TEDxCERN
Michael Bodekaer: This virtual lab will revolutionize science class
麥可．波第卡爾: 這個虛擬實驗室即將改革科學教育的方式
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虛擬實境已經不是遙不可及的未來，它不再是只有提供遊戲與娛樂的功能。麥可．波第卡爾想要利用它讓高質量教育更普及。在這場耳目一新的談話中，他展示了他的想法，這個想法將可以改革我們現今學校科學教育的方式。
Michael Bodekaer - Entrepreneur
Michael Bodekaer is a serial entrepreneur with a passion for building innovative technology companies that have the potential to change the world. Full bio
Michael Bodekaer is a serial entrepreneur with a passion for building innovative technology companies that have the potential to change the world. Full bio
Double-click the English transcript below to play the video.
00:12
Today, I am going to show you
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今天，我要向各位展示
00:14
how this tablet and this virtual-reality
headset that I'm wearing
headset that I'm wearing
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我手上這台平板電腦及
頭上這台虛擬實境頭戴裝置
頭上這台虛擬實境頭戴裝置
00:19
are going to completely
revolutionize science education.
revolutionize science education.
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將如何變革我們的科學教育。
00:24
And I'm also going to show you
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而我稍後也會向各位展示
00:25
how it can make any science teacher
more than twice as effective.
more than twice as effective.
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如何讓科學老師的
教學效果提高兩倍。
教學效果提高兩倍。
00:31
But before I show you
how all of this is possible,
how all of this is possible,
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但在我向各位展示
這些如何可以實現之前，
這些如何可以實現之前，
00:34
let's talk briefly about why improving
the quality of science education
the quality of science education
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讓我們先簡短聊聊，
為什麼改善科學的教學質量
為什麼改善科學的教學質量
00:40
is so vitally important.
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這麼的重要。
00:43
If you think about it,
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各位想一下，
00:44
the world is growing incredibly fast.
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世界的成長變化如此的快速。
00:47
And with that growth comes
a whole list of growing challenges,
a whole list of growing challenges,
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而伴隨著成長，相對地
也帶來了一系列的挑戰，
也帶來了一系列的挑戰，
00:51
challenges such as dealing
with global warming,
with global warming,
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像是解決全球暖化問題、
00:54
solving starvation and water shortages
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解決飢餓、水源不足、
00:56
and curing diseases,
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治療疾病，
00:58
to name just a few.
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等等問題...
01:00
And who, exactly, is going to help us
solve all of these great challenges?
solve all of these great challenges?
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而又有誰，可以幫助我們
解決這些問題呢？
解決這些問題呢？
01:06
Well, to a very last degree,
it is these young students.
it is these young students.
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嗯，說到底，
是這些青年學生。
是這些青年學生。
01:10
This is the next generation
of young, bright scientists.
of young, bright scientists.
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他們是下一代年輕的、
聰明的科學家。
聰明的科學家。
01:14
And in many ways, we all rely on them
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在很多方面，我們都需要仰賴他們
01:17
for coming up with new, great innovations
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從創造出偉大的發明，
01:19
to help us solve all
these challenges ahead of us.
these challenges ahead of us.
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到來幫助我們解決
眼前所面臨的種種挑戰。
眼前所面臨的種種挑戰。
01:24
And so a couple of years back,
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幾年前，
01:26
my cofounder and I were teaching
university students just like these,
university students just like these,
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我和我的共同出資人
在大學教類似這樣的學生，
在大學教類似這樣的學生，
01:31
only the students we were teaching
looked a little bit more like this here.
looked a little bit more like this here.
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但我們教的學生，他們的上課狀況
比較類似這樣...
比較類似這樣...
