TED@Westpac
Mohamad Jebara: This company pays kids to do their math homework
Muhamed Džebara (Mohamad Jebara): Ova kompanija plaća deci da rade svoj domaći iz matematike
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Muhamed Džebara voli matematiku - ali je zabrinut da previše učenika odrasta misleći da je ova predivna, nagrađujuća nauka teška i dosadna. Njegova kompanija eksperimentiše sa smelom idejom: oni plaćaju učenicima da rade svoj nedeljni domaći iz matematike. On istražuje etiku ovog modela poslovanja i kako on pomaže učenicima, kao i zašto je učenje matematike od ključnog značaja u ovoj eri lažnih vesti.
Mohamad Jebara - Education entrepreneur
Mohamad Jebara is the founder and CEO of Mathspace, an education technology product that provides students with guided feedback through the mathematics curriculum. Full bio
Mohamad Jebara is the founder and CEO of Mathspace, an education technology product that provides students with guided feedback through the mathematics curriculum. Full bio
Double-click the English transcript below to play the video.
00:13
For as long as I remember,
I've loved mathematics.
I've loved mathematics.
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Otkad znam za sebe, volim matematiku.
00:18
Actually, it's not 100 percent true.
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U stvari, to nije baš 100 posto tačno.
00:20
I've loved mathematics for all
but a two-week period
but a two-week period
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Voleo sam matematiku sve vreme
osim neke dve nedelje
osim neke dve nedelje
00:24
in senior high school.
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u četvrtom srednje.
00:25
(Laughter)
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(Smeh)
Bio sam najbolji u razredu
00:26
I was top of my class,
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00:28
and we were about to start
the Extension Maths course.
the Extension Maths course.
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kada je trebalo da počnemo
da učimo naprednu matematiku.
da učimo naprednu matematiku.
00:30
I was really excited
about this brand new topic coming up,
about this brand new topic coming up,
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Bio sam veoma uzbuđen
zbog ove potpuno nove oblasti -
zbog ove potpuno nove oblasti -
00:34
complex numbers.
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kompleksnih brojeva.
00:36
I like complex.
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Ja volim složene stvari.
00:38
My teacher was priming us for the concepts
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Profesorka nas je pripremala
za ovaj koncept
za ovaj koncept
00:40
with some questions about square roots.
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postavljajući pitanja
o kvadratnim korenovima.
o kvadratnim korenovima.
00:42
Square of nine -- three;
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Koren iz 9 - tri;
00:44
square of 256 -- sixteen.
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koren iz 256 - šesnaest.
00:46
Too easy.
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Prelako.
00:48
Then she asked the trick question:
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Onda je postavila trik pitanje:
00:50
What about the square root
of negative one?
of negative one?
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koliko bi iznosio koren iz -1?
00:53
Of course, we were all over it --
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Naravno, svi smo uzviknuli:
00:55
"Come on, Miss!
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„Dajte, profesorice!
00:56
We all know you can't take
the square root of a negative."
the square root of a negative."
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Svi znamo da ne možete izvući
koren iz negativnog broja.”
koren iz negativnog broja.”
00:59
"That's true in the real world," she said.
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„To je tačno u stvarnom svetu”, kazala je.
01:02
"But in the complex world,
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„Ali, u kompleksnom svetu,
01:04
the square root of negative one
is the imaginary number i."
is the imaginary number i."
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kvadratni koren broja -1
je imaginarni broj i.”
je imaginarni broj i.”
01:09
(Laughter)
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(Smeh)
Tog dana,
01:12
That day,
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01:13
my entire mathematical world
came crashing down on me.
came crashing down on me.
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moj ceo matematički svet
se sručio na mene.
se sručio na mene.
01:16
(Laughter)
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(Smeh)
01:18
"Imaginary numbers?
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„Imaginarni brojevi?
01:19
Seriously?
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Zaista?
01:21
But mathematics is a source of truth,
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Ali matematika je izvor istine;
01:23
please don't go abstract on me.
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nemojte mi pričati
o apstraktnosti, molim vas.
o apstraktnosti, molim vas.
01:25
I would have studied art
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Studirao bih umetnost
01:27
if I wanted to play
with imaginary numbers."
with imaginary numbers."
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da sam želeo da se igram
imaginarnim brojevima.”
imaginarnim brojevima.”
01:29
(Laughter)
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(Smeh)
01:31
"This is Extension Maths,
let's get back with our program!"
let's get back with our program!"
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„Ovo je produbljena matematika,
vratimo se na prethodnu.”
vratimo se na prethodnu.”
