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#435775 Jaco Is a Low-Power Robot Arm That Hooks ...

We usually think of robots as taking the place of humans in various tasks, but robots of all kinds can also enhance human capabilities. This may be especially true for people with disabilities. And while the Cybathlon competition showed what's possible when cutting-edge research robotics is paired with expert humans, that competition isn't necessarily reflective of the kind of robotics available to most people today.

Kinova Robotics's Jaco arm is an assistive robotic arm designed to be mounted on an electric wheelchair. With six degrees of freedom plus a three-fingered gripper, the lightweight carbon fiber arm is frequently used in research because it's rugged and versatile. But from the start, Kinova created it to add autonomy to the lives of people with mobility constraints.

Earlier this year, Kinova shared the story of Mary Nelson, an 11-year-old girl with spinal muscular atrophy, who uses her Jaco arm to show her horse in competition. Spinal muscular atrophy is a neuromuscular disorder that impairs voluntary muscle movement, including muscles that help with respiration, and Mary depends on a power chair for mobility.

We wanted to learn more about how Kinova designs its Jaco arm, and what that means for folks like Mary, so we spoke with both Kinova and Mary's parents to find out how much of a difference a robot arm can make.

IEEE Spectrum: How did Mary interact with the world before having her arm, and what was involved in the decision to try a robot arm in general? And why then Kinova's arm specifically?

Ryan Nelson: Mary interacts with the world much like you and I do, she just uses different tools to do so. For example, she is 100 percent independent using her computer, iPad, and phone, and she prefers to use a mouse. However, she cannot move a standard mouse, so she connects her wheelchair to each device with Bluetooth to move the mouse pointer/cursor using her wheelchair joystick.

For years, we had a Manfrotto magic arm and super clamp attached to her wheelchair and she used that much like the robotic arm. We could put a baseball bat, paint brush, toys, etc. in the super clamp so that Mary could hold the object and interact as physically able children do. Mary has always wanted to be more independent, so we knew the robotic arm was something she must try. We had seen videos of the Kinova arm on YouTube and on their website, so we reached out to them to get a trial.

Can you tell us about the Jaco arm, and how the process of designing an assistive robot arm is different from the process of designing a conventional robot arm?

Nathaniel Swenson, Director of U.S. Operations — Assistive Technologies at Kinova: Jaco is our flagship robotic arm. Inspired by our CEO's uncle and its namesake, Jacques “Jaco” Forest, it was designed as assistive technology with power wheelchair users in mind.

The primary differences between Jaco and our other robots, such as the new Gen3, which was designed to meet the needs of academic and industry research teams, are speed and power consumption. Other robots such as the Gen3 can move faster and draw slightly more power because they aren't limited by the battery size of power wheelchairs. Depending on the use case, they might not interact directly with a human being in the research setting and can safely move more quickly. Jaco is designed to move at safe speeds and make direct contact with the end user and draw very little power directly from their wheelchair.

The most important consideration in the design process of an assistive robot is the safety of the end user. Jaco users operate their robots through their existing drive controls to assist them in daily activities such as eating, drinking, and opening doors and they don't have to worry about the robot draining their chair's batteries throughout the day. The elegant design that results from meeting the needs of our power chair users has benefited subsequent iterations, [of products] such as the Gen3, as well: Kinova's robots are lightweight, extremely efficient in their power consumption, and safe for direct human-robot interaction. This is not true of conventional industrial robots.

What was the learning process like for Mary? Does she feel like she's mastered the arm, or is it a continuous learning process?

Ryan Nelson: The learning process was super quick for Mary. However, she amazes us every day with the new things that she can do with the arm. Literally within minutes of installing the arm on her chair, Mary had it figured out and was shaking hands with the Kinova rep. The control of the arm is super intuitive and the Kinova reps say that SMA (Spinal Muscular Atrophy) children are perfect users because they are so smart—they pick it up right away. Mary has learned to do many fine motor tasks with the arm, from picking up small objects like a pencil or a ruler, to adjusting her glasses on her face, to doing science experiments.

Photo: The Nelson Family

Mary uses a headset microphone to amplify her voice, and she will use the arm and finger to adjust the microphone in front of her mouth after she is done eating (also a task she mastered quickly with the arm). Additionally, Mary will use the arms to reach down and adjust her feet or leg by grabbing them with the arm and moving them to a more comfortable position. All of these examples are things she never really asked us to do, but something she needed and just did on her own, with the help of the arm.

