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#432262 How We Can ‘Robot-Proof’ Education ...
Like millions of other individuals in the workforce, you’re probably wondering if you will one day be replaced by a machine. If you’re a student, you’re probably wondering if your chosen profession will even exist by the time you’ve graduated. From driving to legal research, there isn’t much that technology hasn’t already automated (or begun to automate). Many of us will need to adapt to this disruption in the workforce.
But it’s not enough for students and workers to adapt, become lifelong learners, and re-skill themselves. We also need to see innovation and initiative at an institutional and governmental level. According to research by The Economist, almost half of all jobs could be automated by computers within the next two decades, and no government in the world is prepared for it.
While many see the current trend in automation as a terrifying threat, others see it as an opportunity. In Robot-Proof: Higher Education in the Age of Artificial Intelligence, Northeastern University president Joseph Aoun proposes educating students in a way that will allow them to do the things that machines can’t. He calls for a new paradigm that teaches young minds “to invent, to create, and to discover”—filling the relevant needs of our world that robots simply can’t fill. Aoun proposes a much-needed novel framework that will allow us to “robot-proof” education.
Literacies and Core Cognitive Capacities of the Future
Aoun lays a framework for a new discipline, humanics, which discusses the important capacities and literacies for emerging education systems. At its core, the framework emphasizes our uniquely human abilities and strengths.
The three key literacies include data literacy (being able to manage and analyze big data), technological literacy (being able to understand exponential technologies and conduct computational thinking), and human literacy (being able to communicate and evaluate social, ethical, and existential impact).
Beyond the literacies, at the heart of Aoun’s framework are four cognitive capacities that are crucial to develop in our students if they are to be resistant to automation: critical thinking, systems thinking, entrepreneurship, and cultural agility.
“These capacities are mindsets rather than bodies of knowledge—mental architecture rather than mental furniture,” he writes. “Going forward, people will still need to know specific bodies of knowledge to be effective in the workplace, but that alone will not be enough when intelligent machines are doing much of the heavy lifting of information. To succeed, tomorrow’s employees will have to demonstrate a higher order of thought.”
Like many other experts in education, Joseph Aoun emphasizes the importance of critical thinking. This is important not just when it comes to taking a skeptical approach to information, but also being able to logically break down a claim or problem into multiple layers of analysis. We spend so much time teaching students how to answer questions that we often neglect to teach them how to ask questions. Asking questions—and asking good ones—is a foundation of critical thinking. Before you can solve a problem, you must be able to critically analyze and question what is causing it. This is why critical thinking and problem solving are coupled together.
The second capacity, systems thinking, involves being able to think holistically about a problem. The most creative problem-solvers and thinkers are able to take a multidisciplinary perspective and connect the dots between many different fields. According to Aoun, it “involves seeing across areas that machines might be able to comprehend individually but that they cannot analyze in an integrated way, as a whole.” It represents the absolute opposite of how most traditional curricula is structured with emphasis on isolated subjects and content knowledge.
Among the most difficult-to-automate tasks or professions is entrepreneurship.
In fact, some have gone so far as to claim that in the future, everyone will be an entrepreneur. Yet traditionally, initiative has been something students show in spite of or in addition to their schoolwork. For most students, developing a sense of initiative and entrepreneurial skills has often been part of their extracurricular activities. It needs to be at the core of our curricula, not a supplement to it. At its core, teaching entrepreneurship is about teaching our youth to solve complex problems with resilience, to become global leaders, and to solve grand challenges facing our species.
Finally, with an increasingly globalized world, there is a need for more workers with cultural agility, the ability to build amongst different cultural contexts and norms.
One of the major trends today is the rise of the contingent workforce. We are seeing an increasing percentage of full-time employees working on the cloud. Multinational corporations have teams of employees collaborating at different offices across the planet. Collaboration across online networks requires a skillset of its own. As education expert Tony Wagner points out, within these digital contexts, leadership is no longer about commanding with top-down authority, but rather about leading by influence.
An Emphasis on Creativity
The framework also puts an emphasis on experiential or project-based learning, wherein the heart of the student experience is not lectures or exams but solving real-life problems and learning by doing, creating, and executing. Unsurprisingly, humans continue to outdo machines when it comes to innovating and pushing intellectual, imaginative, and creative boundaries, making jobs involving these skills the hardest to automate.
In fact, technological trends are giving rise to what many thought leaders refer to as the imagination economy. This is defined as “an economy where intuitive and creative thinking create economic value, after logical and rational thinking have been outsourced to other economies.” Consequently, we need to develop our students’ creative abilities to ensure their success against machines.
