U of Michigan AI Studies Receives $22 Million from Toyota

By Sri Ravipati, Campus Technology

Artificial intelligence (AI), robotics and autonomous piloting at the University of Michigan (U-M) are receiving a financial push to accelerate research. The Toyota Research Institute (TRI), Toyota’s R&D organization, is committing $22 million over the next four years for research collaborations with U-M faculty and students. TRI CEO Gill Pratt made the announcement last week in an address to the university’s faculty. “Toyota has long enjoyed an excellent working relationship with the University of Michigan, and we are excited to expand our collective efforts to address complex mobility challenges through artificial intelligence,” Pratt said. U-M will use the $22 million commitment to conduct research in the areas of enhanced driving safety, partner robotics and indoor mobility, autonomous driving and student learning and diversity.

https://campustechnology.com/articles/2016/08/15/u-of-michigan-ai-studies-receives-22-million-from-toyota.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=17216

Worldwide Revenues for AR and VR to Increase $156.8 Billion by 2020

By Richard Chang, Campus Technology

Worldwide revenues for the augmented reality (AR) and virtual reality (VR) markets are expected to grow from $5.2 billion in 2016 to more than $162 billion in 2020, according to research done by the International Data Corp. (IDC). The $156.8 billion increase represents a compound annual growth rate of 181.3 percent over the 2015-20 forecast period. IDC’s new spending guide expands on previous AR/VR forecasts by offering greater detail of revenues by technology, industry and geography, the Massachusetts-based market research company said in a news release. “For many years, augmented and virtual reality were the stuff of science fiction,” said Chris Chute, vice president of customer insights and analysis at IDC, in a prepared statement. “Now with powerful smartphones powering inexpensive VR headsets, the consumer market is primed for new paid and user generated content-driven experiences.”

https://campustechnology.com/articles/2016/08/15/worldwide-revenues-for-ar-and-vr-to-increase-156.8-billion-by-2020.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=17191

Penn State Explores AI in Teaching

By Sri Ravipati, Campus Technology

Faculty members at Pennsylvania State University are exploring how artificial intelligence (AI) can be used to provide immersive opportunities for student teachers. The team is developing AI-driven virtual classrooms, where pre-service teachers can practice student engagement techniques. Ann Clements, an associate professor and graduate program chair for music education at the School of Music, is leading the effort and working with members of Teaching and Learning with Technology (TLT) at Penn State to develop the AI classroom prototype, known as First Class. The device uses Microsoft Kinect, a motion-sensing input device, and utilizes rows of virtual students in a classrooms.

https://campustechnology.com/articles/2016/08/15/penn-state-explores-ai-in-teaching.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=17201

To Outsource or Not to Outsource

by Andie Burjek, Chief Learning Officer

That is the question, but there are certain factors leaders should consider when deciding whether to outsource or keep learning in-house. Outsourcing in learning and development has an inconsistent reputation. Full-time employees can lose their jobs; control over certain aspects of the business can be lost; or it ultimately cost more to outsource rather than to keep learning in house. While there’s some measure of truth to those protests, an effective L&D outsourcing program can have a positive impact on an organization. Chief Learning Officer connected with learning leaders to discuss when they know to outsource learning and development and how they choose the correct partner.

http://www.clomedia.com/2016/08/15/to-outsource-or-not-to-outsource/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=17176

How IoT can change the game for education and learning

by the Financial Express

The learning and education domain, with no exception, falls well within the gamut of the IoT. In fact, through effective use of technology, it is possible to create an infrastructure that can meet education-related needs of the country. The launch of smart classes in government schools is also expected to change the face of education. Thus, the implementation of the IoT in the education industry with outright accountability will improve the quality of the learning process, as well as let teachers remotely address students through video-conferencing and other systems. The IoT has become a part of everyday lives and the future too will be dominated by the same. Its prevalence in the education sector is increasingly becoming noteworthy. Classrooms today don’t just restrict to the traditional teaching and learning methods, but also extend to the smart ways of teaching.

http://www.financialexpress.com/industry/jobs/how-iot-can-change-the-game-for-education-and-learning/347587/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=17161

Online Classes Help Leon’s Grade Rate Soar As District Defends Its Methods

By LYNN HATTER, WFSU

The graduation rate of the Leon County School District has soared in the past five years, thanks largely to the use of online courses. School district officials have worked hard to get students to the finish line—offering a number of pathways. But some of those methods are under scrutiny.

http://news.wfsu.org/post/online-classes-help-leons-grade-rate-soar-district-defends-its-methods

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from Educational Technology http://people.uis.edu/rschr1/et/?p=17151

L.A. Unified rethinks its online make-up courses

by Los Angeles Times Editorial

As The Times explained in June, students who flunk a high-school course can still receive credit in traditional ways — summer school or after-school classes, for instance — but they also have the option of taking online credit recovery courses in computer-equipped rooms at school or anywhere they have access to the Internet. After some academics and others suggested these courses might be insufficiently rigorous, a Times editorial writer took one of the courses offered at L.A. Unified — junior-year English literature — which included teacher lectures by video, readings, practice problems and tests that are graded by the computer program (although teachers are supposed to grade any significant writing assignments). Students are allowed to move at their own pace, so they might be able to finish making up a failed year-long course in a much shorter period of time.

http://www.latimes.com/opinion/editorials/la-ed-credit-recovery-courses-20160814-snap-story.html

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from Educational Technology http://people.uis.edu/rschr1/et/?p=17141