第六周视频3

发布人：王卫肖发布时间：2014-05-12 12:03:55

 

the process of innovation pt 2(创新的过程 第二部分)

Once you're at the stage of trying these things out, this is where you need to collect data.一旦你开始尝试这些东西，那么你就需要收集数据。 And of course this can be test scores or quantitative feedback. 这些数据可以是测试成绩或者是定量反馈。But I also think it's incredibly important to just dedicate the resources to observe what is happening in these classrooms.我认为贡献资源是非常重要的，目的在于观察这些教室正在发生什么。 It's literally about getting another teacher or a principal or even a video camera if you have no other choice, to really monitor and watch what happens, because you can learn a huge amount if you study it closely.如果你没有其他选择，那么就让另一个老师或者校长甚至是摄像机来监测或观察发生了什么。如果你紧密地研究它的话，你会学到很多。 But typically in education, we just throw a bunch of stuff on the wall and then later try to remember what we thought worked or didn't work. So my best advice is to just commit to having an observer there who can really watch and process with you, because you can learn a huge amount from every one of these trials.但是通常在教育中，我们只是把一大堆东西扔在墙上，然后试着去想我们做过什么没做过什么。因此，我最好的建议就是拥有一个和你观察与参与过程的观测器，你可以从这些实验中学到很多东西。

>> One other thing to that end, which is don't forget about feedback from students themselves. Summit Public Schools does a great job of this where they use focus groups and, and regular surveys to collect feedback from students about what is and is not working.另一件事情就是，别忘了从学生那里得到反馈。峰会的公立学校在这方面做的很好，他们使用了聚焦小组的方法，定期调查并收集学生的反馈以便了解哪些地方运营的有问题。

>> Understanding student voice and understanding student experience, it's not just to kickstart a design process. It is the absolutely the blood that pumps through every aspect of the design process. 了解学生的声音，了解学生的经验，这不仅仅是创建一个学习过程。这绝对是为设计过程的各个方面的动力来源。Like, you get what students say, then you prototype and you create an idea, and you put it out there. Then you have to hear what they have to say again, and what they think about it. And that is what you use to then continue to iterate for it. The student voice is really the engine of the design process.就像是，你收集到了学生的反馈，然后你把你的想法在你的创建的模式中去实践。然后你再一次去听听他们的反馈以及他们如何看待这个模式。你用什么方式去继续迭代重复它，学生的反馈真的是设计过程的发动机。 And for people who are nervous about taking a leap into the unknown, and are nervous that this you know might be nerve, nerve-wracking right?对于那些对跳跃到未知领域而紧张的人来说，你知道这可能是神经紧张吗？To like maybe, perhaps stray away from what you're used to and to hurt students is what some people think. But really at the end of the day when you put students at the engine of the design process, like, you can't go wrong because you're always coming back to them and they will hold you accountable. At the end of day to a higher standard than you ever could to hope for yourself. 也许有的人认为这偏离了自己的习惯，甚至是伤害了学生。但是当最后你把学生放在设计过程中去的时候，你会发现结果比你所期望的标准还要高出很多。

>> The reason you need to keep iterating is you will not get this right, right out of the box. 你学要不断迭代重复的原因就在于你找不到正确的。None of us are actually smart enough to design the perfect model on paper and you need to de-risk this for yourself and allow some failure. But that concept of build, measure, learn, will you let you keep the, sort of virtuous cycle of innovation going, and you will get to better results.没有人足够聪明地能在纸上设计出完美的模式设计方案，你需要允许自己有一些失败并尝试去化解风险。但是，建设、措施、学习这个概念将让你保持创新的良性循环。你将会收到良好的结果。

>> so to understand what iteration looks like in practice, let me give you an example. 所以了解迭代开起来像是在实践中，让我给你举个例子。When we started and launched the idea of a playlist for students who are self directing their learning, 当我们开始开展为能自我指导学习的学生建立一个学习列表时，They would go to a playlist and be able to select how they would learn before they would then move on to, show what they know.他们将在学习这个播放列表之前选择自己如何开展学习。 our first playlists were sort of based on what you would find on your iPod.在你们的i Pad上面能找到我们第一个播放列表的排列顺序。 And so we just put a whole bunch of resources together and gave it to kids. Well, it didn't accomplish what we wanted the playlist to do. 所以我们只是把一大堆资料组织在一起给了孩子们，好吧，它没有实现我们想要播放列表去做的最初愿望。Honestly, kids weren't learning that way. 老实说，孩子不会像那样学习的。And so we had data that said they weren't learning from the playlist, and so that's not what we wanted to accomplish, and so we had some ideas about how to improve it.因此我们有数据表明，他们是不会从播放列表的内容里去学习的，因此这不是我们想要完成的，所以我们要有些需要改进它的方法。 And so we took those ideas and we iterated on the first version and tested them, and said, well, you know what if we take the playlist and we actually divide it into sort of groups. 所以我们用这些想法和我们反复强调的第一个版本来测试他们。嗯，你知道，如果我们把播放列表和我们实际上分为一组。And group the resources around a header that says, you know here's an objective that you want to learn and here's some resources around it, would that improve? And we did that.围绕一个标题去组织资源，这里有一个你想要学习的目标，并且围绕它还有一些资源，这会有改进吗？但是我们做到了。 We gathered student feedback and we heard their voices. We looked at their performance data, and so they started to learn a little bit more, but we learned, and then we went through the cycle again, and again and again, and each time got better and better. So today the playlists are significantly improved. 我们收集了学生的反馈，我们听到了他们的声音。我们查看了他们的表现数据，因此他们开始一点点学习，但是我们知道，我们通过一次次地循环，不断地改进，每一次都会更好。所以今天的播放列表已经有了明显的改善。They have introductory sections, they start with a diagnostic assessment where kids can really see where they are, they conclude with a direct link to the final assessment. 在介绍部分，他们开始用诊断评估孩子们，他们的结论与最后的评估有直接的关系。They have ways where kids can mark what they've already done and keep track of their progress, and they allow kids to crowdsource their feelings about the playlist. Did it work for me, did it not? And give their peers a whole set of rankings about what's effective or not. So, that's a, an example of going through the cycle multiple times using the measurement, the learning, to continuously iterate and improve to a place where we feel really good now. 他们有办法让孩子们标记他们已经做过的事情，并跟踪他们的进展，并允许孩子们提供他们对播放列表的感觉。这个播放列表是为我工作，不是吗？是否给他们的同龄人有效的一整套排名。所以，这是一个实例，通过循环多次使用的测量，学习，不断迭代重复和提高到某种程度，我们现在感觉很好。

