Can we learn in a different way? | Anna Stépanoff | TEDxOrléans
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0:21 - 0:26I would like to start
by presenting to you four people, -
0:26 - 0:28two men and two women.
-
0:28 - 0:31Florian is a young man aged 20,
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0:31 - 0:33who didn't get his A-Levels
-
0:33 - 0:37but loves tinkering with his computer
and playing video games. -
0:38 - 0:41Next to him is Emmanuelle,
a young woman aged 44, -
0:41 - 0:46who has three children
and ran a bakery for 12 years. -
0:47 - 0:51After this, she suffered a serious stroke
-
0:51 - 0:54and, as a result, can no longer
exercise her former profession. -
0:54 - 0:59Next to her is Aizkoa, a young woman
from the Basque Country. -
1:00 - 1:04A year ago, she was still working
as a nursery school teacher, -
1:04 - 1:06looking after little ones.
-
1:07 - 1:08Finally, we have Balthazar,
-
1:08 - 1:12a young man who wears
shorts rain or shine. -
1:12 - 1:18He studied film but later realised
he didn't want to work in cinema. -
1:18 - 1:20So he ended up unemployed.
-
1:20 - 1:23These four people
who seem so different, -
1:23 - 1:25what do they have in common?
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1:25 - 1:30Today, they all work as developers.
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1:31 - 1:33When I say 'developer', I mean
-
1:33 - 1:36people who create internet sites,
and mobile and internet apps. -
1:38 - 1:42Actually, this job has become
extremely accessible today. -
1:42 - 1:45It has become significantly
more democratic, -
1:45 - 1:49a far cry from the cliche
of the spotty geek behind his screen. -
1:49 - 1:53No, this job has now opened itself up.
-
1:53 - 1:56As a matter of fact,
it's a real career accelerator. -
1:57 - 2:00What other domain allows you
to change your career -
2:00 - 2:02in such a radical way?
-
2:03 - 2:08New jobs appear everyday in this field.
-
2:08 - 2:10Others disappear.
-
2:10 - 2:16For instance, not too long ago,
the job of webmaster was replaced -
2:16 - 2:19by that of community manager.
-
2:20 - 2:23You may not know it,
-
2:23 - 2:27but in Europe, in 2020,
-
2:27 - 2:32we are going to need
900,000 professional programmers. -
2:34 - 2:39And 90% of all jobs
will require digital skills. -
2:41 - 2:46In such circumstances, working
in digital technology is very exciting. -
2:46 - 2:48There is the profession of developer.
-
2:48 - 2:50Other professions are in short supply
-
2:50 - 2:54such as UX designer,
community manager, data scientist. -
2:56 - 2:58Working in the digital
sphere is thrilling, -
2:58 - 3:01but can sometimes be more of a marathon
-
3:01 - 3:04because you have
to run faster and faster -
3:04 - 3:06and stay always up to date.
-
3:07 - 3:09Today, there are both
developers who are out of work -
3:09 - 3:13but also a shortage of developers.
-
3:13 - 3:14And the developers
who are out of work -
3:15 - 3:18are those who didn't run
fast enough and dropped out. -
3:19 - 3:24So, in this universe where everything
is moving faster and faster -
3:24 - 3:27due to the new technologies
that constantly evolve, -
3:27 - 3:31does it still make sense
-
3:31 - 3:34to study for a long period of time?
-
3:35 - 3:41Does getting a Master's degree, five years
or more studies, still hold a purpose? -
3:47 - 3:48Think about it.
-
3:48 - 3:51What you are going to learn
during the first year -
3:51 - 3:55will be obsolete by the time
you are in your fifth year. -
3:55 - 3:58And what you will do three years
after the end of your studies -
3:58 - 4:04will probably no longer have anything
to do with what you studied. -
4:05 - 4:09No, it no longer makes sense
-
4:09 - 4:15to stay away from the real
professional world for so many years. -
4:16 - 4:18So,
-
4:19 - 4:22why do we hear today
-
4:22 - 4:26people saying that
education is getting longer, -
4:26 - 4:29that students want their studies
to be increasingly longer, -
4:29 - 4:33that people are less and less
satisfied with just a Bachelor's? -
4:33 - 4:37They want a Master's degree,
and some want to do a PhD. -
4:37 - 4:40There is a real inflation
of qualifications. -
4:40 - 4:45You're going to say that those jobs
need more and more skills. -
4:45 - 4:47Well no.
