Friday, September 19, 2025

Purple Needlegrass (Stipa pulchra): How best can MIT OCW-centric wiki World University and School revolutionize education with machine learning and AI? and How best can #MIT OCW centric Wiki @WorldUnivAndSch - http://worlduniversityandschool.org/ revolutionize education with machine learning and AI to make it great FUN, or intensely ENJOYABLE even, and at the Bachelor, PhD, Law, and Medical Degree MD, IB high school or similar, AA / AS and Master's degree levels, and/or in studying for these degrees online from home (in all 200 countries)?

 


How best can MIT OCW-centric wiki World University and School revolutionize education with machine learning and AI?
 

How best can #MIT OCW centric Wiki @WorldUnivAndSch - http://worlduniversityandschool.org/ revolutionize education with machine learning and AI to make it great FUN, or intensely ENJOYABLE even, and at the Bachelor, PhD, Law, and Medical Degree MD, IB high school or similar, AA / AS and Master's degree levels,  and/or in studying for these degrees online from home (in all 200 countries)?


How WUaS can revolutionize education with AI for enjoyment

World University and School (WUaS) can leverage machine learning and AI to make education intensely enjoyable by transforming the passive act of content consumption into an active, immersive, and personalized experience. This can be done by applying AI principles—such as those articulated by Peter Norvig—to create a system that is not only effective but also highly engaging across all academic levels, from high school to doctoral studies.

1. Making Learning Intensely Enjoyable

The key to making education enjoyable is to make it interactive and personally meaningful. AI can achieve this through:

  • Gamification and Challenge-Based Learning: AI can turn learning modules into games by introducing quests, badges, leaderboards, and collaborative challenges. A student might be tasked with "solving the quantum computing mystery," where the AI dynamically adjusts the difficulty of the puzzles based on their progress. This makes the learning process feel like an adventure.

  • Personalized, Immersive Narratives: AI can create a story-driven curriculum. For a history course, the AI could generate an interactive historical narrative where the student is a character making decisions that affect the course of events. In a medical degree (MD) program, the student could interact with a hyper-realistic AI patient, diagnosing and treating their conditions in a simulated environment.

  • AI-Powered Socratic Tutors: Rather than simply providing answers, AI can act as a Socratic guide, asking thoughtful questions to prompt critical thinking. This makes studying for a PhD or Law degree, which requires deep analysis and argumentation, less about rote memorization and more about an intellectual sparring match, a process that is highly satisfying for learners.

2. Tailoring Enjoyment Across Degree Levels

The approach to making learning enjoyable must be customized for the unique demands of each degree level:

  • High School (IB) & Associate's (AA/AS): At these foundational levels, the focus can be on micro-learning and bite-sized gamification. Students could learn about biology by playing a game where they build a virtual cell, or grasp math concepts through puzzles that unlock new skills. The AI provides constant, positive reinforcement.

  • Bachelor's & Master's Degrees: The AI can facilitate collaborative projects with global peers. The enjoyment comes from working with a diverse team on real-world problems. For example, a student in an urban planning course might collaborate with a team from another continent to design a sustainable city, with the AI providing data and feedback.

  • Law & Medical Degrees (MD): The enjoyment at these professional levels comes from high-stakes simulation. The AI can create complex legal case studies with shifting variables or present simulated medical emergencies that require real-time decision-making. The satisfaction is derived from mastering a difficult challenge and seeing the direct application of their knowledge in a realistic, risk-free environment.

  • PhD: For doctoral studies, enjoyment is found in discovery and original research. The AI can act as a research assistant, analyzing vast amounts of academic literature, identifying novel connections, and even suggesting new research questions. This frees up the student to focus on the creative, intellectually stimulating parts of their research.

3. Online from Home in All 200 Countries

The online, home-based nature of WUaS is a perfect fit for these AI applications. The entire model is designed to be location-independent and highly scalable.

  • Ubiquitous Access: The AI and ML system can be deployed on a global cloud infrastructure, ensuring that students in all 200 countries have access to the same high-quality, engaging content.

  • Language-Agnostic Enjoyment: The AI would be designed to work in all 7,159 known languages. An AI-generated game, for instance, would automatically localize its text, audio, and cultural references, ensuring that the "fun" is not lost in translation.

