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I am giving below list of institutions where you can learn AI in India.Top 10 Courses And Training Programs On Artificial Intelligence In India: Ranking 2018As part of the annual ranking process, Analytics India Magazine brings you this year’s Top 10 AI Courses in India, which would help freshers, analytics professionals and data scientists choose the best programme to upskill themselves in the industry. This is the second year of successfully conducting and presenting the study to the AI community. Also, this is the first time we have used a ranking format for the same.As a part of study, we requested institutes to fill out the form which was divided into parameters like course content, pedagogy, and other attributes like faculty, external collaborations, placement assistance, virtual labs, events, LMS, etc. Each of these parameters were rated on a scale of 1-5. Students’ feedback as well as advice from experts was also taken into consideration to arrive at the final ranking.AI/ML education is on a nascent stage in India. We received a total of 15 nominations for this list and most of these program offerings were as new as 2 years old. But we expect many more education players to start offering AI/ML programs in near future. That is why we have clubbed all formats courses in one ranking (i.e. long/short format, online/classroom formats, etc.)1. PG Program in Machine Learning and AI from IIIT-B By UpGradHeadquarter: Bengaluru (IIITB), Mumbai (UpGrad)Year of Inception: 2015Cities of Operation: All across IndiaMode of Delivery: OnlineDuration of Program: 11 monthsNo.of hours: 400 hoursCost: ₹2,85,000 (inclusive of taxes)About The Program: Founded by media stalwart Ronnie Screwvala, UpGrad provides rigorous and industry-relevant programs designed and delivered in collaboration with renowned IIIT-Bangalore faculty under the leadership of Professor Sadagopan. Learners can earn a PG Certificate from IIIT-Bangalore while continuing their full-time work. The programme has been designed by the IIIT-B faculty as well as industry experts, with six cutting-edge industry-based projects.Course Content And Pedagogy (4.9): The course focuses on statistics essentials such as using statistics to describe data and infer insights, building machine learning models using supervised, unsupervised learning, natural language processing, neural networks, deep learning, graphical models, reinforcement learning etc. In addition to these, students get a chance to work on cutting-edge projects such as predicting customer churn in telecom industry, building a chatbot engine, disease prediction using medical imaging, among several others.Other Attributes (4.9):External collaboration- IIIT BangaloreFaculty- The program is designed and delivered by a combination of leading industry professionals and top-notch academicians from the field of analytics. It includes the likes of Prof Tricha Anjali (PhD Georgia Institute of Technology), G Srinivasaraghavan (PhD, IIT Kanpur), Dinesh Babu Jayagopi, Prof R Chandrashekhar (PhD Mississippi State University). The program has partnership with companies like Uber, Genpact, Fractal Analytics and Gramener and 20+ ML industry experts from leading corporations.Others- It conducts offline events called Basecamp held over four cities to provide provide career counselling, resume review, interview preparation and networking opportunities to students. In addition, Hackathons are organised where students get a chance to work on challenging industry problems and real data sets. Along with live lectures, it boasts a user friendly LMS.The overall rating is 4.92. Foundations of Artificial Intelligence and Machine Learning By IIIT, Hyderabad In Association With TalentSprintYear of inception: IIIT-Hyderabad, 1998; TalentSprint 2009Cities of Operation: Hyderabad, BengaluruMode of Delivery: Hybrid program during weekendsDuration of Program: 14 weeksNo. of hours: 168 hoursCost: ₹2,00,000 (+ GST); Special scholarships for women, young professionalsAbout The Program: The AI/ML executive program is designed by IIIT-H’s Kohli Centre on Intelligent Systems, India’s premier research cluster for AI. Its ground breaking research in language technology, computer vision, data sciences, robotics, cognitive sciences and machine learning is recognised by researchers the world over. TalentSprint is a partner for the program which is run by professionals from the industry. The program has trained more than 400 professionals from 127 companies who joined the first batch launched in Jan 2018.Course Content And Pedagogy (4.7): The program is delivered using five different components — classroom lectures, where they learn concepts; labs which are done on cloud; mentors; industry workshops and hackathons. As a part of industry workshop senior technical heads of the top tech companies share their experience on using and implementing AI, by the likes of Ranga Pothula (President, HYSEA; VP and Centre Head Infor), Dr Anbumani Subramanian (Lead Architect, Intel Corporation), Dr Shailesh Kumar (Vice President and Distinguished Scientist, Ola), Mithun Das Gupta (Principal Applied Researcher, Microsoft), Sundar Srinivasan (General Manager, Microsoft AI and Research), and others. The curriculum is designed keeping in mind working professionals.Other Attributes (4.8):External collaboration- They have an external collaboration with TalentSprintFaculty- Some of their key faculties are Prof CV Jawahar, Prof Anoop Namboodri, Asokan Pichai and Jayanth Ramisetty.Others- They focus extensively on events, industry interaction and hackathons. They have a cloud based virtual machines for labs with access to data sets. They also provide placement assistance and LMS which provides videos on every class, CFUs, and others.The overall rating is 4.75Also Read Study: Analytics And Data Science Jobs In India 2019 – By Great Learning & AIM3. Post Graduate Program In Artificial Intelligence and Machine Learning By Great LearningHeadquarter: GurugramYear of Inception: 2013Cities of Operation: Bangalore, Chennai, Gurgaon, Hyderabad, Pune, MumbaiMode of Delivery: Formats include weekend classroom option and fully online optionDuration of Program: 1 yearNo. of Hours: 400+ learning hoursCost: ₹3,25,000 (+ taxes)About The Program: Great Learning is an edtech company offering career competencies in areas like analytics, data science, big data, machine learning, AI and more. The post graduate program in AI and ML is designed to develop these skills for future-oriented working professionals. It includes rigorous exploration of the conceptual elements in class amidst peers and faculty. The program includes a capstone project that are often the talking points in job interviews and are conducted over a period of few months.Course Content And Pedagogy (4.8): This 12-month blended program builds solid foundation by covering areas like computer vision, NLP and intelligent virtual agents, among other. This comprehensive program covers a range of topics from traditional supervised and unsupervised learning methods, to ensembles. It has more focus on labs, projects and Capstone project building a robust e-portfolio of work. It has 9 hands-on projects, GPU based lab environment to build deep learning models, guidance from industry experts through workshop session, among others.Other attributes (4.6):External collaboration- Great Lakes Institute of ManagementFaculty- Faculties include leading academicians in the field of AI and ML and several experienced industry practitioners from leading organisations. Some of their faculties include Dr Narayana (Professor, Big data and ML, Great Lakes), Dr Mukesh Rao (Adjunct Faculty, Data science and ML, Great Learning), Mayur Datar (Chief Data Scientist at Flipkart), Satya Nitta (Ex Global Head of AI Solutions at IBM), among others.Others- They conduct regular offline events and webinars with industry experts on topics like Careers in ML, Introduction to AI. They also have virtual labs, hackathons and provide networking opportunity with peers and industry experts. Their technology platform – Olympus – is accessible for candidates for upto three years post completion.The overall rating is 4.74. Full Stack Machine Learning and Artificial Intelligence Program By Jigsaw AcademyHeadquarter: BengaluruYear of Inception: 2011Cities of Operation: Bengaluru, Delhi, Hyderabad; worldwide (online)Mode of Delivery: Online and HybridDuration of Program: 24 weeksCost: ₹48,400 + taxesAbout The Program: This award-winning analytics training institute is built on the idea of producing industry-ready practitioners by training them in the areas of analytics, data science, big data, machine learning, deep learning, artificial intelligence and IoT. The full stack ML and AI program focuses on building solid