PK YX;x-writerightrite subs final.ass[Script Info] ScriptType: v4.00+ Collisions: Normal PlayResX: 384 PlayResY: 288 Timer: 100.0000 [V4+ Styles] Format: Name, Fontname, Fontsize, PrimaryColour, SecondaryColour, OutlineColour, BackColour, Bold, Italic, Underline, StrikeOut, ScaleX, ScaleY, Spacing, Angle, BorderStyle, Outline, Shadow, Alignment, MarginL, MarginR, MarginV, Encoding Style: Default,Tahoma,24,&H00FFFFFF,&H00FFFFFF,&H00FFFFFF,&H00C0C0C0,-1,0,0,0,100,100,0,0.00,1,2,3,2,20,20,20,1 [Events] Format: Layer, Start, End, Style, Actor, MarginL, MarginR, MarginV, Effect, Text Dialogue: 0,0:00:00.00,0:00:03.20,Default,,0000,0000,0000,,To my students and teachers Dialogue: 0,0:00:06.60,0:00:08.00,Default,,0000,0000,0000,,[I will draw] a little chart Dialogue: 0,0:00:12.14,0:00:15.70,Default,,0000,0000,0000,,This is "time", this is "knowledge" Dialogue: 0,0:00:17.29,0:00:19.29,Default,,0000,0000,0000,,And this is the typical situation Dialogue: 0,0:00:20.99,0:00:23.39,Default,,0000,0000,0000,,In our schools and universities Dialogue: 0,0:00:23.39,0:00:25.18,Default,,0000,0000,0000,,[normal distribution] Dialogue: 0,0:00:26.40,0:00:28.93,Default,,0000,0000,0000,,Somebody said something?\N- Normal distribution Dialogue: 0,0:00:31.12,0:00:33.78,Default,,0000,0000,0000,,OK, call it a "normal distribution"\N[note: it looks like one, but is not one] Dialogue: 0,0:00:33.78,0:00:36.17,Default,,0000,0000,0000,,This is the day when the exam takes place Dialogue: 0,0:00:36.17,0:00:38.46,Default,,0000,0000,0000,,This is where the course starts Dialogue: 0,0:00:38.46,0:00:41.25,Default,,0000,0000,0000,,And this is where the learning should be happening Dialogue: 0,0:00:42.10,0:00:43.65,Default,,0000,0000,0000,,Of course, no learning takes place here Dialogue: 0,0:00:44.34,0:00:47.69,Default,,0000,0000,0000,,because students are lazy, they have better things to do, and so on Dialogue: 0,0:00:47.69,0:00:51.46,Default,,0000,0000,0000,,so they always start learning here Dialogue: 0,0:00:51.46,0:00:54.11,Default,,0000,0000,0000,,a couple of days before the actual exam Dialogue: 0,0:00:54.11,0:00:57.65,Default,,0000,0000,0000,,or perhaps a couple of hours before the actual exam Dialogue: 0,0:00:57.65,0:00:59.65,Default,,0000,0000,0000,,once the exam is over Dialogue: 0,0:00:59.65,0:01:02.95,Default,,0000,0000,0000,,there is no need to keep all that information. Dialogue: 0,0:01:02.95,0:01:07.27,Default,,0000,0000,0000,,So it is reset next time you go to sleep or do some other activity Dialogue: 0,0:01:07.27,0:01:09.92,Default,,0000,0000,0000,,And this is a problem Dialogue: 0,0:01:09.92,0:01:13.90,Default,,0000,0000,0000,,because if we move on a couple of weeks later Dialogue: 0,0:01:13.90,0:01:15.49,Default,,0000,0000,0000,,we remember practically nothing Dialogue: 0,0:01:15.49,0:01:22.50,Default,,0000,0000,0000,,So basically, all this educational process had no effect on you Dialogue: 0,0:01:27.15,0:01:29.70,Default,,0000,0000,0000,,It will fly out Dialogue: 0,0:01:29.74,0:01:30.59,Default,,0000,0000,0000,,So the problem is Dialogue: 0,0:01:31.63,0:01:34.88,Default,,0000,0000,0000,,IS there a way to come up with a mechanism Dialogue: 0,0:01:34.88,0:01:36.31,Default,,0000,0000,0000,,with an approach to studying Dialogue: 0,0:01:36.88,0:01:37.92,Default,,0000,0000,0000,,which enables us to learn more Dialogue: 0,0:01:39.04,0:01:40.67,Default,,0000,0000,0000,,just by attending classes? Dialogue: 0,0:01:41.00,0:01:42.46,Default,,0000,0000,0000,,So that we have to spend less time Dialogue: 0,0:01:43.34,0:01:44.88,Default,,0000,0000,0000,,reviewing the material afterwards Dialogue: 0,0:01:44.92,0:01:46.20,Default,,0000,0000,0000,,for example, before the exam Dialogue: 0,0:01:46.20,0:01:50.18,Default,,0000,0000,0000,,or on one day when we have to apply the knowledge Dialogue: 0,0:01:50.21,0:01:52.83,Default,,0000,0000,0000,,in some real world tasks. Dialogue: 0,0:01:58.67,0:02:02.44,Default,,0000,0000,0000,,a result which is the one shown on the other chart Dialogue: 0,0:02:02.58,0:02:05.03,Default,,0000,0000,0000,,Like this one Dialogue: 0,0:02:06.93,0:02:07.75,Default,,0000,0000,0000,,As you can see Dialogue: 0,0:02:07.79,0:02:13.02,Default,,0000,0000,0000,,one can learn as the course progresses Dialogue: 0,0:02:13.05,0:02:16.15,Default,,0000,0000,0000,,and before the exam there is not much that has to be done Dialogue: 0,0:02:16.18,0:02:18.64,Default,,0000,0000,0000,,And even after the exam, you do forget a couple of things Dialogue: 0,0:02:18.67,0:02:21.56,Default,,0000,0000,0000,,but the stuff just stays in your mind. Dialogue: 0,0:02:21.60,0:02:23.62,Default,,0000,0000,0000,,This is the effect I am trying to achieve. Dialogue: 0,0:02:23.65,0:02:28.94,Default,,0000,0000,0000,,And this whole presentation will be based on 3 basic things Dialogue: 0,0:02:28.98,0:02:33.67,Default,,0000,0000,0000,,One of them is my campaign against rote learning. Dialogue: 0,0:02:33.71,0:02:35.85,Default,,0000,0000,0000,,Who knows what rote learning is? Dialogue: 0,0:02:35.89,0:02:38.54,Default,,0000,0000,0000,,[studying by heart?] Dialogue: 0,0:02:38.57,0:02:41.07,Default,,0000,0000,0000,,Speak a little bit louder. Dialogue: 0,0:02:41.10,0:02:41.97,Default,,0000,0000,0000,,- Studying by heart? Dialogue: 0,0:02:42.00,0:02:44.27,Default,,0000,0000,0000,,Ah, yeah - studying by heart Dialogue: 0,0:02:44.31,0:02:49.27,Default,,0000,0000,0000,,but it's... it sounds too nice when you say "studying by heart" Dialogue: 0,0:02:49.31,0:02:51.08,Default,,0000,0000,0000,,"Rote learning" means "A zubri" Dialogue: 0,0:02:51.08,0:02:53.30,Default,,0000,0000,0000,,When you just copy/paste stuff Dialogue: 0,0:02:53.33,0:02:56.65,Default,,0000,0000,0000,,from your input source Dialogue: 0,0:02:56.68,0:02:58.81,Default,,0000,0000,0000,,somehow paste it into your brain Dialogue: 0,0:02:58.99,0:03:02.14,Default,,0000,0000,0000,,and then, until the next reboot it stays there Dialogue: 0,0:03:02.23,0:03:03.21,Default,,0000,0000,0000,,but after the next restart Dialogue: 0,0:03:05.72,0:03:07.34,Default,,0000,0000,0000,,So this is rote learning. Dialogue: 0,0:03:07.52,0:03:11.15,Default,,0000,0000,0000,,I'm going to tell you a short story Dialogue: 0,0:03:11.18,0:03:13.19,Default,,0000,0000,0000,,from my school days Dialogue: 0,0:03:13.54,0:03:14.81,Default,,0000,0000,0000,,once we had a geography class, Dialogue: 0,0:03:15.47,0:03:20.56,Default,,0000,0000,0000,,on the first of September, or probably the second - "day #2" Dialogue: 0,0:03:20.69,0:03:25.03,Default,,0000,0000,0000,,the teacher asked a girl to talk about the homework Dialogue: 0,0:03:25.65,0:03:28.09,Default,,0000,0000,0000,,... so it probably wasn't the 1st of September Dialogue: 0,0:03:28.19,0:03:29.15,Default,,0000,0000,0000,,because there would be no homework. Dialogue: 0,0:03:30.39,0:03:31.97,Default,,0000,0000,0000,,And she was one of those types who Dialogue: 0,0:03:32.26,0:03:35.16,Default,,0000,0000,0000,,read things without understanding them Dialogue: 0,0:03:35.49,0:03:40.08,Default,,0000,0000,0000,,and she started her presentation with Dialogue: 0,0:03:39.94,0:03:43.96,Default,,0000,0000,0000,,"Copii, anul acesta noi vom studia .........." Dialogue: 0,0:03:44.85,0:03:45.91,Default,,0000,0000,0000,,You know what the problem is? Dialogue: 0,0:03:45.94,0:03:48.06,Default,,0000,0000,0000,,The problem is that in my entire class Dialogue: 0,0:03:48.10,0:03:51.11,Default,,0000,0000,0000,,only me and about 2 or 3 people were Dialogue: 0,0:03:51.14,0:03:53.33,Default,,0000,0000,0000,,trying not to laugh their heads off. Dialogue: 0,0:03:53.36,0:03:55.09,Default,,0000,0000,0000,,Everybody else acted as if that's OK Dialogue: 0,0:03:55.12,0:04:01.46,Default,,0000,0000,0000,,for