01:36
(Laughter)
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（笑聲）
01:37
And yes, this is really
the reality out there
the reality out there
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沒錯，這就是外面的真實世界，
01:40
in way too many universities
around the world:
around the world:
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全世界很多大學都有類似的情況：
01:43
students that are bored, disengaged
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學生覺得老師上課無聊，
自己也無精打采，
自己也無精打采，
01:46
and sometimes not even sure
why they're learning about a topic
why they're learning about a topic
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有時候，他們甚至都無法了解
最初為什麼要學這個話題。
最初為什麼要學這個話題。
01:50
in the first place.
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01:51
So we started looking around for new,
innovative teaching methods,
innovative teaching methods,
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所以，我們開始尋找
新的創新教學方法，
新的創新教學方法，
01:56
but what we found was quite disappointing.
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但我們找到的東西
都相當令人失望。
都相當令人失望。
01:58
We saw that books were being
turned into e-books,
turned into e-books,
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我們看到實體書變成了電子書，
02:03
blackboards were being turned
into YouTube videos
into YouTube videos
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黑板變成了 YouTube 影片，
02:06
and lecture hall monologues
were being turned into MOOCs --
were being turned into MOOCs --
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而演講大廳裡的長篇演說變成了
02:09
massive online open courses.
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MOOCs --大量線上開放課程。
02:12
And if you think about it,
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如果你仔細想想，
02:13
all we're really doing here
is taking the same content
is taking the same content
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我們現在在做的事，
只是把同樣的內容格式
02:17
and the same format,
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02:19
and bringing it out to more students --
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帶出去給更多的學生--
02:22
which is great, don't get me
wrong, that is really great --
wrong, that is really great --
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這很棒，各位不要誤會，
這真的很棒--
這真的很棒--
02:25
but the teaching method
is still more or less the same,
is still more or less the same,
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但教學方法多多少少
都還是一樣，
都還是一樣，
02:29
no real innovation there.
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沒有真正的創新。
02:31
So we started looking elsewhere.
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所以，我們開始在其它領域尋找。
02:33
What we found was that flight simulators
had been proven over and over again
had been proven over and over again
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我們發現，飛機模擬控制台，
當與用來訓練飛行員的
真實飛行訓練一起使用時，
真實飛行訓練一起使用時，
02:38
to be far more effective
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02:40
when used in combination with real,
in-flight training to train the pilots.
in-flight training to train the pilots.
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已經一次又一次地
被證實相當有效。
被證實相當有效。
02:45
And so we thought to ourselves:
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所以，我們自己在想：
02:47
Why not just apply that to science?
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為什麼不把這個
運用到科學教學上呢？
運用到科學教學上呢？
02:49
Why not build a virtual
laboratory simulator?
laboratory simulator?
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為什麼不建立一個
虛擬實驗室的模擬控制台呢？
虛擬實驗室的模擬控制台呢？
02:55
Well, we did it.
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沒錯，我們辦到了。
02:56
We basically set out to create
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我們基本上創造出了
02:58
a fully simulated, one-to-one,
virtual reality laboratory simulator,
virtual reality laboratory simulator,
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一個全擬真，一對一的，虛擬實境
實驗室的模擬控制台，
實驗室的模擬控制台，
03:04
where the students
could perform experiments
could perform experiments
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在這裡，學生可以
03:06
with mathematical equations
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用數學公式進行
03:08
that would simulate what would
happen in a real-world lab.
happen in a real-world lab.
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將會模擬出真實實驗室
情況的實驗。
情況的實驗。
03:11
But not just simple simulations --
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但並不是只有簡單的模擬——
03:13
we would also create advanced simulations
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我們也與麻省理工學院這樣的知名大學
03:15
with top universities like MIT,
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合作建立了先進的模擬課程，
03:17
to bring out cutting-edge cancer
research to these students.
research to these students.
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帶給這些學生們最新的
癌症研究體驗。
癌症研究體驗。
03:22
And suddenly, the universities
could save millions of dollars
could save millions of dollars
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突然間，校方也節省了很多經費，
03:25
by letting the students
perform virtual experiments
perform virtual experiments
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通過讓學生進行虛擬實驗
在他們進入真正的實驗室之前。
03:28
before they go into the real laboratory.
