Tag Archives: apollo

#437929 These Were Our Favorite Tech Stories ...

This time last year we were commemorating the end of a decade and looking ahead to the next one. Enter the year that felt like a decade all by itself: 2020. News written in January, the before-times, feels hopelessly out of touch with all that came after. Stories published in the early days of the pandemic are, for the most part, similarly naive.

The year’s news cycle was swift and brutal, ping-ponging from pandemic to extreme social and political tension, whipsawing economies, and natural disasters. Hope. Despair. Loneliness. Grief. Grit. More hope. Another lockdown. It’s been a hell of a year.

Though 2020 was dominated by big, hairy societal change, science and technology took significant steps forward. Researchers singularly focused on the pandemic and collaborated on solutions to a degree never before seen. New technologies converged to deliver vaccines in record time. The dark side of tech, from biased algorithms to the threat of omnipresent surveillance and corporate control of artificial intelligence, continued to rear its head.

Meanwhile, AI showed uncanny command of language, joined Reddit threads, and made inroads into some of science’s grandest challenges. Mars rockets flew for the first time, and a private company delivered astronauts to the International Space Station. Deprived of night life, concerts, and festivals, millions traveled to virtual worlds instead. Anonymous jet packs flew over LA. Mysterious monoliths appeared and disappeared worldwide.

It was all, you know, very 2020. For this year’s (in-no-way-all-encompassing) list of fascinating stories in tech and science, we tried to select those that weren’t totally dated by the news, but rose above it in some way. So, without further ado: This year’s picks.

How Science Beat the Virus
Ed Yong | The Atlantic
“Much like famous initiatives such as the Manhattan Project and the Apollo program, epidemics focus the energies of large groups of scientists. …But ‘nothing in history was even close to the level of pivoting that’s happening right now,’ Madhukar Pai of McGill University told me. … No other disease has been scrutinized so intensely, by so much combined intellect, in so brief a time.”

‘It Will Change Everything’: DeepMind’s AI Makes Gigantic Leap in Solving Protein Structures
Ewen Callaway | Nature
“In some cases, AlphaFold’s structure predictions were indistinguishable from those determined using ‘gold standard’ experimental methods such as X-ray crystallography and, in recent years, cryo-electron microscopy (cryo-EM). AlphaFold might not obviate the need for these laborious and expensive methods—yet—say scientists, but the AI will make it possible to study living things in new ways.”

OpenAI’s Latest Breakthrough Is Astonishingly Powerful, But Still Fighting Its Flaws
James Vincent | The Verge
“What makes GPT-3 amazing, they say, is not that it can tell you that the capital of Paraguay is Asunción (it is) or that 466 times 23.5 is 10,987 (it’s not), but that it’s capable of answering both questions and many more beside simply because it was trained on more data for longer than other programs. If there’s one thing we know that the world is creating more and more of, it’s data and computing power, which means GPT-3’s descendants are only going to get more clever.”

Artificial General Intelligence: Are We Close, and Does It Even Make Sense to Try?
Will Douglas Heaven | MIT Technology Review
“A machine that could think like a person has been the guiding vision of AI research since the earliest days—and remains its most divisive idea. …So why is AGI controversial? Why does it matter? And is it a reckless, misleading dream—or the ultimate goal?”

The Dark Side of Big Tech’s Funding for AI Research
Tom Simonite | Wired
“Timnit Gebru’s exit from Google is a powerful reminder of how thoroughly companies dominate the field, with the biggest computers and the most resources. …[Meredith] Whittaker of AI Now says properly probing the societal effects of AI is fundamentally incompatible with corporate labs. ‘That kind of research that looks at the power and politics of AI is and must be inherently adversarial to the firms that are profiting from this technology.’i”

We’re Not Prepared for the End of Moore’s Law
David Rotman | MIT Technology Review
“Quantum computing, carbon nanotube transistors, even spintronics, are enticing possibilities—but none are obvious replacements for the promise that Gordon Moore first saw in a simple integrated circuit. We need the research investments now to find out, though. Because one prediction is pretty much certain to come true: we’re always going to want more computing power.”

Inside the Race to Build the Best Quantum Computer on Earth
Gideon Lichfield | MIT Technology Review
“Regardless of whether you agree with Google’s position [on ‘quantum supremacy’] or IBM’s, the next goal is clear, Oliver says: to build a quantum computer that can do something useful. …The trouble is that it’s nearly impossible to predict what the first useful task will be, or how big a computer will be needed to perform it.”

The Secretive Company That Might End Privacy as We Know It
Kashmir Hill | The New York Times
“Searching someone by face could become as easy as Googling a name. Strangers would be able to listen in on sensitive conversations, take photos of the participants and know personal secrets. Someone walking down the street would be immediately identifiable—and his or her home address would be only a few clicks away. It would herald the end of public anonymity.”

Wrongfully Accused by an Algorithm
Kashmir Hill | The New York Times
“Mr. Williams knew that he had not committed the crime in question. What he could not have known, as he sat in the interrogation room, is that his case may be the first known account of an American being wrongfully arrested based on a flawed match from a facial recognition algorithm, according to experts on technology and the law.”

Predictive Policing Algorithms Are Racist. They Need to Be Dismantled.
Will Douglas Heaven | MIT Technology Review
“A number of studies have shown that these tools perpetuate systemic racism, and yet we still know very little about how they work, who is using them, and for what purpose. All of this needs to change before a proper reckoning can take pace. Luckily, the tide may be turning.”

The Panopticon Is Already Here
Ross Andersen | The Atlantic
“Artificial intelligence has applications in nearly every human domain, from the instant translation of spoken language to early viral-outbreak detection. But Xi [Jinping] also wants to use AI’s awesome analytical powers to push China to the cutting edge of surveillance. He wants to build an all-seeing digital system of social control, patrolled by precog algorithms that identify potential dissenters in real time.”

The Case For Cities That Aren’t Dystopian Surveillance States
Cory Doctorow | The Guardian
“Imagine a human-centered smart city that knows everything it can about things. It knows how many seats are free on every bus, it knows how busy every road is, it knows where there are short-hire bikes available and where there are potholes. …What it doesn’t know is anything about individuals in the city.”

The Modern World Has Finally Become Too Complex for Any of Us to Understand
Tim Maughan | OneZero
“One of the dominant themes of the last few years is that nothing makes sense. …I am here to tell you that the reason so much of the world seems incomprehensible is that it is incomprehensible. From social media to the global economy to supply chains, our lives rest precariously on systems that have become so complex, and we have yielded so much of it to technologies and autonomous actors that no one totally comprehends it all.”

