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I'd like to reimagine education.

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The last year

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has seen the invention of a new four-letter word.

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It starts with an M.

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MOOC: massive open online courses.

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Many organizations

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are offering these online courses

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to students all over the world, in the millions, for free.

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Anybody who has an Internet connection

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and the will to learn can access these great courses

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from excellent universities

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and get a credential at the end of it.

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Now, in this discussion today,

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I'm going to focus

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on a different aspect of MOOCs.

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We are taking what we are learning

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and the technologies we are developing in the large

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and applying them in the small

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to create a blended model of education

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to really reinvent and reimagine

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what we do in the classroom.

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Now, our classrooms could use change.

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So, here's a classroom

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at this little three-letter institute

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in the Northeast of America, MIT.

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And this was a classroom about 50 or 60 years ago,

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and this is a classroom today.

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What's changed?

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The seats are in color.

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Whoop-de-do.

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Education really hasn't changed

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in the past 500 years.

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The last big innovation in education

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was the printing press and the textbooks.

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Everything else has changed around us.

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You know, from healthcare to transportation,

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everything is different,
but education hasn't changed.

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It's also been a real issue in terms of access.

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So what you see here

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is not a rock concert.

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And the person you see at the end of the stage

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is not Madonna.

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This is a classroom

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at the Obafemi Awolowo University in Nigeria.

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Now, we've all heard of distance education,

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but the students way in the back,

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200 feet away from the instructor,

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I think they are undergoing long-distance education.

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Now, I really believe

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that we can transform education,

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both in quality and scale and access,

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through technology.

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For example, at edX,

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we are trying to transform education

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through online technologies.

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Given education has been calcified for 500 years,

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we really cannot think about reengineering it,

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micromanaging it.

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We really have to completely reimagine it.

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It's like going from ox carts to the airplane.

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Even the infrastructure has to change.

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Everything has to change.

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We need to go from lectures on the blackboard

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to online exercises, online videos.

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We have to go to interactive virtual laboratories

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and gamification.

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We have to go to completely online grading

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and peer interaction and discussion boards.

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Everything really has to change.

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So at edX and a number of other organizations,

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we are applying these technologies to education

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through MOOCs to really
increase access to education.

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And you heard of this example,

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where, when we launched our very first course --

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and this was an MIT-hard

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circuits and electronics course --

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about a year and a half ago,

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155,000 students from 162 countries

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enrolled in this course.

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And we had no marketing budget.

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Now, 155,000 is a big number.

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This number is bigger

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than the total number of alumni of MIT

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in its 150-year history.

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7,200 students passed the course,

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and this was a hard course.

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7,200 is also a big number.

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If I were to teach at MIT two semesters every year,

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I would have to teach for 40 years

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before I could teach this many students.

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Now these large numbers

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are just one part of the story.

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So today, I want to discuss a different aspect,

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the other side of MOOCs,

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take a different perspective.

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We are taking what we develop
and learn in the large

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and applying it in the small

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to the classroom, to create
a blended model of learning.

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But before I go into that, let me tell you a story.

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When my daughter turned 13, became a teenager,

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she stopped speaking English,

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and she began speaking this new language.

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I call it teen-lish.

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It's a digital language.

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It's got two sounds: a grunt and a silence.

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"Honey, come over for dinner."

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"Hmm."

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"Did you hear me?"

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Silence. (Laughter)

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"Can you listen to me?"

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"Hmm."

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So we had a real issue with communicating,

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and we were just not communicating,

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until one day I had this epiphany.

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I texted her. (Laughter)

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I got an instant response.

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I said, no, that must have been by accident.

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She must have thought, you know,

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some friend of hers was calling her.

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So I texted her again. Boom, another response.

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I said, this is great.

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And so since then, our life has changed.

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I text her, she responds.

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It's just been absolutely great.

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(Applause)

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So our millennial generation

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is built differently.

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Now, I'm older, and my
youthful looks might belie that,

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but I'm not in the millennial generation.

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But our kids are really different.

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The millennial generation is completely comfortable

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with online technology.

