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#430855 Why Education Is the Hardest Sector of ...
We’ve all heard the warning cries: automation will disrupt entire industries and put millions of people out of jobs. In fact, up to 45 percent of existing jobs can be automated using current technology.
However, this may not necessarily apply to the education sector. After a detailed analysis of more than 2,000-plus work activities for more than 800 occupations, a report by McKinsey & Co states that of all the sectors examined, “…the technical feasibility of automation is lowest in education.”
There is no doubt that technological trends will have a powerful impact on global education, both by improving the overall learning experience and by increasing global access to education. Massive open online courses (MOOCs), chatbot tutors, and AI-powered lesson plans are just a few examples of the digital transformation in global education. But will robots and artificial intelligence ever fully replace teachers?
The Most Difficult Sector to Automate
While various tasks revolving around education—like administrative tasks or facilities maintenance—are open to automation, teaching itself is not.
Effective education involves more than just transfer of information from a teacher to a student. Good teaching requires complex social interactions and adaptation to the individual student’s learning needs. An effective teacher is not just responsive to each student’s strengths and weaknesses, but is also empathetic towards the student’s state of mind. It’s about maximizing human potential.
Furthermore, students don’t just rely on effective teachers to teach them the course material, but also as a source of life guidance and career mentorship. Deep and meaningful human interaction is crucial and is something that is very difficult, if not impossible, to automate.
Automating teaching is an example of a task that would require artificial general intelligence (as opposed to narrow or specific intelligence). In other words, this is the kind of task that would require an AI that understands natural human language, can be empathetic towards emotions, plan, strategize and make impactful decisions under unpredictable circumstances.
This would be the kind of machine that can do anything a human can do, and it doesn’t exist—at least, not yet.
We’re Getting There
Let’s not forget how quickly AI is evolving. Just because it’s difficult to fully automate teaching, it doesn’t mean the world’s leading AI experts aren’t trying.
Meet Jill Watson, the teaching assistant from Georgia Institute of Technology. Watson isn’t your average TA. She’s an IBM-powered artificial intelligence that is being implemented in universities around the world. Watson is able to answer students’ questions with 97 percent certainty.
Technologies like this also have applications in grading and providing feedback. Some AI algorithms are being trained and refined to perform automatic essay scoring. One project has achieved a 0.945 correlation with human graders.
All of this will have a remarkable impact on online education as we know it and dramatically increase online student retention rates.
Any student with a smartphone can access a wealth of information and free courses from universities around the world. MOOCs have allowed valuable courses to become available to millions of students. But at the moment, not all participants can receive customized feedback for their work. Currently, this is limited by manpower, but in the future that may not be the case.
What chatbots like Jill Watson allow is the opportunity for hundreds of thousands, if not millions, of students to have their work reviewed and all their questions answered at a minimal cost.
AI algorithms also have a significant role to play in personalization of education. Every student is unique and has a different set of strengths and weaknesses. Data analysis can be used to improve individual student results, assess each student’s strengths and weaknesses, and create mass-customized programs. Algorithms can analyze student data and consequently make flexible programs that adapt to the learner based on real-time feedback. According to the McKinsey Global Institute, all of this data in education could unlock between $900 billion and $1.2 trillion in global economic value.
Beyond Automated Teaching
It’s important to recognize that technological automation alone won’t fix the many issues in our global education system today. Dominated by outdated curricula, standardized tests, and an emphasis on short-term knowledge, many experts are calling for a transformation of how we teach.
It is not enough to simply automate the process. We can have a completely digital learning experience that continues to focus on outdated skills and fails to prepare students for the future. In other words, we must not only be innovative with our automation capabilities, but also with educational content, strategy, and policies.
Are we equipping students with the most important survival skills? Are we inspiring young minds to create a better future? Are we meeting the unique learning needs of each and every student? There’s no point automating and digitizing a system that is already flawed. We need to ensure the system that is being digitized is itself being transformed for the better.
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#430649 Robotherapy for children with autism
New Robotherapy for children with autism could reduce patient supervision by therapists.
05.07.2017
Autism treatments and therapies routinely make headlines. With robot enhanced therapies on the rise, often overlooked though, is the mental stress and physical toll the procedures take on therapists. As autism treatments can be taxing on both patient and therapists, few realize the stress and workload of those working with autistic patients.
It is against this backdrop, that researchers from the Vrije Universiteit Brussel are pioneering a new technology to aid behavioural therapy, and one with a very deliberate aspect: they are using robots to boost the basic social learning skills of children with ASD and while doing so, they hope to make the therapists’ job substantially easier.