What is the most common feedback that you get from new users of the arm? How about from experienced users who have been using the arm for a while?

Nathaniel Swenson: New users always tell us how excited they are to see what they can accomplish with their new Jaco. From day one, they are able to do things that they have longed to do without assistance from a caregiver: take a drink of water or coffee, scratch an itch, push the button to open an “accessible” door or elevator, or even feed their baby with a bottle.

The most common feedback I hear from experienced users is that Jaco has changed their life. Our experienced users like Mary are rock stars: everywhere they go, people get excited to see what they'll do next. The difference between a new user and an experienced user could be as little as two weeks. People who operate power wheelchairs every day are already expert drivers and we just add a new “gear” to their chair: robot mode. It's fun to see how quickly new users master the intuitive Jaco control modes.

What changes would you like to see in the next generation of Jaco arm?

Ryan Nelson: Titanium fingers! Make it lift heavier objects, hold heavier items like a baseball bat, machine gun, flame thrower, etc., and Mary literally said this last night: “I wish the arm moved fast enough to play the piano.”

Nathaniel Swenson: I love the idea of titanium fingers! Jaco's fingers are made from a flexible polymer and designed to avoid harm. This allows the fingers to bend or dislocate, rather than break, but it also means they are not as durable as a material like titanium. Increased payload, the ability to manipulate heavier objects, requires increased power consumption. We've struck a careful balance between providing enough strength to accomplish most medically necessary Activities of Daily Living and efficient use of the power chair's batteries.

We take Isaac Asimov's Laws of Robotics pretty seriously. When we start to combine machine guns, flame throwers, and artificial intelligence with robots, I get very nervous!

I wish the arm moved fast enough to play the piano, too! I am also a musician and I share Mary's dream of an assistive robot that would enable her to make music. In the meantime, while we work on that, please enjoy this beautiful violin piece by Manami Ito and her one-of-a-kind violin prosthesis:

To what extent could more autonomy for the arm be helpful for users? What would be involved in implementing that?

Nathaniel Swenson: Artificial intelligence, machine learning, and deep learning will introduce greater autonomy in future iterations of assistive robots. This will enable them to perform more complex tasks that aren't currently possible, and enable them to accomplish routine tasks more quickly and with less input than the current manual control requires.

For assistive robots, implementation of greater autonomy involves a focus on end-user safety and improvements in the robot's awareness of its environment. Autonomous robots that work in close proximity with humans need vision. They must be able to see to avoid collisions and they use haptic feedback to tell the robot how much force is being exerted on objects. All of these technologies exist, but the largest obstacle to bringing them to the assistive technology market is to prove to the health insurance companies who will fund them that they are both safe and medically necessary. Continue reading

Posted in Human Robots

#435687 Humanoid Robots Teach Coping Skills to ...

Photo: Rob Felt

IEEE Senior Member Ayanna Howard with one of the interactive androids that help children with autism improve their social and emotional engagement.

THE INSTITUTEChildren with autism spectrum disorder can have a difficult time expressing their emotions and can be highly sensitive to sound, sight, and touch. That sometimes restricts their participation in everyday activities, leaving them socially isolated. Occupational therapists can help them cope better, but the time they’re able to spend is limited and the sessions tend to be expensive.

Roboticist Ayanna Howard, an IEEE senior member, has been using interactive androids to guide children with autism on ways to socially and emotionally engage with others—as a supplement to therapy. Howard is chair of the School of Interactive Computing and director of the Human-Automation Systems Lab at Georgia Tech. She helped found Zyrobotics, a Georgia Tech VentureLab startup that is working on AI and robotics technologies to engage children with special needs. Last year Forbes named Howard, Zyrobotics’ chief technology officer, one of the Top 50 U.S. Women in Tech.

In a recent study, Howard and other researchers explored how robots might help children navigate sensory experiences. The experiment involved 18 participants between the ages of 4 and 12; five had autism, and the rest were meeting typical developmental milestones. Two humanoid robots were programmed to express boredom, excitement, nervousness, and 17 other emotional states. As children explored stations set up for hearing, seeing, smelling, tasting, and touching, the robots modeled what the socially acceptable responses should be.