The Conscience of Silicon Valley
Zach Baron | GQ
“What I really hoped to do, I said, was to talk about the future and how to live in it. This year feels like a crossroads; I do not need to explain what I mean by this. …I want to destroy my computer, through which I now work and ‘have drinks’ and stare at blurry simulations of my parents sometimes; I want to kneel down and pray to it like a god. I want someone—I want Jaron Lanier—to tell me where we’re going, and whether it’s going to be okay when we get there. Lanier just nodded. All right, then.”

Yes to Tech Optimism. And Pessimism.
Shira Ovide | The New York Times
“Technology is not something that exists in a bubble; it is a phenomenon that changes how we live or how our world works in ways that help and hurt. That calls for more humility and bridges across the optimism-pessimism divide from people who make technology, those of us who write about it, government officials and the public. We need to think on the bright side. And we need to consider the horribles.”

How Afrofuturism Can Help the World Mend
C. Brandon Ogbunu | Wired
“…[W. E. B. DuBois’] ‘The Comet’ helped lay the foundation for a paradigm known as Afrofuturism. A century later, as a comet carrying disease and social unrest has upended the world, Afrofuturism may be more relevant than ever. Its vision can help guide us out of the rubble, and help us to consider universes of better alternatives.”

Wikipedia Is the Last Best Place on the Internet
Richard Cooke | Wired
“More than an encyclopedia, Wikipedia has become a community, a library, a constitution, an experiment, a political manifesto—the closest thing there is to an online public square. It is one of the few remaining places that retains the faintly utopian glow of the early World Wide Web.”

Can Genetic Engineering Bring Back the American Chestnut?
Gabriel Popkin | The New York Times Magazine
“The geneticists’ research forces conservationists to confront, in a new and sometimes discomfiting way, the prospect that repairing the natural world does not necessarily mean returning to an unblemished Eden. It may instead mean embracing a role that we’ve already assumed: engineers of everything, including nature.”

At the Limits of Thought
David C. Krakauer | Aeon
“A schism is emerging in the scientific enterprise. On the one side is the human mind, the source of every story, theory, and explanation that our species holds dear. On the other stand the machines, whose algorithms possess astonishing predictive power but whose inner workings remain radically opaque to human observers.”

Is the Internet Conscious? If It Were, How Would We Know?
Meghan O’Gieblyn | Wired
“Does the internet behave like a creature with an internal life? Does it manifest the fruits of consciousness? There are certainly moments when it seems to. Google can anticipate what you’re going to type before you fully articulate it to yourself. Facebook ads can intuit that a woman is pregnant before she tells her family and friends. It is easy, in such moments, to conclude that you’re in the presence of another mind—though given the human tendency to anthropomorphize, we should be wary of quick conclusions.”

The Internet Is an Amnesia Machine
Simon Pitt | OneZero
“There was a time when I didn’t know what a Baby Yoda was. Then there was a time I couldn’t go online without reading about Baby Yoda. And now, Baby Yoda is a distant, shrugging memory. Soon there will be a generation of people who missed the whole thing and for whom Baby Yoda is as meaningless as it was for me a year ago.”

Digital Pregnancy Tests Are Almost as Powerful as the Original IBM PC
Tom Warren | The Verge
“Each test, which costs less than $5, includes a processor, RAM, a button cell battery, and a tiny LCD screen to display the result. …Foone speculates that this device is ‘probably faster at number crunching and basic I/O than the CPU used in the original IBM PC.’ IBM’s original PC was based on Intel’s 8088 microprocessor, an 8-bit chip that operated at 5Mhz. The difference here is that this is a pregnancy test you pee on and then throw away.”

The Party Goes on in Massive Online Worlds
Cecilia D’Anastasio | Wired
“We’re more stand-outside types than the types to cast a flashy glamour spell and chat up the nearest cat girl. But, hey, it’s Final Fantasy XIV online, and where my body sat in New York, the epicenter of America’s Covid-19 outbreak, there certainly weren’t any parties.”

The Facebook Groups Where People Pretend the Pandemic Isn’t Happening
Kaitlyn Tiffany | The Atlantic
“Losing track of a friend in a packed bar or screaming to be heard over a live band is not something that’s happening much in the real world at the moment, but it happens all the time in the 2,100-person Facebook group ‘a group where we all pretend we’re in the same venue.’ So does losing shoes and Juul pods, and shouting matches over which bands are the saddest, and therefore the greatest.”

Did You Fly a Jetpack Over Los Angeles This Weekend? Because the FBI Is Looking for You
Tom McKay | Gizmodo
“Did you fly a jetpack over Los Angeles at approximately 3,000 feet on Sunday? Some kind of tiny helicopter? Maybe a lawn chair with balloons tied to it? If the answer to any of the above questions is ‘yes,’ you should probably lay low for a while (by which I mean cool it on the single-occupant flying machine). That’s because passing airline pilots spotted you, and now it’s this whole thing with the FBI and the Federal Aviation Administration, both of which are investigating.”

Image Credit: Thomas Kinto / Unsplash Continue reading

Posted in Human Robots

#437671 Video Friday: Researchers 3D Print ...

Video Friday is your weekly selection of awesome robotics videos, collected by your Automaton bloggers. We’ll also be posting a weekly calendar of upcoming robotics events for the next few months; here’s what we have so far (send us your events!):

ICRES 2020 – September 28-29, 2020 – Taipei, Taiwan
AUVSI EXPONENTIAL 2020 – October 5-8, 2020 – [Online]
IROS 2020 – October 25-29, 2020 – [Online]
ROS World 2020 – November 12, 2020 – [Online]
CYBATHLON 2020 – November 13-14, 2020 – [Online]
ICSR 2020 – November 14-16, 2020 – Golden, Colo., USA
Let us know if you have suggestions for next week, and enjoy today’s videos.

The Giant Gundam in Yokohama is actually way cooler than I thought it was going to be.

[ Gundam Factory ] via [ YouTube ]

A new 3D-printing method will make it easier to manufacture and control the shape of soft robots, artificial muscles and wearable devices. Researchers at UC San Diego show that by controlling the printing temperature of liquid crystal elastomer, or LCE, they can control the material’s degree of stiffness and ability to contract—also known as degree of actuation. What’s more, they are able to change the stiffness of different areas in the same material by exposing it to heat.

[ UCSD ]

Thanks Ioana!

This is the first successful reactive stepping test on our new torque-controlled biped robot named Bolt. The robot has 3 active degrees of freedom per leg and one passive joint in ankle. Since there is no active joint in ankle, the robot only relies on step location and timing adaptation to stabilize its motion. Not only can the robot perform stepping without active ankles, but it is also capable of rejecting external disturbances as we showed in this video.