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So why are we fighting it in the classroom?

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Let's not fight it. Let's embrace it.

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In fact, I believe -- and I have two fat thumbs,

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I can't text very well --

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but I'm willing to bet that with evolution,

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our kids and their grandchildren

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will develop really, really little, itty-bitty thumbs

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to text much better,

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that evolution will fix all of that stuff.

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But what if we embraced technology,

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embraced the millennial generation's

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natural predilections,

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and really think about creating
these online technologies,

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blend them into their lives.

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So here's what we can do.

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So rather than driving our kids into a classroom,

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herding them out there at 8 o'clock in the morning --

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I hated going to class at 8 o'clock in the morning,

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so why are we forcing our kids to do that?

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So instead what you do

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is you have them watch videos

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and do interactive exercises

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in the comfort of their dorm rooms, in their bedroom,

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in the dining room, in the bathroom,

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wherever they're most creative.

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Then they come into the classroom

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for some in-person interaction.

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They can have discussions amongst themselves.

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They can solve problems together.

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They can work with the professor

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and have the professor answer their questions.

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In fact, with edX, when we
were teaching our first course

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on circuits and electronics around the world,

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this was happening unbeknownst to us.

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Two high school teachers

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at the Sant High School in Mongolia

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had flipped their classroom,

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and they were using our video lectures

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and interactive exercises,

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where the learners in the high school,

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15-year-olds, mind you,

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would go and do these things in their own homes

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and they would come into class,

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and as you see from this image here,

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they would interact with each other

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and do some physical laboratory work.

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And the only way we discovered this

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was they wrote a blog

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and we happened to stumble upon that blog.

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We were also doing other pilots.

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So we did a pilot experimental blended courses,

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working with San Jose State University in California,

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again, with the circuits and electronics course.

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You'll hear that a lot. That course has become

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sort of like our petri dish of learning.

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So there, the students would, again,

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the instructors flipped the classroom,

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blended online and in person,

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and the results were staggering.

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Now don't take these results to the bank just yet.

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Just wait a little bit longer as we
experiment with this some more,

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but the early results are incredible.

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So traditionally, semester upon semester,

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for the past several years, this course,

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again, a hard course,

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had a failure rate of about 40 to 41 percent

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every semester.

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With this blended class late last year,

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the failure rate fell to nine percent.

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So the results can be extremely, extremely good.

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Now before we go too far into this,

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I'd like to spend some time discussing

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some key ideas.

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What are some key ideas

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that makes all of this work?

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One idea is active learning.

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The idea here is, rather than have students

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walk into class and watch lectures,

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we replace this with what we call lessons.

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Lessons are interleaved sequences

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of videos and interactive exercises.

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So a student might watch a five-, seven-minute video

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and follow that with an interactive exercise.

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Think of this as the ultimate
Socratization of education.

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You teach by asking questions.

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And this is a form of learning

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called active learning,

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and really promoted by a very early paper, in 1972,

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by Craik and Lockhart,

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where they said and discovered

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that learning and retention really relates strongly

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to the depth of mental processing.

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Students learn much better

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when they are interacting with the material.

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The second idea is self-pacing.

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Now, when I went to a lecture hall,

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and if you were like me,

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by the fifth minute I would lose the professor.

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I wasn't all that smart, and I would
be scrambling, taking notes,

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and then I would lose the lecture
for the rest of the hour.

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Instead, wouldn't it be nice with online technologies,

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we offer videos and interactive
engagements to students?

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They can hit the pause button.

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They can rewind the professor.

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Heck, they can even mute the professor.

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So this form of self-pacing

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can be very helpful to learning.

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The third idea that we have is instant feedback.

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With instant feedback,

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the computer grades exercises.

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I mean, how else do you teach 150,000 students?

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Your computer is grading all the exercises.

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And we've all submitted homeworks,

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and your grades come back two weeks later,

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you've forgotten all about it.

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I don't think I've still received
some of my homeworks

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from my undergraduate days.

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Some are never graded.

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So with instant feedback,

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students can try to apply answers.

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If they get it wrong, they can get instant feedback.