“If a child’s expression is one of happiness or joy, the robot will have a corresponding response of encouragement,” Howard says. “If there are aspects of frustration or sadness, the robot will provide input to try again.” The study suggested that many children with autism exhibit stronger levels of engagement when the robots interact with them at such sensory stations.

It is one of many robotics projects Howard has tackled. She has designed robots for researching glaciers, and she is working on assistive robots for the home, as well as an exoskeleton that can help children who have motor disabilities.

Howard spoke about her work during the Ethics in AI: Impacts of (Anti?) Social Robotics panel session held in May at the IEEE Vision, Innovation, and Challenges Summit in San Diego. You can watch the session on IEEE.tv.

The next IEEE Vision, Innovation, and Challenges Summit and Honors Ceremony will be held on 15 May 2020 at the JW Marriott Parq Vancouver hotel, in Vancouver.

In this interview with The Institute, Howard talks about how she got involved with assistive technologies, the need for a more diverse workforce, and ways IEEE has benefited her career.

FOCUS ON ACCESSIBILITY
Howard was inspired to work on technology that can improve accessibility in 2008 while teaching high school students at a summer camp devoted to science, technology, engineering, and math.

“A young lady with a visual impairment attended camp. The robot programming tools being used at the camp weren’t accessible to her,” Howard says. “As an engineer, I want to fix problems when I see them, so we ended up designing tools to enable access to programming tools that could be used in STEM education.

“That was my starting motivation, and this theme of accessibility has expanded to become a main focus of my research. One of the things about this world of accessibility is that when you start interacting with kids and parents, you discover another world out there of assistive technologies and how robotics can be used for good in education as well as therapy.”

DIVERSITY OF THOUGHT
The Institute asked Howard why it’s important to have a more diverse STEM workforce and what could be done to increase the number of women and others from underrepresented groups.

“The makeup of the current engineering workforce isn’t necessarily representative of the world, which is composed of different races, cultures, ages, disabilities, and socio-economic backgrounds,” Howard says. “We’re creating products used by people around the globe, so we have to ensure they’re being designed for a diverse population. As IEEE members, we also need to engage with people who aren’t engineers, and we don’t do that enough.”

Educational institutions are doing a better job of increasing diversity in areas such as gender, she says, adding that more work is needed because the enrollment numbers still aren’t representative of the population and the gains don’t necessarily carry through after graduation.

“There has been an increase in the number of underrepresented minorities and females going into engineering and computer science,” she says, “but data has shown that their numbers are not sustained in the workforce.”

ROLE MODEL
Because there are more underrepresented groups on today’s college campuses that can form a community, the lack of engineering role models—although a concern on campuses—is more extreme for preuniversity students, Howard says.

“Depending on where you go to school, you may not know what an engineer does or even consider engineering as an option,” she says, “so there’s still a big disconnect there.”

Howard has been involved for many years in math- and science-mentoring programs for at-risk high school girls. She tells them to find what they’re passionate about and combine it with math and science to create something. She also advises them not to let anyone tell them that they can’t.

Howard’s father is an engineer. She says he never encouraged or discouraged her to become one, but when she broke something, he would show her how to fix it and talk her through the process. Along the way, he taught her a logical way of thinking she says all engineers have.

“When I would try to explain something, he would quiz me and tell me to ‘think more logically,’” she says.

Howard earned a bachelor’s degree in engineering from Brown University, in Providence, R.I., then she received both a master’s and doctorate degree in electrical engineering from the University of Southern California. Before joining the faculty of Georgia Tech in 2005, she worked at NASA’s Jet Propulsion Laboratory at the California Institute of Technology for more than a decade as a senior robotics researcher and deputy manager in the Office of the Chief Scientist.

ACTIVE VOLUNTEER
Howard’s father was also an IEEE member, but that’s not why she joined the organization. She says she signed up when she was a student because, “that was something that you just did. Plus, my student membership fee was subsidized.”

She kept the membership as a grad student because of the discounted rates members receive on conferences.

Those conferences have had an impact on her career. “They allow you to understand what the state of the art is,” she says. “Back then you received a printed conference proceeding and reading through it was brutal, but by attending it in person, you got a 15-minute snippet about the research.”

Howard is an active volunteer with the IEEE Robotics and Automation and the IEEE Systems, Man, and Cybernetics societies, holding many positions and serving on several committees. She is also featured in the IEEE Impact Creators campaign. These members were selected because they inspire others to innovate for a better tomorrow.