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03:32
And not only that; now,
they could also understand --
they could also understand --
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不僅如此，現在，
他們也可以理解 －
他們也可以理解 －
甚至在儀器中的分子層面 －
03:34
even on a molecular level
inside the machine --
inside the machine --
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了解到儀器裡面
發生了甚麼變化。
發生了甚麼變化。
03:37
what is happening to the machines.
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03:40
And then they could suddenly perform
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而且他們也可以即時地
03:41
dangerous experiments in the labs as well.
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在虛擬實驗室裡
從事危險的實驗。
從事危險的實驗。
03:44
For instance also here,
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舉個例子，
03:46
learning about salmonella bacteria,
which is an important topic
which is an important topic
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比如學習沙門氏菌
一個相當重要但是
一個相當重要但是
03:49
that many schools cannot teach
for good safety reasons.
for good safety reasons.
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很多學校出於安全原因，
而無法提供的課題。
而無法提供的課題。
03:54
And we, of course, quiz the students
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當然，我們也會給學生做測試，
03:56
and then give the teachers
a full dashboard,
a full dashboard,
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然後給老師課程進度表
03:58
so they fully understand
where the students are at.
where the students are at.
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以便他們全面性地了解
學生們的學習狀況。
學生們的學習狀況。
04:02
But we didn't stop there,
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但是，我們並沒有停滯不前，
04:03
because we had seen just
how important meaning is
how important meaning is
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因為我們已經看到
鼓勵學生參與到課程中
具有相當重要的意義。
具有相當重要的意義。
04:05
for the students' engagement in the class.
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04:08
So we brought in game designers
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所以我們請遊戲設計者
04:09
to create fun and engaging stories.
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幫我們創造好玩又
引人入勝的遊戲。
引人入勝的遊戲。
04:12
For instance, here in this case,
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比如，在這個案例中，
04:14
where the students have to solve
a mysterious CSI murder case
a mysterious CSI murder case
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學生要用他們的核心科學技術，
來破解神秘的 CSI 暗殺事件。
來破解神秘的 CSI 暗殺事件。
04:18
using their core science skills.
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04:23
And the feedback we got
when we launched all of this
when we launched all of this
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當我們發表全部的設計後，
04:26
was quite overwhelmingly positive.
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得到的反饋都是相當正面的。
04:28
Here we have 300 students,
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這裡我們有 300 個學生，
04:30
all passionately solving CSI murder cases
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當他們在學核心科學技術時，
04:32
while learning core science skills.
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都相當投入地想解開
CSI 的暗殺之謎。
CSI 的暗殺之謎。
04:34
And what I love the most about this
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而我讓我最享受的是，
04:37
is really when the students
come up to me sometimes afterwards,
come up to me sometimes afterwards,
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有時候真的有學生
課後會來找我，
課後會來找我，
04:40
all surprised and a little confused,
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然後用相當驚訝且
有點困惑的表情說，
有點困惑的表情說，
04:42
and say, "I just spent two hours
in this virtual lab,
in this virtual lab,
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「我剛剛竟然在虛擬實驗室
度過了兩個小時，
度過了兩個小時，
04:48
and ... and I didn't check Facebook."
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而且....我竟然沒有
瀏覽 Facebook。」
瀏覽 Facebook。」
04:50
(Laughter)
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（笑聲）
04:51
That's how engaging and immersive
this really is for the students.
this really is for the students.
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這就是虛擬實驗室對學生來說
都有吸引力、多仿真。
都有吸引力、多仿真。
04:56
And so, to investigate
whether this really worked,
whether this really worked,
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為了調查這樣做是否真的可行，
04:59
a learning psychologist
did a study with 160 students --
did a study with 160 students --
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一位學習心理學家對160
名學生做了研究 －
名學生做了研究 －
05:03
that was from Stanford University
and Technical University of Denmark.
and Technical University of Denmark.
