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>> OK Well welcome. Back you're going to higher education. We're very happy today an. American professor at another place. At U.G.A.. Today Palm is a renowned speaker world traveler. Has won all sorts of awards I was going to read off you know don't like either of them for that but more than that was my major professor when I was in the DR program years ago.

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A good friend but but more than that he also gave me a place to live when I was there so I would call him for a year in one of them lived longer than that with him except he got married and one day at breakfast his wife very politely asked.

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What would. The time is always the best things bigger and he's been working for people on education design. And also looking at books and they're in fact around the planet and I don't know where he's going to go with this but welcome Tom and thanks for the thanks Steve it's always great to be back at Georgia Tech I come over here every 10 years him giving by the doc so it's fun and it's especially fun because I see not just Steve but other former students here in the audience so that's fantastic so I gave a version of this talk 2 weeks ago as a keynote in Auckland New Zealand and it's morning I noticed that they had posted my keynote online the video and so forth.

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And I thought well if I get stuck in traffic I'll just call Steve and send them the U.R.L. he can play it but actually I changed it quite a bit last night so it's not quite the same thing but education was. I research is was developed in the early 1990 S. in the United States is more often called design based research but in Europe they prefer the term educational design research and just wrote a 2nd edition of the book and.

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That was Susan McKinney who's a professor at the University of 20 in the Netherlands so that's why we adopted that title rather than design based research was basically this the same thing and I think design based research educational Design Research has a lot of applications in many areas but I'm particularly concerned about how well we're preparing our students to grapple with this coming world of we're machine learning and robotics and so forth may take over a lot of the traditional careers that we prepare our students for and I feel like you know who might have come to Georgia Tech to talk about this because you're the people that are creating a lot of this stuff and on the cutting edge and so I'll probably say some naive things and if I do please forgive me so I teach at the University of Georgia I've been there since 1902 my wife Tricia Reeves who kicks Steve out of her home is also professor she's Fessor social work happy to report she's retiring as a the end of July so will both be retired them I'm a from Professor Emeritus so I keep an office on campus I still how about primarily with fund raising teaching people's classes when they're traveling informally advising doctoral students and so forth and this is but in zipper are 2 West Highland Terrier as we've had Westies for 30 years so we're rather fond of this breed of dog so artificial intelligence I know most of you in this room are the other any graduate students in the room any grudges so OK they're probably in the library study but.

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Most of you have advanced degrees probably all of you and you might think well you know this machine learning stuff is advancing rapidly robots are advancing rapidly they're not going to but they're not going to take my job my job is too sophisticated too complex for this technology well maybe by the end of this presentation a little seed of doubt might be planted.

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So one of these is a robot obviously you can see which one the other ones are human and these are have been developed by Professor. Hiroshi issue good or I'm sure I'm butchering his name at Osaka University in Japan and he and his team are promising that they are developing human like robots that will be able to express human emotions they're promising by within 5 years to have a robot that will be able to be happy sad afraid surprise angry and disgusted sounds like.

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Me when I read the news this. Angry and disgusted. But it's attracted a lot of attention as you might know I'm sure but in the scientific world and in business the business world. Now I grew up I was born in 1907 I grew up in a time when there were robots on the covers of magazines then as well but there were 2 types of robots one was the friendly scuse me warm robot that was going to take down our Christmas tree or put up our Christmas tree and the other was this horrific robot that was going to come and destroy us all so there are 2 different visions of what robots now I find scuse me I've got I got some water here Steve.

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I find that Time magazine is a good way of just kind of tracking developments in these kinds of areas so this was a 1950 issue of TIME magazine cover story about the Mark 3 computer that Harvard was developing for the U.S. Navy and in it it talked about the applications of the computer and so forth but then it also questioned whether or not this type of technology Remember this is $1950.00 S. a long time ago that whether machines were super human brains would actually.

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Be able to out think us and they said the men noticed the men who designed them tried to deny that they're creating their own intellectual competitors not so sure a lot of people can deny that today but March along about 30 years and we have the robot revolution feature on the copy of time and this is the one we're probably most familiar with in the sense that robotics have taking over a lot of manufacturing jobs and.

