Tag Archives: encounter

#433758 DeepMind’s New Research Plan to Make ...

Posted on October 15, 2018 by Android

Making sure artificial intelligence does what we want and behaves in predictable ways will be crucial as the technology becomes increasingly ubiquitous. It’s an area frequently neglected in the race to develop products, but DeepMind has now outlined its research agenda to tackle the problem.

AI safety, as the field is known, has been gaining prominence in recent years. That’s probably at least partly down to the overzealous warnings of a coming AI apocalypse from well-meaning, but underqualified pundits like Elon Musk and Stephen Hawking. But it’s also recognition of the fact that AI technology is quickly pervading all aspects of our lives, making decisions on everything from what movies we watch to whether we get a mortgage.

That’s why DeepMind hired a bevy of researchers who specialize in foreseeing the unforeseen consequences of the way we built AI back in 2016. And now the team has spelled out the three key domains they think require research if we’re going to build autonomous machines that do what we want.

In a new blog designed to provide updates on the team’s work, they introduce the ideas of specification, robustness, and assurance, which they say will act as the cornerstones of their future research. Specification involves making sure AI systems do what their operator intends; robustness means a system can cope with changes to its environment and attempts to throw it off course; and assurance involves our ability to understand what systems are doing and how to control them.

A classic thought experiment designed to illustrate how we could lose control of an AI system can help illustrate the problem of specification. Philosopher Nick Bostrom’s posited a hypothetical machine charged with making as many paperclips as possible. Because the creators fail to add what they might assume are obvious additional goals like not harming people, the AI wipes out humanity so we can’t switch it off before turning all matter in the universe into paperclips.

Obviously the example is extreme, but it shows how a poorly-specified goal can lead to unexpected and disastrous outcomes. Properly codifying the desires of the designer is no easy feat, though; often there are not neat ways to encompass both the explicit and implicit goals in ways that are understandable to the machine and don’t leave room for ambiguities, meaning we often rely on incomplete approximations.

The researchers note recent research by OpenAI in which an AI was trained to play a boat-racing game called CoastRunners. The game rewards players for hitting targets laid out along the race route. The AI worked out that it could get a higher score by repeatedly knocking over regenerating targets rather than actually completing the course. The blog post includes a link to a spreadsheet detailing scores of such examples.

Another key concern for AI designers is making their creation robust to the unpredictability of the real world. Despite their superhuman abilities on certain tasks, most cutting-edge AI systems are remarkably brittle. They tend to be trained on highly-curated datasets and so can fail when faced with unfamiliar input. This can happen by accident or by design—researchers have come up with numerous ways to trick image recognition algorithms into misclassifying things, including thinking a 3D printed tortoise was actually a gun.

Building systems that can deal with every possible encounter may not be feasible, so a big part of making AIs more robust may be getting them to avoid risks and ensuring they can recover from errors, or that they have failsafes to ensure errors don’t lead to catastrophic failure.

And finally, we need to have ways to make sure we can tell whether an AI is performing the way we expect it to. A key part of assurance is being able to effectively monitor systems and interpret what they’re doing—if we’re basing medical treatments or sentencing decisions on the output of an AI, we’d like to see the reasoning. That’s a major outstanding problem for popular deep learning approaches, which are largely indecipherable black boxes.

The other half of assurance is the ability to intervene if a machine isn’t behaving the way we’d like. But designing a reliable off switch is tough, because most learning systems have a strong incentive to prevent anyone from interfering with their goals.

The authors don’t pretend to have all the answers, but they hope the framework they’ve come up with can help guide others working on AI safety. While it may be some time before AI is truly in a position to do us harm, hopefully early efforts like these will mean it’s built on a solid foundation that ensures it is aligned with our goals.

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Posted in Human Robots

#433728 AI Is Kicking Space Exploration into ...

Posted on October 7, 2018 by Android

Artificial intelligence in space exploration is gathering momentum. Over the coming years, new missions look likely to be turbo-charged by AI as we voyage to comets, moons, and planets and explore the possibilities of mining asteroids.