somebody to just read the stuff and just tell it exactly as written in the book Dialogue: 0,0:04:01.49,0:04:05.98,Default,,0000,0000,0000,,with all the commas, dashes and punctuation marks. Dialogue: 0,0:04:05.98,0:04:08.34,Default,,0000,0000,0000,,So that's a problem. Dialogue: 0,0:04:08.34,0:04:10.73,Default,,0000,0000,0000,,Why is that a problem? Dialogue: 0,0:04:10.74,0:04:15.62,Default,,0000,0000,0000,,It's a problem because our brain cannot memorize things, unless they are understood. Dialogue: 0,0:04:15.62,0:04:23.52,Default,,0000,0000,0000,,So without understanding, there is no way to memorize things in an efficient way Dialogue: 0,0:04:23.52,0:04:25.38,Default,,0000,0000,0000,,the best you can do that way, is\N//BEEP: repetition of "way" Dialogue: 0,0:04:27.32,0:04:29.14,Default,,0000,0000,0000,,stuff it in your mind for a while Dialogue: 0,0:04:30.62,0:04:32.69,Default,,0000,0000,0000,,and then forget it, after a while Dialogue: 0,0:04:32.75,0:04:33.77,Default,,0000,0000,0000,,after a short while Dialogue: 0,0:04:33.95,0:04:38.04,Default,,0000,0000,0000,,another disadvantage is that you cannot apply that knowledge Dialogue: 0,0:04:38.07,0:04:39.60,Default,,0000,0000,0000,,because you have no idea how it fits Dialogue: 0,0:04:39.63,0:04:42.59,Default,,0000,0000,0000,,with the real world, and how it can be Dialogue: 0,0:04:42.63,0:04:47.20,Default,,0000,0000,0000,,applied in use cases which occur on a daily basis Dialogue: 0,0:04:49.73,0:04:51.19,Default,,0000,0000,0000,,we probably need to open more windows Dialogue: 0,0:04:51.23,0:04:53.69,Default,,0000,0000,0000,,it doesn't know where the exit is. Dialogue: 0,0:04:55.49,0:04:59.96,Default,,0000,0000,0000,,Why does rote learning take place? Dialogue: 0,0:04:59.97,0:05:02.12,Default,,0000,0000,0000,,What do you think? Dialogue: 0,0:05:03.32,0:05:05.66,Default,,0000,0000,0000,,- Sometimes it's a requirement Dialogue: 0,0:05:05.66,0:05:06.97,Default,,0000,0000,0000,,Sometimes it's what? Dialogue: 0,0:05:06.97,0:05:09.17,Default,,0000,0000,0000,,- A requirement Dialogue: 0,0:05:10.17,0:05:14.94,Default,,0000,0000,0000,,- Well, ... //inaudible? request timed out(?) Dialogue: 0,0:05:16.12,0:05:18.63,Default,,0000,0000,0000,,OK, other opinions? You had something to say Dialogue: 0,0:05:18.66,0:05:20.95,Default,,0000,0000,0000,,- It depends on what you are doing, Dialogue: 0,0:05:31.88,0:05:32.42,Default,,0000,0000,0000,,but it's something that's ... Dialogue: 0,0:05:39.71,0:05:45.57,Default,,0000,0000,0000,,but why are we in a situation that we need it Dialogue: 0,0:05:45.60,0:05:46.41,Default,,0000,0000,0000,,in such a form, rather than in the form of well understood data? Dialogue: 0,0:05:46.41,0:05:48.13,Default,,0000,0000,0000,,- Well, sometimes it happens that people Dialogue: 0,0:05:48.13,0:05:53.34,Default,,0000,0000,0000,,don't have any interest in studying a certain course, so Dialogue: 0,0:05:53.34,0:06:00.17,Default,,0000,0000,0000,,I will rather learn it by heart than understand and put some more effort... Dialogue: 0,0:06:00.17,0:06:05.74,Default,,0000,0000,0000,,- ... Because of the large amount of information we have to study Dialogue: 0,0:06:05.74,0:06:08.42,Default,,0000,0000,0000,,in a short period of time Dialogue: 0,0:06:08.42,0:06:17.09,Default,,0000,0000,0000,,- Also there are situations in which the teachers request students to know all the material by heart Dialogue: 0,0:06:17.09,0:06:23.20,Default,,0000,0000,0000,,you may wish to say it your way, but Dialogue: 0,0:06:23.24,0:06:30.91,Default,,0000,0000,0000,, if you wish to pass the test you have to learn it by heart Dialogue: 0,0:06:30.91,0:06:34.55,Default,,0000,0000,0000,,Sometimes we need just the mark, Dialogue: 0,0:06:34.55,0:06:36.94,Default,,0000,0000,0000,,not the knowledge. Dialogue: 0,0:06:36.94,0:06:39.68,Default,,0000,0000,0000,,OK, so let's try to write that down Dialogue: 0,0:06:39.69,0:06:43.21,Default,,0000,0000,0000,,and use that information later Dialogue: 0,0:06:43.21,0:06:47.30,Default,,0000,0000,0000,,So, we have the problem of rote learning Dialogue: 0,0:06:47.30,0:06:55.38,Default,,0000,0000,0000,,There are several causes. Some of them Dialogue: 0,0:06:55.38,0:06:58.73,Default,,0000,0000,0000,,are caused by us - students; Dialogue: 0,0:06:58.73,0:07:04.47,Default,,0000,0000,0000,,For example, somebody said Dialogue: 0,0:07:04.47,0:07:06.51,Default,,0000,0000,0000,,that we don't need that knowledge Dialogue: 0,0:07:06.51,0:07:08.20,Default,,0000,0000,0000,,Right? Somebody said that Dialogue: 0,0:07:08.20,0:07:12.21,Default,,0000,0000,0000,,But let's think about "not needing that knowledge". Dialogue: 0,0:07:12.21,0:07:14.55,Default,,0000,0000,0000,,If you came to the Technical University Dialogue: 0,0:07:14.55,0:07:18.13,Default,,0000,0000,0000,,and some very wise people chose a series of courses for you, Dialogue: 0,0:07:18.13,0:07:20.34,Default,,0000,0000,0000,,why would you not need that knowledge? Dialogue: 0,0:07:20.34,0:07:23.58,Default,,0000,0000,0000,,It means that you are in the wrong place. Dialogue: 0,0:07:23.58,0:07:25.41,Default,,0000,0000,0000,,Probably the Technical University because Dialogue: 0,0:07:25.41,0:07:28.31,Default,,0000,0000,0000,,it was free, or because it was the nearest to your house Dialogue: 0,0:07:28.32,0:07:31.19,Default,,0000,0000,0000,,or that's where your uncle works Dialogue: 0,0:07:31.19,0:07:33.16,Default,,0000,0000,0000,,and you thought you would get some "discounts" every now and then Dialogue: 0,0:07:33.16,0:07:35.39,Default,,0000,0000,0000,,- Or maybe those people aren't so smart Dialogue: 0,0:07:35.39,0:07:39.66,Default,,0000,0000,0000,,Or maybe those people aren't so smart to make the right choices for themselves Dialogue: 0,0:07:39.69,0:07:44.30,Default,,0000,0000,0000,,So let's not yet blame it on teachers and the system Dialogue: 0,0:07:44.30,0:07:46.01,Default,,0000,0000,0000,,Sometimes the problem is within ourselves Dialogue: 0,0:07:46.01,0:07:49.73,Default,,0000,0000,0000,,Sometimes, the problem is in teachers Dialogue: 0,0:07:49.74,0:07:54.38,Default,,0000,0000,0000,,[most of the times] Dialogue: 0,0:07:54.38,0:07:56.26,Default,,0000,0000,0000,,Somebody said "most of the teachers"? Dialogue: 0,0:07:56.26,0:07:57.26,Default,,0000,0000,0000,,- Most of the times Dialogue: 0,0:07:57.26,0:07:58.61,Default,,0000,0000,0000,,Ah, most of the times. Dialogue: 0,0:07:58.65,0:08:01.93,Default,,0000,0000,0000,,I can't say whether it's "most of the times" or not, Dialogue: 0,0:08:01.93,0:08:05.28,Default,,0000,0000,0000,,but it is quite a NOT rare phenomenon. Dialogue: 0,0:08:05.28,0:08:09.99,Default,,0000,0000,0000,,Why are teachers causing us to do rote learning? Dialogue: 0,0:08:09.99,0:08:14.12,Default,,0000,0000,0000,,One problem is with how they evaluate our knowledge Dialogue: 0,0:08:14.12,0:08:18.48,Default,,0000,0000,0000,,For example, instead of verifying whether we understand the underlying principles, Dialogue: 0,0:08:18.49,0:08:23.99,Default,,0000,0000,0000,,they keep asking us about constants, mathematical formula, and other stuff Dialogue: 0,0:08:23.99,0:08:28.32,Default,,0000,0000,0000,,which anybody can find just by opening the nearest notebook Dialogue: 0,0:08:28.32,0:08:31.67,Default,,0000,0000,0000,,and finding it there. Dialogue: 0,0:08:31.67,0:08:34.61,Default,,0000,0000,0000,,So the problem is in how they evaluate the quality of our knowledge Dialogue: 0,0:08:34.61,0:08:38.45,Default,,0000,0000,0000,,Those of you who are teachers, or who plan to be teachers Dialogue: 0,0:08:38.45,0:08:39.45,Default,,0000,0000,0000,,should take that into account, because it is quite often the fault of the teacher Dialogue: 0,0:08:39.45,0:08:48.81,Default,,0000,0000,0000,,that