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You know assembly lines they said they you know look like giant birds a row of giant birds doing this work and so forth then March ahead another. 30 years or so and you have a special issue in 19152015 about the singularity and this is she talked about when man.

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People will become immortal 2045 and the singularity of course is the time when these technologies in terms of their power to think and perceive and see and so forth will exceed ours and. You know. I won't be around to see it but certainly some of you will. And so there are 2 visions of the singularity one vision is a very utopian vision people like Ray Kurzweil talk about high colonic.

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See it. And. I've never met column but I know him through Facebook so. Anyway the Topi in vision thinks that we will actually merge with these systems and we'll become immortal and then there's the dystopian version that other people write about our final invention and that these systems will one day wake up and say you know I don't think we really need those humans you know let's just.

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Keep a few verses and experiments and so forth but we don't really need them anymore. Even the popular press takes notice of these developments This is a cover of The New Yorker from a couple years ago and I love this cover because as you know I'm a big dog fan and you see this homeless guy in the robots tossing a few gears in this cup and the little dog down there is rather dubious looking at the robotic dog now.

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Here's a close up of that. Robotic dogs have been around for 20 years Tony introduced. A I bow bow 20 years ago and it didn't sell very well it was kind of expensive didn't have many capabilities but more recently they've introduced a new version of. It for $1700.00 you can have one of these and you pay $50.00 a month feed the download all the data that your dog and all the other dogs that are out there are perceiving and so your dog gets smarter and smarter in fact it was just announced in Japan they have linked up with a security company so now your robot dog actually becomes a watch dog and if there's something suspicious your robot a dog can inform the police.

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It's scary thought but so you know if you if you know about these things please don't tell my dogs OK button and zipper worry enough that we might get a cat if they thought they could be replaced by a robot they would really be distressed Now what about love the robot there's been a lot of speculation lately about you know whether or not these humanoid Intel intelligent.

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Robots would be lovable or you could have a relationship with them people have written books one on the left is published by MIT Press. Robot sex social and ethical implications love and sex with the robots. This is another interesting development and I don't think our ethical or legal systems are really contemplated what this might be but please don't tell my wife about these developments OK I know she won't get a robot dog but if she knows about this she might think about replacing me now I've been studying learning since 1966 this is actually.

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In that's me right in the middle there and troop County High School down there Le Grange Georgia and I'm putting a rat in a 3 stage rocket and. The it's interesting the rats survived but it was a an experimental design we had 2 rats Julian says and named after the top cheerleaders and once they had both been trained to.

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Run a maze we blasted Julia off and rocket she was recovered successfully. And we put them both back in the maze and guess what we found. No significant differences and so educational research goes on but so I have a long history with educational research now 10 years before my experiment with the rats folks met at Dartmouth College and they actually coined the term artificial intelligence at that time and in their initial efforts they were really trying to replicate human thinking and so they the thought was that they could program computers to learn all the moves of chess the various chess masters and use and so forth and that eventually.

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The AI systems would be able to be a master Well that didn't happen and then they switched the how the approach and so they developed what are called deep learning approaches him again I know you know way more about this than I do but basically the notion is that rather than teach they ISIS and everything that humans know let the systems learn on themselves and so they basically let Big Blue the I.B.M. computer play millions and millions of chess games and develop its own expertise as a chess player and we all know that a few years later Gary Gaspar of the chest champion was defeated by the Big Blue computer more recently the same type of system developed was developed to beat the world master in the game go which is infinitely more complex than chest so lots of the developments in this area.

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Along with this kind of speculation there are lots of some good scientific work a lot of you know yellow journalism if you will predicting that some places 25 percent some cases as high as 50 percent of all current jobs will be a limit. Aided by these systems within the foreseeable future.

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A lot of people talk about 2025 as being the critical year for that now. People are writing about this and it's not just you know manufacturing jobs or drivers of trucks and so forth that we've replaced by driverless cars but the profession so the Suskind or an unusual couple father son team actually Richard Suskind is one of the top jurist in the U.K. and the son is an economics professor at Oxford and they wrote a book about the future of the professions in which they've predict that physicians and and teachers and other.

