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DaphneKoller_2012G-_我们从在线教育学到了什么_
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| Like many of you, I'm one of the lucky people. |
跟你们在座的人一样,我也是一个幸运的人. |
| I was born to a family where education was pervasive . |
我生于一个教育是很普遍的家庭 |
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pervasive:adj.普遍的;到处渗透的;流行的;
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| I'm a third-generation PhD, a daughter of two academics . |
我是我们家里的第三代博士,我父母都是做学问的 |
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academics:n.学术水平;学术知识;专业学者;
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| In my childhood , I played around in my father's university lab. |
童年时,我在我父亲的大学实验室里玩耍 |
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childhood:n.童年;幼年;孩童时期
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| So it was taken for granted that I attend some of the best universities, which in turn opened the door to a world of opportunity. |
因此毫无疑问我最后上了一些最好的大学 这样就为我打开一扇巨大的机会之门 |
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granted:v.不错,的确; conj.因为; v.同意,准予,允许; (grant的过去分词和过去式)
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| Unfortunately , most of the people in the world are not so lucky. |
不幸的是,这世上大多数的人并没那么幸运 |
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Unfortunately:adv.不幸地;
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| In some parts of the world, for example, South Africa, education is just not readily accessible . |
在世界的某些地方,比如说,在南非, 教育确实是很难得到 |
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readily:adv.容易地;乐意地;无困难地; accessible:adj.易接近的;可进入的;可理解的;
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| In South Africa, the educational system was constructed in the days of apartheid for the white minority . |
在南非,教育系统是在种族隔离时期 为少数白人而建造的 |
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educational:adj.教育的;有关教育的;有教育意义的 constructed:v.修建;建造;组成;编制,绘制;(construct的过去分词和过去式) apartheid:n.种族隔离; minority:n.少数民族;少数派;未成年;adj.少数的;属于少数派的;
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| And as a consequence , today there is just not enough spots for the many more people who want and deserve a high quality education. |
因此,如今对于那些想要并且应当得到 高质量的教育的人来说却没有足够的位置 |
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consequence:n.结果;重要性;推论; deserve:vi.应受,应得;
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| That scarcity led to a crisis in January of this year at the University of Johannesburg. |
今年一月,教育机会上的贫乏导致了在 约翰尼斯堡大学的一个危机 |
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scarcity:n.不足;缺乏; crisis:n.危机;危险期;决定性时刻;adj.危机的;用于处理危机的;
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| There were a handful of positions left open from the standard admissions process , and the night before they were supposed to open that for registration , |
在正常的录取工作下还有很多位置是空的, 而在他们准备打开这些位置 让别人来注册的前夜, |
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standard:n.标准;水准;旗;度量衡标准;adj.标准的;合规格的;公认为优秀的; admissions:n.许可;承认;入会费;入场券(admission的复数形式); process:v.处理;加工;列队行进;n.过程,进行;方法,adj.经过特殊加工(或处理)的; supposed:adj.误信的;所谓的;v.认为;假设;设想;(suppose的过去分词和过去式) registration:n.登记;注册;挂号;
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| thousands of people lined up outside the gate in a line a mile long, hoping to be first in line to get one of those positions. |
成千上万的人在门外排起了一英里长的队伍 希望自己是第一个进去得到这个位置的 |
| When the gates opened, there was a stampede , and 20 people were injured and one woman died. |
当门打开时,出现了踩踏事件 结果导致20人受伤,1个女人死亡 |
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stampede:n.奔逃,蜂拥;狂奔;风气;v.狂奔,涌向;使仓促行事 injured:adj.受伤的:委屈的: v.伤害,使受伤: n.伤员;
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| She was a mother who gave her life trying to get her son a chance at a better life. |
她是一位母亲,试图为她儿子争取一个过上好生活 的机会 |
| But even in parts of the world like the United States where education is available, it might not be within reach. |
即使在像美国这样的地区 尽管教育机会开放,但仍然有可能无法垂手可得 |
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United:adj.联合的; v.联合,团结; (unite的过去分词和过去式)
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| There has been much discussed in the last few years about the rising cost of health care . |
过去几年有很多人在讨论 医疗保险的价格上升 |
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health care:n.卫生保健;
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| What might not be quite as obvious to people is that during that same period the cost of higher education tuition has been increasing at almost twice the rate, for a total of 559 percent since 1985. |
对于人们来说可能不明显的是,在这段时间里 高等教育的消费支出 几乎在以两倍的速度增长 自1985年来上涨了559% |
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obvious:adj.明显的;显著的;平淡无奇的; higher education:高等教育(指含大学以上的教育); tuition:n.指导;(尤指大专院校的)学费;
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| This makes education unaffordable for many people. |
这使得很多人无法负担教育费用 |
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unaffordable:adj.买不起的;
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| Finally , even for those who do manage to get the higher education, the doors of opportunity might not open. |
即使对于很多有办法得到高等教育的人, 机会的大门也许不会向他们打开 |
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Finally:adv.终于;最终;(用于列举)最后;彻底地;
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| Only a little over half of recent college graduates in the United States who get a higher education actually are working in jobs that require that education. |
只有仅仅过半的在美国 接受高等教育的大学研究生 实际工作在要求研究生学位的岗位上 |
| This, of course, is not true for the students who graduate from the top institutions , but for many others, they do not get the value for their time and their effort. |
