Why Sal Khan't: On Learning by Making but Teaching by Telling
punyamishra.com
punyamishra.com
> Now… how does Sal Khan want my kid to learn?
> Watch a video.
I find this a little uncharitable. I learned a lot of math at a young age from Sal Khan's early videos (back when he used to erase by switching to a black pen and scribbling across the entire screen) and, to put it in the author's terms, it served as an easy-to-digest scaffolding on top of which to build a deeper understanding. I don't think Khanacademy ever sold itself as a magic learning resource that removes the need to work out problems yourself.
"Now you add the five ... [pause] ... add the five ... add the five to the seven ... to the seven..."
Running them at 1.5 - 2x helps a bit, but it's still annoying to the point that I find it very distracting.
He sold his vision in "The One World Schoolhouse" which was essentially global learning via all the best videos (and one unified curriculum) you can make and teachers effectively being technicians/teaching assistants. It was the vision that utopian minded technologists craved in the early aughts.
"essentially global learning via all the Khan videos, in math, by him, and in other subjects, by his team."
Khan Academy is 2010-era state-of-the-art for rote learning and procedural knowledge. That's a helpful resource, but as one world schoolhouse, there is:
- No room for creativity, or much of anything similar from students (outside of the fantastic JavaScript projects).
- No room for outside innovation.
- A personality cult. Any ideas MUST be attributed to Khan.
It is the highest level of learning, but still a level of learning.
You also do not need to linearly follow the topics/videos. You can take a few quizzes from some topic, notice you don't understand something completely yet and instead pick up more trigonometry instead.
I've worked through Khan academy in a way similar to what the author describes as a good flow, but then all within the Khan Academy platform. The platform even allows for discussions and questions.
To me the problem is much more that motivation or a destination is not something that Khan Academy will give you. Then again, so won't most teachers. I much preferred Khan Academy over most of my math teachers, but occasionally I've had teachers who helped me love a subject I barely knew beforehand.
I am having my kids learn math with Kahn academy if we don't have anything better by that point.
I grew up in a small rural town where math teachers were rare and good ones were nonexistent. I still remember watching Sal Khan's videos on calculus after struggling to get any grip on it from my frustratingly uninterested teacher who was forced into the position after our actual teacher retired. After I saw them I came back with a fire in me because for the first time he exposed me to the beauty of calculus.
This guy is completely wrong about Khan not inspiring students to care. Sometimes all students need is to see what caring looks like to ignite it in themselves. You can feel how much he cares just by watching him because the video is the product of all that caring, and he does it for millions of people.
But thank you to this blog author for being brave enough to call out Khan's failures, I am sure it'll help education much more than Khan did.
They have some significant advantages compared to (just) a classroom: (1) They set a quality floor – sometimes a teacher can be really incomprehensible, or mean, or whatever, but Khan's videos are consistently okay. (2) They are available from anywhere, without need for special social/technical infrastructure, like enrollment in school or access to a university library. (3) They are self paced, which means they can better accommodate the various interest level, motivation, and speed of different students. (A typical classroom also has some advantages: it gives social setting, a consistent schedule/structure, and human feedback.)
I'm also disappointed though, because it seems like, given production resources, there would be potential to make widely available materials that were much better than average lectures. With significant production effort (a team of subject experts and content creators doing a lot of dedicated work on each topic) I think it would be possible to make something truly great, but Khan's videos fall so far short of my imagination. For any particular topic, there are typically other freely available resources which I think are better.
I've also been disappointed because many people have hyped the site as being extraordinarily amazing, but when I have looked at it, what is there doesn't match the hype.
Its better than average quality classroom teacher in my experience.
And the point is this didn’t exist online at the time. His resources were strictly more. I imagine its still hard to find a single free resource that matches its breadth and quality.
Do you have few examples?
There are? I know an OCW course includes "lecture notes" pdfs. Does it have the lectures too?
For example, the course "distributed systems" is available on OCW as 6.824, from spring 2006: https://ocw.mit.edu/courses/6-824-distributed-computer-syste...
MIT has renumbered the course, but it's still around: https://pdos.csail.mit.edu/6.824/ . Don't be fooled by the URL; it's now 6.5840.
And a series of lectures is available too: https://www.youtube.com/@6.824/videos . They're from spring 2020. They link to the course website for spring 2020, which is great. But it doesn't link to them, and OCW doesn't know about any of this, as far as I can tell. The 6.824 lecture series is pretty hard to discover, too, because it's uploaded by an account dedicated solely to that one course, which isn't related to any other MIT lecture videos.
