►
Description
A talk from a virtual meetup hosted by Hyperledger Denver with Joshua Ross speaking about how Artificial Intelligence, Internet of Things, Virtual Reality, and Blockchain are a few disruptive technologies that will impact and change the way we work, live and communicate. The University of Denver is preparing their students to take advantage of the opportunities these technologies present and to understand the risks and challenges they will need to address with the 4th Industrial Revolution.
More about the event is at:
https://www.meetup.com/Hyperledger-Denver/events/270734940/
----
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A
A
A
A
It's
really
exciting
time
to
be
an
entrepreneur
and
it's
a
really
exciting
time.
As
a
professor
had
the
opportunity
to
teach
a
lot
of
these
new
technologies
and
not
and
all
and
I'll
get
into
it
I'm
due
to
the
amount
of
time
we
have
today,
I'm
only
going
to
be
able
to
scratch
the
surface,
but
I
would
be
happy
at
any
point
in
time
to
come
back
or
talk
offline
without
anyone
in
that,
please.
A
Linkedin
this
way
so
I'm
gonna
spend
a
majority
of
my
time
today.
Talking
about
the
fourth
Industrial
Revolution
course
that
we
created
we're
gonna
talk
about
how
we
integrate
business
with
the
fourth
Industrial
Revolution.
So
it
end
of
the
day
we
are
the
Daniels
College
business
as
a
business
school
and
we
need
to
still
focus
on
the
core
business
concept
but
weaving
in
the
fourth
Industrial
Revolution
and
I'm
gonna
talk
about
some
of
the
alerting
outcomes.
What
do
we
want
students
to
walk
away
with
what
is
important,
and
how
do
we
take
these
main
concepts?
A
How
do
we
take
these
main
technology
concepts
and
how
are
we
expanding
them
into
now,
their
own
courses?
So
that's
what
I'm
going
to
talk
about
today,
so
I
want
to
back
up
in
2012
is
when
gateway
to
business
started,
and
this
was
a
focus
on
an
introductory
to
business
course
at
the
University
of
Denver.
I
was
asked
to
teach
the
very
first
section
of
this,
and
what
we
are
going
to
do
is
teach
basic
business
concepts.
A
You
know
your
marketing,
your
finance,
your
strategy
or
ethics
triple
bottom-line
CSR,
but
at
the
same
time
we
are,
we
would
have
this
students
engage
or
form
teams,
and
they
can
be
cross-section,
meaning
students
could
form
teams
with
other
students
in
other
classes
and
come
up
with
an
app
idea.
So
this
is
a
2012
and
a
half
my
be,
and
they
would
take
that
idea
and
over
the
course
of
the
quarter
as
they're
learning
these
basic
business
concepts.
A
They
were
applying
these
business
concepts
to
their
app
idea
and
they
would
come
up
with
a
business
plan.
They
would
come
up
with
a
video,
they
would
come
up
with
a
prototype,
they
would
identify
their
target
market,
it
would
come
up
with
a
marketing
strategy.
What
I
really
liked
about
this
gateway.
The
business
course
is.
You
were
taking
all
this
theory
right
all
this
business,
these
business
concepts
and
you
were
actually
able
to
apply
it
and
create
your
own
business
around
an
app.
A
This
is
plan,
videos
pitch
deck
prototype,
and
this
is
what
we
created
called
the
gateway
to
business
and
each
quarter.
These
students
would
go
through
a
phase
one
in
a
phase
two
of
the
project
and
it
would
culminate
into
what
was
called
the
Madden
challenge:
a
pitch
competition
and
each
quarter
we'd
get
maybe
40
or
50
teams.
It
was
a
fewer
fewer
course.
A
Sessions
were
taught
in
the
spring
are
the
during
the
spring
and
they
would
go
to
what
was
called
a
Madden
challenge
open
call
and
they
would
pitch
their
idea
and
panel
faculty
would
choose
the
top
six
or
seven
ideas
that
would
get
to
move
on
to
the
Madden
challenge,
and
the
Madden
challenge
was
a
true
Shark
Tank
like
pitch
competition
and
they
pitched
their
ideas
to
venture
capitalists,
angel
investors,
people
in
the
business
community
and
we'd
have
a
winner.
This
was
the
gateway
to
business.
This
is
how
it
started.
A
There
were
hundreds
of
ideas,
winners.
The
top
teams
would
win
money
so
for
from
2012
to
2019.
