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#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.

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Posted in Human Robots

#432467 Dungeons and Dragons, Not Chess and Go: ...

Everyone had died—not that you’d know it, from how they were laughing about their poor choices and bad rolls of the dice. As a social anthropologist, I study how people understand artificial intelligence (AI) and our efforts towards attaining it; I’m also a life-long fan of Dungeons and Dragons (D&D), the inventive fantasy roleplaying game. During a recent quest, when I was playing an elf ranger, the trainee paladin (or holy knight) acted according to his noble character, and announced our presence at the mouth of a dragon’s lair. The results were disastrous. But while success in D&D means “beating the bad guy,” the game is also a creative sandbox, where failure can count as collective triumph so long as you tell a great tale.

What does this have to do with AI? In computer science, games are frequently used as a benchmark for an algorithm’s “intelligence.” The late Robert Wilensky, a professor at the University of California, Berkeley and a leading figure in AI, offered one reason why this might be. Computer scientists “looked around at who the smartest people were, and they were themselves, of course,” he told the authors of Compulsive Technology: Computers as Culture (1985). “They were all essentially mathematicians by training, and mathematicians do two things—they prove theorems and play chess. And they said, hey, if it proves a theorem or plays chess, it must be smart.” No surprise that demonstrations of AI’s “smarts” have focused on the artificial player’s prowess.

Yet the games that get chosen—like Go, the main battlefield for Google DeepMind’s algorithms in recent years—tend to be tightly bounded, with set objectives and clear paths to victory or defeat. These experiences have none of the open-ended collaboration of D&D. Which got me thinking: do we need a new test for intelligence, where the goal is not simply about success, but storytelling? What would it mean for an AI to “pass” as human in a game of D&D? Instead of the Turing test, perhaps we need an elf ranger test?

Of course, this is just a playful thought experiment, but it does highlight the flaws in certain models of intelligence. First, it reveals how intelligence has to work across a variety of environments. D&D participants can inhabit many characters in many games, and the individual player can “switch” between roles (the fighter, the thief, the healer). Meanwhile, AI researchers know that it’s super difficult to get a well-trained algorithm to apply its insights in even slightly different domains—something that we humans manage surprisingly well.

Second, D&D reminds us that intelligence is embodied. In computer games, the bodily aspect of the experience might range from pressing buttons on a controller in order to move an icon or avatar (a ping-pong paddle; a spaceship; an anthropomorphic, eternally hungry, yellow sphere), to more recent and immersive experiences involving virtual-reality goggles and haptic gloves. Even without these add-ons, games can still produce biological responses associated with stress and fear (if you’ve ever played Alien: Isolation you’ll understand). In the original D&D, the players encounter the game while sitting around a table together, feeling the story and its impact. Recent research in cognitive science suggests that bodily interactions are crucial to how we grasp more abstract mental concepts. But we give minimal attention to the embodiment of artificial agents, and how that might affect the way they learn and process information.

Finally, intelligence is social. AI algorithms typically learn through multiple rounds of competition, in which successful strategies get reinforced with rewards. True, it appears that humans also evolved to learn through repetition, reward and reinforcement. But there’s an important collaborative dimension to human intelligence. In the 1930s, the psychologist Lev Vygotsky identified the interaction of an expert and a novice as an example of what became called “scaffolded” learning, where the teacher demonstrates and then supports the learner in acquiring a new skill. In unbounded games, this cooperation is channelled through narrative. Games of It among small children can evolve from win/lose into attacks by terrible monsters, before shifting again to more complex narratives that explain why the monsters are attacking, who is the hero, and what they can do and why—narratives that aren’t always logical or even internally compatible. An AI that could engage in social storytelling is doubtless on a surer, more multifunctional footing than one that plays chess; and there’s no guarantee that chess is even a step on the road to attaining intelligence of this sort.

In some ways, this failure to look at roleplaying as a technical hurdle for intelligence is strange. D&D was a key cultural touchstone for technologists in the 1980s and the inspiration for many early text-based computer games, as Katie Hafner and Matthew Lyon point out in Where Wizards Stay up Late: The Origins of the Internet (1996). Even today, AI researchers who play games in their free time often mention D&D specifically. So instead of beating adversaries in games, we might learn more about intelligence if we tried to teach artificial agents to play together as we do: as paladins and elf rangers.