  • Community and Collaboration: The AI can facilitate peer-to-peer connections, creating a global network of learners. This turns studying from home into a connected, social experience, further enhancing the enjoyment and reducing the isolation often associated with online learning



* * 


How best can #MITOCWcentric Wiki @WorldUnivAndSch - http://worlduniversityandschool.org/ - #RevolutionizeEducation w #MachineLearningAndAI, & in all 200 countries & in main languages, & w #FreeWUaSdegrees online, & open #WikiSchoolsWUaS in all 7159 living languages? https://g.co/gemini/share/555510f5cbe3 ~












*
Gemini: How best can MIT OCW-centric wiki World University and School - http://worlduniversityandschool.org/ - revolutionize education with machine learning and AI, and regarding Peter Norvig's article "Revolutionizing Education with Machine Learning and AI Updated on Mar 02,2024" - https://www.toolify.ai/ai-news/revolutionizing-education-with-machine-learning-and-ai-2574306 - and by becoming accessible in schools in all 200 countries re #WorldUniversityInSchool ?




*

Based on your provided links and a review of other publicly available information, here is how World University and School (WUaS) could best use machine learning and AI to revolutionize education and become accessible in schools worldwide.

World University and School's Foundation

World University and School is a non-profit initiative with a mission to provide free online, accredited degrees to people in all 200 countries and in every known language. Its model is designed to be a wiki, similar to Wikipedia, that builds upon the foundational materials of MIT OpenCourseWare (OCW), which provides free access to thousands of course materials under a Creative Commons license. The core idea is to combine the content-rich, open-access nature of MIT OCW with a flexible, user-editable, and scalable wiki platform.

Revolutionizing Education with Machine Learning and AI

Drawing from the principles outlined in Peter Norvig's work and similar research on AI in education, WUaS can leverage machine learning and artificial intelligence in several key ways:

  • Personalized Learning at Scale: AI and ML can analyze a learner's progress, strengths, and weaknesses to create a customized curriculum. This would move beyond a static wiki page to an adaptive learning platform that recommends relevant content, assignments, and study materials tailored to each student's pace and style. For example, if a student struggles with a specific concept, the AI can provide additional practice problems or link to different explanations until mastery is achieved.

  • Overcoming Language Barriers: One of the most significant challenges for a global university is language diversity. As Norvig's work suggests, AI-powered tools like Google's Neural Machine Translation (GNMT) can be integrated to automatically translate course materials into over a hundred languages. This would enable WUaS to offer its wiki-based content in the main languages of every country, directly addressing the goal of global accessibility and the #WorldUniversityInSchool initiative.

  • Automated Tutoring and Feedback: AI can serve as an automated tutor for every student and a teaching assistant for every teacher. It can provide immediate, continuous feedback on assignments, answer common questions, and guide learners through complex problem-solving. This allows for a much lower student-to-tutor ratio than traditional models and provides a scalable way to offer personalized support to millions of students.

Implementation through a Wiki Model

The wiki model of WUaS is perfectly suited for integrating these technologies. A wiki platform can be used as the backbone to store and organize the vast amount of educational content. The AI and ML layers would then act on top of this content to:

  • Enhance Content and Collaboration: Algorithms can identify gaps in course materials and suggest new content to be developed by the community. They can also moderate the wiki to ensure accuracy and relevance, maintaining the integrity of the educational resources.

  • Facilitate Global Access: By being a wiki, WUaS is inherently designed for community input and local adaptation. AI can help manage this process, ensuring that the content remains consistent with MIT OCW standards while also allowing for localized versions that meet the unique cultural and educational needs of different countries. This approach facilitates the "WorldUniversityInSchool" vision by providing a platform that can be implemented and adapted within local school systems.

This combination of a wiki's open, collaborative nature with the power of AI to personalize and localize content provides a robust framework for WUaS to realize its mission of revolutionizing education globally.

A YouTube video from a Peter Norvig talk on AI in education can be found at AI in Education: Peter Norvig at Frontiers of Science.




