fbpx
Home Blog Page 1320

In India, MOOCs Are Now Part of the Education System

0
In India, MOOCs Are Now Part of the Education System

Students taking their SWAYAM exams
SWAYAM exams underway — tweeted by R. Subrahmanyam, India’s Education Secretary

In December 2018, 3,800 students flocked to exam centers across India to sit exams for courses taken on SWAYAM, India’s national MOOC platform. It was the first time SWAYAM exams were organized. And what made these special is that, although SWAYAM courses are offered online, they can lead to actual academic credit.

SWAYAM — that stands for Study Webs of Active-Learning for Young Aspiring Minds and means self in Hindi — is an online course provider first announced by the Government of India in August 2014, beta launched in August 2016, and fully launched in July 2017.

The platform is part of the Digital India initiative to empower the nation and its citizens through technology. Specifically, the platform goals are to facilitate access to quality education, support lifelong learning, and increase enrollments in India’s higher education.

On SWAYAM’s launch, Pranab Mukherjee, then President of India, stated: “internet has offered an opportunity to quell the divide in terms of access and quality […] digital modes are cheaper, more easily accessible, interactive, and offer flexibility […] We need to work together to ensure that they are widely adopted for teaching.”

With a catalog of 2,000 courses, SWAYAM is one of the world’s largest MOOC providers. The courses are taught by 1,250 instructors affiliated with 130 institutions, including:

  • Central universities, such as Delhi University.
  • State universities, such as Jadavpur University.
  • Autonomous institutes, such as IIT Bombay.

Growth is incentivized by compensating faculty and staff for creating and running courses. For instance, according to the remuneration model issued by India’s Ministry of Human Resource Development, instructors are paid about $150 per hour spent teaching on camera.

To date, India has invested more than $33 million in SWAYAM. But despite this cost, the platform is open — SWAYAM courses are free to take.

(For more details about the platform and its origins, head to our previous articles. Class Central has been following SWAYAM’s development since it was announced back in 2014.)

But SWAYAM’s most distinctive feature isn’t its scale or openness, but rather its integration into India’s education system. Indeed, public higher education institutions in India may allow their students to complete up to 20% of their degree online by taking courses on SWAYAM.

SWAYAM’s credit system is laid out in the framework issued by the University Grants Commission, the organisation that oversees India’s higher education.

Twice a year, institutions pick SWAYAM courses they’ll grant credit for in the upcoming term. Note that they may pick courses offered by other institutions, allowing them to tap into the strengths of schools nationwide to build richer curricula. For instance, they may leverage SWAYAM to offer high-demand courses for which they lack qualified instructors on campus.

Students may then register for relevant, credit-eligible online courses and, upon completion, have them count toward their degree. Courses typically involve watching lectures, submitting assignments, and sitting an exam in one of the 1,000 exam centers established across India.

Registering for an exam may cost up to $15. But that fee is usually refunded if the student passes the exam.

As an emerging superpower that accounts for almost one fifth of the world’s population, India’s bet on MOOCs sends a strong message: integrating online and traditional education can help developing nations overcome challenges, such as:

  • Enrollment Drops: Thanks to SWAYAM, India hopes to raise national enrollments in higher education to 30% by 2021.
  • Faculty Shortages: By leveraging SWAYAM, schools can expand their course catalog without having to rely on local instructors.
  • Geographical Barriers: Through satellite internet, SWAYAM allows schools to extend their reach beyond their local area and into rural India.

And some developing nations have already taken heed of this message. In late 2018, India and Afghanistan signed a cooperation agreement to let Afghanistan institutions and students respectively offer and take courses on SWAYAM.

But beyond the developing world, integrating online and traditional education may also help developed nations seize opportunities, including:

  • Lowering Costs: By making reusable, shareable, and scalable online courses part of the education system, MOOCs can make a dent in the costs of higher education.
  • Increasing Flexibility: By allowing learners to study when and where is more convenient to them, MOOCs are more likely to attract working professionals.
  • Facilitating Credit Mobility: By encouraging institutions to contribute to a collective pool of credit-eligible courses, MOOCs can help streamline credit transfer.

And these opportunities resonate with the goals of leading actors in the MOOC world. In a talk titled Reimagine Education, Anant Agarwal, edX CEO and MIT professor, challenges institutions to “accept 25% of the credit” earned by a student at another institution.