当然,这对于从高等院校毕业的学生 来说肯定不是真的 但是对于其他人来说就是,他们没有得到 他们付出的时间和努力所带来的价值 |
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institutions:n.机构;慈善机构;风俗习惯,制度;(institution的复数)
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| Tom Friedman, in his recent New York Times article, captured , in the way that no one else could, the spirit behind our effort. |
Tom Friedman,在他最近的纽约时报的文章中（以他人所不能的方式） 抓住了在我们在努力背后的精神 |
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captured:adj.捕获的;被俘的;v.捕获;占领;引起;(capture的过去式和过去分词) in the way:妨碍;挡道;
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| He said the big breakthroughs are what happen when what is suddenly possible meets what is desperately necessary. |
他说巨大的突破是在当突然可能的事情 满足急切需要的事情时发生的 |
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breakthroughs:突破; desperately:adv.拼命地;绝望地;不顾一切地;极度地;
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| I've talked about what's desperately necessary. |
我已经说了什么是急切需要的了 |
| Let's talk about what's suddenly possible. |
现在让我讲讲什么是突然可能的 |
| What's suddenly possible was demonstrated by three big Stanford classes, each of which had an enrollment of 100,000 people or more. |
这个其实已经被斯坦福大学三个大课 所展示了 每种课都是100000人以上在听 |
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demonstrated:v.证明;证实;论证;说明;表达;(demonstrate的过去分词和过去式) enrollment:n.登记;入伍;
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| So to understand this, let's look at one of those classes, the Machine Learning class offered by my colleague and cofounder Andrew Ng. |
因此为了理解这一点,我们看看其中一个 由我一个同事和Andrew Ng教授 共同创办的机器研究课程 |
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colleague:n.同事,同僚; cofounder:n.共同创办人;
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| Andrew teaches one of the bigger Stanford classes. |
Andrew是教授斯坦福的大课程的 |
| It's a Machine Learning class, and it has 400 people enrolled every time it's offered. |
是机器研究课程 每回都有400多人参加 |
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enrolled:v.(使)加入;注册;登记;(enroll的过去分词和过去式)
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| When Andrew taught the Machine Learning class to the general public , it had 100,000 people registered . |
而当Andrew把这门课传播到公众当中, 100000人注册了 |
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general public:n.普通百姓;大众;公众; registered:adj.登记过的;记名的;挂号的;v.登记;注册;(register的过去式和过去分词)
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| So to put that number in perspective , for Andrew to reach that same size audience by teaching a Stanford class, he would have to do that for 250 years. |
就这样来说吧, 为了让他通过教授斯坦福课程来 影响到那么多人 他得用250年时间 |
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perspective:n.观点;远景;透视图;adj.透视的;
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| Of course, he'd get really bored . |
当然,他肯定会无聊死 |
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bored:adj.无聊的;厌倦的;烦闷的;v.使厌烦;钻,凿,挖;(bore的过去分词和过去式)
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| So, having seen the impact of this, |
因此在见识到这个事情的影响之后 |
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impact:n.影响;效果;碰撞;冲击力;v.挤入,压紧;撞击;对…产生影响;
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| Andrew and I decided that we needed to really try and scale this up, to bring the best quality education to as many people as we could. |
Andrew和我决定我们得做大这件事 去尽可能的为更多人带来最优质的教育 |
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scale:n.规模;比例;鳞;刻度;天平;数值范围;v.衡量;攀登;剥落;生水垢;
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| So we formed Coursera, whose goal is to take the best courses from the best instructors at the best universities and provide it to everyone around the world for free. |
因此我们创建了Coursera(译者注:Coursera.org 是一个提供免费网络课程的网站) 目地是为了让人们从最好的大学、最好的导师 中学到最好的课程 而且免费提供给世界各地的人 |
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instructors:n.教练;讲师;指导书(instructor的复数); at the best:adv.充其量,至多;
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| We currently have 43 courses on the platform from four universities across a range of disciplines , and let me show you a little bit of an overview of what that looks like. |
我们目前在平台上有43个课程 来自4所大学,有各种各样的学科 让我给大家看看这个网站 大概是什么样子吧 |
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currently:adv.当前;一般地; platform:n.平台; v.把…放在台上[放在高处; disciplines:n.[管理]纪律(discipline的复数); v.训导; overview:n.[图情]综述;概观;
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| (Video) Robert Ghrist: Welcome to Calculus . |
(视频)Robert Ghrist: 欢迎来到微积分课程 |
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Calculus:n.[病理]结石;微积分学;
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| Ezekiel Emanuel: Fifty million people are uninsured . |
Ezekiel Emanuel: 有5千万人没有保险 |
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uninsured:adj.未保过险的;
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| Scott Page: Models help us design more effective institutions and policies . |
Scott Page: 模型帮助我们去设计更有效的制度和政策 |
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effective:adj.有效的,起作用的;实际的,实在的;给人深刻印象; policies:n.政策;方针;原则;为人之道;保险单(policy的复数)
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| We get unbelievable segregation . |
我们有不可置信的种族分离 |
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unbelievable:adj.(非正式)难以置信的;不可信的 segregation:n.隔离,分离;种族隔离;
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| Scott Klemmer: So Bush imagined that in the future, you'd wear a camera right in the center of your head. |
Scot Klemmer: 因此布什想象到,在未来, 你会在你头正中间带一架照相机 |
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Bush:n.灌木; v.以灌木装饰; adj.如灌木般长得低矮的;
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| Mitchell Duneier: Mills wants the student of sociology to develop the quality of mind ... |
Mitchell Duneier: Mills想要社会学的学生们培养他们思维的质量 |
