,
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很享受這門課
00:34
but it occurred to me
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但我發現
00:36
that while the subject matter
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雖然這門課的主題
00:37
of the class is advanced
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很先進
00:39
and modern,
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很現代
00:39
the teaching technology isn't.
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但教學方法卻不然
00:42
In fact, I use basically
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事實上，我用
00:44
the same technology as
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的教學方式
00:46
this 14th-century classroom.
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基本上和這個14世紀的教室相同
00:49
Note the textbook,
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你看那本課本
00:52
the sage on the stage,
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台上那位智者
00:55
and the sleeping guy
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和教室後面
00:57
in the back. (Laughter)
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睡覺的人（笑聲）
00:58
Just like today.
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跟目前上課狀態一樣
01:01
So my co-teacher,
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所以我的教學搭檔
01:04
Sebastian Thrun, and I thought,
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Sebastian Thrun和我認為
01:05
there must be a better way.
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一定有更好的方式
01:07
We challenged ourselves
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我們挑戰自己
01:09
to create an online class
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創造線上教學
01:10
that would be equal or better
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跟史丹佛的課比
01:12
in quality to our Stanford class,
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在品質上相同或更好
01:14
but to bring it to anyone
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但卻可以讓世界上的人
01:16
in the world for free.
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免費試聽
01:18
We announced the class on July 29th,
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我們在7月29公告這門課
01:20
and within two weeks, 50,000 people
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2個禮拜內有5萬個人
01:24
had signed up for it.
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選這門課
01:25
And that grew to 160,000 students
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人數又成長為16萬人
01:28
from 209 countries.
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從209個國家
01:30
We were thrilled to have
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我們非常開心
01:32
that kind of audience,
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有這樣的學生人數
01:33
and just a bit terrified that we
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也有一點害怕
01:36
hadn't finished preparing the class yet. (Laughter)
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因為我們還沒完全備完課（笑聲）
01:38
So we got to work.
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我們開始準備
01:40
We studied what others had done,
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我們研究其他人的成果
01:41
what we could copy and what we could change.
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看看可以學什麼、改變什麼
01:44
Benjamin Bloom had showed
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Benjamin Bloom的經驗顯示
01:46
that one-on-one tutoring works best,
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一對一教學成果最好
01:48
so that's what we tried to emulate,
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因此我們試圖效仿
01:50
like with me and my mom,
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就像我母親教我一樣
01:52
even though we knew
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即使我們知道
01:53
it would be one-on-thousands.
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其實是一對上千
01:55
Here, an overhead video camera
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這個高架攝影機
01:57
is recording me as I'm talking
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錄下我講課
01:59
and drawing on a piece of paper.
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和在紙上畫圖的樣子
02:01
A student said, "This class felt
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有一個學生覺得這堂課：
02:03
like sitting in a bar
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"好像坐在酒吧
02:04
with a really smart friend
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跟一個很聰明的朋友
02:06
who's explaining something
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他正在跟我解釋一些事
02:07
you haven't grasped, but are about to."
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我還沒搞懂，但快懂了。"
02:09
And that's exactly what we were aiming for.
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而這正是我們希望達到的
02:11
Now, from Khan Academy, we saw
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從「可漢線上學院」
我們發現
我們發現
02:14
that short 10-minute videos
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短短10分鐘的影片
02:16
worked much better than trying
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效應會比
02:18
to record an hour-long lecture
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1小時且畫面很小
02:20
and put it on the small-format screen.
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的錄影課程還好
02:22
We decided to go even shorter
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我們決定再縮短影片時間
02:25
and more interactive.
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並且更互動化
02:26
Our typical video is two minutes,
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我們一般的影片2分鐘長
02:28
sometimes shorter, never more
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有些更短，但不超過6分鐘
02:30
than six, and then we pause for
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然後我們停下來
02:33
a quiz question, to make it
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有段簡短的考試
02:34
feel like one-on-one tutoring.
