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  • Today, I am going to show you

  • how this tablet and this virtual-reality headset that I'm wearing

  • is going to completely revolutionize science education.

  • And I'm also going to show you

  • how it can make any science teacher more than twice as effective.

  • But before I show you how all of this is possible,

  • let's talk briefly about why improving the quality of science education

  • is so vitally important.

  • If you think about it,

  • the world is growing incredibly fast.

  • And with that growth comes a whole list of growing challenges,

  • challenges such as dealing with global warming,

  • solving starvation and water shortages

  • and curing diseases,

  • to name just a few.

  • And who, exactly, is going to help us solve all of these great challenges?

  • Well, to a very last degree, it is these young students.

  • This is the next generation of young, bright scientists.

  • And in many ways, we all rely on them

  • for coming up with new, great innovations

  • to help us solve all these challenges ahead of us.

  • And so a couple of years back,

  • my cofounder and I were teaching university students just like these,

  • only the students we were teaching looked a little bit more like this here.

  • (Laughter)

  • And yes, this is really the reality out there

  • in way too many universities around the world:

  • students that are bored, disengaged

  • and sometimes not even sure why they're learning about a topic in the first place.

  • So we started looking around for new, innovative teaching methods,

  • but what we found was quite disappointing.

  • We saw that books were being turned into e-books,

  • blackboards were being turned into YouTube videos

  • and lecture hall monologues were being turned into MOOCs --

  • massive open online courses.

  • And if you think about it,

  • all we're really doing here is taking the same content

  • and the same format,

  • and bringing it out to more students --

  • which is great, don't get me wrong, that is really great --

  • but the teaching method is still more or less the same,

  • no real innovation there.

  • So we started looking elsewhere.

  • What we found was that flight simulators had been proven over and over again

  • to be far more effective.

  • when used in combination with real, in-flight training to train the pilots.

  • And so we thought to ourselves:

  • Why not just apply that to science?

  • Why not build a virtual laboratory simulator?

  • Well, we did it.

  • We basically set out to create

  • a fully simulated, one-to-one, virtual reality laboratory simulator,

  • where the students could perform experiments

  • with mathematical equations

  • that would simulate what would happen in a real-world lab.

  • But not just simple simulations --

  • we would also create advanced simulations

  • with top universities like MIT,

  • to bring out cutting-edge cancer research to these students.

  • And suddenly, the universities could save millions of dollars

  • by letting the students perform virtual experiments

  • before they go into the real laboratory.

  • And not only that; now, they could also understand --

  • even on a molecular level inside the machine --

  • what is happening to the machines.

  • And then they could suddenly perform

  • dangerous experiments in the labs as well.

  • For instance also here,

  • learning about salmonella bacteria, which is an important topic

  • that many schools cannot teach for good safety reasons.

  • And we, of course, quiz the students

  • and then give the teachers a full dashboard,

  • so they fully understand where the students are at.

  • But we didn't stop there,

  • because we had seen just how important meaning is

  • for the students' engagement in the class.

  • So we brought in game designers

  • to create fun and engaging stories.

  • For instance, here in this case,

  • where the students have to solve a mysterious CSI murder case

  • using their core science skills.

  • And the feedback we got when we launched all of this

  • was quite overwhelmingly positive.

  • Here we have 300 students,

  • all passionately solving CSI murder cases

  • while learning core science skills.

  • And what I love the most about this

  • is really when the students come up to me sometimes afterwards,

  • all surprised and a little confused,

  • and say, "I just spent two hours in this virtual lab,

  • and ... and I didn't check Facebook."

  • (Laughter)

  • That's how engaging and immersive this really is for the students.

  • And so, to investigate whether this really worked,

  • a learning psychologist did a study with 160 students --

  • that was from Stanford University and Technical University of Denmark.

  • And what they did is split the students into two groups.

  • One group would only use the virtual laboratory simulations,

  • the other group would only use traditional teaching methods,

  • and they had the same amount of time.

  • Then, interestingly,

  • they gave the students a test before and after the experiment,

  • so they could clearly measure the learning impact of the students.

  • And what they found

  • was a surprisingly high 76 percent increase in the learning effectiveness

  • when using virtual laboratories over traditional teaching methods.

  • But even more interestingly,

  • the second part of this study investigated

  • what the teacher's impact was on the learning.

  • And what they found

  • was that when you combined the virtual laboratories

  • with teacher-led coaching and mentoring,

  • then we saw a total 101 percent increase in the learning effectiveness,

  • which effectively doubles the science teacher's impact

  • with the same amount of time spent.

