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ReadyAI Launches AI-in-a-Box™, the First K12 AI Curriculum to Teach AI Concepts

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ReadyAI, the first teacher-friendly K12 Artificial Intelligence (AI) education company, today announced the launch of AI-in-a-Box, a comprehensive AI education solution for K12 teachers and students. Designed for users of all experience levels and abilities, each box provides everything that teachers need to instruct students on how to apply the key concepts of AI to real-world problems – including the curriculum, hardware, and software. AI-in-a-Box empowers schools and teachers to provide 10 hours of STEAM and project-based AI education. The unique curriculum teaches six key concepts of AI, including visual recognition, facial recognition, object manipulation, landmark-based navigation, speech generation, speech recognition.

In use at 15 community organizations and school systems throughout the U.S., AI-in-a-Box has already seen tremendous success and garnered strong support. ReadyAI has also been working to bring K12 AI education to students and teachers in China, training teachers to become certified AI instructors, and running student AI competitions.

“Over the past six months, ReadyAI has given the children at Western Pennsylvania Boys and Girls Club the opportunity to learn and understand the technologies that they experience in their everyday lives,” said Christine Nguyen, Director of the STEM Boys and Girls Club of Western Pennsylvania. “Exposing them to these incredible programming and creative experiences today will encourage them to become the scientists that create tomorrow.”

"AI in K-12 is an excellent opportunity to teach youth early fundamentals of coding, design and the evolution of robotics,” said James Carter, an early childhood educator at both the Jewish Community Center and the Boys & Girls Club in Pittsburgh, PA. “It also can be a stepping stone for our future engineers and other career paths. What made me recognize and follow the path to becoming one of the first Ready AI instructors was being able to do something I love in science and technology, as well as the opportunity to teach children how to grasp the future by learning AI ideas and curriculum.”

AI-in-a-Box includes everything a teacher needs to get started, including formal teacher training, providing the tools and resources for teachers to learn key AI concepts in just four hours. One AI-in-a-Box enables up to 15 students to be engaged at once and can be used to teach up to 1,000 students in a single school year. AI-in-a-Box includes:

  •        3 Cozmo robots by Anki
  •        3 Fire 7 Tablets
  •        3 Xbox One Controllers
  •        3 Laptops with preloaded software
  •        3 pre-installed Calypso licenses
  •        Up to 15 ReadyAI Passports for teachers and students to us as a repository for their AI projects
  •        15 ReadyAI Badge Stickers for student AI Passports
  •        3 sets of flashcards
  •        1 Printed binded lesson plan and 1 Quick Start guide
  •        3 vouchers to participate in regional competitions that may lead to the World AI Competition for Youth (WAICY)

"From intelligent assistants to self-driving cars, Artificial Intelligence technologies are reshaping our world,” said David Touretzsky, ReadyAI advisory board member and Research Professor in the Computer Science Department and the Center for the Neural Basis of Cognition at Carnegie Mellon University. “The general public is both thrilled and terrified. Teaching kids about AI are as important today as teaching them about electricity was in the previous century.”

“AI-in-a-Box is a teacher-friendly curriculum to guide students to demonstrate the six most important AI concepts,” said Andrew Chen, President, ReadyAI.  “Over the past 15 months, we have conducted pilots and seen proven results in more than 30 school systems and organizations around the world. Our plan is to train and certify up to 500 AI teachers worldwide in the next 90 days. We are confident that AI-in-a-Box will be a powerful enabler to K12 AI education.”

 AI-in-a-Box complies with the National Guidelines for Teaching AI for K-12 Students, a working group chaired by Carnegie Mellon University Robotics professor Dr David Touretzky, founded by the Association for the Advancement of Artificial Intelligence (AAAI), and the Computer Science Teachers Association (CSTA)ReadyAI also supports the Future Ready Schools® (FRS) initiative, a bold effort under ESSA (Every Student Succeeds Act) to maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, careers and citizenship.

To learn more about ReadyAI and AI-in-a-Box, please visit  www.readyai.org.

posted Jan 21 by Richard

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+2 votes

With CBSE introducing artificial intelligence as an elective paper, students and teachers must be very excited to know how can AI help the students’ performance grow. It has been decided that the subject would be introduced in classes 8, 9 and 10 as a skill subject.

Artificial Intelligence in Schools: How AI-powered adaptive learning technology can help students

What is artificial intelligence?

Artificial intelligence is the ability of a machine to think, learn and perform tasks normally requiring human intelligence, such as visual perception, speech recognition and decision-making skills. Capabilities demonstrated by machines, including computers, from playing chess to operating cars and beyond, fall within the domain of artificial intelligence.

