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#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.

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Posted in Human Robots

#432884 This Week’s Awesome Stories From ...

ROBOTICS
Boston Dynamics’ SpotMini Robot Dog Goes on Sale in 2019
Stephen Shankland | CNET
“The company has 10 SpotMini prototypes now and will work with manufacturing partners to build 100 this year, said company co-founder and President Marc Raibert at a TechCrunch robotics conference Friday. ‘That’s a prelude to getting into a higher rate of production’ in anticipation of sales next year, he said. Who’ll buy it? Probably not you.”

Also from Boston Dynamics’ this week:

SPACE
Made In Space Wins NASA Contract for Next-Gen ‘Vulcan’ Manufacturing System
Mike Wall | Space.com
“’The Vulcan hybrid manufacturing system allows for flexible augmentation and creation of metallic components on demand with high precision,’ Mike Snyder, Made In Space chief engineer and principal investigator, said in a statement. …When Vulcan is ready to go, Made In Space aims to demonstrate the technology on the ISS, showing Vulcan’s potential usefulness for a variety of exploration missions.”

ARTIFICIAL INTELLIGENCE
Duplex Shows Google Failing at Ethical and Creative AI Design
Natasha Lomas | TechCrunch
“But while the home crowd cheered enthusiastically at how capable Google had seemingly made its prototype robot caller—with Pichai going on to sketch a grand vision of the AI saving people and businesses time—the episode is worryingly suggestive of a company that views ethics as an after-the-fact consideration. One it does not allow to trouble the trajectory of its engineering ingenuity.”

DESIGN
What Artists Can Tech Us About Making Technology More Human
Elizabeth Stinson| Wired
“For the last year, Park, along with the artist Sougwen Chung and dancers Jason Oremus and Garrett Coleman of the dance collective Hammerstep, have been working out of Bell Labs as part of a residency called Experiments in Art and Technology. The year-long residency, a collaboration between Bell Labs and the New Museum’s incubator, New Inc, culminated in ‘Only Human,’ a recently-opened exhibition at Mana where the artists’ pieces will be on display through the end of May.”

GOVERNANCE
The White House Says a New AI Task Force Will Protect Workers and Keep America First
Will Knight | MIT Technology Review
“The meeting and the select committee signal that the administration takes the impact of artificial intellgence seriously. This has not always been apparent. In his campaign speeches, Trump suggested reviving industries that have already been overhauled by automation. The Treasury secretary, Steven Mnuchin, also previously said that the idea of robots and AI taking people’s jobs was ‘not even on my radar screen.’”

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Posted in Human Robots

#432549 Your Next Pilot Could Be Drone Software

Would you get on a plane that didn’t have a human pilot in the cockpit? Half of air travelers surveyed in 2017 said they would not, even if the ticket was cheaper. Modern pilots do such a good job that almost any air accident is big news, such as the Southwest engine disintegration on April 17.

But stories of pilot drunkenness, rants, fights and distraction, however rare, are reminders that pilots are only human. Not every plane can be flown by a disaster-averting pilot, like Southwest Capt. Tammie Jo Shults or Capt. Chesley “Sully” Sullenberger. But software could change that, equipping every plane with an extremely experienced guidance system that is always learning more.

In fact, on many flights, autopilot systems already control the plane for basically all of the flight. And software handles the most harrowing landings—when there is no visibility and the pilot can’t see anything to even know where he or she is. But human pilots are still on hand as backups.

A new generation of software pilots, developed for self-flying vehicles, or drones, will soon have logged more flying hours than all humans have—ever. By combining their enormous amounts of flight data and experience, drone-control software applications are poised to quickly become the world’s most experienced pilots.

Drones That Fly Themselves
Drones come in many forms, from tiny quad-rotor copter toys to missile-firing winged planes, or even 7-ton aircraft that can stay aloft for 34 hours at a stretch.

When drones were first introduced, they were flown remotely by human operators. However, this merely substitutes a pilot on the ground for one aloft. And it requires significant communications bandwidth between the drone and control center, to carry real-time video from the drone and to transmit the operator’s commands.

Many newer drones no longer need pilots; some drones for hobbyists and photographers can now fly themselves along human-defined routes, leaving the human free to sightsee—or control the camera to get the best view.

University researchers, businesses, and military agencies are now testing larger and more capable drones that will operate autonomously. Swarms of drones can fly without needing tens or hundreds of humans to control them. And they can perform coordinated maneuvers that human controllers could never handle.

Could humans control these 1,218 drones all together?

Whether flying in swarms or alone, the software that controls these drones is rapidly gaining flight experience.