SWAYAM shows one way toward that goal.

Ask a Data Engineer: Warby Parker Edition 👓

0
Ask a Data Engineer: Warby Parker Edition 👓

wp-header

Codecademy’s very own Nick Duckwiler (left) and Ryan Tuck from Warby Parker (right) in our office. (📷: Mitch Boyer)

Last month, Codecademy and Warby Parker came together to work on a special Learn SQL from Scratch Capstone Project. It was during this time when I met Ryan Tuck, a Data Engineer at Warby, who played a major part in this partnership. So when he decided to drop by our office for the final QA round, I had to break out my notebook and ask some questions. Enjoy.


Hey Ryan, let’s start off with a question I’ve had for a while — what is a Data Engineer? (Is it similar to a Data Analyst or a Software Engineer?)

At Warby Parker, data engineers are responsible for creating and maintaining the plumbing required to support the data and reporting needs of the business. We use software engineering practices to automate the work of data cleaning, normalizing, and model building so that data is always ready to be consumed by data analysts in every department.

What languages/frameworks do you use at Warby?

On data engineering, we use Python as our general purpose programming language, as do most of the other teams in our Technology department. When it comes to databases, we use PostgreSQL for the majority of our SQL needs, and are beginning to use Amazon Athena and Google BigQuery for some of our larger datasets. We use Looker as our exclusive business intelligence entry point to all of this data.

What are some of the projects you worked on?

I’ve had the privilege of working with a lot of of smart people in every department at our company to help them solve their varied data needs, from reconciling financial data with the Accounting team to automating and modeling standardized performance metrics for our team of over 200 customer experience advisors.

As part of a team of five supporting the data needs of a rapidly growing company, I’ve tried where possible to focus on helping our analysts solve their own problems. This includes helping people learn Python and commit to our codebase, guiding the creation of data models in SQL, and encouraging people to submit pull requests to add features in Looker, our BI tool.

Seeing dozens of otherwise “non-technical” colleagues opening up PRs on a daily basis, and consequently being part of the democratization of tech that we value at Warby Parker, is probably the most rewarding “project” I’ve been a part of.

One project finished recently during our first annual “Hackweek” is called Pipes, which allows anyone at the company to easily move large amounts of data from wherever to wherever (Looker, Google Sheets, PostgreSQL, BigQuery, etc) on a regular cadence, or manually through a simple one-line chatbot interface. The adoption has been overwhelmingly positive and we’re looking to grow this sort of tooling out even more.

“We use software engineering practices to automate the work of data cleaning, normalizing, and model building so that data is always ready to be consumed by data analysts in every department.”

What got you into the data field?

I’ve always been drawn to analytical fields like math, and became pretty proficient in Excel during some internships in college. Once I had learned to program and learned more about data science and its applications in artificial intelligence, I knew that anything I could do to immerse myself in the world of data would be a step in the right direction.

Three and a half years ago, I landed a job as a junior software engineer at Warby Parker not fully knowing what I was in for, but am so glad I got the opportunity to help build tools to support an interesting and ever-changing data-driven culture here.

Where did you learn SQL and Python?

I had a background in C++, and was exposed to Python through an Intro to Data Science course. When Warby Parker hired me onto the Data team in 2015, I had never written a SQL query in my life, but picked it up quickly and within a few months started up internal SQL training classes, which I still teach on a monthly basis.

What does your tattoo say?


The ultimate cheatsheet.

This is Bayes’ Theorem, which is an equation that describes how to update probabilities given new evidence. Two summers ago I worked on building a tool to help predict weekly fantasy football performance. Some colleagues suggested a Bayesian approach would be appropriate, since there aren’t really enough data points in an NFL season to be able to use statistical approaches that require larger datasets, and I’d want to regularly update my predictions after each player’s latest performance.

I did a deep dive into understanding the (simple) math underlying Bayes’ Theorem and came out of that experience with a whole new worldview, understanding my entire knowledge of the world as a big and intricate probabilistic model that I was continuously updating with every experience I ever have. It was pretty transformative, and I figured that was worth a tattoo.

What is a concept in SQL/Python that’s essential to your work?

Donald Knuth said, “Premature optimization is the root of all evil.” I’ve generally found this to be true, and try to live by it in my work. For example, I’ll generally prefer to keep a data model simple by rebuilding it for all time on a daily basis using a single SQL query instead of making a more complicated model that requires iteratively adding to a table, keeping track of state, updated timestamps, when something last ran, etc.

