HAL 9000 Artificial Intelligence (from movie 2001)

“Robotics and AI have become one of the most prominent technological trends of our century.
The fast increase of their use and development brings new and difficult challenges to our society”, writes Delvaux. Therefore, the reasoning goes, “robots and artificial intelligence (AI) would increase their interaction with humans”, raising “legal and ethical issues which require a prompt intervention at EU level”.

I’m Afraid I Can’t Do That*

Science fiction meets science fact and thee three laws of robots just appeared in a draft European Parliament committee report on robots and artificial intelligence titled: Workshop on Robotics & Artificial Intelligence.

While it is a non-binding document, these rules could be adopted by the EU this month.

Read the full article: http://delano.lu/d/detail/news/im-afraid-i-cant-do/132457

IF you’re not familiar with where the title of the article comes from, you MUST watch the historical scene (2:11 min)  from the ground-breaking 1968 movie 2001.
The movie is partially based on Arthur C. Clarke’s short story The Sentinal, first published in a fantasy magazine (1951).

In the clip, astronaut Dave argues with HAL9000 AI:

3 Laws For Robots

The Three Laws of Robotics (often shortened to The Three Laws or known as Asimov’s Laws) are a set of rules devised by the science fiction author Isaac Asimov involving artificial intelligence and explained by him in the archived video below.

The rules were first introduced in his 1942 short story “Runaround“, although they had been foreshadowed in a few earlier stories. The Three Laws, quoted as being from the “Handbook of Robotics, 56th Edition, 2058 A.D.”, are:

  1. A robot may not injure a human being or, through inaction, allow a human being to come to harm.
  2. A robot must obey the orders given it by human beings except where such orders would conflict with the First Law.
  3. A robot must protect its own existence as long as such protection does not conflict with the First or Second Laws.

Top Experts predict what will transform eLearning in 2017

A big THANK YOU to Joomla LMS for including me recently, in their very nice “flip book” of educational technology predictions.

It’s a fantastic compilation of varied educational technology experts.  Out of space concerns, they edited my rather lengthy response (if you’re interested, it’s included in full below).

Embedded below is the flipbook. Click the tiny white arrows to flip through the 14 experts’ opinions.


Full site page: elearning edTech Experts Predict the Future


My full answer regarding e-Learning Transformation in 2017

It’s an exciting time to be involved in eLearning! As I look ahead to the new year, there are six areas that I believe will transform eLearning in 2017.

First to improve eLearning in the coming year, are the developments in cloud computing and SAAS (the application layer). These technological advances provide for anywhere, anytime, anywhere & any device access to amazing and innovative online tools.

These tools include powerful creation & collaboration applications, interactive media, and opportunities to share and interact with anyone in the world.

These increased computing innovations will lead to continued eLearning advances with both open and proprietary learning management systems (LMS) for creating engaging and interactive learning ecosystems for students, teachers, institutions, and communities. Examples include: Google Classroom, the Award-winning Schoology, and Canvas. Nearly 20 years later, even Blackboard has completely overhauled their LMS to the new cloud-based “Learn Ultra”.

Second is simply the evolution of ideas and the adoption of new and different pedagogies. I believe we’ve finally stopped moving the lecture classroom to the virtual world and are seeing an increase in student-centered courses. Students are excited to have more options with how they engage with the curriculum, while being encouraged to interact with the content. In addition, they’re provided with increased opportunities to interact with classmates, the instructor, and the world. Importantly, they’re given choices in how they’re evaluated and are often able to create demonstrations of understanding and standards mastery.

The combination of technological innovation and changes in learning theory allows for the most important aspect of eLearning, which is the ability to individualize and personalize student learning. This will continue to be a critical driver in 2017 as educators at all levels use eLearning to reach students at whatever level the student is at and, provide an individualized learning pathway that ensures student success.

Artificial Intelligence (AI) is rapidly developing and we’ve already started to see the introduction of chatbots into classes. Ashok Goel, a computer science professor at Georgia Tech made news when it was revealed his students didn’t know their TA was in fact an AI chatbot. Microsoft and Facebook are rapidly advancing the development of chatbots. Google recently released their new Pixal phone with built-in AI and as of this writing, ChatBot.org has 77 publicly available and programmable chatbots available for anyone in their education and learning category..