[ ODRI ]

The curling robot “Curly” is the first AI-based robot to demonstrate competitive curling skills in an icy real environment with its high uncertainties. Scientists from seven different Korean research institutions including Prof. Klaus-Robert Müller, head of the machine-learning group at TU Berlin and guest professor at Korea University, have developed an AI-based curling robot.

[ TU Berlin ]

MoonRanger, a small robotic rover being developed by Carnegie Mellon University and its spinoff Astrobotic, has completed its preliminary design review in preparation for a 2022 mission to search for signs of water at the moon’s south pole. Red Whittaker explains why the new MoonRanger Lunar Explorer design is innovative and different from prior planetary rovers.

[ CMU ]

Cobalt’s security robot can now navigate unmodified elevators, which is an impressive feat.

Also, EXTERMINATE!

[ Cobalt ]

OrionStar, the robotics company invested in by Cheetah Mobile, announced the Robotic Coffee Master. Incorporating 3,000 hours of AI learning, 30,000 hours of robotic arm testing and machine vision training, the Robotic Coffee Master can perform complex brewing techniques, such as curves and spirals, with millimeter-level stability and accuracy (reset error ≤ 0.1mm).

[ Cheetah Mobile ]

DARPA OFFensive Swarm-Enabled Tactics (OFFSET) researchers recently tested swarms of autonomous air and ground vehicles at the Leschi Town Combined Arms Collective Training Facility (CACTF), located at Joint Base Lewis-McChord (JBLM) in Washington. The Leschi Town field experiment is the fourth of six planned experiments for the OFFSET program, which seeks to develop large-scale teams of collaborative autonomous systems capable of supporting ground forces operating in urban environments.

[ DARPA ]

Here are some highlights from Team Explorer’s SubT Urban competition back in February.

[ Team Explorer ]

Researchers with the Skoltech Intelligent Space Robotics Laboratory have developed a system that allows easy interaction with a micro-quadcopter with LEDs that can be used for light-painting. The researchers used a 92x92x29 mm Crazyflie 2.0 quadrotor that weighs just 27 grams, equipped with a light reflector and an array of controllable RGB LEDs. The control system consists of a glove equipped with an inertial measurement unit (IMU; an electronic device that tracks the movement of a user’s hand), and a base station that runs a machine learning algorithm.

[ Skoltech ]

“DeKonBot” is the prototype of a cleaning and disinfection robot for potentially contaminated surfaces in buildings such as door handles, light switches or elevator buttons. While other cleaning robots often spray the cleaning agents over a large area, DeKonBot autonomously identifies the surface to be cleaned.

[ Fraunhofer IPA ]

On Oct. 20, the OSIRIS-REx mission will perform the first attempt of its Touch-And-Go (TAG) sample collection event. Not only will the spacecraft navigate to the surface using innovative navigation techniques, but it could also collect the largest sample since the Apollo missions.

[ NASA ]

With all the robotics research that seems to happen in places where snow is more of an occasional novelty or annoyance, it’s good to see NORLAB taking things more seriously

[ NORLAB ]

Telexistence’s Model-T robot works very slowly, but very safely, restocking shelves.

[ Telexistence ] via [ YouTube ]

Roboy 3.0 will be unveiled next month!

[ Roboy ]

KUKA ready2_educate is your training cell for hands-on education in robotics. It is especially aimed at schools, universities and company training facilities. The training cell is a complete starter package and your perfect partner for entry into robotics.

[ KUKA ]

A UPenn GRASP Lab Special Seminar on Data Driven Perception for Autonomy, presented by Dapo Afolabi from UC Berkeley.

Perception systems form a crucial part of autonomous and artificial intelligence systems since they convert data about the relationship between an autonomous system and its environment into meaningful information. Perception systems can be difficult to build since they may involve modeling complex physical systems or other autonomous agents. In such scenarios, data driven models may be used to augment physics based models for perception. In this talk, I will present work making use of data driven models for perception tasks, highlighting the benefit of such approaches for autonomous systems.

[ GRASP Lab ]

A Maryland Robotics Center Special Robotics Seminar on Underwater Autonomy, presented by Ioannis Rekleitis from the University of South Carolina.

This talk presents an overview of algorithmic problems related to marine robotics, with a particular focus on increasing the autonomy of robotic systems in challenging environments. I will talk about vision-based state estimation and mapping of underwater caves. An application of monitoring coral reefs is going to be discussed. I will also talk about several vehicles used at the University of South Carolina such as drifters, underwater, and surface vehicles. In addition, a short overview of the current projects will be discussed. The work that I will present has a strong algorithmic flavour, while it is validated in real hardware. Experimental results from several testing campaigns will be presented.

[ MRC ]

This week’s CMU RI Seminar comes from Scott Niekum at UT Austin, on Scaling Probabilistically Safe Learning to Robotics.

Before learning robots can be deployed in the real world, it is critical that probabilistic guarantees can be made about the safety and performance of such systems. This talk focuses on new developments in three key areas for scaling safe learning to robotics: (1) a theory of safe imitation learning; (2) scalable reward inference in the absence of models; (3) efficient off-policy policy evaluation. The proposed algorithms offer a blend of safety and practicality, making a significant step towards safe robot learning with modest amounts of real-world data.

[ CMU RI ] Continue reading

Posted in Human Robots

#433668 A Decade of Commercial Space ...

In many industries, a decade is barely enough time to cause dramatic change unless something disruptive comes along—a new technology, business model, or service design. The space industry has recently been enjoying all three.

But 10 years ago, none of those innovations were guaranteed. In fact, on Sept. 28, 2008, an entire company watched and hoped as their flagship product attempted a final launch after three failures. With cash running low, this was the last shot. Over 21,000 kilograms of kerosene and liquid oxygen ignited and powered two booster stages off the launchpad.

This first official picture of the Soviet satellite Sputnik I was issued in Moscow Oct. 9, 1957. The satellite measured 1 foot, 11 inches and weighed 184 pounds. The Space Age began as the Soviet Union launched Sputnik, the first man-made satellite, into orbit, on Oct. 4, 1957.AP Photo/TASS
When that Falcon 1 rocket successfully reached orbit and the company secured a subsequent contract with NASA, SpaceX had survived its ‘startup dip’. That milestone, the first privately developed liquid-fueled rocket to reach orbit, ignited a new space industry that is changing our world, on this planet and beyond. What has happened in the intervening years, and what does it mean going forward?

While scientists are busy developing new technologies that address the countless technical problems of space, there is another segment of researchers, including myself, studying the business angle and the operations issues facing this new industry. In a recent paper, my colleague Christopher Tang and I investigate the questions firms need to answer in order to create a sustainable space industry and make it possible for humans to establish extraterrestrial bases, mine asteroids and extend space travel—all while governments play an increasingly smaller role in funding space enterprises. We believe these business solutions may hold the less-glamorous key to unlocking the galaxy.