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They can try it again and try it again,

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and this really becomes much more engaging.

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They get the instant feedback,

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and this little green check mark that you see here

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is becoming somewhat of a cult symbol at edX.

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Learners are telling us that they go to bed at night

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dreaming of the green check mark.

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In fact, one of our learners

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who took the circuits course early last year,

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he then went on to take a software course

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from Berkeley at the end of the year,

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and this is what the learner had to say

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on our discussion board

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when he just started that course

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about the green check mark:

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"Oh god; have I missed you."

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When's the last time you've seen students

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posting comments like this about homework?

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My colleague Ed Bertschinger,

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who heads up the physics department at MIT,

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has this to say about instant feedback:

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He indicated that instant feedback

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turns teaching moments into learning outcomes.

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The next big idea is gamification.

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You know, all learners engage really well

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with interactive videos and so on.

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You know, they would sit down and shoot

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alien spaceships all day long until they get it.

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So we applied these gamification
techniques to learning,

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and we can build these online laboratories.

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How do you teach creativity?
How do you teach design?

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We can do this through online labs

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and use computing power

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to build these online labs.

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So as this little video shows here,

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you can engage students

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much like they design with Legos.

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So here, the learners are building a circuit

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with Lego-like ease.

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And this can also be graded by the computer.

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Fifth is peer learning.

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So here, we use discussion forums and discussions

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and Facebook-like interaction

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not as a distraction,

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but to really help students learn.

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Let me tell you a story.

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When we did our circuits course

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for the 155,000 students,

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I didn't sleep for three nights

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leading up to the launch of the course.

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I told my TAs, okay, 24/7,

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we're going to be up

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monitoring the forum, answering questions.

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They had answered questions for 100 students.

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How do you do that for 150,000?

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So one night I'm sitting up there, at 2 a.m. at night,

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and I think there's this question

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from a student from Pakistan,

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and he asked a question, and I said,

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okay, let me go and type up an answer,

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I don't type all that fast,

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and I begin typing up the answer,

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and before I can finish,

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another student from Egypt
popped in with an answer,

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not quite right, so I'm fixing the answer,

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and before I can finish, a student from the U.S.

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had popped in with a different answer.

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And then I sat back, fascinated.

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Boom, boom, boom, boom, the students were

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discussing and interacting with each other,

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and by 4 a.m. that night, I'm totally fascinated,

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having this epiphany,

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and by 4 a.m. in the morning,

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they had discovered the right answer.

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And all I had to do was go and bless it,

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"Good answer."

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So this is absolutely amazing,

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where students are learning from each other,

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and they're telling us that they are learning

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by teaching.

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Now this is all not just in the future.

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This is happening today.

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So we are applying these blended learning pilots

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in a number of universities and 
high schools around the world,

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from Tsinghua in China

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to the National University of Mongolia in Mongolia

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to Berkeley in California --

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all over the world.

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And these kinds of technologies really help,

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the blended model can really help

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revolutionize education.

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It can also solve a practical problem of MOOCs,

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the business aspect.

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We can also license these MOOC courses

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to other universities,

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and therein lies a revenue model for MOOCs,

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where the university that
licenses it with the professor

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can use these online courses

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like the next-generation textbook.

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They can use as much or as little as they like,

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and it becomes a tool in the teacher's arsenal.

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Finally, I would like to have you

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dream with me for a little bit.

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I would like us to really reimagine education.

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We will have to move from lecture halls to e-spaces.

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We have to move from books to tablets

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like the Aakash in India

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or the Raspberry Pi, 20 dollars.

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The Aakash is 40 dollars.

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We have to move from
bricks-and-mortar school buildings

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to digital dormitories.

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But I think at the end of the day,

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I think we will still need one lecture hall

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in our universities.

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Otherwise, how else do we tell our grandchildren

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that your grandparents sat in that room

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in neat little rows like cornstalks

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and watched this professor at the end

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talk about content and, you know,

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you didn't even have a rewind button?

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Thank you.

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(Applause)

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Thank you. Thank you. (Applause)