-
4:47 - 4:52I'm sorry but it is rather training
that is becoming less and less suitable. -
4:53 - 4:58And after three years
of inadequate training, -
4:58 - 5:03students don't really feel ready
to enter the real business world. -
5:03 - 5:06So they undertake even
more years of study. -
5:07 - 5:11Even after completing their Master's,
they still don't feel ready, -
5:11 - 5:14no more ready than they did
after completing their Bachelor's. -
5:14 - 5:17Now ask PhD students
if they feel ready. -
5:17 - 5:19No, you are never ready.
-
5:21 - 5:23Believe it or not, a friend of mine
-
5:23 - 5:28had to remove the mention
of her PhD from her CV -
5:28 - 5:31to finally get hired.
-
5:31 - 5:35In fact, our school system pushes us
towards more and more studies, -
5:35 - 5:39towards an academic career as it seems.
-
5:39 - 5:43Yet at university,
there are no job opportunities. -
5:45 - 5:49So, how can we learn differently?
-
5:49 - 5:52How can we change the system?
-
5:52 - 5:56How can we make it
more effective, more flexible, -
5:56 - 5:58closer to professional needs?
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5:59 - 6:05Finally, how can we avoid this
extraordinary cost burdening our society -
6:05 - 6:07of years of studies
-
6:07 - 6:11to learn about occupations
that have no job opportunities? -
6:12 - 6:15I would like to share
three ideas with you. -
6:16 - 6:21My first idea is that we need to stop
thinking in terms of 'long studies'. -
6:22 - 6:25We need to start thinking in terms
of 'short' and 'modular' studies. -
6:25 - 6:27I'm going to study for five months,
and then I'm going to work. -
6:27 - 6:30Later, I'm going to do
another five-month course, -
6:30 - 6:32and then I'm going to work.
-
6:32 - 6:34My second idea is...
-
6:36 - 6:39we need to stop
compartmentalising education. -
6:39 - 6:41We need to stop differentiating
-
6:41 - 6:44'initial training'
and 'continuous training'. -
6:45 - 6:47Let's all consider this:
-
6:47 - 6:50Pierre, a young man,
has just passed his A-Levels. -
6:50 - 6:52He enrols in university.
-
6:52 - 6:56He may go to an engineering school.
-
6:56 - 7:01He will complete five-years studies
to then work as a software developer. -
7:02 - 7:06Now let's look at Marc,
a young man aged 30, -
7:07 - 7:09a technician in the automotive industry,
-
7:09 - 7:12who does a vocational
training for one year -
7:12 - 7:16and then works as a software developer.
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7:17 - 7:19Is it justifiable
-
7:19 - 7:22that one is going to study for five years
-
7:22 - 7:27to learn an occupation that the other
is going to learn in one year? -
7:28 - 7:32My third idea centres
around digital technology. -
7:32 - 7:36It allows us to automatise
part of education. -
7:37 - 7:39Just imagine.
-
7:39 - 7:43You are listening to a lesson
on public speaking. -
7:43 - 7:49Your teacher speaks about best practice
and shares techniques with you. -
7:49 - 7:53Actually, this teacher is going
to repeat the same techniques -
7:53 - 7:56several times in front of many classes
-
7:56 - 7:58as many times as he or she
teaches this lesson. -
7:58 - 8:01With the digital tool,
-
8:01 - 8:05teachers will be able
to video record their lessons, -
8:05 - 8:10write the instructions
on a document online -
8:10 - 8:13and then make these resources available
-
8:13 - 8:16to all of their students
before the course itself. -
8:17 - 8:21Therefore, when
the students walk into class, -
8:21 - 8:24they are all prepared,
they can ask questions, -
8:24 - 8:26and teachers can go quicker.