The New Global Space Industry
When the Soviet Union launched their Sputnik program, putting a satellite in orbit in 1957, they kicked off a race to space fueled by international competition and Cold War fears. The Soviet Union and the United States played the primary roles, stringing together a series of “firsts” for the record books. The first chapter of the space race culminated with Neil Armstrong and Buzz Aldrin’s historic Apollo 11 moon landing which required massive public investment, on the order of US$25.4 billion, almost $200 billion in today’s dollars.

Competition characterized this early portion of space history. Eventually, that evolved into collaboration, with the International Space Station being a stellar example, as governments worked toward shared goals. Now, we’ve entered a new phase—openness—with private, commercial companies leading the way.

The industry for spacecraft and satellite launches is becoming more commercialized, due, in part, to shrinking government budgets. According to a report from the investment firm Space Angels, a record 120 venture capital firms invested over $3.9 billion in private space enterprises last year. The space industry is also becoming global, no longer dominated by the Cold War rivals, the United States and USSR.

In 2018 to date, there have been 72 orbital launches, an average of two per week, from launch pads in China, Russia, India, Japan, French Guinea, New Zealand, and the US.

The uptick in orbital launches of actual rockets as well as spacecraft launches, which includes satellites and probes launched from space, coincides with this openness over the past decade.

More governments, firms and even amateurs engage in various spacecraft launches than ever before. With more entities involved, innovation has flourished. As Roberson notes in Digital Trends, “Private, commercial spaceflight. Even lunar exploration, mining, and colonization—it’s suddenly all on the table, making the race for space today more vital than it has felt in years.”

Worldwide launches into space. Orbital launches include manned and unmanned spaceships launched into orbital flight from Earth. Spacecraft launches include all vehicles such as spaceships, satellites and probes launched from Earth or space. Wooten, J. and C. Tang (2018) Operations in space, Decision Sciences; Space Launch Report (Kyle 2017); Spacecraft Encyclopedia (Lafleur 2017), CC BY-ND

One can see this vitality plainly in the news. On Sept. 21, Japan announced that two of its unmanned rovers, dubbed Minerva-II-1, had landed on a small, distant asteroid. For perspective, the scale of this landing is similar to hitting a 6-centimeter target from 20,000 kilometers away. And earlier this year, people around the world watched in awe as SpaceX’s Falcon Heavy rocket successfully launched and, more impressively, returned its two boosters to a landing pad in a synchronized ballet of epic proportions.

Challenges and Opportunities
Amidst the growth of capital, firms, and knowledge, both researchers and practitioners must figure out how entities should manage their daily operations, organize their supply chain, and develop sustainable operations in space. This is complicated by the hurdles space poses: distance, gravity, inhospitable environments, and information scarcity.

One of the greatest challenges involves actually getting the things people want in space, into space. Manufacturing everything on Earth and then launching it with rockets is expensive and restrictive. A company called Made In Space is taking a different approach by maintaining an additive manufacturing facility on the International Space Station and 3D printing right in space. Tools, spare parts, and medical devices for the crew can all be created on demand. The benefits include more flexibility and better inventory management on the space station. In addition, certain products can be produced better in space than on Earth, such as pure optical fiber.

How should companies determine the value of manufacturing in space? Where should capacity be built and how should it be scaled up? The figure below breaks up the origin and destination of goods between Earth and space and arranges products into quadrants. Humans have mastered the lower left quadrant, made on Earth—for use on Earth. Moving clockwise from there, each quadrant introduces new challenges, for which we have less and less expertise.

A framework of Earth-space operations. Wooten, J. and C. Tang (2018) Operations in Space, Decision Sciences, CC BY-ND
I first became interested in this particular problem as I listened to a panel of robotics experts discuss building a colony on Mars (in our third quadrant). You can’t build the structures on Earth and easily send them to Mars, so you must manufacture there. But putting human builders in that extreme environment is equally problematic. Essentially, an entirely new mode of production using robots and automation in an advance envoy may be required.

Resources in Space
You might wonder where one gets the materials for manufacturing in space, but there is actually an abundance of resources: Metals for manufacturing can be found within asteroids, water for rocket fuel is frozen as ice on planets and moons, and rare elements like helium-3 for energy are embedded in the crust of the moon. If we brought that particular isotope back to Earth, we could eliminate our dependence on fossil fuels.

As demonstrated by the recent Minerva-II-1 asteroid landing, people are acquiring the technical know-how to locate and navigate to these materials. But extraction and transport are open questions.

How do these cases change the economics in the space industry? Already, companies like Planetary Resources, Moon Express, Deep Space Industries, and Asterank are organizing to address these opportunities. And scholars are beginning to outline how to navigate questions of property rights, exploitation and partnerships.

Threats From Space Junk
A computer-generated image of objects in Earth orbit that are currently being tracked. Approximately 95 percent of the objects in this illustration are orbital debris – not functional satellites. The dots represent the current location of each item. The orbital debris dots are scaled according to the image size of the graphic to optimize their visibility and are not scaled to Earth. NASA
The movie “Gravity” opens with a Russian satellite exploding, which sets off a chain reaction of destruction thanks to debris hitting a space shuttle, the Hubble telescope, and part of the International Space Station. The sequence, while not perfectly plausible as written, is a very real phenomenon. In fact, in 2013, a Russian satellite disintegrated when it was hit with fragments from a Chinese satellite that exploded in 2007. Known as the Kessler effect, the danger from the 500,000-plus pieces of space debris has already gotten some attention in public policy circles. How should one prevent, reduce or mitigate this risk? Quantifying the environmental impact of the space industry and addressing sustainable operations is still to come.

NASA scientist Mark Matney is seen through a fist-sized hole in a 3-inch thick piece of aluminum at Johnson Space Center’s orbital debris program lab. The hole was created by a thumb-size piece of material hitting the metal at very high speed simulating possible damage from space junk. AP Photo/Pat Sullivan
What’s Next?
It’s true that space is becoming just another place to do business. There are companies that will handle the logistics of getting your destined-for-space module on board a rocket; there are companies that will fly those rockets to the International Space Station; and there are others that can make a replacement part once there.

What comes next? In one sense, it’s anybody’s guess, but all signs point to this new industry forging ahead. A new breakthrough could alter the speed, but the course seems set: exploring farther away from home, whether that’s the moon, asteroids, or Mars. It’s hard to believe that 10 years ago, SpaceX launches were yet to be successful. Today, a vibrant private sector consists of scores of companies working on everything from commercial spacecraft and rocket propulsion to space mining and food production. The next step is working to solidify the business practices and mature the industry.