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Other professionals will be replaced soon by these. Developments. Yes Are they showed it. And. Other people have written books Martin Ford is a kind of a science writer but he also has a scientific background his book The Rise of the robots probably has gained more attention than most of these kinds of books.

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But he gives many examples of how journalists will be replaced by these systems pharmacists for example he gives an example at the universe University of San Francisco Medical Center. Where they give out $10000.00 prescriptions a day without a human pharmacist being involved so they have essential were positive and these robots go and say you're a patient there and you need to have an aspirant this robot system goes to the essential Depository get your aspirin it's bar bar code it brings it to your bedside the nurse the ones you want the medication and they've significantly reduced errors and medications there it's interest out if you can read this but it says Please do not enter robot elevator with the robot know what that's all about.

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So and even teachers are being replaced this is the headline from right here at Georgia Tech where. Apparently this professor has developed a a I graduate assistant and the claim is that the students in his online course can't attack differences in the feedback they get from the AI base graduate assistants and the human graduate assistants.

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Now are there signs of hope for us well. Eric bring Noffs and Andrew McAfee a bunch of their names to write a book The 2nd Machine Age and they talk about 3 basic core human capabilities that these smart intelligent systems will not be able to replicate within the foreseeable future one of them is ideation creativity coming up with new ideas Another one is broad frame pattern recognition the ability to see complex problems and bring in all kinds of different data political economic social and cetera and recognize what's going on and then complex communication to be able to have empathy and and other types of human skills in order to complex with diverse populations and so forth.

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The question I asked those are our students developing these skills and if they aren't Is it our responsibility to see that they do. Are they really learning to be creative are they learning to recognize complex problems are they able to communicate clearly and multiple forms of communication with empathy and care and so forth.

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And so open question I think I was mentioning that I've done some work at the Air Force Academy and they. Are very concerned there that there could debts who may graduate with an almost perfect G.P.A. because they want to become pilots more than anything else. Aren't learning these things and so they're trying to develop new programs to help them develop these skills and so what is the how could educational research play a role here educational research particularly educational technology research my field doesn't have a very good track record when it comes to addressing these significant real world problems.

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What's the number 1066 mean to you. Doing thanks for playing Yes the Battle of Hastings but it's also the number of educational research journals that are published 1066 educational research journals that are ranked by S. JR That's a lot of journals in my field educational technology there are scores of journals I used to be the editor of one of these journals I review for most of those at various times and so we keep pumping out lots and lots of research but is it really having an impact and is it addressing the fundamental problems of education today the cases for that is a very good there's too much research on things every time a new thing comes out it's going to revolutionize education and you know these days it's 3 D. printers are virtual reality wearable technology mobile learning i Pads etc etc Every new technologies really predictable that when a new technology is introduced and they always come from outside it's a case of they're tossed over the walls of the classroom when they're supposed to revolutionize teaching and learning we don't have much research on problems one of the problems that we face lack of Student Engagement lack of intellectual curiosity in our students and under developed creativity we communication skills etc etc You know these are the problems all of our research should start with a focused on problems but unfortunately it doesn't.

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Here's an example of the type of research that gets published and this was a doctoral dissertation done in 2015 got published in age a cause review. Paper or tablet reading recalling comprehension OK So remember my experiment with the rats in 1966 this really isn't very different. And so what they did is they conducted the study at the Coast Guard Leadership Development Center and it was a experimental study the gold standard for education research according to some.

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$231.00 students who were randomly assigned either a digital tablet version of a reading or under $212.00 students to a paper version the reading was an $800.00 word leadership article it wasn't even aligned with the course they were in the people that were in this course. The treatment time for this experiment was less than 10 minutes they had 10 multiple choice questions pre and post test to measure recall and to short essay questions to measure comprehension and Steve what did they find there was no significant difference.

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Why did they even do this study how was it approved as a Ph D. dissertation at a land. A really good university I won't say which one university can have no I didn't say that but how was this approved as a doctoral dissertation but it was and it was published.

