TED2011
Sal Khan: Let's use video to reinvent education
Salman Khan: Zmeňme vzdelávanie pomocou videa
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5,578,134 views
Salman Khan hovorí o tom, ako a prečo vytvoril pozoruhodnú Khan Academy, starostlivo štrukturovanú sadu vzdelávacích videí, ktoré ponúkajú kompletnú osnovu matematiky a v súčasnosti aj iných predmetov. Poukazuje na silu interaktívnych cvičení a vyzýva učiteľov, aby otočili systém učenia -- študenti si pozrú video s vysvetlením učiva doma a "domáce úlohy" s nimi v triede rieši učiteľ.
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
Double-click the English transcript below to play the video.
00:15
The Khan Academy is most known
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Khan Academy je známa
00:17
for its collection of videos,
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svojou zbierkou videí,
00:19
so before I go any further,
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takže kým budem pokračovať,
00:21
let me show you a little bit of a montage.
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dovoľte mi ukázať vám malú montáž.
00:24
(Video) Salman Khan: So the hypotenuse is now going to be five.
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(Video) Salman Khan: Takže prepona bude mať dĺžku päť.
00:27
This animal's fossils are only found in this area of South America --
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Fosílie z tohto zvieraťa sa našli len v tejto oblasti Južnej Ameriky --
00:30
a nice clean band here --
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v tomto kúsku --
00:32
and this part of Africa.
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a v tejto časti Afriky.
00:34
We can integrate over the surface,
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Môžeme integrovať povrch,
00:36
and the notation usually is a capital sigma.
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zvyčajne sa to označuje veľkou sigmou.
00:39
National Assembly: They create the Committee of Public Safety,
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Národné zhromaždenie zriaďuje Komisiu pre verejnú bezpečnosť,
00:42
which sounds like a very nice committee.
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čo znie ako veľmi pekná komisia.
00:44
Notice, this is an aldehyde,
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Všimnite si, toto je aldehyd
00:46
and it's an alcohol.
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aj alkohol.
00:48
Start differentiating into effector and memory cells.
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Začínajú sa meniť na efektorové a pamäťové bunky.
00:51
A galaxy. Hey, there's another galaxy.
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Galaxia. Aha, tu je ďalšia galaxia.
00:53
Oh look, there's another galaxy.
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Aha pozrite, tu je ďalšia galaxia.
00:55
And for dollars, is their 30 million,
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A v dolároch majú svojich 30 miliónov,
00:58
plus the 20 million dollars from the American manufacturer.
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plus 20 miliónov dolárov od amerického výrobcu.
01:01
If this does not blow your mind,
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Ak vám toto nevyrazí dych,
01:04
then you have no emotion.
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nemáte žiadne city.
01:06
(Laughter)
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(Smiech)
01:08
(Applause)
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(Potlesk)
01:13
SK: We now have on the order
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SK: V súčasnej dobe ponúkame
01:15
of 2,200 videos
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2200 videí, ktoré
01:17
covering everything from basic arithmetic
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pokrývajú všetko od základnej aritmetiky
01:19
all the way to vector calculus
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až po vektorový kalkulus
01:21
and some of the stuff you saw there.
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a nejaké ďalšie veci, ktoré ste videli.
01:24
We have a million students a month using the site,
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Každý mesiac našu stránku navštívi milión študentov,
01:27
watching on the order of 100 to 200,000 videos a day.
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ktorí si pozrú 100 až 200 000 videí denne.
01:31
But what we're going to talk about in this
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Dnes však budeme hovoriť o tom,
01:33
is how we're going to the next level.
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ako to môžeme posunúť na vyššiu úroveň.
01:35
But before I do that,
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Ešte predtým by som rád povedal
01:37
I want to talk a little bit about really just how I got started.
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niečo o tom, ako to celé začalo.
01:41
And some of you all might know,
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Niektorí z vás možno vedia,
01:43
about five years ago I was an analyst at a hedge fund,
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že pred piatimi rokmi som bol analytikom v investičnom fonde.
01:46
and I was in Boston,
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Bol som v Bostone
01:48
and I was tutoring my cousins in New Orleans, remotely.
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a na diaľku som doučoval svojich bratrancov v New Orleans.
01:51
And I started putting the first YouTube videos up
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A videá na Youtube som začal dávať
01:54
really just as a kind of nice-to-have,
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len tak, lebo sa to mohlo
01:56
just a supplement for my cousins --
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mojim bratrancom zísť ako náhrada --
01:58
something that might give them a refresher or something.
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niečo, čo by im látku pripomenulo.
02:01
And as soon as I put those first YouTube videos up,
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A hneď ako som dal tie prvé videá na Youtube,
02:03
something interesting happened --
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stalo sa niečo veľmi zaujímavé --
02:05
actually a bunch of interesting things happened.
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vlastne sa stalo niekoľko zaujímavých vecí.
02:07
The first was the feedback from my cousins.
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Prvou z nich boli reakcie mojich bratrancov.
02:10
They told me
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Povedali mi,
02:12
that they preferred me on YouTube than in person.
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že ma radšej počujú na Youtube ako osobne.
02:15
(Laughter)
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(Smiech)
02:23
And once you get over the backhanded nature of that,
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A keď sa prenesiete cez prvotný šok,
02:26
there was actually something very profound there.
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všimnete si, že to má hlboký význam.
02:28
They were saying
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Hovorili, že uprednostňujú
02:30
that they preferred the automated version of their cousin
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automatizovanú verziu svojho bratranca
02:32
to their cousin.
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pred svojím bratrancom.
02:34
At first, it's very unintuitive,
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Najprv je to nepochopiteľné,
02:36
but when you actually think about it from their point of view, it makes a ton of sense.
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ale keď sa nad tým zamyslíte z ich uhla pohľadu, dáva to zmysel.
