Khan Academy and beyond
-
A Conversation with Elon Musk
-
MIT 2012 Commencement Address
-
Salman Khan at Rice University's 2012 commencement
-
Microsoft CEO Summit Innovation in Education
-
2011 Roundtable at Stanford: Education Nation 2.0
-
21st Century Challenges (Royal Geographic Society)
-
Sal Khan (with a severe cold!) on Future Talk
Sal Khan (with a severe cold!) on Future Talk Salman Khan (with a severe cold!) on Future Talk
⇐ Use this menu to view and help create subtitles for this video in many different languages.
You'll probably want to hide YouTube's captions if using these subtitles.
- [Introduction music plays]
- Welcome to Future Talk, the show that examines the global
- technology both for good and for bad
- Our society is heavily dependent on technology
- but maintaining that technology
- requires people who are very well educated
- especially in math and science.
- But our methods of teaching math have hardly changed in the past several
- centuries. But that may be about to change.
- I have three guests to discuss
- some of the new approaches to teaching mathematics.
- Peter Frese (sp?) is President and CEO of
- the The Museuem of Innovation, which is the under
- writer for this program.
- And he's also an experienced clock maker.
- Keith Develin is a mathmatician
- and executtive director of Stanford Universityies H-Star institute
- which stuies the relationship between peiop and
- technology. He won the 2007 Carl Sagan award
- for science outreach activity.
- And is known to NPR listeners as the math guy on
- weekend edition. He's written 28 books and is now working
- on a project to use video game technology to help middle
- school students learn mathmatics.
- Salman Khan is the founder of the Khan Academy
- which is a one-man internet venture.
- that aims to provide free, world-class education to
- anyone, anywhere in the world. His 1400+ videos
- on YouTube have garnered over 16 million views
- and have received glowing testimonials from all over the world.
- Khan Academy is now the most popular open education K-12 education resource on the internet
- and has recently been profiled
- on CNN, NPR, and the PBS news hour.
- Salman received the 2009 Microsoft Education awared in the
- tech museum in San Jose for using technology to benefit humanity.
- I'd like to welcome all of you to the program tonight..
- Peter let me start with you, what is the tech museum doing to advance
- new math education?
- First of all if you go to a museum
- especially to a science museum, like the Tech museum is, then
- there is math everwhere. In every object you
- have math somehow. what is different to the normal school
- industry, when you come to the museum you have to explore the space for yourself
- you have to be very active, and it's up to you
- what you lear. But parallel to that is the tech musuem offers some
- very interesting programs. One especially is where we bring
- teachers, kids and parents together in one classroom.
- Because as we always know kids go home and say I have a problem to understand and we have to
- have education from your parents so sometimes parents don't even have learned themselves
- what is now going on at school and tehrefore building this triangle
- between teacher, kids, and parents is a very very helpful thing
- and that happens at the tech museum.
- (Marty) So is these sort of an experimental prototype
- where you're experimenting with different ways of learning. The role of
- the parent, the role of the teacher, the role of the student themself?
- Exactly, the Tehc Museum would not be in Silicon Valley if we would not do these kind
- of experiments all the time. So we are looking for new ways of how to bring these
- difficult subjects closer to the people. That people really
- can make use of what they've learned in the museum in becoming a global
- citizen, a well informed citizen about science, that you know problems
- that we have right now down in Florida cannot happen, or gonna be treated
- in a much different way.
- So does this approach, does it get outside the museum so we're for example
- school districts are watching your experiments and what you're doing and seeing
- how they could apply it to their own teaching?
- Yeah we're working together with teachers, were working together with the kids
- and we let them participate in building the museum.
- For instance we have a program right now where kids are in front of teachers
- getting educated on a science, subject for about 20 minutes. And then they
- have to repeat what they've learned in front of a camera.
- And these videos are really really good. They show us
- what people can learn in 20minutes and how they explain what they've learned
- to the audience. And those videos finally end up themselve
- in front of the science experiment. So the video basically
- with the kid on the video explains the science experiment.
- There are no labels anymore.
- (Marty) I gather that there is a need to upgrade teaching
- because it hasn't really changed much lately
- and the needs have changed.
- So Keith, how long has it been
- and has there been a major upgrade to the way
- mathmatics is taught? [Laughter]
- well the three images that I've brought along to show to the audience
- are from a book that was written in 1202, it's by
- Leonardo of Pisa. It was written in Latin, it's called
- Liba Abachi (sp?), it means the book of caclulations.