* 

AI in Education: Peter Norvig at Frontiers of Science

https://youtu.be/HGk7jKPRrL8?si=aI6x73SDLFXwpB89


Nov 14, 2024
Distinguished AI pioneer Peter Norvig, Stanford's Human-Centered AI Institute Fellow and Google researcher, explores how AI can revolutionize education while preserving the crucial human element of teaching. Drawing from his groundbreaking experience with Stanford's 100,000-student online AI course, Norvig shares his vision for AI-enhanced education: "an automated tutor for every learner and an automated teaching assistant for every teacher."

Frontiers of Science is presented by the College of Science and is the longest continuously running lecture series at the University of Utah.






* * 

How best can MIT OCW-centric wiki World University and School - http://worlduniversityandschool.org/ - revolutionize education with machine learning and AI, and in all 200 countries and in their main languages, and with free WUaS degrees online and open wiki schools in all 7159 known living languages? 


Based on World University and School's (WUaS) mission and a synthesis of Peter Norvig's work and broader trends in educational AI, here is a strategic plan for how WUaS can use machine learning and AI to achieve its goals of providing free degrees and wiki schools in all 200 countries and 7,159 languages.

The Foundation: Content and Scalability

The core of WUaS is its wiki model, which aims to adapt and build upon MIT OpenCourseWare (OCW) materials. The primary challenge is not just translating content, but adapting it to be culturally and pedagogically relevant to a global audience. AI and machine learning can address this on a massive scale:

  • Machine Translation and Localization: To make a course available in 7,159 languages, WUaS can use advanced AI translation models. This goes beyond simple word-for-word translation. Natural Language Processing (NLP) and Large Language Models (LLMs) can be trained to recognize and translate specialized academic terminology, cultural nuances, and idiomatic expressions.

  • Automated Content Creation: AI can assist human editors and course creators by generating initial drafts of course materials, quizzes, and exercises based on the core OCW content. This would drastically accelerate the process of creating a course in a new language. For example, once a course is established in English, an AI could generate a full draft for a different language, which local experts could then review and refine.

  • Cultural Curation: Machine learning algorithms could analyze user engagement and feedback to identify which aspects of a course resonate with students in different regions. This would allow the platform to suggest culturally-relevant case studies or examples, making the learning experience more impactful and personal.

The Learning Experience: Personalization and Augmentation

The educational revolution, as articulated by Peter Norvig, is less about automation and more about AI augmenting human capability. WUaS can apply this philosophy to create a highly personalized and effective learning environment.

  • Personalized Learning Paths: AI can serve as an automated tutor that analyzes a student's learning style, speed, and knowledge gaps. It can then dynamically generate a personalized curriculum, recommending specific MIT OCW modules, articles, and videos. This would replace the traditional "one-size-fits-all" model with a bespoke learning journey for every student.

  • Intelligent Tutoring Systems (ITS): The AI can provide instant, automated feedback on assignments and quizzes. It can also engage students in Socratic-style dialogues, asking guiding questions to help them reason through problems rather than simply providing answers. This level of personalized, one-on-one support is a key component of Norvig's vision.

  • Augmenting Teachers: For the #WorldUniversityInSchool initiative, AI can provide tools for teachers to become more effective. An AI-powered dashboard could give teachers a real-time view of their students' progress and identify which students are struggling or excelling. This data would allow teachers to intervene with targeted support, allowing them to focus on the human and creative aspects of teaching.

The Global Network: Degrees and Accreditation

To fulfill its mission of offering free, accredited degrees in all 200 countries, WUaS must navigate complex legal and academic systems. AI can streamline these processes:

  • Accreditation and Compliance: AI can be used to monitor and update course materials to ensure they meet the accreditation standards of different countries. It can also manage the vast amounts of data required for compliance reporting, making the process of seeking and maintaining accreditation significantly more efficient.

  • Scalable Assessment: AI-powered tools can conduct sophisticated, large-scale assessments. Beyond simple multiple-choice questions, these tools can use Natural Language Processing and machine vision to grade essays, evaluate code, and assess student projects, providing a standardized yet nuanced evaluation system that can operate across all 200 countries.

  • Global Community Building: AI can help foster a sense of community by automatically connecting students and teachers from different parts of the world who are studying similar subjects, creating a global network of learners and collaborators. This aligns with the wiki's collaborative ethos and extends the reach of the school beyond its digital platform. By systematically applying AI and machine learning to content creation, personalized learning, and administrative processes, World University and School can turn its ambitious mission into a reality, democratizing higher education and making it accessible to a truly global population.

