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#433634 This Robotic Skin Makes Inanimate ...

In Goethe’s poem “The Sorcerer’s Apprentice,” made world-famous by its adaptation in Disney’s Fantasia, a lazy apprentice, left to fetch water, uses magic to bewitch a broom into performing his chores for him. Now, new research from Yale has opened up the possibility of being able to animate—and automate—household objects by fitting them with a robotic skin.

Yale’s Soft Robotics lab, the Faboratory, is led by Professor Rebecca Kramer-Bottiglio, and has long investigated the possibilities associated with new kinds of manufacturing. While the typical image of a robot is hard, cold steel and rigid movements, soft robotics aims to create something more flexible and versatile. After all, the human body is made up of soft, flexible surfaces, and the world is designed for us. Soft, deformable robots could change shape to adapt to different tasks.

When designing a robot, key components are the robot’s sensors, which allow it to perceive its environment, and its actuators, the electrical or pneumatic motors that allow the robot to move and interact with its environment.

Consider your hand, which has temperature and pressure sensors, but also muscles as actuators. The omni-skins, as the Science Robotics paper dubs them, combine sensors and actuators, embedding them into an elastic sheet. The robotic skins are moved by pneumatic actuators or memory alloy that can bounce back into shape. If this is then wrapped around a soft, deformable object, moving the skin with the actuators can allow the object to crawl along a surface.

The key to the design here is flexibility: rather than adding chips, sensors, and motors into every household object to turn them into individual automatons, the same skin can be used for many purposes. “We can take the skins and wrap them around one object to perform a task—locomotion, for example—and then take them off and put them on a different object to perform a different task, such as grasping and moving an object,” said Kramer-Bottiglio. “We can then take those same skins off that object and put them on a shirt to make an active wearable device.”

The task is then to dream up applications for the omni-skins. Initially, you might imagine demanding a stuffed toy to fetch the remote control for you, or animating a sponge to wipe down kitchen surfaces—but this is just the beginning. The scientists attached the skins to a soft tube and camera, creating a worm-like robot that could compress itself and crawl into small spaces for rescue missions. The same skins could then be worn by a person to sense their posture. One could easily imagine this being adapted into a soft exoskeleton for medical or industrial purposes: for example, helping with rehabilitation after an accident or injury.

The initial motivating factor for creating the robots was in an environment where space and weight are at a premium, and humans are forced to improvise with whatever’s at hand: outer space. Kramer-Bottoglio originally began the work after NASA called out for soft robotics systems for use by astronauts. Instead of wasting valuable rocket payload by sending up a heavy metal droid like ATLAS to fetch items or perform repairs, soft robotic skins with modular sensors could be adapted for a range of different uses spontaneously.

By reassembling components in the soft robotic skin, a crumpled ball of paper could provide the chassis for a robot that performs repairs on the spaceship, or explores the lunar surface. The dynamic compression provided by the robotic skin could be used for g-suits to protect astronauts when they rapidly accelerate or decelerate.

“One of the main things I considered was the importance of multi-functionality, especially for deep space exploration where the environment is unpredictable. The question is: How do you prepare for the unknown unknowns? … Given the design-on-the-fly nature of this approach, it’s unlikely that a robot created using robotic skins will perform any one task optimally,” Kramer-Bottiglio said. “However, the goal is not optimization, but rather diversity of applications.”

There are still problems to resolve. Many of the videos of the skins indicate that they can rely on an external power supply. Creating new, smaller batteries that can power wearable devices has been a focus of cutting-edge materials science research for some time. Much of the lab’s expertise is in creating flexible, stretchable electronics that can be deformed by the actuators without breaking the circuitry. In the future, the team hopes to work on streamlining the production process; if the components could be 3D printed, then the skins could be created when needed.

In addition, robotic hardware that’s capable of performing an impressive range of precise motions is quite an advanced technology. The software to control those robots, and enable them to perform a variety of tasks, is quite another challenge. With soft robots, it can become even more complex to design that control software, because the body itself can change shape and deform as the robot moves. The same set of programmed motions, then, can produce different results depending on the environment.