01:34
She didn't,
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Nije se vratila,
01:36
and over the next couple of weeks,
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te sam sledećih par nedelja
01:37
I reluctantly performed
meaningless calculations,
meaningless calculations,
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preko volje vršio besmislene proračune,
01:41
(Laughter)
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(Smeh)
01:42
finding imaginary solutions
to quadratic equations.
to quadratic equations.
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tražeći imaginarna rešenja
kvadratnih jednačina.
kvadratnih jednačina.
01:45
(Laughter)
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(Smeh)
01:46
But then something amazing happened.
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Ali, onda se nešto neverovatno desilo.
01:48
We began finding elegant solutions
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Počeli smo da nalazimo elegantna rešenja
01:51
to real-world problems
we previously had no answers to,
we previously had no answers to,
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problema iz stvarnog života
za koja pre toga nismo imali rešenja,
za koja pre toga nismo imali rešenja,
01:55
starting with the complex world
of imaginary numbers.
of imaginary numbers.
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a koja su počinjala kompleksnim
svetom imaginarnih brojeva.
svetom imaginarnih brojeva.
01:59
So some mathematician 500 years ago
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Neki matematičar se pre 500 godina
02:02
decides to have some fun
and make up these imaginary numbers,
and make up these imaginary numbers,
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odlučio da se zabavi, te je izmislio
ove imaginarne brojeve
ove imaginarne brojeve
02:06
and because of that we can now
derive these amazing identities
derive these amazing identities
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i zbog toga možemo da izvodimo
ove neverovatne transformacije
ove neverovatne transformacije
02:11
with applications in the real world,
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koje imaju primenu u stvarnom svetu,
02:13
in fields like electrical engineering.
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kao, na primer,
u polju elektroinžinjerstva.
u polju elektroinžinjerstva.
02:16
Wow!
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Strava!
02:17
I gained a whole new level
of appreciation for mathematics.
of appreciation for mathematics.
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Počeo sam da se divim matematici
na potpuno drugačijem nivou.
na potpuno drugačijem nivou.
02:21
And after my brief mistrust,
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Nakon svog kratkog nepoverenja,
02:24
I was now in love
with the subject more than ever.
with the subject more than ever.
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bio sam zaljubljen u ovaj predmet
više nego ikada do tad.
više nego ikada do tad.
02:28
Francis Su, the mathematician,
sums it up beautifully when he says,
sums it up beautifully when he says,
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Frensis Su, matematičar, je to
najlepše sumirao kada je rekao:
najlepše sumirao kada je rekao:
02:32
"We study mathematics
for play, for beauty,
for play, for beauty,
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„Učimo matematiku iz zabave, zbog lepote,
02:37
for truth,
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radi istine,
02:38
for justice and for love."
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zbog pravde i iz ljubavi.”
02:41
But if you ask a student today,
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Ali, ako biste pitali današnje učenike,
02:43
you'll probably hear a different story.
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verovatno biste čuli drugačiji odgovor.
02:45
You might hear "difficult" and "boring."
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Čuli biste možda reči „teško” i „dosadno”.
02:48
And they might be right about difficult.
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Možda i jesu u pravu da je teško.
02:50
But it's certainly not boring.
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Ali definitivno nije dosadno.
02:53
In fact, I'd say being difficult to master
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Rekao bih da je baš činjenica
da je teško savladiva
da je teško savladiva
02:56
is part of what makes it beautiful.
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ono što je čini prelepom.
02:58
Because nothing worth doing is easy.
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Jer ništa što zaista vredi
nije lako raditi.
nije lako raditi.
03:02
So we need students to stick around
long enough through the difficult parts
long enough through the difficult parts
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Nama treba da okupiramo učenike
dovoljno dugo da prođu teške delove
dovoljno dugo da prođu teške delove
03:06
to appreciate the beauty
when it all ties together.
when it all ties together.
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kako bi cenili lepotu kada se sve poveže.
03:09
Much like I did for that brief
couple of weeks in high school.
couple of weeks in high school.
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Otprilike kao što sam i ja radio
tih par nedelja u srednjoj školi.
tih par nedelja u srednjoj školi.
03:14
Unfortunately, our school systems --
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Nažalost, u našem školskom sistemu
03:17
we move students through mathematics
in a lockstep process.
in a lockstep process.
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svi učenici zajedno uče matematiku.
03:21
So those who fall a little behind
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Stoga, oni koji malo zaostanu
03:23
find it near impossible to ever catch up
and appreciate that beauty.
and appreciate that beauty.
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pronalaze da je skoro nemoguće da ikada
ponovo sve pohvataju i cene tu lepotu.
ponovo sve pohvataju i cene tu lepotu.
03:28
But why is this a problem?
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Zbog čega je ovo problem?
03:29
Why should we care?
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Zašto bismo brinuli o tome?