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And this goes on this goes on this was a headline just from last month. In this study was done it Cornell another good Institution study finds no difference in virtual reality learning outcomes compared to other modes What did they do experimental study a 3rd of the students were assigned to a hands on activity to learn about the phases of the moon a 3rd of the students took a 2 dish and computer based simulation program about phases of the moon and a 3rd of the students used this V.A.R. program about the phases of the moon and you guessed it they found no significant differences.

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Why do we continue to do research like this well this is where our book comes in we think there's a better way to do research in education and that's education design research or if you will design based research So how does it start 1st and foremost it starts with the den of cation of a serious problem students are engaged students are.

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Developing intellectual curiosity students are developing creative skills they don't think of themselves as creative whatever the really big problem is and then close collaboration with practitioners teachers faculty others who own this problem an important pedagogical challenge then you create a prototype solution to meet this problem this challenge inform.

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Me by the best possible theory and by the best possible practice. We want to emphasize content and pedagogy rather than technology alone in fact it may be that through the process you find that technology really doesn't have a role here we have to change something else maybe the assessment procedures or whatever give special attention to supporting human interactions then you go through multiple IT or 2 of cycles of testing refinement and retesting solutions until the problem is alleviated and at the same time your refining theory you're building new theory usually in the form of reusable design principles so that's kind of a synopsis of how this works this is our model and I'm going to use this model as a way of illustrating with a case study of a doctoral dissertation.

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Was involved in a Soko supervisor. But basically again you go through a phase of analysis an exploration that leads into a phase of design and construction of your prototype solution then you go through these inner tubes cycles of evaluation the reflection all with the goal of developing a mature intervention and the new theoretical understanding now the problem with this diagram it looks like you do one then the other than the other you don't you're going back and forth it's very interactive and it's process also you're trying to pay attention to implementation and spread if we're doing this study at Georgia Tech.

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We might be interested in how this could be applied that car he melon or MIT or other engineering schools and so we want to pay attention to those things as well so I want to show you a case case study of a Ph D. dissertation coast to provide us with Jim Harrington from Murdoch University and Australia and the student was Jim Vesper Now Dr Jim.

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And we Jim I've known Jim for many years he's one of the world's experts on good manufacturing practices for pharmaceutical vaccines and other perishable pharmaceutical products He's written books on it he's a very. You keynote speaker all over the place but he didn't have a doctorate so one time was talk with jam and he said you know I really would love to get a Ph D. but I can't afford to go back to school and you know I've got my own company too many.

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Commitments and so forth and I said well you know you could do your dissertation by research only through an Australian university and I'd spent a lot of time in Australia about 2 years all told and I had worked with Jan Harrington for many years we had written a book together and and I'd spent 5 months working with her and Western Australia so I knew about her excellent supervision skills so I introduced them and Jim decided to do his dissertation with her and I was the CO supervisor now I like to get my students you know education desirous our research starts with emphasis on a significant problem so I try to get my students to refer to an external framework of significant problems in this case Jim was focused on good health and wellbeing which is one of the Sustainable 17 sustainable development goals developed by the United Nations.

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So what's the problem well the problem is vaccine Quality Management Jim and I are both consultants for the World Health Organization and the World Health Organization has a big technical and human problem and that is managing the quality of vaccines around the world it's both a human problem and a technological problem vaccines have to be kept most vaccines have to be kept at a narrow temperature range between $4.00 and $8.00 degrees centigrade and if they get too cold they're ruined if they get too warm they're ruined so they have something called the cold chain management problem anytime vaccines I say they're manufactured in France and then they're shipped to a port in Turkey and then they eventually get down to a remote village for use with children those vaccine temperatures have to be tracked and you have to make sure that they were never affected by the temperatures so what the.

