From Chalkboards to Chatboards: What Will eLearning Look Like in 2075?

What will a classroom look like in fifty years? Hundreds of years ago, no one could have possibly imagined some of the exciting, effective learning technologies we have today. In just the last few decades, there have been dramatic technological advances that are changing the nature of the classroom, how students learn, and how teachers teach. Resources are more readily accessible and content is more engaging than ever before. In this blog post, I outline four of the most popular elearning trends of 2014 (including MOOCs, mlearning, virtual reality technology, and gamification) that could lay a foundation for the future state of schools, as well as speculate what classrooms, learning platforms, and teacher roles might be like in the future.

The Classroom of the Future

Albert Einstein said: “Your imagination is a preview of coming attractions.” When we consider education, does this mean that we will eventually live in a world where learning feels more like play and everyone has access to equal education? Will we live in a world where learning is individualized so every student maximally benefits from the learning experience? We might.

Let’s rewind a bit and appreciate how far we have come. Hundreds of years ago, learning was all about copying and memorizing. Learning happened verbally out of a tablet called a Horn-book and eventually on a chalkboard. Back then, it’s unlikely anyone could imagine the internet, let alone MOOC, virtual reality technology, or any of the mobile devices that exist today and are increasingly utilized in the classroom.

Then learning resources abruptly changed in the late 20th century.

As education spread across the country and infiltrated various socioeconomic groups, technology spread as well. Initially, computers seemed quite removed from the classroom. However, even as far back as the 1960’s, linked computer terminals allowed students to access informational resources while they concurrently listened to a related lecture. With the popularization of the web several decades later, possibilities in e learning grew exponentially.

The e learning domain has evolved over several iterations. At first, a typical instance of e learning involved video clips that demonstrated a task. Learners were prompted to answer multiple choice questions to advance, but this model did not take place of instructor-led training. Next, e learning became more interactive. Advances in graphics and storage allowed for more complicated programs, and learners could start participating in simulations or choosing the path of their lesson. Then came the Social Learning Management System, which allowed for blended learning. For the first time, designers could build course ware that involved content or interaction with experts within any organization, and learners had control over how and when they absorbed the content. Learners could track their progress and improve on past scores. Some courses even replaced the role of instructors, and more and more learning institutions adopted e learning platforms. In just a few years, nearly half of all college classes may be e learning-based. Similarly, over 40% of the global Fortune 500 companies use some form of educational technology to train employees (ELearning Magazine, 2013). So where is all of this going? If we place ourselves in the perspective of the 16th century learners, what could emerge that may not possible be able to imagine today?

Future e Learning Trends

Futuristic e learning will probably involve technologies and platforms that derive from current trends. In this section I will outline some of the recently popular and emerging trends, which could easily develop into exciting, advanced, and helpful learning models.