“I value IEEE for its community,” she says. “One of the nice things about IEEE is that it’s international.” Continue reading

Posted in Human Robots

#434843 This Week’s Awesome Stories From ...

ARTIFICIAL INTELLIGENCE
Open AI’s Dota 2 AI Steamrolls World Champion e-Sports Team With Back-to-Back Victories
Nick Statt | The Verge
“…[OpenAI cofounder and CEO, Sam Altman] tells me there probably does not exist a video game out there right now that a system like OpenAI Five can’t eventually master at a level beyond human capability. For the broader AI industry, mastering video games may soon become passé, simple table stakes required to prove your system can learn fast and act in a way required to tackle tougher, real-world tasks with more meaningful benefits.”

ROBOTICS
Boston Dynamics Debuts the Production Version of SpotMini
Brian Heater, Catherine Shu | TechCrunch
“SpotMini is the first commercial robot Boston Dynamics is set to release, but as we learned earlier, it certainly won’t be the last. The company is looking to its wheeled Handle robot in an effort to push into the logistics space. It’s a super-hot category for robotics right now. Notably, Amazon recently acquired Colorado-based start up Canvas to add to its own arm of fulfillment center robots.”

NEUROSCIENCE
Scientists Restore Some Brain Cell Functions in Pigs Four Hours After Death
Joel Achenbach | The Washington Post
“The ethicists say this research can blur the line between life and death, and could complicate the protocols for organ donation, which rely on a clear determination of when a person is dead and beyond resuscitation.”

BIOTECH
How Scientists 3D Printed a Tiny Heart From Human Cells
Yasmin Saplakoglu | Live Science
“Though the heart is much smaller than a human’s (it’s only the size of a rabbit’s), and there’s still a long way to go until it functions like a normal heart, the proof-of-concept experiment could eventually lead to personalized organs or tissues that could be used in the human body…”

SPACE
The Next Clash of Silicon Valley Titans Will Take Place in Space
Luke Dormehl | Digital Trends
“With bold plans that call for thousands of new satellites being put into orbit and astronomical costs, it’s going to be fascinating to observe the next phase of the tech platform battle being fought not on our desktops or mobile devices in our pockets, but outside of Earth’s atmosphere.”

FUTURE HISTORY
The Images That Could Help Rebuild Notre-Dame Cathedral
Alexis C. Madrigal | The Atlantic
“…in 2010, [Andrew] Tallon, an art professor at Vassar, took a Leica ScanStation C10 to Notre-Dame and, with the assistance of Columbia’s Paul Blaer, began to painstakingly scan every piece of the structure, inside and out. …Over five days, they positioned the scanner again and again—50 times in all—to create an unmatched record of the reality of one of the world’s most awe-inspiring buildings, represented as a series of points in space.”

AUGMENTED REALITY
Mapping Our World in 3D Will Let Us Paint Streets With Augmented Reality
Charlotte Jee | MIT Technology Review
“Scape wants to use its location services to become the underlying infrastructure upon which driverless cars, robotics, and augmented-reality services sit. ‘Our end goal is a one-to-one map of the world covering everything,’ says Miller. ‘Our ambition is to be as invisible as GPS is today.’i”

Image Credit: VAlex / Shutterstock.com Continue reading

Posted in Human Robots

#434772 Traditional Higher Education Is Losing ...

Should you go to graduate school? If so, why? If not, what are your alternatives? Millions of young adults across the globe—and their parents and mentors—find themselves asking these questions every year.

Earlier this month, I explored how exponential technologies are rising to meet the needs of the rapidly changing workforce.

In this blog, I’ll dive into a highly effective way to build the business acumen and skills needed to make the most significant impact in these exponential times.

To start, let’s dive into the value of graduate school versus apprenticeship—especially during this time of extraordinarily rapid growth, and the micro-diversification of careers.

The True Value of an MBA
All graduate schools are not created equal.

For complex technical trades like medicine, engineering, and law, formal graduate-level training provides a critical foundation for safe, ethical practice (until these trades are fully augmented by artificial intelligence and automation…).

For the purposes of today’s blog, let’s focus on the value of a Master in Business Administration (MBA) degree, compared to acquiring your business acumen through various forms of apprenticeship.