“Let’s say I have a soft robot with four legs that crawls along the ground, and I make it walk up a hard slope,” Dr. David Howard, who works on robotics at CSIRO in Australia, explained to ABC.

“If I make that slope out of gravel and I give it the same control commands, the actual body is going to deform in a different way, and I’m not necessarily going to know what that is.”

Despite these and other challenges, research like that at the Faboratory still hopes to redefine how we think of robots and robotics. Instead of a robot that imitates a human and manipulates objects, the objects themselves will become programmable matter, capable of moving autonomously and carrying out a range of tasks. Futurists speculate about a world where most objects are automated to some degree and can assemble and repair themselves, or are even built entirely of tiny robots.

The tale of the Sorcerer’s Apprentice was first written in 1797, at the dawn of the industrial revolution, over a century before the word “robot” was even coined. Yet more and more roboticists aim to prove Arthur C Clarke’s maxim: any sufficiently advanced technology is indistinguishable from magic.

Image Credit: Joran Booth, The Faboratory Continue reading

Posted in Human Robots

#433620 Instilling the Best of Human Values in ...

Now that the era of artificial intelligence is unquestionably upon us, it behooves us to think and work harder to ensure that the AIs we create embody positive human values.

Science fiction is full of AIs that manifest the dark side of humanity, or are indifferent to humans altogether. Such possibilities cannot be ruled out, but nor is there any logical or empirical reason to consider them highly likely. I am among a large group of AI experts who see a strong potential for profoundly positive outcomes in the AI revolution currently underway.

We are facing a future with great uncertainty and tremendous promise, and the best we can do is to confront it with a combination of heart and mind, of common sense and rigorous science. In the realm of AI, what this means is, we need to do our best to guide the AI minds we are creating to embody the values we cherish: love, compassion, creativity, and respect.

The quest for beneficial AI has many dimensions, including its potential to reduce material scarcity and to help unlock the human capacity for love and compassion.

Reducing Scarcity
A large percentage of difficult issues in human society, many of which spill over into the AI domain, would be palliated significantly if material scarcity became less of a problem. Fortunately, AI has great potential to help here. AI is already increasing efficiency in nearly every industry.

In the next few decades, as nanotech and 3D printing continue to advance, AI-driven design will become a larger factor in the economy. Radical new tools like artificial enzymes built using Christian Schafmeister’s spiroligomer molecules, and designed using quantum physics-savvy AIs, will enable the creation of new materials and medicines.

For amazing advances like the intersection of AI and nanotech to lead toward broadly positive outcomes, however, the economic and political aspects of the AI industry may have to shift from the current status quo.

Currently, most AI development occurs under the aegis of military organizations or large corporations oriented heavily toward advertising and marketing. Put crudely, an awful lot of AI today is about “spying, brainwashing, or killing.” This is not really the ideal situation if we want our first true artificial general intelligences to be open-minded, warm-hearted, and beneficial.

Also, as the bulk of AI development now occurs in large for-profit organizations bound by law to pursue the maximization of shareholder value, we face a situation where AI tends to exacerbate global wealth inequality and class divisions. This has the potential to lead to various civilization-scale failure modes involving the intersection of geopolitics, AI, cyberterrorism, and so forth. Part of my motivation for founding the decentralized AI project SingularityNET was to create an alternative mode of dissemination and utilization of both narrow AI and AGI—one that operates in a self-organizing way, outside of the direct grip of conventional corporate and governmental structures.

In the end, though, I worry that radical material abundance and novel political and economic structures may fail to create a positive future, unless they are coupled with advances in consciousness and compassion. AGIs have the potential to be massively more ethical and compassionate than humans. But still, the odds of getting deeply beneficial AGIs seem higher if the humans creating them are fuller of compassion and positive consciousness—and can effectively pass these values on.