1. MOOCs (massive open online courses) are just what they sound like. These open, online courses allow millions of people to take the same course at once from just about anywhere in the world. Someone may be in Australia chatting with their classmate in Canada in real-time. Originally, MOOCs emphasized the open access features such as the open licensing of content, structure, and learning goals. However, newer MOOCs involve closed licensing for course materials, while maintaining free access to students. It is suggested that MOOCs may eventually not be free. However, a $7,000 computer science degree via a series of MOOCs from Georgia Tech sure is a lot more affordable than the actual tuition for four years (Georgia Tech unveils first all-MOOC computer science degree). With this model, learning is possible for just about anyone with an internet connection. Though MOOC providers are still figuring out ways to monetize this platform, free online education will probably just get better and better, become more accessible, and permeate throughout more avenues.
2. mLearing (Mobile Learning)
3. Soon, online courses will become readily accessible on mobile devices. Not only do mobile devices allow you to learn from anywhere, newer devices are equipped with digital compasses, dual cameras, incredible audio, etc. Imagine the learners of the future who will be able to watch a lesson on-the-go while utilizing apps and features of their mobile devices to actually take measurements, do science experiments, or communicate with other learners. For instance, why do a geometry word problem on paper when you can actually go into the field and take measurements and make calculations, such as finding the length of the hypotenuse between the ground and the Statue of Liberty, which they can then input into their mobile device and use as part of the lesson? In 2014, there is a sharp distinction between formal and informal learning. However, e learning, and especially learning, makes “informal learning” so accessible that much more “informal learning” could be incorporated into the curriculum. Students will eventually have nearly unlimited access to topics that interest them. Perhaps students will eventually have much more choice about what topics they explore, as long as they are developing necessary skills and meeting a basic set of requirements. m Learning also introduces the possibility of incorporating social media into the learning atmosphere. Why does “social” have to mean sharing cat photos and selfies? Social media could become the primary forum for idea sharing, tutoring, etc. Facebook, Twitter, and other social media sites share the common attributes of “instantaneous idea sharing.” If those ideas were directed towards academic or training content, we might rethink using Facebook (or other social platforms) in the classroom.
4. Virtual Technologies
5. In the 1990’s and early 2000’s, I MAX and 3D movies gave viewers a somewhat realistic experience. However, futuristic virtual reality technologies could actually put learners in the role of discoverer, astronaut, historical figure, businessman, etc. Technologies like Google Glass and other wearable tech devices might become so readily available that they can permeate throughout learning institutions. Sometimes called “immersive multimedia,” the possibilities of virtual reality are endless (literally), because if you can imagine it, you could virtually design it, interact with it, and incorporate it into the learning experience. CAD software and multi modal devices are advancing rapidly, and so a futuristic learning experience could incorporate recreated sensory experiences including virtual taste, smell, sound, touch, and visuals.
6. Gamification
7. e Learning courses of the future will likely resemble an interactive video game rather than a traditional lecture. Candy Crush and World of Warcraft have taught us a lot about the cognitive psychology behind engagement. Learners like games. They like challenges, interactive elements, and opportunities to develop strategies. They also like mastering concepts (leveling up), immediate feedback, and characters with distinct personalities. Great courses of the future will likely include many of these elements which will make the learning experience so exciting, interactive, and fun that learners can’t wait to participate and reap the benefits by mastering the content.

What Will Happen to Schools and Teachers?

In 1997, Peter Trucker said, “Universities won’t survive. The future is outside the traditional campus, outside the traditional classroom. Distance learning is coming on fast.”

Distance learning very well may be the future of schools, but if you’re a teacher, principal, administrator, or professor, don’t get scared quite yet. eLearning certainly will revolutionize our traditional notion of classroom or campus, but that does not mean anyone’s job is on the line. In fact, elearning can be a great resource because it frees up time and provides much richer content, and educators’ roles will evolve to fit the times. Laboratories, social outlets, activity hubs, sports teams etc. may remain as important amenities of schools, but the classroom will function differently. Students may be able to choose a virtual setting for their courses, and this setting may change depending on what they are studying. A teacher may become a facilitator, motivator, and confidante rather than a transmitter of knowledge or disciplinary figure. Teachers may be the people designing the content, organizing the flow of courses, making sure students stay on-track, and supplementing the online content. Also, there may be no such thing as a “class” with thirty or so students, because students may join many different online learning communities with students from all over the world.

Education today is certainly a diamond in the rough and elearning could be the polish that cleans up sub-par teaching, provides equality across socioeconomic groups, and makes learning a whole lot more exciting. In 2014, the possibilities are slowly emerging, but let’s stay true to Albert Einstein’s suggestion, so that in 2075, what we imagine can actually happen

The Physical Space

The days of classrooms where a teacher desk sits at the front of the classroom and students’ desks are neatly aligned in rows are over. Learning technologies, and changing pedagogical methods, are not only changing the way we teach but also the physical environments we teach in. The role physical environments play in our learning is just beginning to be studied and understood. Akinsanmi (2011) asserts that “there is little research on the role the physical environment plays in the learning process” but more and more educations theorist and psychologists are beginning to offer perspectives “from which designers can conceptualize the creation of an optimal learning environment” (The Optimal Learning). One thing that is clear from the research of the physical spaces which make up learning environments is that current classrooms seldom facilitate 21st century learning.