“AI is already a game-changer that has made scientific research and exploration much more efficient. We are not just talking about a doubling but about a multiple of ten,” Leopold Summerer, Head of the Advanced Concepts and Studies Office at ESA, said in an interview with Singularity Hub.

Examples Abound
The history of AI and space exploration is older than many probably think. It has already played a significant role in research into our planet, the solar system, and the universe. As computer systems and software have developed, so have AI’s potential use cases.

The Earth Observer 1 (EO-1) satellite is a good example. Since its launch in the early 2000s, its onboard AI systems helped optimize analysis of and response to natural occurrences, like floods and volcanic eruptions. In some cases, the AI was able to tell EO-1 to start capturing images before the ground crew were even aware that the occurrence had taken place.

Other satellite and astronomy examples abound. Sky Image Cataloging and Analysis Tool (SKICAT) has assisted with the classification of objects discovered during the second Palomar Sky Survey, classifying thousands more objects caught in low resolution than a human would be able to. Similar AI systems have helped astronomers to identify 56 new possible gravitational lenses that play a crucial role in connection with research into dark matter.

AI’s ability to trawl through vast amounts of data and find correlations will become increasingly important in relation to getting the most out of the available data. ESA’s ENVISAT produces around 400 terabytes of new data every year—but will be dwarfed by the Square Kilometre Array, which will produce around the same amount of data that is currently on the internet in a day.

AI Readying For Mars
AI is also being used for trajectory and payload optimization. Both are important preliminary steps to NASA’s next rover mission to Mars, the Mars 2020 Rover, which is, slightly ironically, set to land on the red planet in early 2021.

An AI known as AEGIS is already on the red planet onboard NASA’s current rovers. The system can handle autonomous targeting of cameras and choose what to investigate. However, the next generation of AIs will be able to control vehicles, autonomously assist with study selection, and dynamically schedule and perform scientific tasks.

Throughout his career, John Leif Jørgensen from DTU Space in Denmark has designed equipment and systems that have been on board about 100 satellites—and counting. He is part of the team behind the Mars 2020 Rover’s autonomous scientific instrument PIXL, which makes extensive use of AI. Its purpose is to investigate whether there have been lifeforms like stromatolites on Mars.

“PIXL’s microscope is situated on the rover’s arm and needs to be placed 14 millimetres from what we want it to study. That happens thanks to several cameras placed on the rover. It may sound simple, but the handover process and finding out exactly where to place the arm can be likened to identifying a building from the street from a picture taken from the roof. This is something that AI is eminently suited for,” he said in an interview with Singularity Hub.

AI also helps PIXL operate autonomously throughout the night and continuously adjust as the environment changes—the temperature changes between day and night can be more than 100 degrees Celsius, meaning that the ground beneath the rover, the cameras, the robotic arm, and the rock being studied all keep changing distance.

“AI is at the core of all of this work, and helps almost double productivity,” Jørgensen said.

First Mars, Then Moons
Mars is likely far from the final destination for AIs in space. Jupiter’s moons have long fascinated scientists. Especially Europa, which could house a subsurface ocean, buried beneath an approximately 10 km thick ice crust. It is one of the most likely candidates for finding life elsewhere in the solar system.

While that mission may be some time in the future, NASA is currently planning to launch the James Webb Space Telescope into an orbit of around 1.5 million kilometers from Earth in 2020. Part of the mission will involve AI-empowered autonomous systems overseeing the full deployment of the telescope’s 705-kilo mirror.

The distances between Earth and Europa, or Earth and the James Webb telescope, means a delay in communications. That, in turn, makes it imperative for the crafts to be able to make their own decisions. Examples from the Mars Rover project show that communication between a rover and Earth can take 20 minutes because of the vast distance. A Europa mission would see much longer communication times.

Both missions, to varying degrees, illustrate one of the most significant challenges currently facing the use of AI in space exploration. There tends to be a direct correlation between how well AI systems perform and how much data they have been fed. The more, the better, as it were. But we simply don’t have very much data to feed such a system about what it’s likely to encounter on a mission to a place like Europa.