We
did
this
every
quarter,
but
at
some
point
in
time,
even
though
it
was
successful
and
the
students
loved
and
those
great
community
involved
engagement,
it
was
time
to
update
the
course
after
several
years.
We
realized
the
course
needed
a
change
and
needed
a
recharge.
A
You
can
only
look
at
so
many
apps.
All
of
a
sudden,
we
needed
to
focus
on
these
emerging
and
disruptive
technologies
and
processes.
So
we
challenged
ourselves.
How
can
we
prepare
our
students
in
the
business
school
and
really
around
the
University
of
Denver,
because
we
get
students
from
the
other
colleges
coming
to
take
this
course?
How
can
we
prepare
these
students
when
they
leave
college
day,
one
and
a
year
five
in
year,
10?
What
are
the
skills
and
knowledge
that
these
students
will
need
in
order
to
compete,
regardless
of
their
job
focus
in
industry?
A
A
A
What
are
the?
What
were
the
disruptive
technologies
and
trends
such
as
item
T,
the
Internet
of
Things
blockchain,
extended
reality
virtual,
the
mix,
the
augmented
realities,
quantum
computing,
artificial
intelligence.
How
could
we
teach
students
about
these
non
tech,
not
students
that
were
not
technical.
A
A
So
what
this
meant
was
designing:
a
brand
new
curriculum
from
the
ground
up
new
curriculum,
new
learning
outcomes,
new
in-class
activities,
brand-new
deliverables
and
design
a
project.
This
matting
challenge
project
that
was
35%
of
the
students
grade,
but
it
had
to
evolve
from
this
app
idea
to
now
incorporate
these
fourth
Industrial
Revolution
technologies,
a
challenge,
definitely
extremely
exciting.
A
So,
a
year
ago,
spring
2019,
we
piloted
the
first
fourth
Industrial
Revolution
class.
We
had
a
27
students
and
it
was
an
elective
because
it
wasn't
the
core.
It
was
part
of
the
pilot
and
we
had
a
nice
mix
of
students.
We
had
first
years
to
fifth
years,
some
students
had
very
very
technical
backgrounds.
A
Some
were
coming
from
the
engineering
school
I
would
say
about
thirty
percent
had
crypto
wallets
had
actually
actively
traded,
krypt
cryptocurrency,
and
then
we
had
other
students
too.
For
the
first
time
we're
learning
about
the
fourth
Industrial
Revolution.
They
were
not
technical,
but
the
first
time
they
were
exposed
to
a
lot
of
these
technologies.
Sure
they'd
put
on
bro
Elleni,
glasses
sure
they
had
heard
about
Bitcoin,
maybe
used
AI
and
the
sentence
with
Alexa,
but
that
was
about
it.
A
That
was
as
steep
as
they
went,
so
we
were
engaged
and
these
students
were
learning
for
the
first
time.
So
when
we
started,
we
had
a
lot
of
ideas
of
what
would
work.
What
didn't
work,
some
things
weren't
great,
some
things
that
we
thought
would
be
amazing
bombed
for
a
number
of
reasons.
Others
didn't,
but
that
what
we
took
away
from
it,
the
students
were
engaged
and
the
learning
objectives
were
met,
the
emerging
that
the
coupling
of
tech,
these
new
disruptive
technologies
and
business.
It
worked.
A
A
One
of
the
biggest
challenges,
though,
was
once
we
develop.
This
curriculum
identifying
the
faculty
in
teaching
the
faculty
how
to
teach
fourth
Industrial
Revolution
technologies
because
remember
this
is
for
non-technical
students
and
it's
easy
to
understand.
What's
not
easy,
let
me
take
that
back.
A
lot
of
us
understand
these
technologies.
We
read
about
these
technologies
either
in
text
books
or
Wired
magazine
white
papers,
but
we
all
have
a
certain
that
we
go.
A
What
our
challenge
was
was
to
figure
out
how
to
teach
the
faculty
how
to
teach
it,
but
also
be
able
to
answer
questions
that
the
students
have
understand.
The
question
that
they
asked
were
pertinent
to
what
they
were
teaching
make
sure
they
can
go
down.
These
rabbit
holes,
much
bigger
challenge,
then
I
hadn't,
initially
thought.
A
Success
around
that
and
we
started
in
the
fall
of
2019,
so
one
of
the
things
that
we
had
to
do
was
before
we
start
talking
about
the
fourth
Industrial
Revolution
is
we
had
to
talk
about
where
we've
been
so
we
spend
a
little
bit
of
time
on
a
history
lesson.