students, even if they are in the right place, they may sometimes find themselves Dialogue: 0,0:08:52.93,0:08:54.33,Default,,0000,0000,0000,,because there is too much pressure, Dialogue: 0,0:08:54.37,0:08:58.77,Default,,0000,0000,0000,,and the teacher verifies the works by comparing exactly, word by word, Dialogue: 0,0:08:58.80,0:09:02.27,Default,,0000,0000,0000,,the difference between the student's work Dialogue: 0,0:09:02.27,0:09:05.45,Default,,0000,0000,0000,,and the lecture notes which were given in class. Dialogue: 0,0:09:05.45,0:09:11.89,Default,,0000,0000,0000,,And finally, the problem is in the system itself. Dialogue: 0,0:09:11.89,0:09:18.70,Default,,0000,0000,0000,,Who can tell me how the system is bad for us? Dialogue: 0,0:09:18.70,0:09:25.17,Default,,0000,0000,0000,,- It's not updated for a long period of time Dialogue: 0,0:09:25.17,0:09:26.35,Default,,0000,0000,0000,,- For ages Dialogue: 0,0:09:26.35,0:09:33.26,Default,,0000,0000,0000,,- We were studying last year a subject, and it was Dialogue: 0,0:09:33.26,0:09:37.40,Default,,0000,0000,0000,,delivered to us from books Dialogue: 0,0:09:37.40,0:09:40.92,Default,,0000,0000,0000,,printed in '79 //Note: today is 2009 Dialogue: 0,0:09:40.92,0:09:43.79,Default,,0000,0000,0000,,OK, that's one thing - the system is not up to date Dialogue: 0,0:09:43.79,0:10:37.21,Default,,0000,0000,0000,,- Dialogue: 0,0:10:37.21,0:10:43.04,Default,,0000,0000,0000,,So the general idea is that you don't really have to attend university lectures Dialogue: 0,0:10:43.07,0:10:44.88,Default,,0000,0000,0000,,because you can find most of the stuff on the Internet, and so on Dialogue: 0,0:10:44.88,0:10:48.90,Default,,0000,0000,0000,,It's a very simplified version of your statement Dialogue: 0,0:10:48.94,0:10:54.04,Default,,0000,0000,0000,,Anybody else? Other ideas? Dialogue: 0,0:10:54.97,0:10:58.70,Default,,0000,0000,0000,,- Maybe the system is based on achieving grades, not achieving learning. Dialogue: 0,0:10:58.70,0:11:00.77,Default,,0000,0000,0000,,Exactly, this is what I was hoping to hear. Dialogue: 0,0:11:00.77,0:11:05.14,Default,,0000,0000,0000,,The problem with our system is that it's aiming Dialogue: 0,0:11:05.14,0:11:07.41,Default,,0000,0000,0000,,to get at the output Dialogue: 0,0:11:07.41,0:11:10.01,Default,,0000,0000,0000,,a larger number of people with higher grades Dialogue: 0,0:11:10.01,0:11:13.74,Default,,0000,0000,0000,,rather than a larger number of people with better knowledge Dialogue: 0,0:11:13.75,0:11:17.19,Default,,0000,0000,0000,,Why is that happening? Because Dialogue: 0,0:11:17.19,0:11:20.67,Default,,0000,0000,0000,,if the government, for example, notices that Dialogue: 0,0:11:20.67,0:11:24.40,Default,,0000,0000,0000,,from this university, the graduates aren't very bright Dialogue: 0,0:11:24.41,0:11:26.77,Default,,0000,0000,0000,,they may decide to cut funding, Dialogue: 0,0:11:26.77,0:11:31.30,Default,,0000,0000,0000,,to reduce the number of students who can enroll this university, Dialogue: 0,0:11:31.31,0:11:35.10,Default,,0000,0000,0000,,or they can even decide not to accredit the university, and so on. Dialogue: 0,0:11:35.10,0:11:41.48,Default,,0000,0000,0000,,It is in the best interests of our leadership to keep this university afloat Dialogue: 0,0:11:41.48,0:11:45.62,Default,,0000,0000,0000,,and they can do that by creating a nice image of the university Dialogue: 0,0:11:45.62,0:11:53.70,Default,,0000,0000,0000,,and that image is created by pretending that all the graduates here are super-hackers and geniuses. Dialogue: 0,0:11:53.70,0:11:59.61,Default,,0000,0000,0000,,So the problem is that they place a greater emphasis Dialogue: 0,0:11:59.61,0:12:02.51,Default,,0000,0000,0000,,on marks, rather an on knowledge. Dialogue: 0,0:12:02.51,0:12:07.92,Default,,0000,0000,0000,,So basically, this is what I have to say about rote learning Dialogue: 0,0:12:07.92,0:12:11.44,Default,,0000,0000,0000,,You have to discourage that, and you have to counter the teachers who Dialogue: 0,0:12:11.44,0:12:14.39,Default,,0000,0000,0000,,force you to enter into "rote learning" mode. Dialogue: 0,0:12:14.39,0:12:18.58,Default,,0000,0000,0000,,There are teachers who Dialogue: 0,0:12:18.58,0:12:23.42,Default,,0000,0000,0000,,"punish" you during class if they see that you're not writing Dialogue: 0,0:12:23.42,0:12:26.54,Default,,0000,0000,0000,,or they can "punish" you Dialogue: 0,0:12:26.54,0:12:32.96,Default,,0000,0000,0000,,if during the evaluations you write something slightly different from what they told you in class Dialogue: 0,0:12:32.96,0:12:35.42,Default,,0000,0000,0000,,This is not good. Dialogue: 0,0:12:35.42,0:12:39.21,Default,,0000,0000,0000,,And unless you open your mouth and say "hey, I disagree" Dialogue: 0,0:12:39.21,0:12:44.06,Default,,0000,0000,0000,,nothing is going to happen and the teachers will continue promoting their own agenda. Dialogue: 0,0:12:44.06,0:12:48.09,Default,,0000,0000,0000,,Why they may wish to do so? Dialogue: 0,0:12:48.09,0:12:52.65,Default,,0000,0000,0000,,For a teacher, who is also a human, therefore - lazy Dialogue: 0,0:12:52.68,0:12:54.28,Default,,0000,0000,0000,,it's easier to verify works if they are Dialogue: 0,0:12:54.29,0:12:55.29,Default,,0000,0000,0000,,all one alike Dialogue: 0,0:12:55.29,0:13:00.59,Default,,0000,0000,0000,,and if they are very close to what the teacher said in class Dialogue: 0,0:13:00.59,0:13:05.35,Default,,0000,0000,0000,,they can verify the works in.. I don't know.. one day? Dialogue: 0,0:13:05.35,0:13:06.72,Default,,0000,0000,0000,,or perhaps a few hours Dialogue: 0,0:13:06.72,0:13:11.57,Default,,0000,0000,0000,,but if you allow students... give them the freedom to express themselves Dialogue: 0,0:13:11.57,0:13:15.22,Default,,0000,0000,0000,,in different ways, then it means much more work for the teacher Dialogue: 0,0:13:15.22,0:13:18.25,Default,,0000,0000,0000,,because they have to actualyl think about what the student wrote Dialogue: 0,0:13:18.25,0:13:20.22,Default,,0000,0000,0000,,and that's a problem for lazy people. Dialogue: 0,0:13:20.22,0:13:23.78,Default,,0000,0000,0000,,Therefore, if you encounter such teachers, Dialogue: 0,0:13:23.78,0:13:27.25,Default,,0000,0000,0000,,please, for your own goodness, Dialogue: 0,0:13:27.25,0:13:31.53,Default,,0000,0000,0000,,don't be afraid to say that you are against their policies Dialogue: 0,0:13:31.53,0:13:40.60,Default,,0000,0000,0000,,A teacher who is not incompetent won't mind when you criticize their work Dialogue: 0,0:13:40.60,0:13:42.40,Default,,0000,0000,0000,,in a constructive way. Dialogue: 0,0:13:42.40,0:13:52.17,Default,,0000,0000,0000,,As you know, I told you initially that Dialogue: 0,0:13:52.20,0:13:56.45,Default,,0000,0000,0000,,our brain cannot memorize details Dialogue: 0,0:13:56.49,0:13:59.12,Default,,0000,0000,0000,,unless we understand them. Dialogue: 0,0:13:59.12,0:14:03.07,Default,,0000,0000,0000,,how do you know whether you can... Dialogue: 0,0:14:03.07,0:14:04.41,Default,,0000,0000,0000,,whether you understood, Dialogue: 0,0:14:04.41,0:14:05.74,Default,,0000,0000,0000,,what you have just heard, or not? Dialogue: 0,0:14:05.74,0:14:09.17,Default,,0000,0000,0000,,we have to come up with some self-tests Dialogue: 0,0:14:09.17,0:14:13.87,Default,,0000,0000,0000,,some assessment mechanisms, so that you can figure out that Dialogue: 0,0:14:13.87,0:14:14.87,Default,,0000,0000,0000,,"yeah, I understood this" or Dialogue: 0,0:14:14.87,0:14:16.16,Default,,0000,0000,0000,,"No, I haven't understood", and then I Dialogue: 0,0:14:16.16,0:14:18.87,Default,,0000,0000,0000,,ask the teacher again, or consult my colleagues Dialogue: 0,0:14:18.87,0:14:22.34,Default,,0000,0000,0000,,or look for