Smart learning for education: transformation life, business,
and the global economy
Prof. Alexander RyjovLomonosov Moscow State University
Russian Presidential Academy of National Economy and Public Administration, School of IT Management, Russia
11th International Academy of CIO (IAC) Annual Meeting and Forum Forum 2: IAC Conference on E-government, CIO and ICT
June 27-28, 2016Bocconi University, Milan Italy
http://www.mckinsey.com/business-functions/business-technology/our-insights/disruptive-technologies
• Scope: • started with more than 100 possible
candidates
• Sources:• academic journals, • business and technology press, • analysis of published venture capital
portfolios, • hundreds of interviews with relevant
experts and thought leaders.
• Сriteria:• the technology is rapidly advancing or
experiencing breakthroughs• the potential scope of impact is broad• significant economic value could be
affected• economic impact is potentially
disruptive
Why now?• Technologies are moving so quickly, and in so many
directions, that economy needs in mass education and retraining for millions of peoples
• Learning technologies are not changing during last 500 years• «Pythagoras»• «Monastery»• «Parochial school»
• Result: modern learning technologies for education is a real stopper/ brake for modern economy
«Pythagoras» - The Teacher/ «Pythagoras» is here
Greece Sumerians
Rome India China
«Monastery» - The Teacher/ «Supervisor + Book» are here.
Book is unique and is VERY expensive.
«Parochial school» - The Teacher/ «Supervisor + schoolbook» are here.
Schoolbook is standard and is cheap.
No difference with modern school: • schoolbook —> iPad• woody board —> plastic board• piece of chalk —> felt pen
That’s all !
Why now?• Technologies are moving so quickly, and in so many
directions, that economy needs in mass education and retraining for millions of peoples
• Learning technologies are not changing during last 500 years• «Pythagoras»• «Monastery»• «Parochial school»
• Result: modern learning technologies for education is a real stopper/ brake for modern economy
EdTech market landscape
EdTech geo
E-Learning ($US Billions)
Ref: Edxus Group, IBIS Capital, GSMA, McKinsey & Company, Doceba
NorthAmerica
$23,8B2013 Revenues
4,4%Annual growth rate
9,0%Cloud based authoring tools and learning platforms growth rate
$27,1BRevenue by 2016
Western Europe
$6,8B2013 Revenues
5,8%Annual growth rate
$8,1BRevenue by 2016
Eastern Europe
$728,8M2013 Revenues
16,9%Annual growth rate
$1,2BRevenue by 2016
Asia
$7,1B2013 Revenues
17,3%Annual growth rate
$11,5BRevenue by 2016
Middle East
$443M2013 Revenues
8,2%Annual growth rate
$560,7MRevenue by 2016
Africa
$332,9M2013 Revenues
15,2%Annual growth rate
$512,7MRevenue by 2016
SouthAmerica
$1,4B2013 Revenues
14,6%Annual growth rate
$2,2BRevenue by 2016
EdTech trends and challenges
• Dying of old/ appearance of new professions; the time is compressing
• The nature of learning technology has no changed since the 17th - 18th centuries
• The development of ICT/ Internet, the possibility of storing and processing large amounts of data (big data)
• The success of data sciences/ machine learning in finance, manufacturing, etc
• Main Challenge: adaptivity/ personalization/ individualization of learning
Mindset for smart learning• The control system
• The control object
• Environment
• Criteria
22
Mindset for smart learning• The control system (CS)
• The control object (CO)
• Environment (E)
• Criteria (C)
23
Goal/ Criteria
Mindset for smart learning• The control system (CS)
• The control object (CO)
• Environment (E)
• Criteria (C)
24
Goal/ Criteria
Tracking/ Measurement
25
Goal/ Criteria
There is no smart learning without measurement
• What we can measure?