How AI-powered Adaptive Learning Technology brings Personalised Learning to Kids

The rapid spread of education among the masses in the industrial era made the ‘one-size-fits-all’ method of learning the most convenient one for training subsequent generations of the workforce due to lack of resources. This method of education did not cater to the interests of most students, and learning became less engaging and meaningful for them. Additionally, learning was very superficial, with learners having only a basic understanding of concepts and this led to poor retention. This problem was recognised by the 18th-century social revolutionary, Jean-Jacques Rousseau who made the following recommendations:

“Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself…”

Rousseau talks about self-paced and self-styled learning methods, which came to be termed as personalised learning in the 1960s. Personalised learning includes tailoring educational content according to the learners’ strengths, needs and interests, applying competency-based progression to set the individual pace for comfortable learning, and customising instructional modes to maximise learning intake. Before technological advancement, personalised learning was possible only through one-to-one private tutorials, which could be afforded only by affluent families. The rest of the learners had to submit to ‘factory schooling’, which failed to spark interest or provide in-depth learning, thus demotivating them. However, the turn of the millennium saw technology grow by leaps and bounds and its eager adoption in upgrading several learning strategies, including personalised learning.

Adaptive tests

Personalised learning has now come within the reach of everyone through adaptive learning technology. Powered by artificial intelligence, it analyses a vast pool of data to tailor the content as per an individual’s interest and knowledge level. This is initiated with the help of adaptive tests, which accurately quantifies the knowledge of different topics of individual learners. These tests include a large pool of questions usually drawn from data collected over the years, whose difficulty level is determined on the basis of the number of students who have answered the questions correctly. Learners are first posed with a mid-level question and based on their response, the difficulty level of the next question and the subsequent ones are modified— if they answer a question of mid-level difficulty correctly, then they will be presented with a question with a higher level of difficulty, but if answered incorrectly, the system will pose a simpler question.

 

Optimal learning paths

Adaptive assessments help instructors to precisely determine where the individual learner stands at the beginning of the academic course and to measure gaps through the course of learning. These tests give detailed analytical reports of the knowledge state and learning pattern of the learner, according to which an optimal learning path is established. This constitutes the second part of adaptive learning— adaptive content. We at Next Education have designed an adaptive learning platform as part of our Next Learning Platform, which will present the optimal learning resources from our vast pool of content (simulations, real-life videos and hands-on learning tools) based on what the learner responds best to. This inspires inquiry-based learning, which ensures that students follow the best-suited learning path and attain learning goals in an optimal time.

Making personalised learning available for all

Implementing personalised learning was practically impossible before adaptive learning technology came into the scene. The two major factors affecting this were lack of qualified teachers and financial resources. Personalised instruction needs an ideal student--teacher ratio of six to eight students per teacher. Besides , most teachers lack adequate training for effective teaching. Thus, only a select few elite schools with exceptionally good teachers were able to facilitate a personalised learning environment to students.

 

herefore, in the absence of such learning opportunities in most schools, parents chose to enrol students in coaching classes or appoint private tutors. The scenario in group coaching classes was not that encouraging either. Appointing skilled private tutors might be ideal, but it is certainly be a costly affair. A private teacher would charge approximately ₹ 2,000 to ₹ 5,000 per student for one subject for a month. On the other hand, adaptive learning would cost only around ₹ 200–500 for a student per month, thereby helping students avail quality education at affordable prices. Additionally, increasing internet and digital system usage in recent years has improved access to digital education, bringing the advantages of adaptive learning to remote areas of the country.

Thus, AI-powered adaptive learning has brought personalised learning within the reach of all 21st-century learners, solving the three-fold problem of quality, cost and access that continues to plague education, especially in developing countries such as India. The continuous evolution of education technology with the help of artificial intelligence promises more wonders such as advanced language teaching tools and smart assistants in classrooms, which will change the face of education completely.

+1 vote

Artificial intelligence (AI) and emerging technologies (ET) are poised to transform modern society in profound ways. As with electricity in the last century, AI is an enabling technology that will animate everyday products and communications, endowing everything from cars to cameras with the ability to interact with the world around them, and with each other. These developments are just the beginning, and as AI/ET matures, it will have sweeping impacts on our work, security, politics, and very lives.

These technologies are already impacting the world around us, as Darrell West and I wrote in our April 2018 piece “How artificial intelligence is transforming the world,” and I highly recommend that anyone just discovering the topic of AI policy read it thoroughly. There, Darrell and I describe several important implications related to AI/ET, but chief among them is that these technology developments are on the cusp of ushering in a true revolution in human affairs at an increasingly fast pace.

As AI continues to influence and shape existing industries and allows new ones to take root, its macro-level impact, particularly in the realm of economics, will become more and more apparent. Control over the research and development of AI will become increasingly vital, and the winners of this upcoming AI-defined era in human history will be the countries and companies that can create the most powerful algorithms, assemble the most talent, collect the most data, and marshal the most computing power. This is the next great technology race of our generation and the stakes are high, particularly for the United States. If American society is to embrace the full range of social and political changes that these technologies will introduce, then it is the education and training we provide our youth and workers that will fuel the engines of future AI, and therefore geopolitical success.

It is the education and training we provide our youth and workers that will fuel the engines of future AI, and therefore geopolitical success.

