Tag Archives: practical

#433872 Breaking Out of the Corporate Bubble ...

Posted on November 12, 2018 by Android

For big companies, success is a blessing and a curse. You don’t get big without doing something (or many things) very right. It might start with an invention or service the world didn’t know it needed. Your product takes off, and growth brings a whole new set of logistical challenges. Delivering consistent quality, hiring the right team, establishing a strong culture, tapping into new markets, satisfying shareholders. The list goes on.

Eventually, however, what made you successful also makes you resistant to change.

You’ve built a machine for one purpose, and it’s running smoothly, but what about retooling that machine to make something new? Not so easy. Leaders of big companies know there is no future for their organizations without change. And yet, they struggle to drive it.

In their new book, Leading Transformation: How to Take Charge of Your Company’s Future, Kyle Nel, Nathan Furr, and Thomas Ramsøy aim to deliver a roadmap for corporate transformation.

The book focuses on practical tools that have worked in big companies to break down behavioral and cognitive biases, envision radical futures, and run experiments. These include using science fiction and narrative to see ahead and adopting better measures of success for new endeavors.

A thread throughout is how to envision a new future and move into that future.

We’re limited by the bubbles in which we spend the most time—the corporate bubble, the startup bubble, the nonprofit bubble. The mutually beneficial convergence of complementary bubbles, then, can be a powerful tool for kickstarting transformation. The views and experiences of one partner can challenge the accepted wisdom of the other; resources can flow into newly co-created visions and projects; and connections can be made that wouldn’t otherwise exist.

The authors call such alliances uncommon partners. In the following excerpt from the book, Made In Space, a startup building 3D printers for space, helps Lowe’s explore an in-store 3D printing system, and Lowe’s helps Made In Space expand its vision and focus.

Uncommon Partners
In a dingy conference room at NASA, five prototypical nerds, smelling of Thai food, laid out the path to printing satellites in space and buildings on distant planets. At the end of their four-day marathon, they emerged with an artifact trail that began with early prototypes for the first 3D printer on the International Space Station and ended in the additive-manufacturing future—a future much bigger than 3D printing.

In the additive-manufacturing future, we will view everything as transient, or capable of being repurposed into new things. Rather than throwing away a soda bottle or a bent nail, we will simply reprocess these things into a new hinge for the fence we are building or a light switch plate for the tool shed. Indeed, we might not even go buy bricks for the tool shed, but instead might print them from impurities pulled from the air and the dirt beneath our feet. Such a process would both capture carbon in the air to make the bricks and avoid all the carbon involved in making and then transporting traditional bricks to your house.

If it all sounds a little too science fiction, think again. Lowe’s has already been honored as a Champion of Change by the US government for its prototype system to recycle plastic (e.g., plastic bags and bottles). The future may be closer than you have imagined. But to get there, Lowe’s didn’t work alone. It had to work with uncommon partners to create the future.

Uncommon partners are the types of organizations you might not normally work with, but which can greatly help you create radical new futures. Increasingly, as new technologies emerge and old industries converge, companies are finding that working independently to create all the necessary capabilities to enter new industries or create new technologies is costly, risky, and even counterproductive. Instead, organizations are finding that they need to collaborate with uncommon partners as an ecosystem to cocreate the future together. Nathan [Furr] and his colleague at INSEAD, Andrew Shipilov, call this arrangement an adaptive ecosystem strategy and described how companies such as Lowe’s, Samsung, Mastercard, and others are learning to work differently with partners and to work with different kinds of partners to more effectively discover new opportunities. For Lowe’s, an adaptive ecosystem strategy working with uncommon partners forms the foundation of capturing new opportunities and transforming the company. Despite its increased agility, Lowe’s can’t be (and shouldn’t become) an independent additive-manufacturing, robotics-using, exosuit-building, AR-promoting, fill-in-the-blank-what’s-next-ing company in addition to being a home improvement company. Instead, Lowe’s applies an adaptive ecosystem strategy to find the uncommon partners with which it can collaborate in new territory.