foundation and exposes to advanced DL and AI application building with additional access to IBM’s ML platforms and Watson via the data science experience and content. The main tool used is Python with additional exposure to Keras and TensorFlow. Jigsaw Academy is the preferred corporate training partner for organisations such as Microsoft, Genpact, Adobe, Cognizant, Nokia, HCL, Societe Generale, Maersk, WNS, GSK, Citibank, Flipkart, Applied Materials, Mahindra, Swiss Re, Reliance Industries Limited.Course Content And Pedagogy (4.7): The course content includes modules on machine learning algorithms, Python for ML, R for ML, feature engineering, logistic and linear regression, random forest, gradient boosting machines, recommendation engines, clustering, deep learning concepts and tools such neural networks, CNN, Keras, Tensorflow; Natural language processing, Blockchain. It is delivered using Jigsaw’s patent C.A.T.A.L.Y.S.T approach that is a unique training methodology that enhances career growth for all its students. The pedagogy includes learning through case study workshops, extremely hands-on contests and Capstone projects, working with live industry data.Other Attributes (4.5):External collaboration- The course content and use cases have been designed with extensive input from industry subject matter experts from several domains, and additional input via Jigsaw’s corporate and academic collaborationsFaculty- Faculty supporting the course include Neha Shitut, who has over 10 years of analytics and ML experience, and Gunvant Singh. They have delivered extensive ML and AI trainings to corporate clients globally.Others- They have a state of the art lab and webinars along with placement assistance and LMS, where students can access course content, interact with faculty, support, and fellow learners; track their course status, view and apply for job listings, take part in student contests, get webinar notifications, and get access to all internal announcements.The overall rating is 4.65. Post Graduate Certificate Program In Artificial Intelligence And Deep Learning By Manipal ProLearnHeadquarter: BengaluruYear of Inception: 2015Cities of Operation: GloballyMode of Delivery: Hybrid (live interactive online lectures with self-paced content and online lab practice)Duration of Program: 6 monthsNo. of hours: 340+Cost: ₹1,50,000 (+ taxes)About The Program: The PG certificate program in AI and deep learning by the institute is an online live instructor-led program for individuals who are graduates with basic knowledge of programming and are focused on building their career in AI. The program aims to train learners and make them expert in developing AI-based tools and solutions with the help of widely used methods and libraries of AI, ML, DL and neural networks. It has GPU labs for hands-on practice, VR app for experiential learning, pre-prep sessions, online bridge program on Python programming, meetups, online webinars, real-life capstone projects, practice on industry case studies, mini projects on TensorFlow, keras, Scikit, among others.Course Content And Pedagogy (4.6): It allows aspiring professionals become AI practitioner by gaining ability to perform tasks on various industry applications and real use cases. The program focuses on helping learners apply TensorFlow, Scikit Learn library, Keras and other machine learning and deep learning tools. The AI and DL program also help learners develop expertise to work on algorithms in real-world problems using image and speech recognition. The program helps learners to start their career as AI Developer AI Engineer or a Data Scientist.Other Attributes (4.4):Also Read Should Indian Universities Offer Undergraduate Degrees In Artificial Intelligence?External collaboration- The program involves extensive involvement of corporates— established MNCs, startups and specialised AI companies that partner for industry use cases and delivery of modules.Faculty- Some of the noted faculties are Mohan Silaparasetty, Arish Ali, Dr. Srinivas Padmanabhuni who have PhD and years of industry experience in the domain.Others- The learners can be a part of events such as High Meetup — Bangalore Artificial Intelligence Group, Pune, Hyderabad. It also has cloud-based CPU and GPU labs along with a LMS platform Edunxt which is a robust and user-friendly LMS portal catering to the learning needs of more than 1 Lac students.The overall rating is 4.56. Applied Machine Learning Course By Applied AI CourseHeadquarter: HyderabadYear of Inception: 2017Cities of Operation: HyderabadMode of Delivery: OnlineDuration of Program: One year course validityNo. of hours: 140+ hoursCost: ₹29,500About The Program: Applied AI course through its unparalleled curriculum aims to bridge the gap between industry requirements and skill set of aspiring candidates by churning out highly skilled machine learning professionals who are well prepared to tackle real-world business problems. Some of the USPs of their program include job guarantee or money back guarantee, query resolution within 24 hours, personalised learning path for each student, mentorship for portfolio development, resume and interview preparation among others.Course Content And Pedagogy (4.5): The course content is simple and accessible to a wide range of audiences from students to experienced working professionals. It is structured in a way that helps in building knowledge from ground up. With a perfect blend of theory and practical applications, the course has 140 plus hours of high-quality video content which is completely online and self-paced. It covers topics from basics to complex topics in machine learning and deep learning. It includes 30 assignments giving hands-on experience to students. It also includes 15 end-to-end case studies based on real-world problems across various industries giving students a taste of real-time experience.Other Attributes (4.1):Faculty- The faculties serving here have years of relevant experience in the industry. Some of the prominent names are Srikanth Verma Chekuri, among others.Others- They provide placement assistance under their job guarantee or money-back guarantee program. They have an effective learning and management system where students can track their progress and get personalised actionable feedback for their assessments from their team of experienced mentors.The overall rating is 4.37. Post Graduate Diploma in Machine Learning and AI By Careers Of Tomorrow— Amity OnlineYear of Inception: 2018Cities of Operation: Noida, Bombay and BangaloreMode of Delivery: OnlineDuration of Program: 11 monthsNo. of hours: 400Cost: ₹1,35,000About The Program: In 2018 Amity Online has launched Careers of Tomorrow – focussing exclusively on online courses on emerging technologies like AI-ML, Business Analytics and Blockchain. These courses have been designed with deep integration with industry to build skills among professionals which would be needed by the industry in the coming years. The program is an output of months of brainstorming, planning and execution by top minds in both industry and academia. The highly engaging and comprehensive course builds on best practices, fundamental theory to equip students to be hands-on and relevant in AI intensive job roles of the future.Course Content And Pedagogy (4.3): The course material includes lectures and other study materials from faculty with real-world expertise. The online coursework includes case studies, mini projects, assignments, capstone ML and AI project to work on practical use cases. It has instructor-led practise sessions to learn popular platforms and language and work on four projects during the program. The optional contact session at Amity campuses ensures that students stay in touch with industry mentors and experts to solve queries and doubts.Other Attributes (4.2):Faculty- Ashish Gilotra (Program Director), Naveen Bhansali,Swathi K, Dr Suresh Varadarajan, Dr Sakshi Babbar, Dipanjan Sarkar.Others- It has offline campus connect at Amity campuses in nine different cities. The virtual lab includes four Harvard case studies. They use world’s leading LMS Canvas for delivery.The overall rating is 4.258. Columbia University’s Artificial Intelligence Program By Pearson Professional ProgramsHeadquarter: GurgaonYear of Inception: 2016Cities of Operation: All over IndiaMode of Delivery: BlendedDuration of Program: 6 monthsNo. of hours: 240 hoursCost: ₹72,000 + taxesAbout The Program: Pearson Professional Programs partners with leading educational institutions, faculty and content providers from around the world to help working professionals update their skills and progress in their careers. The AI program in collaboration with Columbia University is a blend of theoretical knowledge from the world-renowned university and practical knowledge from over 