Transmitting Human Values
Brain-computer interfacing is another critical aspect of the quest for creating more positive AIs and more positive humans. As Elon Musk has put it, “If you can’t beat ’em, join’ em.” Joining is more fun than beating anyway. What better way to infuse AIs with human values than to connect them directly to human brains, and let them learn directly from the source (while providing humans with valuable enhancements)?

Millions of people recently heard Elon Musk discuss AI and BCI on the Joe Rogan podcast. Musk’s embrace of brain-computer interfacing is laudable, but he tends to dodge some of the tough issues—for instance, he does not emphasize the trade-off cyborgs will face between retaining human-ness and maximizing intelligence, joy, and creativity. To make this trade-off effectively, the AI portion of the cyborg will need to have a deep sense of human values.

Musk calls humanity the “biological boot loader” for AGI, but to me this colorful metaphor misses a key point—that we can seed the AGI we create with our values as an initial condition. This is one reason why it’s important that the first really powerful AGIs are created by decentralized networks, and not conventional corporate or military organizations. The decentralized software/hardware ecosystem, for all its quirks and flaws, has more potential to lead to human-computer cybernetic collective minds that are reasonable and benevolent.

Algorithmic Love
BCI is still in its infancy, but a more immediate way of connecting people with AIs to infuse both with greater love and compassion is to leverage humanoid robotics technology. Toward this end, I conceived a project called Loving AI, focused on using highly expressive humanoid robots like the Hanson robot Sophia to lead people through meditations and other exercises oriented toward unlocking the human potential for love and compassion. My goals here were to explore the potential of AI and robots to have a positive impact on human consciousness, and to use this application to study and improve the OpenCog and SingularityNET tools used to control Sophia in these interactions.

The Loving AI project has now run two small sets of human trials, both with exciting and positive results. These have been small—dozens rather than hundreds of people—but have definitively proven the point. Put a person in a quiet room with a humanoid robot that can look them in the eye, mirror their facial expressions, recognize some of their emotions, and lead them through simple meditation, listening, and consciousness-oriented exercises…and quite a lot of the time, the result is a more relaxed person who has entered into a shifted state of consciousness, at least for a period of time.

In a certain percentage of cases, the interaction with the robot consciousness guide triggered a dramatic change of consciousness in the human subject—a deep meditative trance state, for instance. In most cases, the result was not so extreme, but statistically the positive effect was quite significant across all cases. Furthermore, a similar effect was found using an avatar simulation of the robot’s face on a tablet screen (together with a webcam for facial expression mirroring and recognition), but not with a purely auditory interaction.

The Loving AI experiments are not only about AI; they are about human-robot and human-avatar interaction, with AI as one significant aspect. The facial interaction with the robot or avatar is pushing “biological buttons” that trigger emotional reactions and prime the mind for changes of consciousness. However, this sort of body-mind interaction is arguably critical to human values and what it means to be human; it’s an important thing for robots and AIs to “get.”

Halting or pausing the advance of AI is not a viable possibility at this stage. Despite the risks, the potential economic and political benefits involved are clear and massive. The convergence of narrow AI toward AGI is also a near inevitability, because there are so many important applications where greater generality of intelligence will lead to greater practical functionality. The challenge is to make the outcome of this great civilization-level adventure as positive as possible.

Image Credit: Anton Gvozdikov / Shutterstock.com Continue reading

Posted in Human Robots

#433506 MIT’s New Robot Taught Itself to Pick ...

Back in 2016, somewhere in a Google-owned warehouse, more than a dozen robotic arms sat for hours quietly grasping objects of various shapes and sizes. For hours on end, they taught themselves how to pick up and hold the items appropriately—mimicking the way a baby gradually learns to use its hands.

Now, scientists from MIT have made a new breakthrough in machine learning: their new system can not only teach itself to see and identify objects, but also understand how best to manipulate them.

This means that, armed with the new machine learning routine referred to as “dense object nets (DON),” the robot would be capable of picking up an object that it’s never seen before, or in an unfamiliar orientation, without resorting to trial and error—exactly as a human would.