03:31
Well today, more than ever,
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Danas više nego ikada pre,
03:32
our world needs every citizen
to be skilled in mathematics.
to be skilled in mathematics.
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našem svetu je potrebno da svaki građanin
bude vešt u matematici.
bude vešt u matematici.
03:37
With the advent of artificial
intelligence and automation,
intelligence and automation,
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Sa dolaskom veštačke
inteligencije i automatizacije,
inteligencije i automatizacije,
03:40
many of the jobs we see today
will either not exist
will either not exist
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veliki broj poslova
koji postoje danas će ili nestati
koji postoje danas će ili nestati
03:43
or be transformed
to require less routine work
to require less routine work
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ili biti transformisani tako da zahtevaju
manje rutinskog posla,
manje rutinskog posla,
03:46
and more analysis
and application of expertise.
and application of expertise.
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a više analiziranja i primena veština.
03:50
But we're not producing
the extra mathematics students
the extra mathematics students
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Ali, mi ne proizvodimo
dodatne učenike matematike
dodatne učenike matematike
koji će ispuniti ove uloge.
03:53
to fill these new roles.
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03:54
This graph shows the number of students
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Ovaj grafikon prikazuje broj učenika
03:56
taking Standard Mathematics
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koji pohađaju običnu matematiku
03:58
and Advanced Mathematics
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i naprednu matematiku
04:01
over a period of 20 years in Australia.
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u periodu od preko 20 godina u Australiji.
04:03
It's clear that while we have demand
for mathematics skills rapidly increasing,
for mathematics skills rapidly increasing,
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Jasno je da, dok potražnja
za matematičkim veštinama ubrzano raste,
za matematičkim veštinama ubrzano raste,
04:09
supply is in steady decline.
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ponuda je u stalnom opadanju.
Kako bismo to sagledali,
04:13
To put things in perspective,
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04:15
half of the students
completing high school today in Australia
completing high school today in Australia
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polovina učenika koji završavaju
srednju školu danas u Australiji
srednju školu danas u Australiji
04:20
are not prepared
to understand any argument
to understand any argument
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nisu spremni da razumeju nijedan argument
04:23
about rates of change in data.
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vezan za stopu promena u podacima.
04:26
In this digital age
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U ovom digitalnom dobu,
04:28
where fake news can influence
election results,
election results,
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gde lažne veste mogu uticati
na rezultate izbora,
na rezultate izbora,
04:32
this is very concerning.
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ovo je veoma zabrinjavajuće.
04:35
Let me give you a concrete example.
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Daću vam konkretan primer.
04:37
Let's take a closer look at that graph.
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Hajde da bolje proučimo ovaj grafikon.
04:39
Can everyone see what I've done there
to stress my point?
to stress my point?
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Da li svi vidite šta sam uradio
kako bih naglasio svoju poentu?
kako bih naglasio svoju poentu?
04:42
If you can't, let me show you now,
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Ako ne vidite, dozvolite
da vam to sada pokažem,
da vam to sada pokažem,
04:45
with the vertical axis
starting at zero, where it should be.
starting at zero, where it should be.
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na vertikalnoj osi sa početkom
na nuli, gde i treba da bude.
na nuli, gde i treba da bude.
Eto, vidite sad?
04:49
There, you see it now, right?
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04:50
It's the exact same data
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To je identičan podatak,
04:52
but I've manipulated the representation
to influence you.
to influence you.
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ali sam izmanipulisao prikaz
kako bih uticao na vas.
kako bih uticao na vas.
04:57
And that's cool, that's my job up here.
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I to je sjajno. To je moj posao ovde.
04:59
(Laughter)
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(Smeh)
05:00
But in all seriousness,
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Ali, sada ozbiljno,
05:01
unless we do something
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ukoliko ne uradimo nešto
05:03
to drastically improve
student engagement with mathematics,
student engagement with mathematics,
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kako bismo drastično poboljšali
zanimanje učenika za matematiku,
zanimanje učenika za matematiku,
05:06
we'll not only have
a huge skills shortage crisis
a huge skills shortage crisis
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ne samo da ćemo imati
veliku krizu manjka veština,
veliku krizu manjka veština,
05:10
but a fickle population,
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već i nestalnu populaciju
05:12
easily manipulated
by whoever can get the most air time.
by whoever can get the most air time.
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kojom lako manipuliše onaj ko dobije
najviše prostora u medijima.
najviše prostora u medijima.
05:17
So what's the solution?
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Dakle, šta je rešenje?
05:19
There are a lot of things we have to do.
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Postoji mnogo stvari
koje treba da uradimo.
koje treba da uradimo.
05:21
We need curriculum reform.
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Treba nam reforma nastavnog plana.
05:23
We need our best and brightest
encouraged to become teachers.
encouraged to become teachers.
