I would like to establish an entirely new approach to education, one that redefines students as clients, and delivers knowledge and comprehension as an engineered product.
I would like to develop a GPS for students, in the form of AI (Artificial Intelligence) Tools and Platforms that guide students through the entire education process.
It will deliver step-wise, user selected, Precision Education Modules, that customize and streamline the learning experience, with intuitive rerouting around the detours of life.
Students will be able to choose their own pace, mode and time of learning and change it as often as they want. They will be given access to all resources including teacher’s manuals, and will be encouraged to share and teach others, and to design their own tests and projects. They will have a say in their “destination” and in how and when they want to get there.
A traditional education mimics a game of hide and seek, in which many students never find what they have been asked to look for. A significant part of what is presented to students by educators is left behind on the table in the form of lost or misunderstood material.
In contrast, I would like to help design an Educational GPS to help students identify and resolve a lack of understanding, and to provide the flexibility to navigate life experiences that may have held them back in a traditional setting.
The most vulnerable component of the “education equation” is the student, most of whom have an excess of difficulties that prevents them from learning, and yet very few of these are accounted for in many public schools.
The new AI Tools and Platforms will continuously measure a student’s progress, not just 2 or three times a semester, but moment by moment via cross-testing that will ensure rigorous understanding of foundational principles.
One of the most significant metrics in education is “efficacy”. If we could look at a bar graph of what is taught vs what is learned, no one should be happy with the current outcome, which is too many students left behind.
Education affects every component of society and cascades down through generations to affect every human and ecosystem on the Earth, and it is paramount that all stakeholders have an assurance of its effectiveness.
CUSTOM EDUCATION PRODUCTS:
If engineers can create unique designs for each client, including bridges, buildings, airplanes, spacecrafts, medical tools and computer systems, then educators can design and deliver sophisticated, custom learning tools for students.
The fact that educators deliberately grade students on a bell curve and routinely deliver poor grades to their students, is a sign that the interface between students and the information they need to access … is broken. Students have a right to have information presented in a way that they can assimilate and understand.
ONE-SIZE-FITS-ALL: Most educational products are “one-size-fits-all” … and do not account for the wide expanse of diversity among students. A successful educational product should account for culture, language, aesthetics, economics, neurology (unique brain type), physical and geographical metrics, as well as emotional and philosophical choices.
TAKE-IT-OR-LEAVE-IT: Most educational modules are “take-it-or-leave-it”, “now-or-never” products, that have limited customization and flexibility. A successful educational product should account for the plethora of competing elements and setbacks that are a part of everyday life for most students.
GRADE LEVELS vs MODULES: Most educational programs categorize students by Grade Level, regardless of the fact that each student learns individual subjects at different rates. A successful education program should allow students to advance through subjects at different paces, so that they can celebrate their successes and not be held back by their challenges. Students should be able to speed up, slow down, replay or repeat lessons and exams at any time. Students should be able to move through Modules of Learning that have no limiting time stamp.
ANYWHERE / ANYTIME LEARNING: The act of teaching has historically been assigned to whomever is physically present in the room, but new Education Platforms and technology should allow students to access learning from anywhere and from multiple entry points.
MULTIPLE TEACHERS: Students should be able to learn from multiple teachers and teaching perspectives from around the world. Students should be able to choose from a wide variety of teaching modules that help them understand core concepts.
BRAIN TYPE: Every student has a unique brain type that requires a specific set of metrics for the optimal input and output of information. Educators are often “age biased” when it comes to students, and they ignore the fact that young people’s learning styles and tastes are very specific towards gaining and holding their attention. Students require an education system that is tailored, flexible, meaningful, and above all, effective.
Thousands of students drop out of public school every day in the US and hundreds per day in Canada.
In many universities, 35-65% of what is taught in any given course is left behind on the table, in the form of lost and misunderstood information, unable to benefit any of the stakeholders.
Educators should be held accountable for the efficacy of their products.
Traditionally, educators have only been held responsible for the delivery of educational material, but that is not the metric used in many other professions, including engineering. An “unfinished” student is the same as an “unfinished” bridge.
An education is “unfinished” if a student does not understand the material, and therefore it is important for educators, and engineers, to not just deliver a system, but to ensure it works properly. In the world of an AI education, as many metrics as possible are accounted for, with the final product being a student who is happy and successful at being tested.
When students are left behind, and when students do not fully grasp foundational concepts, then the entire spectrum of stakeholders suffers lost potential.
If education is to be successful for everyone, then the bridge to learning must be built with the same deliberation as a bridge across a body of water. It has to carry everyone who travels on it and do it safely. It cannot only work for some people and leave others behind.
I would like to develop AI Learning Tools and Platforms that can guide educators and students through an optimal teaching and leaning experience, by evaluating a broad spectrum of individual metrics, and tailoring teaching modules to a student’s brain type and life experiences, for the purpose of maximizing the comprehension and retention of information, and to mitigate lost potential.
The AI educational products are modelled after a GPS system, in which students determine a destination and the educational GPS tools help them get there. The system will allow students to decide the “speed” and the “types of roads” they want to drive on, and it will account for detours and delays. There will be a continuous “recalculating” of routes depending upon the progress and life experiences of the student.
These Tools and Platforms can be used both by teachers in classroom settings, and by students in remote settings.
The objective is to provide an advantage to all of the stakeholders. No student should be left behind on the side of the road, which sadly is an all too common occurrence.