02:39
You have this situation
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Teraz sú v situácii,
02:41
where now they can pause and repeat their cousin,
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keď môžu zastaviť svojho bratranca a zopakovať, čo hovoril,
02:43
without feeling like they're wasting my time.
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bez toho, aby mali pocit, že mrhajú mojím časom.
02:46
If they have to review something
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Ak si musia zopakovať niečo,
02:49
that they should have learned a couple of weeks ago,
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čo mali vedieť už pred niekoľkými týždňami
02:51
or maybe a couple of years ago,
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alebo možno pred niekoľkými rokmi,
02:54
they don't have to be embarrassed and ask their cousin.
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nemusia sa hanbiť a požiadať o to bratranca.
02:56
They can just watch those videos. If they're bored, they can go ahead.
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Len si pozrú tie videá. Ak sa nudia, môžu ísť dopredu.
02:59
They can watch it at their own time, at their own pace.
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Môžu to pozerať, kedy chcú, svojím vlastným tempom.
03:01
And probably the least appreciated aspect of this
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A možno najmenej oceňovaným aspektom je
03:06
is the notion that the very first time,
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že keď sa po prvýkrát,
03:08
the very first time
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úplne po prvýkrát
03:10
that you're trying to get your brain around a new concept,
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pokúšate niečo dostať do hlavy,
03:13
the very last thing you need
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posledná vec, ktorú potrebujete,
03:15
is another human being saying, "Do you understand this?"
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je ďalší človek, ktorý sa vás pýta, "Rozumieš tomu?"
03:18
And that's what was happening with the interaction with my cousins before,
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A to sa stávalo, keď som sa s nimi učil predtým.
03:21
and now they can just do it
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Teraz to môžu robiť
03:24
in the intimacy of their own room.
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v súkromí svojej izby.
03:28
The other thing that happened is --
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A ďalšia vec, ktorá sa stala je --
03:30
I put them on YouTube just --
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dal som tie videá na Youtube len tak --
03:33
I saw no reason to make it private,
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nevidel som dôvod na to, aby boli súkromné,
03:35
so I let other people watch it,
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tak som dovolil, aby si mohli pozrieť aj iní.
03:37
and then people started stumbling on it,
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A potom na ne ľudia začali narážať.
03:39
and I started getting some comments and some letters
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A začali mi písať komentáre a listy
03:42
and all sorts of feedback
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a všetky možné druhy reakcií,
03:44
from random people from around the world.
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náhodní ľudia z celého sveta.
03:46
And these are just a few.
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A toto je len pár z nich.
03:49
This is actually from one of the original calculus videos.
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Toto je jeden komentár z pôvodných videí o deriváciách.
03:52
And someone wrote just on YouTube --
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Niekto napísal na Youtube
03:54
it was a YouTube comment:
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komentár:
03:56
"First time I smiled doing a derivative."
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"Toto je prvýkrát, čo sa usmievam pri derivovaní."
03:59
(Laughter)
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(Smiech)
04:01
And let's pause here.
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Tu sa zastavme.
04:03
This person did a derivative
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Táto osoba počítala deriváciu
04:05
and then they smiled.
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a potom sa usmiala.
04:08
And then in a response to that same comment -- this is on the thread.
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Odpoveďou na ten komentár, v tej istej diskusii --
04:11
You can go on YouTube and look at these comments --
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môžete ísť na Youtube a pozrieť sa na ne --
04:13
someone else wrote: "Same thing here.
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niekto iný napísal: "To isté aj u mňa.
04:15
I actually got a natural high and a good mood for the entire day.
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Celý deň som mal potom dobrú náladu.
04:18
Since I remember seeing
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Pamätám si, že v škole
04:20
all of this matrix text in class,
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sme mali takýto text ako z Matrixu,
04:23
and here I'm all like, 'I know kung fu.'"
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a teraz si pripadám, akoby som vedel kung fu."
04:26
(Laughter)
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(Smiech)
04:30
And we get a lot of feedback all along those lines.
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A pomedzi tie riadky sme dostávali množstvo spätnej väzby.
04:32
This clearly was helping people.
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Zjavne to ľuďom pomáhalo.
04:34
But then, as the viewership kept growing and kept growing,
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Ale potom, keď začala sledovanosť stúpať a stúpať,
04:37
I started getting letters from people,
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som začal dostávať listy od ľudí
04:40
and it was starting to become clear
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a bolo mi jasné,
04:42
that it was actually more than just a nice-to-have.
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že už je to viac ako len niečo príjemné.
04:44
This is just an excerpt
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Toto je len úryvok
04:46
from one of those letters.
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z jedného listu.
04:48
"My 12 year-old son has autism
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"Môj 12-ročný syn je autista
04:50
and has had a terrible time with math.
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a s matematikou má strašné ťažkosti.
04:52
We have tried everything,
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Skúsili sme všetko,
04:54
viewed everything, bought everything.
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pozreli sme všetko, kúpili sme všetko.
04:56
We stumbled on your video on decimals and it got through.
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Narazili sme na vaše video o desatinných číslach a išlo to dobre.
04:59
Then we went on to the dreaded fractions. Again, he got it.
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Potom sme prešli na obávané zlomky. A znovu, pochopil to.
05:02
We could not believe it.
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Nemohli sme tomu uveriť.
05:04
He is so excited."
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Je tak nadšený."
05:06
And so you can imagine,
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Viete si ma predstaviť,
05:08
here I was an analyst at a hedge fund.
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analytik v investičnom fonde.
05:11
It was very strange for me to do something of social value.
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Nebol som zvyknutý robiť niečo, čo má spoločenskú hodnotu.
05:14
(Laughter)
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(Smiech)
05:17
(Applause)
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(Potlesk)
05:24
But I was excited, so I kept going.
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Ale bol som nadšený, a tak som pokračoval.
05:27
And then a few other things started to dawn on me.
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A potom som si uvedomil pár ďalších vecí.