To apply the adaptive ecosystem strategy with uncommon partners, start by identifying the technical or operational components required for a particular focus area (e.g., exosuits) and then sort these components into three groups. First, there are the components that are emerging organically without any assistance from the orchestrator—the leader who tries to bring together the adaptive ecosystem. Second, there are the elements that might emerge, with encouragement and support. Third are the elements that won’t happen unless you do something about it. In an adaptive ecosystem strategy, you can create regular partnerships for the first two elements—those already emerging or that might emerge—if needed. But you have to create the elements in the final category (those that won’t emerge) either with an uncommon partner or by yourself.

For example, when Lowe’s wanted to explore the additive-manufacturing space, it began a search for an uncommon partner to provide the missing but needed capabilities. Unfortunately, initial discussions with major 3D printing companies proved disappointing. The major manufacturers kept trying to sell Lowe’s 3D printers. But the vision our group had created with science fiction was not for vendors to sell Lowe’s a printer, but for partners to help the company build a system—something that would allow customers to scan, manipulate, print, and eventually recycle additive-manufacturing objects. Every time we discussed 3D printing systems with these major companies, they responded that they could do it and then tried to sell printers. When Carin Watson, one of the leading lights at Singularity University, introduced us to Made In Space (a company being incubated in Singularity University’s futuristic accelerator), we discovered an uncommon partner that understood what it meant to cocreate a system.

Initially, Made In Space had been focused on simply getting 3D printing to work in space, where you can’t rely on gravity, you can’t send up a technician if the machine breaks, and you can’t release noxious fumes into cramped spacecraft quarters. But after the four days in the conference room going over the comic for additive manufacturing, Made In Space and Lowe’s emerged with a bigger vision. The company helped lay out an artifact trail that included not only the first printer on the International Space Station but also printing system services in Lowe’s stores.

Of course, the vision for an additive-manufacturing future didn’t end there. It also reshaped Made In Space’s trajectory, encouraging the startup, during those four days in a NASA conference room, to design a bolder future. Today, some of its bold projects include the Archinaut, a system that enables satellites to build themselves while in space, a direction that emerged partly from the science fiction narrative we created around additive manufacturing.

In summary, uncommon partners help you succeed by providing you with the capabilities you shouldn’t be building yourself, as well as with fresh insights. You also help uncommon partners succeed by creating new opportunities from which they can prosper.

Helping Uncommon Partners Prosper
Working most effectively with uncommon partners can require a shift from more familiar outsourcing or partnership relationships. When working with uncommon partners, you are trying to cocreate the future, which entails a great deal more uncertainty. Because you can’t specify outcomes precisely, agreements are typically less formal than in other types of relationships, and they operate under the provisions of shared vision and trust more than binding agreement clauses. Moreover, your goal isn’t to extract all the value from the relationship. Rather, you need to find a way to share the value.

Ideally, your uncommon partners should be transformed for the better by the work you do. For example, Lowe’s uncommon partner developing the robotics narrative was a small startup called Fellow Robots. Through their work with Lowe’s, Fellow Robots transformed from a small team focused on a narrow application of robotics (which was arguably the wrong problem) to a growing company developing a very different and valuable set of capabilities: putting cutting-edge technology on top of the old legacy systems embedded at the core of most companies. Working with Lowe’s allowed Fellow Robots to discover new opportunities, and today Fellow Robots works with retailers around the world, including BevMo! and Yamada. Ultimately, working with uncommon partners should be transformative for both of you, so focus more on creating a bigger pie than on how you are going to slice up a smaller pie.

The above excerpt appears in the new book Leading Transformation: How to Take Charge of Your Company’s Future by Kyle Nel, Nathan Furr, and Thomas Ramsøy, published by Harvard Business Review Press.

Image Credit: Here / Shutterstock.com

We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites. Continue reading →

Posted in Human Robots

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

Posted on September 24, 2018 by Android

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Image Credit: Anton Gvozdikov / Shutterstock.com Continue reading →

Posted in Human Robots

#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.

Image Credit: sakkarin sapu / Shutterstock.com Continue reading →

Posted in Human Robots

#432882 Why the Discovery of Room-Temperature ...