alternative sources of info Dialogue: 0,0:14:22.35,0:14:27.27,Default,,0000,0000,0000,,Imagine that all the knowledge that comes towards us Dialogue: 0,0:14:27.27,0:14:31.64,Default,,0000,0000,0000,,is one huge picture that we have to build Dialogue: 0,0:14:31.65,0:14:34.23,Default,,0000,0000,0000,,but of course, the picture doesn't come to us on a plate Dialogue: 0,0:14:34.23,0:14:36.76,Default,,0000,0000,0000,,in a properly assembled form Dialogue: 0,0:14:36.76,0:14:39.32,Default,,0000,0000,0000,,it's always split into little pieces Dialogue: 0,0:14:39.32,0:14:42.35,Default,,0000,0000,0000,,like a puzzle Dialogue: 0,0:14:42.35,0:14:46.36,Default,,0000,0000,0000,,whenever you learn something new Dialogue: 0,0:14:46.37,0:14:47.37,Default,,0000,0000,0000,,you have to think about it Dialogue: 0,0:14:47.37,0:14:51.62,Default,,0000,0000,0000,,Imagine that you have just learned this Dialogue: 0,0:14:51.62,0:14:56.54,Default,,0000,0000,0000,,You don't have to keep this outside the context of all your current knowledge Dialogue: 0,0:14:56.54,0:15:05.20,Default,,0000,0000,0000,,Think about how this piece fits with all the other knowledge you have Dialogue: 0,0:15:04.60,0:15:07.57,Default,,0000,0000,0000,,"How does this piece fit into the picture?" Dialogue: 0,0:15:07.57,0:15:11.62,Default,,0000,0000,0000,,Then it is most likely that you haven't understood what you were just told Dialogue: 0,0:15:11.62,0:15:14.67,Default,,0000,0000,0000,,So, whenever you get some new input Dialogue: 0,0:15:14.67,0:15:18.34,Default,,0000,0000,0000,,use this method as a self-test Dialogue: 0,0:15:18.34,0:15:21.42,Default,,0000,0000,0000,,to verify whether you understood something or not Dialogue: 0,0:15:21.51,0:15:26.84,Default,,0000,0000,0000,,There are other ways to answer that question Dialogue: 0,0:15:26.87,0:15:28.61,Default,,0000,0000,0000,,"Did I understand or did I not undestand?" Dialogue: 0,0:15:28.64,0:15:32.92,Default,,0000,0000,0000,,For example, in difference sciences Dialogue: 0,0:15:32.95,0:15:34.78,Default,,0000,0000,0000,,we have different ways to express the same thing Dialogue: 0,0:15:34.82,0:15:36.00,Default,,0000,0000,0000,,For example, Dialogue: 0,0:15:36.00,0:15:41.90,Default,,0000,0000,0000,,Let's say we are studying mathematics Dialogue: 0,0:15:41.90,0:15:43.44,Default,,0000,0000,0000,,and the topic of integrals Dialogue: 0,0:15:43.44,0:15:50.39,Default,,0000,0000,0000,,and our idea here is to maximize the amount of knowledge that we retain Dialogue: 0,0:15:50.43,0:15:54.14,Default,,0000,0000,0000,,How can we express that in mathematical terms? Dialogue: 0,0:15:54.14,0:15:56.83,Default,,0000,0000,0000,,Who is good at mathematics? {bug} Dialogue: 0,0:15:56.83,0:16:10.64,Default,,0000,0000,0000,,I've heard about derivatives, Dialogue: 0,0:16:10.64,0:16:12.11,Default,,0000,0000,0000,,but I think it's not the case Dialogue: 0,0:16:12.11,0:16:14.85,Default,,0000,0000,0000,,Maybe somebody else has a different opinion? Dialogue: 0,0:16:15.08,0:16:18.89,Default,,0000,0000,0000,,- square root\N- Square roots... functions... Dialogue: 0,0:16:18.92,0:16:22.02,Default,,0000,0000,0000,,Ok, what about this? Dialogue: 0,0:16:33.55,0:16:34.56,Default,,0000,0000,0000,,f(learning) Dialogue: 0,0:16:38.34,0:16:39.81,Default,,0000,0000,0000,,d(x) Dialogue: 0,0:16:41.10,0:16:42.96,Default,,0000,0000,0000,,Yeah, I didn't say I was good at mathematics Dialogue: 0,0:16:42.96,0:16:46.17,Default,,0000,0000,0000,,Hold on.. but there is no x in here Dialogue: 0,0:16:52.11,0:16:53.84,Default,,0000,0000,0000,,So what does the integral tell us? Who knows? Dialogue: 0,0:16:53.84,0:16:54.84,Default,,0000,0000,0000,,- The area {bug} Dialogue: 0,0:16:54.84,0:17:02.32,Default,,0000,0000,0000,,The area of the thing underneath this graph Dialogue: 0,0:17:02.32,0:17:05.08,Default,,0000,0000,0000,,The bigger this thing is, Dialogue: 0,0:17:05.08,0:17:06.54,Default,,0000,0000,0000,,the more knowledge we have Dialogue: 0,0:17:06.54,0:17:08.64,Default,,0000,0000,0000,,And naturally... Dialogue: 0,0:17:08.64,0:17:12.07,Default,,0000,0000,0000,,It is of reason to say that if this integral... the bigger it is Dialogue: 0,0:17:12.07,0:17:14.22,Default,,0000,0000,0000,,the better the learning process is Dialogue: 0,0:17:14.23,0:17:17.21,Default,,0000,0000,0000,,This is just a simple example that shows us Dialogue: 0,0:17:17.21,0:17:21.97,Default,,0000,0000,0000,,How the previous knowledge we've learned somewhere in {?} high-school Dialogue: 0,0:17:21.97,0:17:22.86,Default,,0000,0000,0000,,about integrals Dialogue: 0,0:17:22.86,0:17:26.01,Default,,0000,0000,0000,,can be applied in a real world case Dialogue: 0,0:17:26.01,0:17:31.20,Default,,0000,0000,0000,,You can say that you have understood something Dialogue: 0,0:17:31.20,0:17:36.30,Default,,0000,0000,0000,,If you were able to remember some previously harvested knowledge Dialogue: 0,0:17:36.31,0:17:40.32,Default,,0000,0000,0000,,and say "Hey! this is how I can use that knowledge!" Dialogue: 0,0:17:41.19,0:17:41.80,Default,,0000,0000,0000,,As simple as that Dialogue: 0,0:17:41.83,0:17:43.13,Default,,0000,0000,0000,,Did it make sense? Dialogue: 0,0:17:46.03,0:17:48.56,Default,,0000,0000,0000,,I didn't hear somebody saying "yes" Dialogue: 0,0:17:48.59,0:17:51.10,Default,,0000,0000,0000,,So I'm gonna ask you Dialogue: 0,0:17:51.15,0:17:52.52,Default,,0000,0000,0000,,Did it make sense? Dialogue: 0,0:17:52.56,0:17:58.32,Default,,0000,0000,0000,,Did it make sense? Dialogue: 0,0:17:58.36,0:18:00.00,Default,,0000,0000,0000,,No Dialogue: 0,0:18:01.97,0:18:04.04,Default,,0000,0000,0000,,- I dont know\N- You don't know.. Dialogue: 0,0:18:04.04,0:18:08.06,Default,,0000,0000,0000,,The question was Dialogue: 0,0:18:08.06,0:18:10.93,Default,,0000,0000,0000,,"How to verify if somebody understood something?" Dialogue: 0,0:18:10.93,0:18:12.30,Default,,0000,0000,0000,,and you ask yourselves Dialogue: 0,0:18:12.31,0:18:16.99,Default,,0000,0000,0000,,"Does that knowledge fit into the general picture?" Dialogue: 0,0:18:16.99,0:18:19.03,Default,,0000,0000,0000,,And in his case, it didn't fit Dialogue: 0,0:18:19.04,0:18:25.42,Default,,0000,0000,0000,,We can make an educated guess and predict that he didn't understand what we have just discussed Dialogue: 0,0:18:25.42,0:18:27.88,Default,,0000,0000,0000,,What should we do in this case? Dialogue: 0,0:18:27.88,0:18:30.10,Default,,0000,0000,0000,,Generate some ideas Dialogue: 0,0:18:30.10,0:18:35.46,Default,,0000,0000,0000,,Whom do I ask...\NYeah, the lady in the back Dialogue: 0,0:18:53.04,0:18:57.88,Default,,0000,0000,0000,,If we know that we didn't understand what was discussed, what can we do Dialogue: 0,0:18:57.88,0:18:58.72,Default,,0000,0000,0000,,to fix the problem? Dialogue: 0,0:18:58.72,0:19:13.32,Default,,0000,0000,0000,,- We should try to use another method Dialogue: 0,0:19:13.32,0:19:19.32,Default,,0000,0000,0000,,Another method of explaining, anybody else? Dialogue: 0,0:19:19.32,0:19:20.32,Default,,0000,0000,0000,,{inaudible} Dialogue: 0,0:19:19.32,0:19:38.16,Default,,0000,0000,0000,,- Or maybe they didn't understand the question? Dialogue: 0,0:19:38.19,0:19:44.98,Default,,0000,0000,0000,,- Or try to associate this new information with some of his own experience and knowledge Dialogue: 0,0:19:44.98,0:19:48.26,Default,,0000,0000,0000,,to make an association... Dialogue: 0,0:19:48.26,0:19:58.34,Default,,0000,0000,0000,,- We should try to find {?} Dialogue: 0,0:19:59.72,0:20:01.33,Default,,0000,0000,0000,,But first, what's the first thing that we do? Dialogue: 0,0:20:01.33,0:20:04.97,Default,,0000,0000,0000,,Before we apply any of those things you have just suggested Dialogue: 0,0:20:04.97,0:20:07.06,Default,,0000,0000,0000,,- Ask the {?