Computing power presents a second challenge. A strenuous, time-consuming approval process and the risk of radiation mean that your computer at home would likely be more powerful than anything going into space in the near future. A 200 GHz processor, 256 megabytes of ram, and 2 gigabytes of memory sounds a lot more like a Nokia 3210 (the one you could use as an ice hockey puck without it noticing) than an iPhone X—but it’s actually the ‘brain’ that will be onboard the next rover.

Private Companies Taking Off
Private companies are helping to push those limitations. CB Insights charts 57 startups in the space-space, covering areas as diverse as natural resources, consumer tourism, R&D, satellites, spacecraft design and launch, and data analytics.

David Chew works as an engineer for the Japanese satellite company Axelspace. He explained how private companies are pushing the speed of exploration and lowering costs.

“Many private space companies are taking advantage of fall-back systems and finding ways of using parts and systems that traditional companies have thought of as non-space-grade. By implementing fall-backs, and using AI, it is possible to integrate and use parts that lower costs without adding risk of failure,” he said in an interview with Singularity Hub.

Terraforming Our Future Home
Further into the future, moonshots like terraforming Mars await. Without AI, these kinds of projects to adapt other planets to Earth-like conditions would be impossible.

Autonomous crafts are already terraforming here on Earth. BioCarbon Engineering uses drones to plant up to 100,000 trees in a single day. Drones first survey and map an area, then an algorithm decides the optimal locations for the trees before a second wave of drones carry out the actual planting.

As is often the case with exponential technologies, there is a great potential for synergies and convergence. For example with AI and robotics, or quantum computing and machine learning. Why not send an AI-driven robot to Mars and use it as a telepresence for scientists on Earth? It could be argued that we are already in the early stages of doing just that by using VR and AR systems that take data from the Mars rovers and create a virtual landscape scientists can walk around in and make decisions on what the rovers should explore next.

One of the biggest benefits of AI in space exploration may not have that much to do with its actual functions. Chew believes that within as little as ten years, we could see the first mining of asteroids in the Kuiper Belt with the help of AI.

“I think one of the things that AI does to space exploration is that it opens up a whole range of new possible industries and services that have a more immediate effect on the lives of people on Earth,” he said. “It becomes a relatable industry that has a real effect on people’s daily lives. In a way, space exploration becomes part of people’s mindset, and the border between our planet and the solar system becomes less important.”

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Posted in Human Robots

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

Posted on September 18, 2018 by Android

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

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

Posted on September 12, 2018 by Android

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

#432646 How Fukushima Changed Japanese Robotics ...

Posted on April 26, 2018 by Android

In March 2011, Japan was hit by a catastrophic earthquake that triggered a terrible tsunami. Thousands were killed and billions of dollars of damage was done in one of the worst disasters of modern times. For a few perilous weeks, though, the eyes of the world were focused on the Fukushima Daiichi nuclear power plant. Its safety systems were unable to cope with the tsunami damage, and there were widespread fears of another catastrophic meltdown that could spread radiation over several countries, like the Chernobyl disaster in the 1980s. A heroic effort that included dumping seawater into the reactor core prevented an even bigger catastrophe. As it is, a hundred thousand people are still evacuated from the area, and it will likely take many years and hundreds of billions of dollars before the region is safe.

Because radiation is so dangerous to humans, the natural solution to the Fukushima disaster was to send in robots to monitor levels of radiation and attempt to begin the clean-up process. The techno-optimists in Japan had discovered a challenge, deep in the heart of that reactor core, that even their optimism could not solve. The radiation fried the circuits of the robots that were sent in, even those specifically designed and built to deal with the Fukushima catastrophe. The power plant slowly became a vast robot graveyard. While some robots initially saw success in measuring radiation levels around the plant—and, recently, a robot was able to identify the melted uranium fuel at the heart of the disaster—hopes of them playing a substantial role in the clean-up are starting to diminish.



In Tokyo’s neon Shibuya district, it can sometimes seem like it’s brighter at night than it is during the daytime. In karaoke booths on the twelfth floor—because everything is on the twelfth floor—overlooking the brightly-lit streets, businessmen unwind by blasting out pop hits. It can feel like the most artificial place on Earth; your senses are dazzled by the futuristic techno-optimism. Stock footage of the area has become symbolic of futurism and modernity.