A study, just published in PALADYN – Journal of Behavioural Robotics examines the use of social robots as tools in clinical situations by addressing the challenge of increasing robot autonomy.
The growing deployment of robot-assisted therapies in recent decades means children with Autism Spectrum Disorder (ASD) can develop and nurture social behaviour and cognitive skills. Learning skills that hold out in real life is the first and foremost goal of all autism therapies, including the Robot-Assisted Therapy (RAT), with effectiveness always considered a key concern. However, this time round the scientists have set off on the additional mission to take the load off the human therapists by letting parts of the intervention be taken over by the supervised yet autonomous robots.
The researchers developed a complete system of robot-enhanced therapy (RET) for children with ASD. The therapy works by teaching behaviours during repeated sessions of interactive games. Since the individuals with ASD tend to be more responsive to feedback coming from an interaction with technology, robots are often used for this therapy. In this approach, the social robot acts as a mediator and typically remains remote-controlled by a human operator. The technique, called Wizard of Oz, requires the robot to be operated by an additional person and the robot is not recording the performance during the therapy. In order to reduce operator workload, authors introduced a system with a supervised autonomous robot – which is able to understand the psychological disposition of the child and use it to select actions appropriate to the current state of the interaction.
Admittedly, robots with supervised autonomy can substantially benefit behavioural therapy for children with ASD – diminishing the therapist workload on the one hand, and achieving more objective measurements of therapy outcomes on the other. Yet, complex as it is, this therapy requires a multidisciplinary approach, as RET provides mixed effectiveness for primary tasks: the turn-taking, joint attention and imitation task comparing to Standard Human Treatment (SHT).
Results are likely to prompt a further development of the robot assisted therapy with increasing robot’s autonomy. With many outstanding conceptual and technical issues yet to tackle –it is definitely the ethical questions that pose one of the major challenges as far as the potential and maximal degree of robot autonomy is concerned.
The article is fully available in open access to read, download and share on De Gruyter Online.
Research was conducted as a part of DREAM (Development of Robot-Enhanced therapy for children with Autism spectrum disorders) project.
DOI: 10.1515/pjbr-2017-0002
Image credit: P.G. Esteban
About the Journal: PALADYN – Journal of Behavioural Robotics is a fully peer-reviewed, electronic-only journal that publishes original, high-quality research on topics broadly related to neuronally and psychologically inspired robots and other behaving autonomous systems.
About De Gruyter Open: De Gruyter Open is a leading publisher of Open Access academic content. Publishing in all major disciplines, De Gruyter Open is home to more than 500 scholarly journals and over 100 books. The company is part of the De Gruyter Group (www.degruyter.com) and a member of the Association of Learned and Professional Society Publishers (ALPSP). De Gruyter Open’s book and journal programs have been endorsed by the international research community and some of the world’s top scientists, including Nobel laureates. The company’s mission is to make the very best in academic content freely available to scholars and lay readers alike.
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#428367 Fusion for Energy signs multi-million ...
Fusion for Energy signs multi-million deal with Airbus Safran Launchers, Nuvia Limited and Cegelec CEM to develop robotics equipment for ITER
The contract for a value of nearly 100 million EUR is considered to be the single biggest robotics deal to date in the field of fusion energy. The state of the art equipment will form part of ITER, the world’s largest experimental fusion facility and the first in history to produce 500 MW. The prestigious project brings together seven parties (China, Europe, Japan, India, the Republic of Korea, the Russian Federation and the USA) which represent 50% of the world’s population and 80% of the global GDP.
The collaboration between Fusion for Energy (F4E), the EU organisation managing Europe’s contribution to ITER, with a consortium of companies consisting of Airbus Safran Launchers (France-Germany), Nuvia Limited (UK) and Cegelec CEM (France), companies of the VINCI Group, will run for a period of seven years. The UK Atomic Energy Authority (UK), Instituto Superior Tecnico (Portugal), AVT Europe NV (Belgium) and Millennium (France) will also be part of this deal which will deliver remotely operated systems for the transportation and confinement of components located in the ITER vacuum vessel.
The contract carries also a symbolic importance marking the signature all procurement packages managed by Europe in the field of remote handling. Carlo Damiani, F4E’s Project Manager for ITER Remote Handling Systems, explained that “F4E’s stake in ITER offers an unparalleled opportunity to companies and laboratories to develop expertise and an industrial culture in fusion reactors’ maintenance.”