The Waning of Business Degrees
Ironically, business schools are facing a tough business problem. The rapid rate of technological change, a booming job market, and the digitization of education are chipping away at the traditional graduate-level business program.

The data speaks for itself.

The Decline of Graduate School Admissions
Enrollment in two-year, full-time MBA programs in the US fell by more than one-third from 2010 to 2016.

While in previous years, top business schools (e.g. Stanford, Harvard, and Wharton) were safe from the decrease in applications, this year, they also felt the waning interest in MBA programs.

Harvard Business School: 4.5 percent decrease in applications, the school’s biggest drop since 2005.
Wharton: 6.7 percent decrease in applications.
Stanford Graduate School: 4.6 percent decrease in applications.

Another signal of change began unfolding over the past week. You may have read news headlines about an emerging college admissions scam, which implicates highly selective US universities, sports coaches, parents, and students in a conspiracy to game the undergraduate admissions process.

Already, students are filing multibillion-dollar civil lawsuits arguing that the scheme has devalued their degrees or denied them a fair admissions opportunity.

MBA Graduates in the Workforce
To meet today’s business needs, startups and massive companies alike are increasingly hiring technologists, developers, and engineers in place of the MBA graduates they may have preferentially hired in the past.

While 85 percent of US employers expect to hire MBA graduates this year (a decrease from 91 percent in 2017), 52 percent of employers worldwide expect to hire graduates with a master’s in data analytics (an increase from 35 percent last year).

We’re also seeing the waning of MBA degree holders at the CEO level.

For decades, an MBA was the hallmark of upward mobility towards the C-suite of top companies.

But as exponential technologies permeate not only products but every part of the supply chain—from manufacturing and shipping to sales, marketing and customer service—that trend is changing by necessity.

Looking at the Harvard Business Review’s Top 100 CEOs in 2018 list, more CEOs on the list held engineering degrees than MBAs (34 held engineering degrees, while 32 held MBAs).

There’s much more to leading innovative companies than an advanced business degree.

How Are Schools Responding?
With disruption to the advanced business education system already here, some business schools are applying notes from their own innovation classes to brace for change.

Over the past half-decade, we’ve seen schools with smaller MBA programs shut their doors in favor of advanced degrees with more specialization. This directly responds to market demand for skills in data science, supply chain, and manufacturing.

Some degrees resemble the precise skills training of technical trades. Others are very much in line with the apprenticeship models we’ll explore next.

Regardless, this new specialization strategy is working and attracting more new students. Over the past decade (2006 to 2016), enrollment in specialized graduate business programs doubled.

Higher education is also seeing a preference shift toward for-profit trade schools, like coding boot camps. This shift is one of several forces pushing universities to adopt skill-specific advanced degrees.

But some schools are slow to adapt, raising the question: how and when will these legacy programs be disrupted? A survey of over 170 business school deans around the world showed that many programs are operating at a loss.

But if these schools are world-class business institutions, as advertised, why do they keep the doors open even while they lose money? The surveyed deans revealed an important insight: they keep the degree program open because of the program’s prestige.

Why Go to Business School?
Shorthand Credibility, Cognitive Biases, and Prestige
Regardless of what knowledge a person takes away from graduate school, attending one of the world’s most rigorous and elite programs gives grads external validation.

With over 55 percent of MBA applicants applying to just 6 percent of graduate business schools, we have a clear cognitive bias toward the perceived elite status of certain universities.

To the outside world, thanks to the power of cognitive biases, an advanced degree is credibility shorthand for your capabilities.

Simply passing through a top school’s filtration system means that you had some level of abilities and merits.

And startup success statistics tend to back up that perceived enhanced capability. Let’s take, for example, universities with the most startup unicorn founders (see the figure below).

When you consider the 320+ unicorn startups around the world today, these numbers become even more impressive. Stanford’s 18 unicorn companies account for over 5 percent of global unicorns, and Harvard is responsible for producing just under 5 percent.

Combined, just these two universities (out of over 5,000 in the US, and thousands more around the world) account for 1 in 10 of the billion-dollar private companies in the world.

By the numbers, the prestigious reputation of these elite business programs has a firm basis in current innovation success.

While prestige may be inherent to the degree earned by graduates from these business programs, the credibility boost from holding one of these degrees is not a guaranteed path to success in the business world.