The deceptively simple ability to dexterously manipulate objects with our hands is a huge part of why humans are the dominant species on the planet. We take it for granted. Hardware innovations like the Shadow Dexterous Hand have enabled robots to softly grip and manipulate delicate objects for many years, but the software required to control these precision-engineered machines in a range of circumstances has proved harder to develop.

This was not for want of trying. The Amazon Robotics Challenge offers millions of dollars in prizes (and potentially far more in contracts, as their $775m acquisition of Kiva Systems shows) for the best dexterous robot able to pick and package items in their warehouses. The lucrative dream of a fully-automated delivery system is missing this crucial ability.

Meanwhile, the Robocup@home challenge—an offshoot of the popular Robocup tournament for soccer-playing robots—aims to make everyone’s dream of having a robot butler a reality. The competition involves teams drilling their robots through simple household tasks that require social interaction or object manipulation, like helping to carry the shopping, sorting items onto a shelf, or guiding tourists around a museum.

Yet all of these endeavors have proved difficult; the tasks often have to be simplified to enable the robot to complete them at all. New or unexpected elements, such as those encountered in real life, more often than not throw the system entirely. Programming the robot’s every move in explicit detail is not a scalable solution: this can work in the highly-controlled world of the assembly line, but not in everyday life.

Computer vision is improving all the time. Neural networks, including those you train every time you prove that you’re not a robot with CAPTCHA, are getting better at sorting objects into categories, and identifying them based on sparse or incomplete data, such as when they are occluded, or in different lighting.

But many of these systems require enormous amounts of input data, which is impractical, slow to generate, and often needs to be laboriously categorized by humans. There are entirely new jobs that require people to label, categorize, and sift large bodies of data ready for supervised machine learning. This can make machine learning undemocratic. If you’re Google, you can make thousands of unwitting volunteers label your images for you with CAPTCHA. If you’re IBM, you can hire people to manually label that data. If you’re an individual or startup trying something new, however, you will struggle to access the vast troves of labeled data available to the bigger players.

This is why new systems that can potentially train themselves over time or that allow robots to deal with situations they’ve never seen before without mountains of labelled data are a holy grail in artificial intelligence. The work done by MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL) is part of a new wave of “self-supervised” machine learning systems—little of the data used was labeled by humans.

The robot first inspects the new object from multiple angles, building up a 3D picture of the object with its own coordinate system. This then allows the robotic arm to identify a particular feature on the object—such as a handle, or the tongue of a shoe—from various different angles, based on its relative distance to other grid points.

This is the real innovation: the new means of representing objects to grasp as mapped-out 3D objects, with grid points and subsections of their own. Rather than using a computer vision algorithm to identify a door handle, and then activating a door handle grasping subroutine, the DON system treats all objects by making these spatial maps before classifying or manipulating them, enabling it to deal with a greater range of objects than in other approaches.

“Many approaches to manipulation can’t identify specific parts of an object across the many orientations that object may encounter,” said PhD student Lucas Manuelli, who wrote a new paper about the system with lead author and fellow student Pete Florence, alongside MIT professor Russ Tedrake. “For example, existing algorithms would be unable to grasp a mug by its handle, especially if the mug could be in multiple orientations, like upright, or on its side.”

Class-specific descriptors, which can be applied to the object features, can allow the robot arm to identify a mug, find the handle, and pick the mug up appropriately. Object-specific descriptors allow the robot arm to select a particular mug from a group of similar items. I’m already dreaming of a robot butler reliably picking my favourite mug when it serves me coffee in the morning.

Google’s robot arm-y was an attempt to develop a general grasping algorithm: one that could identify, categorize, and appropriately grip as many items as possible. This requires a great deal of training time and data, which is why Google parallelized their project by having 14 robot arms feed data into a single neural network brain: even then, the algorithm may fail with highly specific tasks. Specialist grasping algorithms might require less training if they’re limited to specific objects, but then your software is useless for general tasks.