This article was originally published at Aeon and has been republished under Creative Commons.

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Posted in Human Robots

#431999 Brain-Like Chips Now Beat the Human ...

Move over, deep learning. Neuromorphic computing—the next big thing in artificial intelligence—is on fire.

Just last week, two studies individually unveiled computer chips modeled after information processing in the human brain.

The first, published in Nature Materials, found a perfect solution to deal with unpredictability at synapses—the gap between two neurons that transmit and store information. The second, published in Science Advances, further amped up the system’s computational power, filling synapses with nanoclusters of supermagnetic material to bolster information encoding.

The result? Brain-like hardware systems that compute faster—and more efficiently—than the human brain.

“Ultimately we want a chip as big as a fingernail to replace one big supercomputer,” said Dr. Jeehwan Kim, who led the first study at MIT in Cambridge, Massachusetts.

Experts are hopeful.

“The field’s full of hype, and it’s nice to see quality work presented in an objective way,” said Dr. Carver Mead, an engineer at the California Institute of Technology in Pasadena not involved in the work.

Software to Hardware
The human brain is the ultimate computational wizard. With roughly 100 billion neurons densely packed into the size of a small football, the brain can deftly handle complex computation at lightning speed using very little energy.

AI experts have taken note. The past few years saw brain-inspired algorithms that can identify faces, falsify voices, and play a variety of games at—and often above—human capability.

But software is only part of the equation. Our current computers, with their transistors and binary digital systems, aren’t equipped to run these powerful algorithms.

That’s where neuromorphic computing comes in. The idea is simple: fabricate a computer chip that mimics the brain at the hardware level. Here, data is both processed and stored within the chip in an analog manner. Each artificial synapse can accumulate and integrate small bits of information from multiple sources and fire only when it reaches a threshold—much like its biological counterpart.

Experts believe the speed and efficiency gains will be enormous.

For one, the chips will no longer have to transfer data between the central processing unit (CPU) and storage blocks, which wastes both time and energy. For another, like biological neural networks, neuromorphic devices can support neurons that run millions of streams of parallel computation.

A “Brain-on-a-chip”
Optimism aside, reproducing the biological synapse in hardware form hasn’t been as easy as anticipated.

Neuromorphic chips exist in many forms, but often look like a nanoscale metal sandwich. The “bread” pieces are generally made of conductive plates surrounding a switching medium—a conductive material of sorts that acts like the gap in a biological synapse.

When a voltage is applied, as in the case of data input, ions move within the switching medium, which then creates conductive streams to stimulate the downstream plate. This change in conductivity mimics the way biological neurons change their “weight,” or the strength of connectivity between two adjacent neurons.

But so far, neuromorphic synapses have been rather unpredictable. According to Kim, that’s because the switching medium is often comprised of material that can’t channel ions to exact locations on the downstream plate.

“Once you apply some voltage to represent some data with your artificial neuron, you have to erase and be able to write it again in the exact same way,” explains Kim. “But in an amorphous solid, when you write again, the ions go in different directions because there are lots of defects.”

In his new study, Kim and colleagues swapped the jelly-like switching medium for silicon, a material with only a single line of defects that acts like a channel to guide ions.

The chip starts with a thin wafer of silicon etched with a honeycomb-like pattern. On top is a layer of silicon germanium—something often present in transistors—in the same pattern. This creates a funnel-like dislocation, a kind of Grand Canal that perfectly shuttles ions across the artificial synapse.

The researchers then made a neuromorphic chip containing these synapses and shot an electrical zap through them. Incredibly, the synapses’ response varied by only four percent—much higher than any neuromorphic device made with an amorphous switching medium.

In a computer simulation, the team built a multi-layer artificial neural network using parameters measured from their device. After tens of thousands of training examples, their neural network correctly recognized samples 95 percent of the time, just 2 percent lower than state-of-the-art software algorithms.