A study done by the Herman Miller Company (2011) on adaptable spaces and their impact on learning identified four key constructs that affect student learning; Basic Human Need, Teaching, Learning, and Engagement. Herman Miller assert that there is a “pedagogical value of a comfortable chair” and that by “recognizing the impact that physical comfort has is support of pedagogy, and designing flexible, comfortable learning spaces enhances the experience of both faculty and students.” When classroom furniture is easily moved to allow for comfort and practicality students’ learning experience was heightened with increased seating comfort (32%), being able to clearly understand the professor (14%), and view materials (17%). Besides students being better serviced by redesigned and malleable classrooms educators also reported the benefits of increased lighting, better access to internet connection.

The research summary also highlighted the fact that with regard to teaching “emerging discoveries about how people learn, rapid advancements in technology, and heightened awareness of student expectations” were what caused the most pedagogical changes and in order for teachers to take advantage of these changes teaching spaces must be able to utilize new technologies and have classroom “flexible enough to accommodate different teaching styles”. Adaptable learning spaces also better facilitate learning especially since the “meaning of knowing has shifted from being able to remember and repeat information to being able to find it use it and contextualize it.” Marc Presnsky describes how students no longer prefer large lecture halls and instead desire learning spaces that “allow them to get to know one another, engage in dialogue, work independently or in groups on projects…get or provide private feedback [and] seek a collaborative environment that fosters understanding and learning” (Herman Miller Company, 2011, p. 5-6). Prensky’s quote perfectly illustrates why classroom spaces should no longer be static but should be easily adaptable to fit whatever activity or pedagogical method the teacher chooses to deliver that day’s lesson in.

Lastly adaptable learning spaces make it easier to engage students by allowing for the quick and easy configuration of classrooms to facilitate different kinds of activities. Students who participated in classes held in classrooms designed around adoptable spaces ideas reported being 24% more engaged in class and 23% more likely to feel that communication was better facilitated while teachers describded how it was easier to integrate teaching methods (22%), easier to use technology while instructing.The figures below are also taken from the study and show just how effective adaptable spaces are.

“Additional insights came from evaluating faculty and student perceptions about collaboration and fostering a sense of community or belonging within the Learning Studio. Students reported they are:

? 16% more likely to feel comfortable asking questions

? 28% more likely to be able to conduct group work

? 20% more likely to feel the classroom presents the appropriate image for the college

? 22% more likely to feel valued

The results from faculty were even more supportive. Faculty members are:

? 32% more likely to agree that collaboration between students is better

? 24% more likely to agree that collaboration between faculty and student is better

? 44% more likely to believe the Learning Studio conveys the appropriate image

? 47% more likely to feel valued (Herman Miller, 2011, p.8-9)"

Classrooms designed using adaptable learning spaces adhere exactly to what Askinsanmi described as removing "the focus from the teaching wall and creating the ambiance of a favorite grandma's living room, thereby providing an emotionally safe, comfortable and visually stimulating environment" (p. 6). When students are comfortable, sitting in a room that they feel caters to their needs they are more willing and able to learn. Hopefully as our ideas about how to instruct students continue to change and evolve so will the way we setup and decorate our classrooms.

The Pedagogical Place

Besides the physical layout of the classroom changing so will the tools we use to instruct students. As Heather E dick asserts “there is increasingly sophisticated technology to come” which will benefit teachers “in terms of resource management and the opportunity to tap sources of knowledge that would not have been available because of geographical barriers” (E dick, Visions of the). Besides technology’s increased use in the classroom of the future another major change “is an emphasis placed on learning models that support the active construction of knowledge and skills.” Instead of educational environments and instruction being passive “there has been a shift…to environments in which the learner actively explores the world and constructs their own internal models of understanding (Classroom of the, 2006).” Classrooms of the future will no longer be little factories where we “can find teachers encouraged (and often compelled) to mass produce learning and marginalize the differences in aptitudes, interests, and abilities” which no longer “prepare students for the fast changing global society they will inherit” (Fielding, Lackey, Nair, 2011).

