Everyone is both a learner and a teacher. This is me being inspired by my first tutor, my mom, and this is me teaching Introduction to Artificial Intelligence to 200 students at Stanford University.
每个人都既是学生又是老师这就是我当时被我第一个导师所启蒙我的妈妈而这是我教授的 “人工智能入门”课程给200多名学生在斯坦福大学
Now the students and I enjoyed the class, but it occurred to me that while the subject matter of the class is advanced and modern, the teaching technology isn't. In fact, I use basically the same technology as this 14th-century classroom. Note the textbook, the sage on the stage, and the sleeping guy in the back. (Laughter) Just like today.
学生和我都非常享受这门课但是我突然想到虽说这门课的主题内容是非常高级的并且现代的但是讲授方法却非如此实际上，我基本上用了和14世纪教师一样的方法来上课课本上的笔记站在讲台上的智者以及正在后面睡觉的学生就跟今天一样
So my co-teacher, Sebastian Thrun, and I thought, there must be a better way. We challenged ourselves to create an online class that would be equal or better in quality to our Stanford class, but to bring it to anyone in the world for free. 因此我的同科目老师 Sebastian Thrun和我认为一定有一种更好的方法（来传授知识）我们挑战自我决心去创建一个在线网上课程这门课程将会和我们在斯坦福的课程
质量媲美甚至更好而且还能给来自世界各地的人们免费学习的机会
We announced the class on July 29th, and within two weeks, 50,000 people had signed up for it. And that grew to 160,000 students from 209 countries. We were thrilled to have that kind of audience, and just a bit terrified that we hadn't finished preparing the class yet. (Laughter)
我们在7月29号宣布了这项课程在两周之类，50000个人已经报名参加了最后参加人数达到160,000个学生各自从209个国家而来我们实在是非常激动去拥有这样的观众而且还有点害怕因为我们还没准备好课程安排呢……（笑声）
So we got to work. We studied what others had done, what we could copy and what we could change. Benjamin Bloom had showed that one-on-one tutoring works best, so that's what we tried to emulate, like with me and my mom, even though we knew it would be one-on-thousands. Here, an overhead video camera is recording me as I'm talking and drawing on a piece of paper.
因此我们加劲工作我们研究了其他人已经做过的东西计划了哪些东西该继承和哪些需要
改变 Benjamin Bloom曾表明一对一的家教效果最好因此我们就准备这样模拟就跟我和我妈妈一样虽然我们都知道这实际将是是一对数千人的课程在这里，一个在头顶的摄像
头正在录制我在纸上画画的方式讲课的过程
A student said, "This class felt like sitting in a bar with a really smart friend who's explaining something you haven't grasped, but are about to." And that's exactly what we were aiming for.
一个学生说：“这门课就像是在酒吧和一个很聪明的朋友坐着这个朋友还会向你解释一
些你还不是很懂，但将要懂的东西而这个效果就是我们想要达到的
Now, from Khan Academy, we saw that short 10-minute videos worked much better than trying to record an hour-long lecture and put it on the
small-format screen. We decided to go even shorter and more interactive. Our typical video is two minutes, sometimes shorter, never more than six, and then we pause for a quiz question, to make it feel like one-on-one tutoring. Here, I'm explaining how a computer uses the grammar of English to parse sentences, and here, there's a pause and the student has to reflect, understand what's going on and check the right boxes before they can continue.
现在，我们可以在Khan Academy看到这些短短10分钟的视频这些东西比那些在一个小屏幕播放足足一小时的视频讲座效果要好多了我们决定了把他们弄得再短些更有互动
性我们的视频一般来说大约2分钟长度有时候更短，有时候比6分钟长一点，然后我们暂停，出一道小问答题，使它变得像一对一的家教在这，我在解释一个电脑如何理解英语语法去解析一个句子，而在这儿呢这里有一个暂停让学生来回忆，理解刚才讲的是什么然后在回到课程之前选择正确的答案
Students learn best when they're actively practicing. We wanted to engage them, to have them grapple with ambiguity and guide them to synthesize the key ideas themselves. We mostly avoid questions like, "Here's a formula, now tell me the value of Y when X is equal to two." We preferred open-ended questions.
学生在积极主动参与时获得的学习效果最好我们想让他们参与其中，让他们消除迷惑并且使他们去自己总结这些关键的理念像“这有个公式，现在告诉当X是2的时候 Y值是多少” 我们通常不出这种问题我们更喜欢开放性的问题
One student wrote, "Now I'm seeing Bayes networks and examples of game theory everywhere I look." And I like that kind of response. That's just what we were going for. We didn't want students to memorize the formulas; we wanted to change the way they looked at the world. And we succeeded. Or, I should say, the students succeeded.