The upside? The neuromorphic chip requires much less space than the hardware that runs deep learning algorithms. Forget supercomputers—these chips could one day run complex computations right on our handheld devices.

A Magnetic Boost
Meanwhile, in Boulder, Colorado, Dr. Michael Schneider at the National Institute of Standards and Technology also realized that the standard switching medium had to go.

“There must be a better way to do this, because nature has figured out a better way to do this,” he says.

His solution? Nanoclusters of magnetic manganese.

Schneider’s chip contained two slices of superconducting electrodes made out of niobium, which channel electricity with no resistance. When researchers applied different magnetic fields to the synapse, they could control the alignment of the manganese “filling.”

The switch gave the chip a double boost. For one, by aligning the switching medium, the team could predict the ion flow and boost uniformity. For another, the magnetic manganese itself adds computational power. The chip can now encode data in both the level of electrical input and the direction of the magnetisms without bulking up the synapse.

It seriously worked. At one billion times per second, the chips fired several orders of magnitude faster than human neurons. Plus, the chips required just one ten-thousandth of the energy used by their biological counterparts, all the while synthesizing input from nine different sources in an analog manner.

The Road Ahead
These studies show that we may be nearing a benchmark where artificial synapses match—or even outperform—their human inspiration.

But to Dr. Steven Furber, an expert in neuromorphic computing, we still have a ways before the chips go mainstream.

Many of the special materials used in these chips require specific temperatures, he says. Magnetic manganese chips, for example, require temperatures around absolute zero to operate, meaning they come with the need for giant cooling tanks filled with liquid helium—obviously not practical for everyday use.

Another is scalability. Millions of synapses are necessary before a neuromorphic device can be used to tackle everyday problems such as facial recognition. So far, no deal.

But these problems may in fact be a driving force for the entire field. Intense competition could push teams into exploring different ideas and solutions to similar problems, much like these two studies.

If so, future chips may come in diverse flavors. Similar to our vast array of deep learning algorithms and operating systems, the computer chips of the future may also vary depending on specific requirements and needs.

It is worth developing as many different technological approaches as possible, says Furber, especially as neuroscientists increasingly understand what makes our biological synapses—the ultimate inspiration—so amazingly efficient.

Image Credit: arakio / Shutterstock.com Continue reading

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#431995 The 10 Grand Challenges Facing Robotics ...

Robotics research has been making great strides in recent years, but there are still many hurdles to the machines becoming a ubiquitous presence in our lives. The journal Science Robotics has now identified 10 grand challenges the field will have to grapple with to make that a reality.

Editors conducted an online survey on unsolved challenges in robotics and assembled an expert panel of roboticists to shortlist the 30 most important topics, which were then grouped into 10 grand challenges that could have major impact in the next 5 to 10 years. Here’s what they came up with.

1. New Materials and Fabrication Schemes
Roboticists are beginning to move beyond motors, gears, and sensors by experimenting with things like artificial muscles, soft robotics, and new fabrication methods that combine multiple functions in one material. But most of these advances have been “one-off” demonstrations, which are not easy to combine.

Multi-functional materials merging things like sensing, movement, energy harvesting, or energy storage could allow more efficient robot designs. But combining these various properties in a single machine will require new approaches that blend micro-scale and large-scale fabrication techniques. Another promising direction is materials that can change over time to adapt or heal, but this requires much more research.

2. Bioinspired and Bio-Hybrid Robots
Nature has already solved many of the problems roboticists are trying to tackle, so many are turning to biology for inspiration or even incorporating living systems into their robots. But there are still major bottlenecks in reproducing the mechanical performance of muscle and the ability of biological systems to power themselves.

There has been great progress in artificial muscles, but their robustness, efficiency, and energy and power density need to be improved. Embedding living cells into robots can overcome challenges of powering small robots, as well as exploit biological features like self-healing and embedded sensing, though how to integrate these components is still a major challenge. And while a growing “robo-zoo” is helping tease out nature’s secrets, more work needs to be done on how animals transition between capabilities like flying and swimming to build multimodal platforms.

3. Power and Energy
Energy storage is a major bottleneck for mobile robotics. Rising demand from drones, electric vehicles, and renewable energy is driving progress in battery technology, but the fundamental challenges have remained largely unchanged for years.