The Human Computer Interaction Lab (2006) completed a study which anticipated the development of “new embedded technologies that can be a seamless part of any physical object in schools” which can then be used to support learning” (Classroom of the). One example of technology being used to facilitate learning when it is viewed as a “constructive and social activity” is the internet. As the internet “increasingly gained in popularity as a communication channel” and Web 2.0 applications become more common “attention switched to social interaction and its relevance for learning” (Marital-Siegl, 2010, p. 3). An example of this might be students using a curation tool such as Paper.li to sort and evaluate information before sharing it with others or collaborating on a Wiki space page with another student, both of which focus instructions on the active construction of knowledge and building communities and social interaction. In the classroom of the future technology will no longer limit collaboration and community thinking solely to the inside of the classroom but will allow for these activities to occur outside the classroom in the real world. Students could learn Chinese “using a large HDMI monitor and High Definition sound system, along with a web connection…[and instructors] could take them on virtual field trips once a month, wearing a wen camera that shows students sites, such as the Wall of China” while also allowing them to practice their Chinese with native speakers (Edick, Visions of the).

In addition the classroom of the future will facilitate learning by using technology-enhanced objects while also “building communities in virtual and physical learning spaces.” By embedding technology into “familiar every-day devices” it makes the technologies easy to use while also turning them “into tools for effective and motivating learning.” An example of this might be having students complete concept maps on a whiteboard or laptop or by having students use StoryTable to collaborate while making a story. An example of a “knowledge-building community” existing both inside and outside of the classroom is a project called CIPHER (Communities of Interest to Promote the Heritage of European Regions) which “constitutes a multidisciplinary community in the field of digital cultural heritage.” The project uses “advanced technology and the digital tools applied in the creation, recording, and preservation of cultural heritage…[with] collaboration taking place between different groups and communities, such as universities, local schools, and museums” to produce the artifacts used in the project (M?kitalo-Siegl, 2011, p. 5-7). A classroom designed to allow this kind of learning would need space for collaboration to occur, access to the technologies that allow for the creation of artifacts and would look remarkably different from the look of most classrooms today.

The classroom of the future might also be paper free as laptops and other educational technology allow for the elimination of paper. As laptop and tablet computers become cheaper in the near future instead of teachers copying handouts and exams to give to students they will be ‘pushed’ online to students. All students will carry laptop computers which will include textbooks, eliminating textbooks, heavy backpacks and lockers, while also making for a cleaner classroom environment. The use of laptops and tablets could also allow for students to keep electronic portfolios enabling them to “add comments and reflections based on an artifact at any time.” The portfolios could also be used during parent teacher conferences by allowing the teacher to share students portfolios “via SMART board or a tablet and explain the student’s progress to the parents using the portfolio” (Edick, Visions of the).

The classroom of the future is a space, both physically and pedagogically, in flux. The physical spaces which make up the classroom, the educational technologies we use, and the teaching pedagogy we subscribe to are not static and as educators it is critical for use to continue learning about what the classroom of the future will look like. No matter what state or country we teach in these changes will affect us all. As Makitalo-Siegal et al (2010) assert “teachers themselves should be more open to new pedagogical models and the development of technology as well as be willing to regularly update their knowledge by participating in in-service education and reading current research literature” (2010, p.7).

Remember the Jetsons? That iconic family of the future depicted in the 1960s cartoon? They lived in a futuristic society marked by flying cars and advanced technology -- and yet, they learned in a lecture-based system with the teacher (albeit a robot one) directing the process from the front of the room.

We have always struggled to envision the future, often superimposing new technology over our current views. Though the creators of the Jetsons did not have the constraints of standardized tests, limited budgets, or even gravity, their schools closely resembled those of the 1960s -- which, in many ways, still look like those of today. The challenge of imagining the future of learning can seem daunting. However, snapshots already exist. We just need to look beyond our current classrooms to identify some of the key tenets for our learning environments of the future.