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Treba da ohrabrimo naše najbolje
i najpametnije da postanu učitelji.
i najpametnije da postanu učitelji.
05:27
We need to put an end to high-stakes tests
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Treba da ukinemo testove
od kojih mnogo stvari zavisi
od kojih mnogo stvari zavisi
05:30
and instead follow a mastery-based
learning approach.
learning approach.
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i umesto njih uvedemo
orijentacione testove znanja.
orijentacione testove znanja.
05:33
But all these things take time.
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Ali sve ove stvari zahtevaju vreme.
05:37
And I'm impatient.
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A ja sam nestrpljiv.
05:40
See, I've been thinking about this
for eight years now.
for eight years now.
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Razmišljam o ovome već osam godina.
05:43
Ever since I left my job
as a derivative trader
as a derivative trader
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Otkako sam napustio posao trgovca zalihama
05:46
to build a web application
to help students learn mathematics.
to help students learn mathematics.
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kako bih izgradio aplikaciju kojom bih
pomogao učenicima oko matematike.
pomogao učenicima oko matematike.
05:50
Today, our app is used
by schools across the globe.
by schools across the globe.
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Danas se ona koristi u školama širom sveta
05:54
And we're seeing big improvements
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i vidimo veliki napredak
05:56
for students who use
the program regularly.
the program regularly.
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kod učenika koji koriste program redovno.
05:59
But here's the thing --
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Međutim, evo u čemu je stvar -
06:00
we're only seeing it for students
who use the program regularly.
who use the program regularly.
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primećujemo ga samo kod učenika
koji program koriste redovno.
koji program koriste redovno.
06:06
And most of them don't.
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A to nije slučaj sa većinom njih.
06:09
So after years of developing
and refining the application,
and refining the application,
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Nakon godina razvoja i prerade aplikacije,
06:13
our biggest challenge
was not so much product related,
was not so much product related,
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naš najveći izazov
nije bio toliko vezan za proizvod.
nije bio toliko vezan za proizvod.
06:16
our biggest challenge
was motivating students
was motivating students
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Naš najveći izazov
bio je motivisanje učenika
bio je motivisanje učenika
06:18
to want to work
on their gaps in understanding.
on their gaps in understanding.
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da žele da popune rupe
u svom znanju i razumevanju.
u svom znanju i razumevanju.
06:23
You can imagine
in today's attention economy,
in today's attention economy,
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Možete zamisliti koliko je teško
sa današnjom ekonomijom pažnje,
sa današnjom ekonomijom pažnje,
06:25
we're competing against Facebook,
Snapchat and PlayStation
Snapchat and PlayStation
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kada se takmičimo protiv Fejsbuka,
Snepčeta i Plejstejšna,
Snepčeta i Plejstejšna,
06:29
to try and get these students' time.
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izboriti se za vreme učenika.
Stoga smo se vratili na početak
06:31
So we went back to the drawing board
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i počeli da razmišljamo o tome
kako da ga učinimo vrednijim
kako da ga učinimo vrednijim
06:33
and started to think about
how we could make it worthwhile
how we could make it worthwhile
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za učenike da bismo ih naveli
da potroše malo od postojeće pažnje
da potroše malo od postojeće pažnje
06:36
for students to spend
some of their "attention budget"
some of their "attention budget"
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06:40
on their education.
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na svoje obrazovanje.
06:42
We tinkered with gamification elements
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Razmatrali smo da uvedemo elemente igre
06:44
like points, badges and avatars,
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kao što su bodovi, značke i avatari,
06:47
and we'd see a temporary
spike in engagement
spike in engagement
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nakon čega bismo videli
kratkotrajni skok u uključenju,
kratkotrajni skok u uključenju,
06:50
but things would go back to normal
as soon as the novelty wore off.
as soon as the novelty wore off.
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ali čim bi ta novina izbledela,
stvari bi se vratile u normalu.
stvari bi se vratile u normalu.
Onda je jednog dana moj suosnivač, Alvin,
06:54
Then one day, my cofounder, Alvin,
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naišao na grupu studenata u Čikagu
06:56
came across a study of students in Chicago
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06:59
led by the behavioral
economist, Steven Levitt,
economist, Steven Levitt,
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koju je vodio bihejvioralni
ekonomista, Stiven Levit,
ekonomista, Stiven Levit,
07:01
where they paid students
who improved on their test scores.
who improved on their test scores.
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u kojoj su plaćali studentima
koji su poboljšali svoje ocene.
koji su poboljšali svoje ocene.
07:06
He started telling me
about some of the things they tested for
about some of the things they tested for
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Počeo je da mi priča
o nekim stvarima koje su testirali,
o nekim stvarima koje su testirali,
07:09
and the interesting findings they had.