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Mills:n.磨坊; v.碾碎,磨成粉(mill的第三人称单数和复数) sociology:n.社会学;群体生态学;
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| RG: Hanging cable takes on the form of a hyperbolic cosine . |
RG: 悬挂的电线呈双曲线型的余弦函数形状 |
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cable:n.电缆; v.打电报; (用锚链,缆索等)系住; hyperbolic:adj.双曲线的;夸张的; cosine:n.[数]余弦;
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| Nick Parlante: For each pixel in the image, set the red to zero. |
Nick Parlante: 对于图像中的每一个像素, 将红色设置为0 |
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pixel:n.象素;图像的基本单位;表示显示在萤幕上的一点;
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| Paul Offit: ... Vaccine allowed us to eliminate polio virus. |
Paul Offit: 疫苗可以帮我们去消灭小儿麻痹症的病毒 |
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Vaccine:n.疫苗;牛痘苗;adj.疫苗的;牛痘的; eliminate:v.消除;排除; polio:n.小儿麻痹症(等于poliomyelitis);脊髓灰质炎;
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| Dan Jurafsky: Does Lufthansa serve breakfast and San Jose? Well, that sounds funny. |
Dan Jurafsky: 德国汉莎航空公司提供早餐和San Jose吗?(译者注: San Jose是圣约瑟餐馆) 嗯,那听起来挺有意思 |
| Daphne Koller: So this is which coin you pick, and this is the two tosses . |
Daphne Koller: 这就是你选出来的硬币,这是两次投掷的结果 |
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tosses:v.扔,抛,掷;(使)摇摆,挥动,颠簸;(toss的第三人称单数)
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| Andrew Ng: So in large-scale machine learning, we'd like to come up with computational ... |
Andrew Ng: 因此在大规模的机器研究中,我们希望得出计算型的.... |
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large-scale:adj.大规模的,大范围的;大比例尺的; come up with:提出;想出;赶上; computational:adj.计算的;
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| (Applause) |
(鼓掌) |
| DK: It turns out, maybe not surprisingly , that students like getting the best content from the best universities for free. |
DK: 结果呢,可能不是很令人吃惊, 学生们都喜欢免费从最好的大学得到 最好的课程内容 |
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surprisingly:adv.令人惊讶地;出乎意料地 content:n.内容,目录;满足;容量;adj.满意的;vt.使满足;
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| Since we opened the website in February, we now have 640,000 students from 190 countries. |
自从我们在二月创建了这个网站后, 我们现在已经有来自190个国家的640000名学生 |
| We have 1.5 million enrollments , 6 million quizzes in the 15 classes that have launched so far have been submitted , and 14 million videos have been viewed. |
我们有150万次的申请 15个已经开讲的课程里的600万个小测验 已被提交,1400万的视频已被观看 |
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enrollments:n.登记;入伍; quizzes:n.小测验(quiz复数形式);智力比赛;v.测验;盘问(quiz的第三人称单数形式); launched:v.发射;发起;开展;开始;(launch的过去式和过去分词) submitted:v.提交;顺从;投降;表示;认为;建议;(submit的过去分词和过去式)
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| But it's not just about the numbers, it's also about the people. |
不过这不仅跟数字有关 还跟人有关 |
| Whether it's Akash, who comes from a small town in India and would never have access in this case to a Stanford-quality course and would never be able to afford it. |
不管是来自印度的一个小镇 绝不会得到斯坦福水准的 课程,而且也无法支付那些课程的 Akash |
| Or Jenny, who is a single mother of two and wants to hone her skills so that she can go back and complete her master's degree. |
或者是两个孩子的单身妈妈 想在家里学点技能 然后回去完成她的硕士学位的Jenny |
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hone:v.磨练,训练;磨(刀);n.磨刀石;
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| Or Ryan, who can't go to school, because his immune deficient daughter can't be risked to have germs come into the house, so he couldn't leave the house. |
还是Ryan, 他不能上学 因为他的无抵抗力的女儿 使他必须待在家里确保没有细菌 进入房间 |
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immune:adj.免疫的;免于…的,免除的;n.免疫者;免除者; deficient:adj.不足的;有缺陷的;不充分的; germs:n.[微]细菌; v.发生(germ的单三形式);
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| I'm really glad to say -- recently , we've been in correspondence with Ryan -- that this story had a happy ending. |
我很高兴地可以说-- 最近,我们在与Ryan联系 最后这个故事有了一个很好的结局 |
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recently:adv.最近;新近; correspondence:n.通信;一致;相当;
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| Baby Shannon -- you can see her on the left -- is doing much better now, and Ryan got a job by taking some of our courses. |
Shannon宝贝--你可以从左边看到她 现在变得好多了 而且Ryan由于上了我们提供的一些课,他得到了一份工作 |
| So what made these courses so different? |
那到底是什么使得这些课程与众不同呢? |
| After all, online course content has been available for a while . |
毕竟,在线课程已经有很长一段时间了 |
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for a while:adv.片刻;暂时;一会儿;一时;
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| What made it different was that this was real course experience. |
但不同的是这些都是真正的上课体验 |
| It started on a given day, and then the students would watch videos on a weekly basis and do homework assignments . |
从固定的一天开始, 然后学生每周必须去观看视频 然后做家庭作业 |
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assignments:n.作业;分配;(assignment的复数形式)
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| And these would be real homework assignments for a real grade, with a real deadline . |
而这些都是真正的家庭作业 有真正的成绩和截止日期 |
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deadline:n.最后期限;截止日期;
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| You can see the deadlines and the usage graph. |
你看以看到截止日期和使用情况的图像 |
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deadlines:n.截止日期(deadline的复数); usage:n.使用;利用;利用率;惯用法;
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| These are the spikes showing that procrastination is global phenomenon . |
这些顶端表明 耽搁是一个全球现象 |
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spikes:n.钉鞋(spike的复数);v.把…钉牢(spike的第三人称单数); procrastination:n.耽搁,拖延; global:adj.全球的;总体的;球形的; phenomenon:n.现象;杰出的人;非凡的人(或事物);
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| (Laughter) |
(笑声) |
