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Deep Learning techniques have in recent years allowed the automated learning of prediction abilities, such as predicting future observations in traffic with a dashboard camera, or imagining future scenarios in video games. Typically, these algorithms work by seeing many examples of videos and learn to predict how new videos would continue. Unlike these systems, when we humans make and use predictions, we don't imagine a "video" of future images, but rather make high-level guesses or estimates about the state of our surroundings. For instance, I may predict that my coffee cup would break if I throw it in the floor, but I would not imagine a full "picture" of the broken cup, including predicting exactly how many pieces it breaks into.
From the Autumn 2018, Canvas  will be introduced as the main DLE at University of Oslo. This implies that more students and teachers will have to use the online platform for teaching and learning purposes. Canvas is only one amongst several digital systems in use (e.g. StudentWeb, Inspera, Delivry, Fronter etc.)
Further, a universal design regulation came into force as of January, 1st, 2018. The regulation says that the existent digital learning environments that are to be used in Higher Education have to be universally designed by January, 1st, 2021, whereas the new solutions had to be universally designed as of January, 1st, 2019. , .
What are the challenges with using single or multiple digital learning environments, in Higher Education, that are not universally designed?
Robots are all of kinds: industrial robots, “servants” at home or in a shop, or in schools (such as AVR from NoIsolation) supporting those that cannot physically attend the classes, by giving them an opportunity to remote attend it. Some of the robots are more advanced, performing advanced movements, whereas others have more limited functionalities. We can see the trend of moving from pen and paper, towards online learning environments, and towards robots. But often these decisions are taken at a high-level, and the children/young individuals do not always have a say. How do children/young individuals perceive these different ways of learning? What kind of skills do they develop, whereas while kind of skills do they lose, beyond the obvious?