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  • [music playing]

  • [applause]

  • - SO WELCOME TO THE 75TH ANNIVERSARY

  • OF NASA AMES RESEARCH CENTER

  • AND TO THE DIRECTOR'S COLLOQUIUM SUMMER SERIES.

  • KNOWLEDGE IS POWER.

  • KNOWLEDGE IS FREEDOM.

  • THE ONLY THINGS THAT YOU TRULY OWN

  • IS WHAT YOU LEARN

  • AND YOUR RELATIONSHIPS WITH THE WORLD.

  • SO KNOWLEDGE IS THE GREATEST GIFT YOU CAN GIVE

  • AND RECEIVE.

  • THE KHAN ACADEMY MAKES KNOWLEDGE ACCESSIBLE

  • TO EVERYONE,

  • KNOWLEDGE THAT WILL CHANGE THEIR LIVES

  • AND THE WORLD.

  • TODAY'S TALK IS ENTITLED

  • "KHAN ACADEMY: EDUCATION REIMAGINED"

  • AND WILL BE PRESENTED BY SALMAN KHAN.

  • MR. KHAN IS THE FOUNDER OF THE KHAN ACADEMY,

  • A NONPROFIT ORGANIZATION WITH A MISSION

  • OF PROVIDING FREE, HIGH-QUALITY EDUCATION

  • FOR ANYONE ANYWHERE IN THE WORLD.

  • HE GRADUATED FROM MIT

  • WITH TWO BACHELOR OF SCIENCE DEGREES--

  • ONE IN MATHEMATICS AND ONE IN ELECTRICAL ENGINEERING

  • AND COMPUTER SCIENCE

  • AND A MASTER'S OF SCIENCE DEGREE IN ELECTRICAL ENGINEERING.

  • HE ALSO HOLDS A MASTER'S OF BUSINESS ADMINISTRATION

  • FROM HARVARD BUSINESS SCHOOL.

  • FOR HIS WORK, SALMAN HAS RECEIVED MANY PRESTIGIOUS AWARDS

  • AND HONORS.

  • PLEASE JOIN ME IN WELCOMING SALMAN KHAN.

  • [applause]

  • - THANKS SO MUCH.

  • SO VERY EXCITING TO BE HERE.

  • I ALWAYS LIKE TO START THESE CONVERSATIONS

  • REALLY JUST GETTING A SENSE OF WHO'S IN THE ROOM.

  • HOW MANY OF Y'ALL ARE--

  • ARE USERS OF KHAN ACADEMY IN SOME--

  • OH, GOOD. YES. HOW MANY OF Y'ALL--

  • HOW MANY OF THOSE ARE EXISTING STUDENTS?

  • OKAY, HOW MANY OF Y'ALL ARE IN HIGH SCHOOL?

  • OKAY. OH, THERE'S A GOOD CROWD HERE.

  • HOW MANY OF Y'ALL ARE IN COLLEGE?

  • OH, WOW. GRAD SCHOOL?

  • A FEW. OKAY, VERY-- THIS IS--

  • MIDDLE OR ELEMENTARY, ANY? [laughter]

  • OH, VERY GOOD. OH, YEAH. OH, LOOK. OH, THERE.

  • VERY GOOD, AND HOW MANY OF Y'ALL ARE PARENTS WHO--

  • OKAY.

  • AND HOW MANY OF YOU HAVE NO IDEA WHAT KHAN ACADEMY IS?

  • GOOD. I'M GONNA BE TALKING TO YOU TODAY.

  • [laughter]

  • SO AS--

  • IT SOUNDS LIKE MOST OF Y'ALL ARE PROBABLY FAMILIAR.

  • KHAN ACADEMY IS OFTEN ASSOCIATED

  • WITH A COLLECTION OF VIDEOS THAT I STARTED MAKING,

  • NOW, YOU KNOW, A DECENT NUMBER OF YEARS AGO.

  • BUT AS WE'RE GONNA TALK ABOUT OVER THE COURSE

  • OF THIS CONVERSATION IS

  • IT'S NOW MUCH, MUCH, MUCH MORE THAN JUST VIDEOS.

  • IN FACT, IN MY MIND, THE VIDEOS ARE A SMALL PART

  • OF WHAT KHAN ACADEMY IS AND WHAT IT'S GOING TO BE.