Standing in a large hall at the University of Pittsburgh as part of the White House Frontiers Conference, I see the future. Wrapped around my head are state-of-the-art virtual reality goggles. I’m looking at the surface of Mars. Every detail is immediate and crisp. This is not just a video game or an aimless exercise. The scientific community has poured resources into such efforts because exploration is preceded by information. And who knows, maybe 10 years from now, someone will be standing on the actual surface of Mars.

Image Credit: SpaceX

Joel Wooten, Assistant Professor of Management Science, University of South Carolina

This article is republished from The Conversation under a Creative Commons license. Read the original article. Continue reading

Posted in Human Robots

#433400 A Model for the Future of Education, and ...

As kids worldwide head back to school, I’d like to share my thoughts on the future of education.

Bottom line, how we educate our kids needs to radically change given the massive potential of exponential tech (e.g. artificial intelligence and virtual reality).

Without question, the number one driver for education is inspiration. As such, if you have a kid age 8–18, you’ll want to get your hands on an incredibly inspirational novel written by my dear friend Ray Kurzweil called Danielle: Chronicles of a Superheroine.

Danielle offers boys and girls a role model of a young woman who uses smart technologies and super-intelligence to partner with her friends to solve some of the world’s greatest challenges. It’s perfect to inspire anyone to pursue their moonshot.

Without further ado, let’s dive into the future of educating kids, and a summary of my white paper thoughts….

Just last year, edtech (education technology) investments surpassed a record high of 9.5 billion USD—up 30 percent from the year before.

Already valued at over half a billion USD, the AI in education market is set to surpass 6 billion USD by 2024.

And we’re now seeing countless new players enter the classroom, from a Soul Machines AI teacher specializing in energy use and sustainability to smart “lab schools” with personalized curricula.

As my two boys enter 1st grade, I continue asking myself, given the fact that most elementary schools haven’t changed in many decades (perhaps a century), what do I want my kids to learn? How do I think about elementary school during an exponential era?

This post covers five subjects related to elementary school education:

Five Issues with Today’s Elementary Schools
Five Guiding Principles for Future Education
An Elementary School Curriculum for the Future
Exponential Technologies in our Classroom
Mindsets for the 21st Century

Excuse the length of this post, but if you have kids, the details might be meaningful. If you don’t, then next week’s post will return to normal length and another fun subject.

Also, if you’d like to see my detailed education “white paper,” you can view or download it here.

Let’s dive in…

Five Issues With Today’s Elementary Schools
There are probably lots of issues with today’s traditional elementary schools, but I’ll just choose a few that bother me most.

Grading: In the traditional education system, you start at an “A,” and every time you get something wrong, your score gets lower and lower. At best it’s demotivating, and at worst it has nothing to do with the world you occupy as an adult. In the gaming world (e.g. Angry Birds), it’s just the opposite. You start with zero and every time you come up with something right, your score gets higher and higher.
Sage on the Stage: Most classrooms have a teacher up in front of class lecturing to a classroom of students, half of whom are bored and half of whom are lost. The one-teacher-fits-all model comes from an era of scarcity where great teachers and schools were rare.
Relevance: When I think back to elementary and secondary school, I realize how much of what I learned was never actually useful later in life, and how many of my critical lessons for success I had to pick up on my own (I don’t know about you, but I haven’t ever actually had to factor a polynomial in my adult life).
Imagination, Coloring inside the Lines: Probably of greatest concern to me is the factory-worker, industrial-era origin of today’s schools. Programs are so structured with rote memorization that it squashes the originality from most children. I’m reminded that “the day before something is truly a breakthrough, it’s a crazy idea.” Where do we pursue crazy ideas in our schools? Where do we foster imagination?
Boring: If learning in school is a chore, boring, or emotionless, then the most important driver of human learning, passion, is disengaged. Having our children memorize facts and figures, sit passively in class, and take mundane standardized tests completely defeats the purpose.

An average of 7,200 students drop out of high school each day, totaling 1.3 million each year. This means only 69 percent of students who start high school finish four years later. And over 50 percent of these high school dropouts name boredom as the number one reason they left.

Five Guiding Principles for Future Education
I imagine a relatively near-term future in which robotics and artificial intelligence will allow any of us, from ages 8 to 108, to easily and quickly find answers, create products, or accomplish tasks, all simply by expressing our desires.

From ‘mind to manufactured in moments.’ In short, we’ll be able to do and create almost whatever we want.

In this future, what attributes will be most critical for our children to learn to become successful in their adult lives? What’s most important for educating our children today?

For me it’s about passion, curiosity, imagination, critical thinking, and grit.

Passion: You’d be amazed at how many people don’t have a mission in life… A calling… something to jolt them out of bed every morning. The most valuable resource for humanity is the persistent and passionate human mind, so creating a future of passionate kids is so very important. For my 7-year-old boys, I want to support them in finding their passion or purpose… something that is uniquely theirs. In the same way that the Apollo program and Star Trek drove my early love for all things space, and that passion drove me to learn and do.
Curiosity: Curiosity is something innate in kids, yet something lost by most adults during the course of their life. Why? In a world of Google, robots, and AI, raising a kid that is constantly asking questions and running “what if” experiments can be extremely valuable. In an age of machine learning, massive data, and a trillion sensors, it will be the quality of your questions that will be most important.
Imagination: Entrepreneurs and visionaries imagine the world (and the future) they want to live in, and then they create it. Kids happen to be some of the most imaginative humans around… it’s critical that they know how important and liberating imagination can be.
Critical Thinking: In a world flooded with often-conflicting ideas, baseless claims, misleading headlines, negative news, and misinformation, learning the skill of critical thinking helps find the signal in the noise. This principle is perhaps the most difficult to teach kids.
Grit/Persistence: Grit is defined as “passion and perseverance in pursuit of long-term goals,” and it has recently been widely acknowledged as one of the most important predictors of and contributors to success.

Teaching your kids not to give up, to keep trying, and to keep trying new ideas for something that they are truly passionate about achieving is extremely critical. Much of my personal success has come from such stubbornness. I joke that both XPRIZE and the Zero Gravity Corporation were “overnight successes after 10 years of hard work.”

So given those five basic principles, what would an elementary school curriculum look like? Let’s take a look…

An Elementary School Curriculum for the Future
Over the last 30 years, I’ve had the pleasure of starting two universities, International Space University (1987) and Singularity University (2007). My favorite part of co-founding both institutions was designing and implementing the curriculum. Along those lines, the following is my first shot at the type of curriculum I’d love my own boys to be learning.

I’d love your thoughts, I’ll be looking for them here: https://www.surveymonkey.com/r/DDRWZ8R

For the purpose of illustration, I’ll speak about ‘courses’ or ‘modules,’ but in reality these are just elements that would ultimately be woven together throughout the course of K-6 education.