The fifth important factor for eLearning is a good instructor. While the “digital natives” are good with using technology it takes a skilled instructor with expertise and experience to truly connect with students and build relationships that foster student engagement through the virtual morass. In the coming year, more focus will be on instructors making important connections with their learners.

It might sound like a contradiction to tout the advances of AI chatbots in eLearning while also saying human instructors are important but there’s an important difference. AI chatbots take care of the routine, fact-based tasks (ex FAQs)  that can now free-up the teacher to truly teach and work with individuals. Good teachers who are flexible, innovative, creative and can connect and inspire students will be difficult to be replaced by AI.

The last item I believe will transform eLearning in the coming year are certifications earned for successfully completing online courses. Whether an eLearning course is a MOOC or a micro-course, I think we’ll see greater recognition for the value of the learning experience as represented by earning a certificate. More institutions will include them in degree programs. Additionally, more career opportunities will be opened as industries grow to recognize the value of a quality eLearning pathway.

In conclusion, eLearning continues to grow in exciting ways that are being embraced by a wider audience and enhanced with innovative technological advances. Elearning will continue to make an impact on education.

In summary, the items I believe will transform eLearning in 2017 are:

  • Continued advances in cloud computing
  • New instructional models
  • Student-centered learning
  • Artificial intelligence (chatbots), combined with:
  • Great instructors and
  • A greater recognition & applicability for certificates earned online

If you have a thought or question regarding my list of six items, let me know, I’d enjoy hearing from you!

Thank you,

Kevin Corbett

★Consider ADDing These Contributing EdTech Experts To YOUR PLN

New Horizon Report K-12 2016

What’s on the five-year horizon for K-12 Educational Technology & which trends and technologies will drive educational change?

This publication charts the five-year horizon for the impact of emerging technologies in school communities across the globe.

With 15 years of research and publications, the NMC Horizon Project can be regarded as the world’s longest-running exploration of emerging technology trends and uptake in education.

55 experts (listed on page 48) produced the 52 page NMC/CoSN Horizon Report: 2016 K-12 Edition  and is summarized in the graphic below:
new horizon report k-12_2016


The report’s endnotes (pages 49-52) contain 394 valuable reference citations.


DOWNLOAD: New Horizon Report: 2016 K-12 #EdTech Future http://kevincorbett.com/newhorizon-report-k12-2016/
Tweet Quote

DOWNLOAD LINK>> http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016). NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media Consortium.

video in education KEVIN CORBETT

You know you can attract and engage students with video.

But here comes the tricky part. Your staff don’t. Let’s just say they’re not great with change.
They may even suck at it. They may frown and fold their arms and insist that you’re wrong, because the traditional way is right and it works and it doesn’t intimidate them.

Because that’s all it is. A little bit of fear. Some healthy caution. It’s natural.

They’re bound to be wary of taking a step or a leap in the way they teach, because what if it doesn’t work? What if the software messes up and the whole lesson plan goes to pot? What if it doesn’t engage the students and their grades drop?

No wonder they’re saying “No”.

But once they know the facts, once they know they can avoid and tackle these problems and once they know how easy it is to include a bit of video, they might just come around.

So here are a few points that’ll get your staff excited about adopting video:

It’ll Save Their Time (and boredom).

Your teachers will never have to do the same lecture twice.

No need to hear their own voices droning on about the same concepts in every term of every year, slowly dying inside.

If they film their lectures and share them on their learning management system (LMS), they can get students to watch them for homework and use class time for practical sessions, assessments and discussions. And they can keep the same videos for future groups, which means no more boring speeches.

And guess what!

The syllabus suddenly becomes way more engaging, not only for the students but for the teachers as well. Students have more time to voice their own opinions and debate the things they’ve learned. Jaded concepts become shiny and new.

Stephanie Butler Velegol, instructor in environmental engineering, started to flip her classes in 2010 and has never looked back. In an interview with Science Daily, she said, “There’s this saying that you can either be the ‘sage on the stage’ or the ‘guide on the side’. In a flipped classroom, anytime you do active learning, you’re moving yourself off the stage to a guide on the side, and to me, it’s more fun to build those relationships.”