We
talked
about
the
first
second
third
Industrial
Revolution,
the
past
200
plus
years,
how
we've
experienced
innovation.
So
we
looked
at
farming
and
steam
power
and
manufacturing
and
electricity
computing
to
build
to
the
fourth
Industrial
Revolution.
A
These
were
the
core
concepts
that
we
focused
on
they're,
not
all
the
concepts
they're,
not
all
the
technologies
in
the
fourth
Industrial
Revolution,
but
we
identified
these
is
the
most
important
for
this
student
to
spend
the
most
amount
of
time
on.
So
for
the
first
three
weeks,
we
spent
a
class
on
each
one.
Each
class
is
an
hour
and
50
minutes.
So
yes,
one
hour
and
50
minutes
to
give
a
complete
overview
of
distributed.
Ledger
of
blockchain
crypto
tokens,
icos
Satoshi,
one
out
of
50
minutes.
A
A
A
So
there
are
other
technologies
that
go
along
with
the
fourth
Industrial
Revolution.
We
don't
spend
as
much
time
on
these
technologies,
but
what
we
do
instead
is
we
provide
one-hour
lectures
and
we
require
the
students
to
attend
between
3
&
6
of
these
lectures
just
of
over
one
hour
overview
on
what
they
are,
how
they
work.
A
We
believe
this,
not
only
it,
is
important
to
not
only
understand
the
disruptive
technology,
but
also
the
infrastructure
technologies
that
enable
it
such
as
a
cloud
computing,
fifth-generation
and
cellular.
What
is
big
data
mean?
How
is
it
used?
So
we
take
the
core
ideas,
core
technologies,
but
make
sure
to
layer
in
these
other
technologies.
Remember
we
have
10
weeks
for
this,
and
we
also
have
to
teach
them.
It
is
a
business
core
class,
one
of
the
cool
things
that
we
do,
though,
is
we
get
them
to
buy
and
trade
crypto.
A
So
one
of
the
quarter
long
projects
is
for
the
students
to
buy
and
trade
crypto
currency
and
the
requirements
are
simple:
ten
transactions
ten
days,
ten
different
people,
that's
what
they
have
to
do
so
simple
things,
and
it
was
easier
when
was
on
campus.
This
last
quarter
proof
challenges
because
it
was
online,
a
student.
Does
you
a
favor,
you
send
them
some
crypto,
you
buy
something
from
a
student,
you
send
them
some
crypto.
They
buy
something
from
you.
They
send
you
some
crypto.
A
We
have
them
on
board
with
coinbase,
because
initially
you
could
earn
yo
stellar
and
a
couple
of
their
kryptos
by
o
solving
our
part
of
me
watching
a
couple
of
videos
and
answering
a
couple
quizzes.
So
it
was
a
very
inexpensive
non,
very
easy
way
to
get
on
board
with
ripped-up.
Coinbase
has
made
that
a
little
bit
more
difficult,
but
then
we
talked
them
through.
You
know
moving
into
more
secure
software
wallet
or
hardware
wall
in
some
students
there's
some
students
stick
with
coinbase.
A
A
Bought
it
somebody
at
twenty
thousand,
some
bought
it
at
four
thousand,
but
it
was
really
interesting
to
get
their
different
perspectives
why
they
bought
it.
How
long
they've
been
engaged
were
they
still
engaged?
But
this
is
one
of
the
projects
that
we
have
break
down
that
barrier
that
friction
around
cryptocurrency.
A
So
we
got
to
the
Madden
challenge
the
way
it
works.
Teams
are
formed
across
a
cross-section
in
their
form
that,
during
what
we
call
an
open
mic
and
what
happens?
Is
students
stand
up
in
front
of
all
of
these
students
within
that
odd
time
period,
so
they'll
be
maybe
three
or
four
classes
and
they
pitch
their
ideas.
A
They
picks
their
ideas
around
three
out
of
it:
manufacture,
3d,
printing
AI
blockchain
extended
reality,
whatever
it
is,
and
they
in
students
that
don't
have
an
idea,
pick
the
ideas
that
they
like
and
try
to
get
on
that
team
and
these
teams
form
based
on
skills.
You
have
tech
people,
you
have
marketing
people,
you
have
finance
people,
you
have
people,
they
have
no
students
that
have
no
idea
what
they
want
to
do
with
their
hard
work.
A
What
they
find
is
friends,
sorority
people
in
the
same
sororities
on
the
same
sports
teams,
don't
always
make
the
best
teammates
what
you
really
want,
and
what
we
encourage
them
to
do
is
find
different.