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他們來自史丹福大學及丹麥技術大學。
05:08
And what they did is split
the students into two groups.
the students into two groups.
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他們把學生分成兩組。
05:11
One group would only use
the virtual laboratory simulations,
the virtual laboratory simulations,
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第一組學生只能進行
虛擬實驗室模擬教學方式。
虛擬實驗室模擬教學方式。
05:16
the other group would only use
traditional teaching methods,
traditional teaching methods,
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另一組學生只能進行
傳統的教學方式。
傳統的教學方式。
05:19
and they had the same amount of time.
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他們上課的時間都一樣。
05:22
Then, interestingly,
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接下來有趣的是，
05:23
they gave the students a test
before and after the experiment,
before and after the experiment,
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他們在實驗前與實驗後
分別對學生進行測驗，
分別對學生進行測驗，
05:27
so they could clearly measure
the learning impact of the students.
the learning impact of the students.
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這樣他們就可以測量出
學生的學習效果。
學生的學習效果。
05:32
And what they found
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他們發現，
05:33
was a surprisingly high 76 percent
increase in the learning effectiveness
increase in the learning effectiveness
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虛擬實驗室教學方式比傳統教學方式
提高了76%的教學效果。
提高了76%的教學效果。
05:39
when using virtual laboratories
over traditional teaching methods.
over traditional teaching methods.
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05:44
But even more interestingly,
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但更有趣的是在
研究調查的第二部分，
研究調查的第二部分，
05:45
the second part of this study investigated
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05:49
what the teacher's impact
was on the learning.
was on the learning.
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有關老師在旁輔導的影響力。
05:52
And what they found
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他們發現，
05:53
was that when you combined
the virtual laboratories
the virtual laboratories
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如果你把虛擬實驗室與
05:55
with teacher-led coaching and mentoring,
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老師在旁協助結合在一起，
05:58
then we saw a total 101 percent
increase in the learning effectiveness,
increase in the learning effectiveness,
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學生的學習效果會提高 101% ，
06:04
which effectively doubles
the science teacher's impact
the science teacher's impact
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這實際上是傳統教師教學
效果的兩倍。
效果的兩倍。
06:08
with the same amount of time spent.
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06:13
So a couple of months back,
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幾個月後，
06:16
we started asking ourselves --
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我們開始問我們自己--
06:18
we have a wonderful team now
of learning psychologists
of learning psychologists
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我們現在有很棒的團隊
我們有學習心理學專家、
我們有學習心理學專家、
06:20
and teachers and scientists
and game developers --
and game developers --
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老師、科學家、遊戲開發商--
06:23
and we started asking ourselves:
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我們開始問我們自己：
06:24
How can we keep ourselves to our promise
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我們要如何保持我們對自己
06:27
of constantly reimagining education?
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不斷創新教學的承諾？
06:30
And today, I am really excited
to be presenting what we came up with
to be presenting what we came up with
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今天，我真的很興奮
可以展示我們的成果，
可以展示我們的成果，
06:35
and have been working
incredibly hard to create.
incredibly hard to create.
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我們相當努力且不斷創新。
06:40
I will explain briefly what this is.
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我簡單的說明一下這是甚麼。
06:42
Basically, I take my mobile phone --
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基本上，我只要拿出我的手機--
06:45
most students already
have these, smartphones --
have these, smartphones --
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大多數的學生都有這個，
智能手機--
智能手機--
06:48
and I plug it into this virtual-reality
headset, a low-cost headset.
headset, a low-cost headset.
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然後，我把它插進這頭戴裝置中，
這個相當便宜的裝置。
這個相當便宜的裝置。
06:52
And now what I can effectively do is,
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現在我可以有
效率做的就是，
效率做的就是，
06:54
I can literally step
into this virtual world.
into this virtual world.