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Scuse me I'm sorry. The solution the World Health Organization's have for the last 15 years is once a year they run what they call the bus course and I went on the bus course bus course takes place in Turkey and what they do is they bring in 15 people from developing countries who are involved in the cold chain and these are professionals their physicians their pharmacists the public health inspectors and they travel down the cold chain in Turkey turns out that Turkey has one of the highest quality vaccine management systems in the world they have a 99 percent compliance rate with infant inoculations we have parts of this country where it's you know much much lower and then you surely have seen the news about these loans and so forth so we drove down we went from Izmir where we looked at a big warehouse where vaccines were store University Hospitals venture house and ours right down to the point of.

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Where the. Vaccines were administered various settings. The students again they're all professionals they work in teams and 3 during the bus course to figure out how how they could use the lessons they're learning in Turkey in their own countries to come up with improved plans for managing the vaccine cold chain in their countries we involve the students a lot of very experienced course.

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They do the program of the day they do the evaluation the sorts of things there's a lot are authentic tasks built into this bus course on the 1st day they are given vials of vaccine and all kinds of packing materials and their team has to package these vials of vaccines and then they're put up underneath the bus and a week later they're taken out and we see which of the vaccines are still viable how good a packing job did they do again they visit all these various sites and they then get right down to the ministration of the vaccines and so forth.

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So the problem was that only 15 W.H.O. can only afford to do this once a year and. They need there are hundreds if not thousands of people who need this course and so the problem became how could we enable more people to do this and the obvious answer was an online course now when I 1st broached this I'd written a book called A guide 2 of them to key learnings and.

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First broached this with the W.H.O. they said well we can't fit a bus on our computer screen Well that's what we set ourselves out to do and this is the context for you Jim Vespers Ph D. dissertation So here's our little model up here. And I'm going to go show you what you do during these phases so the analysis of exploration face you do a lot of the traditional things you do in any Ph D. study you do a literature review it orientation to the probably consult with stakeholders do various field based investigations you're also doing an exploration of the best possible practice in this area site visits professional meetings networking etc and.

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So. Then. So we had lots of meetings around the world this was a meeting we actually ran at a house up at Lake Lanier and we brought in some of the world's experts on cold chain management this gentleman is from Chicago he's one of the leading experts on cold chain management this gentleman's from London he's from the World Health Organization in.

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Geneva and that's Jim my student and myself and we spent days just you know brainstorming and figuring out how could we put this experiential learning course the bus course online. Then again I'm jumping really fast but you go into a phase of design and construction and you're exploring solutions mapping solutions creating prototypes and so forth this is kind of bread and butter work that you do here all the time.

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And so we would meet again in various places a meeting in Turkey where Lumet as a physician had to double kind of the brain behind this bus course. Myself Jim the doctoral student and a fellow from a company called a pal in Turkey that ended up programming our online course and again we spent days and days hammering away at the end of filing the objectives the feasibility of doing various things in the course and so forth we used the book I mentioned earlier the agent Harrington and Ron Oliver and I wrote called a guide to authentic he learned in this book has.

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9 critical factors that should be in any online course and so use these just factors to these design principles to illustrate this course that we developed so authentic context and task the students in this course play different roles that we converted the one week bus course into a 12 week online course again the learners are professionals in developing countries they spend the 1st 7 weeks in the course experiencing the simulated problems that they would have experienced if they had been on the bus the last 5 weeks of the Course they actually work with.

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Developing the public health agencies of developing countries as consultants to help them address real world problems in the cold chain so they take on realistic roles deciding if a vaccine has been affected by freezing or not real world task. And task like which vaccines could be used for other problems like You've got to get these vaccines to this regional health center let your refrigerated truck has broken down how are you going to package these vaccines in order to get them there safely the students work in 3 person teams again to solve these come up with their solutions and so forth so authentic contacts and tasks and we really tried to address the higher order.

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Parts of the cognitive. Zone of various types of outcomes rather than just lower order ones. Remembering understanding applying really try to get into allies ing evaluating and creating solutions. And then working with real clients again the last 5 weeks of the course they work with as consultants to real countries we use Albania sometimes we use several sub-Saharan African countries they submit their challenges then these professionals work to help them address their problems they in the course have access to lots of expert performances on various topics like thermodynamics and and and improving access and so forth.