05:29
That, not only would it help my cousins right now,
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Nielenže to pomáha teraz mojim bratrancom
05:32
or these people who are sending letters,
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alebo tým ľuďom, ktorí posielajú listy,
05:34
but that this content will never go old,
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ale tento obsah nikdy nezostarne,
05:36
that it could help their kids
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takže bude pomáhať ich deťom
05:38
or their grandkids.
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alebo ich vnúčatám.
05:40
If Isaac Newton
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Ak by Isaac Newton
05:42
had done YouTube videos on calculus,
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dal na Youtube videá o integráloch,
05:44
I wouldn't have to.
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ja by som nemusel.
05:46
(Laughter)
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(Smiech)
05:48
Assuming he was good. We don't know.
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Za predpokladu, že by boli dobré. To nevieme.
05:51
(Laughter)
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(Smiech)
05:53
The other thing that happened --
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A stala sa ďalšia vec --
05:55
and even at this point, I said, "Okay, maybe it's a good supplement.
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v tej dobe som si hovoril, "Dobre, možno je to vhodný doplnok.
05:57
It's good for motivated students.
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Je to dobré pre motivovaných študentov.
05:59
It's good for maybe home schoolers."
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A možno pre tých, ktorí sa vzdelávajú doma."
06:01
But I didn't think it would be something
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Ale nemyslel som si, že by
06:03
that would somehow penetrate the classroom.
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sa to mohlo dostať do triedy.
06:05
But then I started getting letters from teachers.
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Ale potom som začal dostávať listy od učiteľov.
06:07
And the teachers would write, saying,
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Písali mi,
06:09
"We've used your videos to flip the classroom.
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"Používame vaše videá, aby sme otočili systém učenia.
06:11
You've given the lectures, so now what we do ... " --
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Vy vysvetľujete učivo, a my ..."
06:14
and this could happen in every classroom in America tomorrow --
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a toto sa môže rozšíriť do každej triedy v Amerike už zajtra,
06:17
" ... what I do is I assign the lectures for homework,
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" .. takže ja dám žiakom za domácu úlohu pozrieť si videá.
06:20
and what used to be homework,
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A čo bývala predtým domáca úloha,
06:22
I now have the students doing in the classroom."
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to robím so svojimi študentami v triede."
06:25
And I want to pause here for --
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A tu by som sa chcel zastaviť --
06:28
(Applause)
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(Potlesk)
06:32
I want to pause here for a second,
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tu by som sa chcel na chvíľku zastaviť,
06:34
because there's a couple of interesting things.
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a upozorniť na niekoľko zaujímavých vecí.
06:36
One, when those teachers are doing that,
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Po prvé, zjavnou výhodou
06:38
there's the obvious benefit --
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tohto prístupu je, že
06:40
the benefit that now their students
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študenti teraz môžu pozerať videá
06:42
can enjoy the videos in the way that my cousins did.
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takým istým spôsobom, ako moji bratranci.
06:44
They can pause, repeat at their own pace,
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Môžu ho zastaviť, znovu ho pustiť, koľkokrát potrebujú,
06:46
at their own time.
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svojím vlastným tempom, a keď majú čas.
06:48
But the more interesting thing is --
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Ale zaujímavejšie je --
06:50
and this is the unintuitive thing when you talk about technology in the classroom --
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a toto si neuvedomíte hneď, keď sa rozpráva o technológii v triede --
06:53
by removing the one-size-fits-all lecture from the classroom
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tým, že sa odstráni to jednotné vysvetľovanie celej triede
06:56
and letting students have a self-paced lecture at home,
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a študenti si pozrú učivo doma svojím vlastným tempom,
06:59
and then when you go to the classroom, letting them do work,
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a potom prídu do triedy, pracujú,
07:02
having the teacher walk around,
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učiteľ chodí po triede a pomáha im,
07:04
having the peers actually be able to interact with each other,
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môžu sa poradiť so spolužiakmi --
07:07
these teachers have used technology
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títo učitelia použili technológiu na to,
07:10
to humanize the classroom.
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aby bolo vyučovanie ľudskejšie.
07:12
They took a fundamentally dehumanizing experience --
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Vzali v podstate nespoločenský systém --
07:15
30 kids with their fingers on their lips,
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30 detí, ktoré ticho sedia
07:17
not allowed to interact with each other.
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a nemôžu sa porozprávať s ostatnými.
07:19
A teacher, no matter how good,
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A učiteľ, bez ohľadu na to, aký je dobrý,
07:21
has to give this one-size-fits-all lecture
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im všetkým prednáša látku spôsobom,
07:23
to 30 students --
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ktorý má vyhovovať 30 žiakom,
07:25
blank faces, slightly antagonistic --
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duchom neprítomných, trochu vzdorovitých --
07:27
and now it's a human experience.
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a zrazu je to ľudská skúsenosť.
07:29
Now they're actually interacting with each other.
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Teraz sa môžu rozprávať.
07:31
So once the Khan Academy --
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Takže keď Khan Academy -
07:33
I quit my job
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odišiel som z práce
07:35
and we turned into a real organization --
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a spravili sme z toho skutočnú organizáciu,
07:37
we're a not-for-profit --
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sme nezisková organizácia.
07:39
the question is, how do we take this to the next level?
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Otázkou je, ako to dostaneme na vyššiu úroveň?
07:42
How do we take what those teachers are doing
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Ako môžeme vziať to, čo robia tí učitelia,
07:44
to their natural conclusion?
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a pomôcť im to ďalej rozvíjať?
07:46
And so what I'm showing you over here,
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Tu môžete vidieť
07:48
these are actual exercises
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cvičenia,
07:50
that I started writing for my cousins.
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ktoré som začal písať pre mojich bratrancov.
07:53
The ones I started were much more primitive.
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Tie, s ktorými som začal boli oveľa jednoduchšie.
07:55
This is a more competent version of it.