WHAT IT IS NOT:
The AI Educational Tools and Platforms are not “People Sorting”, nor an attempt to place students into categories. It is not a personality test. The AI Learning Tools and Platforms do NOT give feedback in the form of “this is who you are”. Rather students are encouraged to develop fluid and interactive connections. If a student becomes saturated with a learning mode, then they can shift to a new one.
The AI Tools and Platforms do NOT correlate brain types with outcomes, but rather the tools create “maps of opportunity” to help students reach their goals. It is like a conventional GPS, in that it will help every student keep track of their progress by continuously “re-calculating” their options, regardless of setbacks or changes in course.
The AI Tools and Platforms do not implement barriers to learning. There are no 3 strikes and you are out. If a student wants to try then they can try. This does not promote the idea that “everyone is good at everything” as a model of education. Students will be able to clearly see their progress against other students globally, and students will still have to be “internally motivated” and do the work to succeed.
The AI Tools and Platforms do not create a funnel of learning. Rather it is as broad as any map and as long as any lifetime. A continuous system of education allows students the flexibility to “re-route” at any time, due to detours, or a decision to explore different paths.
Students encounter as many or more setbacks as adults do, from divorce to hospitalization, and they require a learning tool that can intuitively change as they grow and mature.
Educational institutions have a duty to evaluate and vet students on behalf of the general public, but a single metric of delivery (one teacher and one subject in one classroom), and a single metric for success (a single grade), does not properly address the complex requirements of the general public and does nothing to help express the gifts and challenges that each student brings to the table.
AI Testing can be done via multiple paths, not just pen on paper. AI Testing Tools can include fill-in-the-blank, essays, and multiple choice, but it can also include drawings, videos, gaming, and the building of physical or software products.
AI Tools also have the ability to measure other gifts such as speed, dexterity, timing, scale and proportion, as well as measure interpretive skills such as sharing, determination, decisiveness, flare, and the ability to create humour, compassion and generosity. AI Tools can help students appreciate their strengths in both theoretical and practical applications.
For many students, certain types of tests are barriers to learning. Abandoning students to one type of testing can be destructive and leave students behind, so that their gifts are undervalued and undeveloped and of no use to them or the general public.
The true strength of AI Testing is in the use of repetitive-testing and cross-testing to ensure comprehension. AI tools can apply tests across multiple platforms, over and over again, in bite-sized modules, to ensure comprehension and to ensure that the student is comfortable with the subject, to the point of being able to teach it to others, or to use the information to build a new concept.
Competition is fun for many people, and competition makes us stronger, and competition encourages us to get back up, but for far too long, competition has had only one metric for success.
Years ago, a group of people in Hawaii started the "Ironman" competition, a triathlon consisting of over 220 kms of combined swimming, biking, and running. Initially, the focus was on the traditional metric of “1st to finish”, but over time the talent pool expanded and now athletes with all types of challenges complete the course.
True athletes come in many forms. Professional athletes who finish in under 11 hours, and the people who push their child or co-worker in a wheel chair through the entire course in under 30 hours, are all true athletes, even though their gifts, experiences, and finish times are very diverse.
In a similar way, AI Testing Tools can uphold the essential criteria of a test, and at the same time broaden the talent pool, by highlighting the wide spectrum of gifts and talents that are of value to the student and the general public.
AI accumulates the collective consciousness of humans, and in doing so it collects our faults and biases along with our strengths and goals.
The beauty of AI is that 1. it is great at detecting patterns, 2. it does not throw anything away (mostly), and 3. it has limitless modes of learning.
This makes AI the perfect educational companion. It means that a student will always be given a GPS route, regardless of their past. AI will never dismiss their ability to reach their goals. In contrast, too many students have been dissuaded from their dreams by teachers who have discounted their ability to move forward.
If a student wants to learn from a text book one day and a cartoon or a video game the next, then AI will help them do that without judgement or question. This concept alone frees up so much of what is holding students back from succeeding in education. Each human brain is unique, and each person’s experiences are unique, and their educational options should reflect that.
It is important to know that while some students are proactive and intuitive about their education, there are also many who are not introspective enough to self-regulate learning material to their advantage.
Therefore, the AI Intuitive Learning Tool is a good choice because it can help take the guess work out of selecting courses, by showing students what works for them, and by presenting optimal choices.
When we set out to fix something, it has the potential to benefit the whole world, and fixing the broken bits of education can have a significant impact on the entire earth.
A new paradigm for learning that addresses brain type, social and physical needs, and provides remote learning, is a platform that that will allow students to apply their dreams and hard work to a more sophisticated, satisfying, and more certain outcome for their future.
Many students spend 14-17 years or more, under the banner of education, and it shapes their entire futures. It is therefore essential that education address their specific needs.
What does it say about education when we teach children about the essentials of growth, but then fail to apply those same principles to the students themselves? Many students are left behind simply because of how the information is delivered.
One of the solutions is to use an engineering approach to develop intuitive, sophisticated, broad spectrum AI Learning Tools and Platforms that can help students tailor their education experience.
A “one size fits all” approach to education is a failed product, especially given that each human brain and each human experience is unique.
Therefore, students require information to be packaged in a specific form in order for it to be absorbed and understood.
If teaching cannot accommodate brain type or the life experiences of a student, then it is a failed product.
An engineering approach to education can provide an intuitive companion to learning, in the form of AI products that “work with” students to deliver a tailored product.
It is important to thank all of the truly great teachers who have helped so many students.