} Dialogue: 0,0:20:07.06,0:20:09.99,Default,,0000,0000,0000,,OK, the keyword here is "ask" Dialogue: 0,0:20:09.99,0:20:12.46,Default,,0000,0000,0000,,because if you don't ask, there is no way to find out Dialogue: 0,0:20:12.46,0:20:18.35,Default,,0000,0000,0000,,It's not a shame to ask, it's a shame not to ask Dialogue: 0,0:20:18.35,0:20:22.61,Default,,0000,0000,0000,,Because if you don't ask, you remain in the dark Dialogue: 0,0:20:22.61,0:20:31.29,Default,,0000,0000,0000,,The problem with people is that we often think about what other people think Dialogue: 0,0:20:31.29,0:20:35.20,Default,,0000,0000,0000,,For example "what would my colleagues say if I said I didn't understand?" Dialogue: 0,0:20:35.20,0:20:39.09,Default,,0000,0000,0000,,Or "what would the teacher think about me if I said I didn't understand?" Dialogue: 0,0:20:39.09,0:20:47.48,Default,,0000,0000,0000,,We don't come to the university to build a ficti[ti]ous image of a flawless person Dialogue: 0,0:20:47.48,0:20:50.52,Default,,0000,0000,0000,,We come to the university to gather knowledge Dialogue: 0,0:20:50.52,0:20:56.89,Default,,0000,0000,0000,,So basically, the element of fear is something that works against us Dialogue: 0,0:20:56.89,0:20:59.93,Default,,0000,0000,0000,,Therefore I encourage you to Dialogue: 0,0:20:59.94,0:21:02.65,Default,,0000,0000,0000,,ask questions if something isn't clear Dialogue: 0,0:21:02.66,0:21:05.85,Default,,0000,0000,0000,,I know that there are some teachers who say Dialogue: 0,0:21:05.85,0:21:07.06,Default,,0000,0000,0000,,"Never interrupt me in class!" Dialogue: 0,0:21:07.06,0:21:09.42,Default,,0000,0000,0000,,or "Don't dare interrupt me in class!", or Dialogue: 0,0:21:09.42,0:21:11.24,Default,,0000,0000,0000,,"Only ask questions in the end!", or Dialogue: 0,0:21:11.24,0:21:14.04,Default,,0000,0000,0000,,"Only ask questions when I say "go ahead and ask questions"" Dialogue: 0,0:21:14.04,0:21:19.99,Default,,0000,0000,0000,,But...\NOK, maybe if the teacher is a genius who Dialogue: 0,0:21:19.99,0:21:23.35,Default,,0000,0000,0000,,cannot concentrate if...\Nif they are being disrupted Dialogue: 0,0:21:23.35,0:21:24.71,Default,,0000,0000,0000,,we can make an exception Dialogue: 0,0:21:24.71,0:21:25.79,Default,,0000,0000,0000,,But generally, teachers are Dialogue: 0,0:21:25.79,0:21:27.49,Default,,0000,0000,0000,,humans, just like you are Dialogue: 0,0:21:27.49,0:21:29.47,Default,,0000,0000,0000,,they have kids at home, Dialogue: 0,0:21:29.47,0:21:31.34,Default,,0000,0000,0000,,probably of your age, and they have Dialogue: 0,0:21:31.34,0:21:33.66,Default,,0000,0000,0000,,absolutely no problem with dealing with questions Dialogue: 0,0:21:33.66,0:21:38.35,Default,,0000,0000,0000,,Therefore, you should never be afraid to ask questions Dialogue: 0,0:21:38.35,0:21:45.41,Default,,0000,0000,0000,,If you don't ask a question, then that's the first step towards not understanding Dialogue: 0,0:21:45.41,0:21:46.70,Default,,0000,0000,0000,,Is that clear? Dialogue: 0,0:21:46.70,0:21:49.24,Default,,0000,0000,0000,,OK, what about his case? Dialogue: 0,0:21:49.25,0:21:52.11,Default,,0000,0000,0000,,It's an interesting problem Dialogue: 0,0:21:52.11,0:21:56.50,Default,,0000,0000,0000,,Because that thing is based on knowledge we were supposed to know Dialogue: 0,0:21:58.17,0:21:59.31,Default,,0000,0000,0000,,5 or 7 years ago? or... Dialogue: 0,0:21:59.31,0:22:01.13,Default,,0000,0000,0000,,If you're in the 3rd year, Dialogue: 0,0:22:01.13,0:22:03.89,Default,,0000,0000,0000,,and we've studied that in the 12th grade in high-schools Dialogue: 0,0:22:03.89,0:22:06.53,Default,,0000,0000,0000,,if you didn't know it back then Dialogue: 0,0:22:06.53,0:22:08.96,Default,,0000,0000,0000,,you have to realize that Dialogue: 0,0:22:08.96,0:22:12.51,Default,,0000,0000,0000,,knowledge is like a...\Nlike a stack Dialogue: 0,0:22:12.55,0:22:15.52,Default,,0000,0000,0000,,of layers of information Dialogue: 0,0:22:15.52,0:22:19.68,Default,,0000,0000,0000,,and if you don't understand the underlying material Dialogue: 0,0:22:19.68,0:22:23.71,Default,,0000,0000,0000,,it's not very likely that you will understand that Dialogue: 0,0:22:23.71,0:22:29.70,Default,,0000,0000,0000,,so that's why it's important to ask questions here Dialogue: 0,0:22:29.70,0:22:32.15,Default,,0000,0000,0000,,For example, if you have a question here, ask it today Dialogue: 0,0:22:32.15,0:22:34.33,Default,,0000,0000,0000,,Not tomorrow, or the day after Dialogue: 0,0:22:34.33,0:22:36.26,Default,,0000,0000,0000,,or three days from now Dialogue: 0,0:22:36.26,0:22:37.36,Default,,0000,0000,0000,,because then it is going to be too late PK [< Ħllwriterightrite.srt1 00:00:00,000 --> 00:00:03,200 To my students and teachers 2 00:00:06,600 --> 00:00:08,000 [I will draw] a little chart 3 00:00:12,140 --> 00:00:15,700 This is "time", this is "knowledge" 4 00:00:17,290 --> 00:00:19,290 And this is the typical situation 5 00:00:20,990 --> 00:00:23,390 In our schools and universities 6 00:00:23,390 --> 00:00:25,180 [normal distribution] 7 00:00:26,400 --> 00:00:28,930 Somebody said something? - Normal distribution 8 00:00:31,120 --> 00:00:33,780 OK, call it a "normal distribution" [note: it looks like one, but is not one] 9 00:00:33,780 --> 00:00:36,170 This is the day when the exam takes place 10 00:00:36,170 --> 00:00:38,460 This is where the course starts 11 00:00:38,460 --> 00:00:41,250 And this is where the learning should be happening 12 00:00:42,100 --> 00:00:43,650 Of course, no learning takes place here 13 00:00:44,340 --> 00:00:47,690 because students are lazy, they have better things to do, and so on 14 00:00:47,690 --> 00:00:51,460 so they always start learning here 15 00:00:51,460 --> 00:00:54,110 a couple of days before the actual exam 16 00:00:54,110 --> 00:00:57,650 or perhaps a couple of hours before the actual exam 17 00:00:57,650 --> 00:00:59,650 once the exam is over 18 00:00:59,650 --> 00:01:02,950 there is no need to keep all that information. 19 00:01:02,950 --> 00:01:07,270 So it is reset next time you go to sleep or do some other activity 20 00:01:07,270 --> 00:01:09,920 And this is a problem 21 00:01:09,920 --> 00:01:13,900 because if we move on a couple of weeks later 22 00:01:13,900 --> 00:01:15,490 we remember practically nothing 23 00:01:15,490 --> 00:01:22,500 So basically, all this educational process had no effect on you 24 00:01:27,150 --> 00:01:29,700 It will fly out 25 00:01:29,740 --> 00:01:30,590 So the problem is 26 00:01:31,630 --> 00:01:34,880 IS there a way to come up with a mechanism 27 00:01:34,880 --> 00:01:36,310 with an approach to studying 28 00:01:36,880 --> 00:01:37,920 which enables us to learn more 29 00:01:39,040 --> 00:01:40,670 just by attending classes? 30 00:01:41,000 --> 00:01:42,460 So that we have to spend less time 31 00:01:43,340 --> 00:01:44,880 reviewing the material afterwards 32 00:01:44,920 --> 00:01:46,200 for example, before the exam 33 00:01:46,200 --> 00:01:50,180 or on one day when we have to apply the knowledge 34 00:01:50,210 --> 00:01:52,830 in some real world tasks. 35 00:01:58,670 --> 00:02:02,440 a result which is the one shown on the other chart 36 00:02:02,580 --> 00:02:05,030 Like this one 37 00:02:06,930 --> 00:02:07,750 As you can see 38 00:02:07,790 --> 00:02:13,020 one can learn as the course progresses 39 00:02:13,050 --> 00:02:16,150 and before the exam there is not much that has to be done 40 00:02:16,180 --> 00:02:18,640 And even after the exam, you do forget a couple of things 41 00:02:18,670 --> 00:02:21,560 but the stuff just stays in your mind. 42 00:02:21,600 --> 00:02:23,620 This is the effect I am trying to achieve. 