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Tieto už fungujú lepšie.
07:58
But the paradigm here is, we'll generate as many questions as you need
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Ale základnou myšlienkou je, že budeme generovať toľko otázok,
08:01
until you get that concept,
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koľko potrebujete, kým pochopíte, o čo ide,
08:03
until you get 10 in a row.
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kým neodpoviete správne 10-krát za sebou.
08:05
And the Khan Academy videos are there.
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A videá z Khan Academy sú tu.
08:07
You get hints, the actual steps for that problem,
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Tam si pozriete kroky, ako riešiť problém,
08:09
if you don't know how to do it.
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ak neviete, ako na to.
08:11
But the paradigm here, it seems like a very simple thing:
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Tá myšlienka je veľmi jednoduchá:
08:13
10 in a row, you move on.
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10 správnych odpovedí za sebou a môžete ísť ďalej.
08:15
But it's fundamentally different than what's happening in classrooms right now.
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Ale to je niečo úplne iné, ako to, čo vidíme v triedach teraz.
08:18
In a traditional classroom,
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V klasickej triede
08:20
you have a couple of homework,
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máte niekoľko domácich úloh,
08:22
homework, lecture, homework, lecture,
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domáce úlohy, vyučovanie, domáce úlohy, vyučovanie,
08:24
and then you have a snapshot exam.
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a potom máte krátku písomku.
08:26
And that exam, whether you get a 70 percent, an 80 percent,
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A bez ohľadu na to, či dostanete 70, 80,
08:28
a 90 percent or a 95 percent,
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90 alebo 95 percent,
08:31
the class moves on to the next topic.
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celá trieda ide na ďalšiu tému.
08:33
And even that 95 percent student,
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A aj študenti s 95 percentami,
08:35
what was the five percent they didn't know?
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kde spravili chybu?
08:37
Maybe they didn't know what happens when you raise something to the zero power.
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Možno nevedeli, čo sa stane, keď niečo umocníte nulou.
08:40
And then you go build on that in the next concept.
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A potom sa pokračuje ďalej a stavia sa na tom.
08:42
That's analogous to
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Je to podobné,
08:44
imagine learning to ride a bicycle,
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ako keď sa učíte jazdiť na bicykli,
08:46
and maybe I give you a lecture ahead of time,
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poviem vám, ako na to, vysvetlím, čo treba
08:49
and I give you that bicycle for two weeks.
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a dám vám bicykel na dva týždne.
08:51
And then I come back after two weeks,
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A keď sa po dvoch týždňoch vrátim,
08:53
and I say, "Well, let's see. You're having trouble taking left turns.
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poviem: "Pozrime sa na to. Máš problém odbočiť doľava.
08:55
You can't quite stop.
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A nevieš zastaviť.
08:57
You're an 80 percent bicyclist."
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Vieš jazdiť na 80 percent."
08:59
So I put a big C stamp on your forehead
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Na čelo ti dám pečiatku so známkou 2
09:03
and then I say, "Here's a unicycle."
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a poviem, "Tu je jednokolka."
09:06
But as ridiculous as that sounds,
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Hoci to znie smiešne,
09:08
that's exactly what's happening
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presne toto sa deje
09:10
in our classrooms right now.
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v súčasných triedach.
09:12
And the idea is you fast forward
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Stále idete ďalej, prechádzate na ťažšie témy
09:15
and good students start failing algebra all of a sudden
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a dobrí študenti zrazu nezvládajú algebru
09:17
and start failing calculus all of a sudden,
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a nezvládajú diferenciálny počet,
09:20
despite being smart, despite having good teachers,
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napriek tomu, že sú šikovní, napriek tomu, že majú dobrých učiteľov.
09:22
and it's usually because they have these Swiss cheese gaps
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Zvyčajne je to preto, že majú vo vedomostiach najprv malé medzery,
09:24
that kept building throughout their foundation.
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ktoré sa postupne zväčšovali.
09:26
So our model
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Takže náš model
09:28
is learn math the way you'd learn anything,
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je učiť matematiku tak, ako sa učíme ostatné veci,
09:30
like the way you would learn a bicycle.
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tak, ako sa učíte jazdiť na bicykli.
09:32
Stay on that bicycle. Fall off that bicycle.
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Jazdíš na bicykli. Spadneš z neho.
09:35
Do it as long as necessary until you have mastery.
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Robíš to tak dlho, kým to neovládaš úplne.
09:38
The traditional model,
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Tradičný model
09:40
it penalizes you for experimentation and failure,
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trestá za experimenty a neúspechy,
09:42
but it does not expect mastery.
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ale neočakáva, že to budete vedieť úplne.
09:44
We encourage you to experiment. We encourage you to failure.
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Podporujeme experimenty. Podporujeme neúspechy.
09:47
But we do expect mastery.
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Ale očakávame, že to budete perfektne ovládať.
09:50
This is just another one of the modules.
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Toto je len ďalší z modulov.
09:52
This is trigonometry.
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To je trigonometria.
09:54
This is shifting and reflecting functions.
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To je posúvanie a premietanie funkcií.
09:57
And they all fit together.
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A všetky spolu súvisia.
09:59
We have about 90 of these right now.
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Takýchto máme asi 90.
10:01
And you can go to the site right now. It's all free. Not trying to sell anything.
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Môžete sa na stránku pozrieť hneď. Všetko je zadarmo. Nič sa nesnažíme predať.
10:04
But the general idea is that they all fit into this knowledge map.
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Základná myšlienka je, že všetky zapadajú do tejto štruktúry vedomostí.
10:07
That top node right there, that's literally single digit addition.
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Ten uzol úplne hore je sčítanie jednociferných čísel.
10:10
It's like one plus one is equal to two.
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Príklady typu jedna plus jedna sú dve.
10:13
And the paradigm is, once you get 10 in a row on that,
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A akonáhle budete mať 10 správnych odpovedí z toho,
10:15
it keeps forwarding you to more and more advanced modules.