For example, you might expect that the Harvard School of Business or Stanford Graduate School of Business would come out on top when tallying up the alma maters of Fortune 500 CEOs.

It turns out that the University of Wisconsin-Madison leads the business school pack with 14 CEOs to Harvard’s 12. Beyond prestige, the success these elite business programs see translates directly into cultivating unmatched networks and relationships.

Relationships
Graduate schools—particularly at the upper echelon—are excellent at attracting sharp students.

At an elite business school, if you meet just five to ten people with extraordinary skill sets, personalities, ideas, or networks, then you have returned your $200,000 education investment.

It’s no coincidence that some 40 percent of Silicon Valley venture capitalists are alumni of either Harvard or Stanford.

From future investors to advisors, friends, and potential business partners, relationships are critical to an entrepreneur’s success.

Apprenticeships
As we saw above, graduate business degree programs are melting away in the current wave of exponential change.

With an increasing $1.5 trillion in student debt, there must be a more impactful alternative to attending graduate school for those starting their careers.

When I think about the most important skills I use today as an entrepreneur, writer, and strategic thinker, they didn’t come from my decade of graduate school at Harvard or MIT… they came from my experiences building real technologies and companies, and working with mentors.

Apprenticeship comes in a variety of forms; here, I’ll cover three top-of-mind approaches:

Real-world business acumen via startup accelerators
A direct apprenticeship model
The 6 D’s of mentorship

Startup Accelerators and Business Practicum
Let’s contrast the shrinking interest in MBA programs with applications to a relatively new model of business education: startup accelerators.

Startup accelerators are short-term (typically three to six months), cohort-based programs focusing on providing startup founders with the resources (capital, mentorship, relationships, and education) needed to refine their entrepreneurial acumen.

While graduate business programs have been condensing, startup accelerators are alive, well, and expanding rapidly.

In the 10 years from 2005 (when Paul Graham founded Y Combinator) through 2015, the number of startup accelerators in the US increased by more than tenfold.

The increase in startup accelerator activity hints at a larger trend: our best and brightest business minds are opting to invest their time and efforts in obtaining hands-on experience, creating tangible value for themselves and others, rather than diving into the theory often taught in business school classrooms.

The “Strike Force” Model
The Strike Force is my elite team of young entrepreneurs who work directly with me across all of my companies, travel by my side, sit in on every meeting with me, and help build businesses that change the world.

Previous Strike Force members have gone on to launch successful companies, including Bold Capital Partners, my $250 million venture capital firm.

Strike Force is an apprenticeship for the next generation of exponential entrepreneurs.

To paraphrase my good friend Tony Robbins: If you want to short-circuit the video game, find someone who’s been there and done that and is now doing something you want to one day do.

Every year, over 500,000 apprentices in the US follow this precise template. These apprentices are learning a craft they wish to master, under the mentorship of experts (skilled metal workers, bricklayers, medical technicians, electricians, and more) who have already achieved the desired result.

What if we more readily applied this model to young adults with aspirations of creating massive value through the vehicles of entrepreneurship and innovation?

For the established entrepreneur: How can you bring young entrepreneurs into your organization to create more value for your company, while also passing on your ethos and lessons learned to the next generation?

For the young, driven millennial: How can you find your mentor and convince him or her to take you on as an apprentice? What value can you create for this person in exchange for their guidance and investment in your professional development?

The 6 D’s of Mentorship
In my last blog on education, I shared how mobile device and internet penetration will transform adult literacy and basic education. Mobile phones and connectivity already create extraordinary value for entrepreneurs and young professionals looking to take their business acumen and skill set to the next level.

For all of human history up until the last decade or so, if you wanted to learn from the best and brightest in business, leadership, or strategy, you either needed to search for a dated book that they wrote at the local library or bookstore, or you had to be lucky enough to meet that person for a live conversation.

Now you can access the mentorship of just about any thought leader on the planet, at any time, for free.

Thanks to the power of the internet, mentorship has digitized, demonetized, dematerialized, and democratized.

What do you want to learn about?

Investing? Leadership? Technology? Marketing? Project management?

You can access a near-infinite stream of cutting-edge tools, tactics, and lessons from thousands of top performers from nearly every field—instantaneously, and for free.

For example, every one of Warren Buffett’s letters to his Berkshire Hathaway investors over the past 40 years is available for free on a device that fits in your pocket.