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The students throughout the course change roles they play roles of a pharmacist or a consultant or a G.D.P. inspector and and so forth. So this is. A typical class. Here you have students from all over the world and you have 2 instructors one of them being Jim Vesper my Ph D. student who are being car to glue from them the World Health Organization and we call our courses of thing to learning because of the emphasis on authentic task.

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So here's a typical team of students one from Nigeria one from Sri Lanka one from Michael and Nisha and they are involved in collaborative construction of new knowledge. Again the 1st 7 weeks simulated problems the last 5 weeks real world problem they do a lot of reflection in the course they keep diaries and logs and so forth.

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We use a lot of opportunities for them to articulate and share their knowledge one tool we love is called Flip grid how many of you are for me with Flip very. It was developed at the University of Minnesota by our ritual friend Charlie Miller and it's a wonderful tool mainly used in K. 12 education but we use it with the World Health Organization and other groups are using it as well Charlie.

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Left academia got $17000000.00 worth of venture funding to develop for Flip grid and then I.B.M.. Or Microsoft Microsoft bought it. So we have a lot of coaching and scaffolding in the course we promise students and get feedback on their assignments within $24.00 hours. We use Google Docs and other tools for them to submit their work and to provide feedback.

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And lots of coaching in scaffolding the assessments it's not like they do all the studying and then they take a test the assessments are built right into the authentic task and that's really the essence of the authentic he learned model that we try to promote So they're doing these real task they're creating videos to show their work and so forth.

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And this is what the Course looks like. And here you have the 1st 7 weeks of the course represented these various facilities that they visit and then we've got all kinds of resources and and so forth and and I'm going to leave these slides with Steve and you can have these and you can go out and take a look at the course if you're interested.

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In something I've been emphasizing for decades is that technology is a tool to learn and we're not a technology to learn from one of the big problems with written another book about move and some contributors are in the room to that book but a lot of the moves unfortunately particularly the next moves emphasize learning from technology they have lots of videos and so forth for content delivery.

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And they don't really emphasize using the technology as a cognitive tool for problem solving now is construction creating meaning for Interfax and communication and collaboration. Again in our course we use a lot of different. Programs we use the appellate as the cork course but then we link out to lots of other types of tools.

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Now then Jim went into a phase of evaluation and reflection for this particular course lots of. Field testing and collecting their different types of data. And so for example this was our initial design for the course interface and you can see it's very creative but when we put this in front of public health inspectors and pharmacists and doctors they thought it was a joke and they didn't like it and we also had the learning experts review it they didn't like it either so we modified it and this went through multiple iterations of Jim collecting the data but this is what the Course looks like now it's still a map but it's much easier to perceive not so cartoony and so for.

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Another thing we found was that these learners who are professionals in their own right collaborative learning is new for most of them and so we really had to nurture collaborative learning with built in lots of games in the 1st couple weeks of the course and other things where they can form bonds and and.

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Build good collaboration. So out of this type of research Jim a den of 5. 9 design principles I'm just going to quickly tell you about 3 and we're doing. The 1st design principle when you come to a learning is rather than perfectly duplicate replicate or possible or necessary So for example I mentioned that in the bus course we had impact vaccines in the 1st day put them underneath the bus and then at the end of the week they take them out we see which ones are still viable couldn't do that in the online course Instead we did other types of things for example one of the skills that these folks need is the ability to do the shake test if you have vaccines that you think might be have been frozen you can shake the vials and watch how the sentiment falls and and detect whether or not it's been frozen so we taught that in the bus course they also teach that on lyre we actually send them vials of vaccine and we have them record videos of themselves doing the shake test and demonstrating that they have that skill another design principle is that collaborative learning is a new experience for most learners and has to be nurtured in the bus on the bus they form teams naturally they bond every night we set up a classroom at dinner and they talk about what they learn during the day and so for.

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Online we had to really do a lot of work to help people build the team spirit that they need to do to do in a course like this last design principles the fidelity of authentically learning must be sufficient to allow learners to suspend disbelief and feel like what they're experiencing is real and so we really hired some fantastic videographers to go into all the facilities that they would have gone to on the real bus and they can these videos are fantastic you can actually zoom in and go down to read an individual vial of vaccine.

