About//

International Virtual Instructor Conference //

Virtual Instructor. A virtual instructor (Vi) is an autonomous natural human computer interface that delivers culturally competent, empathetic, and ethical (CCEE) personalized instruction and improves human learning performance by juxtaposing knowledge of empirically researched instructional techniques (i.e., pedagogy, andragogy) and how humans learn/behave with advanced capabilities to continuously collect information about learners and/in their formal/informal learning environments. The VI is embodied (e.g., graphical, holographic, robotic, etc.), amorphous, verbal, non-verbal, ubiquitous, and accessible from mobile mixed reality environments (e.g., augmented reality, virtual reality). The Vi serves as a continuously evolving symbiotic assistant, instructor, coach, tutor, mentor, and/or counselor programmed with the central objective of improving human performance® irrespective of the learners’ culture, cognition, and socio-economic level. Hence, Vis shall apply multimodal artificial intelligence (AI) to quantifiably deliver intelligent augmentation (IA) services for improving human performance® – Dr. Jayfus Tucker Doswell

everyday from 7am to 5pm

2023 IVI Conference

Baltimore, Maryland

White public school teachers in the United States0%

Black students who earn STEM Bachelor degrees0%

Black students who attend high poverty schools0%

Black 18 to 24 year old youth neither enrolled in school nor working0%

Educators who will retire early due to COVID-190%

The highly qualified and certified human teacher experience teacher work overload. The ratio is particularly high in sub-Saharan Africa (56 pupils per teacher), Southern Asia (38 pupils per teacher). In Europe and North America there are only 15 pupils per teacher on average.
The highly qualified and certified human teacher is increasingly becoming extinct especially in the quickly evolving science, technology, engineering, and math (STEM) fields in which teachers train underserved and disadvantaged students in high-poverty and high minority school districts.
The highly qualified and certified human teacher is difficult to attract in high-poverty and high minority school districts where shortages are like school districts. They often begin and end at arbitrary lines that have more to do with privilege and zip code than the needs of children.
The highly qualified and certified human teacher pay has stagnated since 1990, while the cost of a four-year degree has nearly doubled. According to federal data, U.S. teachers earn an average of $66,397. U.S. school districts still require at least four years of college to be a teacher.
The highly qualified and certified human teacher enrollment, between 2010 and 2018, in traditional teacher preparation programs dropped by roughly a third.
Interest in teaching has fallen among high school seniors and college freshmen to the lowest level in the last 50 years.
The highly qualified and certified human teacher job satisfaction is at the lowest level in five decades.
The highly qualified and certified human teacher is the white woman that comprises ~70% of U.S. teachers and significantly lacks consistent multi-cultural competency. Empirical research shows that student competency and proficiency improves when the teacher’s ethnicity is aligned with the learner.
The highly qualified and certified human teacher suffers from consistent pedagogical and andragogical variability. Hence, an expected measurable learning outcome for a class of students is impossible.

Painful Problems//

The world is suffering from a significant shortage of highly qualified and certified human teachers. According to UNESCO, 69 million human teachers are needed, worldwide, to reach universal basic education by 2030. The largest deficit is in sub-Saharan Africa. The United Nations Sustainable Development Goal #4, “Quality Education” desires to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.