Key Tenet #1: Flexible, Customized Learning

The Jetson kids' schools, Orbit High and Little Dipper, mirror many of the teacher-centric learning environments that we see today. However, given the capabilities afforded by new technologies, especially mobile devices, learning no longer needs to be fixed and structured.

The reality of flexible, customized learning environments struck me when I started taking a spin class at the gym. Upon entering the room, I discovered that every bike had been deconstructed -- the handlebars and seats had been removed from the frames. Before beginning, I had an opportunity to set up my learning environment to best fit my physical stature.

Within current classrooms, most of us ask our students to sit in the same types of seats, to use the same texts, notebooks, and technology, and to work within an environment configured primarily by the teacher. Instead of imagining learning environments that look like today's classrooms, we could think about them through the lens of a spinning studio. Students enter the room each day and then configure their space to fit their intellectual stature.

At Eanes ISD in Texas, teachers have begun rearranging their classrooms to become fluid and mobile spaces as a result of their 1:1 iPad initiative. Idea paint covers portions of walls. Chairs and desks easily move for collaborative work, and space has been carved out for quiet, reflective thinkers.

Similarly, at the Hillbrook iLab, students begin their learning with a completely empty space. Tables, desks, chairs, and even walls can be moved to create the ideal environment to support the students' learning. In the future, rather than ask learners to conform to the space, the space could be adapted to the students.

Key Tenet #2: Ubiquitous, Embedded, Invisible Technology

In much the same way that students may configure their physical learning spaces, they could also design their digital ones. Elroy Jetson regularly turned to his "homework helper" to support his learning. However, he had limited access to the machine given its size -- and that it was built into the wall.

It’s hard to believe that the Jetsons were forecasting the year 2030, because in many ways, the real future is already here. Mobile devices could enable Elroy to access his academic support from anywhere at any time. Fifteen years ahead of schedule, technology has truly become ubiquitous. In fact, it is so embedded in our society that all of us carry in our pockets the ability to access information and communicate with others.

In the future, educational technology could also be invisible. As Michael Cohen wrote in The Invisible iPad:

A truly revolutionary invention should, in time, become invisible. No longer is it viewed as something special, yet its effects are far reaching.

For our students, learning will be completely supported and infused with technology. Seamlessly, tools and apps will buttress the ways in which students consume course content, create artifacts and evidence of their learning, curate objects into an overarching learning experience, and connect with others from around the world. Teachers will no longer focus on how to fit technology into their curriculum. Instead, it will become just another facet of student learning.

Key Tenet #3: Ongoing Diagnostics and Feedback

While the robot teachers from the Jetsons may have effectively managed classroom antics and disseminated content, they did little to differentiate instruction based on personal connections to students.

In 2009, Elizabeth City, Richard Elmore, Sarah Fiarman, and Lee Teitel wrote Instructional Rounds in Education. Applying lessons learned from teaching hospitals, they encouraged school and district leaders to conduct rounds in much the same way as doctors check on their patients. However, in classrooms of the future, not only could administrators complete rounds to provide professional feedback to teachers, but teachers could also conduct daily rounds with their students.

Imagine if teachers ran individualized diagnostics each morning to assess changes in learning, comprehension, and even emotional well-being. Based on that interaction, plans could be adapted to align with the learning status of each student. Rather than developing their curriculum in isolation, teachers could have time during rounds for collaborating with colleagues to create customized, flexible learning plans ensuring that each student received the best possible course of action. While the robot teachers may have been efficient for disseminating content, only a human teacher can nurture essential personal connections with students.

What is the future of technology in education?

A couple of weeks ago I was questioning myself on what I thought the future of technology in education was. It is a really interesting question and one that I am required to think about all the time. By its very nature, technology changes at a fast pace and making it accessible to pupils, teachers and other stakeholders is an ongoing challenge.

So what is the future? Is it the iPad?