10 industry experts. They employ cutting-edge technology, classroom infrastructure and pedagogical methods for an efficient delivery of program.Course Content And Pedagogy (4.1): The innovative online program covers fascinating and compelling topics in the field of AI with modules covering topics spanning Python, artificial intelligence, machine learning, robotics, animation and CGI motion. The program represents 25% of the coursework toward a Masters degree in Computer Science at Columbia and gives a rigorous, advanced, professional and graduate-level foundation in AI.Other Attributes (4.1):Also Read Study: State Of Analytics At Domestic Firms In India 2018: By AIM And INSOFEExternal collaboration- Columbia UniversityFaculty- They have faculties such as Ansaf Salleb-Aouissi from department of computer science, Columbia University, John W. Paisley from department of electrical engineering, Columbia University, Matei Ciocarlie from department of mechanical engineering, Columbia University and Eitan Grinspun from department of computer science, Columbia UniversityOthers- They conduct industry expert sessions with prominent AI researchers and startup founders to get an insight of the industry. They also provide placement assistance with compelling resume writing, interview preparation and others. They also have an exclusive PearsonX platform for the pre and paid learners.The overall rating is 4.19. Masters In AI, Machine Learning and Deep Learning (Hands-on Program) By ZekeLabsHeadquarter: BengaluruYear of Inception: Operating since 2016Cities of Operation: Bengaluru for classroom sessions; online sessions for participants across the world via LMS and web sessionsMode of Delivery: Online, classroom, hybrid (classroom + online)Duration of Program: 6 monthsCost: The cost varies from ₹25,000 to ₹2,50,000; based on the programAbout The Program: ZekeLabs is a technology platform that focuses on skilling, re-skilling and up-skilling in cutting-edge technologies including AI, machine learning, deep learning, cloud, big data, IoT, blockchain etc. The coding and analysis is done live in the sessions so as to give a practical experience of the industry. The code written in the sessions and are available in the Github repository. Till now they have developed and delivered learning programs for leading tech companies such as IBM, Cisco, General Electric, Schneider Electric, JP Morgan Chase and others.Course Content And Pedagogy (3.9): The training program has been designed in a way to include critical hands-on experience suiting the requirements of complete beginners to pro learners. It starts from the foundation of programming and moves through concepts of data science including data cleaning and wrangling, data visualisations and plotting. It also includes core ML concepts such as hyperparameters, feature engineering, linear regression, logistic regression, k-Means Clustering, decision trees and random forests, CNN, recurrent neural networks, computer vision, and others. It also gets an hands-on advances ML and DL libraries such as Google’s TensorFlow, H2O, Keras and others to implement the concepts.Other Attributes (4.2):External Collaboration- The learning program is prepared by the feedback from experts in corporate training programs which helps in constant up gradation of methodology and requirements to keep up with the latest developments.Faculty- They have industry practitioners with 12+ years of experience on an average.Others- They offer extensive training programs, meetups, webinars and conferences. They also provide placement assistance along with having virtual labs and LMS.The overall rating is 4.0510. Artificial Intelligence Course By MindMajix Technologies INCHeadquarter: BengaluruYear of Inception: 2012Cities of Operation: All Over US, Canada, Australia, Singapore and many other countriesMode of Delivery: Online, self-paced, corporate trainingDuration of Program: 30 hours to 5 daysNo. of hours: 30 HoursCost: ₹30,000About The Program: MindMajix is a live and interactive e-learning platform that offers online education to help companies improve their profitability drastically. Their e-learning management system consists of several courses related to latest advancements in IT, AI, ML, business intelligence, analytics, cloud computing and others. Their digital programs provide professionals the opportunity to attend open sourced academic courses on the go and build up their skills and knowledge.Course Content And Pedagogy (4.0): This course by MindMajix provides the basics of modern AI along with representative applications of AI. It is offered by world’s foremost AI experts who help develop a deep understanding of algorithms that are applied to real-world problems in natural language processing, computer vision, bioinformatics, and more. They offer a structured approach for applying these techniques to new challenges so that professionals are prepped up to fully advance in the field.Other Attributes (3.9):External collaboration- MindMajix collaborates with some of the world’s largest firms, platform providers, and top academic institutions to strengthen learning opportunities for course seekers.Faculty- They have include visionaries, leaders and decision-makers from large, influential companies as their trainersOthers- The virtual training labs in MindMajix offer every student a realistic and hands-on training environment. For placement assistance, they ensure that program participants have the necessary hard skills and resources to excel in their new career. Also, their LMS is endorsed by reputable companies for its deployment.The overall rating is 3.95You may take your pick from here or investigate further..

Industrial robotics Robots in the automobile industryClassification Determining Parameter of a Robot Application of in Automobile IndustryRobots in Manufacturing90% of all robots employed today are located in factories. These robots are introduced as industrial robots. Although several types can be found in manufacturing now the most common is joint arm robots.Ten years ago, 9 out of 10 robots maintained by auto organizations - now, only 50% of robots built today are bought by car manufacturers.Robots are gradually finding their way in warehouses, laboratories, research and analysis sites, power plants, hospitals, even outer space.Aerospace Automotive production and supply Chemical, plastics, and rubber manufacturing. Electrical and electronics Entertainment-movie producing, furniture manufacturing, Glass, ceramics and mineral composition, Printing Wood and Foodstuff, and beverage manufacturing.Distribution Of Industrial RobotDistribution and classificationDistribution by Degrees of FreedomClassification by Kinematic StructureClassification by Motion SpecialtiesClassification by Workspace GeometryClassification by Drive TechnologyAmount of axesDegrees of freedomCarrying capacityWorking envelope KinematicsAccelerationRepeatabilityAccuracyTypes of RobotGeneral-purpose self-sufficient robotsIndustrial RobotsMilitary RobotsResearch RobotsHealth Care RobotsExcavating RobotsTraditional production robot control uses robot arms and widely pre-computed motions Programming utilizing “teach box” Monotonous tasks High speed Few sensing services High accuracy movements Pre-planned trajectories and task management No intercommunication with humans.A manufacturing or industrial robot is a Programmable Multi-functional Created to move supplies, parts, tools or specialized devices Through programmed actions To perform various tasks.Constructing products Managing dangerous materials Sprinkling finishes Examining parts, products, and livestock Cutting and smoothing Welding.Automation involves a standardized device that can mimic the movements of people to do the task that people can’t do or don’t desire to do. For the self-regulation of automobile industry robots are used.The first industrial robot was produced in the 1950s Further improvements enable to utilize robots in Variety of types Form Size Their functionalities may include but not confined to Welding - Drilling Painting - Army applications Assembly - Dangerous material removal Pick-and-place robot Stock handling.A typical robot consists of several various parts connected Most robots follow a human arm Its motions are guided by a computer program depends on the type of robot, movement abilities of them are regulated by the term standards of freedomHow Automobile robot worksHow do robots work:There are 3 energy sources Hydraulic drive Joints are operated by hydraulic operatorsThe major drawbacks are: The floor is utilized by the installation of hydraulic operation Leaks may be noticed often and cause untidy floor.Advantages: Due to the pace and power, they are used in comprehensive large industrial robots Also craved to use in situations where