Posted on May 18, 2018 by Android

Superconductors are among the most bizarre and exciting materials yet discovered. Counterintuitive quantum-mechanical effects mean that, below a critical temperature, they have zero electrical resistance. This property alone is more than enough to spark the imagination.

A current that could flow forever without losing any energy means transmission of power with virtually no losses in the cables. When renewable energy sources start to dominate the grid and high-voltage transmission across continents becomes important to overcome intermittency, lossless cables will result in substantial savings.

What’s more, a superconducting wire carrying a current that never, ever diminishes would act as a perfect store of electrical energy. Unlike batteries, which degrade over time, if the resistance is truly zero, you could return to the superconductor in a billion years and find that same old current flowing through it. Energy could be captured and stored indefinitely!

With no resistance, a huge current could be passed through the superconducting wire and, in turn, produce magnetic fields of incredible power.

You could use them to levitate trains and produce astonishing accelerations, thereby revolutionizing the transport system. You could use them in power plants—replacing conventional methods which spin turbines in magnetic fields to generate electricity—and in quantum computers as the two-level system required for a “qubit,” in which the zeros and ones are replaced by current flowing clockwise or counterclockwise in a superconductor.

Arthur C. Clarke famously said that any sufficiently advanced technology is indistinguishable from magic; superconductors can certainly seem like magical devices. So, why aren’t they busy remaking the world? There’s a problem—that critical temperature.

For all known materials, it’s hundreds of degrees below freezing. Superconductors also have a critical magnetic field; beyond a certain magnetic field strength, they cease to work. There’s a tradeoff: materials with an intrinsically high critical temperature can also often provide the largest magnetic fields when cooled well below that temperature.

This has meant that superconductor applications so far have been limited to situations where you can afford to cool the components of your system to close to absolute zero: in particle accelerators and experimental nuclear fusion reactors, for example.

But even as some aspects of superconductor technology become mature in limited applications, the search for higher temperature superconductors moves on. Many physicists still believe a room-temperature superconductor could exist. Such a discovery would unleash amazing new technologies.

The Quest for Room-Temperature Superconductors
After Heike Kamerlingh Onnes discovered superconductivity by accident while attempting to prove Lord Kelvin’s theory that resistance would increase with decreasing temperature, theorists scrambled to explain the new property in the hope that understanding it might allow for room-temperature superconductors to be synthesized.

They came up with the BCS theory, which explained some of the properties of superconductors. It also predicted that the dream of technologists, a room-temperature superconductor, could not exist; the maximum temperature for superconductivity according to BCS theory was just 30 K.

Then, in the 1980s, the field changed again with the discovery of unconventional, or high-temperature, superconductivity. “High temperature” is still very cold: the highest temperature for superconductivity achieved was -70°C for hydrogen sulphide at extremely high pressures. For normal pressures, -140°C is near the upper limit. Unfortunately, high-temperature superconductors—which require relatively cheap liquid nitrogen, rather than liquid helium, to cool—are mostly brittle ceramics, which are expensive to form into wires and have limited application.

Given the limitations of high-temperature superconductors, researchers continue to believe there’s a better option awaiting discovery—an incredible new material that checks boxes like superconductivity approaching room temperature, affordability, and practicality.

Tantalizing Clues
Without a detailed theoretical understanding of how this phenomenon occurs—although incremental progress happens all the time—scientists can occasionally feel like they’re taking educated guesses at materials that might be likely candidates. It’s a little like trying to guess a phone number, but with the periodic table of elements instead of digits.

Yet the prospect remains, in the words of one researcher, tantalizing. A Nobel Prize and potentially changing the world of energy and electricity is not bad for a day’s work.

Some research focuses on cuprates, complex crystals that contain layers of copper and oxygen atoms. Doping cuprates with various different elements, such exotic compounds as mercury barium calcium copper oxide, are amongst the best superconductors known today.

Research also continues into some anomalous but unexplained reports that graphite soaked in water can act as a room-temperature superconductor, but there’s no indication that this could be used for technological applications yet.