Importance of Pilot Experience
Experience is the main qualification for pilots. Even a person who wants to fly a small plane for personal and noncommercial use needs 40 hours of flying instruction before getting a private pilot’s license. Commercial airline pilots must have at least 1,000 hours before even serving as a co-pilot.

On-the-ground training and in-flight experience prepare pilots for unusual and emergency scenarios, ideally to help save lives in situations like the “Miracle on the Hudson.” But many pilots are less experienced than “Sully” Sullenberger, who saved his planeload of people with quick and creative thinking. With software, though, every plane can have on board a pilot with as much experience—if not more. A popular software pilot system, in use in many aircraft at once, could gain more flight time each day than a single human might accumulate in a year.

As someone who studies technology policy as well as the use of artificial intelligence for drones, cars, robots, and other uses, I don’t lightly suggest handing over the controls for those additional tasks. But giving software pilots more control would maximize computers’ advantages over humans in training, testing, and reliability.

Training and Testing Software Pilots
Unlike people, computers will follow sets of instructions in software the same way every time. That lets developers create instructions, test reactions, and refine aircraft responses. Testing could make it far less likely, for example, that a computer would mistake the planet Venus for an oncoming jet and throw the plane into a steep dive to avoid it.

The most significant advantage is scale: Rather than teaching thousands of individual pilots new skills, updating thousands of aircraft would require only downloading updated software.

These systems would also need to be thoroughly tested—in both real-life situations and in simulations—to handle a wide range of aviation situations and to withstand cyberattacks. But once they’re working well, software pilots are not susceptible to distraction, disorientation, fatigue, or other human impairments that can create problems or cause errors even in common situations.

Rapid Response and Adaptation
Already, aircraft regulators are concerned that human pilots are forgetting how to fly on their own and may have trouble taking over from an autopilot in an emergency.

In the “Miracle on the Hudson” event, for example, a key factor in what happened was how long it took for the human pilots to figure out what had happened—that the plane had flown through a flock of birds, which had damaged both engines—and how to respond. Rather than the approximately one minute it took the humans, a computer could have assessed the situation in seconds, potentially saving enough time that the plane could have landed on a runway instead of a river.

Aircraft damage can pose another particularly difficult challenge for human pilots: It can change what effects the controls have on its flight. In cases where damage renders a plane uncontrollable, the result is often tragedy. A sufficiently advanced automated system could make minute changes to the aircraft’s steering and use its sensors to quickly evaluate the effects of those movements—essentially learning how to fly all over again with a damaged plane.

Boosting Public Confidence
The biggest barrier to fully automated flight is psychological, not technical. Many people may not want to trust their lives to computer systems. But they might come around when reassured that the software pilot has tens, hundreds, or thousands more hours of flight experience than any human pilot.

Other autonomous technologies, too, are progressing despite public concerns. Regulators and lawmakers are allowing self-driving cars on the roads in many states. But more than half of Americans don’t want to ride in one, largely because they don’t trust the technology. And only 17 percent of travelers around the world are willing to board a plane without a pilot. However, as more people experience self-driving cars on the road and have drones deliver them packages, it is likely that software pilots will gain in acceptance.

The airline industry will certainly be pushing people to trust the new systems: Automating pilots could save tens of billions of dollars a year. And the current pilot shortage means software pilots may be the key to having any airline service to smaller destinations.

Both Boeing and Airbus have made significant investments in automated flight technology, which would remove or reduce the need for human pilots. Boeing has actually bought a drone manufacturer and is looking to add software pilot capabilities to the next generation of its passenger aircraft. (Other tests have tried to retrofit existing aircraft with robotic pilots.)

One way to help regular passengers become comfortable with software pilots—while also helping to both train and test the systems—could be to introduce them as co-pilots working alongside human pilots. Planes would be operated by software from gate to gate, with the pilots instructed to touch the controls only if the system fails. Eventually pilots could be removed from the aircraft altogether, just like they eventually were from the driverless trains that we routinely ride in airports around the world.

This article was originally published on The Conversation. Read the original article.

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Posted in Human Robots

#432487 Can We Make a Musical Turing Test?

As artificial intelligence advances, we’re encountering the same old questions. How much of what we consider to be fundamentally human can be reduced to an algorithm? Can we create something sufficiently advanced that people can no longer distinguish between the two? This, after all, is the idea behind the Turing Test, which has yet to be passed.

At first glance, you might think music is beyond the realm of algorithms. Birds can sing, and people can compose symphonies. Music is evocative; it makes us feel. Very often, our intense personal and emotional attachments to music are because it reminds us of our shared humanity. We are told that creative jobs are the least likely to be automated. Creativity seems fundamentally human.