| At the end of the course, the students got a certificate . |
在每门课结束后 学生们会得到一个证书 |
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certificate:n.证明;证明书;合格证书;文凭;v.发给结业证书;(尤指)发给职业培训证书;
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| They could present that certificate to a prospective employer and get a better job, and we know many students who did. |
他们可以把证书给雇主看 然后得到一个更好的工作 而我们知道很多学生都这么做了 |
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prospective:adj.未来的;预期的;n.预期;展望; employer:n.雇主,老板;
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| Some students took their certificate and presented this to an educational institution at which they were enrolled for actual college credit. |
很多学生拿着证书 给了他们在读的院校 索要真正的大学学分 |
| So these students were really getting something meaningful for their investment of time and effort. |
因此这些学生为他们所付出的时间和努力 的确在得到一些有意义的东西 |
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meaningful:adj.严肃的;重要的;重大的;意味深长的; investment:n.投资;投入;封锁;
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| Let's talk a little bit about some of the components that go into these courses. |
让我们谈谈在课程里面一些 部分内容吧 |
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components:n.部件;组件;成份(component复数);
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| The first component is that when you move away from the constraints of a physical classroom and design content explicitly for an online format, you can break away from, for example, the monolithic one-hour lecture . |
第一个就是当你 摆脱了在教室里的束缚 和为在线课程明确地设计内容的时候 你可以不再使用,比如说 单调的一小时讲座的模式 |
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constraints:n.[数]约束;限制;约束条件(constraint的复数形式); physical:adj.[物]物理的;身体的;物质的;符合自然法则的;n.体格检查; explicitly:adv.明确地;明白地; monolithic:adj.整体的;巨石的,庞大的;完全统一的;n.单块集成电路,单片电路; lecture:n.演讲;讲座;讲课;谴责;v.开讲座;讲授;讲课;指责;告诫
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| You can break up the material, for example, into these short, modular units of eight to 12 minutes, each of which represents a coherent concept. |
你可以将材料,比如说, 分成8到12分钟的短的单元 每一个都代表一个连贯的概念 |
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modular:adj.模块化的;模数的;有标准组件的; represents:v.代表;维护…的利益;相当于;(represent的第三人称单数) coherent:adj.连贯的,一致的;明了的;清晰的;凝聚性的;互相耦合的;粘在一起的;
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| Students can traverse this material in different ways, depending on their background, their skills or their interests. |
学生可以用不同方式来反复研究这个材料 取决于他们的背景,技能,和兴趣 |
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traverse:n.穿过; vt.穿过; vi.横越; adj.横贯的;
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| So, for example, some students might benefit from a little bit of preparatory material that other students might already have. |
比如说,一些学生会从 一点点的准备材料中收益 但其他学生可能已经了解了 |
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preparatory:adj.预备的;n.预科;预备学校;
|
| Other students might be interested in a particular enrichment topic that they want to pursue individually . |
其他学生可能对其中的一个话题 感兴趣, 从而他们想去单独探索它 |
|
enrichment:n.丰富;改进;肥沃;发财致富; pursue:v.继续;从事;追赶;纠缠; individually:adv.个别地,单独地;
|
| So this format allows us to break away from the one-size-fits-all model of education, and allows students to follow a much more personalized curriculum . |
因此这种模式可以让我们逃出 “一刀切” 的教育方法 并且允许学生去遵循一个更个性化的课程安排 |
|
one-size-fits-all:一刀切;一体适用;万全之策; personalized:v.在…上标明主人姓名; (personalize的过去分词和过去式) curriculum:n.课程;总课程;
|
| Of course, we all know as educators that students don't learn by sitting and passively watching videos. |
当然,我们都知道作为教育者, 学生们干坐着看视频是学不到什么东西的. |
|
passively:adv.被动地;顺从地;
|
| Perhaps one of the biggest components of this effort is that we need to have students who practice with the material in order to really understand it. |
或许这努力当中最大的部分 是需要让这些学生通过 材料的练习去 真正的理解课程 |
| There's been a range of studies that demonstrate the importance of this. |
有很多研究表明这一方面的重要性, |
| This one that appeared in Science last year, for example, demonstrates that even simple retrieval practice, where students are just supposed to repeat what they already learned gives considerably improved results on various achievement tests down the line than many other educational interventions . |
比如说,去年在科学杂志上出现的一篇, 表明了即使是简单的重复小练习 只需要学生重复 他们刚刚学到的东西 会带来很大的提高效果 不管是在各种成绩测试 还是其他教育性的打断 |
|
demonstrates:v.证明;证实;论证;说明;演示;(demonstrate的第三人称单数) retrieval:n.检索;恢复;取回;拯救; considerably:adv.相当地;非常地; improved:adj.改良的:v.改进:改善(improve的过去分词和过去式) interventions:n.[法]干预,干涉;处置(intervention的复数);
|
| We've tried to build in retrieval practice into the platform, as well as other forms of practice in many ways. |
我们在尝试在平台中去建立一个回顾性的测试 以及其他各种方式的练习 |
|
as well as:也;和…一样;不但…而且;
|
| For example, even our videos are not just videos. |
比如说,我们的视频不光是简单的视频 |
| Every few minutes, the video pauses and the students get asked a question. |
每过几分钟,视频就会暂停下来 然后学生必须回答一个问题 |
| (Video) SP: ... These four things. Prospect theory, hyperbolic discounting , status quo bias , base rate bias. They're all well documented . |
(视频)SP: ...这四样东西,预期理论,双曲贴现, 现状偏差,基准利率偏差.这些都被很好地记录下来 |
|
discounting:vt.[金融]贴现; vi.[金融]贴现; status quo:n.现状;原来的状况; bias:adv.使有偏见;n.偏见;偏心;偏爱;v.使有偏见;使偏向;adj.斜的;[电]偏动的; base rate:n.基本利率(英国各银行使用的贷款利率,由中央银行规定); well documented:adj.证据充分的;
|
| So they're all well documented deviations from rational behavior. |
因此他们都是从理性的行为中很好地记录下来的偏差 |
|
deviations:n.差异,偏差(deviation复数); rational:n.理性;人类;合理的事物;[数]有理数;adj.合理的;理性的;明智的;理智的;
|
| DK: So here the video pauses, and the student types in the answer into the box and submits . Obviously they weren't paying attention. |
DK: 在这视频就暂停了 然后学生需要在方框里输入答案 然后提交.显然这些学生在走神儿 |
|
submits:v.[计]提交(submit的单三形式);使服从;
|
| (Laughter) |
(笑声) |
| So they get to try again, and this time they got it right. |
所以他们又试了一次 而这回他们答对了 |
| There's an optional explanation if they want. |