Using video in this way also means teachers don’t have to repeat themselves or wait for slow writers to take notes. Instead, they can just upload the videos and transcripts onto their LMS, so students have all the information they need straight away.

For more info on how to flip your classroom, check out this flipping awesome practical guide.

Less Mess and Stress

This brings me onto my next point: By having all their key concepts recorded in video format, teachers escape the need to print, scan or photocopy notes and worksheets.

They can make videos of their slides or lectures or even get creative and show stories and animations. Regardless of their approach, it means they can share their videos with their students straight away and control the timespan of its availability. They’ll feel safe in the knowledge that their students can access all the course information without having to bombard them with paper resources.

This saves loads of money on printing and means teachers can avoid losing anything in an avalanche of paper. Instead, they can easily organize all their videos, transcripts and other class materials on your institution’s LMS and have an instant online backup.

Plus they can avoid the chore of scanning and photocopying. I mean, come on, who actually enjoys that?

Easy To Create

Your teachers may not want to incorporate video because they lack the confidence to use the software. They envision it to be techy and complicated, when it’s actually super simple. Let them know they don’t need to go fancy if they don’t want to. They can just film themselves lecturing using their own phones or tablets..

James Rolfe, Head of Science at Judgemeadow Community College said in an interview that he filmed experiments on his phone to show his students later: “They’re quick to make on an iPhone and we keep them short and really simple, but they’re so useful and can illustrate everything from how to measure current in a circuit to how to react a metal carbonate with acid.”

But there’s nothing holding your staff back from getting creative with their videos. They can include soundtrack and animations, subtitles and quizzes or even get Drama students to perform a script. They can incorporate video as a form of assessment or get students to make their own. This is a great way to increase student engagement and to let them demonstrate their understanding of the concepts they learn.

Their videos don’t even have to be long. In fact, the shorter they are, the better. Teaching a generation with an attention span shorter than a goldfish’s, you don’t want them to get bored or distracted.

The great thing about video is that it allows your teachers to get their points across so much quicker. Incorporating audio and visual elements (and text if they so choose), a 1­ minute video paints 1.8 million words. (Forrester Research).

So much faster than a lecture and just as effective. At least it was for Velegol, who found that her flipped classroom increased student engagement, self ­efficacy and motivation to learn.

Easy To Upload

What’s that you say? They’re still wary of using video software?

Don’t worry. I’ve got you covered. If you use an LMS like Blackboard, which has a vzaar video plug­in, teachers can upload their videos to share with staff and students in just a few clicks.

They can reach the plug­in straight from your Blackboard interface, which means they don’t have to get around any confusing external software. And to make your life even easier, we’ve made a short, step-­by-­step demo on how to use this plug­in.

So get your teachers to watch it. Show them how easy it is. They just need to try it out and they’ll love it in no time.

To make video integration even easier, download Vzaar’s free guide. Uncover the secrets to successful adoption, tips to get your teachers onboard and the tools you need to get started.


FIONNUALA BLAND from VZAAR.comGuest post by:  Fionnuala Bland
Fionnuala is an elearning enthusiast and content writer at @vzaar, the video hosting platform.

As a society, we desperately need to invest more into the arts. Our culture has come to exalt the ability to calculate and analyze at the expense of developing an understanding of ourselves and our own emotions. We pride scientific achievements instead of developing artistic expression, partly due to the faults of American capitalism.

But, at the core of humanity lies complex emotions as opposed to pure, cold logic. By extension, we should value artistic pursuit, not scientific performance.

Engineers are the builders of materials and structures, while scientists are the explorers of atoms, forces and geometry. But artists, writers, filmmakers? They design the maps.

The Myth Of “Logic Over Emotion”

A few years ago, neuroscientist Antonio Damasio (a professor at USC who researches the mysteries of the conscious mind) examined individuals who had undergone damage to the emotional centers of their brains without hindering their rationalizing abilities.

What he found was that their capacity to make decisions was significantly impaired. Subjects could map out every potential pathway, weigh every pro and con and describe what they needed to do logically, but they simply could not intuitively figure out what they wanted. They could not act. They could not move forward.

Continue Reading…