  • BUT TO GET EVERYONE ON THE SAME PAGE,

  • AND ESPECIALLY FOR THE GENTLEMAN WHO DOESN'T--ISN'T FAMILIAR

  • WITH KHAN ACADEMY, I WILL SHOW A QUICK MONTAGE

  • OF VIDEOS.

  • ALL THESE INTERACTIONS ARE JUST DUE TO THE GRAVITY.

  • - THIS IS AN AGE RIGHT AFTER ISAAC NEWTON--

  • - I'M TOLD THE HUMIDITY MAKES IT FEEL HOTTER.

  • WHY IS THIS?

  • - EXCELLENT QUESTION, LEBRON.

  • - AND YOU CAN JUST SEE THE PLEASURE HE HAD.

  • - CAN YOU DETERMINE WHICH LIGHT BULB IS BEING SWITCHED?

  • - THINGS ACTUALLY CAN INTERBREED,

  • ALTHOUGH FOR THESE TWO IN PARTICULAR,

  • IT SEEMS LIKE THE MECHANICS WOULD GET KIND OF--

  • [laughter]

  • - KEEP PLAYING AROUND WITH THESE NUMBERS

  • AND SEE WHAT KIND OF COLORS I CAN COME UP WITH.

  • - IF THIS DOES NOT BLOW YOUR MIND,

  • THEN YOU HAVE NO EMOTION.

  • [laughter]

  • - HAD A FEELING THIS CROWD WOULD APPRECIATE EULER'S IDENTITY.

  • BUT AS I MENTIONED, IT'S NOT JUST VIDEOS.

  • THIS RIGHT OVER HERE, THIS IS OUR COMPUTER SCIENCE PLATFORM.

  • IT'S A PLACE WHERE YOU CAN GO, YOU CAN CODE.

  • AND OUR WHOLE GOAL HERE IS, YOU KNOW,

  • FOR ALL OF US WHO HAVE EVER PROGRAMMED,

  • WE ALWAYS GOT INTO IT SAYING, "HEY, I WANT TO CREATE A GAME.

  • I WANT TO CREATE A SCREENSAVER. I WANT TO CREATE AN ANIMATION."

  • AND THEN WE JUST LEARNED WHAT IT'D TAKE TO BUILD

  • THAT ANIMATION, WHICH ISN'T HOW IT'S TRADITIONALLY TAUGHT.

  • TRADITIONALLY, IT'S LIKE,

  • "HEY, THIS IS A FOR LOOP. THIS IS A VARIABLE."

  • AND SO WE REALLY WANTED TO GIVE THAT CREATIVE SPIRIT

  • THAT I THINK ALL PROGRAMMERS ORIGINALLY GOT INTO IT FOR

  • TO THE LEARNER, AND THEY CAN HAVE PROFILES,

  • AND THEY CAN BUILD, AND THEY CAN GET PEER FEEDBACK

  • BASED ON WHAT THEY'RE DOING.

  • THIS IS WHAT MOST OF OUR TEAM IS FOCUSED ON.

  • I GUESS YOU COULD CALL THIS THE MEAT OF KHAN ACADEMY.

  • IT'S OUR INTERACTIVE MATH EXPERIENCE.

  • AND THE IDEA HERE IS A STUDENT CAN GO, LOG ON,

  • THEY'LL TAKE A DIAGNOSTIC, AND ALL THIS IS FREE.

  • IT'S ALL AVAILABLE.

  • AND BASED ON HOW THE STUDENT'S PERFORMING,

  • IT'LL BUILD A STATISTICAL MODEL OF WHAT THEY KNOW

  • AND DON'T KNOW, AND THEN BASED ON THAT,

  • GUIDE THEM THROUGH EXERCISES, GIVE THEM FEEDBACK.

  • IF THEY HAVE A TEACHER OR A PARENT,

  • IT CAN GIVE THE TEACHER OR THE PARENT REPORTS

  • ON HOW THEY'RE DOING,

  • AND OBVIOUSLY, A WHOLE SERIES OF GAME MECHANICS

  • TO HOPEFULLY KEEP THE STUDENTS AS MOTIVATED AS POSSIBLE.

  • SO THIS IS WHERE WE ARE RIGHT NOW.

  • KHAN ACADEMY IS BEING USED IN SOME WAY, SHAPE, OR FORM

  • IN ALMOST EVERY COUNTRY ON THE PLANET.