43 00:02:23,650 --> 00:02:28,940 And this whole presentation will be based on 3 basic things 44 00:02:28,980 --> 00:02:33,670 One of them is my campaign against rote learning. 45 00:02:33,710 --> 00:02:35,850 Who knows what rote learning is? 46 00:02:35,890 --> 00:02:38,540 [studying by heart?] 47 00:02:38,570 --> 00:02:41,070 Speak a little bit louder. 48 00:02:41,100 --> 00:02:41,970 - Studying by heart? 49 00:02:42,000 --> 00:02:44,270 Ah, yeah - studying by heart 50 00:02:44,310 --> 00:02:49,270 but it's... it sounds too nice when you say "studying by heart" 51 00:02:49,310 --> 00:02:51,080 "Rote learning" means "A zubri" 52 00:02:51,080 --> 00:02:53,300 When you just copy/paste stuff 53 00:02:53,330 --> 00:02:56,650 from your input source 54 00:02:56,680 --> 00:02:58,810 somehow paste it into your brain 55 00:02:58,990 --> 00:03:02,140 and then, until the next reboot it stays there 56 00:03:02,230 --> 00:03:03,210 but after the next restart 57 00:03:05,720 --> 00:03:07,340 So this is rote learning. 58 00:03:07,520 --> 00:03:11,150 I'm going to tell you a short story 59 00:03:11,180 --> 00:03:13,190 from my school days 60 00:03:13,540 --> 00:03:14,810 once we had a geography class, 61 00:03:15,470 --> 00:03:20,560 on the first of September, or probably the second - "day #2" 62 00:03:20,690 --> 00:03:25,030 the teacher asked a girl to talk about the homework 63 00:03:25,650 --> 00:03:28,090 ... so it probably wasn't the 1st of September 64 00:03:28,190 --> 00:03:29,150 because there would be no homework. 65 00:03:30,390 --> 00:03:31,970 And she was one of those types who 66 00:03:32,260 --> 00:03:35,160 read things without understanding them 67 00:03:35,490 --> 00:03:40,080 and she started her presentation with 68 00:03:39,940 --> 00:03:43,960 "Copii, anul acesta noi vom studia .........." 69 00:03:44,850 --> 00:03:45,910 You know what the problem is? 70 00:03:45,940 --> 00:03:48,060 The problem is that in my entire class 71 00:03:48,100 --> 00:03:51,110 only me and about 2 or 3 people were 72 00:03:51,140 --> 00:03:53,330 trying not to laugh their heads off. 73 00:03:53,360 --> 00:03:55,090 Everybody else acted as if that's OK 74 00:03:55,120 --> 00:04:01,460 for somebody to just read the stuff and just tell it exactly as written in the book 75 00:04:01,490 --> 00:04:05,980 with all the commas, dashes and punctuation marks. 76 00:04:05,980 --> 00:04:08,340 So that's a problem. 77 00:04:08,340 --> 00:04:10,730 Why is that a problem? 78 00:04:10,740 --> 00:04:15,620 It's a problem because our brain cannot memorize things, unless they are understood. 79 00:04:15,620 --> 00:04:23,520 So without understanding, there is no way to memorize things in an efficient way 80 00:04:23,520 --> 00:04:25,380 the best you can do that way, is //BEEP: repetition of "way" 81 00:04:27,320 --> 00:04:29,140 stuff it in your mind for a while 82 00:04:30,620 --> 00:04:32,690 and then forget it, after a while 83 00:04:32,750 --> 00:04:33,770 after a short while 84 00:04:33,950 --> 00:04:38,040 another disadvantage is that you cannot apply that knowledge 85 00:04:38,070 --> 00:04:39,600 because you have no idea how it fits 86 00:04:39,630 --> 00:04:42,590 with the real world, and how it can be 87 00:04:42,630 --> 00:04:47,200 applied in use cases which occur on a daily basis 88 00:04:49,730 --> 00:04:51,190 we probably need to open more windows 89 00:04:51,230 --> 00:04:53,690 it doesn't know where the exit is. 90 00:04:55,490 --> 00:04:59,960 Why does rote learning take place? 91 00:04:59,970 --> 00:05:02,120 What do you think? 92 00:05:03,320 --> 00:05:05,660 - Sometimes it's a requirement 93 00:05:05,660 --> 00:05:06,970 Sometimes it's what? 94 00:05:06,970 --> 00:05:09,170 - A requirement 95 00:05:10,170 --> 00:05:14,940 - Well, ... //inaudible? request timed out(?) 96 00:05:16,120 --> 00:05:18,630 OK, other opinions? You had something to say 97 00:05:18,660 --> 00:05:20,950 - It depends on what you are doing, 98 00:05:31,880 --> 00:05:32,420 but it's something that's ... 99 00:05:39,710 --> 00:05:45,570 but why are we in a situation that we need it 100 00:05:45,600 --> 00:05:46,410 in such a form, rather than in the form of well understood data? 101 00:05:46,410 --> 00:05:48,130 - Well, sometimes it happens that people 102 00:05:48,130 --> 00:05:53,340 don't have any interest in studying a certain course, so 103 00:05:53,340 --> 00:06:00,170 I will rather learn it by heart than understand and put some more effort... 104 00:06:00,170 --> 00:06:05,740 - ... Because of the large amount of information we have to study 105 00:06:05,740 --> 00:06:08,420 in a short period of time 106 00:06:08,420 --> 00:06:17,090 - Also there are situations in which the teachers request students to know all the material by heart 107 00:06:17,090 --> 00:06:23,200 you may wish to say it your way, but 108 00:06:23,240 --> 00:06:30,910 if you wish to pass the test you have to learn it by heart 109 00:06:30,910 --> 00:06:34,550 Sometimes we need just the mark, 110 00:06:34,550 --> 00:06:36,940 not the knowledge. 111 00:06:36,940 --> 00:06:39,680 OK, so let's try to write that down 112 00:06:39,690 --> 00:06:43,210 and use that information later 113 00:06:43,210 --> 00:06:47,300 So, we have the problem of rote learning 114 00:06:47,300 --> 00:06:55,380 There are several causes. Some of them 115 00:06:55,380 --> 00:06:58,730 are caused by us - students; 116 00:06:58,730 --> 00:07:04,470 For example, somebody said 117 00:07:04,470 --> 00:07:06,510 that we don't need that knowledge 118 00:07:06,510 --> 00:07:08,200 Right? Somebody said that 119 00:07:08,200 --> 00:07:12,210 But let's think about "not needing that knowledge". 120 00:07:12,210 --> 00:07:14,550 If you came to the Technical University 121 00:07:14,550 --> 00:07:18,130 and some very wise people chose a series of courses for you, 122 00:07:18,130 --> 00:07:20,340 why would you not need that knowledge? 123 00:07:20,340 --> 00:07:23,580 It means that you are in the wrong place. 124 00:07:23,580 --> 00:07:25,410 Probably the Technical University because 125 00:07:25,410 --> 00:07:28,310 it was free, or because it was the nearest to your house 126 00:07:28,320 --> 00:07:31,190 or that's where your uncle works 127 00:07:31,190 --> 00:07:33,160 and you thought you would get some "discounts" every now and then 128 00:07:33,160 --> 00:07:35,390 - Or maybe those people aren't so smart 129 00:07:35,390 --> 00:07:39,660 Or maybe those people aren't so smart to make the right choices for themselves 130 00:07:39,690 --> 00:07:44,300 So let's not yet blame it on teachers and the system 131 00:07:44,300 --> 00:07:46,010 Sometimes the problem is within ourselves 132 00:07:46,010 --> 00:07:49,730 Sometimes, the problem is in teachers 133 00:07:49,740 --> 00:07:54,380 [most of the times] 134 00:07:54,380 --> 00:07:56,260 Somebody said "most of the teachers"? 135 00:07:56,260 --> 00:07:57,260 - Most of the times 136 00:07:57,260 --> 00:07:58,610 Ah, most of the times. 137 00:07:58,650 --> 00:08:01,930 I can't say whether it's "most of the times" or not, 138 00:08:01,930 --> 00:08:05,280 but it is quite a NOT rare phenomenon. 139 00:08:05,280 --> 00:08:09,990 Why are teachers causing us to do rote learning? 140 00:08:09,990 --> 00:08:14,120 One problem is with how they evaluate our knowledge 141 00:08:14,120 --> 00:08:18,480 For example, instead of verifying whether we understand the underlying principles, 142 00:08:18,490 --> 00:08:23,990 they keep asking us about constants, mathematical formula, and other stuff 143 00:08:23,990 --> 00:08:28,320 which anybody can find just by opening the nearest notebook 144 00:08:28,320 --> 00:08:31,670 and finding it there. 