????這只是夢想?，F(xiàn)實是：要使網(wǎng)絡(luò)教育在全球范圍帶來變革，我們必須從更廣泛的角度考慮學(xué)生的切實需求。我們需要考慮他們的整個教育歷程，而不僅僅是提供教學(xué)內(nèi)容或?qū)W習(xí)課程。

????每個學(xué)生都需要以下三點：

????第一，學(xué)習(xí)計劃。試想，身在非洲的一個孩子正想方設(shè)法地從一大堆網(wǎng)絡(luò)課程中胡亂拼湊出一個學(xué)習(xí)計劃。這是不可能完成的。再來看看這個，哈佛大學(xué)（Harvard）和麻省理工學(xué)院已聯(lián)手投資6,000萬美元推廣網(wǎng)絡(luò)教育。除開設(shè)網(wǎng)絡(luò)課程外，這些資金還將用于幫助學(xué)生制訂學(xué)習(xí)計劃，由教研人員或現(xiàn)有學(xué)生為他們提供咨詢建議。這兩家學(xué)府正通過努力幫助世界各地的學(xué)生制訂教育計劃，試問，還有誰比它們做得更好？

????第二，同齡群體。如果沒有同齡群體一起學(xué)習(xí)、一起奮斗，他們會感到疏離和無望。在Piazza平臺，每每開設(shè)大班學(xué)習(xí)課程時，我們總能看到學(xué)生們自發(fā)組成學(xué)習(xí)小組。網(wǎng)絡(luò)教育軟件必須越來越社會化、即時化和趣味化。試想，要是印度農(nóng)村的小女孩能與世界上其他地方的小女孩一起學(xué)習(xí)同樣的內(nèi)容，那該是怎樣的惠益啊。

????第三，導(dǎo)師。去年秋天，我創(chuàng)建了網(wǎng)絡(luò)社區(qū)WitsOn，為500位職業(yè)女性和上千名大學(xué)生搭建了溝通的橋梁。學(xué)生們踴躍提問，了解如何平衡自己的生活和工作。有趣的是，這些職場女性中有很多人熱切地向?qū)W生們學(xué)習(xí)，她們發(fā)現(xiàn)很多學(xué)生在某些科技領(lǐng)域比她們更有作為。這就是一個龐大的學(xué)習(xí)者網(wǎng)絡(luò)。三人行必有我?guī)?，大家自發(fā)地相互學(xué)習(xí)。

????我非常熱衷于網(wǎng)絡(luò)學(xué)習(xí)。但是，我們的目標(biāo)不夠遠(yuǎn)大。試想，在發(fā)達(dá)國家，如果有孩子脫離了教育的軌道，那么對大多數(shù)這樣的孩子來說，僅為他們提供電腦是不足以幫助他們的。教育不只是聽課、作業(yè)和考試。教育是憧憬未來、改變現(xiàn)有生存狀態(tài)的一種方式。就讓我們?yōu)槊總€學(xué)生都提供一次這樣的機會吧。

????That's the dream. The reality is: If online education is going to change outcomes on a global scale, we must think more broadly about students' actual needs. We need to think about their entire educational journey, not just the content or the classes we provide.

????Every student needs three things:

????First, the plan. Imagine a child in Africa trying to cobble together an educational plan out of a series of online courses. It's impossible. Consider that Harvard and MIT have pledged $60 million for online education. In addition to building online classes, some of that money should go toward helping students make iterative plans for their education, with help from advisory staff or current students. Who better than Harvard and MIT to help students around the world put together educational plans?

????Second, the peer group. If students don't have peers struggling with the same material at the same time, they're likely to feel alienated and hopeless. At Piazza, we see spontaneous peer group formation every time we run large online classes. Online educational software must become more social and immediate and fun. Imagine what a gift it would be to a girl in rural India to connect with other girls studying the same material in other parts of the world.

????Third. the mentors. Last fall, I helped create WitsOn, an online community connecting 500 professional women with thousands of college students. Students asked the women questions about how they had managed their lives and careers. Interestingly, we saw many of the professionals eagerly learning from the students, many of whom were more accomplished than they were in certain facets of technology. This suggests a giant network of learners, with mentors and mentees learning simultaneously.

????I'm a big fan of learning online. But we aren't being ambitious enough. If children in the developed world fall off the educational track, giving them computers is not going to help most of them. Education is more than lectures, assignments, and exams. It's a means to envision a different life from the one you're living. Let's give every student a shot at that.