A wise man once said, “Duplicating data makes things go fast,” but databases are already impressively fast to begin with, without implementing anything to improve performance. Ultimately, I almost always approach a problem thinking about optimizing for my time over machine time, for readability over performance, and for introducing as little cognitive overhead as is required by the problem at hand. Only once performance issues or readability issues present themselves will some code be worth a rewrite.

Last question! Since you wrote Warby Parker’s internal SQL training courses, I know there gotta be some inner Curriculum Developer in you. Can you teach a SQL concept in 2 minutes?

Sure! Have you ever written a query that yields some result set and you think, “I’d love to query the stuff I just produced like it was a table?” Enter the WITH clause.

Suppose I have a mega query that gives the transaction summaries:

select
    transactions.date as transaction_date,
    sum(items.price) as total_cost,
    count(*) as number_of_items
from
    transactions
inner join
    customers
    on
    customers.id = transactions.customer_id
inner join
    transaction_items
    on
    transactions.id = transaction_items.transaction_id
inner join
    items
    on
    items.id = transaction_items.item_id

Using WITH, I can create a temporary table within my query that I can SELECT from and treat it just like a regular old table.

I will put everything from the previous query in a parentheses and use WITH to give it the name transaction_summaries.

Then I’ll apply the date and customer filtering down below for a more readable query, to separate out all the JOIN logic from the actual WHERE filters that I want to apply on that data.

with transaction_summaries as (
  select
      transactions.date as transaction_date,
      sum(items.price) as total_cost,
      count(*) as number_of_items
  from
      transactions
  inner join
      customers
      on
      customers.id = transactions.customer_id
  inner join
      transaction_items
      on
      transactions.id = transaction_items.transaction_id
  inner join
      items
      on
      items.id = transaction_items.item_id
)

select 
        * 
from 
        transaction_summaries
where 
        first_name = 'beyonce'
        and 
        transaction_date > '2018–01–01'
order by 
        total_cost desc
limit 
        5

If you’re familiar with subqueries, this does a similar thing but makes the SQL far more readable, even if your query isn’t quite as performant as it would have been. This is essentially an implementation of the mantra “Don’t Repeat Yourself” that’s common in the world of programming.

Incredible. And love the SQL styling! 😍


Huge shout out to Ryan and the whole Warby Parker team for making this partnership happen. Special hat tips for behind-the-scenes support from:

  • Lon Binder, Chief Technology Officer, Warby Parker
  • Maddie Tierney, Executive Assistant, Warby Parker
  • Kayla Robbins, Executive Assistant, Warby Parker
  • Kaki Read, Senior Communications Manager, Warby Parker
  • Isabel Seely, Senior Brand Manager, Warby Parker

It’s been an absolute pleasure. And of course, the fam at Codecademy. You know who you are. Couldn’t do it without you.

Referees

0
Referees

Do you think referees deserve more respect?

Have you ever witnessed a fan, player or coach harass an official? What happened? Was the treatment deserved? Is it ever deserved?

Would you ever want to officiate a sport? If so, which one and why? If not, why not?

Tell us in the comments, then read the related article about “the one team that just can’t win.”

Find many more ways to use our Picture Prompt feature in this lesson plan.

Word + Quiz: bagatelle

0
Word + Quiz: bagatelle

1. something of little value or significance

2. a light piece of music for piano

3. a table game in which short cues are used to knock balls into holes that are guarded by wooden pegs; penalties are incurred if the pegs are knocked over

_________

The word bagatelle has appeared in nine articles on NYTimes.com in the past year, including on April 6 in the music review “A Pianist’s Seamless Flow, Nothing Short of Astounding” by James R. Oestreich:

True, the audience thinned out a bit at intermission, and many of those remaining refused to play along when Mr. Schiff tried to run the Prelude and Fugue in B minor from Book I of Bach’s “Well-Tempered Clavier” into Brahms’s three “Klavierstücke” (Op. 119), interrupting at length with applause. It’s hard to blame anyone for enthusiasm or for wanting to relieve the tension of a long and intense musical evening.

… Mr. Schiff concluded with a brilliant performance of Beethoven’s Piano Sonata No. 26 (“Les Adieux”). Well, almost concluded. He also likes to surprise with generous encores. On Tuesday he added all of Bach’s Italian Concerto and Brahms’s posthumous “Albumblatt” in A minor. On Thursday he offered a Beethoven bagatelle (Op. 126, No. 6) and Bach’s “Capriccio on the Departure of a Beloved Brother.”

