How to educate the next generation of college students to invent, to create, and to discover—filling needs that even the most sophisticated robot cannot. Driverless cars are hitting the road, powered by artificial intelligence. Robots can climb stairs, open doors, win Jeopardy, analyze stocks, work in factories, find parking spaces, advise oncologists. In the past, automation was considered a threat to low-skilled labor. Now, many high-skilled functions, including interpreting medical images, doing legal research, and analyzing data, are within the skill sets of machines. How can higher education prepare students for their professional lives when professions themselves are disappearing? In Robot-Proof, Northeastern University president Joseph Aoun proposes a way to educate the next generation of college students to invent, to create, and to discover—to fill needs in society that even the most sophisticated artificial intelligence agent cannot. A “robot-proof” education, Aoun argues, is not concerned solely with topping up students' minds with high-octane facts. Rather, it calibrates them with a creative mindset and the mental elasticity to invent, discover, or create something valuable to society—a scientific proof, a hip-hop recording, a web comic, a cure for cancer. Aoun lays out the framework for a new discipline, humanics, which builds on our innate strengths and prepares students to compete in a labor market in which smart machines work alongside human professionals. The new literacies of Aoun's humanics are data literacy, technological literacy, and human literacy. Students will need data literacy to manage the flow of big data, and technological literacy to know how their machines work, but human literacy—the humanities, communication, and design—to function as a human being. Life-long learning opportunities will support their ability to adapt to change. The only certainty about the future is change. Higher education based on the new literacies of humanics can equip students for living and working through change.

Staying true to his trademark journalistic approach, Andrés Oppenheimer takes his readers on yet another journey, this time across the globe, in a thought-provoking search to understand what the future holds for today's jobs in the foreseeable age of automation. The Robots Are Coming! centers around the issue of jobs and their future in the context of rapid automation and the growth of online products and services. As two of Oppenheimer's interviewees -- both experts in technology and economics from Oxford University -- indicate, forty-seven percent of existing jobs are at risk of becoming automated or rendered obsolete by other technological changes in the next twenty years. Oppenheimer examines current changes in several fields, including the food business, legal work, banking, and medicine, speaking with experts in the field, and citing articles and literature on automation in various areas of the workforce. He contrasts the perspectives of "techno-optimists" with those of "techno-negativists" and generally attempts to find a middle ground between an alarmist vision of the future, and one that is too uncritical. A self-described "cautious optimist", Oppenheimer believes that technology will not create massive unemployment, but rather will drastically change what work looks like.

A guide to understanding the inner workings and outer limits of technology and why we should never assume that computers always get it right. In Artificial Unintelligence, Meredith Broussard argues that our collective enthusiasm for applying computer technology to every aspect of life has resulted in a tremendous amount of poorly designed systems. We are so eager to do everything digitally—hiring, driving, paying bills, even choosing romantic partners—that we have stopped demanding that our technology actually work. Broussard, a software developer and journalist, reminds us that there are fundamental limits to what we can (and should) do with technology. With this book, she offers a guide to understanding the inner workings and outer limits of technology—and issues a warning that we should never assume that computers always get things right. Making a case against technochauvinism—the belief that technology is always the solution—Broussard argues that it's just not true that social problems would inevitably retreat before a digitally enabled Utopia. To prove her point, she undertakes a series of adventures in computer programming. She goes for an alarming ride in a driverless car, concluding “the cyborg future is not coming any time soon”; uses artificial intelligence to investigate why students can't pass standardized tests; deploys machine learning to predict which passengers survived the Titanic disaster; and attempts to repair the U.S. campaign finance system by building AI software. If we understand the limits of what we can do with technology, Broussard tells us, we can make better choices about what we should do with it to make the world better for everyone.

Living with Robots recounts a foundational shift in robotics, from artificial intelligence to artificial empathy, and foreshadows an inflection point in human evolution. As robots engage with people in socially meaningful ways, social robotics probes the nature of the human emotions that social robots are designed to emulate.

There is no more important issue facing education, or humanity at large, than the fast approaching revolution in Artificial Intelligence or AI. This book is a call to educators everywhere to open their eyes to what is coming. If we do so, then the future will be shaped by us in the interests of humanity as a whole.

Developments in AI, robotics and big data are changing the nature of education. Yet the implications of these technologies for the teaching profession are uncertain. While most educators remain convinced of the need for human teachers, outside the profession there is growing anticipation of a technological reinvention of the ways in which teaching and learning take place. Through an examination of technological developments such as autonomous classroom robots, intelligent tutoring systems, learning analytics and automated decision-making, Neil Selwyn highlights the need for nuanced discussions around the capacity of AI to replicate the social, emotional and cognitive qualities of human teachers. He pushes conversations about AI and education into the realm of values, judgements and politics, ultimately arguing that the integration of any technology into society must be presented as a choice. Should Robots Replace Teachers? is a must-read for anyone interested in the future of education and work in our increasingly automated times.