一个学生写到：“我总能看见贝叶斯网络和博弈论的例子到处都是。” 我很喜欢那样的回馈这正是我们
所想实现的我们不想要学生去背公式我们想去改变他们看待世界的方式最后我们成功了或者我应该说，学生们成功了
And it's a little bit ironic that we set about to disrupt traditional education, and in doing so, we ended up making our online class much more like a
traditional college class than other online classes. Most online classes, the videos are always available. You can watch them any time you want. But if you can do it any time, that means you can do it tomorrow, and if you can do it tomorrow, well, you may not ever get around to it. (Laughter)
不过有点讽刺的是，我们差点就破坏了传统式的教育因为这原因，我们最后将我们的在线课程做了调整比起其他的在线课程来说，这更像一个传统大学的课程大多数在线课程的视频都是可以随便看的但是如果你可以随时看，那就以为你可以明天再看而如果你可以明天看，嗯…那你估计说不定就不看了
So we brought back the innovation of having due dates. (Laughter) You could watch the videos any time you wanted during the week, but at the end of the week, you had to get the homework done. This motivated the students to keep going, and it also meant that everybody was working on the same thing at the same time, so if you went into a discussion forum, you could get an answer from a peer within minutes. Now, I'll show you some of the forums, most of which were self-organized by the
students themselves.
因此呢我们带来的革新方式就是有截止日期。（笑声）你可以观看这些视频在这周的任何时候但是在周末之前，你必须得完成你的作业这就会激励学生去不断地去学习，这还意味着每个人都在在相同的时间内学习相同的内容当你进入一个讨论区的时候你可以在几分钟内从你的同学中得到解答现在，我要给你看几个这样的论坛，大多数的这些讨论都是学生们自己组织的
From Daphne Koller and Andrew Ng, we learned the concept of "flipping" the classroom. Students watched the videos on their own, and then they come together to discuss them. From Eric Mazur, I learned about peer instruction, that peers can be the best teachers, because they're the ones that remember what it's like to not understand. Sebastian and I have forgotten some of that. Of course, we couldn't have a classroom discussion with tens of thousands of students, so we encouraged and nurtured these online forums.actively是什么意思中文
从Daphne Koller和Andrew Ng这里，我们学习到关于如何“贯通”课程的的方法学生们先自己观看这些视频然后他们再聚集到一起进行讨论从Eric Mazur，我了解到了关于同学指导的观点同伴可以成为最好的老师因为他们了解类似处境的人的遇到困难时是什么样子的有些东西Sebastian和我都快忘记了不过当然，我们没法和成千上万的学生进行课堂讨论因此我们便鼓励和培养这些在线的讨论模式
And finally, from Teach For America, I learned that a class is not primarily about information. More important is motivation and determination. It was crucial that the students see that we're working hard for them and they're all supporting each other.
最后，从“Teach For America（为美国而执教）”这个项目中我学习到了上课不光是为了知识的传授更重要的培养积极性和决心学生们应当理解到我们在为他们努力而且他们自
己也在相互支持，这是很关键的
Now, the class ran 10 weeks, and in the end, about half of the 160,000 students watched at least one video each week, and over 20,000 finished all the homework, putting in 50 to 100 hours. They got this statement of accomplishment.
到目前为止，这个课程已经进行了10周了, 最后，一万六个学生中的一半都会至少在每周看一个视频而且超过两万人完成了他们的作业投入了50-100个小时他们最后收获到了这个结业证明
So what have we learned? Well, we tried some old ideas and some new and
put them together, but there are more ideas to try. Sebastian's teaching another class now. I'll do one in the fall. Stanford Coursera, Udacity, MITx
and others have more classes coming. It's a really exciting time.
那么我们又学到了什么呢？我们用了一些旧的观念和一些新的想法并且把他们结合在了
一起不过将来还有很多想法可以去尝试 Sebastian正在教授另一个课程我在秋季也准备教授一个斯坦福的Coursera，Udacity，以及麻省理工的MITx 还有很多其他的课程也要推
出这真的非常激动人心
But to me, the most exciting part of it is the data that we're gathering. We're gathering thousands of interactions per student per class, billions of interactions altogether, and now we can start analyzing that, and when we learn from that, do experimentations, that's when the real revolution will come. And you'll be able to see the results from a new generation of amazing students. (Applause)
不过对我来说，最激动人心的就是是那些我们收集到的数据我们收集了上千次的互动记录，还有每个学生在每堂课中共数十亿次的交流我们现在可以开始分析这些数据而当我们能
从中探索到什么并做些尝试时真正的变革就会发生你就能够看到从新一代学生身上的精
湛成果（鼓掌喝彩）

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