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我可以真的進入到
這個虛擬的世界。
這個虛擬的世界。
06:58
We'll have some of you
in the audience also get to try this,
in the audience also get to try this,
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觀眾當中有幾位已經
拿到裝置準備嘗試了，
拿到裝置準備嘗試了，
07:01
because it is really something
that you have to try
that you have to try
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因為你真的可以嘗試看看，
07:04
to fully feel how immersive it really is.
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體驗一下它有多麼的真實。
07:06
It literally feels like I just stepped
inside this virtual lab.
inside this virtual lab.
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我簡直就是已經進入到
這個虛擬實驗室。
這個虛擬實驗室。
07:10
Do you see me up on the screen?
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你們有看到我嗎，
有沒有在螢幕上？
有沒有在螢幕上？
07:12
Audience: Yes.
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觀眾：有。
07:13
Michael Bodekaer: Great! Awesome.
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麥可：很好！太棒了！
07:14
So basically, I have just
turned my mobile phone
turned my mobile phone
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基本上，我已經把我的手機
07:17
into a fully simulated, million-dollar
Ivy League laboratory
Ivy League laboratory
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轉進到這個全擬真、價值百萬的
常春藤聯盟實驗室裡了，
常春藤聯盟實驗室裡了，
07:21
with all this amazing equipment
that I can interact with.
that I can interact with.
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這裡面有相當棒的儀器
可以跟我互動。
可以跟我互動。
07:24
I can, for instance, pick up the pipette
and do experiments with it.
and do experiments with it.
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舉個例子，我可以拿起
吸量管做實驗。
吸量管做實驗。
07:27
I have my E-Ggel, my PCR
and -- oh, look there,
and -- oh, look there,
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我有 E-Ggel，PCR儀器，
喔，你看那邊，
喔，你看那邊，
07:30
I have my next-generation
sequencing machine,
sequencing machine,
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我有次世代的定序儀器，
07:32
and there I even have
my electron microscope.
my electron microscope.
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我甚至有我的電子顯微鏡。
07:36
I mean, who's carrying around
an electron microscope in their pocket?
an electron microscope in their pocket?
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我的意思是，有誰能把
電子顯微鏡放在口袋？
電子顯微鏡放在口袋？
07:39
And here I have my machine,
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這裡，我有自己的儀器，
07:41
I can do different experiments
on the machine.
on the machine.
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我可以在儀器上做不同的實驗。
07:43
And over here I have the door,
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這裡，還有一扇門，
07:45
I can go into other experiments,
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我可以進去做其它實驗，
07:47
I can perform in the laboratories.
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我可以在實驗室裡進行實驗。
07:49
And here, I have my learning tablet.
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還有這個，
我有自己的學習平板。
我有自己的學習平板。
07:51
This is an intelligent tablet
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這是一個智能平板，
07:53
that allows me to read
about relevant theory.
about relevant theory.
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可以讓我閱讀
相關的理論。
相關的理論。
07:56
As you can see, I can interact with it.
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就如你所見的，
我可以與它互動。
我可以與它互動。
07:58
I can watch videos and see
content that is relevant
content that is relevant
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我可以看影片，
08:02
to the experiment
that I'm performing right now.
that I'm performing right now.
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也可以看我接下來準備
要做的實驗的相關內容。
要做的實驗的相關內容。
08:06
Then over here, I have Marie.
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然後這邊，這位是瑪莉。
08:07
She is my teacher --
my lab assistant --
my lab assistant --
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她是我的老師，
我的實驗室助理，
我的實驗室助理，
08:11
and what she does is guides me
through this whole laboratory.
through this whole laboratory.
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她做的就是，介紹給我
實驗室的一切。
實驗室的一切。
08:14
And very soon,
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很快的，
08:15
the teachers will be able
to literally teleport themselves
to literally teleport themselves
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老師們將可以把他們自己
瞬間移動到
瞬間移動到
08:18
into this virtual world
that I'm in right now
that I'm in right now
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我現在所處的虛擬世界裡來，
08:21
and help me, guide me,
through this whole experiment.
through this whole experiment.
