The X-Challenges

The X-Challenges: A Simple Math Question for Education A seemingly simple mathematical question regarding the number of relationships among five students, which, without direction, amounts to 1024, but with direction, expands to 59049, is truly inspiring. How does this question inspire us to contemplate the future of education, the internet, and human society? Have the theories and practices of purportedly student-centered or personalized learning ever tackled this straightforward math problem? Pedagogy, the science of education, has traditionally centered on the dynamics of one teacher and one classroom, with little research attention to uncover the abundance and complexity of learning relationships within a classroom. Government policies and finances have been built on this foundation. This encompasses various aspects such as policy, financial resources, structural setup, architectural space design, school administration, average spending or cost per student, teacher and staff compensations, administrator salaries, class size, teacher-student ratio, curriculum design, and methods of teaching, learning, and assessment. This "one teacher, one classroom" model of school education has been exceptionally stable for over three centuries worldwide, significantly limiting potential change and innovation. Schools and colleges of education at universities worldwide have developed their programs, curriculum, research, and practices around this pedagogy model of one teacher and one classroom for centuries. In a learning environment guided by values rather than driven by attention and consumerism, children can gain more diverse learning opportunities and achieve richer learning outcomes. More importantly, they will learn how to actively create happiness, cherish and enhance their inner well-being, and build harmonious relationships within their families and communities. Do you concur that the next generation of the internet, driven by values rather than the current attention or advertising-focused model, could potentially emerge from the authentic learning experiences and relationships of the younger generation in education? Margaret Mead, an American cultural anthropologist, once said: "We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet." The future is not where we are going to, but what we must create now. The first GEC 3.0 Future School was designed by The Kubala Washatko Architects from Wisconsin in 2012 and has been brought to reality by Principal LIU Keqin and her team ever since. This Global Educational Community's holistic future school solution has been supported by Dr. Ann Lieberman, Dr. Raymond Pecheone from Stanford University, and scholars from other prestigious universities, along with innovative K-12 schools worldwide since 2012. Please visit us at: The X-Challenges https://xchallenges.com https://lnkd.in/gci3xPJJ

Where can we source the data necessary to train AI for education? According to a report from The Wall Street Journal, "Powerful artificial intelligence systems require vast amounts of data. However, some researchers and executives caution that the demand for high-quality text data may surpass the available supply within the next two years." The internet lacks substantial data from children over the past four decades, primarily due to regulatory requirements from governments and privacy concerns among families. Moreover, the educational data amassed over the past 40 years is not only fragmented but also predominantly comprised of scores and grades, which are of limited utility for AI training purposes, often considered "noise." Given these challenges, how can we effectively train AI for educational applications? It seems that authentic learning with performance assessment may provide the most promising solution. While Project-Based Learning (PBL), inquiry-based learning, and similar methodologies represent positive steps forward, they may only serve as surface-level adjustments to the current education system and might not fully meet the requirements for transitioning education into the AI era. For education and AI to truly progress, a synchronized approach is essential, which is precisely what The X-Challenges aim to address. https://xchallenges.com/

Is the current education’s economy system sustainable, where youth receive education as an investment until about 18 to 25 years old, followed by approximately 40 years of work along with continuing education, and then 20-plus years of retirement as a return? In this video, we're going to do just that, exploring the similarities between our education system and a centrally planned economy, and proposing a new, more effective and efficient economy model for education.

The X-Challenges: Unveiling Purpose - Empowering Children for Life's Journey Empower learning for lifelong meaning.

Learning Outcomes as Valuable Assets. A brief video showcases the educational BIM-based game setting for the inaugural GEC 3.0 school building. This initiative was undertaken approximately five years ago. It's noteworthy that this particular project focused on an elementary school. Students can engage in authentic study and learning experiences in both virtual reality and the tangible, physical world for all subjects. The musical composition and lyrics for the video were crafted by two 6th-grade students from that school. It shall be confident that high school students in the U.S. and many other countries can achieve even more remarkable learning outcomes as valuable assets.

We are seeking partners to collaborate on developing AI for education to address the X-Challenges.