这还有一个参考的解释, 如果他们想要的话 |
|
optional:adj.可选择的,随意的;n.选修科目;
|
| And now the video moves on to the next part of the lecture. |
然后现在视频才继续进行到讲座的下一部分 |
| This is a kind of simple question that I as an instructor might ask in class, but when I ask that kind of a question in class, 80 percent of the students are still scribbling the last thing I said, 15 percent are zoned out on Facebook, and then there's the smarty pants in the front row who blurts out the answer |
这是一种我作为一名导师 可能会在课堂上问的简单的问题 不过当我在真正的课堂上问的时候, 80%的学生 还在琢磨我前面说的话 15%的学生都沉浸在Facebook里, 然后坐在前排的聪明蛋 直接在其他人还没机会思考的之前 |
|
scribbling:n.预梳,乱涂;v.乱涂,乱写(scribble的现在分词形式); smarty:n.自作聪明的家伙; blurts:vt.未加思索地冲口说出;突然说出;
|
| before anyone else has had a chance to think about it, and I as the instructor am terribly gratified that somebody actually knew the answer. |
一口报出正确答案. 然后作为老师我极度满足 竟然有人知道答案 |
|
gratified:v.使满足;使高兴(gratify的过去式及过去分词形式);adj.称心的;
|
| And so the lecture moves on before, really, most of the students have even noticed that a question had been asked. |
因此我就继续往下讲了,所以你可以看到, 大多数学生只是注意到了老师问了个问题... |
| Here, every single student has to engage with the material. |
在这,每个学生 必须与材料接洽 |
|
engage:v.吸引,占用;使参加;雇佣;使订婚;预定;
|
| And of course these simple retrieval questions are not the end of the story. |
当然不光是这些回顾性的 小问题 |
| One needs to build in much more meaningful practice questions, and one also needs to provide the students with feedback on those questions. |
应该有更多的有意义的练习性问题 而且还应该在那些问题上 对学生有所回馈 |
|
feedback:n.反馈;反馈意见;回授;[电子]反馈;
|
| Now, how do you grade the work of 100,000 students if you do not have 10,000 TAs? |
那如果没有10000助教的话, 怎么样才能批改100000名学生的作业呢? |
| The answer is, you need to use technology to do it for you. |
答案是,你得使用科技 来帮助你 |
|
technology:n.技术;工艺;术语;
|
| Now, fortunately, technology has come a long way , and we can now grade a range of interesting types of homework. |
幸运的是,科技已经很发达了 我们现在可以批改各种各样的作业 |
|
come a long way:突飞猛进;
|
| In addition to multiple choice and the kinds of short answer questions that you saw in the video, we can also grade math, mathematical expressions as well as mathematical derivations . |
不光是选择题 还有那种你在视频中看到的简答题 我们还可以批改数学或者数学表达式 以及数学词源 |
|
In addition to:除…之外; multiple:adj.数量多的;多种多样的;n.倍数; mathematical:adj.数学的,数学上的;精确的; expressions:表达,表情(expression的复数) derivations:派生;
|
| We can grade models, whether it's financial models in a business class or physical models in a science or engineering class and we can grade some pretty sophisticated programming assignments. |
我们还可以批改模型, 不管是在商业课中的金融模型 还是在科学或工程课上的物理模型 我们还能批改一些比较复杂的编程作业 |
|
financial:adj.金融的;财政的,财务的; business class:n.商务舱; engineering:n.工程;工程学;v.密谋策划;设计制造;改变…的基因;(engineer的现在分词) sophisticated:adj.复杂的;老练的;见多识广的;水平高的;
|
| Let me show you one that's actually pretty simple but fairly visual . |
让我给大家看一个比较简单的 不过清晰可见 |
|
fairly:adv.相当地;公平地;简直; visual:adj.视觉的,视力的;栩栩如生的;
|
| This is from Stanford's Computer Science 101 class, and the students are supposed to color-correct that blurry red image. |
这是斯坦福的计算机科学101课程 学生应当去更正模糊的 红色区域 |
|
Computer Science:n.计算机科学; blurry:adj.模糊的;污脏的;不清楚的;
|
| They're typing their program into the browser , and you can see they didn't get it quite right, Lady Liberty is still seasick . |
他们在浏览器里直接输入自己的程序 你可以看到他们没有弄对,自由女神还没来拯救他们 |
|
browser:n.[计]浏览器;吃嫩叶的动物;浏览书本的人; Liberty:n.自由;许可;冒失; seasick:adj.晕船的;晕船;
|
| And so, the student tries again, and now they got it right, and they're told that, and they can move on to the next assignment. |
于是学生又试了一次,现在他们弄对了,然后他们就被告知 可以移动到下一个题目了 |
| This ability to interact actively with the material and be told when you're right or wrong is really essential to student learning. |
这种能够和材料积极互动以及 被告知自己正确与否的能力 对于学生学习是至关重要的 |
|
interact:v.互相影响;互相作用;n.幕间剧;幕间休息; essential:n.要点;要素;实质;必需品;adj.完全必要的;必不可少的;极其重要的;本质的;
|
| Now, of course we cannot yet grade the range of work that one needs for all courses. |
不过,当然我们还无法批改 所有种类的作业 |
| Specifically , what's lacking is the kind of critical thinking work that is so essential in such disciplines as the humanities , the social sciences, business and others. |
确切地讲,我们缺少一种批判性思维的工作 这种思维在人文类,社会科学,商业和 其他领域都是极其关键的 |
|
Specifically:adv.特别地;明确地; critical:adj.鉴定的;[核]临界的;批评的,爱挑剔的;危险的;决定性的;评论的; humanities:n.人文学科(humanity的复数);
|
| So we tried to convince , for example, some of our humanities faculty that multiple choice was not such a bad strategy . |
因此我们尝试去,比如说, 让人文学的教职工相信 多项选择题不是那么坏的一个策略 |
|
convince:v.使确信;使相信;说服,劝说; faculty:n.科,系;能力;全体教员; strategy:n.策略;行动计划;部署;战略;
|
| That didn't go over really well. |
不过效果却不是很好 |
| So we had to come up with a different solution . |
因此我们必须想出另外一个办法 |
|
solution:n.解决方案;溶液;溶解;解答;
|
| And the solution we ended up using is peer grading. |
最后的解决方案是学生之间互批 |
|
peer:n.同辈;同龄人;身份(或地位)相同的人;(英国)贵族成员;v.仔细看;端详;
|
| It turns out that previous studies show, like this one by Saddler and Good, that peer grading is a surprisingly effective strategy for providing reproducible grades. |
之前的研究表明 比如Saddler和Good做的这个研究, 同伴互批是一个对于提供可复写成绩的 十分有效的策略 |
|
previous:adj.以前的;早先的;过早的;adv.在先;在…以前; Saddler:n.马具商,制造马鞍的人;乘坐用的马; reproducible:adj.可再生的;可繁殖的;可复写的;
|
| It was tried only in small classes, but there it showed, for example, that these student-assigned grades on the y-axis are actually very well correlated with the teacher-assigned grade on the x-axis . |
这曾经只在小课堂中用过, 不过这它显示了,比如说, 这些学生批改的在Y轴上的分数 实际上跟老师批改的 在X轴上的分数较为吻合 |
|
y-axis:n.Y轴;纵坐标轴; correlated:v.相互关联影响;相互依赖;(correlate的过去式和过去分词) x-axis:n.X轴;横坐标轴;
|
| What's even more surprising is that self-grades, where the students grade their own work critically -- so long as you incentivize them properly so they can't give themselves a perfect score -- are actually even better correlated with the teacher grades. |
更惊奇的是,自我批改 就是让学生自己给自己批改作业 只要你合适地激励他们, 确保他们不能随随便便就给自己一个满分- 甚至跟老师批改的成绩更加吻合 |