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並幫助我、導引我
做完整個實驗。
做完整個實驗。
08:24
And now before I finalize this,
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在我要結束前，
08:26
I want to show you
an even cooler thing, I think --
an even cooler thing, I think --
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我想要向各位展示
更酷的東西，
更酷的東西，
08:29
something you cannot
even do in real laboratories.
even do in real laboratories.
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我認為你在真實的實驗室裡
甚至都沒辦法接觸到。
甚至都沒辦法接觸到。
08:32
This is a PCR machine.
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就是這一台 PCR 儀器。
（聚合脢連鎖反應儀器）
（聚合脢連鎖反應儀器）
08:33
I'm now going to start this experiment.
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我準備開始進行這項實驗。
08:36
And what I just did is literally
shrunk myself a million times
shrunk myself a million times
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我剛剛做的就是，
把我自己縮小到幾百萬倍，
把我自己縮小到幾百萬倍，
08:40
into the size of a molecule --
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縮到跟一個分子一樣的大小--
08:42
and it really feels like it,
you have to try this.
you have to try this.
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各位真的要嘗試一下，真的很酷。
08:44
So now it feels like
I'm standing inside the machine
I'm standing inside the machine
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現在，我感覺好像站在儀器裡面，
08:47
and I'm seeing all the DNA,
and I see the molecules.
and I see the molecules.
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看著所有的 DNA 及分子。
08:49
I see the polymerase
and the enzymes and so forth.
and the enzymes and so forth.
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我看到聚合酶，
還有酵素等等。
還有酵素等等。
08:53
And I can see how in this case,
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我還可以看到，
08:55
DNA is being replicated millions of times,
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DNA 如何被複製好幾百萬倍出來，
08:58
just like it's happening
inside your body right now.
inside your body right now.
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就像各位身體裡面
現在正在發生的事情一樣。
現在正在發生的事情一樣。
09:01
And I can really feel and understand
how all of this works.
how all of this works.
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我真的可以感受並了解到
這一切是如何運作的。
這一切是如何運作的。
09:06
Now, I hope that gives you
a little bit of a sense
a little bit of a sense
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現在，我希望可以給各位一些
09:09
of the possibilities
in these new teaching methods.
in these new teaching methods.
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關於這些新的教學方式的可行性。
09:16
And I want to also emphasize
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我也想強調
09:17
that everything you just saw
also works on iPads and laptops
also works on iPads and laptops
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各位剛剛看到的所有東西
也可以在 iPad 及筆記型電腦上操作，
也可以在 iPad 及筆記型電腦上操作，
09:21
without the headsets.
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可以不用頭戴式裝置。
09:22
I say that for a very important reason.
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我說這是為了
一個很重要的原因。
一個很重要的原因。
09:25
In order for us to really
empower and inspire
empower and inspire
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為了讓我們支持並鼓勵
09:28
the next generation of scientists,
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我們的下一代
對科學的熱情，
對科學的熱情，
09:31
we really need teachers
to drive the adoption
to drive the adoption
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我們真的需要老師們
在課堂上
在課堂上
09:34
of new technologies in the classroom.
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主動採用新的科技教學方法。
09:38
And so in many ways,
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有了這麼多的方法，
09:40
I believe that the next big,
quantum leap in science education
quantum leap in science education
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我相信下一個
科學教育的巨大突破
科學教育的巨大突破
09:44
lies no longer with the technology,
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不再是靠科技，
09:47
but rather with the teachers' decision
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而是靠老師們在課堂上推動並
採用這些科技的決心。
採用這些科技的決心。
09:49
to push forward and adopt
these technologies
these technologies
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09:52
inside the classrooms.