Module 1: Storytelling/Communications

When I think about the skill that has served me best in life, it’s been my ability to present my ideas in the most compelling fashion possible, to get others onboard, and support birth and growth in an innovative direction. In my adult life, as an entrepreneur and a CEO, it’s been my ability to communicate clearly and tell compelling stories that has allowed me to create the future. I don’t think this lesson can start too early in life. So imagine a module, year after year, where our kids learn the art and practice of formulating and pitching their ideas. The best of oration and storytelling. Perhaps children in this class would watch TED presentations, or maybe they’d put together their own TEDx for kids. Ultimately, it’s about practice and getting comfortable with putting yourself and your ideas out there and overcoming any fears of public speaking.

Module 2: Passions

A modern school should help our children find and explore their passion(s). Passion is the greatest gift of self-discovery. It is a source of interest and excitement, and is unique to each child.

The key to finding passion is exposure. Allowing kids to experience as many adventures, careers, and passionate adults as possible. Historically, this was limited by the reality of geography and cost, implemented by having local moms and dads presenting in class about their careers. “Hi, I’m Alan, Billy’s dad, and I’m an accountant. Accountants are people who…”

But in a world of YouTube and virtual reality, the ability for our children to explore 500 different possible careers or passions during their K-6 education becomes not only possible but compelling. I imagine a module where children share their newest passion each month, sharing videos (or VR experiences) and explaining what they love and what they’ve learned.

Module 3: Curiosity & Experimentation

Einstein famously said, “I have no special talent. I am only passionately curious.” Curiosity is innate in children, and many times lost later in life. Arguably, it can be said that curiosity is responsible for all major scientific and technological advances; it’s the desire of an individual to know the truth.

Coupled with curiosity is the process of experimentation and discovery. The process of asking questions, creating and testing a hypothesis, and repeated experimentation until the truth is found. As I’ve studied the most successful entrepreneurs and entrepreneurial companies, from Google and Amazon to Uber, their success is significantly due to their relentless use of experimentation to define their products and services.

Here I imagine a module which instills in children the importance of curiosity and gives them permission to say, “I don’t know, let’s find out.”

Further, a monthly module that teaches children how to design and execute valid and meaningful experiments. Imagine children who learn the skill of asking a question, proposing a hypothesis, designing an experiment, gathering the data, and then reaching a conclusion.

Module 4: Persistence/Grit

Doing anything big, bold, and significant in life is hard work. You can’t just give up when the going gets rough. The mindset of persistence, of grit, is a learned behavior I believe can be taught at an early age, especially when it’s tied to pursuing a child’s passion.

I imagine a curriculum that, each week, studies the career of a great entrepreneur and highlights their story of persistence. It would highlight the individuals and companies that stuck with it, iterated, and ultimately succeeded.

Further, I imagine a module that combines persistence and experimentation in gameplay, such as that found in Dean Kamen’s FIRST LEGO league, where 4th graders (and up) research a real-world problem such as food safety, recycling, energy, and so on, and are challenged to develop a solution. They also must design, build, and program a robot using LEGO MINDSTORMS®, then compete on a tabletop playing field.

Module 5: Technology Exposure

In a world of rapidly accelerating technology, understanding how technologies work, what they do, and their potential for benefiting society is, in my humble opinion, critical to a child’s future. Technology and coding (more on this below) are the new “lingua franca” of tomorrow.

In this module, I imagine teaching (age appropriate) kids through play and demonstration. Giving them an overview of exponential technologies such as computation, sensors, networks, artificial intelligence, digital manufacturing, genetic engineering, augmented/virtual reality, and robotics, to name a few. This module is not about making a child an expert in any technology, it’s more about giving them the language of these new tools, and conceptually an overview of how they might use such a technology in the future. The goal here is to get them excited, give them demonstrations that make the concepts stick, and then to let their imaginations run.

Module 6: Empathy

Empathy, defined as “the ability to understand and share the feelings of another,” has been recognized as one of the most critical skills for our children today. And while there has been much written, and great practices for instilling this at home and in school, today’s new tools accelerate this.

Virtual reality isn’t just about video games anymore. Artists, activists, and journalists now see the technology’s potential to be an empathy engine, one that can shine spotlights on everything from the Ebola epidemic to what it’s like to live in Gaza. And Jeremy Bailenson has been at the vanguard of investigating VR’s power for good.

For more than a decade, Bailenson’s lab at Stanford has been studying how VR can make us better people. Through the power of VR, volunteers at the lab have felt what it is like to be Superman (to see if it makes them more helpful), a cow (to reduce meat consumption), and even a coral (to learn about ocean acidification).

Silly as they might seem, these sorts of VR scenarios could be more effective than the traditional public service ad at making people behave. Afterwards, they waste less paper. They save more money for retirement. They’re nicer to the people around them. And this could have consequences in terms of how we teach and train everyone from cliquey teenagers to high court judges.

Module 7: Ethics/Moral Dilemmas

Related to empathy, and equally important, is the goal of infusing kids with a moral compass. Over a year ago, I toured a special school created by Elon Musk (the Ad Astra school) for his five boys (age 9 to 14). One element that is persistent in that small school of under 40 kids is the conversation about ethics and morals, a conversation manifested by debating real-world scenarios that our kids may one day face.

Here’s an example of the sort of gameplay/roleplay that I heard about at Ad Astra, that might be implemented in a module on morals and ethics. Imagine a small town on a lake, in which the majority of the town is employed by a single factory. But that factory has been polluting the lake and killing all the life. What do you do? It’s posed that shutting down the factory would mean that everyone loses their jobs. On the other hand, keeping the factory open means the lake is destroyed and the lake dies. This kind of regular and routine conversation/gameplay allows the children to see the world in a critically important fashion.

Module 8: The 3R Basics (Reading, wRiting & aRithmetic)

There’s no question that young children entering kindergarten need the basics of reading, writing, and math. The only question is what’s the best way for them to get it? We all grew up in the classic mode of a teacher at the chalkboard, books, and homework at night. But I would argue that such teaching approaches are long outdated, now replaced with apps, gameplay, and the concept of the flip classroom.

Pioneered by high school teachers Jonathan Bergman and Aaron Sams in 2007, the flipped classroom reverses the sequence of events from that of the traditional classroom.

Students view lecture materials, usually in the form of video lectures, as homework prior to coming to class. In-class time is reserved for activities such as interactive discussions or collaborative work, all performed under the guidance of the teacher.

The benefits are clear:

Students can consume lectures at their own pace, viewing the video again and again until they get the concept, or fast-forwarding if the information is obvious.
The teacher is present while students apply new knowledge. Doing the homework into class time gives teachers insight into which concepts, if any, that their students are struggling with and helps them adjust the class accordingly.
The flipped classroom produces tangible results: 71 percent of teachers who flipped their classes noticed improved grades, and 80 percent reported improved student attitudes as a result.