- (Marty) Can we see those pictures? I think we have those images.
- Let's go ahead and show those
- pictures. Ok, so, this book appears in 1202
- it was the first arithmatic book that ever appeared inWestern Europe
- It looks very little different from an arithmatic book today
- The language has changed. We don't write our books in Latin anymore.
- They've got a little by thinner, that one has about 600 pages, but essentially
- arithmetic teaching hasn't changed in the West in 800 years.
- (Marty) now one might say if a system has worked for 800 years
- why does it need to change now. (Keith) well I think many
- people in our audience will say that it hasn't worked very well
- We've been using it, we used text books because for 800 years
- that was the only way we could capture
- mathematical knowledge on any device that we could
- distrbute to a large nubmer of people. I had to be tet
- But mathematics isn't about facts. Mathematics is a way of thinking
- about the world and problems in the world.
- It's something you do.
- Now how do you, what's the best way to learn something?
- You do it. If you want to learn to play chess you
- you can lear the rules from a book but you won't learn to play chess
- until yuo play the game. If you want to learn to play tennis, the book will
- tell you somethingbut you gotta go out and play tennis.
- You can't always learn by going out and doing the real thing
- for For example, if you want to learn how to fly an airplane
- you go and you learn in a simulator. If you want to learn how to
- be a brain surgueon you go and you learn in a simulator.
- The US Army uses simulators to train troops before they go to Iraq.
- (Marty) Now how does this apply to mathematics?
- Mathematics learning is more like learning to be a solider because there is a danger
- element that people will get scared. The best way to learn mathematics
- is either in a real world environment where you're using that mathematics, and those are
- difficult to come across, especially when you have classes full or students.
- Or you learn it in a simulator. And the modern world for a simulator is
- a video game. That's why I've spent the last 5 years looking at how you
- can use video games, Massively Multiplayer Online gGames
- to provide environments in which students can learn
- mathematics in a real environment.
- When oyu talk about teaching people how to think mathematically
- what does that look like how does that
- person who thinks mathematically differ from a person who does not think mathematically?
- In almost every respect, for example
- we don't get nervous when numbers are banded around.
- We know what the numbers mean. We know that if the prices go out 10% this week
- and come down 10% next week they don't go back to where they were.
- We just have this sence of what the numbers mean.
- And what video games are ideal for, you can use them for all kinds of doing mathematics
- but what they're ideal for is getting people to that familiarity with numbers
- and quantities that are really part and parcel of being a citizen
- in the 21st century in a country like the United States.
- So we're getting away from traditional rote learning where you just memorize everything
- Whether or not you really understand it or not.
- Mathematics today, more than any other point in history,
- it's important to be able to think like a mathematician.
- you actually no longer need to do al lot of the detailed mathematics.
- We have these machines like this device,
- that Peter's got next to me that will do mathematics for us.
- We've got computers that will do that.
- We have checkout machines at the super market doing the calculations is not as
- important as it was when I was a child
- But thinking mathematically that's the kind of development
- That's the kind of development in the 21st century.
- Well I think the students of the 1st century will be very happy to learn
- that they'll spend their math calss playing video games.
- (Kevin) I hope hope they would. Because learning math should be fun.
- And by golly we can make it fun.
- Now you're working on this project where is this
- project? Is this game ready to roll off the shelves?
- Absolutely not, we started off 5 years ago thinking this might cost
- 30, 40, 50 million dollars.
- My current estimate is this is a 500 million dollar operation at least.
- I'm now calling this the Apollo program in mathematics education
- It 's the edcuational equivelent of putting a somoene on the moon.
- We want to put some person into a mathematical mind and keep them alive if you will.
- So it's got to be a big national program.
- This is not something that even a large video game comapny can do.
- This has to be a national initiative.
- Because that's the only way to do something on this scale.
- Now that's very intersting because you're talking about a 500 million
- dollar expenditure to build this video program.
- Now Sal, uh you've created Khan Academy which essentially provides
- free education which costs next to nothing to produces
- and you've had 15 million viewers already.
- Now what is Khan Academy actually, and how does it actually work?
- Yeah so most people know it as this library of 1400 videos on YouTube as you mentioned.
- It's got 16 million views. It's now the most viewed
- open education library. More than, especially on YouTube more than MIT
- and Standord. And all the videos have been made by me. I'm the Faculty
- of the Khan Academy. And, uh, the goal is to, I'm going to keep
- making videos but we're supplimenting that with a software piece
- and eventually build a community around the site so that
- students can start teaching each other.
