Artificial Intelligence (AI) has the potential to transform learning for K-12 students nationwide. Rather than receiving the same instruction and content as classmates with differing interests, ability levels, and capabilities, students can experience learning that is truly personalized and work at their own pace with needed instructional supports, engaging content in areas that pique their curiosity, automated scoring and instant feedback, messages of encouragement, and opportunities to take a break provided for them at just the right time. As the leading provider of virtual education for K-12 students, our company--K12--is executing on a multi-year roadmap to deliver this type of experience for our students. The first, and I believe most important, role that AI can serve is to match students to instruction at their individual learner level, focused on the right skills, delivered in the right progression, and in the mode of instruction--video, interactive examples, guided practice, etc.--that is most effective for each student. Students learn differently, have distinct strengths and weaknesses, and progress at their own pace.

We are developing an ontology of microsocial concepts for use in an instructional system for teaching cross-cultural communication. We report here on that part of the ontology relating to interpersonal relationships. We first explicate the key concepts of commitment, shared plans, and good will. Then in terms of these we present a formal account of the host-guest relationship.