_________

How Much Do You Know About Botswana?

0
How Much Do You Know About Botswana?

Can you find Botswana on a map? What else do you know about this Southern African nation with 2.3 million people.

Do You Like School?

0
Do You Like School?

Do students at your school seem bored? Do you ever feel bored? If so, when? Why?

The authors of the essay you are about to read spent six years studying high schools across the United States. What did they find? They noted that “boredom was pervasive.” They also learned that debate, drama and other extracurriculars frequently provide the excitement many classrooms lack.

Do you agree with their findings? Or do you think school, for the most part, is actually interesting, rigorous and engaging?

In the Opinion essay “High School Doesn’t Have to Be Boring,” Jal Mehta and Sarah Fine write:

When you ask American teenagers to pick a single word to describe how they feel in school, the most common choice is “bored.” The institutions where they spend many of their waking hours, they’ll tell you, are lacking in rigor, relevance, or both.

They aren’t wrong. Studies of American public schools from 1890 to the present suggest that most classrooms lack intellectual challenge. A 2015 Gallup Poll of nearly a million United States students revealed that while 75 percent of fifth-grade students feel engaged by school, only 32 percent of 11th graders feel similarly.

What would it take to transform high schools into more humanizing and intellectually vital places? The answer is right in front of us, if only we knew where to look.

The Op-Ed continues:

As we spent more time in schools, however, we noticed that powerful learning was happening most often at the periphery — in electives, clubs and extracurriculars. Intrigued, we turned our attention to these spaces. We followed a theater production. We shadowed a debate team. We observed elective courses in green engineering, gender studies, philosophical literature and more.

As different as these spaces were, we found they shared some essential qualities. Instead of feeling like training grounds or holding pens, they felt like design studios or research laboratories: lively, productive places where teachers and students engaged together in consequential work. It turned out that high schools — all of them, not just the “innovative” ones — already had a model of powerful learning. It just wasn’t where we thought it would be.

Consider the theater production that we observed at a large public high school in an affluent suburban community. Students who had slouched their way through regular classes suddenly became capable, curious and confident. The urgency of the approaching premiere lent the endeavor a sense of momentum. Students were no longer vessels to be filled with knowledge, but rather people trying to produce something of real value. Coaching replaced “professing” as the dominant mode of teaching. Apprenticeship was the primary mode of learning. Authority rested not with teachers or students but with what the show demanded.

The essay goes on:

How can we make what happens before the bell more like what happens after it?

Schools need to become much more deeply attached to the world beyond their walls. Extracurriculars gain much of their power from their connections to their associated professional domains. School subjects, in comparison, feel devoid of context. Promising schools tackle this dilemma in different ways: Some use project-based learning to engage students in their local communities; some collaborate with museums, employers and others who can give students experiences in professional domains; still others prioritize hiring teachers who have had experience working in (and not just teaching about) their fields. All of these choices bring meaning to work that is too often taught in a vacuum.

Students, read the entire essay, then tell us:

— What, if any, observations about schools and students made by the authors resonate with your experiences? Does anything in the Op-Ed differ from what you have observed about school? Explain.

— Is school really as boring as some students say it is? Explain.

— Do you participate in any extracurricular activities? If so, what do you like — or dislike — about them? Is there anything about that activity or activities that you recommend be replicated in your core classes? Explain.

— Whether you think school is boring or not, what suggestions do you have to make your classes more relevant, engaging or rigorous? Do you agree with the authors’ recommendations?

Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

What’s Going On in This Picture? | April 1, 2019

0
What’s Going On in This Picture? | April 1, 2019

Students

1. After looking closely at the image above (or at the full-size image), think about these three questions:

• What is going on in this picture?

• What do you see that makes you say that?

• What more can you find?

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern Time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

Quarter 1 Funding For E-Learning 2019

0
Quarter 1 Funding For E-Learning 2019

If you have been Rip Van Winkle then you are unlikely to be aware of that enormous amount of funds that have been raised in 2018 and early 2019.  The numbers can be and are quite staggering. 

Most folks would assume that every vendor (in order to do X) are seeking funding, but that just isn’t the case. There are plenty of vendors in e-learning who do not want nor seek the raising of capital.