But I think above all, we view it as reductionist sacrilege: to dissect beautiful things. “If you try to strangle a skylark / to cut it up, see how it works / you will stop its heart from beating / you will stop its mouth from singing.” A human musician wrote that; a machine might be able to string words together that are happy or sad; it might even be able to conjure up a decent metaphor from the depths of some neural network—but could it understand humanity enough to produce art that speaks to humans?

Then, of course, there’s the other side of the debate. Music, after all, has a deeply mathematical structure; you can train a machine to produce harmonics. “In the teachings of Pythagoras and his followers, music was inseparable from numbers, which were thought to be the key to the whole spiritual and physical universe,” according to Grout in A History of Western Music. You might argue that the process of musical composition cannot be reduced to a simple algorithm, yet musicians have often done so. Mozart, with his “Dice Music,” used the roll of a dice to decide how to order musical fragments; creativity through an 18th-century random number generator. Algorithmic music goes back a very long way, with the first papers on the subject from the 1960s.

Then there’s the techno-enthusiast side of the argument. iTunes has 26 million songs, easily more than a century of music. A human could never listen to and learn from them all, but a machine could. It could also memorize every note of Beethoven. Music can be converted into MIDI files, a nice chewable data format that allows even a character-by-character neural net you can run on your computer to generate music. (Seriously, even I could get this thing working.)

Indeed, generating music in the style of Bach has long been a test for AI, and you can see neural networks gradually learn to imitate classical composers while trying to avoid overfitting. When an algorithm overfits, it essentially starts copying the existing music, rather than being inspired by it but creating something similar: a tightrope the best human artists learn to walk. Creativity doesn’t spring from nowhere; even maverick musical geniuses have their influences.

Does a machine have to be truly ‘creative’ to produce something that someone would find valuable? To what extent would listeners’ attitudes change if they thought they were hearing a human vs. an AI composition? This all suggests a musical Turing Test. Of course, it already exists. In fact, it’s run out of Dartmouth, the school that hosted that first, seminal AI summer conference. This year, the contest is bigger than ever: alongside the PoetiX, LimeriX and LyriX competitions for poetry and lyrics, there’s a DigiKidLit competition for children’s literature (although you may have reservations about exposing your children to neural-net generated content… it can get a bit surreal).

There’s also a pair of musical competitions, including one for original compositions in different genres. Key genres and styles are represented by Charlie Parker for Jazz and the Bach chorales for classical music. There’s also a free composition, and a contest where a human and an AI try to improvise together—the AI must respond to a human spontaneously, in real time, and in a musically pleasing way. Quite a challenge! In all cases, if any of the generated work is indistinguishable from human performers, the neural net has passed the Turing Test.

Did they? Here’s part of 2017’s winning sonnet from Charese Smiley and Hiroko Bretz:

The large cabin was in total darkness.
Come marching up the eastern hill afar.
When is the clock on the stairs dangerous?
Everything seemed so near and yet so far.
Behind the wall silence alone replied.
Was, then, even the staircase occupied?
Generating the rhymes is easy enough, the sentence structure a little trickier, but what’s impressive about this sonnet is that it sticks to a single topic and appears to be a more coherent whole. I’d guess they used associated “lexical fields” of similar words to help generate something coherent. In a similar way, most of the more famous examples of AI-generated music still involve some amount of human control, even if it’s editorial; a human will build a song around an AI-generated riff, or select the most convincing Bach chorale from amidst many different samples.

We are seeing strides forward in the ability of AI to generate human voices and human likenesses. As the latter example shows, in the fake news era people have focused on the dangers of this tech– but might it also be possible to create a virtual performer, trained on a dataset of their original music? Did you ever want to hear another Beatles album, or jam with Miles Davis? Of course, these things are impossible—but could we create a similar experience that people would genuinely value? Even, to the untrained eye, something indistinguishable from the real thing?

And if it did measure up to the real thing, what would this mean? Jaron Lanier is a fascinating technology writer, a critic of strong AI, and a believer in the power of virtual reality to change the world and provide truly meaningful experiences. He’s also a composer and a musical aficionado. He pointed out in a recent interview that translation algorithms, by reducing the amount of work translators are commissioned to do, have, in some sense, profited from stolen expertise. They were trained on huge datasets purloined from human linguists and translators. If you can train an AI on someone’s creative output and it produces new music, who “owns” it?

Although companies that offer AI music tools are starting to proliferate, and some groups will argue that the musical Turing test has been passed already, AI-generated music is hardly racing to the top of the pop charts just yet. Even as the line between human-composed and AI-generated music starts to blur, there’s still a gulf between the average human and musical genius. In the next few years, we’ll see how far the current techniques can take us. It may be the case that there’s something in the skylark’s song that can’t be generated by machines. But maybe not, and then this song might need an extra verse.

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