Why massive open online courses (still) matter
TED簡介：2013 |2013年是MOOCs(大規模網絡公開課)泛濫的一年。隨著最初的失望而來的是巨大的數字和滿腔的信心。但是edX網站的負責人阿加瓦爾指出這樣的事實，作為一種廣泛分享的高端學習方式，作為傳統教室的一種補充教學方法(也許不是取代)，MOOCs仍然關系重大。阿加瓦爾分享了混合式學習的觀點，教師可以利用混合式學習來為21世紀的學生創造理想的學習體驗。
演講者：Anant Agarwal阿南特·阿加瓦爾
片長：15：19
原文地址：為什么大規模網絡公開課（仍然）那么重要
中英文對照翻譯
I'd like to reimagine education.?The last year?has seen the invention of a new four-letter word.?It starts with an M.?MOOC: massive open online courses.?Many organizations?are offering these online courses?to students all over the world, in the millions, for free.?Anybody who has an Internet connection?and the will to learn can access these great courses?from excellent universities?and get a credential at the end of it.
我想要重新定義教育。去年出現了一個新的四字單詞，以M開頭的縮寫詞MOOC：大規模網絡公開課。許多機構陸續提供這些網絡課程，免費提供給全世界數以百萬計的學生。任何能夠連接到因特網的人如果想要學習這些課程，可以訪問這些名校名課，并在課程結束時獲得專業證書在。
Now, in this discussion today,?I'm going to focus?on a different aspect of MOOCs.?We are taking what we are learning?and the technologies we are developing in the large?and applying them in the small?to create a blended model of education?to really reinvent and reimagine?what we do in the classroom.
接下來的討論中，我會將話題集中在網絡公開課的另一面我們大范圍的吸收所學的知識，大范圍的開發技術卻小面積的應用，創造了一種混合的教育模式，真正意義上地重新確立和重新定義教室里的教學內容。
Now, our classrooms could use change.?So, here's a classroom?at this little three-letter institute?in the Northeast of America, MIT.?And this was a classroom about 50 or 60 years ago,?and this is a classroom today.?What's changed??The seats are in color.?Whoop-de-do.?Education really hasn't changed?in the past 500 years.?The last big innovation in education?was the printing press and the textbooks.?Everything else has changed around us.?You know, from healthcare to transportation,?everything is different, but education hasn't changed.
我們的教室需要改變。這是一間教室其所屬的教育機構有三個字母組成，即美國東北部的MIT。這是五六十年代的一間教室，而這是目前使用的教室有什么變化嗎？座位有了顏色，嘔吼教育模式根本未曾改變過。過去的500年內教育領域里最近的一個大革新，是印刷機和教科書。生活中一切其他的事物都在改變，從醫療業到運輸業?一切都有所變化，但是教育領域仍保持原樣。
It's also been a real issue in terms of access.?So what you see here?is not a rock concert.?And the person you see at the end of the stage?is not Madonna.?This is a classroom?at the Obafemi Awolowo University in Nigeria.?Now, we've all heard of distance education,?but the students way in the back,?200 feet away from the instructor,?I think they are undergoing long-distance education.
在是否有機會接受教育上，這也是個切實的問題。你看到的這張圖片不是什么搖滾音樂會，講臺中間的那個人，不是麥當娜，這是一間教室，位于尼日利亞的奧巴費米亞沃洛沃大學。我們都聽說過遠程教育，但是坐在后面的學生離這位講師有200英尺(61米)?我認為他們正在接受真正意義上的遠距離教育。
Now, I really believe?that we can transform education,?both in quality and scale and access,?through technology.?For example, at edX,?we are trying to transform education?through online technologies.?Given education has been calcified for 500 years,we really cannot think about reengineering it,?micromanaging it.