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posúva vás to na stále pokročilejšie moduly.
10:18
So if you keep further down the knowledge map,
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Takže ak budete pokračovať smerom dole v štruktúre vedomostí,
10:21
we're getting into more advanced arithmetic.
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dostanete sa do pokročilejších oblastí matematiky.
10:24
Further down, you start getting into pre-algebra and early algebra.
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Ešte ďalej sú začiatky algebry.
10:27
Further down, you start getting into algebra one, algebra two,
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Nasleduje algebra prvá časť, algebra druhá časť,
10:31
a little bit of precalculus.
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základy integrálneho počtu.
10:33
And the idea is, from this we can actually teach everything --
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A myšlienka, že začnete týmto a postupne sa naučíte všetko --
10:36
well, everything that can be taught
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teda, všetko, čo sa dá naučiť
10:38
in this type of a framework.
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v takomto prostredí.
10:40
So you can imagine -- and this is what we are working on --
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Viete si predstaviť -- a na tom pracujeme --
10:42
is from this knowledge map
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snažíme sa rozšíriť túto štruktúru
10:44
you have logic, you have computer programming,
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o logiku, o programovanie,
10:46
you have grammar, you have genetics,
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o gramatiku, o genetiku,
10:49
all based off of that core of,
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všetko založené na tom,
10:51
if you know this and that,
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že viete to a tamto,
10:53
now you're ready for this next concept.
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a teda ste pripravení na toto.
10:55
Now that can work well for an individual learner,
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Keďže to funguje dobre aj pre jedného žiaka,
10:58
and I encourage, one, for you to do it with your kids,
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bol by som rád, ak by ste to skúsili so svojimi deťmi,
11:00
but I also encourage everyone in the audience to do it yourself.
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alebo aj sami.
11:02
It'll change what happens at the dinner table.
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Zmení to rozhovory pri večeri.
11:05
But what we want to do
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Ale to, čo chceme robiť,
11:07
is to use the natural conclusion of the flipping of the classroom
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je otočiť systém učenia v triede tak,
11:09
that those early teachers had emailed me about.
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ako tí učitelia.
11:12
And so what I'm showing you here,
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Ukážem vám
11:14
this is actually data from a pilot in the Los Altos school district,
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reálne údaje zo skúšobnej prevádzky v okrese Los Altos,
11:16
where they took two fifth grade classes and two seventh grade classes
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kde sme vzali dve triedy piatakov a dve triedy siedmakov
11:19
and completely gutted their old math curriculum.
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a úplne sme zmenili ich osnovy matematiky.
11:21
These kids aren't using textbooks,
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Tieto deti nepoužívajú učebnice,
11:23
they're not getting one-size-fits-all lectures.
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nemajú jedno vysvetlenie učiva pre všetkých.
11:25
They're doing Khan Academy, they're doing that software,
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Učia sa cez Khan Academy, cez ten program,
11:27
for roughly half of their math class.
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asi polovicu vyučovacej hodiny matematiky.
11:29
And I want to make it clear, we don't view this as the complete math education.
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Chcem, aby bolo jasné, že toto nezahŕňa všetko, čo sa učí na matematike.
11:32
What it does is -- and this is what's happening in Los Altos --
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Toto, čo sa deje v Los Altos,
11:34
it frees up time.
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šetrí čas.
11:36
This is the blocking and tackling,
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Je to hranie sa s cvičeniami,
11:38
making sure you know how to move through a system of equations,
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kým si nie ste istý, ako riešiť systém rovníc,
11:40
and it frees up time for the simulations, for the games,
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a šetrí čas pre simulácie, pre hry,
11:43
for the mechanics, for the robot building,
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pre mechaniku, pre stavanie robota,
11:45
for the estimating how high that hill is based on its shadow.
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pre odhady, aký vysoký je kopec na základe dĺžky jeho tieňa.
11:48
And so the paradigm is the teacher walks in every day,
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Takže učiteľ príde do triedy,
11:51
every kid works at their own pace --
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a každé dieťa pracuje svojím vlastným tempom --
11:53
and this is actually a live dashboard from Los Altos school district --
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toto sú reálne údaje z okresu Los Altos --
11:56
and they look at this dashboard.
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a učiteľ sa pozrie na tento panel.
11:58
Every row is a student.
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Každý riadok je študent.
12:00
Every column is one of those concepts.
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Každý stĺpec je jeden z tých pojmov.
12:02
Green means the student's already proficient.
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Zelená znamená, že študent tomu rozumie.
12:04
Blue means they're working on it -- no need to worry.
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Modrá znamená, že na nej pracuje -- je to v poriadku.
12:06
Red means they're stuck.
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Červená znamená, že sa zasekol.
12:08
And what the teacher does is literally just say,
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A učiteľ si povie,
12:11
"Let me intervene on the red kids."
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"Idem sa pozrieť na niektoré z tých červených detí."
12:13
Or even better, "Let me get one of the green kids
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Alebo ešte lepšie, "Vezmem jedno z tých zelených detí,
12:15
who are already proficient in that concept
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ktoré už látku ovládajú,
12:17
to be the first line of attack
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a pošlem ho za červeným,
12:19
and actually tutor their peer."
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aby mu s tým pomohol a ja budem dohliadať."
12:23
(Applause)
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(Potlesk)
12:30
Now I come from a very data-centric reality,
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Ja si myslím, že čím viac informácií, tým lepšie,
12:32
so we don't want that teacher to even go and intervene
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takže nechceme, aby učiteľ prišiel k dieťaťu
12:34
and have to ask the kid awkward questions:
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a pýtal sa ho nepríjemné otázky typu:
12:36
"Oh, what do you not understand?" or "What do you do understand?"
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"Čomu nerozumieš?" alebo "A čomu rozumieš?"
12:38
and all of the rest.