A video from MIT OpenCourseWare's 20th anniversary event discusses the history and future of their open educational resources. Celebrating 20 Years of MIT OCW Event



Celebrating 20 Years of MIT OCW Event

https://youtu.be/8O2EPwUtWyY







* * 



--

--

Society, Information Technology, and the Global University (2025, forthcoming) 

- Scott GK MacLeod  
Founder, President, CEO & Professor
CC-4 licensed MIT OCW-centric, Wiki, 
World University & School (WUaS) 
- USPS US Post Office, General Delivery, Canyon, CA 94516 


1) non-profit 501(c)(3) Public Charity 
MIT OCW-centric, 

2) for profit general stock company WUaS Corporation in CA - http://worlduniversityandschool.org/AcademicPress.html

(m) 412 478 0116 - sgkmacleod@gmail.com 


World Univ & Sch Innovation Research - 





* * * 



Are there any US senators or representatives who are hippy?

Who are US senators or representatives who have been the most hippy since the mid 1960s? 


While there is no official "hippie" designation for politicians, some US senators and representatives since the mid-1960s have been strongly associated with counterculture movements or have backgrounds and platforms rooted in activism from that era. Key examples include Bernie Sanders, George McGovern, and Eugene McCarthy. 
Bernie Sanders
  • Background: In the 1960s, a young Bernie Sanders was a vocal civil rights and anti-war activist while a student at the University of Chicago.
  • Activism: He was a member of the Congress on Racial Equality (CORE) and the Student Nonviolent Coordinating Committee (SNCC) and participated in the 1963 March on Washington. He organized and participated in sit-ins to protest segregated campus housing.
  • Political Identity: His political career has long been associated with socialist and progressive ideals, with a consistent focus on economic inequality and challenging the "establishment". He was part of the "hippie migration" of people who moved to Vermont in the late 1960s. 
George McGovern
  • Background: A senator from South Dakota, McGovern was a decorated World War II veteran, but became an outspoken and improbable icon of the anti-war movement as the Vietnam War escalated.
  • Political Platform: His 1972 presidential campaign ran on an explicitly anti-Vietnam War platform that energized a generation of young voters and political activists. His campaign became a rallying point for those who opposed the war and supported the counterculture's anti-establishment sentiments. 
Eugene McCarthy
  • Background: As a senator from Minnesota, McCarthy launched a peace-oriented campaign against President Lyndon B. Johnson for the Democratic presidential nomination in 1968.
  • Impact: His surprisingly strong performance in the New Hampshire primary helped galvanize the anti-war movement and is widely credited with contributing to President Johnson's decision not to seek re-election. His challenge tapped into the same countercultural frustrations with the war that fueled protests and demonstrations at the time. 
Honorable mention: Harvey Milk
  • Background: While not a US Senator or Representative, Harvey Milk was a prominent counterculture figure who became a pioneering gay rights activist and was elected to the San Francisco Board of Supervisors in the 1970s.
  • Political Evolution: His move to San Francisco's Castro district in the early 1970s and his election in 1977 came after a personal "metamorphosis" influenced by the counterculture. He used his political office to challenge the status quo and advocate for LGBTQ+ rights.



* 
Are there any US senators or representatives who are hippy?

No currently serving U.S. senators or representatives are officially identified as "hippy," as this is a dated term for members of a 1960s counterculture movement rather than a contemporary political or social affiliation. However, some lawmakers share values or practices associated with the counterculture movement, such as environmentalism, anti-war sentiment, or social liberalism. 
Prominent lawmakers who have shown counterculture-associated leanings:
  • Senator Bernie Sanders (I-VT): A long-time progressive politician and independent, Sanders has advocated for many issues that align with counterculture values, including economic equality, environmental protection, and anti-war policies.
  • Congressional Progressive Caucus: With nearly 100 members in the U.S. House and Senate, this group advocates for progressive social and economic policies that often overlap with the priorities of the counterculture movement. 
While no single lawmaker embodies the full "hippy" archetype in modern-day politics, progressive and socially liberal members of Congress may share some of the core ideals of the 1960s movement