Module 9: Creative Expression & Improvisation

Every single one of us is creative. It’s human nature to be creative… the thing is that we each might have different ways of expressing our creativity.

We must encourage kids to discover and to develop their creative outlets early. In this module, imagine showing kids the many different ways creativity is expressed, from art to engineering to music to math, and then guiding them as they choose the area (or areas) they are most interested in. Critically, teachers (or parents) can then develop unique lessons for each child based on their interests, thanks to open education resources like YouTube and the Khan Academy. If my child is interested in painting and robots, a teacher or AI could scour the web and put together a custom lesson set from videos/articles where the best painters and roboticists in the world share their skills.

Adapting to change is critical for success, especially in our constantly changing world today. Improvisation is a skill that can be learned, and we need to be teaching it early.

In most collegiate “improv” classes, the core of great improvisation is the “Yes, and…” mindset. When acting out a scene, one actor might introduce a new character or idea, completely changing the context of the scene. It’s critical that the other actors in the scene say “Yes, and…” accept the new reality, then add something new of their own.

Imagine playing similar role-play games in elementary schools, where a teacher gives the students a scene/context and constantly changes variables, forcing them to adapt and play.

Module 10: Coding

Computer science opens more doors for students than any other discipline in today’s world. Learning even the basics will help students in virtually any career, from architecture to zoology.

Coding is an important tool for computer science, in the way that arithmetic is a tool for doing mathematics and words are a tool for English. Coding creates software, but computer science is a broad field encompassing deep concepts that go well beyond coding.

Every 21st century student should also have a chance to learn about algorithms, how to make an app, or how the internet works. Computational thinking allows preschoolers to grasp concepts like algorithms, recursion and heuristics. Even if they don’t understand the terms, they’ll learn the basic concepts.

There are more than 500,000 open jobs in computing right now, representing the number one source of new wages in the US, and these jobs are projected to grow at twice the rate of all other jobs.

Coding is fun! Beyond the practical reasons for learning how to code, there’s the fact that creating a game or animation can be really fun for kids.

Module 11: Entrepreneurship & Sales

At its core, entrepreneurship is about identifying a problem (an opportunity), developing a vision on how to solve it, and working with a team to turn that vision into reality. I mentioned Elon’s school, Ad Astra: here, again, entrepreneurship is a core discipline where students create and actually sell products and services to each other and the school community.

You could recreate this basic exercise with a group of kids in lots of fun ways to teach them the basic lessons of entrepreneurship.

Related to entrepreneurship is sales. In my opinion, we need to be teaching sales to every child at an early age. Being able to “sell” an idea (again related to storytelling) has been a critical skill in my career, and it is a competency that many people simply never learned.

The lemonade stand has been a classic, though somewhat meager, lesson in sales from past generations, where a child sits on a street corner and tries to sell homemade lemonade for $0.50 to people passing by. I’d suggest we step the game up and take a more active approach in gamifying sales, and maybe having the classroom create a Kickstarter, Indiegogo or GoFundMe campaign. The experience of creating a product or service and successfully selling it will create an indelible memory and give students the tools to change the world.

Module 12: Language

A little over a year ago, I spent a week in China meeting with parents whose focus on kids’ education is extraordinary. One of the areas I found fascinating is how some of the most advanced parents are teaching their kids new languages: through games. On the tablet, the kids are allowed to play games, but only in French. A child’s desire to win fully engages them and drives their learning rapidly.

Beyond games, there’s virtual reality. We know that full immersion is what it takes to become fluent (at least later in life). A semester abroad in France or Italy, and you’ve got a great handle on the language and the culture. But what about for an eight-year-old?

Imagine a module where for an hour each day, the children spend their time walking around Italy in a VR world, hanging out with AI-driven game characters who teach them, engage them, and share the culture and the language in the most personalized and compelling fashion possible.

Exponential Technologies for Our Classrooms
If you’ve attended Abundance 360 or Singularity University, or followed my blogs, you’ll probably agree with me that the way our children will learn is going to fundamentally transform over the next decade.

Here’s an overview of the top five technologies that will reshape the future of education:

Tech 1: Virtual Reality (VR) can make learning truly immersive. Research has shown that we remember 20 percent of what we hear, 30 percent of what we see, and up to 90 percent of what we do or simulate. Virtual reality yields the latter scenario impeccably. VR enables students to simulate flying through the bloodstream while learning about different cells they encounter, or travel to Mars to inspect the surface for life.

To make this a reality, Google Cardboard just launched its Pioneer Expeditions product. Under this program, thousands of schools around the world have gotten a kit containing everything a teacher needs to take his or her class on a virtual trip. While data on VR use in K-12 schools and colleges have yet to be gathered, the steady growth of the market is reflected in the surge of companies (including zSpace, Alchemy VR and Immersive VR Education) solely dedicated to providing schools with packaged education curriculum and content.

Add to VR a related technology called augmented reality (AR), and experiential education really comes alive. Imagine wearing an AR headset that is able to superimpose educational lessons on top of real-world experiences. Interested in botany? As you walk through a garden, the AR headset superimposes the name and details of every plant you see.

Tech 2: 3D Printing is allowing students to bring their ideas to life. Never mind the computer on every desktop (or a tablet for every student), that’s a given. In the near future, teachers and students will want or have a 3D printer on the desk to help them learn core science, technology, engineering and mathematics (STEM) principles. Bre Pettis, of MakerBot Industries, in a grand but practical vision, sees a 3D printer on every school desk in America. “Imagine if you had a 3D printer instead of a LEGO set when you were a kid; what would life be like now?” asks Mr. Pettis. You could print your own mini-figures, your own blocks, and you could iterate on new designs as quickly as your imagination would allow. MakerBots are now in over 5,000 K-12 schools across the US.

Taking this one step further, you could imagine having a 3D file for most entries in Wikipedia, allowing you to print out and study an object you can only read about or visualize in VR.

Tech 3: Sensors & Networks. An explosion of sensors and networks are going to connect everyone at gigabit speeds, making access to rich video available at all times. At the same time, sensors continue to miniaturize and reduce in power, becoming embedded in everything. One benefit will be the connection of sensor data with machine learning and AI (below), such that knowledge of a child’s attention drifting, or confusion, can be easily measured and communicated. The result would be a representation of the information through an alternate modality or at a different speed.