The rise of audio—particularly podcasts and audiobooks—is another underestimated driving force away from traditional graduate business programs and toward apprenticeships.

Over 28 million podcast episodes are available for free. Once you identify the strong signals in the noise, you’re still left with thousands of hours of long-form podcast conversation from which to learn valuable lessons.

Whenever and wherever you want, you can learn from the world’s best. In the future, mentorship and apprenticeship will only become more personalized. Imagine accessing a high-fidelity, AI-powered avatar of Bill Gates, Richard Branson, or Arthur C. Clarke (one of my early mentors) to help guide you through your career.

Virtual mentorship and coaching are powerful education forces that are here to stay.

Bringing It All Together
The education system is rapidly changing. Traditional master’s programs for business are ebbing away in the tides of exponential technologies. Apprenticeship models are reemerging as an effective way to train tomorrow’s leaders.

In a future blog, I’ll revisit the concept of apprenticeships and other effective business school alternatives.

If you are a young, ambitious entrepreneur (or the parent of one), remember that you live in the most abundant time ever in human history to refine your craft.

Right now, you have access to world-class mentorship and cutting-edge best-practices—literally in the palm of your hand. What will you do with this extraordinary power?

Join Me
Abundance-Digital Online Community: I’ve created a Digital/Online community of bold, abundance-minded entrepreneurs called Abundance-Digital. Abundance-Digital is my ‘onramp’ for exponential entrepreneurs – those who want to get involved and play at a higher level. Click here to learn more.

Image Credit: fongbeerredhot / Shutterstock.com Continue reading

Posted in Human Robots

#434701 3 Practical Solutions to Offset ...

In recent years, the media has sounded the alarm about mass job loss to automation and robotics—some studies predict that up to 50 percent of current jobs or tasks could be automated in coming decades. While this topic has received significant attention, much of the press focuses on potential problems without proposing realistic solutions or considering new opportunities.

The economic impacts of AI, robotics, and automation are complex topics that require a more comprehensive perspective to understand. Is universal basic income, for example, the answer? Many believe so, and there are a number of experiments in progress. But it’s only one strategy, and without a sustainable funding source, universal basic income may not be practical.

As automation continues to accelerate, we’ll need a multi-pronged approach to ease the transition. In short, we need to update broad socioeconomic strategies for a new century of rapid progress. How, then, do we plan practical solutions to support these new strategies?

Take history as a rough guide to the future. Looking back, technology revolutions have three themes in common.

First, past revolutions each produced profound benefits to productivity, increasing human welfare. Second, technological innovation and technology diffusion have accelerated over time, each iteration placing more strain on the human ability to adapt. And third, machines have gradually replaced more elements of human work, with human societies adapting by moving into new forms of work—from agriculture to manufacturing to service, for example.

Public and private solutions, therefore, need to be developed to address each of these three components of change. Let’s explore some practical solutions for each in turn.

Figure 1. Technology’s structural impacts in the 21st century. Refer to Appendix I for quantitative charts and technological examples corresponding to the numbers (1-22) in each slice.
Solution 1: Capture New Opportunities Through Aggressive Investment
The rapid emergence of new technology promises a bounty of opportunity for the twenty-first century’s economic winners. This technological arms race is shaping up to be a global affair, and the winners will be determined in part by who is able to build the future economy fastest and most effectively. Both the private and public sectors have a role to play in stimulating growth.

At the country level, several nations have created competitive strategies to promote research and development investments as automation technologies become more mature.

Germany and China have two of the most notable growth strategies. Germany’s Industrie 4.0 plan targets a 50 percent increase in manufacturing productivity via digital initiatives, while halving the resources required. China’s Made in China 2025 national strategy sets ambitious targets and provides subsidies for domestic innovation and production. It also includes building new concept cities, investing in robotics capabilities, and subsidizing high-tech acquisitions abroad to become the leader in certain high-tech industries. For China, specifically, tech innovation is driven partially by a fear that technology will disrupt social structures and government control.

Such opportunities are not limited to existing economic powers. Estonia’s progress after the breakup of the Soviet Union is a good case study in transitioning to a digital economy. The nation rapidly implemented capitalistic reforms and transformed itself into a technology-centric economy in preparation for a massive tech disruption. Internet access was declared a right in 2000, and the country’s classrooms were outfitted for a digital economy, with coding as a core educational requirement starting at kindergarten. Internet broadband speeds in Estonia are among the fastest in the world. Accordingly, the World Bank now ranks Estonia as a high-income country.