145 00:08:31,670 --> 00:08:34,610 So the problem is in how they evaluate the quality of our knowledge 146 00:08:34,610 --> 00:08:38,450 Those of you who are teachers, or who plan to be teachers 147 00:08:38,450 --> 00:08:39,450 should take that into account, because it is quite often the fault of the teacher 148 00:08:39,450 --> 00:08:48,810 that students, even if they are in the right place, they may sometimes find themselves 149 00:08:52,930 --> 00:08:54,330 because there is too much pressure, 150 00:08:54,370 --> 00:08:58,770 and the teacher verifies the works by comparing exactly, word by word, 151 00:08:58,800 --> 00:09:02,270 the difference between the student's work 152 00:09:02,270 --> 00:09:05,450 and the lecture notes which were given in class. 153 00:09:05,450 --> 00:09:11,890 And finally, the problem is in the system itself. 154 00:09:11,890 --> 00:09:18,700 Who can tell me how the system is bad for us? 155 00:09:18,700 --> 00:09:25,170 - It's not updated for a long period of time 156 00:09:25,170 --> 00:09:26,350 - For ages 157 00:09:26,350 --> 00:09:33,260 - We were studying last year a subject, and it was 158 00:09:33,260 --> 00:09:37,400 delivered to us from books 159 00:09:37,400 --> 00:09:40,920 printed in '79 //Note: today is 2009 160 00:09:40,920 --> 00:09:43,790 OK, that's one thing - the system is not up to date 161 00:09:43,790 --> 00:10:37,210 - 162 00:10:37,210 --> 00:10:43,040 So the general idea is that you don't really have to attend university lectures 163 00:10:43,070 --> 00:10:44,880 because you can find most of the stuff on the Internet, and so on 164 00:10:44,880 --> 00:10:48,900 It's a very simplified version of your statement 165 00:10:48,940 --> 00:10:54,040 Anybody else? Other ideas? 166 00:10:54,970 --> 00:10:58,700 - Maybe the system is based on achieving grades, not achieving learning. 167 00:10:58,700 --> 00:11:00,770 Exactly, this is what I was hoping to hear. 168 00:11:00,770 --> 00:11:05,140 The problem with our system is that it's aiming 169 00:11:05,140 --> 00:11:07,410 to get at the output 170 00:11:07,410 --> 00:11:10,010 a larger number of people with higher grades 171 00:11:10,010 --> 00:11:13,740 rather than a larger number of people with better knowledge 172 00:11:13,750 --> 00:11:17,190 Why is that happening? Because 173 00:11:17,190 --> 00:11:20,670 if the government, for example, notices that 174 00:11:20,670 --> 00:11:24,400 from this university, the graduates aren't very bright 175 00:11:24,410 --> 00:11:26,770 they may decide to cut funding, 176 00:11:26,770 --> 00:11:31,300 to reduce the number of students who can enroll this university, 177 00:11:31,310 --> 00:11:35,100 or they can even decide not to accredit the university, and so on. 178 00:11:35,100 --> 00:11:41,480 It is in the best interests of our leadership to keep this university afloat 179 00:11:41,480 --> 00:11:45,620 and they can do that by creating a nice image of the university 180 00:11:45,620 --> 00:11:53,700 and that image is created by pretending that all the graduates here are super-hackers and geniuses. 181 00:11:53,700 --> 00:11:59,610 So the problem is that they place a greater emphasis 182 00:11:59,610 --> 00:12:02,510 on marks, rather an on knowledge. 183 00:12:02,510 --> 00:12:07,920 So basically, this is what I have to say about rote learning 184 00:12:07,920 --> 00:12:11,440 You have to discourage that, and you have to counter the teachers who 185 00:12:11,440 --> 00:12:14,390 force you to enter into "rote learning" mode. 186 00:12:14,390 --> 00:12:18,580 There are teachers who 187 00:12:18,580 --> 00:12:23,420 "punish" you during class if they see that you're not writing 188 00:12:23,420 --> 00:12:26,540 or they can "punish" you 189 00:12:26,540 --> 00:12:32,960 if during the evaluations you write something slightly different from what they told you in class 190 00:12:32,960 --> 00:12:35,420 This is not good. 191 00:12:35,420 --> 00:12:39,210 And unless you open your mouth and say "hey, I disagree" 192 00:12:39,210 --> 00:12:44,060 nothing is going to happen and the teachers will continue promoting their own agenda. 193 00:12:44,060 --> 00:12:48,090 Why they may wish to do so? 194 00:12:48,090 --> 00:12:52,650 For a teacher, who is also a human, therefore - lazy 195 00:12:52,680 --> 00:12:54,280 it's easier to verify works if they are 196 00:12:54,290 --> 00:12:55,290 all one alike 197 00:12:55,290 --> 00:13:00,590 and if they are very close to what the teacher said in class 198 00:13:00,590 --> 00:13:05,350 they can verify the works in.. I don't know.. one day? 199 00:13:05,350 --> 00:13:06,720 or perhaps a few hours 200 00:13:06,720 --> 00:13:11,570 but if you allow students... give them the freedom to express themselves 201 00:13:11,570 --> 00:13:15,220 in different ways, then it means much more work for the teacher 202 00:13:15,220 --> 00:13:18,250 because they have to actualyl think about what the student wrote 203 00:13:18,250 --> 00:13:20,220 and that's a problem for lazy people. 204 00:13:20,220 --> 00:13:23,780 Therefore, if you encounter such teachers, 205 00:13:23,780 --> 00:13:27,250 please, for your own goodness, 206 00:13:27,250 --> 00:13:31,530 don't be afraid to say that you are against their policies 207 00:13:31,530 --> 00:13:40,600 A teacher who is not incompetent won't mind when you criticize their work 208 00:13:40,600 --> 00:13:42,400 in a constructive way. 209 00:13:42,400 --> 00:13:52,170 As you know, I told you initially that 210 00:13:52,200 --> 00:13:56,450 our brain cannot memorize details 211 00:13:56,490 --> 00:13:59,120 unless we understand them. 212 00:13:59,120 --> 00:14:03,070 how do you know whether you can... 213 00:14:03,070 --> 00:14:04,410 whether you understood, 214 00:14:04,410 --> 00:14:05,740 what you have just heard, or not? 215 00:14:05,740 --> 00:14:09,170 we have to come up with some self-tests 216 00:14:09,170 --> 00:14:13,870 some assessment mechanisms, so that you can figure out that 217 00:14:13,870 --> 00:14:14,870 "yeah, I understood this" or 218 00:14:14,870 --> 00:14:16,160 "No, I haven't understood", and then I 219 00:14:16,160 --> 00:14:18,870 ask the teacher again, or consult my colleagues 220 00:14:18,870 --> 00:14:22,340 or look for alternative sources of info 221 00:14:22,350 --> 00:14:27,270 Imagine that all the knowledge that comes towards us 222 00:14:27,270 --> 00:14:31,640 is one huge picture that we have to build 223 00:14:31,650 --> 00:14:34,230 but of course, the picture doesn't come to us on a plate 224 00:14:34,230 --> 00:14:36,760 in a properly assembled form 225 00:14:36,760 --> 00:14:39,320 it's always split into little pieces 226 00:14:39,320 --> 00:14:42,350 like a puzzle 227 00:14:42,350 --> 00:14:46,360 whenever you learn something new 228 00:14:46,370 --> 00:14:47,370 you have to think about it 229 00:14:47,370 --> 00:14:51,620 Imagine that you have just learned this 230 00:14:51,620 --> 00:14:56,540 You don't have to keep this outside the context of all your current knowledge 231 00:14:56,540 --> 00:15:05,200 Think about how this piece fits with all the other knowledge you have 232 00:15:04,600 --> 00:15:07,570 "How does this piece fit into the picture?" 233 00:15:07,570 --> 00:15:11,620 Then it is most likely that you haven't understood what you were just told 234 00:15:11,620 --> 00:15:14,670 So, whenever you get some new input 235 00:15:14,670 --> 00:15:18,340 use this method as a self-test 236 00:15:18,340 --> 00:15:21,420 to verify whether you understood something or not 237 00:15:21,510 --> 00:15:26,840 There are other ways to answer that question 238 00:15:26,870 --> 00:15:28,610 "Did I understand or did I not undestand?" 