- And the goal is really to, to be a free virtual school for the world
- A place where anyone can go to the site and learn at their own pace
- get feedback and get data on what they're doing and
- start at any point and get to any point.
- If you go to the site right now you'll see that there's
- a video literally on 1 plus 1 equals 2. That's the very first aritmetic
- video. And the videos, you know 1400 videos is a lot of material,
- the material it goes all the way up
- to, uh the last calculus video I did was a surface integral
- and you can go into differential equations and physics,
- and there's even stuff on the financial crisis.
- And so the goal is to start a basic level and go as far as you need to go.
- (Marty) Now before we discuss Khan Academy further we're actually going to
- view some excerpts from some of your videos. What are we going
- to see in these excerpts?
- Yeah, uh, the one thing that I think stands out to
- a lot of people is that the form factor for the Khan Academy
- is fairly different then what you would expect as online video.
- You're not going to see the instructor, you're not going to see someone at a whiteboard kind of teaching
- away from you. All you see is a black background, some writing, in different colors
- that look nice. And a voice, and I like to, the voice is
- this voice. And I like to this that it's more of an experience
- of me sitting next to you and we're doing a tutoring session.
- Or me being in your head [laughter], and uh and more of an intimate
- tutoring, one-on-one formal type of framework I think.
- (Marty) Ok so we're going to go ahead and roll that video. Let's take a look at
- Sal's video and then we'll discuss it further. Let's roll that tape.
- (From the video) "So notice, we interpreted the statement in two different
- ways. This was just straight left-to-rigth doing the addition, then the multiplication
- This way we did the multiplication first, then the addition. We get two different answers.
- And that's just not cool in mathematics. And so if this was
- part of some effort to send something to the moon because two people interpreted
- it in a different way. Or one computer interpreted one way, another interpreted it another way
- the sattelite might go to Mars! So this is just completely unacceptable.
- And that's why we have to have an agreed upon order of operations. An
- agreed upon way to interpret this statement.
- So the agreed upon order of operations is to do parentisis first.
- Let me write it over here. Parentisis [sounds it out] first.
- Then do exponents. If you don't know what exponents are, don't worry about it right now.
- And in this video we're not going to have any exponents in our
- examples. So oyu don't really have to worry about the mfor this video. Then you do multiplication
- , I'll just write 'mult' short for Multiplication.
- Then you do multiplication and division next. They kind of have the
- same level of priority. And then finally you do addition and subtraction.
- Finally you do addition and subtraction so.."
- [New video] "A nuron could be you know reasonablly normally sized
- cell, although there is a huge range, but they axions could be quite long.
- They could be short, sometimes in the brain you could have bery
- small axons but you might have axons that go down the spinal column or that go along
- one of your limbs or, if we're talking about a dinosaur, go along one of a dinosuar's limbs.
- So the axon can actually stretch several feet. Not all neuron's axons are several
- feet but they could be. And this is really where a lot
- of the distance of the signal gets travelled. So let
- me draw the axon. So the axon looks something like this. And at the
- end it ends at the axon terminal. Where it can connect to other dentrites (sp?) or
- maybe to other types of tissue or muscle if the point of this neuron is to tell
- a muscle to do something."
- [New video] "So let's say I go to the local grocery store.
- Let me draw that in orange. So let's say I go to some
- grocery store over here. I'll say G for grocery.
- And I buy 100 dollars worth of groceries. And I want to pay with my
- newly issued credit card. Let me write this down
- this is the issuing, issuer. This is the issuing bank.
- I go to the grocery store I say hey I'd like to pay with credit card.
- The grocery store, if they accept credit cards,
- they need to have some relationship with anotehr bank
- some place on this Visa netowrk in order for them
- to accept a Visa card. SO let's say that they have a relationship
- with Bank B over here. This would be the Merchant Bank. Or we could say the retailers
- bank. Or it's often in credit card lingo and it's called the Acquiiring Bank, or the Acquirer
- And you might wonder why's it called the Acquirer? It's called the Acquireere
- because this is the player that goes out and goes to
- each of the mercheantts and says 'Hey, right now you only accept
- cash or you only accept American Express. Wouldn't it be great if you
- also accepted Visa or MasterCard that way you'll have a more
- appeal to more customers. You know and every time it'll be more
- convenient for your customers and ever time a transaction
- happens we'll just take a little bit of a, a cut of that transaction.'