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kao i novim interesantnim otkrićima.
Na primer, otkrili su da je motivisanje
studenata zbog njihovog ulaganja,
studenata zbog njihovog ulaganja,
07:12
For instance, they found
that incentivizing students for inputs,
that incentivizing students for inputs,
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07:17
like effort,
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kao što je trud,
07:18
worked a lot better
than incentivizing for outputs,
than incentivizing for outputs,
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funkcionisalo mnogo bolje
od motivisanja, kada je reč o učinku,
od motivisanja, kada je reč o učinku,
07:22
like test scores.
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kao što su ocene sa testova.
07:24
They found that for younger students,
you could win them over with a trophy
you could win them over with a trophy
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Otkrili su da su mlađe studente
mogli da stimulišu trofejima,
mogli da stimulišu trofejima,
07:27
but for older students,
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ali za starije studente
07:29
you really needed cash.
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trebao vam je novac.
07:30
(Laughter)
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(Smeh)
07:32
And the amount of cash mattered --
10 dollars was good,
10 dollars was good,
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Čak je i količina novca značila -
10 dolara je bilo dobro,
10 dolara je bilo dobro,
07:35
20 dollars -- even better.
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20 dolara - još bolje.
07:38
But perhaps most importantly,
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Ali, možda je ono najbitnije
07:40
they found that the rewards
had to be instant
had to be instant
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da su otkrili da nagrade moraju
da budu momentalne
da budu momentalne
07:42
rather than promised at a later date.
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umesto da se daju naknadno.
07:45
They went as far as to give
the students 20 dollars and say,
the students 20 dollars and say,
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Otišli su toliko daleko da su dali
studentima 20 dolara i rekli:
studentima 20 dolara i rekli:
07:48
"Touch it, feel it, smell it --"
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„Dodirnite ih, osetite ih,
pomirišite ih -”
pomirišite ih -”
07:50
(Sniffing)
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(Njušenje)
07:51
"It's all yours.
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„Sve je vaše.
Ali, ukoliko padnete, uzimam ih nazad.”
07:53
But if you fail,
I'm going to take it back."
I'm going to take it back."
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07:55
And that worked really well.
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I to je uspevalo prilično dobro.
07:59
I immediately got excited
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Momentalno sam se uzbudio
08:00
about the possibilities
of implementing this in our program.
of implementing this in our program.
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pri pomisli na mogućnost uključivanja
ovog načina u naš program.
ovog načina u naš program.
Ali, kada se uzbuđenje stišalo,
08:03
But once the excitement settled down,
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08:05
there were a few concerns
that crept in our minds.
that crept in our minds.
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par briga nam se prišunjalo.
08:08
Firstly,
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Prvo,
08:10
was this ethical?
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da li je ovo etično?
08:11
(Laughter)
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(Smeh)
08:12
Secondly, how would we fund this thing?
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Drugo, kako ćemo ovo finansirati?
08:15
(Laughter)
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(Smeh)
08:16
And finally,
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I, naposletku,
da li bi se rezultati održali
ukoliko bismo prestali plaćati učenicima?
ukoliko bismo prestali plaćati učenicima?
08:17
would the results be sustained
if the students were no longer paid?
if the students were no longer paid?
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08:21
Now, let's look at the ethical part first.
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Hajde prvo da se pozabavimo etičkim delom.
08:23
I'm a bit of a mathematical purist.
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Ja sam pomalo matematički čistunac.
08:25
So I'd be one of the first people to say
that we should study mathematics
that we should study mathematics
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Stoga bih bio jedan od prvih koji bi rekli
kako treba da učimo matematiku
kako treba da učimo matematiku
08:29
for the sake of mathematics.
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zbog nje same.
08:31
Remember -- for play, for beauty,
for truth, for justice and for love!
for truth, for justice and for love!
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Sećate se - iz zabave, zbog lepote,
istine, pravičnosti i iz ljubavi!
istine, pravičnosti i iz ljubavi!
08:36
Not for money!
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Ne zbog novca!
08:37
(Laughter)
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(Smeh)
08:39
As I struggled with this,
I came to see that,
I came to see that,
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Dok sam se mučio sa ovim,
shvatio sam da je jedini razlog
shvatio sam da je jedini razlog
08:41
while it's a way I look
at mathematics now,
at mathematics now,
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zbog kog ovako vidim matematiku
08:43
it's only because I studied it
long enough to appreciate it.
long enough to appreciate it.
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to što sam je dovoljno dugo učio
kako bih je cenio.
kako bih je cenio.