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So and we got great feedback people said that these videos were so they felt like they were walking with the camera something that makes the Course so lively The good news Jim finished his Ph D. is now Dr Vesper. And that's Jan Harrington I didn't get to go over for the graduation.

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Jim and and I continue to collaborate this was a few months ago in Turkey where we were running some workshops. And. In fact Jim will be here and that will be at the Athens next week to. Visit us so the Course is one awards around the world for its new authentic approach to online learning and so the people of the World Health Organization are very pleased so why hasn't more research done this why why aren't we doing more design based research maybe here in Georgia Tech you are but the journals indicate that it's not happening in a lot of places part of it is the publisher perish you know unfortunately traditional quasi experimental experimental studies can be designed and done very rapidly or treatments can be 10 minutes and you can get your results published in journals.

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You get tenure promotion we need to change the system we need to have evidence collected that people are really having an impact that their research is having an impact that will probably never happen but we can hope I think most people in my field of educational technology would love to do research this way but unfortunately the funding sources and so forth tend to favor the traditional approaches.

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We have enormous needs in education we have to have a more socially responsible research agenda that focuses on problems that matter you know this one is a recent TIME cover I have a master's degree 16 years of experience work 2 extra jobs and donate blood plasma to pay the bills I'm a teacher in America this is a big problem we have teachers right here in Atlanta that can.

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Live tell that they live this story as well we continue to come up with a list of the greatest technologies the 30 technologies of the new decade and unfortunately most of the research that will get published will be focused on these things rather than significant problems I think our doctoral students should be required to situate their doctoral research in the context of a significant problem there are lots of them out there so are we preparing our students to compete with this brave new world of machine learning or robots I mention these 3 core skills that supposedly these systems won't be able to do any time soon ideation frame pattern recognition complex communication I recently read an article from Autodesk where they had machine learning AI systems that design new airplane doors that look bizarre they look bizarre but they're 60 percent lighter than anything human design is could come up with and so airlines like stands are adopting these designs that were designed with out human input.

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So maybe ideation is going by the bye what about complex communication you probably saw this story last month where I B M. Sponsored a debate between the world it's best debater and their system in the end the. Topic was should we invest in pre-schools in the end they him and.

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Judges voted that the human had won the debate but when they actually asked people in the audience they said that the machine learning responses gave them more information about the significance of the problem so maybe it won't be too long before the systems can win debates as well it's happening fast so we faced I think a critical time in our history.

[00:47:54]
And so maybe I'm like. The boy that cried wolf in a few years from now you'll think of him in that Reeves guy that came over here and talk about robots replacing my job well that never happened. And so I'll remind you Voltaire said Judge a man by the questions he raises rather than by his solutions but I'll leave you with another quote from Voltaire he said everything is fine that is our delusion Thank you.

[00:48:31]
So we have time for some questions and comments and I think we've got 9 minutes. Earlier. The next. Day In The Heat Heat ideation. For history. Is that early. Morning I mean. Yes we. Get to listen to. This. Story about. What he's. Really. Worked up in the Midwest.

[00:49:41]
Just everything except. For. Yeah well. Thank you for that question by the way do you have a student you know that might be interested in this book. Or could you find one. Yeah I already have a book he already has it. And. So that's a new 2019 version of our book but I really would like to inspire some students here it Georgia Tech to use this approach.

[00:50:49]
But. I think that. You know there is this one theory is that as these new jobs are are old jobs are taken away by advancements in technology that they'll be replaced by new jobs and that has happened quite a bit but. It seems to be turning now for example I was in South Africa a couple years ago and everybody in South Africa is learning to be a web designer.

[00:51:19]
And that's well and good but. You know my wife teaches a course U.G.A. about the human animal bond and one of the Simons for the students is they have to design a website that reports about a really strong relationship between human and animal well they use programs like Wix and we believe and so forth they don't need web designers and come up with beautiful designs and so we're training.