- And so they go out and acquire different retailers."
- ok so that was some sample videos from Khan cademy.
- Now I like your style of delivery because I don't think your'e going ot lloose anyone.
- I think it's kind of folksy. you're not rushing through it.
- But it looks like the videos are really simple to produce.
- It looks like thye cost next to nothing to create.
- Um, is there anything preventing other people from also
- jumping in to this field and creating their own similar videos?
- Uh, no, and and I hope they do. Literally to produce
- these videos I think some of the people at home could start doing it tonight.
- You just need a little pen tablet that you could get at the local
- electronics store for under $100. I use screene capture
- you can get shareware versions, and I'm just using an art program.
- I started using Microsoft Paint, and now I've used other
- slightly more fancy shareware pieces of programming.
- Uh, but it's it's it's very simple, very easy.
- I started doing it just because, I was remotely tutoring
- my cousins in New Orleans and when I was
- doing that we just had a shared whiteboard. And we didn't
- see eachother. And it seemed to work, so I figured
- hey why not do the same thing. Then I wouldnt' have
- to get a camera crew and all of that on.
- Now how are the videos used? Is this somethign that a
- person just watches at home alone, or
- can this be brought into a classroom situation?
- When I started I envisioned it being a sumplimental material
- for students when they're home if they need to remediate
- to fill in gaps in their knowledge they can just
- dive in and get a 10 minute nugget that fills in a basic building block
- and they can pause and repeat it as much as they want.
- But I've gotten a lot of feed back. It's starting to be used
- in the classroom and really it's an organic process
- and it, it makes a lot of sense.
- If you think about it right now I've got an email from a
- a teacher in London that says "We've flipped the model.
- We are now, uh, instead of doing lecture in the classroom
- and homework at home, I now assign
- Khan Academy videos at home, where the students can watch at their
- own pace, at their own time, pause and repeat, fill in
- their gaps in their knowledge. And when you come to the classroom
- then you do your homework." And you get the benefit
- of the teacher being around, the teacher can
- observe what the students are doing, and the students
- can help eachother. So you're actually taking advantage
- of the social aspects of a classroom to teach eachother.
- So it can be used either. It can be used for a home schooler, I've got
- letters from parents who, one they use it for their kids
- but they also use it to stay ahead of their kids.
- So that they can, they can teach them you know one step ahead
- So it's really ah, I'm learning of new applications for it
- every day. So how do the teachers know that the kids
- mastered the material? Will they still have the same traditional
- tests or will you have a thing where the child finishes
- one video, they somehow demonstrate that they know what they
- were taught, and then they go on to the next video.
- And so people kind of work at their own pace?
- Yeah, and when I started the Khan Academy it's most known for its
- videos but there's an entire software piece that I started
- really building for my cousisns and now several tens of
- thousands of people are using the software
- and the idea is you start everyone at one plus one. There's these
- little modules, people can log in right now
- and start working on it. It starts at one plus one equals two.
- And the paradigm isn't get 80% right and you're a C student, or 90% right
- you're a B or 95% you're an A student. The
- paradigm is get 10 in a row. Because even if you're an A
- student and you get 95% right, what was that 5%?
- And I think we can all apprecaite, in mathematics if you have even
- a 5% gap when you build on top of that, that
- you don't know what something is to the 0th power. Then when you see
- it in Calculs go go like gee I was an A student
- but I still didn't know that one special case.
- So the paradigm is get 10 in a row and as you get 10 in a row
- you get, and while you're doing the modules it's tracking everything.
- Every interaction with the software so
- if you think about it you're getting instruction
- from the video, you're getting practice and feedback
- directly from the software in realtime. And everything is being tracked
- So it's actual real time assement that's actionalable data
- the teachers can actually get data on what to do about
- what students and everybody's working at their
- own pace. Because the tradidtion is that everybody goes
- in lockstep which is bad in two respects. One respect
- uh theh slow kids get left behind, the other respect is that
- the fast kids are held back.
- And the real irony is sometimes there's a flipping
- of a, we've had the experience where you're like
- ugh this is easy and your'e kinda bored
- and then all of a sudden you're like "wait I... I missed that."
- And you're now fallen behind. And I've seen it in the data
- of students using the software is that, sometimes a student
- will, when they're working at their own pace.
- A student that you might say is slow initially
- because they're spending more time on, on one concept
- once they get that out of the way they race forward.