electric-driven robots might cause fire, etc. Electric Drive Comparison to Hydraulic systems, less energy, and slower speed Most popular robot types in the industry.There are two different groups: Stepper motors and Direct current (DC) servo-motor operated Pneumatic Drive Ordinarily installed to small robots Tends to have several degrees of freedom Operations are easy and fewer cycle times Less expensive As most of the robot parts are commercially accessible, a small organization can build their robots.How do we know the position of robot arms?Sensors are used to observe the motion of robots Movement of robots is sustained by the power based on the provided input (computer algorithm) Once the order is delivered, it is important to know the location of the robot’s arm/components.Its movements should be managed during the entire motion Robot should also be competent in sensing their environments Sensors furnishes feedback to the controller and give versatility to robots.Types of sensors being used in robotics1. Position Sensors: Observes the location of joints Coordinate report is feedback to controller This information gives the system the capability of location the end-effectors, which is the part normally performs the tasks.2. Range sensors: Estimate the distance between a point in the robot and share point that surrounds the robots The job is usually done by television cameras or sonar transmitters and receivers If the sonar or camera misses a point, undesired events may occur.3. Velocity sensors: Determine the speed using an effective manipulator Due to the effects created by, mechanical force, gravity, the weight of the contents, etc, the desired speed and wanted the force to reach the speed should be calculated continuously.4. Proximity sensors: Sense and an indication of the behavior of another object within designated distances Averts accidents and locate the presence of work-pieceRobot movementsRobots are feasible when they are quick but also the durability is high The trade-off among speed and stability is maintained by a powerful control system Robotics and Control are two joint systems.Robotic actions and joints Robots expected to perform1. Rotational movements2. Radial movements3. Vertical movementsType of joints1. Rotational joints2. Twisting joints3. Revolving joints4. Linear jointsAnalysis of robot motionsForward and Backward Kinematics theoriesForward Kinematics: Transformation of the coordinate of the end-effectors duration from the joint space to the world space Position of end-effectors is computed based on the joints positionsBackward Kinematics: Transformation of coordinates from world space to joint space In this theory the position of end-effectors is identified in world coordinate system Essential motion is computed based on this data.LL Robot: Base is static, arms are straight joints RRR Robot: Base is static, arms are rotational parts TL Robot: Base is rotational and the arm is linear joint (x1, y1) (x2, y2) (x, y) L2 L1 L3 (x, y) (x, y)Essentials of robot programming Expect The pathway robot should follow The points it should reach Specifications about how to interpret the sensor data How and when the end-effectors should be initiated How to move parts between given positions.Essentials of robot programming and techniques Teach-by showing: Robot can replicate the motion already been done by the programmer Textual language programming A computer programming is written using logical observations Some of the languages are: Wave, VAL, AML, RAIL, MCL, TL-10, IRL, PLAW, SINGLA and ACLMaterial handling is the most popular application with 38% of the operational stock of industrial robots worldwide. This includes robotic machine tending, palatalizing, and various operations for metal machining and plastic molding. With the introduction of collaborative robots in the last few years, this part of the market is always increasing.This section mostly covers spot welding and arc welding which is largely used by the automotive industry. Spot welding is still more popular than robotic arc welding but not for long; as arc welding is growing very popular in metal manufacturing. More small workshops are beginning to introduce welding robots into their production. In fact, with the price of a robot falling and the different tools now available on the market, it is easier to automate a welding process.Assembly services include press-fitting, fixing, inserting, disassembling, etc. This section of robotic applications seems to have diminished over the last few years, even while other robotic applications have increased. The purpose of why the applications are diversified is because of the entrance of different technologies such as force-torque sensors and tactile sensors that gives more extra sensations to the robot.Here we are talking about gluing, applying adhesive sealing, painting, spraying, etc. Only 4% of operational robots are doing dispensing.Processing is not a big portion of industrial robots (only 2%) and this is apparently because a lot of motorized machines are available on the market to do precisely these applications. The main application areas are mechanical, laser and liquid jet cutting

The last several decades have seen dramatic changes to education.Our fundamental accounts of learning have broadened from purely behavioral explanations to include cognitive, social, constructivist, and connectivist perspectives.The tools we use to support learning have broadened from books, paper, and pencils to include computers of all shapes and sizes, networks, and a wide range of static and interactive digital resources.The institutions we use to support learning have broadened to include those that are public and private, large and small, accredited and not, online and on campus.The values of the institutions that support learning have broadened as well, including a new recognition of the critical role diversity plays in a facilitating a vibrant, evolving ecosystem of ideas and benefits to society.Where do we position openness in a narrative of the evolution of education?Openness has little to contribute to our fundamental accounts of learning.The foundational role of open licenses in open education might suggest that openness be considered a tool we use to support learning.The inclusion of “open” in the names of institutions might suggest that openness describes a type of institution.However, these simplistic, impoverished views underestimate openness, confusing its everyday implements with its deeper nature.When properly understood, openness is a value – like diversity. In fact, I believe diversity is one of the best metaphors for understanding the place of openness in education.Decades ago, the value of diversity in the educational enterprise was deeply underappreciated and education was the worse for it. Over a period of years, we have slowly improved education’s recognition of the crucial contributions of diversity through a coordinated effort comprised of campus conversations, workshops, trainings, initiatives, and a range of other memetic vehicles. Where administrators, faculty, staff, and students have truly internalized the value of diversity, they act in ways that allow everyone around them to enjoy the benefits of diversity.As I ponder the core beliefs embodied in openness (considering openness as a value),I return again and again to sharing and gratitude.I share because others have shared with me, and sharing with others seems the most appropriate way to express gratitude for what I have received. Like Newton, I recognize that if I have seen further it is by standing on the shoulders of giants. Should I then, from my heightened station, fight to prevent people from standing on my shoulders? Or do I have an obligation to those before and after me to leverage every means available to me, including modern technologies and open licenses, to enable as many people to stand there as possible? And is it not true that the more people we can help make their way atop our shoulders, and the faster we can enable others to climb atop theirs, the sooner we can solve global wicked problems like poverty, hunger, and war that threaten all humanity?When administrators, faculty, staff, and students embrace the value we call openness they create, share, and use open educational resources. They publish their research in open access journals. They employ open pedagogies and other open educational practices. They reward and recognize those in their institutions who engage in these behaviors and others that embody the ideals of sharing and gratitude. They work to remove barriers, remove obstacles, and remove friction from pathways to learning for all. Out of their deep gratitude for what others have shared with them, intellectually and in other ways, they do everything in their power to share with