When you raise capital, the folks giving you the funds (investors) are not doing it out of their kindest of the hearts. They expect returns. They expect growth and the vendor hitting targets.  And they expect to get their money back at some point, often double at the minimum.

They take a percentage of the company.  Maybe a few percentile points, maybe 50 percent or more.

In other words, raising capital comes with pluses ($$$) and minuses.  There are vendors who raise a few million and the investor or investors take a strong interest in the firm to the point that the former person running the show is no longer the key player.  Others are hands-off (at least for the time being).

Often times, the consumer is unaware of the numbers being raised by vendors.  Nor are they aware that their favorite platform or vendor could be seeking to raise capital. 

Some vendors raise huge amounts, only to burn thru them faster than the Superman racing a locomotive.  Grovo, once a big darling in the space, is a fine example of a high burn rate.

Who is leading the charge?

Before the viewing, there are a couple of key data points.

a. The vast amount of funding is via EdTech – A lot of money is flowing thru the educational market. 

b. A large amount of funding is from China, focusing specifically on Chinese companies. 

c.  Corporate – as in vendors targeting the corporate market are raising funds, but by no means, from a totality standpoint is it close to EdTech.

In recent news for example, GO1 raised 30 million dollars and people went “ooh, ahh.”  A firm (EdTech) in China raised over 250 million dollars, and you heard only crickets.

Who has Received What in 2019 (as of March 31, 2019)

The list will be presented as the following

(Name of the vendor, Amount raised, type of funding (Series A, B, C, D, Angel/Seed). For this post, vendors who raised funds whereas the amount was not disclosed anywhere, they are excluded.

The list will be from recent to past, as in March is first, then February and then January 2019.  Again, this is only for 2019.  If the vendor targets EdTech it will be noted. If Corporate the same. 

Let’s roll the tape

March 2019

February

Acquisition

Instructure acquires Portfolium (digital portfolio company) for 43M USD, of which 25.8M is cash and the rest is stock.

Funding

January 2019

Different Types of Funding Explanations

Investopedia does an outstanding job explaining it for the every day human (i.e. none Wall Street type of person)

April Bonus

This post will be updated to announce a vendor who is being acquired (well, they are acquired, but will make it public on the 2nd of April) and who I agreed to keep their name confidential until it is made public.  They are an LMS vendor whose system I have liked for a long time.  So, check back if you are curious or read my Twitter feed. : )

Bottom Line

There you have it. As you can see EdTech is where the money is flowing, but corporate does have a couple of dips into the funding ice cream machine.

Big winners were EdTech marketplace platforms whereas a person can learn a skill, language thru purchasing content.  Kognity is a SaaS digital publishing platform focused on textbooks, but I could see them easily doing digital workbooks on the corporate side, something some consumers are actively seeking (and which is non education oriented). 

Another funding post will be made at the end of July. 

E-Learning 24/7

 

 

 

Un nuevo descubrimiento científico gracias a la bioinformática podría ayudar a identificar el riesgo de muerte súbita

0

Un nuevo síndrome hereditario de arritmia cardíaca ha sido descubierto por un equipo de cardiólogos del Hospital Universitario de Copenhague Rigshospitalet, con la ayuda de bioinformáticos de la Universidad Técnica de Dinamarca y de la Universidad de Copenhague (DTU y UCPH, por sus siglas en inglés).

El síndrome se diagnosticó por primera vez en una familia danesa y, más tarde, también en otras cuatro. En las cinco familias se observó un ritmo cardíaco anormal observado en los electrocardiogramas y problemas relacionados con la frecuencia cardíaca. De hecho, en algunos casos la enfermedad causó muerte súbita.

Para identificar el síndrome, el investigador español José María González-Izarzugaza y Søren Brunak, ambos expertos de las instituciones danesas, han analizado los datos genómicos de las familias para determinar la composición de su material genético.

Para ello, los científicos han utilizado una de las supercomputadoras más grandes del mundo, Computerome, que se encuentra en la DTU. Como informa la agencia SINC, la bioinformática está ganando mucho peso en la medicina personalizada. Los superordenadores permiten conocer las mutaciones que poseen los pacientes en sus células. “En un futuro no muy lejano, la secuenciación de pacientes será parte de la rutina clínica. Afortunadamente ya se está empezando a implementar en algunos países, como es el caso de Dinamarca”, apunta González-Izarzugaza.