In early 2017, as part of the ongoing effort to explore the most extreme and exotic forms of matter we can create on Earth, researchers managed to compress hydrogen into a metal.

The pressure required to do this was more than that at the core of the Earth and thousands of times higher than that at the bottom of the ocean. Some researchers in the field, called condensed-matter physics, doubt that metallic hydrogen was produced at all.

It’s considered possible that metallic hydrogen could be a room-temperature superconductor. But getting the samples to stick around long enough for detailed testing has proved tricky, with the diamonds containing the metallic hydrogen suffering a “catastrophic failure” under the pressure.

Superconductivity—or behavior that strongly resembles it—was also observed in yttrium barium copper oxide (YBCO) at room temperature in 2014. The only catch was that this electron transport lasted for a tiny fraction of a second and required the material to be bombarded with pulsed lasers.

Not very practical, you might say, but tantalizing nonetheless.

Other new materials display enticing properties too. The 2016 Nobel Prize in Physics was awarded for the theoretical work that characterizes topological insulators—materials that exhibit similarly strange quantum behaviors. They can be considered perfect insulators for the bulk of the material but extraordinarily good conductors in a thin layer on the surface.

Microsoft is betting on topological insulators as the key component in their attempt at a quantum computer. They’ve also been considered potentially important components in miniaturized circuitry.

A number of remarkable electronic transport properties have also been observed in new, “2D” structures—like graphene, these are materials synthesized to be as thick as a single atom or molecule. And research continues into how we can utilize the superconductors we’ve already discovered; for example, some teams are trying to develop insulating material that prevents superconducting HVDC cable from overheating.

Room-temperature superconductivity remains as elusive and exciting as it has been for over a century. It is unclear whether a room-temperature superconductor can exist, but the discovery of high-temperature superconductors is a promising indicator that unconventional and highly useful quantum effects may be discovered in completely unexpected materials.

Perhaps in the future—through artificial intelligence simulations or the serendipitous discoveries of a 21st century Kamerlingh Onnes—this little piece of magic could move into the realm of reality.

Image Credit: ktsdesign / Shutterstock.com Continue reading →

Posted in Human Robots

#432671 Stuff 3.0: The Era of Programmable ...

Posted on April 30, 2018 by Android

It’s the end of a long day in your apartment in the early 2040s. You decide your work is done for the day, stand up from your desk, and yawn. “Time for a film!” you say. The house responds to your cues. The desk splits into hundreds of tiny pieces, which flow behind you and take on shape again as a couch. The computer screen you were working on flows up the wall and expands into a flat projection screen. You relax into the couch and, after a few seconds, a remote control surfaces from one of its arms.

In a few seconds flat, you’ve gone from a neatly-equipped office to a home cinema…all within the same four walls. Who needs more than one room?

This is the dream of those who work on “programmable matter.”

In his recent book about AI, Max Tegmark makes a distinction between three different levels of computational sophistication for organisms. Life 1.0 is single-celled organisms like bacteria; here, hardware is indistinguishable from software. The behavior of the bacteria is encoded into its DNA; it cannot learn new things.

Life 2.0 is where humans live on the spectrum. We are more or less stuck with our hardware, but we can change our software by choosing to learn different things, say, Spanish instead of Italian. Much like managing space on your smartphone, your brain’s hardware will allow you to download only a certain number of packages, but, at least theoretically, you can learn new behaviors without changing your underlying genetic code.

Life 3.0 marks a step-change from this: creatures that can change both their hardware and software in something like a feedback loop. This is what Tegmark views as a true artificial intelligence—one that can learn to change its own base code, leading to an explosion in intelligence. Perhaps, with CRISPR and other gene-editing techniques, we could be using our “software” to doctor our “hardware” before too long.

Programmable matter extends this analogy to the things in our world: what if your sofa could “learn” how to become a writing desk? What if, instead of a Swiss Army knife with dozens of tool attachments, you just had a single tool that “knew” how to become any other tool you could require, on command? In the crowded cities of the future, could houses be replaced by single, OmniRoom apartments? It would save space, and perhaps resources too.