No good deed goes unpunished.
Excellent point, well expressed.
(Also, IMHO the sarcasm in your final sentence detracts from your comment.)
(I use the flipped classroom approach extensively. But the legal profession being the eager embracers of novelty that we are </sarcasm>, I refer to the approach as "enhanced Socratic method," given that Socratic method was something we all endured in law school.)
For math and engineering courses, the basic flipped-classroom approach was used at West Point for over 150 years: In the so-called Thayer method, students study textbooks in advance, then in class, they work on problems on chalkboards. The instructor moves from chalkboard to chalkboard, coaching the students in real time. [1]
(I do much the same thing in my contract-drafting classes: In small groups, students do drafting exercises using online whiteboards. I lurk on my laptop, quietly coaching in person as needed.)
[0] https://bokcenter.harvard.edu/flipped-classrooms
[1] https://flippedlearning.org/syndicated/avoiding-flipped-lear...
I remember minimal videos (3-13 min, usually 5-8), and then exercises drilling the techniques until you understand it and don't make mistakes. If you got a perfect score (no mistakes whatsoever), you went a little faster.
That's learning by doing, or am I wrong? Or are there no exercises for things other than math?
Khan: Videos + rote exercises
Learning: Projects, complex problem-solving, exploration, argumentation, etc.
Dewey is worth reading.
Recall practice IS learning. Projects, exploration, and discovery-based "learning" sounds great in theory but in practice, without actual testing, really doesn't live up to the hype.
Adam Boxer is worth reading.
I was explaining the article, not my views, since the top-level comment did not read it.
Regarding your comment, it is as wrong as the article. BOTH are important. Recall practice is great for e.g. developing surface understanding, declarative knowledge, and well-done, procedural knowledge.
That type of knowledge is necessary, but not sufficient, for high-level performance in most fields, at least beyond a spelling bee or vocab exam. To understand gaps, see:
- Complex problem-solving, which includes extensive conditional, conceptual, metacognitive, etc. knowledge. (e.g. see how top participants prep for math olympiads)
- Attitudes towards school / learning (one of the top predictors of future success by 3rd grade, together with reading)
- Transfer learning
- Cross-cutting / not explicitly represented knowledge / literature on expert blindspot
- Etc.
"Projects, exploration, and discovery-based 'learning'" work great in practice, when properly structured, which usually means explicit, well-defined learning objectives.
Bad: "Make a nice poster on selling a car"
Good: "Independently explore an organ system of the human body. Make a nice poster synthesizing what you learned and present it to the classroom in three weeks."
"What he has never had is pedagogical knowledge: an understanding of how people learn, what motivates them, what makes the difference between someone who pushes through difficulty and someone who types “IDK.”"
It is almost as though the author thinks that Khan Academy is an organization of 1, and that they don't employ learning scientists and have a content team and don't publish research papers in the learning science field.
This article appears to focus on the chat bot which I have not used and was not part of my experience. At the time, I had a subscription to Wolfram Alpha that was helpful if I got stuck on an intermediary step.
The high level of goal of the post which is directed at asking good questions raises a point that seems valid to me.
As anyone who’s met Sal will attest, this characterization is incredibly off the mark.
The author extrapolated from the product as opposed to understanding the person and how the product came to be the way it is.
Educational technology that is focused on delivering “content” is unlikely to be of much value. Technology that induces the learner to experiment, to discover, to discern patterns, and to ask further questions, is going to be much more valuable.
I mostly used KA between 2010-2015, and received immense benefit. These were the years it was MOSTLY “just videos”. Having revisited more recently, I found the gamification, quizzes, etc. simply distracting.
My understanding is that he started KA as a private YouTube channel to tutor his own family members, made it public, and it grew in popularity organically.
I haven’t used khanmigo, but given the climate and evolution of LLMs over the last 6 years, it is a completely reasonable goal to attempt to employ them in learning (though it sounds like it was not as effective as planned for.. reasons).
KA never pretended to be “all you need” for learning. It was always at least an excellent supplement to a given curriculum, and Sal’s genuine interest in the videos he narrates always sounded (to me) as palpably genuine which also goes a long way. There is a reason most textbook chapters have an initial section called “motivation”. The primary job of a teacher is to incite interest, and potentially direction at strategic points…
As the adage goes: You can lead a horse to water, but you can’t make it drink.