08:47
It's very difficult to tell a student
struggling with mathematics today
struggling with mathematics today
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Veoma je teško reći učeniku
koji se danas muči sa matematikom
koji se danas muči sa matematikom
da vredno radi jer će se trud
isplatiti u dalekoj budućnosti.
isplatiti u dalekoj budućnosti.
08:50
to work hard for a payoff
in the distant future.
in the distant future.
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08:54
And it's not so much bribery
that's at work here,
that's at work here,
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Ni podmićivanje nije toliko uspešno ovde,
zato što bih ih mogao podmititi
08:56
because I could bribe students
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08:58
by telling them about my big bonuses
in my derivative trading days
in my derivative trading days
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pričajući im o velikim bonusima
koje sam dobijao
dok sam radio sa finansijama
dok sam radio sa finansijama
09:02
as a reward for doing well at maths.
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kao nagradu za dobro znanje matematike.
09:04
But it doesn't pay off
for a very long time.
for a very long time.
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Ali se ne isplati veoma dugo.
09:07
So it's practically naught.
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Stoga je praktično bezvredno.
09:10
Behavioral economists
call this hyperbolic discounting.
call this hyperbolic discounting.
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Bihejvioralni ekonomisti ovo nazivaju
hiperboličkim diskontovanjem.
hiperboličkim diskontovanjem.
09:13
And Levitt goes as far as to say
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Levit ide toliko daleko da kaže
09:15
that all motivating power vanishes
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da sva motivaciona moć nestaje
09:18
when rewards are handed out with a delay.
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kada se nagrade dele sa zakašnjenjem.
09:21
So, from a purely economic point of view:
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Stoga, sa čisto ekonomske tačke gledišta:
ukoliko ne koristimo
momentalne podsticaje,
momentalne podsticaje,
09:26
if we don't use immediate incentives,
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ne uspevamo da uložimo
dovoljno u krajnji ishod.
dovoljno u krajnji ishod.
09:29
we are underinvesting in student outcomes.
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09:33
I took heart from that,
and came to see that as a society,
and came to see that as a society,
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To me je ohrabrilo jer, kada
posmatramo društvo, vidimo
posmatramo društvo, vidimo
09:36
we're actually quite used
to financial incentives.
to financial incentives.
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da smo prilično naviknuti
na finansijske podsticaje.
na finansijske podsticaje.
09:38
Whether it be by the government,
by employers or at home.
by employers or at home.
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Bilo od strane vlade,
poslodavca ili kod kuće.
poslodavca ili kod kuće.
09:42
For instance, many parents
would pay their children
would pay their children
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Na primer, mnogi roditelji
bi dali svojoj deci
bi dali svojoj deci
09:45
an allowance or pocket money
for doing chores in the house.
for doing chores in the house.
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džeparac u zamenu za kućne poslove.
Stoga ovo nije baš toliko kontroverzno.
09:48
So it wasn't really
all that controversial.
all that controversial.
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2484
Dok sam razmišljao o tome,
09:51
As I thought about that,
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09:53
it started to answer that second question
of how we were going to fund this.
of how we were going to fund this.
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počeo je da mi se javlja odgovor
na pitanje kako ćemo to finansirati.
na pitanje kako ćemo to finansirati.
09:56
Naturally, parents are the most invested
in their children's education.
in their children's education.
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Prirodno, roditelji su najviše uključeni
u obrazovanje svoje dece.
u obrazovanje svoje dece.
10:01
So, let's charge them
a weekly subscription fee
a weekly subscription fee
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Stoga, zašto im ne bismo
uveli nedeljnu pretplatu
uveli nedeljnu pretplatu
10:04
to use our program,
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kako bi koristili naš program,
10:06
but --
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ali -
10:07
if the students complete
their weekly maths goal,
their weekly maths goal,
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ukoliko učenici ispune
svoj nedeljni cilj u matematici,
svoj nedeljni cilj u matematici,
10:10
we'll refund the subscription amount
directly into the child's bank account.
directly into the child's bank account.
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mi ćemo refundirati taj iznos
direktno na bankovni račun deteta.
direktno na bankovni račun deteta.
10:16
We chose three exercises completed
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Izabrali smo cilj od tri zadatka
10:19
over a one week period
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nedeljno
10:21
for a 10 dollar reward.
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nakon kojih će dobiti
nagradu od 10 dolara.
nagradu od 10 dolara.
10:23
That way we're incentivizing effort
rather than performance
rather than performance
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Na taj način više podstičemo
trud nego učinak
trud nego učinak
10:27
over a short enough period
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1786
u dovoljno kratkom periodu
10:29
and with a substantial enough payout
for the students to care.
for the students to care.
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i sa dovoljnom isplatom
kako bi učenicima stalo do toga.
kako bi učenicima stalo do toga.
10:33
Now, I remember when I first told
my wife about this new business model.
my wife about this new business model.