Cut-away image of the ITER machine showing the casks at the three levels of the ITER machine. ITER IO © (Remote1 web). Photo Credit: f4e.europa.euIllustration of lorry next to an ITER cask. F4E © (Remote 2 web). Photo Credit: f4e.europa.euAerial view of the ITER construction site, October 2016. F4E © (ITER site aerial Oct). Photo Credit: f4e.europa.eu
Why ITER requires Remote Handling?
Remote handling refers to the high-tech systems that will help us maintain and repair the ITER machine. The space where the bulky equipment will operate is limited and the exposure of some of the components to radioactivity, prohibit any manual intervention inside the vacuum vessel.
What will be delivered through this contract?
The transfer of components from the ITER vacuum vessel to the Hot Cell building, where they will be deposited for maintenance, will need to be carried out with the help of massive double-door containers known as casks. According to current estimates, 15 of these casks will need to be manufactured and in their largest configuration they will measure 8.5 m x 3.7 m x 2.6 m approaching 100 tonnes when transporting the heaviest components. These enormous “boxes”, resembling to a conventional lorry container, will be remotely operated as they move between the different levels and buildings of the machine. Apart from the transportation and confinement of components, the ITER Cask and Plug Remote Handling System will also ensure the installation of the remote handling equipment entering into the vacuum vessel to pick up the components to be removed. The technologies underpinning this system will encompass a variety of high-tech skills and comply with nuclear safety requirements. A proven manufacturing experience in similar fields and the development of bespoke systems to perform mechanical transfers will be essential.
Background information
MEMO: Fusion for Energy signs multi-million deal with Airbus Safran Launchers, Nuvia Limited and Cegelec CEM to develop robotics equipment for ITER
Multimedia
To see how the ITER Remote Handling System will operate click on clip 1 and clip 2
To see the progress of the ITER construction site click here
To take a virtual tour on the ITER construction site click here
Image captions
Cut-away image of the ITER machine showing the casks at the three levels of the ITER machine. ITER IO © (Remote1 web)
Illustration of lorry next to an ITER cask. F4E © (Remote 2 web)
Aerial view of the ITER construction site, October 2016. F4E © (ITER site aerial Oct)
The consortium of companies
The consortium combines the space expertise of Airbus Safran Launchers, adapted to this extreme environment to ensure safe conditions for the ITER teams; with Nuvia comes a wealth of nuclear experience dating back to the beginnings of the UK Nuclear industry. Nuvia has delivered solutions to some of the world’s most complex nuclear challenges; and with Cegelec CEM as a specialist in mechanical projects for French nuclear sector, which contributes over 30 years in the nuclear arena, including turnkey projects for large scientific installations, as well as the realisation of complex mechanical systems.
Fusion for Energy
Fusion for Energy (F4E) is the European Union’s organisation for Europe’s contribution to ITER.
One of the main tasks of F4E is to work together with European industry, SMEs and research organisations to develop and provide a wide range of high technology components together with engineering, maintenance and support services for the ITER project.
F4E supports fusion R&D initiatives through the Broader Approach Agreement signed with Japan and prepares for the construction of demonstration fusion reactors (DEMO).
F4E was created by a decision of the Council of the European Union as an independent legal entity and was established in April 2007 for a period of 35 years.
Its offices are in Barcelona, Spain.
http://www.fusionforenergy.europa.eu
http://www.youtube.com/user/fusionforenergy
http://twitter.com/fusionforenergy
http://www.flickr.com/photos/fusionforenergy
ITER
ITER is a first-of-a-kind global collaboration. It will be the world’s largest experimental fusion facility and is designed to demonstrate the scientific and technological feasibility of fusion power. It is expected to produce a significant amount of fusion power (500 MW) for about seven minutes. Fusion is the process which powers the sun and the stars. When light atomic nuclei fuse together form heavier ones, a large amount of energy is released. Fusion research is aimed at developing a safe, limitless and environmentally responsible energy source.
Europe will contribute almost half of the costs of its construction, while the other six parties to this joint international venture (China, Japan, India, the Republic of Korea, the Russian Federation and the USA), will contribute equally to the rest.
The site of the ITER project is in Cadarache, in the South of France.
http://www.iter.org
For Fusion for Energy media enquiries contact:
Aris Apollonatos
E-mail: aris.apollonatos@f4e.europa.eu
Tel: + 34 93 3201833 + 34 649 179 42
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#428053 Omnidirectional Mobile Robot Has Just ...
Spherical Induction Motor Eliminates Robot’s Mechanical Drive System
PITTSBURGH— More than a decade ago, Ralph Hollis invented the ballbot, an elegantly simple robot whose tall, thin body glides atop a sphere slightly smaller than a bowling ball. The latest version, called SIMbot, has an equally elegant motor with just one moving part: the ball.