Skillsets
bring
different
skill
sets
to
this.
Who
can
build
a
website
who
can
potentially
code,
who
has
experience
with
3d
printing?
A
Who
has
the
skills
to
bring
this
idea
to
fruition
and
the
pitches
cover
everything?
Foreign
travel,
health
care,
education,
personal
identity,
some
are
3d
printed
products.
The
creativity
of
these
ideas
aren't
really
impressive.
This
open
mic
takes
about
an
hour,
and
it
goes
very
fast
moves
very
efficiently
and
the
creativity
and
the
ideas
are
little
mind-blowing.
A
A
I
wouldn't
say
subject-matter
experts,
but
having
that
strong
understanding-
and
now
they
have
five
weeks
to
develop
their
idea.
Identify
a
target
market
through
secondary
and
primary
research.
Develop
a
marketing
strategy
really
be
able
to
articulate
the
why
this
need
to
be
done.
What's
the
problem,
what
is
the
opportunity?
Is
there
an
unmet
need
and
then
figuring
out
how
it
works?
Can
it
be
built
in
five
weeks
most
of
these
ideas
can't
some
things
around
3d,
printing
and
Internet
of
Things?
A
You
can
build
a
working
prototype
and
these
and
we
actually
offer
th
teachers
assistance
to
help
the
students
walk
through
this,
but
the
students
are
get
are
very
good
at
creating
something
on
the
3d
printers
and
starting
to
really
understand
how
to
use
IOT
and
give
them
IOT
kicks
to
learn
how
to
use.
If
the
teams
decide
what
their
idea
is,
that
they
can't
build
it.
For
example,
we
had
ideas
around
blockchain
in
terms
of
controlling
your
digital
identity
and
around
healthcare
controlling
all
your
healthcare
records.
Obviously
they
can't
build
that
into
five
weeks.
A
If
they
do
decide
not
to
be
able
to
build
it,
they
need
to
provide
a
deep
dive
on
how
it
works,
really
articulate
clearly
how
the
product
works
and
really
look
at
and
identify
the
upstream
activities.
What
things
need
to
be
developed
in
order
for
this
product
to
work,
and
then
what
are
the
downstream
activities
based
on
the
output
of
this
product?
They?
So
many
learning
of
the
algorithms,
the
blockchain
the
feedback
from
extended
reality.
How
is
that
data
use?
How
is
that
data
monetized?
How
does
it
make
the
systems
get
smarter.
B
A
So
finally,
we
have
the
Madden
challenge
and,
as
I
said
originally,
it
was
a
pitch
competition
between
six
seven
teams
and
a
shark
tank.
Like
event
what
we
found
when
the
we
moved
to
this
new
format
for
the
fourth
Industrial
Revolution,
and
then
they,
the
students,
came
to
open
call
to
get
into
the
night
and
challenge
that
there
were
too
many
amazing
ideas
to
say
we
can
we
pick
seven.
So
we
changed
the
format.
A
A
Students
would
articulate
their
idea
target
market
whatever
it
was
that
the
judges
were
asking
about.
30
came
to
the
fall
20
teams.
In
the
winter
we
had
ideas
using
facial
recognition,
3d
printing
blockchain
extend
reality:
IOT
sensors,
r2
intelligence.
It
was
quite
impressive
to
think
that
many
of
these
students
were
in
high
school
six
to
nine
months.
Prior,
an
amazing
event.
I
know
I'm
running
out
of
time,
so
I'll
go
quickly
and
the
spring
of
2020.
It
brought
us
challenges
all
of
our
classes.
A
We
had
to
move
online,
the
competition
do
they
do
to
the
online
format
was
limited
back
to
seven
teams.
We
had
to
do
an
open
Collins
like
select
seven,
but
what
was
impressive?
Is
these
teams
collaborated
remotely
on
projects
they
were
situated
around
the
country
sheltering
in
place?
They
use
a
lot
of
collaboration
tools
to
work
on
the
projects
to
build
out
their
pitch
videos.
Their
deliverable
was
one
thing
was
a
seven
minute
pitch
video.
Imagine
that
you
had
an
investor's
attention.
You
would
send
them
a
video.
A
You
could
not
answer
one
question:
they
had
to
develop
a
comprehensive
video
about
their
idea.
What
it
was
the
problem
is
solved
target
market.
Although
any
think
about
the
questions,
an
investor
would
ask.
This
is
what
they
had
to
come
up
with.
John
Carpenter
was
one
of
the
judges
and
it
was
a
terrific
90.