others.The importance of openness in education is only now beginning to be appreciated, and I hope this tendency can increase the pace of its spread. Out there are stories of people and institutions around the world acting in accordance with the value of openness, and relates the amazing results that come from those actions.I hope it will inspire you. I hope that as you read these stories you will feel an inward stirring of gratitude for what you have received from those giants who went before us, and that out of the rich soil of that gratitude will grow a commitment to share – a commitment to openness.David Wiley’s excerpt from Open Education: International Perspectives in Higher Education by Patrick Blessinger and TJ Bliss open bookOpen education is part of the wider movement to democratize tertiary education, and to treat lifelong learning as a human rightIn the past higher education was mainly the domain of a few. In recent decades, however, it has gradually become more accessible to larger segments of society — a phenomenon that is currently concerning a growing number of countries. These developments not only reflect the growing democratization of society and the increasing emphasis on human rights around the world but also the rising demand for a diversified and flexible system of higher learning to meet the increasingly complex needs of global societies.The broad definition of open education is the William and Flora Hewlett Foundation’s definition :“teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others”Open education provides a viable means by which anyone can pursue lifelong learning though access to free, openly licensed, high quality educational resources. Open education, and OER(Open Education Resources) in particular, is in the early stages of its development.The typical diffusion cycle for new products, services, and innovations consists of stages for introduction, adoption, growth, and maturity.In the early stages of the cycle, basic models, concepts and standards are defined.In the adoption stage, more and more people and organizations begin to use and find new applications for these products, services, and innovations.For instance, as the idea of OER began to spread in the late twentieth century and early twenty-first century, MIT began to post its courses on the internet. This radical idea, known as the MIT OpenCourseWare project, now has over 2000 courses available to the public for free. Other universities have followed MIT’s example.As with the broader movement to democratize education at all levels, the common underlying force driving these changes — irrespective of national geography or technological innovation — is the on-going development of democratically oriented societies (e.g., public policy reforms, rising global demand for higher education and lifelong learning opportunities). Within the last few decades we have seen an explosion of new ways, such as OER, massive open online courses and online universities, as a way to broaden access to higher education courses.Towards a Human Rights TheoryEducation is recognized as a fundamental human right. Yet, many people throughout the world do not have access to important educational opportunities. Open education, which began in earnest in the late 1960s with the establishment of open universities and gained momentum in the first part of this century through open educational resources and open technologies, is part of a wider effort to democratize education. Designed for access, agency, ownership, participation, and experience, open education has the potential to become a great global equalizer, providing opportunity for people throughout the world to exercise this basic human right.The condition of being open has many qualities and characteristics but these characteristics, relative to one’s ability to access, participate in, and leverage the full benefits of open education, have the following dimensions:spatial,temporal, andprocess.Therefore, these core dimensions serve as a good starting point to explain the nature of open education.Regarding the spatial dimension, open education (e.g., open educational resources, open courseware, massive online open courses) allows people to access and participate in education regardless of their physical/ geographic location, provided of course that they have the means (e.g., computer, smart phone, internet access) to connect to the resources. Thus, improvements in open education technologies allow more people to overcome physical and geographical barriers and constraints. As mobile and other information technologies become more affordable, the opportunity to access these resources increases.Regarding the temporal dimension, open education allows people to access and participate in education regardless of the time of day, month, or year, and independent of others’ time considerations. In other words, open education need not be a synchronous form of communication as in the traditional higher education model, but rather communication and participation become in this context an asynchronous form of learning and communication. As with the spatial dimension, improvements in course design and information and communication technologies allow more people to overcome time barriers and constraints.Regarding the process dimension, it is important that open educational platforms and systems be created using sound design principles, valid and reliable teaching methods, and learning theories.Within this dimensional framework, open education consists of the following core components:Subject-matter experts (i.e., professors, scholars, teachers, educators) create the content.Students are free to select those courses and other educational resources that they believe will be most beneficial to them (i.e., it is a voluntary system to satisfy the learning needs of the students). Within the structural constraints of the educational platform and the usage policies and rules, students are free to determine if, when, and how they will access and participate in open education and they are free to self-determine what learning needs (outcomes) they want to meet.Organizations (i.e., universities, non-governmental organizations) create the structure and rules by which the content is packaged and structured as well as the basic rules governing how content is produced and consumed, including feedback systems that are used to continuously make improvements and meet the needs of both the experts and students.As noted by Kahle (2008), the core underlying principles involved in open education include the following:Design for accessDesign for agencyDesign for ownershipDesign for participationDesign for experienceOpen education is designed for access because it removes the traditional barriers that people often face in obtaining knowledge, credits, and degrees — including but not limited to cost. Access is fundamental to open education and is the basic principle that has informed and driven the open education movement from its inception.Open education goes beyond access: it is designed for the agency of students and teachers and affords them increased control of content and technology. As Kahle (2008, p. 35) explains: Openness“is measured by the degree to which it empowers users to take action, making technology [and content] their own, rather than imposing its own foreign and inflexible requirements and constraints”.Open education pre-supposes the participation of the learner and the educator, and it seeks to amplify their agency.Open education is also designed for ownership when technology and content are licensed in such a way that users can both modify and retain the resource in perpetuity. David Wiley originally defined open content using a “4 R” framework, which includes the rights to reuse, revise, redistribute, and remix creative works. But in response to academic publishers pushing access codes and short-term leases on educational content, Wiley made explicit something he had long seen as an underlying implicit principle of open content: the right to retain, which includes the rights to make, own, and control copies of the content (Wiley, 2014).Open education is designed for participation when it is well-designed for access, agency, and ownership. In other words, these aspects lead to participation by learners and educators. As open education promotes these fundamental principles, students and teachers are more likely to collaborate and participatory in inclusive activities. Indeed, one of the goals of open education is to move learners closer to the center of a community of practice, specifically through providing opportunities and infrastructure for participation and collaboration.Finally, open education is designed for experience, or at least it can be, when educators and systems focus on making content