現在，我真的相信我們可以轉變教育模式，無論在質量上、規模上還是教育權利上，通過技術手段來轉變。比如，在edX網站上我們正試著改變教育領域，通過在線技術。鑒于這500年來，教育已經僵化我們不能對它進行再造和微觀管理。
We really have to completely reimagine it.It's like going from ox carts to the airplane.?Even the infrastructure has to change.Everything has to change.We need to go from lectures on the blackboard?to online exercises, online videos.?We have to go to interactive virtual laboratories?and gamification.?We have to go to completely online grading?and peer interaction and discussion boards.?Everything really has to change.
事實上，我們需要徹底地重新定義就像從乘牛車到坐飛機，即使要改變基礎設施，要改變一切我們需要從板書教育轉變成在線練習、在線視頻。我們要使用互動型虛擬實驗室和游戲化模式，我們應當完全在線評分、在線與同伴互動和在線討論。的確，一切都要改變。
So at edX and a number of other organizations,?we are applying these technologies to education?through MOOCs to really increase access to education.?And you heard of this example,?where, when we launched our very first course --?and this was an MIT-hard?circuits and electronics course --?about a year and a half ago,?155,000 students from 162 countries?enrolled in this course.And we had no marketing budget.
所以在edX網站和一些其他的組織，我們將這些技術應用于教育通過MOOCs，真正增加人們受教育的機會。大家應聽說過這個事例，當時我們推出了第一檔課程，麻省理工學院的電路與電子技術課程，大約一年半以前來自162個國家的155,000名學生注冊了這檔課程。
Now, 155,000 is a big number.?This number is bigger?than the total number of alumni of MIT?in its 150-year history.7,200 students passed the course,?and this was a hard course.?7,200 is also a big number.?If I were to teach at MIT two semesters every year,?I would have to teach for 40 years?before I could teach this many students.
當時我們沒有營銷預算155,000是個大數目，這個數字大于麻省理工學院的校友總數，自其150年前建校以來7,200 學生通過了這個課程，而且這個課程很難。7,200也是個大數目如果我在麻省理工學院任教每年兩個學期，要40年才能教到這么多學生。
Now these large numbers?are just one part of the story.?So today, I want to discuss a different aspect,?the other side of MOOCs,?take a different perspective.?We are taking what we develop and learn in the large?and applying it in the small?to the classroom, to create a blended model of learning.
這些大數目都只是故事的一部分而已。所以今天，我想討論一個不同的方面大規模網絡公開課的另一面，以一個不一樣的視角。我們將大量拓展和學習到的知識應用在局部到教室里來創建混合的學習模式。
But before I go into that, let me tell you a story.?When my daughter turned 13, became a teenager,?she stopped speaking English,?and she began speaking this new language.?I call it teen-lish.?It's a digital language.?It's got two sounds: a grunt and a silence.
但在談到那之前，我先講一個故事。我女兒滿13歲時步入少年時期，她講的不再是英語而是開始說這種新的語言，我稱之為少年語言，它是一種數字式的語言。它有兩種聲音：咕噥聲和沉默。
"Honey, come over for dinner."
"Hmm."
"Did you hear me?"
Silence. (Laughter)
"Can you listen to me?"
“Hmm.”
“親愛的，過來吃飯”
“嗯”
“聽見我說的話了嗎”
沉默（笑聲）
“能聽見我說話嗎?”
“嗯”
So we had a real issue with communicating,?and we were just not communicating,?until one day I had this epiphany.?I texted her. I got an instant response.?I said, no, that must have been by accident.?She must have thought, you know,?some friend of hers was calling her.?So I texted her again. Boom, another response.?I said, this is great.?And so since then, our life has changed.?I text her, she responds.?It's just been absolutely great.
因此，我們有一個溝通方面的切實問題，我們根本不是在溝通，直到有一天我才有此頓悟，我發短信給她，得到一個即時的回應。我說，不，那肯定是偶然，你知道，她得想想她的一些朋友在叫她，所以我再次給她發短信，再一次回應我說，這太棒了。于是，從那時起，我們的生活已經改變了，我發短信，她回應。這種模式一直都非常好。
So our millennial generation?is built differently.?Now, I'm older, and my youthful looks might belie that,?but I'm not in the millennial generation.?But our kids are really different.?The millennial generation is completely comfortable?with online technology.?So why are we fighting it in the classroom??Let's not fight it. Let's embrace it.