That means that in parallel to battery development, there need to be efforts to minimize robots’ power utilization and give them access to new sources of energy. Enabling them to harvest energy from their environment and transmitting power to them wirelessly are two promising approaches worthy of investigation.

4. Robot Swarms
Swarms of simple robots that assemble into different configurations to tackle various tasks can be a cheaper, more flexible alternative to large, task-specific robots. Smaller, cheaper, more powerful hardware that lets simple robots sense their environment and communicate is combining with AI that can model the kind of behavior seen in nature’s flocks.

But there needs to be more work on the most efficient forms of control at different scales—small swarms can be controlled centrally, but larger ones need to be more decentralized. They also need to be made robust and adaptable to the changing conditions of the real world and resilient to deliberate or accidental damage. There also needs to be more work on swarms of non-homogeneous robots with complementary capabilities.

5. Navigation and Exploration
A key use case for robots is exploring places where humans cannot go, such as the deep sea, space, or disaster zones. That means they need to become adept at exploring and navigating unmapped, often highly disordered and hostile environments.

The major challenges include creating systems that can adapt, learn, and recover from navigation failures and are able to make and recognize new discoveries. This will require high levels of autonomy that allow the robots to monitor and reconfigure themselves while being able to build a picture of the world from multiple data sources of varying reliability and accuracy.

6. AI for Robotics
Deep learning has revolutionized machines’ ability to recognize patterns, but that needs to be combined with model-based reasoning to create adaptable robots that can learn on the fly.

Key to this will be creating AI that’s aware of its own limitations and can learn how to learn new things. It will also be important to create systems that are able to learn quickly from limited data rather than the millions of examples used in deep learning. Further advances in our understanding of human intelligence will be essential to solving these problems.

7. Brain-Computer Interfaces
BCIs will enable seamless control of advanced robotic prosthetics but could also prove a faster, more natural way to communicate instructions to robots or simply help them understand human mental states.

Most current approaches to measuring brain activity are expensive and cumbersome, though, so work on compact, low-power, and wireless devices will be important. They also tend to involve extended training, calibration, and adaptation due to the imprecise nature of reading brain activity. And it remains to be seen if they will outperform simpler techniques like eye tracking or reading muscle signals.

8. Social Interaction
If robots are to enter human environments, they will need to learn to deal with humans. But this will be difficult, as we have very few concrete models of human behavior and we are prone to underestimate the complexity of what comes naturally to us.

Social robots will need to be able to perceive minute social cues like facial expression or intonation, understand the cultural and social context they are operating in, and model the mental states of people they interact with to tailor their dealings with them, both in the short term and as they develop long-standing relationships with them.

9. Medical Robotics
Medicine is one of the areas where robots could have significant impact in the near future. Devices that augment a surgeon’s capabilities are already in regular use, but the challenge will be to increase the autonomy of these systems in such a high-stakes environment.

Autonomous robot assistants will need to be able to recognize human anatomy in a variety of contexts and be able to use situational awareness and spoken commands to understand what’s required of them. In surgery, autonomous robots could perform the routine steps of a procedure, giving way to the surgeon for more complicated patient-specific bits.

Micro-robots that operate inside the human body also hold promise, but there are still many roadblocks to their adoption, including effective delivery systems, tracking and control methods, and crucially, finding therapies where they improve on current approaches.

10. Robot Ethics and Security
As the preceding challenges are overcome and robots are increasingly integrated into our lives, this progress will create new ethical conundrums. Most importantly, we may become over-reliant on robots.

That could lead to humans losing certain skills and capabilities, making us unable to take the reins in the case of failures. We may end up delegating tasks that should, for ethical reasons, have some human supervision, and allow people to pass the buck to autonomous systems in the case of failure. It could also reduce self-determination, as human behaviors change to accommodate the routines and restrictions required for robots and AI to work effectively.

Image Credit: Zenzen / Shutterstock.com Continue reading

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#431906 Low-Cost Soft Robot Muscles Can Lift 200 ...