[00:51:45]
Generations of young people to think they're going to be web designers I don't think they're going to be so. You know I don't know myself what's going to happen with that but I suppose maybe. I wonder what machine. That is working with. So. You wouldn't know what was going to the solutions to.

[00:52:20]
Those are aspects of working. Yeah I think so but again I had to be a kind of a doom's speaker or something but there's a program developed at Northwestern University called quill and quill can write a news story in 30 seconds and a lot of editor Wired magazine says that within a few 3 years 90 percent of all new stories will be written by this type of software so what happens is this quill programs say the stock market goes up or down it this program goes out and gathers all this information and zaps out a news story about it and 30 seconds a human proofreads it.

[00:53:07]
That's hardly a journalism job and then it's put up on the Web So GA We have one of the top journalism schools in the country are we preparing people for absolute obsolete future. So I think you know that's another hopeful prospect that we could work with these tools I'm sure for example with those Autodesk created airplane doors that human engineers had to.

[00:53:38]
Then check ideas and so forth but when you look at these designs they don't look like any They look organic more than anything else and and yet they are so much lighter and stronger then the doors that human engineers were able to create. Yes or. No answer great question that's a great question would you like a copy of the book.

[00:54:20]
He doesn't want to. Show you and I didn't recognize you. How you do it he's a student here I've known Ian since he was wasn't born. I didn't recognize you don't I thought he's young because either earlier asked Are there any students here now. OK Well that's a great question and my brother is an artist and I've talked with him a lot about this and course there are.

[00:54:52]
Art programs and there are programs that are writing poetry now there are programs that are writing doing paintings and so forth. But I would love to think my firm belief is that the statics and beauty and the truth of art. Will remain our preserve least I hope so sir hope so him.

[00:55:22]
Otherwise. It's a bleak world sure. I saw the other day What was that some animal is doing paintings that look like Picasso was a pig so there's a pig have used it to see this story there's a in there selling these pig a console paintings on luck my sister in law did her Ph D. on Picasso Art School of the University of Virginia I haven't center that story.

[00:55:52]
Another question. Yes or. Consider. Factors. That dress. Like a. Horse or. Dress we'll. Just let. You know that. That is absolutely critical I took a slide out last night because I realized I had too many slides but what the slide I had was a picture it was from the Chicago Tribune of a group of workers in Wisconsin who were being were replaced by robots and the reason they were being replaced by robots not was because not because of the cost of paying them but because of the cost of their health care the cost of their.

[00:57:02]
Drug treatments the manufacturers who were replacing these workers with robots and the picture shows all these workers on break and they're all out there they're all. Smoking them so for the man the people who are replacing them say well you know they don't robots don't take sick days they don't abuse open drugs and so for me we have some enormous problems as you know this morning on the news I'm a veteran of the U.S. Army I heard that the housing at our bases it was outsourced to commercial entities and now people are living in fungus.

[00:57:46]
Filled homes and so forth on our military bases it's just corruption basic corruption so yeah we have some unknown. Most problems and I don't know whether these developments are going to help us address that or not. It's a major concern do you have a student I'd be interested in that's.

[00:58:04]
OK great. I do have a pretty good one I would just like one last question. You know. I would like to see some collaboration's of some of the top doctoral programs in any given field with the professional associations to develop a deposit repository of significant problems that need to be addressed.

[00:59:36]
And whether that's in no kids learning algebra or or calculus or whatever any given area or developing their creativity or their self-confidence or whatever. It developed this repository of problems are you so sorry. And the. You know I think we are associations and our doctoral programs need to come together to really get serious about this problem now Action Research differs from design based research in the sense that actual research generally focuses just on a single teachers or maybe a few teachers problem and they're not interested in theoretical contributions design based research educational desire search is really focused on not just developing a solution to a real world problem but also developing new theories of its significant difference here but that's a great question call and I'm going to give you a book and I hope you'll share it with someone that you will know Maggie I'm going to give you a book you don't get to ask your question but this is an another book that helped the folks at the W.H.O. right it's called Go authentic activities that support learning Steve has the U.R.L. where you can download this book and I think he's shared it widely but thank you again for your questions and your precipitation and I'm really glad to be here thank you.