我們的千禧一代，成長方式有所不同。現在，我老了，這一點與我年輕的外表并不相稱但我不是千禧一代但我們的孩子真的不一樣。千禧一代完全適應在線技術，那么我們為什么不在教室里使用這種技術呢？不要再反對它，讓我們接受它。
In fact, I believe -- and I have two fat thumbs,?I can't text very well --?but I'm willing to bet that with evolution,?our kids and their grandchildren?will develop really, really little, itty-bitty thumbs?to text much better,?that evolution will fix all of that stuff.?But what if we embraced technology,?embraced the millennial generation's?natural predilections,?and really think about creating these online technologies,?blend them into their lives.So here's what we can do.?So rather than driving our kids into a classroom,?herding them out there at 8 o'clock in the morning --?I hated going to class at 8 o'clock in the morning,?so why are we forcing our kids to do that?
事實上，我有兩個肥胖的拇指，編輯短信并不容易，但我敢說，在進化的過程中我們的孩子和他們的子孫將發育成很小，甚至極小的拇指，以便更好地編輯信息，這種進化將改變諸如此類的東西。但如果我們使用在線技術接受千禧一代天生的優待，真正去創建這些在線技術將其融入他們的生活，會怎樣呢？這就是我們能夠做到的與其把孩子送進教室，讓他們在早上8點鐘趕到教室，我以前就討厭在早上8點鐘上課，所以我們為什么要強迫孩子們這樣做呢？
So instead what you do?is you have them watch videos?and do interactive exercises?in the comfort of their dorm rooms, in their bedroom,?in the dining room, in the bathroom,?wherever they're most creative.?Then they come into the classroom?for some in-person interaction.?They can have discussions amongst themselves.?They can solve problems together.?They can work with the professor?and have the professor answer their questions.?In fact, with edX, when we were teaching our first course?on circuits and electronics around the world,?this was happening unbeknownst to us.
倒不如讓他們觀看視頻，做互動性的練習，在舒適的宿舍、臥室、餐廳、浴室任何使他們最具創造力的場所。然后他們再來到教室在人與人之間做一些真實的互動，他們可以相互討論。可以一起解決問題，他們可以與教授合作并且有教授解答他們的問題。事實上，當我們第一次將課程傳到edX上時讓整個世界都能學到電路與電子技術這門課，并不知道會發生這樣的事。
Two high school teachers?at the Sant High School in Mongolia?had flipped their classroom,?and they were using our video lectures?and interactive exercises,?where the learners in the high school,?15-year-olds, mind you,?would go and do these things in their own homes?and they would come into class,?and as you see from this image here,?they would interact with each other?and do some physical laboratory work.?And the only way we discovered this?was they wrote a blog?and we happened to stumble upon that blog.
兩名高中教師在蒙古國的桑特高中已經轉變了他們的課堂教學模式，他們使用我們視頻講座和交互式練習。這所高中的學生，要知道，是15歲的學生會在自己的家園做這些，會進入課堂就像你看到的這幅圖片，他們彼此進行交流，做一些物理實驗。我們發現這些的唯一途徑就是通過他們寫的博客，我們碰巧發現了這個博客。
We were also doing other pilots.?So we did a pilot experimental blended courses,?working with San Jose State University in California,?again, with the circuits and electronics course.?You'll hear that a lot. That course has become?sort of like our petri dish of learning.?So there, the students would, again,?the instructors flipped the classroom,?blended online and in person,?and the results were staggering.