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a podobne.
12:40
So our paradigm is to really arm the teachers with as much data as possible --
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Takže chceme vyzbrojiť učiteľa všetkými možnými informáciámi --
12:43
really data that, in almost any other field, is expected,
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viete, v takmer každom odbore dostávate množstvo informácii,
12:45
if you're in finance or marketing or manufacturing --
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či už ste vo financiách alebo v marketingu, alebo vo výrobe.
12:47
and so the teachers can actually diagnose what's wrong with the students
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Učitelia môžu zistiť, čomu študent nerozumie
12:50
so they can make their interaction as productive as possible.
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a môžu mu pomôcť rýchlejšie a efektívnejšie.
12:53
So now the teachers know exactly what the students have been up to,
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Takže učiteľ vidí, čo doteraz žiak robil,
12:56
how long they have been spending every day, what videos have they been watching,
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koľko času s tým strávil, aké videá pozeral,
12:58
when did they pause the videos, what did they stop watching,
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kedy tie videá zastavil, ktoré videá nedopozerali,
13:00
what exercises are they using,
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aké cvičenia počítali,
13:02
what have they been focused on?
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na čo sa zamerali.
13:04
The outer circle shows what exercises they were focused on.
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Vonkajší kruh ukazuje, aké cvičenie počítali.
13:07
The inner circle shows the videos they're focused on.
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Vnútorný kruh ukazuje, aké videá pozerali.
13:10
And the data gets pretty granular
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A údaje môžu byť ešte detailnejšie,
13:12
so you can see the exact problems that the student got right or wrong.
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takže vidíte cvičenia, na ktoré študent odpovedal správne a nesprávne.
13:15
Red is wrong, blue is right.
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Červená je nesprávne, modrá je správne.
13:17
The leftmost question is the first question that the student attempted.
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Úplne naľavo je prvá otázka, ktorú sa študent pokúsil vyriešiť.
13:19
They watched the video right over there.
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Potom pozerali toto video.
13:21
And then you can see, eventually, they were able to get 10 in a row.
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A vidíte, nakoneic sa im podarilo 10 správnych odpovedí v rade.
13:24
It's almost like you can see them learning over those last 10 problems.
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Takmer vidíte, ako sa učia na tých posledných 10 problémoch.
13:27
They also got faster.
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A zrýchľujú.
13:29
The height is how long it took them.
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Výška označuje, ako dlho im to trvalo.
13:33
So when you talk about self-paced learning,
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Keď hovoríte o učení sa vlastným tempom,
13:36
it makes sense for everyone -- in education-speak, differentiated learning --
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každému to dáva zmysel -- vo vzdelávacej terminológii, diferencované učenie --
13:40
but it's kind of crazy when you see it in a classroom.
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ale je zvláštne vidieť to v triede.
13:43
Because every time we've done this,
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Pretože zakaždým, keď sme to urobili,
13:45
in every classroom we've done,
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v akejkoľvek triede,
13:48
over and over again, if you go five days into it,
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zas a znovu, po piatich dňoch
13:50
there's a group of kids who've raced ahead
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máte skupinku detí, ktoré sú vpredu
13:52
and there's a group of kids who are a little bit slower.
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a potom skupinu, ktorá postupuje trochu pomalšie.
13:54
And in a traditional model, if you did a snapshot assessment,
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A ak by ste ich mali v tom momente ohodnotiť,
13:56
you say, "These are the gifted kids, these are the slow kids.
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povedali by ste, "Tieto deti sú nadané, a tieto pomalšie.
13:59
Maybe they should be tracked differently.
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Možno by sa k nim malo pristupovať inak.
14:01
Maybe we should put them in different classes."
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Možno by sme ich mali dať do inej triedy."
14:03
But when you let every student work at their own pace --
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Ale keď necháte žiakov pracovať ich vlastným tempom --
14:05
and we see it over and over and over again --
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a to sme mohli vidieť zas a znova --
14:08
you see students who took a little bit [of] extra time
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môžete vidieť študentov, ktorým trvalo trochu dlhšie
14:10
on one concept or the other,
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pochopiť jednu alebo druhú vec,
14:12
but once they get through that concept,
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ale keď už sa cez to dostanú,
14:14
they just race ahead.
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idú rýchlo dopredu.
14:16
And so the same kids that you thought were slow six weeks ago,
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Takže tie isté deti, o ktorých ste si pred šiestimi týždňami mysleli, že sú pomalé,
14:19
you now would think are gifted.
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by ste teraz považovali za nadané.
14:21
And we're seeing it over and over and over again.
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A to sme pozorovali zas a znovu.
14:23
And it makes you really wonder
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A to vás prinúti zamyslieť sa,
14:25
how much all of the labels maybe a lot of us have benefited from
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koľko z nás získalo výhodu takéhoto označenia len vďaka
14:28
were really just due to a coincidence of time.
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náhodnej súhre okolností.
14:34
Now as valuable as something like this is
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Hoci je to, čo robíme v okrese Los Altos,
14:36
in a district like Los Altos,
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akokoľvek cenné,
14:39
our goal is to use technology
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naším cieľom je použiť túto technológiu na to,
14:41
to humanize, not just in Los Altos, but on a global scale,
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aby sme do vzdelávania na globálnej úrovni
14:44
what's happening in education.
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vniesli ľudskosť.
14:46
And actually, that kind of brings an interesting point.
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A to prináša zaujímavú myšlienku.
14:48
A lot of the effort in humanizing the classroom
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Mnohokrát je snaha urobiť triedu osobnejšou
14:51
is focused on student-to-teacher ratios.
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zameraná na počet žiakov na učiteľa.
14:54
In our mind, the relevant metric
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Myslíme si, že vhodným ukazovateľom
14:56
is student-to-valuable-human-time-
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je to, koľko času strávi učiteľ
14:59
with-the-teacher ratio.
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so žiakom.