Get real time update about this post categories directly on your device, subscribe now.

Training A Computer To Read Mammograms As Well As A Doctor

0
Training A Computer To Read Mammograms As Well As A Doctor

Regina Barzilay teaches one of the most popular computer science classes at the Massachusetts Institute of Technology.

And in her research — at least until five years ago — she looked at how a computer could use machine learning to read and decipher obscure ancient texts.

“This is clearly of no practical use,” she says with a laugh. “But it was really cool, and I was really obsessed about this topic, how machines could do it.”

But in 2014, Barzilay was diagnosed with breast cancer. And that not only disrupted her life, but it led her to rethink her research career. She has landed at the vanguard of a rapidly growing effort to revolutionize mammography and breast cancer management with the use of computer algorithms.

She started down that path after her disease put her into the deep end of the American medical system. She found it baffling.

“I was really surprised how primitive information technology is in the hospitals,” she says. “It almost felt that we were in a different century.”

Questions that seemed answerable were hopelessly out of reach, even though the hospital had plenty of data to work from.

“At every point of my treatment, there would be some point of uncertainty, and I would say, ‘Gosh, I wish we had the technology to solve it,’ ” she says. “So when I was done with the treatment, I started my long journey toward this goal.”

How Can Doctors Be Sure A Self-Taught Computer Is Making The Right Diagnosis?

SHOTS – HEALTH NEWS

How Can Doctors Be Sure A Self-Taught Computer Is Making The Right Diagnosis?

Getting started wasn’t so easy. Barzilay found that the National Cancer Institute wasn’t interested in funding her research on using artificial intelligence to improve breast cancer treatment. Likewise, she says she couldn’t get money out of the National Science Foundation, which funds computer studies. But private foundations ultimately stepped up to get the work rolling.

Barzilay struck up a collaboration with Connie Lehman, a Harvard University radiologist who is chief of breast imaging at Massachusetts General Hospital. We meet in a dim, hushed room where she shows me the progress that she and her colleagues have made in bringing artificial intelligence to one of the most common medical exams in the United States. More than 39 million mammograms are performed annually, according to data from the Food and Drug Administration.

Step one in reading a mammogram is to determine breast density. Lehman’s first collaboration with Barzilay was to develop what’s called a deep-learning algorithm to perform this essential task.

“We’re excited about this because we find there’s a lot of human variation in assessing breast density,” Lehman says, “and so we’ve trained our deep-learning model to assess the density in a much more consistent way.”

Lehman reads a mammogram and assesses the density; then she pushes a button to see what the algorithm concluded. The assessments match.

Next, she toggles back and forth between new breast images and those taken at the patient’s previous appointment. Doing this job is the next task she hopes computer models will take over.

“The optimist in me says in three years we can train this tool to read mammograms as well as an average radiologist,” says Connie Lehman, chief of breast imaging at Massachusetts General Hospital in Boston.Kayana Szymczak for NPR

“These are the sorts of things that we can also teach a model, but more importantly we allow the model to teach itself,” she says. That’s the power of artificial intelligence — it’s not simply automating rules that the researchers provide but also creating its own rules.

“The optimist in me says in three years we can train this tool to read mammograms as well as an average radiologist,” she says. “So we’ll see. That’s what we’re working on.”

This is an area that’s evolving rapidly. For example, researchers at Radboud University Medical Center in the Netherlands spun off a company, ScreenPoint Medical, that can read mammograms as well as the average radiologist now, says Ioannis Sechopoulos, a radiologist at the university who ran a study to evaluate the software.

“A very good breast radiologist is still better than the computer,” Sechopoulos says, but “there’s no theoretical reason for [the software] not to become as good as the best breast radiologists in the world.”

At least initially, Sechopoulos suggests, computers could identify mammograms that are clearly normal. “So we can get rid of the human reading a significant portion of normal mammograms,” he says. That could free up radiologists to perform more demanding tasks and could potentially save money.

Sechopoulos says the biggest challenge now isn’t technology but ethics. When the algorithm makes a mistake, “then who’s responsible, and who do we sue?” he asks. “That medical-legal aspect has to be solved first.”

Lehman sees other challenges. One question she’s starting to explore is whether women will be comfortable having this potentially life-or-death task turned over to a computer algorithm.