我們也在做其他的試驗。我們做了一個試驗性的混合實驗課程，同加利福尼亞州的圣何塞州立大學合作，再一次關于電路與電子技術，你將多次聽到這門課，該課程已成為我們獲取知識的培養皿。在那里，學生們會再次在經過老師改造的課堂教學模式中，將在線教學和課堂教學相結合。
Now don't take these results to the bank just yet.?Just wait a little bit longer as we experiment with this some more,?but the early results are incredible.So traditionally, semester upon semester,?for the past several years, this course,again, a hard course,?had a failure rate of about 40 to 41 percent?every semester.?With this blended class late last year,?the failure rate fell to nine percent.?So the results can be extremely, extremely good.
結果令人吃驚，到目前為止這些結果還不夠真實，還得等我們對此進行更長時間的試驗。但早期的結果已經叫人覺得不可思議，用傳統的教學方式，一個學期接一個學期在過去幾年里，這門課這門難學的課大約有40%到41%的失敗率，每個學期?去年年底的這種混合教學將失敗率降到9%?這種結果可以說是非常非常好。
Now before we go too far into this,?I'd like to spend some time discussing?some key ideas.?What are some key ideas?that makes all of this work?
在我們深入探討之前我想花些時間討論?一些核心觀念，是什么樣的核心想法使這一切如此奏效。
One idea is active learning.?The idea here is, rather than have students?walk into class and watch lectures,we replace this with what we call lessons.?Lessons are interleaved sequences?of videos and interactive exercises.?So a student might watch a five-, seven-minute video?and follow that with an interactive exercise.Think of this as the ultimate Socratization of education.?You teach by asking questions.
一個觀點是主動學習。這個觀點，不是說讓學生走進課堂聽講座，而是用課程來代替這類課程包括連續分節的教學視頻和互動練習，所以學生可能看一段五分鐘或七分鐘的視頻，并按視頻內容做互動練習。把它看做是終極的蘇格拉底式教育，通過提問來教學。
And this is a form of learning?called active learning,?and really promoted by a very early paper, in 1972,?by Craik and Lockhart,where they said and discovered?that learning and retention really relates strongly?to the depth of mental processing.?Students learn much better?when they are interacting with the material.
這是一種學習形式叫做主動學習。早期文件顯示，這種學習方法在1972年經由克雷克和洛克哈特推行而興起，他們提出并發現學習和持久記憶與大腦加工知識過程的深度大有關系，學生會學得更好，如果他們結合這些學習資料。
The second idea is self-pacing.?Now, when I went to a lecture hall,?and if you were like me,?by the fifth minute I would lose the professor.?I wasn't all that smart, and I would be scrambling, taking notes,?and then I would lose the lecture for the rest of the hour.?Instead, wouldn't it be nice with online technologies,?we offer videos and interactive engagements to students??They can hit the pause button.?They can rewind the professor.?Heck, they can even mute the professor.?So this form of self-pacing?can be very helpful to learning.
第二個觀點是自定步調學習。我一旦進入講堂如果你是像我一樣，五分鐘內就會跟不上這位教授。我不太聰明，我會焦急的記著筆記，然后余下的時間就跟不上了。相反，在線教學技術不是很好嗎？我們為學生提供視頻和互動式參與，他們可以按暫停按鈕，可以回放課程甚至，他們可以消音。這種自定步調的學習形式非常有助于學習。
The third idea that we have is instant feedback.?With instant feedback,?the computer grades exercises.?I mean, how else do you teach 150,000 students??Your computer is grading all the exercises.?And we've all submitted homeworks,?and your grades come back two weeks later,?you've forgotten all about it.?I don't think I've still received some of my homeworks?from my undergraduate days.?Some are never graded.