15:01
So in a traditional model, most of the teacher's time
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V tradičnom systéme učiteľ trávi veľa času
15:03
is spent doing lectures and grading and whatnot.
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vysvetľovaním látky a známkovaním.
15:06
Maybe five percent of their time is actually sitting next to students
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Možno päť percent jeho času strávi pri študentoch
15:08
and actually working with them.
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a naozaj s nimi pracuje.
15:10
Now 100 percent of their time is.
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Teraz tomu môžu venovať celý svoj čas.
15:12
So once again, using technology, not just flipping the classroom,
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Takže použitím technológie, nielen otáčate systém učenia,
15:15
you're humanizing the classroom, I'd argue,
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ale vnášate osobný rozmer do triedy,
15:17
by a factor of five or 10.
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povedal by som päť až desaťnásobne.
15:20
And as valuable as that is in Los Altos,
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A hoci je to, čo robíme v Los Altos skvelé,
15:22
imagine what that does to the adult learner
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predstavte si, čo to môže znamenať pre dospelého,
15:24
who's embarrassed to go back and learn stuff
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ktorý sa hanbí zopakovať si a naučiť sa veci,
15:26
that they should have before, before going back to college.
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ktoré mal vedieť predtým, ešte predtým ako šiel na vysokú.
15:28
Imagine what it does
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Predstavte si, čo to znamená
15:31
to a street kid in Calcutta
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pre dieťa v Kalkate,
15:34
who has to help his family during the day,
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ktoré pomáha svojej rodine celý deň,
15:37
and that's the reason why he or she can't go to school.
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a preto nemôže chodiť do školy.
15:39
Now they can spend two hours a day and remediate,
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Teraz môže stráviť dve hodiny denne učením a napraviť to
15:42
or get up to speed and not feel embarrassed
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alebo dohnať, čo potrebuje, a nemusí sa hanbiť
15:44
about what they do or don't know.
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za to, čo vie alebo nevie.
15:47
Now imagine what happens where --
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Predstavte si, čo sa stane keď --
15:49
we talked about the peers teaching each other
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hovorili sme o tom, ako sa spolužiaci
15:51
inside of a classroom.
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navzájom doučujú.
15:53
But this is all one system.
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Ale tento systém nemá uzavreté skupiny.
15:55
There's no reason why you can't have
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Nie je žiaden dôvod pre to,
15:57
that peer-to-peer tutoring
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aby to doučovanie nemohlo prebiehať
15:59
beyond that one classroom.
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aj mimo tú triedu.
16:01
Imagine what happens if that student in Calcutta
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Predstavte si, čo sa stane, ak ten žiak z Kalkaty
16:04
all of a sudden can tutor your son,
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môže doučovať vášho syna,
16:06
or your son can tutor that kid in Calcutta?
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alebo váš syn pomôže jemu?
16:09
And I think what you'll see emerging
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Myslím, že tá predstava rastúcej
16:11
is this notion of a global one-world classroom.
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celosvetovej triedy je zrejmá.
16:17
And that's essentially what we're trying to build.
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A presne to sa snažíme vybudovať.
16:21
Thank you.
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Ďakujem.
16:23
(Applause)
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(Potlesk)
17:04
Bill Gates: I've seen some things you're doing in the system
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Bill Gates: Videl som v tom systéme nejaké veci,
17:07
that have to do with motivation and feedback --
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ktoré súviseli s motiváciou a spätnou väzbou --
17:09
energy points, merit badges.
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body a odznaky.
17:12
Tell me what you're thinking there.
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Čo tým máte na mysli?
17:14
SK: Oh yeah. No, we have an awesome team working on it.
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SK: Na tom pracuje skvelý tím.
17:16
And I have to make it clear, it's not just me anymore.
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Je snáď jasné, že už to nemám celé na starosti len ja.
17:18
I'm still doing all the videos,
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Stále robím všetky videá,
17:20
but we have a rockstar team doing the software.
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ale na programovanie máme hviezdny tím ľudí.
17:22
Yeah, we've put a bunch of game mechanics in there
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Vložili sme do toho trochu herných podnetov,
17:24
where you get these badges,
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môžete získať rôzne odznaky,
17:26
we're going to start having leader boards by area, and you get points.
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zavedieme rebríčky najlepších v daných oblastiach a môžete získať body.
17:29
It's actually been pretty interesting.
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Je to celkom zaujímavé.
17:31
Just the wording of the badging or how many points you get for doing something,
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Len podľa toho, aký odznak alebo koľko bodov môžete za niečo získať,
17:34
we see on a system-wide basis,
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vidíme z pohľadu celého systému
17:36
like tens of thousands of fifth graders or sixth graders
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desaťtisíce piatakov alebo šiestakov
17:38
going one direction or another,
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pokračujúce jedným smerom alebo druhým,
17:40
depending what badge you give them.
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podľa toho, aký im za to dáte odznak.
17:42
(Laughter)
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(Smiech)
17:44
BG: And the collaboration you're doing with Los Altos,
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BG: A ako došlo k tej spolupráci
17:47
how did that come about?
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s Los Altos?
17:49
SK: Los Altos, it was kind of crazy.
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SK: Los Altos, to bolo tak trochu šialené.
17:51
Once again, I didn't expect it to be used in classrooms.
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Nečakal som, že by sa to používalo v triedach.
17:55
Someone from their board came and said,
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Niekto z ich vedenia prišiel a povedal,
17:57
"What would you do if you had carte blanche in a classroom?"
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"Čo by ste urobili, ak by sme vás v triede dovolili urobiť čokoľvek?"
17:59
And I said, "Well, I would just, every student work at their own pace
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Povedal som, "Každý študent by pracoval svojím vlastným tempom
18:02
on something like this and we'd give a dashboard."
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na niečom takomto a učiteľovi by sme dali panel."
18:04
And they said, "Oh, this is kind of radical. We have to think about it."