and technology appealing and user-friendly. Kahle (2008, p. 42) argues that “design for experience recognizes that all participants, particularly busy educators and students, quickly form opinions as to what resources are interesting, helpful, and worth their investment of time. Design for experience is a form of human-centered design”. Insofar as creators of content and technologies recognize this important principle, open education can appeal to a broader audience than students and educators, thus amplifying access, agency, ownership and participation to anyone with a desire to learn.The open education movement can also be viewed as part of a wider drive to democratize tertiary education, which, in turn, can be viewed as part of the movement to establish tertiary education and lifelong learning as a human right.The human rights view of lifelong learning focuses not on the socio-economic and personal benefits that education produces (albeit very important) but rather on the claim that universal education makes on others. A human right is a very broad construct from which other issues and rights flow (e.g., civil rights, social inclusion, humane treatment of people). A human right is defined as a justified claim on others (McGowan, 2013). In addition, one of the goals of the UN Millennium Development Goals initiative is to move towards a more inclusive and quality education system that recognizes tertiary education alongside primary and secondary education.Human rights are justified because they protect humanity from the abuse of others and they defend those aspects of society (e.g., life, liberty, and security) that are considered fundamental to human life, and as such, they are the most urgent claim on others. In the final analysis, by viewing learning and education through the lens of human rights, universal education throughout the course of life becomes an important condition for justice in a democratic society.In 2007, UNESCO and UNICEF further delineated the right to education into three areas:the right of access to education,the right to quality education, andthe right to respect within the learning environment.Defined this way, these rights therefore have implications for governments, educational institutions, and non-governmental organizations with regard to their responsibility towards how they provision educational resources and how they lead learning environments.Concerning access, open education puts the responsibility and duty of care primarily on the service provider and others to ensure a ubiquitous, affordable way for people to access a wide range of educational resources. Concerning quality, it puts the responsibility primarily on the service provider (i.e., the educational institution) and the content creators (i.e., the faculty or other subject matter expert) to define the framework and process of who, what, when, where, why, and how the content will be created and the criteria by which to evaluate and assess the quality of the content and the effectiveness of teaching and learning.Concerning respect, it puts the responsibility primarily on the service provider to define the policies and rules to cultivate an environment of mutual respect and on the teachers and students, as the two primary agents in the teaching-learning process, to treat others with respect and dignity. Thus, open education will be most effective if it addresses all these components.Brief History of Open EducationAt its core, the open education movement has been about access.In the late 1960s, efforts began to remove barriers to entry for students desiring to pursue tertiary education. For example, the Open University of the United Kingdom (OU-UK, The Open University) was established in 1969 with the mission to help facilitate educational opportunities and greater social justice by providing high-quality university education to anyone who has a desire to learn and realize their potential. Since the founding of the OU-UK, many other open universities have been established in countries throughout the world, ranging from Bangladesh to Canada to South Africa.In the late 1990s, as the internet was becoming more ubiquitous, many prestigious institutions of higher education in the United States began looking for ways to further disseminate the educational content promulgated within their classrooms. At the same time, forward thinking education technologists were recognizing the power of the internet to democratize education at all levels and exponentially increase access to educational content for people across the globe.In 1998, David Wiley coined the term “open content”, which he described as a creative work that others are allowed to copy, share, and modify. Wiley created a basic open license that creators could place on their works to signify these permissions.As the idea of open content for education began to spread, Charles Vest, then President of the Massachusetts Institute of Technology (MIT), sought funding from private foundations to video-tape and post content from MIT courses on the internet. This radical idea became the MIT project (Free Online Course Materials), which continues to publicly and freely share the content from over two thousand MIT courses (updated to 2016). Other universities followed MIT’s example, dramatically expanding the open courseware movement over the next several years.Recognizing the power and potential of open content to increase access to education, private philanthropic foundations, particularly the William and Flora Hewlett Foundation in California, began supporting the development and spread of open courseware and other types of open educational content.In 2002, at a UNESCO meeting of developing nations, known as the Forum on the Impact of Open Courseware for Higher Education in Developing Countries, the term “Open Educational Resources” (OER) was officially adopted to describe open content used for educational purposes. The forum agreed on the following definition of OER: the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO, 2002, p. 24).In the same year, Lawrence Lessig, Hal Abelson, and Eric Eldred received funding to establish a new non-profit called Creative Commons, which produced flexible copyright licenses that people could use to openly license their creative works. These licenses have become the gold standard for establishing the legal aspect of OER.The Hewlett Foundation defines OER as“teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others”, and requires that all works created with project grant funding be licensed with a Creative Commons Attribution license. Many other foundations and government agencies throughout the world have adopted similar open policies, leading to a significant increase in the supply of OER.For the first five or so years after the UNESCO meeting in Paris, most of the OER available for professors to adopt existed in piecemeal form and was mostly suitable as a supplement to primary course content.Starting in 2009, advocates and supporters of OER began to recognize that for OER to enter mainstream adoption, open content would need to be produced in a format that professors would be better able to adopt as primary course material: the textbook. With support from foundations and governments, work began to produce and disseminate what have become known as “open textbooks”. For example,over the past four years, OpenStax College at Rice University (OpenStax) has produced twenty open textbooks for the highest enrolled college courses in the United States;and the state of California and the province of British Columbia have each compiled a library of open textbooks for the highest enrolled courses in their respective systems. These open textbooks have been adopted by thousands of professors, positively impacting hundreds of thousands of students.In addition, the Open Textbook Network and the Open Textbook Library at the University of Minnesota (https://open.umn.edu) provide access to a growing list of open textbooks.Most recently, an effort has begun to bring adoption of OER in higher education to scale. In 2013, Tidewater Community College established the first degree program entirely based on OER. In June 2016, the college reform network, Achieving the Dream (http://achievingthedream.org), provided pass-through funding to nearly 40 community colleges in the United States to establish OER degrees within the next 2 years.These degree programs will impact many students and do much to bring OER into mainstream adoption in higher education.On the international front, the OERu partnership (Home | OERu) is working with over thirty partner institutions around the world to establish a fully articulated, credit-bearing first year of study based exclusively on OER that students around the world can enroll in for free.Open education is