--

--

Society, Information Technology, and the Global University (2025, forthcoming) 

- Scott GK MacLeod  
Founder, President, CEO & Professor
CC-4 licensed MIT OCW-centric, Wiki, 
World University & School (WUaS) 
- USPS US Post Office, General Delivery, Canyon, CA 94516 


1) non-profit 501(c)(3) Public Charity 
MIT OCW-centric, 

2) for profit general stock company WUaS Corporation in CA - http://worlduniversityandschool.org/AcademicPress.html

(m) 412 478 0116 - sgkmacleod@gmail.com 


World Univ & Sch Innovation Research - 








* * * 



Dear Gabrielle, Robin, Byron, Joanne, SF Bay Area Reedies + book group, friends, (and please forward to other Reedies previously in these emails - in the PS - but whose emails I don't have) all, ....

Hi Reedies +

Reed-read "The Odyssey" - again  - http://www.gutenberg.org/ebooks/1727 - for Saturday October 18, 2025 for the very real first SF Bay Area proposed Reedie + book group  ? After getting a great text message from Byron this morning - 

"Ed, Pin Ma, Great to get a text message from Byron this morning - 

"Hi Scott.
I think it would be safe, but I’m not sure what the legality is. Probably okay for a few days... " 

... to my previous question about van-camping up there the other day and whether it would be safe  .... and here's my reply just now - "Hi Byron, thanks so much for your text message ... I may seek to van-camp a little farther along Ridgecrest Rd in one or 2 spots I noticed the other day when I van-camped across from 670 Ridgecrest Rd Canyon 94516 at the Redwood Hwy-Ridgecrest-Rd-Manzanita-Way intersection from about 4:45 am - 7:30 am (which was here - https://www.google.com/maps/place/Ridgecrest+%26+Redwood+Hwy,+Canyon,+CA+94516/@37.833213,-122.1639337,310m/data=!3m1!1e3!4m6!3m5!1s0x808f881297fc8633:0x5989dabaac0c7fdd!8m2!3d37.8328698!4d-122.1625121!16s%2Fg%2F11f3967r65?entry=ttu&g_ep=EgoyMDI1MDkxNC4wIKXMDSoASAFQAw%3D%3D .. .and does the 670 Ridgecrest Rd Canyon 94516 property on the NW corner of this satellite image basically go from the R of Ridgecrest Rd to the R of Redwood Hwy? I think so, but I don't know what the state of CA aerial surveyors would say) Might camp up there tonight and over the weekend 🙂 Thanks!"


.. I'm thinking about inviting you all on short notice to a surprise "Proposed Reedie+ book group beginning..." this 3rd Saturday in September on the 20th tomorrow ... but probably not ... However if you're in the area ... van-camping in the future? And if we get 5 years' out with this  "Proposed Reedie+ book group beginning..." ... Who will or might have read all the books (72 books even?) I wonder ... with related unfolding conversations too? 

And who has some book titles they've read which they'd like to suggest ? 

I hypothesize that Byron and I, and teams as well, are going to seek to create a #REalisticVirtualEarthForAgingReversal even an #AgingReversalMachine ... and which would generate a single pharmaceutical, possibly a vaccine, at first and to go through clinical trials even ... and from something liek - 

How to view Google Street View in a smart meeting room.
https://youtu.be/q9FBhEAXRY4

and to thus create a #WUaSMultimediaHospitalRoom as a prototype (which teaching hospitals around the country and the world could also co-develop with time) e.g. to "slide her forward' or "dial him back" with aging reversal and extreme longevity genetic drug therapies emerging ... #TextInTheSideBar for writing new books and authorizing scientific publications to be published from Google Street View with time slider, G Cell View, G Molecule view (with #PlanetariumProjection into the center of the room so scientists can get inside the cells and move among the molecules even) ... maybe even enter into  books in a new way (like into my upcoming 2nd Harbin Hot Springs' ethnographic book project too) ... 

Thoughts, questions, suggestions? 

Reed regards, (abolition), Kindly, 
Scott




PS

Again (from the June 27 2024 & December 6 e-mails in this thread) -

"Your book ideas or suggestions, and a month you might suggest reading it in  ? ...