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Oni povedali, "To je trochu radikálna zmena. Porozmýšľame o tom."
18:07
And me and the rest of the team were like,
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Ja aj zvyšok tímu sme si pomysleli,
18:09
"They're never going to want to do this."
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"Nikto to nebudú chcieť urobiť."
18:11
But literally the next day they were like, "Can you start in two weeks?"
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Ale hneď na ďalší deň prišli a "Môžete začať o dva týždne?"
18:14
(Laughter)
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(Smiech)
18:16
BG: So fifth grade math is where that's going on right now?
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BG: Takže to tam funguje v piatej triede?
18:19
SK: It's two fifth grade classes and two seventh grade classes.
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SK: V dvoch triedach piatakov a v dvoch triedach siedmakov.
18:22
And they're doing it at the district level.
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A robia to na okresnej úrovni.
18:24
I think what they're excited about is they can now follow these kids.
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Myslím, že sa im páči, že môžu tieto deti sledovať.
18:27
It's not an only-in-school thing.
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A nie je to len školská záležitosť.
18:29
We've even, on Christmas, we saw some of the kids were doing it.
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Niektoré deti sa na tom učili aj cez Vianoce.
18:31
And we can track everything.
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A my to všetko môžeme sledovať.
18:33
So they can actually track them as they go through the entire district.
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Oni teda vidia, čo prebieha v celom okrese.
18:35
Through the summers, as they go from one teacher to the next,
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Cez leto, ak sa vymenia učitelia,
18:37
you have this continuity of data
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stále majú k dispozícii všetky údaje,
18:39
that even at the district level they can see.
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dokonca na úrovni okresu.
18:41
BG: So some of those views we saw
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BG: Takže niektoré z tých údajov
18:43
were for the teacher
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sú pre učiteľa,
18:45
to go in and track actually what's going on with those kids.
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aby mohol pozorovať, ako na tom deti sú.
18:48
So you're getting feedback on those teacher views
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Máte nejaké reakcie na ten panel od učiteľov,
18:50
to see what they think they mean?
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aký majú na to názor?
18:53
SK: Oh yeah. Most of those were specs by the teachers.
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SK: Väčšina z tých nápadov je od učiteľov.
18:56
We made some of those for students so they could see their data,
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Urobili sme niečo aj pre študentov, aby mohli vidieť svoje údaje,
18:59
but we have a very tight design loop with the teachers themselves.
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ale s učiteľmi veľmi úzko spolupracujeme.
19:02
And they're literally saying, "Hey, this is nice, but ... "
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Povedia nám, "Hej, toto je síce pekné, ale ..."
19:05
Like that focus graph, a lot of the teachers said,
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Napríklad ten graf zamerania, veľa učiteľov povedalo,
19:07
"I have a feeling that a lot of the kids are jumping around
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"Myslím, že veľa detí skáče z jednej témy na druhú
19:09
and not focusing on one topic."
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a nesústredí sa len na jednu."
19:11
So we made that focus diagram.
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Tak sme spravili graf zamerania.
19:13
So it's all been teacher-driven.
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Všetky tie nápady sú od učiteľov.
19:15
It's been pretty crazy.
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Občas je to bláznivé.
19:17
BG: Is this ready for prime time?
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BG: Je to pripravené na používanie vo veľkom?
19:19
Do you think a lot of classes next school year should try this thing out?
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Myslíš si, že by to malo budúci školský rok vyskúšať veľa tried?
19:22
SK: Yeah, it's ready.
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SK: Áno, sme pripravení.
19:24
We've got a million people on the site already,
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Už teraz mávame milión pripojených ľudí,
19:26
so we can handle a few more.
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takže nejakých pár naviac zvládneme.
19:28
(Laughter)
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(Smiech)
19:31
No, no reason why it really can't happen
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Nie je dôvod, prečo by sa to nemohlo začať používať
19:33
in every classroom in America tomorrow.
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v každej triede v Amerike už zajtra.
19:35
BG: And the vision of the tutoring thing.
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BG: A tá vízia doučovania.
19:38
The idea there is, if I'm confused about a topic,
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Základná myšlienka je, že ak nerozumiem téme,
19:41
somehow right in the user interface
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niekde v používateľskom rozhraní
19:43
I'd find people who are volunteering,
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nájdem ľudí, ktorí sú ochotní mi pomôcť,
19:45
maybe see their reputation,
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možno môžem vidieť ich reputácie,
19:47
and I could schedule and connect up with those people?
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a možem sa s nimi dohodnúť a spojiť?
19:50
SK: Absolutely. And this is something
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SK: Určite. A to odporúčam
19:52
that I recommend everyone in this audience to do.
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každému v obecenstve.
19:54
Those dashboards the teachers have, you can go log in right now
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Pomocou ovládania, ktoré majú učitelia, sa môžete prihlásiť hneď teraz
19:57
and you can essentially become a coach
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a môžete začať doučovať
19:59
for your kids, or nephews, or cousins,
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svoje deti, alebo synovcov, alebo bratrancov
20:02
or maybe some kids at the Boys and Girls Club.
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ale nejaké deti z klubu.
20:04
And yeah, you can start becoming a mentor, a tutor,
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A môžete im začať pomáhať
20:07
really immediately.
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naozaj okamžite.
20:09
But yeah, it's all there.
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Všetko to tam je.
20:11
BG: Well, it's amazing.
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BG: To je úžasné.
20:13
I think you just got a glimpse of the future of education.
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Myslím, že sme práve nahliadli do budúcnosti vzdelávania.
20:15
Thank you. (SK: Thank you.)
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Ďakujem. (SK: Ďakujem.)
20:17
(Applause)
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(Potlesk)
ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneurIn 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.
Why you should listen
Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.
Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.
Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.
Khan holds three degrees from MIT and an MBA from Harvard Business School.
Sal Khan | Speaker | TED.com