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Sećam se kada sam prvi put
ispričao svojoj ženi
ispričao svojoj ženi
o ovom novom načinu poslovanja.
10:37
If she had any doubt left
that I've gone completely mad,
that I've gone completely mad,
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Ukoliko je imalo sumnjala
da sam skrenuo sa uma,
da sam skrenuo sa uma,
10:42
that pretty much confirmed it for her.
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ovo je bila dovoljna potvrda za nju.
10:45
She said to me, "Mo ...
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1509
Kazala mi je: „Mo,
10:47
you realize that if everybody
does their homework, which you want,
does their homework, which you want,
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shvataš da ukoliko svi budu radili domaći,
što je upravo ono što ti želiš,
što je upravo ono što ti želiš,
10:51
you're not going to make any revenue,
which you don't want.
which you don't want.
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nećeš imati nikakve zarade,
što je ono što ne želiš.
što je ono što ne želiš.
10:54
Great business model."
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1460
Sjajan primer poslovanja.”
10:55
(Laughter)
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643537
1205
(Smeh)
Rekao bih da je više suprotno
od poslovnog modela.
od poslovnog modela.
10:56
I say it's more like
an antibusiness model,
an antibusiness model,
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Ako ga koristiš, besplatan je,
ali plaćaš ako ga ne koristiš.
ali plaćaš ako ga ne koristiš.
10:59
it's free if you use it,
but you pay if you don't.
but you pay if you don't.
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2779
11:03
Now, I knew from experience
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1603
Iz iskustva sam znao
da neće svi u državi da se upecaju
da neće svi u državi da se upecaju
11:04
that not everybody in the country
was going to jump on
was going to jump on
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2532
i rade svoj domaći iz matematike.
11:07
and do their maths homework every week.
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1880
Kada bi to radili, doživeli bismo
neuspeh prilično brzo
neuspeh prilično brzo
11:09
And if they did,
sure we'd go bust pretty quickly,
sure we'd go bust pretty quickly,
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11:11
but hey, we would have solved
the country's maths skills crisis.
the country's maths skills crisis.
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3712
ali, hej, rešili bismo
matematičku krizu u državi.
matematičku krizu u državi.
11:15
(Laughter)
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(Smeh)
11:17
As a company, we've always run
a double bottom line,
a double bottom line,
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2484
Kao kompanija uvek izračunamo
profit i uticaj na društvo,
profit i uticaj na društvo,
11:20
looking to both make
a return for investors
a return for investors
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2040
pokušavajući da vratimo investitorima,
11:22
as well as improve student outcomes.
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670387
2404
kao i da unapredimo rezultate učenika.
11:24
We know that our path
to long-term profitability
to long-term profitability
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2659
Znamo da je put
ka našoj dugoročnoj profitabilnosti
ka našoj dugoročnoj profitabilnosti
11:27
is through improving student outcomes.
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2143
povezan sa poboljšanjem rezultata učenika.
11:29
So our dual objectives
should never be at odds.
should never be at odds.
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2549
Stoga ta dva cilja
ne bi trebalo suprotstavljati.
ne bi trebalo suprotstavljati.
Uvek pokušavamo da donesemo
11:35
So we're always looking
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2651
odluke vezane za proizvod
11:38
to make our product decisions
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686376
1412
koje pomažu učenicima da postignu
svoj nedeljni cilj u matematici,
svoj nedeljni cilj u matematici,
11:39
around helping students reach
their weekly maths goal,
their weekly maths goal,
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2860
11:42
effectively ensuring that they get paid
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690696
2833
čime ćemo efikasno osigurati
da oni budu plaćeni,
da oni budu plaćeni,
11:45
and not us.
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1150
a ne mi.
11:47
Now you must be wondering:
How is this crazy business model going?
How is this crazy business model going?
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3205
Verovatno se pitate kako ovaj
nenormalni poslovni sistem funkcioniše.
nenormalni poslovni sistem funkcioniše.
11:51
You'll be glad to know
we're still in business.
we're still in business.
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2492
Biće vam drago da čujete
da i dalje radimo.
da i dalje radimo.
11:54
We've been testing this now
for the last five months
for the last five months
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2579
Proteklih pet meseci ovo sprovodimo
11:57
on just our personal
home users in Australia
home users in Australia
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705053
2373
na našim privatnim
korisnicima u Australiji
korisnicima u Australiji
11:59
before we think about
rolling it out to schools.
rolling it out to schools.
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pre nego što počnemo
da ga puštamo u škole.
da ga puštamo u škole.
12:02
And here are the early results.
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710141
1801
I evo ranih rezultata.