|
critically:adv.精密地;危急地;批评性地;用钻研眼光地; so long as:adv.只要; incentivize:以物质刺激鼓励;
|
| And so this is an effective strategy that can be used for grading at scale, and is also a useful learning strategy for the students, because they actually learn from the experience. |
因此这是一个很有效的策略 对于大规模作业批改来说 并且还是个对于学生来说有用的学习策略 因为他们实际上从这段经验中学到了东西 |
| So we now have the largest peer-grading pipeline ever devised , where tens of thousands of students are grading each other's work, and quite successfully, I have to say. |
因此我们现在就有设计出的最大的同龄人批改线 这当中成千上万的学生 在互相批改作业 而且我必须说,这很成功 |
|
devised:v.设计(devise的过去式和过去分词);计划;发明;
|
| But this is not just about students sitting alone in their living room working through problems. |
不过这不只是学生们 在客厅干坐着解决问题 |
|
living room:n.客厅;起居室;
|
| Around each one of our courses, a community of students had formed, a global community of people around a shared intellectual endeavor . |
在我们的每一个课程 一个团队的学生形成了了 一个全球性的社区 都有一个共同的智力目标 |
|
community:n.社区;[生态]群落;共同体;团体; intellectual:n.知识分子;脑力劳动者;adj.智力的;脑力的;理智的;有才智的; endeavor:n.v.努力;尽力;试图;
|
| What you see here is a self-generated map from students in our Princeton Sociology 101 course, where they have put themselves on a world map, and you can really see the global reach of this kind of effort. |
你在这里看到一张自动生成的地图 显示在普林斯顿社会学101课程的学生 从世界各地而来 你看以看到这种努力的全球性延伸 |
|
self-generated:自生的;自己繁殖的; Princeton:n.普林斯顿(美国新泽西州中部的自治市镇);
|
| Students collaborated in these courses in a variety of different ways. |
学生在这些课程中以不同的方式进行合作 |
|
collaborated:v.合作;协作;通敌;勾结敌人;(collaborate的过去分词和过去式) variety:n.多样;种类;杂耍;变化,多样化;
|
| First of all , there was a question and answer forum , where students would pose questions, and other students would answer those questions. |
第一,我们有一个问答平台 学生可以提出问题, 然后其他学生可以回答问题 |
|
First of all:adv.首先; forum:n.论坛,讨论会;法庭;公开讨论的广场;
|
| And the really amazing thing is, because there were so many students, it means that even if a student posed a question at 3 o'clock in the morning, somewhere around the world, there would be somebody who was awake and working on the same problem. |
最惊奇的是 因为学生太多了 这意味着即使有学生在凌晨3点 提出一个问题 在世界上的某个地方 总有人会醒着 在同一问题上工作 |
| And so, in many of our courses, the median response time for a question on the question and answer forum was 22 minutes. |
因此,在许多课程中, 在问答平台上的回答时间中间值 只有22分钟 |
|
median:n.n.中值,中位数;三角形中线;梯形中位线;adj.中值的;中央的; response time:n.反应时间;回应时间;
|
| Which is not a level of service I have ever offered to my Stanford students. |
这比我对我斯坦福学生的服务要好得多 |
| (Laughter) |
(笑声) |
| And you can see from the student testimonials that students actually find that because of this large online community, they got to interact with each other in many ways that were deeper than they did in the context of the physical classroom. |
你还可以从学生的证明书里看到 学生实际上发现 因为这个巨大的线上社区 学生其实可以以多种方式进行互动 这其实比在一个教室里的收获还多 |
|
testimonials:n.客户评价;证明书;感言;奖状(testimonial的复数); context:n.环境;上下文;来龙去脉;
|
| Students also self-assembled , without any kind of intervention from us, into small study groups. |
学生们还都“组装”自己 我们对此不进行任何干扰 组织形成学习小组 |
|
self-assembled:自组装;
|
| Some of these were physical study groups along geographical constraints and met on a weekly basis to work through problem sets. |
这里面有些是物理学习小组 来研究地理条件限制 他们每周见面去研究一系列问题 |
|
geographical:adj.地理的;地理学的;
|
| This is the San Francisco study group, but there were ones all over the world. |
这是旧金山学习小组 不过这些人都来自世界各地 |
| Others were virtual study groups, sometimes along language lines or along cultural lines, and on the bottom left there, you see our multicultural universal study group where people explicitly wanted to connect with people from other cultures. |
其他都是实质上的小组 有时候通过语言和文化来划分 在左下方这里 你看以看到我们多文化的学习小组 人们直率地去和有其他文化背景的人 主动交流 |
|
virtual:adj.[计]虚拟的;实质上的,事实上的(但未在名义上或正式获承认); multicultural:adj.多种文化的;融合或具有多种文化的; universal:adj.普遍的;全体的;全世界的;共同的;
|
| There are some tremendous opportunities to be had from this kind of framework. |
这种框架的构建就带来一些 巨大的机会 |
|
tremendous:adj.极大的,巨大的;惊人的;极好的;
|
| The first is that it has the potential of giving us a completely unprecedented look into understanding human learning. |
首先它拥有带给我们 前所未有的 在了解人类学习方面的潜力 |
|
potential:n.潜能;可能性;[电]电势;adj.潜在的;可能的;势的; unprecedented:adj.空前的;无前例的;
|
| Because the data that we can collect here is unique . |
因为我们这里能收集到的数据是独一无二的 |
|
unique:adj.独特的,稀罕的;[数]唯一的;n.独一无二的人或物;
|
| You can collect every click, every homework submission , every forum post from tens of thousands of students. |
你可以收集到每一次点击,每一次作业提交 每一份来自成千上万学生的论坛帖子 |
|
submission:n.投降;提交(物);服从;(向法官提出的)意见;谦恭;
|
| So you can turn the study of human learning from the hypothesis-driven mode to the data-driven mode, a transformation that, for example, has revolutionized biology . |
因此你可以将人类学习的模式 从理论假设的形式 变为以数据为基础的形式, 这是一种,比方说,已经变革生物科学的转型 |
|
data-driven:adj.依照数据处理的; transformation:n.转变;(用于南非)民主改革; revolutionized:adj.革命化的;被彻底改革的;v.彻底改革(revolutionize的过去式); biology:n.(一个地区全部的)生物;生物学;
|
| You can use these data to understand fundamental questions like, what are good learning strategies that are effective versus ones that are not? |
你可以通过这些数据去了解最基本的问题 比如说,哪些是好的学习策略 哪些是有效的而哪些是无效的? |
|
fundamental:n.基础; adj.十分重大的; strategies:n.策略;行动计划;部署;战略;(strategy的复数) versus:prep.对;与...相对;对抗;
|
| And in the context of particular courses, you can ask questions like, what are some of the misconceptions that are more common and how do we help students fix them? |
而在特定的几个课程背景中, 你可以问像这样的问题: 有哪些误解是十分常见的, 如何需要我们帮助学生去更正它们? |
|
misconceptions:n.迷思概念;错误的想法;
|
| So here's an example of that, also from Andrew's Machine Learning class. |
这儿有一个例子 同样是从Andrew的机器研究课程来的 |
| This is a distribution of wrong answers to one of Andrew's assignments. |
这是对于Andrew其中一项作业 所有错误答案的分布 |
|
distribution:n.分布;分配;分发;分销;
|
| The answers happen to be pairs of numbers, so you can draw them on this two-dimensional plot . |