• Time
• Number of right/ wrong answers
• Style (playing with mouse, etc)
• Gadgets, health trackers *)
• Audio/ video environment
• …
Content management
26
Goal/ Criteria
There is no smart learning without
variety
• What we can change? • Presentation of the content (color,
etc.)• Sequence/ navigation of the content• Level of complexity• Time for break/ express-tests• Turbo-regime• …
Content management
27
Goal/ Criteria
There is no smart learning without
smart criteria
• Different criteria are possible (for example, for different countries)
• We use «Minimal time with minimal number of mistakes»
Smart learning in education:uchi.ru case
Minimal high-level architecture
Measurements
TestingSystem for
evaluation and monitoring of classification
System for evaluation and monitoring of
learning process
Very easyRegularVery difficult
System for scenario
generation
Type of contentNavigation…
System for evaluation and monitoring of
learning quality
Very goodGoodFairPoor
Information processing: Audio/ VideoSpeed characteristics: fast/ slowAttentiveness Endurance
Extended high-level architecture
Measurements
TestingSystem for
evaluation and monitoring of classification
System for evaluation and monitoring of
learning process
Very easyRegularVery difficult
System for scenario
generation
Type of contentNavigation…
System for evaluation and monitoring of
learning quality
Very goodGoodFairPoor
Information processing: Audio/ VideoSpeed characteristics: fast/ slowAttentiveness Endurance
System for evaluation and monitoring of psychophysical
status
System for evaluation and
monitoring of the environment
Special devises Express tests Gadgets PC/ Tablet Sensors
Specification of minimal architecture
System for evaluation and monitoring of classification
System for evaluation and monitoring of
learning process
Very easyRegularVery difficult
System for scenario
generation
Type of contentNavigation…
System for evaluation and monitoring of
learning quality
Very goodGoodFairPoor
Information processing: Audio/ VideoSpeed characteristics: fast/ slowAttentiveness Endurance
Initial measurements (numbers)
Linguistic tier (membership functions)A
X=x*; Y=y*
Xx*
small big
If A=small и B=big then Z1If С=medium then Z2… Logical tier (fuzzy rules)
Education XIX vs. Education XXI
SummarySmart learning technologies are changing dramatically the core functions of the society - education
Using Smart learning systems we can solve the main challenge for modern economy - mass education and retraining people
These technologies can reduce costs and improve quality of service, lifestyle for a number of people. The potential is enormous - but as in business, it will not be realized without substantial investments in capabilities.
ReferencesA gallery of disruptive technologies -http://www.mckinsey.com/assets/dotcom/mgi/slideshows/disruptive_tech/index.html#
James Manyika, Michael Chui, Jacques Bughin, Richard Dobbs, Peter Bisson, Alex Marrs. Disruptive technologies: Advances that will transform life, business, and the global economy. McKinsey Global Institute (MGI), May 2013, 176 p. -http://www.mckinsey.com/insights/business_technology/disruptive_technologies
James Manyika, Michael Chui, Peter Bisson, Jonathan Woetzel, Richard Dobbs, Jacques Bughin, Dan Aharon. THE INTERNET OF THINGS: MAPPING THE VALUE BEYOND THE HYPE. McKinsey Global Institute (MGI), June 2015, 144 p. -http://www.mckinsey.com/insights/business_technology/the_internet_of_things_the_value_of_digitizing_the_physical_world
Ryjov A. Basic principles and foundations of information monitoring systems. In: Monitoring, Security, and Rescue Techniques in Multi-agent Systems. Barbara Dunin-Keplicz, Andrzej Jankowski, etc. (Eds.). Springer-Verlag, 2005, ISBN 3-540-23245-1, ISSN 16-15-3871, pp. 147-160.
Alexander Ryjov. Towards an optimal task-driven information granulation. In: Information Granularity, Big Data, and Computational Intelligence. Witold Pedrycz and Shyi-Ming Chen (Eds.). Springer International Publishing Switzerland 2015, pp. 191-208.
Alexander Ryjov. Personalization of Social Networks: Adaptive Semantic Layer Approach. In: Social Networks: A Framework of Computational Intelligence. Witold Pedrycz and Shyi-Ming Chen (Eds.). Springer International Publishing Switzerland 2014, pp. 21-40.
Thank You!
Backups
AlexanderRyjov.PersonalizationofSocialNetworks:AdaptiveSemanticLayerApproach.In:SocialNetworks:AFrameworkofComputationalIntelligence.Ed.byWitoldPedryczandShyi-MingChen.SpringerVerlag,2014p.21-40.http://link.springer.com/chapter/10.1007%2F978-3-319-02993-1_2