12:04
The green represents students
who are completing their weekly maths goal
who are completing their weekly maths goal
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712776
3634
Zeleno predstavlja učenike
koji su ispunili
svoj nedeljni cilj iz matematike,
svoj nedeljni cilj iz matematike,
12:08
and the red those who aren't.
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716434
1429
a crveno one koji nisu.
Vidite da ima mnogo više onih
koji su uradili domaći od onih koji nisu.
koji su uradili domaći od onih koji nisu.
12:10
You can see a lot more
completing their homework than not.
completing their homework than not.
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3182
12:13
In fact, as our user base has grown,
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2413
U stvari, uz porast naše korisničke baze,
12:15
we found the percentage
to be pretty steady, at around 75 percent.
to be pretty steady, at around 75 percent.
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723958
3627
otkrili smo da je procenat
prilično stabilan, oko 75 posto.
prilično stabilan, oko 75 posto.
12:19
So on average, we receive
our weekly subscription fee
our weekly subscription fee
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727609
3460
Dakle, u proseku, mi primimo
našu nedeljnu naknadu za pretplatu
našu nedeljnu naknadu za pretplatu
12:23
once every four weeks,
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731093
2198
jednom u svake četiri nedelje,
12:25
and the other three weeks,
we're rewarding the students.
we're rewarding the students.
265
733315
3008
a tokom ostale tri nedelje
nagrađujemo učenike.
nagrađujemo učenike.
12:29
Now of course we're leaving
some money on the table here,
some money on the table here,
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737386
2684
Naravno da jedan deo novca
ostavljamo i nama, ali znate šta?
ostavljamo i nama, ali znate šta?
12:32
but guess what?
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1151
12:33
It turns out these students
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1927
Ispostavlja se da su ovi učenici
12:35
are 70 percent more engaged
than students not on the reward program.
than students not on the reward program.
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5264
oko 70 procenata više angažovani
od onih koji nisu korisnici programa.
od onih koji nisu korisnici programa.
12:41
Check.
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749109
1150
Odrađeno.
12:44
From a business perspective,
271
752006
2230
Sa poslovne tačke gledišta,
manja je verovatnoća
da će se predomisliti,
da će se predomisliti,
12:46
they are less likely to churn
272
754260
1912
12:48
and more likely to refer friends,
273
756196
1984
a veća da će nas preporučiti prijateljima.
12:50
so we're hoping to trade off
a lower revenue per user
a lower revenue per user
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758204
3635
Stoga se nadamo da ćemo izbalansirati
manju zaradu po korisniku
manju zaradu po korisniku
12:53
for a bigger and more engaged user base.
275
761863
2667
sa većom i angažovanijom
korisničkom bazom.
korisničkom bazom.
12:56
Check and check.
276
764895
1412
Odrađeno i odrađeno.
12:59
Now for that final question.
277
767484
1802
Sada, poslednje pitanje.
13:01
Would they keep coming back
if they were no longer paid?
if they were no longer paid?
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2849
Da li bi nastavili da ga koriste
ukoliko im se više ne bi plaćalo?
ukoliko im se više ne bi plaćalo?
13:04
Mathematics is so much more
than just a subject you study at school.
than just a subject you study at school.
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3523
Matematika je mnogo više
od predmeta koji učite u školi.
od predmeta koji učite u školi.
13:08
It's a human endeavor.
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1467
Ona je ljudski trud.
13:10
It's what helps us to understand
the world around us.
the world around us.
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Ono što nam pomaže
da razumemo svet oko nas.
da razumemo svet oko nas.
13:14
And the more you know,
the more you want to know.
the more you want to know.
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I što više znate, više želite da saznate.
13:17
So yes, we've triggered initial engagement
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Stoga da, pokrenuli smo
početno angažovanje
početno angažovanje
13:20
with a financial reward.
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sa novčanom nagradom.
13:22
But in the long run,
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Ali, na duge staze,
13:24
the money won't matter anymore.
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novac više neće biti važan.
13:26
Because in the long run,
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Jer na duge staze,
13:27
the wonder of mathematics
will be the incentive
will be the incentive
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matematička čuda će biti podsticaj,
13:30
and understanding it
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a njihovo razumevanje
13:32
will be the reward.
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će biti nagrada.
13:34
Thank you.
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Hvala.
13:35
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Mohamad Jebara - Education entrepreneurMohamad Jebara is the founder and CEO of Mathspace, an education technology product that provides students with guided feedback through the mathematics curriculum.
Why you should listen
Mohamad Jebara began his career as a derivatives trader where he became the youngest senior partner at a leading international firm after just four years. Yet he found himself eager to build value of a different kind -- so he quit to become a mathematics teacher. Mathspace is his effort to extend his enthusiasm for numbers to as many classrooms as possible.
Mohamad Jebara | Speaker | TED.com