As the roboticists noted, their system, with its ability to identify parts of an object rather than just a single object, is better suited to specific tasks, such as “grasp the racquet by the handle,” than Amazon Robotics Challenge robots, which identify whole objects by segmenting an image.

This work is small-scale at present. It has been tested with a few classes of objects, including shoes, hats, and mugs. Yet the use of these dense object nets as a way for robots to represent and manipulate new objects may well be another step towards the ultimate goal of generalized automation: a robot capable of performing every task a person can. If that point is reached, the question that will remain is how to cope with being obsolete.

Image Credit: Tom Buehler/CSAIL Continue reading

Posted in Human Robots

#433486 This AI Predicts Obesity ...

A research team at the University of Washington has trained an artificial intelligence system to spot obesity—all the way from space. The system used a convolutional neural network (CNN) to analyze 150,000 satellite images and look for correlations between the physical makeup of a neighborhood and the prevalence of obesity.

The team’s results, presented in JAMA Network Open, showed that features of a given neighborhood could explain close to two-thirds (64.8 percent) of the variance in obesity. Researchers found that analyzing satellite data could help increase understanding of the link between peoples’ environment and obesity prevalence. The next step would be to make corresponding structural changes in the way neighborhoods are built to encourage physical activity and better health.

Training AI to Spot Obesity
Convolutional neural networks (CNNs) are particularly adept at image analysis, object recognition, and identifying special hierarchies in large datasets.

Prior to analyzing 150,000 high-resolution satellite images of Bellevue, Seattle, Tacoma, Los Angeles, Memphis, and San Antonio, the researchers trained the CNN on 1.2 million images from the ImageNet database. The categorizations were correlated with obesity prevalence estimates for the six urban areas from census tracts gathered by the 500 Cities project.

The system was able to identify the presence of certain features that increased likelihood of obesity in a given area. Some of these features included tightly–packed houses, being close to roadways, and living in neighborhoods with a lack of greenery.

Visualization of features identified by the convolutional neural network (CNN) model. The images on the left column are satellite images taken from Google Static Maps API (application programming interface). Images in the middle and right columns are activation maps taken from the second convolutional layer of VGG-CNN-F network after forward pass of the respective satellite images through the network. From Google Static Maps API, DigitalGlobe, US Geological Survey (accessed July 2017). Credit: JAMA Network Open
Your Surroundings Are Key
In their discussion of the findings, the researchers stressed that there are limitations to the conclusions that can be drawn from the AI’s results. For example, socio-economic factors like income likely play a major role for obesity prevalence in a given geographic area.

However, the study concluded that the AI-powered analysis showed the prevalence of specific man-made features in neighborhoods consistently correlating with obesity prevalence and not necessarily correlating with socioeconomic status.

The system’s success rates varied between studied cities, with Memphis being the highest (73.3 percent) and Seattle being the lowest (55.8 percent).

AI Takes To the Sky
Around a third of the US population is categorized as obese. Obesity is linked to a number of health-related issues, and the AI-generated results could potentially help improve city planning and better target campaigns to limit obesity.

The study is one of the latest of a growing list that uses AI to analyze images and extrapolate insights.

A team at Stanford University has used a CNN to predict poverty via satellite imagery, assisting governments and NGOs to better target their efforts. A combination of the public Automatic Identification System for shipping, satellite imagery, and Google’s AI has proven able to identify illegal fishing activity. Researchers have even been able to use AI and Google Street View to predict what party a given city will vote for, based on what cars are parked on the streets.

In each case, the AI systems have been able to look at volumes of data about our world and surroundings that are beyond the capabilities of humans and extrapolate new insights. If one were to moralize about the good and bad sides of AI (new opportunities vs. potential job losses, for example) it could seem that it comes down to what we ask AI systems to look at—and what questions we ask of them.

Image Credit: Ocean Biology Processing Group at NASA’s Goddard Space Flight Center 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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