more than just open content, of course, but the OER movement is a remarkable example of the power of openness to increase educational access for all. The real potential of open education is to actually improve learning for all. In the next several years, Open Educational Practice is expected to increase. It will include teaching techniques that draw on open educational resources, open technologies, and open systems to increase the flexibility and authenticity of learner experiences (Conole and Ehlers, 2010), ultimately resulting in better learning for students and better teaching for educators globally.Open Education to Democratize EducationOpen education is not a substitute for traditional higher education provisioning, nor is it intended to be. The desire-to-learn model of open education supplements the ability-to-pay model of higher education.For many people who use open education services, they provide a supplementary type of education that adds to the mix of educational offerings available. Thus, open education need not represent an “either/or” proposition and it need not compete with (nor necessarily intends to) traditional higher education but rather it provides an additional means by which people can access knowledge and engage in lifelong learning. In fact, some of the largest providers of open educational resources are the traditional brick-and-mortar higher education institutions because they understand that open education is not a pure substitute for traditional place-based higher education and because it makes it easier for them to prepare materials for MOOCs, for example (based on existing courses), and because it is easier for them to utilize existing instructional staff and institutional expertise.The goals of students using open education and the goals of those who undertake traditional higher education are often very different.Most students in traditional place-based higher education want to obtain a degree whereas most in open education want to pursue learning but not necessarily obtain a degree. In addition, many people do not have the time to devote themselves exclusively, or even part-time, to place-based education.Fixed time and place requirements are major obstacles to enrolment for many students. To ameliorate this obstacle, in some countries university fees are kept very low and virtually non-existent for low-income students and for students who live at home the total cost of attendance is extremely low.A key distinction between traditional and open education is that traditional higher education institutions provide services (e.g., accredited degrees, extensive instructional and support staff, research output) that some open education services may not, nor necessarily intend to. Thus, both systems have emerged to address different types of learners who have different goals and needs.Most nations have gradually shifted away from an elitist system of higher education and towards a universal access model of higher education. In the universal access model a multiplicity of institutional types (e.g., technical colleges, community colleges, liberal arts colleges, research universities) and a multiplicity of access types (e.g., online universities, open universities, open courseware, open educational resources), as well as hybrid institutions together with further and continuing education programs are combined in unique ways to serve the varied needs of society.This shift has created a more diversified system of institutional types, access methods, and program and course offerings for every stage of life or career and is reflective of the continuing democratization of knowledge and the growing demand for higher education worldwide (Blessinger and Anchan, 2015; Blessinger, 2015a, b; OECD, 2012; Trow, 1974; Yu and Delaney, 2014).The main distinguishing features of open education is that it consists of free, unfettered, anytime, anywhere access to educational resources that are meaningful and useful to those who wish to utilize those resources.Effective open education platforms and processes center on meeting the needs and aspirations of people throughout every life stage (lifelong learning) and across all life activities (life-wide learning).Since every person is part of the broader social structures in which they live, the most effective open education platforms are those that create opportunities for shared meaning-making, collaborative activities, and creative participation.Thus, open education should not only be a personal meaning-making experience but also a social one. As such, the open education model moves away from the knowledge scarcity model and toward a knowledge abundance model (McGrath, 2008; Batson, Paharia, and Kumar, 2008).As such, additional models are needed to work alongside (not replace) traditional educational structures. With the knowledge abundance model, knowledge is made available to anyone who wishes to consume it, regardless of their ability to pay or their ability to participate in place-based education.The emerging abundance model is reflective of the broader democratization of knowledge that is unfolding around the world. The abundance model represents an emerging paradigm shift from knowledge that is owned and controlled by knowledge elites to knowledge that is accessible to anyone.As mentioned earlier, the emergence of massive open online courses, open universities, and open educational resources represent concrete exemplars of this paradigm shift. As noted by Blessinger (2016a), this is not an entirely new phenomenon because there have been revolutionary moments in human history (e.g., invention of the printing press in the 15th century, the spread of public libraries in the nineteenth century, the development of the internet in the twentieth century) that have served as catalysts to de-monopolize higher learning and to open access to knowledge to wider segments of society. Blessinger (2016a) puts it this way:“The wide-ranging utility of the printing press laid the foundation for future political, social, economic and scientific revolutions such as the Renaissance and the Reformation, which paved the way for mass learning and the modern hyper-connected global knowledge society”.This trend continues to this day. Thus, one can see how these events are connected, although, at the time they emerged, their future impact was often unforeseen and often shunned and even fiercely opposed by those who wanted to maintain the status quo.Thus, as discussed by Blessinger and Anchan (2015), the underlying forces driving the development of open education are the basic human needs to learn and grow throughout every stage of life. The change model also supports a democratic theory of higher education postulating that the goal of university-level education is to cultivate personal agency through the development of knowledge, skills, and capacity; opportunities to learn throughout life should therefore be provided to all.These political, social, economic, scientific, and technological revolutions and factors are connected and they impact each other in concrete ways.The role and purpose of tertiary education continues to expand. The importance of lifelong and life-wide learning continues to grow and it is now regarded as necessary to social and personal development and therefore as a human right. As such, the role of tertiary education has expanded to include the production of social and cultural capital, not just human and economic capital.Lynch (2008) argues that we should not automatically equate access to information (e.g., internet based information) to access to education (i.e., education is a system of formal learning). This is especially true if we take a broader definition of education to include socio-cultural processes which implies that education should also be about social and emotional learning, not just cognitive learning. Treating education as a social process emphasizes the point that learning is socially situated (Lave and Wenger, 1991) and that learning is also a personal meaning-making process (Kovbasyuk and Blessinger, 2013). Yet, notwithstanding the importance of these processes, effective educational systems also require the elimination of unnecessary and arbitrary barriers that may inhibit its access and participation.Whether one uses a narrow definition of education or a broad definition, open education can be adequately described as a form of universal education available to all through freely accessible and ubiquitous knowledge bases. Although open education need not, strictly speaking, be electronic in form, electronic technology does nonetheless provide a low cost and relatively easy means for people anywhere at any time to learn in a social and personalized way, thus making the ideal of “education for all” an emerging reality.Open