The only other active moving part of the robot is the body itself.
The spherical induction motor (SIM) invented by Hollis, a research professor in Carnegie Mellon University’s Robotics Institute, and Masaaki Kumagai, a professor of engineering at Tohoku Gakuin University in Tagajo, Japan, eliminates the mechanical drive systems that each used on previous ballbots. Because of this extreme mechanical simplicity, SIMbot requires less routine maintenance and is less likely to suffer mechanical failures.
The new motor can move the ball in any direction using only electronic controls. These movements keep SIMbot’s body balanced atop the ball.
Early comparisons between SIMbot and a mechanically driven ballbot suggest the new robot is capable of similar speed — about 1.9 meters per second, or the equivalent of a very fast walk — but is not yet as efficient, said Greg Seyfarth, a former member of Hollis’ lab who recently completed his master’s degree in robotics.
Induction motors are nothing new; they use magnetic fields to induce electric current in the motor’s rotor, rather than through an electrical connection. What is new here is that the rotor is spherical and, thanks to some fancy math and advanced software, can move in any combination of three axes, giving it omnidirectional capability. In contrast to other attempts to build a SIM, the design by Hollis and Kumagai enables the ball to turn all the way around, not just move back and forth a few degrees.
Though Hollis said it is too soon to compare the cost of the experimental motor with conventional motors, he said long-range trends favor the technologies at its heart.
“This motor relies on a lot of electronics and software,” he explained. “Electronics and software are getting cheaper. Mechanical systems are not getting cheaper, or at least not as fast as electronics and software are.”
SIMbot’s mechanical simplicity is a significant advance for ballbots, a type of robot that Hollis maintains is ideally suited for working with people in human environments. Because the robot’s body dynamically balances atop the motor’s ball, a ballbot can be as tall as a person, but remain thin enough to move through doorways and in between furniture. This type of robot is inherently compliant, so people can simply push it out of the way when necessary. Ballbots also can perform tasks such as helping a person out of a chair, helping to carry parcels and physically guiding a person.
Until now, moving the ball to maintain the robot’s balance has relied on mechanical means. Hollis’ ballbots, for instance, have used an “inverse mouse ball” method, in which four motors actuate rollers that press against the ball so that it can move in any direction across a floor, while a fifth motor controls the yaw motion of the robot itself.
“But the belts that drive the rollers wear out and need to be replaced,” said Michael Shomin, a Ph.D. student in robotics. “And when the belts are replaced, the system needs to be recalibrated.” He said the new motor’s solid-state system would eliminate that time-consuming process.
The rotor of the spherical induction motor is a precisely machined hollow iron ball with a copper shell. Current is induced in the ball with six laminated steel stators, each with three-phase wire windings. The stators are positioned just next to the ball and are oriented slightly off vertical.
The six stators generate travelling magnetic waves in the ball, causing the ball to move in the direction of the wave. The direction of the magnetic waves can be steered by altering the currents in the stators.
Hollis and Kumagai jointly designed the motor. Ankit Bhatia, a Ph.D. student in robotics, and Olaf Sassnick, a visiting scientist from Salzburg University of Applied Sciences, adapted it for use in ballbots.
Getting rid of the mechanical drive eliminates a lot of the friction of previous ballbot models, but virtually all friction could be eliminated by eventually installing an air bearing, Hollis said. The robot body would then be separated from the motor ball with a cushion of air, rather than passive rollers.
“Even without optimizing the motor’s performance, SIMbot has demonstrated impressive performance,” Hollis said. “We expect SIMbot technology will make ballbots more accessible and more practical for wide adoption.”
The National Science Foundation and, in Japan, Grants-in-Aid for Scientific Research (KAKENHI) supported this research. A report on the work was presented at the May IEEE International Conference on Robotics and Automation in Stockholm, Sweden.
Video by: Carnegie Mellon University
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About Carnegie Mellon University: Carnegie Mellon (www.cmu.edu) is a private, internationally ranked research university with programs in areas ranging from science, technology and business, to public policy, the humanities and the arts. More than 13,000 students in the university’s seven schools and colleges benefit from a small student-to-faculty ratio and an education characterized by its focus on creating and implementing solutions for real problems, interdisciplinary collaboration and innovation.
Communications Department
Carnegie Mellon University
5000 Forbes Ave.
Pittsburgh, PA 15213
412-268-2900
Fax: 412-268-6929
Contact: Byron Spice For immediate release:
412-268-9068 October 4, 2016
bspice@cs.cmu.edu
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