  • OVER 300,000 EDUCATORS

  • HAVE REGISTERED AND ARE USING IT IN SOME WAY.

  • 10 MILLION UNIQUE STUDENTS EVERY MONTH

  • ARE USING THE SITE.

  • AND THEY'VE DONE OVER 2 BILLION EXERCISES,

  • AND YOU SAW A LITTLE SAMPLE OF WHAT THOSE EXERCISES LOOK LIKE.

  • BUT BEFORE KIND OF GOING MORE INTO WHERE WERE GOING,

  • I WILL TAKE A STEP BACK, AND I CAN SENSE

  • THAT MANY OF YOU ALL ARE FAMILIAR WITH THIS.

  • BUT I'LL GIVE A LITTLE BIT OF TEXTURE

  • OF HOW ALL OF THIS GOT STARTED.

  • AND IT'S EXCITING TO SPEAK HERE,

  • BECAUSE IT ALL GOT STARTED, FRANKLY, NOT TOO FAR FROM HERE.

  • IF YOU REWIND TO SUMMER OF 2004,

  • SO ALMOST EXACTLY TEN YEARS AGO,

  • I WAS A YEAR OUT OF BUSINESS SCHOOL.

  • I HAD JUST GOTTEN MARRIED,

  • AND I WAS BASED IN BOSTON AT THE TIME.

  • AND I HAD A BUNCH OF FAMILY VISITING ME FROM NEW ORLEANS.

  • THAT'S WHERE I WAS BORN AND RAISED, AS WELL.

  • AND IT JUST CAME OUT OF CONVERSATION

  • THAT ONE OF MY COUSINS, NADIA--

  • HER MOM TOLD ME THAT NADIA WAS HAVING TROUBLE WITH MATH.

  • AND SO WHEN NADIA CAME INTO THE ROOM,

  • I ASKED HER, "WHAT'S GOING ON?"

  • SHE SAID, "WELL, I TOOK A--

  • YOU KNOW, I'VE BEEN A DECENT STUDENT.

  • I'VE BEEN GETTING B-PLUSES, A-MINUSES."

  • BUT THERE WAS A PLACEMENT EXAM AT THE END OF SIXTH GRADE,

  • AND IT HAD UNIT CONVERSION ON IT--

  • YOU KNOW, OUNCES TO GALLONS, MILES TO KILOMETERS--

  • AND ACCORDING TO NADIA, SHE JUST, YOU KNOW,

  • COULDN'T PROCESS IT.

  • SHE'S JUST NOT GOOD AT UNIT CONVERSION.

  • AND SO I TOLD HER, "LOOK,

  • I THINK YOU COULD EASILY OVERCOME THAT."

  • I THINK SHE THOUGHT IT WAS KIND OF AN EMPTY PEP TALK.

  • SO I SAID, "NO, NO, SERIOUSLY. WELL, IF YOU'RE UP FOR IT,

  • HOW ABOUT WHEN YOU GO BACK TO NEW ORLEANS,

  • WE'LL GET ON THE PHONE AND WHATEVER ELSE WE CAN USE

  • AND I'LL TUTOR YOU?" AND SHE WAS UP FOR IT.

  • SO SHE WENT BACK, AND SO STARTING AUGUST OF 2004,

  • EVERY DAY AFTER SCHOOL FOR HER,

  • EVERY DAY AFTER WORK FOR ME, GOT ON THE PHONE.

  • WE EVENTUALLY FIGURED OUT A WAY TO SEE EACH OTHER'S SCRAWLS ON--

  • YAHOO! INSTANT MESSENGER HAD A LITTLE DOODLE FUNCTIONALITY

  • AT THE TIME.

  • AND SO WE JUST STARTED WORKING,

  • AND, YOU KNOW, THE FIRST MONTH WAS TOUGH.

  • SHE ESSENTIALLY HAD PSYCHED HERSELF OUT.

  • SHE HAD CONVINCED HERSELF THAT SHE'S JUST NOT GOOD AT MATH.

  • BUT SLOWLY BUT SURELY, SHE STARTED TO ENGAGE,

  • SHE STARTED TO REALLY KIND OF OWN AND TACKLE THE PROBLEMS.

  • AND THEN SOMETHING CLICKED,

  • AND SHE NOT ONLY GOT UNIT CONVERSION,

  • SHE STARTED TO ACTUALLY GET A LITTLE BIT AHEAD OF THE CURVE