Education as Social InclusionGiven higher education’s history of exclusion and elitism, the emergence of education for all and education as a right is imperative (Blessinger, 2016e; Burke, 2012; McCowan, 2013; UNESCO/UNICEF, 2007; Spring, 2000; Vandenberg, 1990).Learning is a social process and formal systems of learning are necessary for social reproduction and the continual development of society. As with all living creatures, all people are born depending on others for their survival and development. They depend on others (e.g., family, school, community) to learn the required knowledge and skills to live within society.Education is therefore social in nature and a type of learning community.Although the ultimate purpose of education is to produce learning, education also inherently serves political, economic, social, and humanistic purposes.With globalization, humans live in an increasingly interconnected and interdependent world. The more complex the world becomes and the faster that change happens, the greater the need for lifelong and life-wide education. Different models and systems of open education help meet this need (Altbach, Gumport and Berdahl, 2011; Barnett, 2012; Burke, 2012; Dewey, 1916; Kezar, 2014; Knapper and Cropley, 2000; Kovbasyuk and Blessinger, 2012).In the US, for example, higher education and lifelong learning have been marked by four broad movements (or waves) over the last 150 years.The first wave was the result of the Morrill Act of 1862 which created a system of land-grant universities through the US;the second wave was the creation of the community and technical college system that began at the beginning of the twentieth century and the G.I. Bill of 1944, both of which extended access to higher education to millions of US citizens;the third wave was the use of information and communication technologies (e.g., television, internet) and distance education opportunities which helped create the anytime, anywhere educational movement; andthe fourth wave which has been brought about by the acceleration of globalization and the internationalization of higher education resulting in the growing recognition that lifelong learning and education is a human right which further expands the democratic social contract to education to all segments of society (Blessinger, 2015c, d, e).We suggest that the OE movement, and open methods as part of this, be considered a fifth wave in the history of education.Open Education to Support Education as a Human RightOne of the main reasons why higher education has become so diversified (in terms of institutional types and educational delivery models) and widely available to anyone who wishes to avail her/himself of it is because a university or college degree has become the gateway to professional careers and specific job opportunities, whether they be white, pink or blue collar. For instance, nearly all professions such as medicine, law, education, and engineering are only available to those with advanced university degrees.Many careers that once only required a high school diploma now require a college degree. In most countries certification and apprenticeships are now required in most vocational fields such as medical and legal assisting, welding, electronics, cosmetology, real estate, and culinary arts. Jobs have become more complex and more demanding throughout the labour market.Thus, it is no surprise that tertiary institutions of all types have grown in importance. Societies around the world are placing greater faith and reliance in educational systems to address a growing array of social and economic problems. Universal education is now widely viewed as one of the basic requirements for a modern society and it serves as a chief catalyst for socio-economic and personal development.Education at all levels (i.e., primary, secondary, tertiary) is now widely considered a human right because it yields so many positive benefits at a social, economic, and personal level (Hanushek and Woessmann, 2007), because it has become so vital to the development of social reproduction (Bourdieu and Passeron, 1977) and because continual learning is so necessary to human agency and development. Because of these factors, it would be an injustice to deny or constrain people from learning throughout the entirety of their lives (Kovbasyuk and Blessinger, 2013; Spring, 2000; Vandenberg, 1990).MOOCs, open educational resources, open universities, and the like therefore provide a low cost or zero cost means for anyone to access high quality educational materials. The costs associated with producing open educational services typically come from a variety of sources such institutional budgets, government support, and non-governmental support (e.g., foundations). In addition, studies have shown that costs for textbooks, for example, can be dramatically reduced using OER (Hilton, Robinson, Wiley, and Ackerman, 2014).Open education resources and platforms may be structured either as formal learning (i.e., part of a structured curriculum) or as non-formal learning (i.e., not structured as part of a curricula program leading to a certificate or degree but rather as one-off courses).In the years following WWII, the human and civil rights movement took on a new sense of urgency. This sense of urgency was a result, in large measure, of the crimes against humanity perpetrated by some people during WWII. When the full extent of these crimes was revealed it became clear that the civilized world community needed to intervene on a global scale.So, the United Nations, acting in their capacity as representatives of the world community, adopted The Universal Declaration of Human Rights — UDHR (United Nations, 1948) which articulated those basic human rights that applied to all nations and cultures.(3) The UDHR states that everyone has a right to education at all levels.To conclude, we has discussed how democratic societies have gradually moved away from elitist and exclusivist systems of higher education that were based on power and privilege claims in favor of open and inclusive systems of higher education based on justice and human rights claims.This phenomenon represents a major paradigm shift in higher education. Since democratic societies are fundamentally based on principles of rights and justice, it should not come as a surprise that this transformation is occurring, albeit incrementally.Thus, the emergence of open education is a reflection of the broader democratic society in which it functions. The UNESCO Universal Declaration on Democracy (1997) states that,“A sustained state of democracy thus requires a democratic climate and culture constantly nurtured and reinforced by education and other vehicles of culture and information”.(4) Thus, lifelong education, not just basic education, is needed to nurture and strengthen democracy. It does this by creating flexible and open educational structures that allow all people to engage in lifelong and life-wide learning. Given the increasing impact of globalization and the increasing importance of continual lifelong education for all, it is clear that treating education as a human right is imperative.(3)Recently a prestigious group of scholars, politicians and activists, under the leadership of former British Prime Minister Gordon Brown and the auspices of New York University’s Global Institute for Advanced Study, convened the Global Citizenship Commission to re-examine the spirit of The Universal Declaration of Human Rights. Their findings are published in Gordon Brown (Ed.), The Universal Declaration of Human Rights in the 21st Century (Cambridge: Open Book Publishers, 2016), http://doi.org/10.11647/OBP.0091, http://www.openbookpublishers.com/ product/467. See, in particular, Section 6.3.d, “Human Rights Education” (pp. 97–99) and the online Appendix “Advancing Transformative Human Rights Education”, https://www.openbookpublishers.com/shopimages/The-UDHR-21st-C-AppendixD.pdfPS:“There comes a point when a creative work belongs to history as much as to its author and her heirs,“Two roads diverged in a wood, and I— / I took the one less traveled by, / And that has made all the difference.” How refreshing it is to quote freely from another iconic Robert Frost poem, “The Road Not Taken,” published in his poetry collection Mountain Interval in 1916. Its copyright expired in 1992 and that has made all the difference. The poem has inspired lyrics from Bruce Hornsby, Melissa Etheridge and George Strait, and its phrases have been used to sell cars, careers, computers and countless dorm room posters that feature the final lines as an exhortation to individualism that the poet likely never intended.That's an awesome event IMHO let's enjoyed it all of usFor the First Time in More Than 20 Years, Copyrighted Works Will Enter the Public Domain