We
had
over
150
people
in
attendance
from
around
the
United
States
and
we
had
people
join
us
from
Europe.
A
A
So
what
we've
learned
from
the
fourth
Industrial
Revolution
well,
two
hours
per
topic
is
not
enough,
as
I
said
earlier,
two
hours
on
a
artificial,
intelligent
blockchain.
Any
of
these
core
technologies
is
not
enough.
Many
of
the
students
wanted
to
extend
the
learning
past
the
two
hours
they
wanted
to
do
a
deeper
dive
and,
finally,
a
lot
of
students
wanted
to
go
down
different
paths.
Some
wanted
a
more
technical
path,
others
wanted
a
more
focus
on
business
path
and
others
wanted
to
expanded
the
ethical
and
social
study
on
these
different
technologies.
A
The
very
last
minute
about
a
week
before
were
supposed
to
be
taught.
I
had
to
go
online,
so
I
27
students,
one
book
we
used
the
book
by
Yann,
Yann
Pritzker,
inventing
Bitcoin
and
Infosys
focus
on
these
concepts.
These
were
the
concept
I
focused
on
and
we
had
one
project.
One
thing
that
the
students
had
to
work
on.
A
One
of
the
things
that
we
focused
on,
though,
which
was
a
lot
of
fun,
was
one
more
class
was
to
focus
on
money,
fiscal
policy,
monetary
policy,
the
history
of
money.
What
gives
money
value
and
then
we
walked
through
all
these
different
ideas
and
what
I
realized
five
weeks
is
still
not
enough
time,
but
it
was
a.
It
was
a
chance
to
extend
the
learning
and
we
where
we
are
doing
that
now,
with
Internet
of
Things
we're
doing
that
with
these
other
technologies.
A
But
many
of
these
quarters
should
be
many
of
these
topics
should
be
a
quarter
law,
but,
as
we've
started
to
explain
to
the
you
the
whole
university
culture,
what
we're
doing
the
whole
community
other
parts
of
the
university
have
reached
out
to
us.
They
want
to
be
involved.
They
want
to
know
how
we
can
provide
this
to
executive
education.
A
A
Resource
and
tourism
management,
so
this
is
where
we're
going.
We've
started
it
now
the
ball
is
rolling.
How
can
we
package
it
in
different
ways,
different
learnings,
different
learning
outcomes?
These
are
the
exciting
challenges
that
we
have.
These
are
the
things
I'm
looking
forward
to
continue
to
innovate
and
build
curriculum
learning
around
these
disruptive
technologies.
This
is
what
now
what's
happening
at
the
University
of
Denver
and
like
a
two-hour
class
teaching
these
technologies
in
five
week
class
teaching
blockchain,
which
is
not
enough
time.
A
B
Yeah,
no
that's
great
Josh.
We
really
appreciate
it
and
I'm
gonna
open
it
up
for
questions
now
to
the
group
and
do
you
have
questions
about
what
josh
has
done
with
the
University
of
Denver
and
both
around
the
fourth
Industrial
Revolution
and
his
great
curriculum
around
the
adoption
of
blockchain
as
well?
B
I
will
say:
Josh.
Just
my
assessment
of
your
classes
was
the
students
really
got
engaged
with
the
use
of
blockchain?
And
when
you
talk
about
that,
they,
you
know
had
a
30%
adoption
rate
for
wallets,
that's
amazing
and
then
after
the
classes,
how
did
the
students
seem
to
really
embrace
blockchain?
As
far
as
going
forward
after
the
class.
A
So
in
the
five-week
class,
what
was
really
interesting
was
there.
They
all
had
to
do
a
project
around
blockchain
and
they
would
take
different
industries
such
as
healthcare
travel
boating,
and
they
really
had
a
really
strong
understanding
of
blockchain
in
terms
of
the
practical
applications.
But
one
of
the
things
that
they
all
kind
of
came
to,
the
conclusion
is
is
that
we
are
at
the
very
beginning
of
blockchain
and
the
opportunities
with
it
and
there's
still
a
lot
of
things
that
need
to
be
able
to
come.
A
B
Okay,
good
and
how
about
you
know,
hyper
ledger
is
very
focused
on
enterprise
blockchain
solutions.
So
how
did
it
seem?
The
students
I
know
you
mentioned
voting,
and
some
other
ones
seemed
to
really
understand
that
beyond
the
cryptocurrency
component,
that
you
know,
blockchain
really
has
a
great
use
in
the
enterprise
for
secure
transactions
yeah.
They.