- So it's actually very hard to predict who are the slow or the fast
- students. And and just going back to the
- traditional model. On some level you know we've gotten so used to
- it because you know it's 1000 years old, we don't question
- this idea of passively getting lectures, then oyu go home
- and you do things in a vaccum, and you keep doing
- that process for several days and then
- you gotta snapshot assessment. And when oyu get the assessment
- It says you knew 80% of that concept.
- And in the normal world when you're learning something
- if I only know how to ride a bike 80% of the way
- I'm going to keep sitting on that bike until I can always
- you know before I try out a unicycle.
- Yeah and lot of people seem to have a real math-phobia.
- I've known people who just don't belive they can understand
- anything in math. And it might be because they missed
- one. Like it's a chain of knowledge (Sal: exactly) and if one
- link in the chain is broken then you lose the rest of the chain
- But here you don't advance to the next link
- until you're sure that you've mastered this link.
- Right and and you know I there's a couple of reasons, I'm convinced
- that a lot of the frustration that say goes on
- in algebra class isn't a, becuse the student is slow or because
- the teacher is bad. It's just that the student has a weakness in
- borrowing numbers, or negative numbers.
- And there's no way in that algebra class to address that
- negative numbers. The student might not even know that
- they have that, that basic weakness in negative numbers.
- And they just keep talking past eachother. So uh, I it htink you're exactly
- right that's the problem is that no matter how good
- you do the traditional model how good the actors
- are in tit. If you have this basic
- core weakness there's no way to address it in the
- traditional model.
- Let me throw out a quesiton that any of you can feel free
- to answer. Is learning itself an art? Uh, the usual model is
- that the child is a passive vesel in which you
- pour the knowlege. Uh, is learning something that you
- have to know how to do? Like you have to learn how to
- learn before you can even start.
- You know the museum, the game program, and your (Sal's) methedology
- really teaches us, and we learn it, that there's
- a different way of learning where you, you are the
- master of the speed how fast you learn
- You go forwards and backwards. It's your choice.
- So people who come to museums, they give random a chance. They
- run around, they discovere their talents. The
- learning is not working in the future I think, with a teacher outside
- and a lot of kids sitting there just watching at this teacher.
- I think we want to be part of this learning process. An we want
- to really organize it ourselves. And I think
- in all of our three cases that's happening these days.
- I mean that's the power of the video game. I mean in
- the vidoe game the player is the star of that
- universe. It revolves around you they design that way.
- And remember human beings as a species we
- survied because we learned to learn. We are the
- learning species. We are programmed from birth to learn
- in an environment where it's important to learn.
- (Peter) And you get immedately feed back. (Kevin) You
- get immediate feeback. Just as with Sal's, videogame learning it
- reverses everything. What does the teacher say?
- "Go home tonight your homework is to acquire the
- Sword of Doom." We build that game
- so acquiring the Sword of Doom requires solving some
- sort of math problems. The child probably won't solve the
- problems that night, so they go back in the teacher says
- "go and look at Khan Academy and you'll find video 35
- exactly what you need to go back in tomorrow night and
- capture the Sword of Doom." The child now has motivated
- in a right environment and they've got all the resources
- avialible. Teacher, textbooks, videos. Brings it all together.
- I think a lot of people who have made the greatest
- contributions in Computer Science didn't make it
- because of what they learned sitting in the lcassroom
- It's what the did at home playing and poutting
- things together. (Kevin) Many of them dropped out.
- Many of them dropped out of school. (Sal) And
- to your point about this learning to learn, and is there
- I have a 15 month old son. And he is a natural learner
- just like what these guys are talking about.
- He, that's all he wnats to do. In fact if you take him
- away from exporling and playing with something
- and seeing and understanding that's what upsets him
- and I think the problem isn't that we need to
- teach people how to learn. I think a lot of our current
- institutions actually go in the opposite direction of
- our natural learning instincts. They force, even though
- you want to be active and engaged, and explor things.
- They're treating you like a vessel that need information
- to be poured in.
- (Brian) You know in the 1980s, that's now 30 years ago,
- I learned Latin at a school. And I was not really good at Latin.
- So I bought one of the first laptops.
- I put all of the vocubuarly of this book into this little
- computer and the computer was asking me the word
- I typed it in. And when I typed it correctly he erased it.
- If I made an error, he recorded it
- and then he asked me the wrong ones again.