239 00:15:28,640 --> 00:15:32,920 For example, in difference sciences 240 00:15:32,950 --> 00:15:34,780 we have different ways to express the same thing 241 00:15:34,820 --> 00:15:36,000 For example, 242 00:15:36,000 --> 00:15:41,900 Let's say we are studying mathematics 243 00:15:41,900 --> 00:15:43,440 and the topic of integrals 244 00:15:43,440 --> 00:15:50,390 and our idea here is to maximize the amount of knowledge that we retain 245 00:15:50,430 --> 00:15:54,140 How can we express that in mathematical terms? 246 00:15:54,140 --> 00:15:56,830 Who is good at mathematics? 247 00:15:56,830 --> 00:16:10,640 I've heard about derivatives, 248 00:16:10,640 --> 00:16:12,110 but I think it's not the case 249 00:16:12,110 --> 00:16:14,850 Maybe somebody else has a different opinion? 250 00:16:15,080 --> 00:16:18,890 - square root - Square roots... functions... 251 00:16:18,920 --> 00:16:22,020 Ok, what about this? 252 00:16:33,550 --> 00:16:34,560 f(learning) 253 00:16:38,340 --> 00:16:39,810 d(x) 254 00:16:41,100 --> 00:16:42,960 Yeah, I didn't say I was good at mathematics 255 00:16:42,960 --> 00:16:46,170 Hold on.. but there is no x in here 256 00:16:52,110 --> 00:16:53,840 So what does the integral tell us? Who knows? 257 00:16:53,840 --> 00:16:54,840 - The area 258 00:16:54,840 --> 00:17:02,320 The area of the thing underneath this graph 259 00:17:02,320 --> 00:17:05,080 The bigger this thing is, 260 00:17:05,080 --> 00:17:06,540 the more knowledge we have 261 00:17:06,540 --> 00:17:08,640 And naturally... 262 00:17:08,640 --> 00:17:12,070 It is of reason to say that if this integral... the bigger it is 263 00:17:12,070 --> 00:17:14,220 the better the learning process is 264 00:17:14,230 --> 00:17:17,210 This is just a simple example that shows us 265 00:17:17,210 --> 00:17:21,970 How the previous knowledge we've learned somewhere in 266 00:17:21,970 --> 00:17:22,860 about integrals 267 00:17:22,860 --> 00:17:26,010 can be applied in a real world case 268 00:17:26,010 --> 00:17:31,200 You can say that you have understood something 269 00:17:31,200 --> 00:17:36,300 If you were able to remember some previously harvested knowledge 270 00:17:36,310 --> 00:17:40,320 and say "Hey! this is how I can use that knowledge!" 271 00:17:41,190 --> 00:17:41,800 As simple as that 272 00:17:41,830 --> 00:17:43,130 Did it make sense? 273 00:17:46,030 --> 00:17:48,560 I didn't hear somebody saying "yes" 274 00:17:48,590 --> 00:17:51,100 So I'm gonna ask you 275 00:17:51,150 --> 00:17:52,520 Did it make sense? 276 00:17:52,560 --> 00:17:58,320 Did it make sense? 277 00:17:58,360 --> 00:18:00,000 No 278 00:18:01,970 --> 00:18:04,040 - I dont know - You don't know.. 279 00:18:04,040 --> 00:18:08,060 The question was 280 00:18:08,060 --> 00:18:10,930 "How to verify if somebody understood something?" 281 00:18:10,930 --> 00:18:12,300 and you ask yourselves 282 00:18:12,310 --> 00:18:16,990 "Does that knowledge fit into the general picture?" 283 00:18:16,990 --> 00:18:19,030 And in his case, it didn't fit 284 00:18:19,040 --> 00:18:25,420 We can make an educated guess and predict that he didn't understand what we have just discussed 285 00:18:25,420 --> 00:18:27,880 What should we do in this case? 286 00:18:27,880 --> 00:18:30,100 Generate some ideas 287 00:18:30,100 --> 00:18:35,460 Whom do I ask... Yeah, the lady in the back 288 00:18:53,040 --> 00:18:57,880 If we know that we didn't understand what was discussed, what can we do 289 00:18:57,880 --> 00:18:58,720 to fix the problem? 290 00:18:58,720 --> 00:19:13,320 - We should try to use another method 291 00:19:13,320 --> 00:19:19,320 Another method of explaining, anybody else? 292 00:19:19,320 --> 00:19:38,160 - Or maybe they didn't understand the question? 293 00:19:38,190 --> 00:19:44,980 - Or try to associate this new information with some of his own experience and knowledge 294 00:19:44,980 --> 00:19:48,260 to make an association... 295 00:19:48,260 --> 00:19:58,340 - We should try to find 296 00:19:59,720 --> 00:20:01,330 But first, what's the first thing that we do? 297 00:20:01,330 --> 00:20:04,970 Before we apply any of those things you have just suggested 298 00:20:04,970 --> 00:20:07,060 - Ask the 299 00:20:07,060 --> 00:20:09,990 OK, the keyword here is "ask" 300 00:20:09,990 --> 00:20:12,460 because if you don't ask, there is no way to find out 301 00:20:12,460 --> 00:20:18,350 It's not a shame to ask, it's a shame not to ask 302 00:20:18,350 --> 00:20:22,610 Because if you don't ask, you remain in the dark 303 00:20:22,610 --> 00:20:31,290 The problem with people is that we often think about what other people think 304 00:20:31,290 --> 00:20:35,200 For example "what would my colleagues say if I said I didn't understand?" 305 00:20:35,200 --> 00:20:39,090 Or "what would the teacher think about me if I said I didn't understand?" 306 00:20:39,090 --> 00:20:47,480 We don't come to the university to build a ficti[ti]ous image of a flawless person 307 00:20:47,480 --> 00:20:50,520 We come to the university to gather knowledge 308 00:20:50,520 --> 00:20:56,890 So basically, the element of fear is something that works against us 309 00:20:56,890 --> 00:20:59,930 Therefore I encourage you to 310 00:20:59,940 --> 00:21:02,650 ask questions if something isn't clear 311 00:21:02,660 --> 00:21:05,850 I know that there are some teachers who say 312 00:21:05,850 --> 00:21:07,060 "Never interrupt me in class!" 313 00:21:07,060 --> 00:21:09,420 or "Don't dare interrupt me in class!", or 314 00:21:09,420 --> 00:21:11,240 "Only ask questions in the end!", or 315 00:21:11,240 --> 00:21:14,040 "Only ask questions when I say "go ahead and ask questions"" 316 00:21:14,040 --> 00:21:19,990 But... OK, maybe if the teacher is a genius who 317 00:21:19,990 --> 00:21:23,350 cannot concentrate if... if they are being disrupted 318 00:21:23,350 --> 00:21:24,710 we can make an exception 319 00:21:24,710 --> 00:21:25,790 But generally, teachers are 320 00:21:25,790 --> 00:21:27,490 humans, just like you are 321 00:21:27,490 --> 00:21:29,470 they have kids at home, 322 00:21:29,470 --> 00:21:31,340 probably of your age, and they have 323 00:21:31,340 --> 00:21:33,660 absolutely no problem with dealing with questions 324 00:21:33,660 --> 00:21:38,350 Therefore, you should never be afraid to ask questions 325 00:21:38,350 --> 00:21:45,410 If you don't ask a question, then that's the first step towards not understanding 326 00:21:45,410 --> 00:21:46,700 Is that clear? 327 00:21:46,700 --> 00:21:49,240 OK, what about his case? 328 00:21:49,250 --> 00:21:52,110 It's an interesting problem 329 00:21:52,110 --> 00:21:56,500 Because that thing is based on knowledge we were supposed to know 330 00:21:58,170 --> 00:21:59,310 5 or 7 years ago? or... 331 00:21:59,310 --> 00:22:01,130 If you're in the 3rd year, 332 00:22:01,130 --> 00:22:03,890 and we've studied that in the 12th grade in high-schools 333 00:22:03,890 --> 00:22:06,530 if you didn't know it back then 334 00:22:06,530 --> 00:22:08,960 you have to realize that 335 00:22:08,960 --> 00:22:12,510 knowledge is like a... like a stack 336 00:22:12,550 --> 00:22:15,520 of layers of information 337 00:22:15,520 --> 00:22:19,680 and if you don't understand the underlying material 338 00:22:19,680 --> 00:22:23,710 it's not very likely that you will understand that 339 00:22:23,710 --> 00:22:29,700 so that's why it's important to ask questions here 340 00:22:29,700 --> 00:22:32,150 For example, if you have a question here, ask it today 341 00:22:32,150 --> 00:22:34,330 Not tomorrow, or the day after 342 00:22:34,330 --> 00:22:36,260 or three days from now 343 00:22:36,260 --> 00:22:37,360 because then it is going to be too late PK YX;x- writerightrite subs final.assPK [< Ħll 'writerightrite.srtPK