答案都是数对 因此你可以在二维图象里画出来 |
|
two-dimensional:adj.二维的;缺乏深度的; plot:n.情节;阴谋;布局;小块土地;v.密谋;暗中策划;(在地图上)标出;绘制(图表);
|
| Each of the little crosses that you see is a different wrong answer. |
每一个你看到的小叉叉就是一个不同的错误答案 |
| The big cross at the top left is where 2,000 students gave the exact same wrong answer. |
在左上方的大叉叉 指的是有2000个学生 得出了一样的错误答案 |
| Now, if two students in a class of 100 give the same wrong answer, you would never notice. |
现在,如果有两个学生在100人的课堂里 给出了同样的错误答案 你肯定发现不了 |
| But when 2,000 students give the same wrong answer, it's kind of hard to miss. |
不过当2000人都给出同样的错误答案 就很难看不到了 |
| So Andrew and his students went in, looked at some of those assignments, understood the root cause of the misconception, and then they produced a targeted error message that would be provided to every student whose answer fell into that bucket , |
因此Andrew和他的学生 分析了一些作业 然后找到了误解的根本原因 然后他们创建了一条专门针对 提供错误答案学生的 特别信息 |
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error message:n.错误信息(在计算机屏幕上出现,表示有错误); provided:conj.假如; v.提供; (provide的过去分词和过去式) bucket:n.大桶状物; v.拼命划桨;
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| which means that students who made that same mistake would now get personalized feedback telling them how to fix their misconception much more effectively. |
这样一来这些学生 就可以得到一种个性化的回馈 告诉他们如何更有效地更正误解 |
| So this personalization is something that one can then build by having the virtue of large numbers. |
因此这种个性化的东西是通过 利用大规模数据的优势来创建的 |
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personalization:n.个性化; virtue:n.美德;优点;贞操;功效;
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| Personalization is perhaps one of the biggest opportunities here as well, because it provides us with the potential of solving a 30-year-old problem. |
个性化估计也是这儿 最大的机会之一 因为它提供给我们一种 解决30年未决的问题的潜力 |
| Educational researcher Benjamin Bloom , in 1984, posed what's called the 2 sigma problem, which he observed by studying three populations. |
教育研究家Benjamin Bloom在1984年 提出了叫做2 sigma问题 他通过学习三种人群观察到的 |
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Bloom:v.盛开;开花;繁殖;繁盛;n.水华;风华正茂;霜;青春; sigma:n.希腊文第十八个字母; observed:adj.观察的;观测的;v.观察;遵守;注意到(observe的过去分词形式);
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| The first is the population that studied in a lecture-based classroom. |
第一是在以授课为基础的课堂中学习的人群 |
| The second is a population of students that studied using a standard lecture-based classroom, but with a mastery-based approach , so the students couldn't move on to the next topic before demonstrating mastery of the previous one. |
第二是使用标准的以授课为基础的课堂学习的人群 第二是使用标准的以授课为基础的课堂学习的人群 但是有一个旨在精通的方法 因此学生必须熟练掌握前一个话题才能继续学习下一个 因此学生必须熟练掌握前一个话题才能继续学习下一个 |
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approach:n.方法;路径;v.接近;建议;着手处理; demonstrating:n.演示;v.证明;示威;显示;(demonstrate的现在分词) mastery:n.掌握;精通;优势;征服;统治权;
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| And finally, there was a population of students that were taught in a one-on-one instruction using a tutor. |
最后一个就是 在导师一对一课程中受教育的人群 |
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one-on-one:adj.一对一的;直接对立的;adv.一对一;面对面;n.一对一的比赛;
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| The mastery-based population was a full standard deviation , or sigma, in achievement scores better than the standard lecture-based class, and the individual tutoring gives you 2 sigma improvement in performance . |
旨在精通的人群是完全标准差 或者sigma,他们在成就分数方面 比标准的以授课为基础的班要好得多 而导师一对一的课程在表现提高方面 就有2个sigma |
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standard deviation:n.标准差;标准偏差; improvement:n.改进,改善; performance:n.性能;表现;业绩;表演;
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| To understand what that means, let's look at the lecture-based classroom, and let's pick the median performance as a threshold . |
为了了解这意味着什么, 让我们看看以授课为基础的课堂吧 我们把中位数当做一个门槛 |
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threshold:n.入口;门槛;开始;极限;临界值;
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| So in a lecture-based class, half the students are above that level and half are below. |
因此在以授课为基础的课堂中 是一半对一半 |
| In the individual tutoring instruction, 98 percent of the students are going to be above that threshold. |
在导师一对一授课中, 98%都达到了门槛 |
| Imagine if we could teach so that 98 percent of our students would be above average. |
想象一个如果我们教的学生 98%都在平均标准之上 |
| Hence , the 2 sigma problem. |
因此,就有这个2 sigma的问题 |
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Hence:adv.因此;今后;
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| Because we cannot afford, as a society, to provide every student with an individual human tutor. |
因为我们作为一个社会不可能去给 每一个学生都提供一个一对一的导师 |
| But maybe we can afford to provide each student with a computer or a smartphone . |
但是我们可以提供给他们每人一台电脑 或者一部智能手机 |
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smartphone:n.智能手机;
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| So the question is, how can we use technology to push from the left side of the graph, from the blue curve , to the right side with the green curve? |
因此问题是,我们如何应该使用科技 去推动我们摆脱左边蓝色的图像, 最后到达右边绿色的图像呢? |
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curve:n.曲线;弯曲;曲面;弧线;v.(使)沿曲线移动;呈曲线形;
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| Mastery is easy to achieve using a computer, because a computer doesn't get tired of showing you the same video five times. |
通过电脑来实现精通的目地是很简单的, 因为电脑对于放5遍同样的视频来说, 从来不嫌累 |
| And it doesn't even get tired of grading the same work multiple times, we've seen that in many of the examples that I've shown you. |
而且多次批改同样的作业也不会累 我们在很多我举的例子当中也看到了 |
| And even personalization is something that we're starting to see the beginnings of, whether it's via the personalized trajectory through the curriculum or some of the personalized feedback that we've shown you. |