  • So a couple of months back,

  • we started asking ourselves --

  • we have a wonderful team now of learning psychologists

  • and teachers and scientists and game developers --

  • and we started asking ourselves:

  • How can we keep ourselves to our promise

  • of constantly reimagining education?

  • And today, I am really excited to be presenting what we came up with

  • and have been working incredibly hard to create.

  • I will explain briefly what this is.

  • Basically, I take my mobile phone --

  • most students already have these, smartphones --

  • and I plug it into this virtual-reality headset, a low-cost headset.

  • And now what I can effectively do is,

  • I can literally step into this virtual world.

  • We'll have some of you in the audience also get to try this,

  • because it is really something that you have to try

  • to fully feel how immersive it really is.

  • It literally feels like I just stepped inside this virtual lab.

  • Do you see me up on the screen?

  • Yes.

  • Great! Awesome.

  • So basically, I have just turned my mobile phone

  • into a fully simulated, million-dollar Ivy League laboratory

  • with all this amazing equipment that I can interact with.

  • I can, for instance, pick up the pipette and do experiments with it.

  • I have my E-gel, my PCR and -- oh, look there,

  • I have my next-generation sequencing machine,

  • and there I even have my electron microscope.

  • I mean, who's carrying around an electron microscope in their pocket?

  • And here I have my machine,

  • I can do different experiments on the machine.

  • And over here I have the door,

  • I can go into other experiments,

  • I can perform in the laboratories.

  • And here, I have my learning tablet.

  • This is an intelligent tablet

  • that allows me to read about relevant theory.

  • As you can see, I can interact with it.

  • I can watch videos and see content that is relevant

  • to the experiment that I'm performing right now.

  • Then over here, I have Marie.

  • She is my teacher -- my lab assistant --

  • and what she does is guides me through this whole laboratory.

  • And very soon,

  • the teachers will be able to literally teleport themselves

  • into this virtual world that I'm in right now

  • and help me, guide me, through this whole experiment.

  • And now before I finalize this,

  • I want to show you an even cooler thing, I think --

  • something you cannot even do in real laboratories.

  • This is a PCR machine.

  • I'm now going to start this experiment.

  • And what I just did is literally shrunk myself a million times

  • into the size of a molecule --

  • and it really feels like it, you have to try this.

  • So now it feels like I'm standing inside the machine

  • and I'm seeing all the DNA, and I see the molecules.

  • I see the polymerase and the enzymes and so forth.

  • And I can see how in this case,

  • DNA is being replicated millions of times,

  • just like it's happening inside your body right now.

  • And I can really feel and understand how all of this works.

  • Now, I hope that gives you a little bit of a sense

  • of the possibilities in these new teaching methods.

  • And I want to also emphasize

  • that everything you just saw also works on iPads and laptops

  • without the headsets.

  • I say that for a very important reason.

  • In order for us to really empower and inspire

  • the next generation of scientists,

  • we really need teachers to drive the adoption

  • of new technologies in the classroom.

  • And so in many ways,

  • I believe that the next big, quantum leap in science education

  • lies no longer with the technology,

  • but rather with the teachers' decision

  • to push forward and adopt these technologies

  • inside the classrooms.

  • And so it is our hope that more universities and schools and teachers

  • will collaborate with technology companies

  • to realize this full potential.

  • And so,

  • lastly, I'd like to leave you with a little story

  • that really inspires me.

  • And that is the story of Jack Andraka.

  • Some of you might already know him.

  • Jack invented a new, groundbreaking low-cost test for pancreatic cancer

  • at the age 15.

  • And when Jack shares his story of how he did this huge breakthrough,

  • he also explains that one thing almost prevented him

  • from making this breakthrough.

  • And that was that he did not have access to real laboratories,

  • because he was too inexperienced

  • to be allowed in.

  • Now, imagine if we could bring

  • Ivy League, million-dollar virtual laboratories

  • out to all these students just like Jack,

  • all over the world,

  • and give them the latest, greatest, most fancy machines you can imagine

  • that would quite literally make any scientist in here

  • jump up and down out of pure excitement.

  • And then imagine how that would empower and inspire

  • a whole new generation of young and bright scientists,

  • ready to innovate and change the world.

  • Thank you very much.

  • (Applause)

Today, I am going to show you

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B1 US TED virtual laboratory learning teaching lab

【TED】Michael Bodekaer: This virtual lab will revolutionize science class (This virtual lab will revolutionize science class | Michael Bodekaer)

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    River posted on 2016/07/31
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