Japan has had a reputation for being a nation of futurists for a long time. We’ve already described how tech giant Softbank, headed by visionary founder Masayoshi Son, is investing billions in a technological future, including plans for the world’s largest solar farm.

When Google sold pioneering robotics company Boston Dynamics in 2017, Softbank added it to their portfolio, alongside the famous Nao and Pepper robots. Some may think that Son is taking a gamble in pursuing a robotics project even Google couldn’t succeed in, but this is a man who lost nearly everything in the dot-com crash of 2000. The fact that even this reversal didn’t dent his optimism and faith in technology is telling. But how long can it last?

The failure of Japan’s robots to deal with the immense challenge of Fukushima has sparked something of a crisis of conscience within the industry. Disaster response is an obvious stepping-stone technology for robots. Initially, producing a humanoid robot will be very costly, and the robot will be less capable than a human; building a robot to wait tables might not be particularly economical yet. Building a robot to do jobs that are too dangerous for humans is far more viable. Yet, at Fukushima, in one of the most advanced nations in the world, many of the robots weren’t up to the task.

Nowhere was this crisis more felt than Honda; the company had developed ASIMO, which stunned the world in 2000 and continues to fascinate as an iconic humanoid robot. Despite all this technological advancement, however, Honda knew that ASIMO was still too unreliable for the real world.

It was Fukushima that triggered a sea-change in Honda’s approach to robotics. Two years after the disaster, there were rumblings that Honda was developing a disaster robot, and in October 2017, the prototype was revealed to the public for the first time. It’s not yet ready for deployment in disaster zones, however. Interestingly, the creators chose not to give it dexterous hands but instead to assume that remotely-operated tools fitted to the robot would be a better solution for the range of circumstances it might encounter.

This shift in focus for humanoid robots away from entertainment and amusement like ASIMO, and towards being practically useful, has been mirrored across the world.

In 2015, also inspired by the Fukushima disaster and the lack of disaster-ready robots, the DARPA Robotics Challenge tested humanoid robots with a range of tasks that might be needed in emergency response, such as driving cars, opening doors, and climbing stairs. The Terminator-like ATLAS robot from Boston Dynamics, alongside Korean robot HUBO, took many of the plaudits, and CHIMP also put in an impressive display by being able to right itself after falling.

Yet the DARPA Robotics Challenge showed us just how far the robots are from truly being as useful as we’d like, or maybe even as we would imagine. Many robots took hours to complete the tasks, which were highly idealized to suit them. Climbing stairs proved a particular challenge. Those who watched were more likely to see a robot that had fallen over, struggling to get up, rather than heroic superbots striding in to save the day. The “striding” proved a particular problem, with the fastest robot HUBO managing this by resorting to wheels in its knees when the legs weren’t necessary.

Fukushima may have brought a sea-change over futuristic Japan, but before robots will really begin to enter our everyday lives, they will need to prove their worth. In the interim, aerial drone robots designed to examine infrastructure damage after disasters may well see earlier deployment and more success.

It’s a considerable challenge.

Building a humanoid robot is expensive; if these multi-million-dollar machines can’t help in a crisis, people may begin to question the worth of investing in them in the first place (unless your aim is just to make viral videos). This could lead to a further crisis of confidence among the Japanese, who are starting to rely on humanoid robotics as a solution to the crisis of the aging population. The Japanese government, as part of its robots strategy, has already invested $44 million in their development.

But if they continue to fail when put to the test, that will raise serious concerns. In Tokyo’s Akihabara district, you can see all kinds of flash robotic toys for sale in the neon-lit superstores, and dancing, acting robots like Robothespian can entertain crowds all over the world. But if we want these machines to be anything more than toys—partners, helpers, even saviors—more work needs to be done.

At the same time, those who participated in the DARPA Robotics Challenge in 2015 won’t be too concerned if people were underwhelmed by the performance of their disaster relief robots. Back in 2004, nearly every participant in the DARPA Grand Challenge crashed, caught fire, or failed on the starting line. To an outside observer, the whole thing would have seemed like an unmitigated disaster, and a pointless investment. What was the task in 2004? Developing a self-driving car. A lot can change in a decade.

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Posted in Human Robots