- I mean I basically learned how to program Basic in thoses
- days you know. My Latin didn't really improve.
- [Laughter] So instant feedback is really important.
- You don't pour knowledge into the vessel here and at the
- end of the year you give it a one time test to see
- what they learned. And then move on if they didn't.
- Now there are a lot of good methods to improve education
- but you know for example here in the State of California
- education is a huge beaucracy. And beuarocracys are highly
- resistant to cahne. Is there any way that some of the
- ideas that we're talking about could actually find
- it's way into this big massive inertial system?
- (Sal) Well, one thing I'm seeing just from letters from Khan Aca
- Academy users, and I'm getting a couple hundred every day
- now, is that some students are using
- Khan Academy as their primary instruction
- and they're just showing up to their university or their
- high school to just show what they've learned.
- And so I think it's hard to change the system.
- You know it's a big beast and you've gotta sort of massge
- it slowly. But I think, over time when people find these
- alternate sources for learning their information and their
- professors start saying "Gee people are just showing up.
- I'm just a test administrator. I'm not actually
- they're learning someplace else." Hopefully the system
- itself will say gee maybe we need to. I don't understand
- why there are 300 person lecture rooms anymore.
- I mean if you think about it, on-demand video is better
- in every single way. A 300 person lecture room is a
- complete broadcast. Completely passive.
- On demand video you can pause, repeat, watch in your own time.
- But the initeria, the beaurocarcy is continuing
- to do, I'm mean even a 20 person classroom you have to
- question but, 300, I mean I've challenged everyone.
- No one can think of why this exists. But at every university
- you pay $30,000 a year, they stick you in these rooms
- and you get a broadcast lecture.
- (Brian) I think we're in the middle of that really social
- change already. It's happening you know. You prooved it.
- [Laughter] (Kevin) It's happening on the edges because one guy
- in a converted closet can reach 16 million people.
- (Sal) Yeah. (Kevin) I mean, the technology allows small
- groups of people to make big change.
- Well the internet is really the backbone of the change
- because that is what enables the instant
- communication. From anywhere, to anyone.
- At almost no cost. And we're alwasy loookig for new
- ways to applly this. And we're porbably at the very beginning of
- how to figure out how to really apply it.
- (Sal) Yeah. (Host) So what's your economic model
- for this. I mean you give the product away for nothign?
- (Sal) [Laughing] It's a mysterious. It's a, you know Iused to
- work in the hedgefund world, I was an analyst and I
- and I was doing all of this part-time. Started for my
- cousins really and it started to take off. And in September
- I just felt, it's all for a not for profit basis.
- Khan Academy is a 501C3 organization.
- And we could talk about why I decided to do that.
- There was some temptation to go off on the for profit. (Host) People
- can donate without. (Sal) Yeah, yeah they
- can donate but then I'm limited to [laughing]. But ah, it was
- initially essentially self-funded, and uh, there's some
- donations coming from the viewers. Just spontaineus donations.
- There's just alittle bit of advertising going to
- KhanAcademy.org. I wasn't taking a salary
- until very recently. (Host) Unfortunately I'm going
- to have to cut you off because I just got the signal
- that we're just about totally out of time.
- (Sal) Oh ok.
- (Host) So we're going to have to wrap up the show. I'd like
- to thank my 3 very distinguished guests. Peter Freis. Keith Devlin.
- Salman Kahn. Thanks to all of you for being here, and advancing
- public knowledge on how to improve math training
- so we can continue to maintain this huge
- technological society we've created. Thank you for
- watching. Be sure to tune in next time. I'm Marty
- Wasern. See you next time.
Be specific, and indicate a time in the video:
At 5:31, how is the moon large enough to block the sun? Isn't the sun way larger?
|
Have something that's not a question about this content? |
This discussion area is not meant for answering homework questions.
Discuss the site
For general discussions about Khan Academy, visit our Reddit discussion page.
Flag inappropriate posts
Here are posts to avoid making. If you do encounter them, flag them for attention from our Guardians.
abuse
- disrespectful or offensive
- an advertisement
not helpful
- low quality
- not about the video topic
- soliciting votes or seeking badges
- a homework question
- a duplicate answer
- repeatedly making the same post
wrong category
- a tip or feedback in Questions
- a question in Tips & Feedback
- an answer that should be its own question
about the site
Share a tip
Suggest a fix
Have something that's not a tip or feedback about this content?
This discussion area is not meant for answering homework questions.