No, I don't think it is. For me, the future is not about one specific device. Don't get me wrong, I love the iPad. In fact, I have just finished a trial to see if using them really does support teaching and learning – and they have proved effective.

iPads and other mobile technology are the 'now'. Although, they will play a part in the future, four years ago the iPad didn't even exist. We don't know what will be the current technology in another four. Perhaps it will be wearable devices such as Google Glass, although I suspect that tablets will still be used in education.

The future is about access, anywhere learning and collaboration, both locally and globally. Teaching and learning is going to be social. Schools of the future could have a traditional cohort of students, as well as online only students who live across the country or even the world. Things are already starting to move this way with the emergence of massive open online courses (MOOC).

For me the future of technology in education is the cloud.

Technology can often be a barrier to teaching and learning. I think the cloud will go a long way to removing this barrier. Why? By removing the number of things that can go wrong.

Schools, will only need one major thing to be prepared for the future. They will not need software installed, servers or local file storage. Schools will need a fast robust internet connection. Infrastructure is paramount to the the future of technology in education.

We don't know what the new 'in' device will be in the future. What we do know, is that it will need the cloud. Schools and other educational institutions will need to future proof their infrastructure the best they can.

This should be happening now. If you want to start to use mobile technology in your school, whether it is an iPad program or a bring your own device (BOYD) program your connectivity must be fast and reliable. Student and teacher buy in, is so important. If the network is slow and things are not working properly students and teachers will not want to use the devices. Make the sure the infrastructure is there before the devices.

Teachers can use the cloud to set, collect and grade work online. Students will have instant access to grades, comments and work via a computer, smartphone or tablet. Many schools are already doing this. Plus, services such as the educational social network Edmodo offer this for free.

This is where devices come in. All devices, not matter which ones we will use in the future will need to access the cloud. Each student will have their own. Either a device specified by the school or one they have chosen to bring in themselves.

School classrooms are going to change. Thanks to the cloud and mobile devices, technology will be integrated into every part of school. In fact, it won't just be the classrooms that will change. Games fields, gyms and school trips will all change. Whether offsite or on site the school, teachers, students and support staff will all be connected. In my ideal world, all classrooms will be paperless.

With the cloud, the world will be our classroom. E-learning will change teaching and learning. Students can learn from anywhere and teachers can teach from anywhere.

The cloud can also encourage independent learning. Teachers could adopt a flipped classroom approach more often. Students will take ownership of their own learning. Teachers can put resources for students online for students to use. These could be videos, documents, audio podcasts or interactive images. All of these resources can be accessed via a student's computer, smartphone or tablet. As long as they have an internet connection either via WiFi, 3G or 4G they are good to go.

Rather than being 'taught' students can learn independently and in their own way. There is also a massive amount of resources online that students can find and use themselves, without the help of the teacher.

This of course means the role of the teacher will change.

Shared applications and documents on the cloud, such as Google Apps will allow for more social lessons. How often do students get an opportunity to collaborate productively using technology in the classroom? It isn't always easy. However, students working on documents together using Google Apps is easy. They could be in the same room or in different countries. These are all good skills for students to have. Of course, these collaborative tools are also very useful for teachers. I for one have worked on several projects where these tools have lets me work with people across the country. Some of which I have never met.

What we must remember is that when schools adopt new technology and services, they must be evaluated. This way, as a school, you know if they are successful and what improvements are needed. Staff will also need training, you can't expect staff to use new technology if it they are not confident users or creators. Any initiative is doomed to failure without well trained, confident staff who can see how technology can support and benefit teaching and learning.

Plenty of schools have already embraced this, but there's still a way to go to ensure all schools are ready for the future of technology. It is time for all schools to embrace the cloud.

10 Roles For Artificial Intelligence In Education

For decades, science fiction authors, futurists, and movie makers alike have been predicting the amazing (and sometimes catastrophic) changes that will arise with the advent of widespread artificial intelligence. So far, AI hasn’t made any such crazy waves, and in many ways has quietly become ubiquitous in numerous aspects of our daily lives. From the intelligent sensors that help us take perfect pictures, to the automatic parking features in cars, to the sometimes frustrating personal assistants in smartphones, artificial intelligence of one kind of another is all around us, all the time.