>> In school settings, there's actually an added challenge. Sometimes you have a great theory or a perfectly constructed idea, but when it hits the reality of real schools and real students, it all falls apart. 在学校环境中，实际上有一个额外的挑战。有时候你有一个伟大的理论或一个完美的想法，但当它碰到真正的学校和学生实际时，这一切都崩溃了。Maybe the internet's down one day. Maybe a student had something traumatic happen at home and they come in and they ruin the lesson for others. And it's really easy to throw the baby out with the bathwater. But sometimes you just need to do a different iteration or actually stick with something through the difficult stage while you're learning how to do it even more strongly.或许某一天互联网瘫痪了，或许某个学生在家发生了创伤，当他返回时就破坏了其他人的学习秩序。这真的很容易造成良莠不分，全盘否定的局面。但是有时候你需要做一个不同的迭代或者实际上坚持走过艰难的阶段，你会学习到如何更加强烈的做好它。

>> So implementation really matters. And this is where Brian and I would say you really have to trust the gut of actual educators on the ground about when it's worth doubling down on something or when you actually have to step away from something because it's not working.所以，真正重要的是贯彻。这就是布莱恩和我要说的，你真的需要相信那些一线工作者们，它的价值是某些事情的双倍。或者当你因为某些事情不顺畅时想要退缩放弃的时候。

>> I have a, a friend who ran a network of schools here in California. And they tried a really thoughtful pilot of a new piece of software, and he did it right. He'd have a small group try it, he measured the results, and they actually got very big gains for their students. So then it was clear that the right thing to do is, let's scale this, let's put this into all of our schools. And they shared the data and they made a plan, and they rolled it out and like happens he turned his attention to all of the other parts of the job, and a couple months went by and they got the data back and actually hadn't had very great results. 我有一个朋友，在加利福利亚开了一家网络学校，他们尝试了一个很有想法的新软件，他们这样做是对的。他们有个小团队在做这个尝试，他们测量了结果，真的有很大的收益。所以，显而易见，正确的事就在于，我们要把它引进到我们的学校里并进行测量。他们分享了数据，制定了计划，并且推出使用，就像他把注意力转向了所有工作的其他部分，几个月过去了，他们得到的数据，却没有很好的结果。So the first thing all the other people involved said was see, it's not a good piece of software, it doesn't work. And his response was no, it does work. It didn't work the way we just did it. Sometimes it's about sticking with it, or going back and looking at the iterations. Or the implementation to figure out what's the right way to make this work. 所有的其他人说的第一件事就是看，这不是一个好的软件，它不凑效。他的反应是：“不是，它在凑效。”它不是像我们这样工作。有时它是坚持，或是返回看看迭代。或指出做出这个工作的正确方式是什么。

>> So what does this mean to you?因此，对于你来说，这意味着什么？ We get that most of you in the pilot you're going to create for this course aren't assembling a large team and going to do a whole school redesign process.我们想要表明的是，在这个实验中，你们中的大部分人需要为这个课程去创造，而不是组建一个大团队去为整个学校做重新设计的过程。 If you're there in that setting, in your own school, then, then that's great. 如果你在那个设置里，有是在你自己的学校，那就太棒了。Hopefully this material has been very useful. 希望这个材料很有用。But for most of you, you're probably going to do a mini-version of an implementation of blended learning in your own classroom. 但是大部分的人，需要在你的课堂上做一个迷你版的实现混合式学习的方式。And we just hope that these six steps are helpful to drive success and help you get a better result. 我们只是希望，这六个步骤能够有助于成功，帮助你得到更好的结果。

>> So with all of this in mind, we really want you to experience trying these concepts of blended learning out yourself, which is why we designed this whole course towards doing it in action. 所以，考虑到这一点，我们真的希望你自己能够尝试这些概念来实现混合式学习。And if you can't actually do your final assignment in person with a real group of students, we do have an option for you as well to complete the final assignment. 如果你不能完成一组学生的最后任务，那么我们有帮助你完成最后任务的选项。But we can't stress enough how important it is to actually experience this yourself, even if it's just with a couple of students.但是我们不能强调你自己亲身经历是多么的重要，即使仅仅是几个学生。

>> So it's time to roll up our sleeves and actually do the work. 因此，是时候撸起袖子大干一场了。So what we're going to do is bring Rob in to talk about the final assignment, and then we'll come back and do a final wrap-up.所以我们将要做的就是连线Rob，让他来谈一谈最后的任务，然后我们会回来做一个最后的总结。