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讓它更像一對一教學
02:36
Here, I'm explaining how a computer uses
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這裡，我們正在解釋電腦如何
02:39
the grammar of English
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用英文文法
02:40
to parse sentences, and here,
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分析語句，而這裡
02:42
there's a pause and the student
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是段短暫的休息
02:44
has to reflect, understand what's going on
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在下段課程開始之前
02:46
and check the right boxes
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讓學生反芻並了解剛剛的內容
02:48
before they can continue.
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並勾選正確的選擇
02:49
Students learn best when
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學生學習效果最良好
02:52
they're actively practicing.
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當他們不斷練習
02:53
We wanted to engage them, to have them grapple
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我們希望能讓他們參與
解決不清楚的部分
解決不清楚的部分
02:55
with ambiguity and guide them to synthesize
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並指引他們
02:58
the key ideas themselves.
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自己去歸納重點
03:00
We mostly avoid questions
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我們盡量避免這樣的問題
03:02
like, "Here's a formula, now
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像："這就是公式
03:03
tell me the value of Y
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現在，當X是2時
03:04
when X is equal to two."
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告訴我Y是多少"
03:06
We preferred open-ended questions.
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我們比較喜歡開放式問題
03:07
One student wrote, "Now I'm seeing
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一個學生寫：
03:11
Bayes networks and examples of
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"現在我到處都可看到
03:13
game theory everywhere I look."
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貝氏網路和賽局理論的影子"
03:14
And I like that kind of response.
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我喜歡這樣的回應
03:16
That's just what we were going for.
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這正是我們努力的目標
03:18
We didn't want students to memorize the formulas;
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我們不希望學生死記方程式
03:20
we wanted to change the way
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我們希望改變
03:21
they looked at the world.
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他們看世界的方式
03:22
And we succeeded.
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而我們也成功了
03:23
Or, I should say, the students succeeded.
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或，我該說，學生成功了
03:26
And it's a little bit ironic
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這有一點諷刺
03:28
that we set about to disrupt traditional education,
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我們原本想瓦解傳統教育
03:31
and in doing so, we ended up
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而做著做著，我們最後
03:33
making our online class
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使我們的線上課程
03:34
much more like a traditional college class
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跟其它的線上課程比
03:37
than other online classes.
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更像大學的傳統課程
03:38
Most online classes, the videos are always available.
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大部分的線上課程影片
是沒有時間限制的
是沒有時間限制的
03:42
You can watch them any time you want.
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你隨時都可以看
03:43
But if you can do it any time,
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但如果你隨時都可以看
03:46
that means you can do it tomorrow,
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表示你明天看也可以
03:47
and if you can do it tomorrow,
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如果你明天看也可以
03:49
well, you may not ever
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那你可能永遠
03:51
get around to it. (Laughter)
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都不會去看了（笑聲）
03:53
So we brought back the innovation
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所以我們重拾有期限的
03:55
of having due dates. (Laughter)
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這個「新制度」（笑聲）
03:57
You could watch the videos
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你只能在這禮拜的任何時間
03:58
any time you wanted during the week,
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看這些影片
04:00
but at the end of the week,
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但在這禮拜結束前
04:01
you had to get the homework done.
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你必須要做完這些作業
04:03
This motivated the students to keep going, and it also
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這不但促使學生繼續向前進
04:05
meant that everybody was working
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這也意味每位學生都同時間
04:08
on the same thing at the same time,
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在學習同樣的事情
04:09
so if you went into a discussion forum,
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因此如果你到討論板上發問
04:11
you could get an answer from a peer within minutes.
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你可以在短時間內從同儕得到答案
04:13
Now, I'll show you some of the forums, most of which
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現在，我要給你看一些討論板
04:16
were self-organized by the students themselves.
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它們大部分都是學生自己組織成立的
04:19
From Daphne Koller and Andrew Ng, we learned
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從Daphne Koller和Andrew Ng我們學到了
04:22
the concept of "flipping" the classroom.
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讓教室氣氛熱烈的概念
04:24
Students watched the videos
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學生獨自看了影片
04:26
on their own, and then they
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之後他們
04:27
come together to discuss them.