While we’ve yet to create self-aware robots like those that pepper popular movies like 2001: A Space Odyssey and Star Wars, we have made smart and often significant use of AI technology in a wide range of applications that, while not as mind-blowing as androids, still change our day-to-day lives. One place where artificial intelligence is poised to make big changes (and in some cases already is) is in education.

While we may not see humanoid robots acting as teachers within the next decade, there are many projects already in the works that use computer intelligence to help students and teachers get more out of the educational experience. Here are just a few of the ways those tools, and those that will follow them, will shape and define the educational experience of the future.

1. Artificial intelligence can automate basic activities in education, like grading.

In college, grading homework and tests for large lecture courses can be tedious work, even when TAs split it between them. Even in lower grades, teachers often find that grading takes up a significant amount of time, time that could be used to interact with students, prepare for class, or work on professional development.

While AI may not ever be able to truly replace human grading, it’s getting pretty close. It’s now possible for teachers to automate grading for nearly all kinds of multiple choice and fill-in-the-blank testing and automated grading of student writing may not be far behind. Today, essay-grading software is still in its infancy and not quite up to par, yet it can (and will) improve over the coming years, allowing teachers to focus more on in-class activities and student interaction than grading

.2. Educational software can be adapted to student needs.

From kindergarten to graduate school, one of the key ways artificial intelligence will impact education is through the application of greater levels of individualized learning. Some of this is already happening through growing numbers of adaptive learning programs, games, and software. These systems respond to the needs of the student, putting greater emphasis on certain topics, repeating things that students haven’t mastered, and generally helping students to work at their own pace, whatever that may be.

This kind of custom tailored education could be a machine-assisted solution to helping students at different levels work together in one classroom, with teachers facilitating the learning and offering help and support when needed. Adaptive learning has already had a huge impact on education across the nation (especially through programs like Khan Academy), and as AI advances in the coming decades adaptive programs like these will likely only improve and expand.

3. It can point out places where courses need to improve.

Teachers may not always be aware of gaps in their lectures and educational materials that can leave students confused about certain concepts. Artificial intelligence offers a way to solve that problem. Coursera, a massive open online course provider, is already putting this into practice. When a large number of students are found to submit the wrong answer to a homework assignment, the system alerts the teacher and gives future students a customized message that offers hints to the correct answer.

This type of system helps to fill in the gaps in explanation that can occur in courses, and helps to ensure that all students are building the same conceptual foundation. Rather than waiting to hear back from the professor, students get immediate feedback that helps them to understand a concept and remember how to do it correctly the next time around.

4. Students could get additional support from AI tutors.

While there are obviously things that human tutors can offer that machines can’t, at least not yet, the future could see more students being tutored by tutors that only exist in zeros and ones. Some tutoring programs based on artificial intelligence already exist and can help students through basic mathematics, writing, and other subjects.

These programs can teach students fundamentals, but so far aren’t ideal for helping students learn high-order thinking and creativity, something that real-world teachers are still required to facilitate. Yet that shouldn’t rule out the possibility of AI tutors being able to do these things in the future. With the rapid pace of technological advancement that has marked the past few decades, advanced tutoring systems may not be a pipe dream.

5. AI-driven programs can give students and educators helpful feedback.

AI can not only help teachers and students to craft courses that are customized to their needs, but it can also provide feedback to both about the success of the course as a whole. Some schools, especially those with online offerings, are using AI systems to monitor student progress and to alert professors when there might be an issue with student performance.

These kinds of AI systems allow students to get the support they need and for professors to find areas where they can improve instruction for students who may struggle with the subject matter. AI programs at these schools aren’t just offering advice on individual courses, however. Some are working to develop systems that can help students to choose majors based on areas where they succeed and struggle. While students don’t have to take the advice, it could mark a brave new world of college major selection for future students.

6. It is altering how we find and interact with information.

We rarely even notice the AI systems that affect the information we see and find on a daily basis. Google adapts results to users based on location, Amazon makes recommendations based on previous purchases, Siri adapts to your needs and commands, and nearly all web ads are geared toward your interests and shopping preferences.