I’ve studied and written extensively about the effects of AI/ET on the evolving character of war toward a concept I’ve called hyperwar—or, a new era of warfare in which, through AI, the speed of decision-making is faster than anything that has come before. At a superficial level, this topic often devolves into a discussion of “killer robots,” or at the very least, the impending use of AI in lethal autonomous weaponry. While those discussions are relevant and inextricably linked, they represent a narrow understanding of the greater issues at hand. The concern over AI’s potential or theoretical military applications must not distract us from how far-reaching the impact of AI will be in nearly all other policy domains. Health care, education, agriculture, energy, finance, and yes, national security, will all be reshaped in some way by AI—with education being the pivot point around which the future of the United States revolves. This is not solely a matter of social redress, but, in fact, a larger national issue.

A future in which the United States is second in the race for AI technology would create a situation of national technological and digital/cyber inferiority, which could in turn result in national strategic subservience.

The way we use education to prepare our next generation of leaders will directly determine whether the U.S. retains its leadership in critical fields of relevance in the emerging digital environment. Without a sufficiently educated population and workforce, the U.S. likely will slip behind other states for whom AI/ET is not only meant for improved social organization, but for strategic superiority, and ultimately digital and physical conquest. A future in which the United States is second in the race for AI technology would create a situation of national technological and digital/cyber inferiority, which could, in turn, result in national strategic subservience—something simply unimaginable.

Many Americans grew up with the understanding that the American capacity to fight and win a nuclear war was defined by its superiority in the Strategic Triad, the three legs of our strategic deterrence: our missile squadrons, our bomber fleet, and our ballistic missile submarines.  Behind that dizzying array of hardware was the undisputed power of U.S. intellectual and technical capabilities, and behind that was a near unlimited supply of talented engineers, each trained by a system of education undisputed in its excellence. That system was built from the ground up to produce crucial STEM (science, technology, engineering, and math) protégés in the quantities needed to ensure American strategic superiority, which contributed directly to the U.S. and its allies prevail in the Cold War. For the health of our American way of life, our competitive advantage, and the strategic security of our nation, the basis for tomorrow’s system of education must reflect a deliberately tuned and calibrated system that proactively emphasizes AI/ET, big data analytics, and super-computing.

Unfortunately, in both relative and absolute terms, the U.S. is falling behind in the race for superiority in these key technologies. Where the U.S. strategic advantage of the 20th Century was secured by American nuclear superiority, U.S. superiority in the 21st Century will likely be preserved, safeguarded, and sustained through a system of education that envisages the changes necessary and sufficient to embrace and apply relevant technologies. It will also be underwritten by educators who grasp the profound shifts in the pedagogical skills essential to the educational needs of the 21st Century.

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Mixed-reality and automated classroom tools create opportunities for students to develop connections with their peers and build essential soft skills.

New educational technology is revolutionizing how K–12 students and teachers engage with each other in and out of school. 

Online communities are certainly not new. For decades social media, online forums and messaging boards brought people together around common interests and shared goals. 

The explosion of new digital solutions, however, ushered in new possibilities for immersive experiences that challenge traditional notions of school communities. 

Augmented and virtual reality and voice-activated technologies are not only helping schools meet current, prevailing social expectations but also are allowing K–12 communities to expand beyond real-world limitations. 

VR Adds New Immersive Elements to Videoconferencing

Schools are a place to foster leadership, empathy, problem-solving and communication skills. When used appropriately, classroom technologies can promote the development of these competencies while meeting students where they are. 

Virtual reality brings a dynamic layer to the student experience, teaching students critical social skills in engaging and interactive ways. Immersive programs can open rural schools to the global community or make collaborative problem-solving and communication more fluid and intuitive. 

For example, students can now give their best friend a hug or high-five, compete in a soccer match or harmonize in a virtual band even when separated by an ocean. Teachers can take classes to far away locations, and regular school programing and activities can include students from anywhere in the world.

Virtual Tools Promote Inclusivity in Schools

Digital avatars put students on an even playing field, which can boost their self-confidence and help them learn to accept the differences in others. 

In a virtual world, students are also not limited by their physical abilities, language proficiencies or resource availability. Students can join in collective cultural experiences, such as dances and performances, with schools from all corners of the globe. 

Together, these technologies blur the line between the digital realm and the physical one—redefining how students talk to each other and think of social bonds. 

K–12 Schools Can Use Digital Spaces to Gamify Events

At the beginning of February, as many as 10 million gamers logged in to Fortnite, one of the most popular games right now, for a live virtual concert with performance artist DJ Marshmello. 

Participants celebrated stageside with other avatars as the DJ cheered them on. Others floated through the air, thanks to altered gravity in the virtual world. The performance, complete with real-life stage visuals, lasers and oversized holograms, transported concertgoers to an exclusive experience only possible in a digital space. 

Those who tuned in to the concert were more than spectators; they were active participants, present in the crescendo of a new kind of virtual community.

The growing popularity of interactive, collective technologies also calls into question our traditional notions of place — from what boundaries define the campus to assigned seating, individual desks and lockers. 

Activating the classroom through technology integration lays the foundation of a more expanded, global classroom that empowers students to better relate to themselves, each other and the modern world around them.

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