​Artificial intelligence and privacy engineering: Why it matters NOW

By Michael Krigsman, ZD Net

As artificial intelligence proliferates, companies and governments are aggregating enormous data sets to feed their AI initiatives. Although privacy is not a new concept in computing, the growth of aggregated data magnifies privacy challenges and leads to extreme ethical risks such as unintentionally building biased AI systems, among many others. Privacy and artificial intelligence are both complex topics. There are no easy or simple answers because solutions lie at the shifting and conflicted intersection of technology, commercial profit, public policy, and even individual and cultural attitudes.

http://www.zdnet.com/article/artificial-intelligence-and-privacy-engineering-why-it-matters-now/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29113

Supercomputing Top500: US knocked out of ‘top three most powerful’ list

By Liam Tung, ZD Net

A Cray system in Switzerland is now the world’s third most powerful supercomputer, behind two Chinese systems. That means for the first time in 21 years a US high-performance computing system is not one of the world’s top three supercomputers, according to the June 2017 rankings by the supercomputer benchmarking project Top500. The only other time a US supercomputer had failed to make Top500’s top three ranking was in 1996, when the US was edged out by three Japanese supercomputers.

http://www.zdnet.com/article/supercomputing-top500-us-knocked-out-of-top-three-most-powerful-list/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29101

Why I’m Optimistic About the Next Wave of Education Technology

By Jason Palmer, EdSurge

My bet is that by 2040, our children will look back on this period between 2015 and 2030 in education technology much the same way internet historians look to the period 1995 to 2010 as the birth of the commercial web. The new millennium started with the dot-com crash which decimated 78 percent of the value of the NASDAQ and hundreds of first-wave internet startups went bankrupt. But during that same fifteen-year period, we also witnessed the birth and growth of highly influential firms like Google, Amazon, Facebook, Tencent and Alibaba. Edtech, I believe, is going through a similar rebuilding moment powered by three trends: widely available infrastructure, the catalytic impact of spending by both the government and philanthropy in education, and—finally—the embrace of edtech by educational institutions and educators themselves. Not yet convinced? Join me on a quick tour of the past quarter century in education technology history.

https://www.edsurge.com/news/2017-06-18-why-i-m-optimistic-about-the-next-wave-of-education-technology

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from Educational Technology http://people.uis.edu/rschr1/et/?p=29125

The Possibilities for VR to Transport Students Appeal to Teachers

By Dian Schaffhauser, THE Journal

1-to-1 programming up and running? Check. Blended learning in place? Check. Then maybe it’s time to add virtual reality to the classroom too. In a recent survey more than 9 in 10 teachers (93 percent) said they believe the use of VR would “excite” their students, and 8 in 10 (83 percent) say it might improve learning outcomes. The survey was run by a market research firm on behalf of Samsung, which sells its own VR headgear. Among the findings: Although only two percent of teachers reported having tried VR in the classroom, 60 percent said they would like to add it to their learning technology arsenal. Almost 8 in 10 respondents (77 percent) said they believe that VR could help students gain a better understanding of learning concepts, as well as increase collaboration (71 percent) and help motivate students in the classroom (84 percent).

https://thejournal.com/articles/2016/06/28/the-possibilities-for-vr-to-transport-students-appeal-to-teachers.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=16217

ISTE Formally Unveils New Standards for Students

By Joshua Bolkan, THE Journal

The International Society for Technology in Education (ISTE) has unveiled new ISTE Standards for Students this week at its annual conference. More than 2,700 people, including approximately 300 students, from 52 countries helped to create the new standards. “Supporting a learner-driven approach, the 2016 ISTE Standards for Students are a blueprint by and for innovative educators worldwide to guide education transformation and meaningful, future-ready learning,” according to a news release. “They are not about devices or using technology; they are about giving voice to learners the world over and ensuring that learning is a student-centered process of exploration and discovery.”

https://thejournal.com/articles/2016/06/28/iste-debuts-new-standards-for-students.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=16214

Amazon Inspire crowdsources resources for educators

by JC Torres, Slash Gear

In this Internet age, a lot of information flows freely on the Web, but not all of them are reliable or even factually correct. A whole market, led by the likes of Coursera and Udacity, have sprung up to give a bit of formality to “online education.” Now Amazon is jumping in with its new Amazon Inspire platform, but with a very different twist. Instead of catering to students looking online instruction, Inspire practically crowdsources educational materials and resources that other teachers and educators can use and customize for their particular use cases. Teachers reveal to Amazon that they spend 12 hours a week scouring for resources to use in their classes, and that, more often than not, they favor those that come from their peers and fellows in the field. Sensing an opportunity, Amazon created Amazon Inspire to give these educators a single place to share and use those materials to not only help make their lives easier but also improve the quality of education, especially for K-12 programs.