第三個觀點是即時反饋。有了即時反饋，計算機可以為練習評分，不然你要怎么教十五萬學生，您的計算機會對所有練習打分。我們都曾提交過作業你的成績會在兩周后反饋回來。那時你已經忘了作業內容，我認為我不會再收到一些本科時期的作業一些永遠不會評分的作業。
So with instant feedback,?students can try to apply answers.?If they get it wrong, they can get instant feedback.?They can try it again and try it again,?and this really becomes much more engaging.?They get the instant feedback,?and this little green check mark that you see here?is becoming somewhat of a cult symbol at edX.Learners are telling us that they go to bed at night?dreaming of the green check mark.?In fact, one of our learners?who took the circuits course early last year,?he then went on to take a software course?from Berkeley at the end of the year,?and this is what the learner had to say?on our discussion board?when he just started that course?about the green check mark: Oh god“have I missed you ”
有這樣的即時反饋，學生可以試著填上答案，如果做錯了，他們可以獲得即時反饋，他們可以一次又一次的嘗試這個過程更加迷人，他們得到的即時反饋就是你看到的這個小小的綠色復選標記，它成了edX上令人癡迷的符號，學習者告訴我們他們晚上上床睡覺都做著綠色對號的夢。事實上，有一名學習者去年年初學習了那門電路課程，接著，他又修了一門伯克利大學的軟件課程，就在同年年底這位學習者在討論板上提到他剛剛開始學那門課的時候關于綠色的復選標記的想法：?“天啊，我是那么的想念你”
When's the last time you've seen students?posting comments like this about homework??My colleague Ed Bertschinger,?who heads up the physics department at MIT,?has this to say about instant feedback:?He indicated that instant feedback?turns teaching moments into learning outcomes.
你最后一次見到學生對家庭作業發表如此評論是什么時候？我的同事Ed Bertschinger?擔任麻省理工學院物理系的主任，曾對即時反饋有這樣的說法：他表示，即時反饋使教學時刻即時體現出學習成果。
The next big idea is gamification.?You know, all learners engage really well?with interactive videos and so on.You know, they would sit down and shoot?alien spaceships all day long until they get it.?So we applied these gamification techniques to learning,?and we can build these online laboratories.?How do you teach creativity? How do you teach design?
另一個偉大的理念是游戲化模式，所有學習都者都能很好的利用，互動式教學視頻等等。他們會整天坐在那拍攝外星人的宇宙飛船，直到他們拍攝到。所以我們可以將這些游戲化的技術應用到學習中，我們可以建立在線實驗室你如何教會學生發揮創造力？你如何教學生學習設計？
We can do this through online labs?and use computing power?to build these online labs.?So as this little video shows here,?you can engage students?much like they design with Legos.?So here, the learners are building a circuit?with Lego-like ease.?And this can also be graded by the computer.
我們可以通過在線實驗室來實現，使用計算機建立這些在線實驗室就像這個小小的視頻所顯示的一樣，您可以吸引學生的注意力就像他們用樂高進行設計。在這兒，學習者正在構建一個電路，像玩樂高一樣輕松這也可以由計算機來打分。
Fifth is peer learning.?So here, we use discussion forums and discussions?and Facebook-like interaction?not as a distraction,?but to really help students learn.?Let me tell you a story.?When we did our circuits course?for the 155,000 students,?I didn't sleep for three nights?leading up to the launch of the course.?I told my TAs, okay, 24/7,?we're going to be up?monitoring the forum, answering questions.
第五點是同伴學習。所以，我們使用論壇討論還有類似臉書的互動，不為消遣而是真正有助于學生學習。給大家講一個故事，當我們的電路課程要為那155,000的學生上線時我連著三個晚上沒睡覺引領課程上線。我每時每刻都在告訴我的助教們人數會上漲的，監測論壇、回答問題。
They had answered questions for 100 students.?How do you do that for 150,000??So one night I'm sitting up there, at 2 a.m. at night,?and I think there's this question?from a student from Pakistan,?and he asked a question, and I said,?okay, let me go and type up an answer,?I don't type all that fast,?and I begin typing up the answer,?and before I can finish,another student from Egypt popped in with an answer,?not quite right, so I'm fixing the answer,?and before I can finish, a student from the U.S.?had popped in with a different answer.