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聚在一起討論
04:29
From Eric Mazur, I learned about peer instruction,
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從Eric Mazur，我學到了同儕指導
04:32
that peers can be the best teachers,
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同學彼此是最好的老師
04:35
because they're the ones
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因為他們知道
04:36
that remember what it's like to not understand.
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學不懂的感覺是怎樣
04:39
Sebastian and I have forgotten some of that.
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Sebastian和我已經忘記那種感覺了
04:42
Of course, we couldn't have
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當然我沒有辦法
04:44
a classroom discussion with
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在一間教室內
04:46
tens of thousands of students,
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讓成千上百的學生一同討論
04:47
so we encouraged and nurtured these online forums.
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所以我們維護也鼓勵學生到線上討論區
04:51
And finally, from Teach For America,
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最後，從「為美國而教」
04:54
I learned that a class is not
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我學到教室並不只是
04:55
primarily about information.
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學習資訊的地方
04:57
More important is motivation and determination.
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更重要的是動力和決心
05:00
It was crucial that the students see
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我們必須讓學生知道
05:01
that we're working hard for them and
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我們盡全力在為他們努力
05:03
they're all supporting each other.
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而他們也都彼此支持
05:05
Now, the class ran 10 weeks,
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現在，這堂課已進行10個禮拜了
05:08
and in the end, about half of the 160,000 students watched
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最後，16萬學生中大約有一半
05:12
at least one video each week,
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每週至少看一部影片
05:13
and over 20,000 finished all the homework,
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且超過2萬名學生完成所有作業
05:16
putting in 50 to 100 hours.
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花了他們將近50到100小時
05:17
They got this statement of accomplishment.
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得到這張證書
05:19
So what have we learned?
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所以，我們學到了什麼呢？
05:21
Well, we tried some old ideas
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我們試過一些舊和新的點子
05:24
and some new and put them together,
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並將它們融合
05:26
but there are more ideas to try.
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但還是有更多可以嘗試的方法
05:28
Sebastian's teaching another class now.
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Sebastian正在教另一堂課
05:30
I'll do one in the fall.
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而我今年秋季也將有一堂課
05:31
Stanford Coursera, Udacity, MITx
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史丹佛和麻省理工學院的線上課程
05:35
and others have more classes coming.
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還將有更多新的課程
05:37
It's a really exciting time.
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這真是令人興奮的時刻
05:38
But to me, the most exciting
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但對我而言，最棒的一部分
05:40
part of it is the data that we're gathering.
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來自我們所蒐集到的資料
05:43
We're gathering thousands
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我們已蒐集到成千上萬
05:46
of interactions per student per class,
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每個學生在每堂課的互動
05:47
billions of interactions altogether,
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全部加起來有數十億筆的互動資訊
05:49
and now we can start analyzing that,
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而我們可以開始分析
05:52
and when we learn from that,
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並從中學習
05:53
do experimentations,
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做實驗
05:55
that's when the real revolution will come.
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這才真正是革命來臨的時刻
05:57
And you'll be able to see the results from
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而從新一代、不可思議的學生身上
06:00
a new generation of amazing students.
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你將會看到成果
06:02
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Peter Norvig - Computer scientistPeter Norvig is a leading American computer scientist, expert on artificial intelligence and the Director of Research at Google Inc.
Why you should listen
Peter Norvig is a computer scientist and expert in both artificial intelligence and online search. Currently the Director of Research at Google Inc., Norvig was responsible for maintaining and improving the engine's core web search algorithms from 2002 to 2005. Prior to his work at Google, Norvig was NASA's chief computer scientist.
A fellow of the American Association for Artificial Intelligence and the author of the book Artificial Intelligence: A Modern Approach, Norvig (along with Sebastian Thrun) taught the Stanford University class "Introduction to Artificial Intelligence," which was made available to anyone in the world. More than 160,000 students from 209 countries enrolled.
Norvig is also known for penning the world's longest palindromic sentence.
Peter Norvig | Speaker | TED.com