Such are the dreams, anyway.

But when engineering and manufacturing individual gadgets is such a complex process, you can imagine that making stuff that can turn into many different items can be extremely complicated. Professor Skylar Tibbits at MIT referred to it as 4D printing in a TED Talk, and the website for his research group, the Self-Assembly Lab, excitedly claims, “We have also identified the key ingredients for self-assembly as a simple set of responsive building blocks, energy and interactions that can be designed within nearly every material and machining process available. Self-assembly promises to enable breakthroughs across many disciplines, from biology to material science, software, robotics, manufacturing, transportation, infrastructure, construction, the arts, and even space exploration.”

Naturally, their projects are still in the early stages, but the Self-Assembly Lab and others are genuinely exploring just the kind of science fiction applications we mooted.

For example, there’s the cell-phone self-assembly project, which brings to mind eerie, 24/7 factories where mobile phones assemble themselves from 3D printed kits without human or robotic intervention. Okay, so the phones they’re making are hardly going to fly off the shelves as fashion items, but if all you want is something that works, it could cut manufacturing costs substantially and automate even more of the process.

One of the major hurdles to overcome in making programmable matter a reality is choosing the right fundamental building blocks. There’s a very important balance to strike. To create fine details, you need to have things that aren’t too big, so as to keep your rearranged matter from being too lumpy. This might make the building blocks useless for certain applications—for example, if you wanted to make tools for fine manipulation. With big pieces, it might be difficult to simulate a range of textures. On the other hand, if the pieces are too small, different problems can arise.

Imagine a setup where each piece is a small robot. You have to contain the robot’s power source and its brain, or at least some kind of signal-generator and signal-processor, all in the same compact unit. Perhaps you can imagine that one might be able to simulate a range of textures and strengths by changing the strength of the “bond” between individual units—your desk might need to be a little bit more firm than your bed, which might be nicer with a little more give.

Early steps toward creating this kind of matter have been taken by those who are developing modular robots. There are plenty of different groups working on this, including MIT, Lausanne, and the University of Brussels.

In the latter configuration, one individual robot acts as a centralized decision-maker, referred to as the brain unit, but additional robots can autonomously join the brain unit as and when needed to change the shape and structure of the overall system. Although the system is only ten units at present, it’s a proof-of-concept that control can be orchestrated over a modular system of robots; perhaps in the future, smaller versions of the same thing could be the components of Stuff 3.0.

You can imagine that with machine learning algorithms, such swarms of robots might be able to negotiate obstacles and respond to a changing environment more easily than an individual robot (those of you with techno-fear may read “respond to a changing environment” and imagine a robot seamlessly rearranging itself to allow a bullet to pass straight through without harm).

Speaking of robotics, the form of an ideal robot has been a subject of much debate. In fact, one of the major recent robotics competitions—DARPA’s Robotics Challenge—was won by a robot that could adapt, beating Boston Dynamics’ infamous ATLAS humanoid with the simple addition of a wheel that allowed it to drive as well as walk.

Rather than building robots into a humanoid shape (only sometimes useful), allowing them to evolve and discover the ideal form for performing whatever you’ve tasked them to do could prove far more useful. This is particularly true in disaster response, where expensive robots can still be more valuable than humans, but conditions can be very unpredictable and adaptability is key.

Further afield, many futurists imagine “foglets” as the tiny nanobots that will be capable of constructing anything from raw materials, somewhat like the “Santa Claus machine.” But you don’t necessarily need anything quite so indistinguishable from magic to be useful. Programmable matter that can respond and adapt to its surroundings could be used in all kinds of industrial applications. How about a pipe that can strengthen or weaken at will, or divert its direction on command?

We’re some way off from being able to order our beds to turn into bicycles. As with many tech ideas, it may turn out that the traditional low-tech solution is far more practical and cost-effective, even as we can imagine alternatives. But as the march to put a chip in every conceivable object goes on, it seems certain that inanimate objects are about to get a lot more animated.

Image Credit: PeterVrabel / Shutterstock.com Continue reading →

Posted in Human Robots