Robin -

Gabrielle -

Jim -

Sally -

Byron -

Cindy -

Donna -

Gantt -

Ed -

Valerie -

JoAnne -

Konrad -

Charlie (Casey? - https://www.linkedin.com/in/charles-casey-10b20a27/ ) -

Laurie (Reid? - https://www.linkedin.com/in/laurie-reid-974796b/ )" -

Scott -

Carla -

Craig T -

Adam -

Peter - 

Matthew -

Nancy 0 -

Mike -

Nancy B -

Diane -

Susan -

Ann -

Janie -

Craig M -

Riely -

Marsha -

Pin/Sid -

Sandy -

Steve C -

Janet -

Candace -

Ryan -

Stephanie -


Others? Please add yourself to this email thread - and suggest a book ... Reedies+



PPS







PPPS
Byron? Joanne? Others ? 





* 
Caenorhabditis elegans 
100x lifespan by adding copies of genes back into this organism per George Church's 
How soon could humans reverse the aging process with genetic engineering?
How ?



*
What genes to add to #CElegans (nematode worm w 302 backbone neurons) to 100x lifespan, from 3 weeks to 300 weeks re #ExtremeLongevity #AgingReversal & per @geochurch https://youtu.be/bnCEIPQFNnk ? #AddGeneCopies with food somehow? How w #PhysicalDigitalSim in #RealisticVirtualEarth?

https://x.com/WorldUnivAndSch/status/1968719765762896099

https://x.com/sgkmacleod/status/1968720126783418511

https://x.com/WUaSPress/status/1968720423169790433

https://x.com/Q_YogaMacFlower/status/1968719916485210536

https://x.com/HarbinBook/status/1968720994362618140

https://x.com/scottmacleod/status/1968721284579094619

https://x.com/TheOpenBand/status/1968721350668742686



Caenorhabditis elegans

The organism with 302 neurons serving as its backbone is the nematode worm. - and 959 somatic cells, and has a 3 weeks lifespan





* * * 

Amy,  

Thanks, and I just got back pretty recently in the SF East Bay after 3 weeks away. 

Waiting a bit to look at this form again - https://ccclib.org/program-proposal/ - ... and regarding even MIT OCW-centric wiki World University and School's Agenda item 3 and Lego Spike Prime robotics' kits, and learning AI and ML too, and re also -  


Can kids learn the basics of coding for #AIandMLWUaS & #LLMs with #ScratchProgrammingLanguage & playing w eg #LegoSpikePrimeRoboticsKit?
#GeminiAIreLearningAIandML
#GeminiAIreLegoAndScratch
https://g.co/gemini/share/b3e725b9cef8 You & I too?
https://youtube.com/shorts/ZSeCdJoReZI
https://wiki.worlduniversityandschool.org/wiki/Robotics ~

https://x.com/WorldUnivAndSch/status/1966847063624474779

AND 

Machine Learning for Kids
Teach a computer to play a game
https://machinelearningforkids.co.uk/


Teachable Machine
Train a computer to recognize your own images, sounds, & poses.
https://teachablemachine.withgoogle.com/



... and until I can get my Lego Spike Prime robotics' kit out of storage and explore these a little further myself ... (and I would be doing this as an individual, but potentially letting people know about free online MIT OCW-centric World Univ & Sch degrees from home, and after WUaS becomes accredited further). 

Might the Contra Costa library system be interested eventually in getting some Lego Spike Prime robotics' kits eventually and for library patrons? (The WUaS Press / WUaS Educational Services' Store is actually an authorized reseller of 3 Lego Robotics' kits - http://worlduniversityandschool.org/AcademicPress.html - but we haven't gotten this WUaS Educational Services' Store for books, computers, robotics, + up and running yet). 

Thanks,  
Scott






*












https://calscape.org/storage/app/ExtData/allimages/Photos/Nassella_pulchra_image1.jpg



https://calscape.org/storage/app/species_images/calphotos/images/6666_6666_0317_0085.jpeg






https://en.wikipedia.org/wiki/Nassella_pulchra


https://calscape.org/Stipa-pulchra-(Purple-Needlegrass)


...


at

No comments:

Post a Comment

Note: Only a member of this blog may post a comment.