Tech 4: Machine Learning is making learning adaptive and personalized. No two students are identical—they have different modes of learning (by reading, seeing, hearing, doing), come from different educational backgrounds, and have different intellectual capabilities and attention spans. Advances in machine learning and the surging adaptive learning movement are seeking to solve this problem. Companies like Knewton and Dreambox have over 15 million students on their respective adaptive learning platforms. Soon, every education application will be adaptive, learning how to personalize the lesson for a specific student. There will be adaptive quizzing apps, flashcard apps, textbook apps, simulation apps and many more.

Tech 5: Artificial Intelligence or “An AI Teaching Companion.” Neil Stephenson’s book The Diamond Age presents a fascinating piece of educational technology called “A Young Lady’s Illustrated Primer.”

As described by Beat Schwendimann, “The primer is an interactive book that can answer a learner’s questions (spoken in natural language), teach through allegories that incorporate elements of the learner’s environment, and presents contextual just-in-time information.

“The primer includes sensors that monitor the learner’s actions and provide feedback. The learner is in a cognitive apprenticeship with the book: The primer models a certain skill (through allegorical fairy tale characters), which the learner then imitates in real life.

“The primer follows a learning progression with increasingly more complex tasks. The educational goals of the primer are humanist: To support the learner to become a strong and independently thinking person.”

The primer, an individualized AI teaching companion is the result of technological convergence and is beautifully described by YouTuber CGP Grey in his video: Digital Aristotle: Thoughts on the Future of Education.

Your AI companion will have unlimited access to information on the cloud and will deliver it at the optimal speed to each student in an engaging, fun way. This AI will demonetize and democratize education, be available to everyone for free (just like Google), and offering the best education to the wealthiest and poorest children on the planet equally.

This AI companion is not a tutor who spouts facts, figures and answers, but a player on the side of the student, there to help him or her learn, and in so doing, learn how to learn better. The AI is always alert, watching for signs of frustration and boredom that may precede quitting, for signs of curiosity or interest that tend to indicate active exploration, and for signs of enjoyment and mastery, which might indicate a successful learning experience.

Ultimately, we’re heading towards a vastly more educated world. We are truly living during the most exciting time to be alive.

Mindsets for the 21st Century
Finally, it’s important for me to discuss mindsets. How we think about the future colors how we learn and what we do. I’ve written extensively about the importance of an abundance and exponential mindset for entrepreneurs and CEOs. I also think that attention to mindset in our elementary schools, when a child is shaping the mental “operating system” for the rest of their life, is even more important.

As such, I would recommend that a school adopt a set of principles that teach and promote a number of mindsets in the fabric of their programs.

Many “mindsets” are important to promote. Here are a couple to consider:

Nurturing Optimism & An Abundance Mindset:
We live in a competitive world, and kids experience a significant amount of pressure to perform. When they fall short, they feel deflated. We all fail at times; that’s part of life. If we want to raise “can-do” kids who can work through failure and come out stronger for it, it’s wise to nurture optimism. Optimistic kids are more willing to take healthy risks, are better problem-solvers, and experience positive relationships. You can nurture optimism in your school by starting each day by focusing on gratitude (what each child is grateful for), or a “positive focus” in which each student takes 30 seconds to talk about what they are most excited about, or what recent event was positively impactful to them. (NOTE: I start every meeting inside my Strike Force team with a positive focus.)

Finally, helping students understand (through data and graphs) that the world is in fact getting better (see my first book: Abundance: The Future is Better Than You Think) will help them counter the continuous flow of negative news flowing through our news media.

When kids feel confident in their abilities and excited about the world, they are willing to work harder and be more creative.

Tolerance for Failure:
Tolerating failure is a difficult lesson to learn and a difficult lesson to teach. But it is critically important to succeeding in life.

Astro Teller, who runs Google’s innovation branch “X,” talks a lot about encouraging failure. At X, they regularly try to “kill” their ideas. If they are successful in killing an idea, and thus “failing,” they save lots of time, money and resources. The ideas they can’t kill survive and develop into billion-dollar businesses. The key is that each time an idea is killed, Astro rewards the team, literally, with cash bonuses. Their failure is celebrated and they become a hero.

This should be reproduced in the classroom: kids should try to be critical of their best ideas (learn critical thinking), then they should be celebrated for ‘successfully failing,’ perhaps with cake, balloons, confetti, and lots of Silly String.

Join Me & Get Involved!
Abundance Digital Online Community: I have created a Digital/Online community of bold, abundance-minded entrepreneurs called Abundance Digital. This is my ‘onramp’ for exponential entrepreneurs – those who want to get involved and play at a higher level. Click here to learn more.

Image Credit: sakkarin sapu / Shutterstock.com Continue reading

Posted in Human Robots

#431170 This Week’s Awesome Stories From ...

AUGMENTED REALITY
ZED Mini Turns Rift and Vive Into an AR Headset From the FutureBen Lang | Road to VR“When attached, the camera provides stereo pass-through video and real-time depth and environment mapping, turning the headsets into dev kits emulating the capabilities of high-end AR headsets of the future. The ZED Mini will launch in November.”
ROBOTICS
Life-Size Humanoid Robot Is Designed to Fall Over (and Over and Over)Evan Ackerman | IEEE Spectrum “The researchers came up with a new strategy for not worrying about falls: not worrying about falls. Instead, they’ve built their robot from the ground up with an armored structure that makes it totally okay with falling over and getting right back up again.”
SPACE
Russia Will Team up With NASA to Build a Lunar Space StationAnatoly Zak | Popular Mechanics “NASA and its partner agencies plan to begin the construction of the modular habitat known as the Deep-Space Gateway in orbit around the Moon in the early 2020s. It will become the main destination for astronauts for at least a decade, extending human presence beyond the Earth’s orbit for the first time since the end of the Apollo program in 1972. Launched on NASA’s giant SLS rocket and serviced by the crews of the Orion spacecraft, the outpost would pave the way to a mission to Mars in the 2030s.”
TRANSPORTATION
Dubai Starts Testing Crewless Two-Person ‘Flying Taxis’Thuy Ong | The Verge“The drone was uncrewed and hovered 200 meters high during the test flight, according to Reuters. The AAT, which is about two meters high, was supplied by specialist German manufacturer Volocopter, known for its eponymous helicopter drone hybrid with 18 rotors…Dubai has a target for autonomous transport to account for a quarter of total trips by 2030.”
AUTONOMOUS CARS
Toyota Is Trusting a Startup for a Crucial Part of Its Newest Self-Driving CarsJohana Bhuiyan | Recode “Toyota unveiled the next generation of its self-driving platform today, which features more accurate object detection technology and mapping, among other advancements. These test cars—which Toyota is testing on both a closed driving course and on some public roads—will also be using Luminar’s lidar sensors, or radars that use lasers to detect the distance to an object.”
Image Credit: KHIUS / Shutterstock.com Continue reading

Posted in Human Robots