-
8:26 - 8:29So digital technology helps save time,
-
8:29 - 8:31and with this time,
-
8:31 - 8:35teachers can focus more
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8:35 - 8:40on supporting each one
of their students individually. -
8:43 - 8:47On the basis of these ideas,
I created the Wild Code School, -
8:47 - 8:52a school where we train people
from a wide range of backgrounds -
8:52 - 8:54to become web developers in five months.
-
8:56 - 9:01In this school, we make no distinction
between initial and continuous training. -
9:03 - 9:05We also use digital technology
-
9:05 - 9:07to automatise part
of the learning process -
9:07 - 9:13and save the instructor some time
so that they can devote their attention -
9:13 - 9:17on the individual coaching
of each of their students. -
9:18 - 9:22In this regard,
I'd like to tell you a story. -
9:23 - 9:26Ten years ago, I was
a young teacher at university. -
9:26 - 9:28I was 25 years old.
-
9:28 - 9:32I was leading a course
with an experienced teacher. -
9:33 - 9:36I wanted to improve my teaching,
-
9:36 - 9:38to go beyond traditional lecturing.
-
9:38 - 9:41So I came up with fun exercises,
-
9:41 - 9:44interactive workshops, and serious games.
-
9:44 - 9:48I put forward this new
approach to my teacher. -
9:48 - 9:51Unfortunately, he did not
appreciate it at all. -
9:52 - 9:53He said to me,
-
9:53 - 9:57'Anna, this doesn't follow
our university tradition. -
9:57 - 9:58It won't work,
-
9:58 - 10:02and in any case,
the students will go on strike.' -
10:04 - 10:06What was I going to do?
-
10:06 - 10:09Either I try, I carry on with my ideas,
-
10:09 - 10:14and I risk being punished
and loosing the support of my teacher, -
10:15 - 10:18or I give up, I do just as everyone does,
-
10:18 - 10:21and I step into
the 'university tradition'. -
10:22 - 10:27Well, I had already invested too much
in preparing my interactive exercises -
10:27 - 10:28to just drop everything like that.
-
10:29 - 10:31So I decided to carry on.
-
10:32 - 10:36I used my method, my exercises,
-
10:36 - 10:40and by the way,
my teacher didn't even notice. -
10:40 - 10:43And after all, the students liked it.
-
10:43 - 10:48They passed their exams successfully,
and nobody went on strike. -
10:49 - 10:53This story helped me understand something:
-
10:53 - 10:57if you really believe in something,
-
10:57 - 11:01no matter the difficulties,
-
11:01 - 11:04you should try, experiment,
you should be daring. -
11:04 - 11:07It might fail,
-
11:07 - 11:09but it might also succeed,
-
11:09 - 11:12and if it does, you will have won.
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11:13 - 11:17So for me, I dared to create
the Wild Code School. -
11:18 - 11:20And it's because I was daring,
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11:20 - 11:24that Emmanuelle, Aizkoa,
Florian, Balthazar, -
11:24 - 11:26as well as dozens of others
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11:26 - 11:29have a job today that they really enjoy.
-
11:29 - 11:31Thank you.
-
11:31 - 11:33(Applause)
- Title:
- Can we learn in a different way? | Anna Stépanoff | TEDxOrléans
- Description:
-
Today, 90% of jobs require a level of mastery of digital tools and networks. Based on this observation and on her views on higher education in France, Anna Stépanoff decided to create her own school in which she can develop her own methods. Indeed, she is convinced that it is through education, that our society will be transformed.
Anna Stépanoff is the founder of the Wild Code School. She is the daughter of Belarusian researchers. Education, knowledge and innovation are the driving forces behind her. After undertaking her university studies in a post-Soviet structured system, she discovered openness and freedom at a major American university. European at heart, she finished her student journey in France. From these three experiences, the desire to take down borders in education and in the pedagogical approach was born, placing great emphasis on the exchange of practice. The onset of online training and digital technology in education have liberated her enthusiasm for launching her concept. Could coding be the necessary path to revolutionise education?
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
- Video Language:
- French
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 11:44
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