Solution 2: Address Increased Rate of Change With More Nimble Education Systems
Education and training are currently not set for the speed of change in the modern economy. Schools are still based on a one-time education model, with school providing the foundation for a single lifelong career. With content becoming obsolete faster and rapidly escalating costs, this system may be unsustainable in the future. To help workers more smoothly transition from one job into another, for example, we need to make education a more nimble, lifelong endeavor.

Primary and university education may still have a role in training foundational thinking and general education, but it will be necessary to curtail rising price of tuition and increase accessibility. Massive open online courses (MooCs) and open-enrollment platforms are early demonstrations of what the future of general education may look like: cheap, effective, and flexible.

Georgia Tech’s online Engineering Master’s program (a fraction of the cost of residential tuition) is an early example in making university education more broadly available. Similarly, nanodegrees or microcredentials provided by online education platforms such as Udacity and Coursera can be used for mid-career adjustments at low cost. AI itself may be deployed to supplement the learning process, with applications such as AI-enhanced tutorials or personalized content recommendations backed by machine learning. Recent developments in neuroscience research could optimize this experience by perfectly tailoring content and delivery to the learner’s brain to maximize retention.

Finally, companies looking for more customized skills may take a larger role in education, providing on-the-job training for specific capabilities. One potential model involves partnering with community colleges to create apprenticeship-style learning, where students work part-time in parallel with their education. Siemens has pioneered such a model in four states and is developing a playbook for other companies to do the same.

Solution 3: Enhance Social Safety Nets to Smooth Automation Impacts
If predicted job losses to automation come to fruition, modernizing existing social safety nets will increasingly become a priority. While the issue of safety nets can become quickly politicized, it is worth noting that each prior technological revolution has come with corresponding changes to the social contract (see below).

The evolving social contract (U.S. examples)
– 1842 | Right to strike
– 1924 | Abolish child labor
– 1935 | Right to unionize
– 1938 | 40-hour work week
– 1962, 1974 | Trade adjustment assistance
– 1964 | Pay discrimination prohibited
– 1970 | Health and safety laws
– 21st century | AI and automation adjustment assistance?

Figure 2. Labor laws have historically adjusted as technology and society progressed

Solutions like universal basic income (no-strings-attached monthly payout to all citizens) are appealing in concept, but somewhat difficult to implement as a first measure in countries such as the US or Japan that already have high debt. Additionally, universal basic income may create dis-incentives to stay in the labor force. A similar cautionary tale in program design was the Trade Adjustment Assistance (TAA), which was designed to protect industries and workers from import competition shocks from globalization, but is viewed as a missed opportunity due to insufficient coverage.

A near-term solution could come in the form of graduated wage insurance (compensation for those forced to take a lower-paying job), including health insurance subsidies to individuals directly impacted by automation, with incentives to return to the workforce quickly. Another topic to tackle is geographic mismatch between workers and jobs, which can be addressed by mobility assistance. Lastly, a training stipend can be issued to individuals as means to upskill.

Policymakers can intervene to reverse recent historical trends that have shifted incomes from labor to capital owners. The balance could be shifted back to labor by placing higher taxes on capital—an example is the recently proposed “robot tax” where the taxation would be on the work rather than the individual executing it. That is, if a self-driving car performs the task that formerly was done by a human, the rideshare company will still pay the tax as if a human was driving.

Other solutions may involve distribution of work. Some countries, such as France and Sweden, have experimented with redistributing working hours. The idea is to cap weekly hours, with the goal of having more people employed and work more evenly spread. So far these programs have had mixed results, with lower unemployment but high costs to taxpayers, but are potential models that can continue to be tested.

We cannot stop growth, nor should we. With the roles in response to this evolution shifting, so should the social contract between the stakeholders. Government will continue to play a critical role as a stabilizing “thumb” in the invisible hand of capitalism, regulating and cushioning against extreme volatility, particularly in labor markets.

However, we already see business leaders taking on some of the role traditionally played by government—thinking about measures to remedy risks of climate change or economic proposals to combat unemployment—in part because of greater agility in adapting to change. Cross-disciplinary collaboration and creative solutions from all parties will be critical in crafting the future economy.

Note: The full paper this article is based on is available here.

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