These kinds of intelligent systems play a big role in how we interact with information in our personal and professional lives, and could just change how we find and use information in schools and academia as well. Over the past few decades, AI-based systems have already radically changed how we interact with information and with newer, more integrated technology, students in the future may have vastly different experiences doing research and looking up facts than the students of today.

7. It could change the role of teachers.

There will always be a role for teachers in education, but what that role is and what it entails may change due to new technology in the form of intelligent computing systems. As we’ve already discussed, AI can take over tasks like grading, can help students improve learning, and may even be a substitute for real-world tutoring. Yet AI could be adapted to many other aspects of teaching as well. AI systems could be programmed to provide expertise, serving as a place for students to ask questions and find information or could even potentially take the place of teachers for very basic course materials. In most cases, however, AI will shift the the role of the teacher to that of facilitator.

Teachers will supplement AI lessons, assist students who are struggling, and provide human interaction and hands-on experiences for students. In many ways, technology is already driving some of these changes in the classroom, especially in schools that are online or embrace the flipped classroom model.

8. AI can make trial-and-error learning less intimidating.

Trial and error is a critical part of learning, but for many students, the idea of failing, or even not knowing the answer, is paralyzing. Some simply don’t like being put on the spot in front of their peers or authority figures like a teacher. An intelligent computer system, designed to help students to learn, is a much less daunting way to deal with trial and error. Artificial intelligence could offer students a way to experiment and learn in a relatively judgment-free environment, especially when AI tutors can offer solutions for improvement. In fact, AI is the perfect format for supporting this kind of learning, as AI systems themselves often learn by a trial-and-error method.

9. Data powered by AI can change how schools find, teach, and support students.

Smart data gathering, powered by intelligent computer systems, is already making changes to how colleges interact with prospective and current students. From recruiting to helping students choose the best courses, intelligent computer systems are helping make every part of the college experience more closely tailored to student needs and goals.

Data mining systems are already playing an integral role in today’s higher-ed landscape, but artificial intelligence could further alter higher education. Initiatives are already underway at some schools to offer students AI-guided training that can ease the transition between college and high school. Who knows but that the college selection process may end up a lot like Amazon or Netflix, with a system that recommends the best schools and programs for student interests.

10. AI may change where students learn, who teaches them, and how they acquire basic skills.

While major changes may still be a few decades in the future, the reality is that artificial intelligence has the potential to radically change just about everything we take for granted about education.

Using AI systems, software, and support, students can learn from anywhere in the world at any time, and with these kinds of programs taking the place of certain types of classroom instruction, AI may just replace teachers in some instances (for better or worse). Educational programs powered by AI are already helping students to learn basic skills, but as these programs grow and as developers learn more, they will likely offer students a much wider range of services.

The result? Education could look a whole lot different a few decades from now.

We Can See the Future from Here

In the future, students could learn in flexible, customized environments designed to best meet their needs and choose from a virtually unlimited quiver of tools and devices. Teachers could continually assess and adapt curriculum to best support their students. And with ubiquitous access to mobile technology, learning is no longer constrained by an arbitrary time period or even the physical dimensions of a school. In the end, we could create resource-rich, student-centrist, active learning environments for our students. One thing I wouldn't want to have, though: robot teachers.

LeBlanc says that while costs might not make the traditional 4-year college experience feasible for everyone in the future, he doesn’t think it will disappear entirely.

“It’s a remarkable experience. It’s too expensive—I’m not sure we’ll continue to believe that coming of age deserves four years of that. I wouldn’t be surprised if we came to a place where we evolve to a three-year residential experience, and the fourth year might be in the work, and we can think about that in other ways.”

“So, I think it will continue for young people coming out of high school. And I would challenge anyone to show me that there is a diminished interest. There is a diminished ability to pay. But people want to send their kids, they worry worry about their kids off to college.”

So while the classroom is being redefined in a number of ways, most believe that at least some form of physical space will continue to be set aside in the future.Let us get ready!!!!