In its simplest form, creativity represents the ability to imagine radical ideas and then go about executing them in reality.
In many ways, we are already living in our creative imaginations. Consider this: every invention or human construct—whether it be the spaceship, an architectural wonder, or a device like an iPhone—once existed as a mere idea, imagined in someone’s mind. The world we have designed and built around us is an extension of our imaginations and is only possible because of our creativity. Creativity has played a powerful role in human progress—now imagine what the outcomes would be if we tapped into every young mind’s creative potential.
The Need for a Radical Overhaul
What is clear from the recommendations of Aoun and many other leading thinkers in this space is that an effective 21st-century education system is radically different from the traditional systems we currently have in place. There is a dramatic contrast between these future-oriented frameworks and the way we’ve structured our traditional, industrial-era and cookie-cutter-style education systems.
It’s time for a change, and incremental changes or subtle improvements are no longer enough. What we need to see are more moonshots and disruption in the education sector. In a world of exponential growth and accelerating change, it is never too soon for a much-needed dramatic overhaul.
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Posted in Human Robots
#431689 Robotic Materials Will Distribute ...
The classical view of a robot as a mechanical body with a central “brain” that controls its behavior could soon be on its way out. The authors of a recent article in Science Robotics argue that future robots will have intelligence distributed throughout their bodies.
The concept, and the emerging discipline behind it, are variously referred to as “material robotics” or “robotic materials” and are essentially a synthesis of ideas from robotics and materials science. Proponents say advances in both fields are making it possible to create composite materials capable of combining sensing, actuation, computation, and communication and operating independently of a central processing unit.
Much of the inspiration for the field comes from nature, with practitioners pointing to the adaptive camouflage of the cuttlefish’s skin, the ability of bird wings to morph in response to different maneuvers, or the banyan tree’s ability to grow roots above ground to support new branches.
Adaptive camouflage and morphing wings have clear applications in the defense and aerospace sector, but the authors say similar principles could be used to create everything from smart tires able to calculate the traction needed for specific surfaces to grippers that can tailor their force to the kind of object they are grasping.
“Material robotics represents an acknowledgment that materials can absorb some of the challenges of acting and reacting to an uncertain world,” the authors write. “Embedding distributed sensors and actuators directly into the material of the robot’s body engages computational capabilities and offloads the rigid information and computational requirements from the central processing system.”
The idea of making materials more adaptive is not new, and there are already a host of “smart materials” that can respond to stimuli like heat, mechanical stress, or magnetic fields by doing things like producing a voltage or changing shape. These properties can be carefully tuned to create materials capable of a wide variety of functions such as movement, self-repair, or sensing.
The authors say synthesizing these kinds of smart materials, alongside other advanced materials like biocompatible conductors or biodegradable elastomers, is foundational to material robotics. But the approach also involves integration of many different capabilities in the same material, careful mechanical design to make the most of mechanical capabilities, and closing the loop between sensing and control within the materials themselves.
While there are stand-alone applications for such materials in the near term, like smart fabrics or robotic grippers, the long-term promise of the field is to distribute decision-making in future advanced robots. As they are imbued with ever more senses and capabilities, these machines will be required to shuttle huge amounts of control and feedback data to and fro, placing a strain on both their communication and computation abilities.
Materials that can process sensor data at the source and either autonomously react to it or filter the most relevant information to be passed on to the central processing unit could significantly ease this bottleneck. In a press release related to an earlier study, Nikolaus Correll, an assistant professor of computer science at the University of Colorado Boulder who is also an author of the current paper, pointed out this is a tactic used by the human body.
“The human sensory system automatically filters out things like the feeling of clothing rubbing on the skin,” he said. “An artificial skin with possibly thousands of sensors could do the same thing, and only report to a central ‘brain’ if it touches something new.”
There are still considerable challenges to realizing this vision, though, the authors say, noting that so far the young field has only produced proof of concepts. The biggest challenge remains manufacturing robotic materials in a way that combines all these capabilities in a small enough package at an affordable cost.
Luckily, the authors note, the field can draw on convergent advances in both materials science, such as the development of new bulk materials with inherent multifunctionality, and robotics, such as the ever tighter integration of components.
And they predict that doing away with the prevailing dichotomy of “brain versus body” could lay the foundations for the emergence of “robots with brains in their bodies—the foundation of inexpensive and ubiquitous robots that will step into the real world.”
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Posted in Human Robots