而且甚至我们也看到 个性化的设计在逐渐开始发展 不管是通过课程中个性化的轨道 或是一些我们给大家展示的个性化反馈 |
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trajectory:n.[物]轨道,轨线;[航][军]弹道;
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| So the goal here is to try and push, and see how far we can get towards the green curve. |
因此我们的目标是尝试看看 我们能够多接近那个绿色的图像 |
| So, if this is so great, are universities now obsolete ? |
好吧,那如果这个这么好,大学是不是过时了? |
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obsolete:adj.废弃的;老式的;n.废词;陈腐的人;vt.淘汰;废弃;
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| Well, Mark Twain certainly thought so. |
嗯,马克吐温显然这么想, |
| He said that, "College is a place where a professor's lecture notes go straight to the students' lecture notes, without passing through the brains of either." |
他说: 大学是一个教授的笔记 直接成为学生的笔记, 并且都没有经过两者大脑的地方. |
| (Laughter) |
(笑声) |
| I beg to differ with Mark Twain, though. |
不过我真不敢与马克吐温苟同 |
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I beg to differ:恕我不同意;
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| I think what he was complaining about is not universities but rather the lecture-based format that so many universities spend so much time on. |
我认为他在抱怨的不是大学 而是以授课为基础的课堂模式 因为这些模式在大学太流行了 |
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complaining:adj.抱怨的;v.抱怨;控诉;(complain的现在分词)
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| So let's go back even further, to Plutarch, who said that, "The mind is not a vessel that needs filling, but wood that needs igniting ." |
那让我们在往回看看,回到Plutarch(译者注:希腊历史家) 他说: 思想不是一个需要填充的容器, 而是需要点燃的木头. |
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vessel:n.器皿;轮船;脉管;大船; igniting:v.点火(ignite的ing形式);
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| And maybe we should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity, their imagination and their problem-solving skills by actually talking with them. |
因此或许我们应该在 通过授课填充学生脑袋的大学少花点时间, 而应当多花些时间点燃他们的创造力 他们的想象力和解决问题的能力 通过积极与他们交流来实现 |
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imagination:n.想象;想象力;创造力;想象的事物; problem-solving:adj.问题解决的;n.解决问题;找出问题的答案;
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| So how do we do that? |
那么我们怎么做呢? |
| We do that by doing active learning in the classroom. |
我们通过主动的学习来实现 |
| So there's been many studies, including this one, that show that if you use active learning, interacting with your students in the classroom, performance improves on every single metric -- on attendance , on engagement and on learning as measured by a standardized test. |
有很多研究表明,包括这个, 如果你使用积极学习法的话, 就是与你的学生在课堂上互动, 他们的表现会在每个单位不断提高, 在出勤,在参与度,在学习方面 尤其在被一个标准测试衡量的时候 |
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interacting:v.交流;沟通;合作;相互影响;(interact的现在分词) improves:v.改进;改善;(improve的第三人称单数) metric:adj.米制的;公制的;按公制制作的;用公制测量的; attendance:n.出席;到场;出席人数; engagement:n.婚约;约会;交战;诺言;n.参与度; measured:adj.缓慢谨慎的; v.测量; (measure的过去分词和过去式) standardized:adj.标准的; v.使合乎标准;
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| You can see, for example, that the achievement score almost doubles in this particular experiment. |
你可以看到,比如说,成就分数 在这个实验中几乎都翻倍了 |
| So maybe this is how we should spend our time at universities. |
或许这就是我们如何应当度过大学时光的办法 |
| So to summarize , if we could offer a top quality education to everyone around the world for free, what would that do? Three things. |
因此总结一下,如果我们能免费向世上的每个人提供高质量的教育 因此总结一下,如果我们能免费向世上的每个人提供高质量的教育 那么会怎么样了?会是这样: |
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summarize:v.总结;概述;概括;归纳;
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| First it would establish education as a fundamental human right , where anyone around the world with the ability and the motivation could get the skills that they need to make a better life for themselves, their families and their communities . |
首先教育变成了人类最基本的权利 世界上所有有能力和积极性的人 世界上所有有能力和积极性的人 都可以得到他们想需要的技能 为他们自己,他们家人, 他们的社区追求更好的生活 为他们自己,他们家人, 他们的社区追求更好的生活 |
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establish:v.创立;设立;建立;确立;使立足;查实; human right:n.人权; motivation:n.动机;积极性;推动; communities:n.社区;社会;团体;共有(community的复数)
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| Second, it would enable lifelong learning. |
第二,这会使终生学习成为可能 |
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enable:v.使能够;使有机会;使成为可能;使可行;
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| It's a shame that for so many people, learning stops when we finish high school or when we finish college. |
对于很多人,在高中或者大学结束后就再也不学了是惭愧的事 对于很多人,在高中或者大学结束后就再也不学了是惭愧的事 |
| By having this amazing content be available, we would be able to learn something new every time we wanted, whether it's just to expand our minds or it's to change our lives. |
通过这样一个项目 每当我们想要的时候,我们可以学一些新知识 每当我们想要的时候,我们可以学一些新知识 不管是用来拓展我们的思维 还是改变我们的生活 |
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expand:v.扩张;使膨胀;详述;发展;张开,展开;
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| And finally, this would enable a wave of innovation , because amazing talent can be found anywhere. |
最后,这个项目会带来一股创新潮 因为哪里都能找到惊人的天赋 |
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innovation:n.创新,革新;新方法;
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| Maybe the next Albert Einstein or the next Steve Jobs is living somewhere in a remote village in Africa. |
或许下一个爱因斯坦或者乔布斯 就住在非洲一个偏远的小镇上 |
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remote:adj.偏远的;偏僻的;遥远的;久远的;
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| And if we could offer that person an education, they would be able to come up with the next big idea and make the world a better place for all of us. |
而且如果我们能为那个人提供一份教育 他们可能会想出下一个极好的主意 使我们的世界变得更美好 |
| Thank you very much. |
非常感谢 |
| (Applause) |
(鼓掌) |