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09:54
And so it is our hope that more
universities and schools and teachers
universities and schools and teachers
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所以我們希望，
可以更多的大學、學校、
老師可以與科技公司合作
老師可以與科技公司合作
09:57
will collaborate with technology companies
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10:00
to realize this full potential.
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讓學生發揮出最大的潛力。
10:04
And so,
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最後，
10:06
lastly, I'd like to leave you
with a little story
with a little story
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我想給各位講一個小故事，
10:09
that really inspires me.
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一個激勵我的故事。
10:10
And that is the story of Jack Andraka.
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就是這位傑克．安佐卡的故事。
10:13
Some of you might already know him.
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你們有些人也許
已經認識這個人。
已經認識這個人。
10:15
Jack invented a new, groundbreaking
low-cost test for pancreatic cancer
low-cost test for pancreatic cancer
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傑克在他 15 歲的時候，
發明了一個新的、開創性、
低成本、快速的胰腺癌測試試紙，
低成本、快速的胰腺癌測試試紙，
10:22
at the age 15.
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10:25
And when Jack shares his story
of how he did this huge breakthrough,
of how he did this huge breakthrough,
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在傑克分享他如何做出這個
突破性發明的故事時，
突破性發明的故事時，
10:29
he also explains that one thing
almost prevented him
almost prevented him
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他也說明了一件差點阻礙他做
這項突破性發明的故事。
這項突破性發明的故事。
10:33
from making this breakthrough.
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10:35
And that was that he did not
have access to real laboratories,
have access to real laboratories,
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就是，他因為太年輕沒有經驗，
所以不允許進到實驗室裡做實驗。
所以不允許進到實驗室裡做實驗。
10:40
because he was too inexperienced
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10:43
to be allowed in.
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10:45
Now, imagine if we could bring
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現在，想像一下，
如果我們可以
如果我們可以
10:48
Ivy League, million-dollar
virtual laboratories
virtual laboratories
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把價值上百萬的常春藤
大學的虛擬實驗室
大學的虛擬實驗室
10:51
out to all these students just like Jack,
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帶到外面的世界
給所有像是傑克這樣的學生，
給所有像是傑克這樣的學生，
10:53
all over the world,
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10:55
and give them the latest, greatest,
most fancy machines you can imagine
most fancy machines you can imagine
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讓他們也能接觸到最先進、
最強大、最昂貴的儀器，
最強大、最昂貴的儀器，
10:58
that would quite literally
make any scientist in here
make any scientist in here
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這會讓在場所有的科學家，
11:01
jump up and down out of pure excitement.
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興奮地跳起來。
11:03
And then imagine how that
would empower and inspire
would empower and inspire
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然後想像一下，那會
如何支持並激勵到
如何支持並激勵到
11:08
a whole new generation
of young and bright scientists,
of young and bright scientists,
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全新一代的年輕聰明科學家們，
11:12
ready to innovate and change the world.
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讓他們準備好創新並改變世界。
11:16
Thank you very much.
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非常謝謝各位。
11:17
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Michael Bodekaer - EntrepreneurMichael Bodekaer is a serial entrepreneur with a passion for building innovative technology companies that have the potential to change the world.
Why you should listen
Born and raised in Denmark, Michael Bodekaer’s first business venture came to life when he was just 14 years old. Fast forward to 2016 and Michael is the founder of five unique organizations with offices spanning the globe.
With the ambition of leveraging cutting-edge technology to improve learning quality, Michael partnered with co-founder and science professor Dr. Mads Bonde to create a concept aimed at increasing the level of versatility and accessibility of science education. Labster is a groundbreaking platform that gives students worldwide the opportunity to learn life sciences through gamified education in immersive 3D virtual worlds and laboratories. With the ability to significantly enhance student’s motivation, these new and ever-evolving teaching tools are bringing a revolution to world class learning.
Michael Bodekaer | Speaker | TED.com