http://www.slashgear.com/amazon-inspire-crowdsources-resources-for-educators-28446104/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=16211

Designing Learning Spaces for Both Online and On-Campus Delivery

By Dian Schaffhauser, Campus Technology

It isn’t easy to set up a production learning space on campus for the online learner. Even harder is setting up a classroom that can accommodate the remote learner while also handling presentations for face-to-face students. That was the challenge handed over to Phil Conrad, director of technical operations for the Engineering Professional Education program at Purdue University. The program delivers courses online and in person to working professionals who are pursuing a graduate degree in engineering via distance learning. In Spring 2015 it encompassed nearly three dozen classes and 10 different departments catering to about 610 students.

http://campustechnology.com/articles/2015/06/24/designing-learning-spaces-for-both-online-and-on-campus-delivery.aspx

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Personalized eLearning: A Customized Approach To Accelerated eLearning

by Marina Arshavskiy, eLearning Industry

The concept of “Personalization” can easily be understood from taking a closer look at some of the existing digital technologies that all of us use. For instance, from the browser that you use to roam the Internet, to the email and messaging systems that you use to stay connected with friends and family, to the digital boxes you use to watch TV shows and movies online – they all offer personalization and customization options. However, when it comes to eLearning systems, “personalization” takes on a whole new meaning. Personalized eLearning is the act of customizing:

The learning environment (e.g. how the content appears to the learner – font sizes, colors, backgrounds, themes etc.)

The learning content itself (e.g. audio, video, textual, graphical etc.)

The interaction between facilitator, student and the learning content (e.g. mouse, stylus, tap/swipe, keyboard; e.g. using “Gaming”, Quizzes, Online discussions, Demonstrate-do-check-reinforce, Adaptive learning approaches, Tutorials)

http://elearningindustry.com/personalized-elearning-customized-approach-accelerated-elearning

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Harvard, MIT Presidents Share Lessons From Online Learning Experiment

by WGBH The Takeaway

Three years ago, Harvard University and MIT embarked on a unique experiment when they launched a nonprofit called edX. The start-up promised a free online education, with university-level classes for anyone living anywhere across the globe. The massive open online courses (MOOCs) offered by edX held the promise of potentially revolutionizing higher education and helping with the problem of skyrocketing college costs. The Takeaway talks with Drew Gilpin Faust, the president of Harvard, and Rafael Reif, the president of MIT, about the most important lessons they have learned from their pioneering venture.

http://blogs.wgbh.org/on-campus/2015/6/23/harvard-mit-presidents-share-lessons-online-learning-experiment/

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Gaming may help children with autism socialize

by eSchool News

Children with autism could get help from games that help them develop certain skills. It’s a simple idea that makes a lot of sense, but University of South Carolina researcher Roger Newman-Norlund has had trouble landing grants to pay for a study of the concept. So Newman-Norlund set up a Kickstarter account and a website, www.mymoneymyscience.com, which explains the basis for his work. His goal is to raise $150,000 in two months. “Every year, we would try to apply for government grants and we would get shot down,” said Newman-Norlund, director of USC’s Perceptual Motor Development Laboratory. “The government doesn’t think it’s important, so why not go to the people who do think it’s important?”

http://www.eschoolnews.com/2014/06/20/games-autism-socialize-987/

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The Beginner’s Guide To Google In The Classroom

By Katie Lepi, Edudemic

Google offers a ton of solutions for students, teachers, and classrooms. Some products are intentionally designed for classrooms, others just happen to work well for that setting as well as many others. The Google Apps For Education and Google Play for Education are two tools built for teachers and students that encompass a ton of different solutions for different types of work. The handy infographic linked below takes a look at some usage statistics on Google tools in the classroom along with a few tidbits about Apps for Education if you’re not familiar with them. Keep reading to learn more.

http://www.edudemic.com/google-in-the-classroom/

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How an iPad can transform music classes

By Lisa Driscoll, eSchool News

Students use iPads to collaborate and record pop music in classrooms around the world. It’s no surprise that many teachers and superintendents view music as vital for a holistic learning experience. According to a study by McMaster University, students who took one year of music lessons had greater improvement in IQ scores and memory abilities. Developers have started to make applications of all types to help students become more involved in general music classes. One developer inspired hundreds of primary school students to use iPads to record a chart-topping hit on iTunes.

http://www.eschoolnews.com/2014/06/23/ipad-music-class-563/

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