“I know a lot of people say … ‘I’m intrigued by [artificial intelligence], but I’m not sure I’m ready to get in the back of the car and let the computer drive me around, unless there’s a human being there to take the wheel when necessary,’ ” Lehman says.

She asks a patient, Susan Biener Bergman, a 62-year-old physician from a nearby suburb, how she feels about it.

Bergman agrees that giving that much control to a computer is “creepy,” but she also sees the value in automation. “Computers remember facts better than humans do,” she says. And as long as a trustworthy human being is still in the loop, she’s OK with empowering an algorithm to read her mammogram.

Lehman is happy to hear that. But she’s also mindful that trusted technologies haven’t always been trustworthy. Twenty years ago, radiologists adopted a technology called CAD, short for computer-aided detection, which was supposed to help them find tumors on mammograms.

“The CAD story is a pretty uncomfortable one for us in mammography,” Lehman says.

The Hidden Cost Of Mammograms: More Testing And Overtreatment

SHOTS – HEALTH NEWS

The Hidden Cost Of Mammograms: More Testing And Overtreatment

The technology became ubiquitous due to the efforts of its commercial developers. “They lobbied to have CAD paid for,” she says, “and they convinced Congress this is better for women — and if you want your women constituents to know that you support women, you should support this.”

Once Medicare agreed to pay for it, CAD became widely adopted, despite misgivings among many radiologists.

A few years ago, Lehman and her colleagues decided to see if CAD was actually beneficial. They compared doctors at centers that used the software with doctors at those that didn’t to see who was more adept at finding suspicious spots.

Radiologists “actually did better at centers without CAD,” Lehman and her colleagues concluded in a study. Doctors may have been distracted by so many false indications that popped up on the mammograms, or perhaps they became complacent, figuring the computer was doing a perfect job.

Whatever the reason, Lehman says, “we want to make sure as we’re developing and evaluating and implementing artificial intelligence and deep learning, we don’t repeat the mistakes of our past.”

That’s certainly on the mind of Joshua Fenton, a family practice doctor at the University of California, Davis’ Center for Healthcare Policy and Research. He has written about the evidence that led the FDA to let companies market CAD technology.

“It was, quote, ‘promising’ data, but definitely not blockbuster data — definitely not large population studies or randomized trials,” Fenton says.

The agency didn’t foresee how doctors would change their behavior — evidently not for the better — when using computers equipped with the software.

“We can’t always anticipate how a technology will be used in practice,” Fenton says, so he would like the FDA to monitor software like this after it has been on the market to see if its use is actually improving medical care.

Those challenges will grow as algorithms take on ever more tasks. And that’s on the not-so-distant horizon.

Lehman and Barzilay are already thinking beyond the initial reading of mammograms and are looking for algorithms to pick up tasks that humans currently can’t perform well or at all.

When You Need A Mammogram, Should You Get One In '3-D'?

SHOTS – HEALTH NEWS

When You Need A Mammogram, Should You Get One In ‘3-D’?

One project is an algorithm that can examine a high-risk spot on a mammogram and provide advice about whether a biopsy is necessary. Reducing the number of unnecessary biopsies would reduce costs and help women avoid the procedure.

In 2017, Barzilay, Lehman and colleagues reported that their algorithm could reduce biopsies by about 30 percent.

They have also developed a computer program that analyzes a lot of information about a patient to predict future risk of breast cancer.

The first time you go and do your screening, Barzilay says, the algorithm doesn’t just look for cancer on your mammogram — “the model tells you what is the likelihood that you develop cancer within two years, three years, 10 years.”

That projection can help women and doctors decide how frequently to screen for breast cancer.

“We’re so excited about it because it is a stronger predictor than anything else that we’ve found out there,” Lehman says. Unlike other tools like this, which were developed by examining predominantly white European women, it works well among women of all races and ages, she says.

Lehman is mindful that an algorithm developed at one hospital or among one demographic might fail when tried elsewhere, so her research addresses that issue. But potential pitfalls aren’t what keep her up at night.

“What keeps me up at night is 500,000 women [worldwide] die every year of breast cancer,” she says. She would like to find ways to accelerate progress so that innovations can help people sooner.

And that imperative calls for more than new technology, she says — it calls for a new philosophy.

“We’re too fearful of change,” she says. “We’re too fearful of losing our jobs. We’re too fearful of things not staying the way they’ve always been. We’re going to have to think differently.”