Jerky mechanical robots are staples of science fiction, but to seamlessly integrate into everyday life they’ll need the precise yet powerful motor control of humans. Now scientists have created a new class of artificial muscles that could soon make that a reality.
The advance is the latest breakthrough in the field of soft robotics. Scientists are increasingly designing robots using soft materials that more closely resemble biological systems, which can be more adaptable and better suited to working in close proximity to humans.
One of the main challenges has been creating soft components that match the power and control of the rigid actuators that drive mechanical robots—things like motors and pistons. Now researchers at the University of Colorado Boulder have built a series of low-cost artificial muscles—as little as 10 cents per device—using soft plastic pouches filled with electrically insulating liquids that contract with the force and speed of mammalian skeletal muscles when a voltage is applied to them.

Three different designs of the so-called hydraulically amplified self-healing electrostatic (HASEL) actuators were detailed in two papers in the journals Science and Science Robotics last week. They could carry out a variety of tasks, from gently picking up delicate objects like eggs or raspberries to lifting objects many times their own weight, such as a gallon of water, at rapid repetition rates.
“We draw our inspiration from the astonishing capabilities of biological muscle,” Christoph Keplinger, an assistant professor at UC Boulder and senior author of both papers, said in a press release. “Just like biological muscle, HASEL actuators can reproduce the adaptability of an octopus arm, the speed of a hummingbird and the strength of an elephant.”
The artificial muscles work by applying a voltage to hydrogel electrodes on either side of pouches filled with liquid insulators, which can be as simple as canola oil. This creates an attraction between the two electrodes, pulling them together and displacing the liquid. This causes a change of shape that can push or pull levers, arms or any other articulated component.
The design is essentially a synthesis of two leading approaches to actuating soft robots. Pneumatic and hydraulic actuators that pump fluids around have been popular due to their high forces, easy fabrication and ability to mimic a variety of natural motions. But they tend to be bulky and relatively slow.
Dielectric elastomer actuators apply an electric field across a solid insulating layer to make it flex. These can mimic the responsiveness of biological muscle. But they are not very versatile and can also fail catastrophically, because the high voltages required can cause a bolt of electricity to blast through the insulator, destroying it. The likelihood of this happening increases in line with the size of their electrodes, which makes it hard to scale them up. By combining the two approaches, researchers get the best of both worlds, with the power, versatility and easy fabrication of a fluid-based system and the responsiveness of electrically-powered actuators.
One of the designs holds particular promise for robotics applications, as it behaves a lot like biological muscle. The so-called Peano-HASEL actuators are made up of multiple rectangular pouches connected in series, which allows them to contract linearly, just like real muscle. They can lift more than 200 times their weight, but being electrically powered, they exceed the flexing speed of human muscle.
As the name suggests, the HASEL actuators are also self-healing. They are still prone to the same kind of electrical damage as dielectric elastomer actuators, but the liquid insulator is able to immediately self-heal by redistributing itself and regaining its insulating properties.
The muscles can even monitor the amount of strain they’re under to provide the same kind of feedback biological systems would. The muscle’s capacitance—its ability to store an electric charge—changes as the device stretches, which makes it possible to power the arm while simultaneously measuring what position it’s in.
The researchers say this could imbue robots with a similar sense of proprioception or body-awareness to that found in plants and animals. “Self-sensing allows for the development of closed-loop feedback controllers to design highly advanced and precise robots for diverse applications,” Shane Mitchell, a PhD student in Keplinger’s lab and an author on both papers, said in an email.
The researchers say the high voltages required are an ongoing challenge, though they’ve already designed devices in the lab that use a fifth of the voltage of those features in the recent papers.
In most of their demonstrations, these soft actuators were being used to power rigid arms and levers, pointing to the fact that future robots are likely to combine both rigid and soft components, much like animals do. The potential applications for the technology range from more realistic prosthetics to much more dextrous robots that can work easily alongside humans.
It will take some work before these devices appear in commercial robots. But the combination of high-performance with simple and inexpensive fabrication methods mean other researchers are likely to jump in, so innovation could be rapid.
Image Credit: Keplinger Research Group/University of Colorado Continue reading

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