他們解答了100名學生提出的問題。面對15萬學生要怎么辦一天晚上我坐在那，凌晨兩點鐘，思考一個巴基斯坦的學生提出的問題，他問了一個問題我想好吧就去鍵入一個答案吧，我可以慢點寫，然后我開始鍵入答案，還沒寫完，另一名埃及的學生就彈出了一個答案。不完全正確所以我就完善了一下，我還沒有改完，又有一個來自美國的學生突然彈出了一個不同的答案。
And then I sat back, fascinated.Boom, boom, boom, boom, the students were?discussing and interacting with each other,?and by 4 a.m.that night, I'm totally fascinated,?having this epiphany,?and by 4 a.m. in the morning,?they had discovered the right answer.?And all I had to do was go and bless it,?"Good answer."?So this is absolutely amazing,?where students are learning from each other,?and they're telling us that they are learning?by teaching.
然后我坐回去，被吸引住了?砰 砰 砰 砰 學生之間，相互討論交流，那天凌晨四點我完全入迷，他們漸漸頓悟到早上4點鐘他們發現了正確的答案。我能做的就是去贊美一下?"答得好"?這太讓人驚訝了，學生之間彼此學習。這告訴我們他們是因教而學。
Now this is all not just in the future.?This is happening today.?So we are applying these blended learning pilots?in a number of universities and high schools around the world,?from Tsinghua in China?to the National University of Mongolia in Mongolia?to Berkeley in California --?all over the world.?And these kinds of technologies really help,?the blended model can really help?revolutionize education.
這一切不是只存在于未來，今天也同樣在發生。所以我們將這些混合學習模式試驗應用到世界各地的一些大學和高中，從中國的清華大學到蒙古的蒙古國立大學到加州的伯克利大學到整個世界。這種類型的技術，這種混合教學模式可以真正幫助改革教育領域，它也能解決大規模網絡公開課的實際問題。
It can also solve a practical problem of MOOCs,?the business aspect.We can also license these MOOC courses?to other universities,?and therein lies a revenue model for MOOCs,?where the university that licenses it with the professor?can use these online courses?like the next-generation textbook.?They can use as much or as little as they like,?and it becomes a tool in the teacher's arsenal.
在其商業方面我們還可以授權這些網絡公開課面向其他的大學，其中蘊藏著MOOCs的收益模式，那些授權使用的大學，其任課教授可以使用這些在線課程就像下一代的教科書，他們可以想用多少就用多少它就是老師武器庫中的一個工具。
Finally, I would like to have you?dream with me for a little bit.?I would like us to really reimagine education.We will have to move from lecture halls to e-spaces.?We have to move from books to tablets?like the Aakash in India?or the Raspberry Pi, 20 dollars.?The Aakash is 40 dollars.?We have to move from bricks-and-mortar school buildings?to digital dormitories.
最后，我想要大家與我一起想象一小會兒，我希望能夠真正重新定義教育，我們將會有從講堂轉移到電子空間。我們要從使用書本轉移到使用平板電腦，就像印度的Aakash平板電腦或20美元的樹莓派電腦，Aakash平板售價40美元我們要從磚泥構筑的學校建筑轉移到數字化房間。
But I think at the end of the day,?I think we will still need one lecture hall?in our universities.?Otherwise, how else do we tell our grandchildren?that your grandparents sat in that room?in neat little rows like cornstalksand watched this professor at the end?talk about content and, you know,?you didn't even have a rewind button?
但我想終有一天，我們仍然需要一個課堂保留在大學里，否則我們要怎樣告訴我們的子孫，你們的爺爺奶奶當初就坐在那個房間里一排一排整齊的就像田里的玉米桿，然后在后排看著教授講授知識，知道嗎？你根本沒有后退鍵可以按。
Thank you.(Applause)
Thank you. Thank you. (Applause)
謝謝（掌聲）謝謝 謝謝（掌聲）
【 最 熱 TED 】
