IBM to give $2.4 million to entrepreneurs in India taking courses from Coursera

June 26th, 2016

By tech2 News Staff

IBM India announced today that it will source entrepreneurs with high potential from India to invite them into its Global Entrepreneur program from Coursera’s series of courses under “Full Stack Web Development Specialization”. The series is being offered by the Hong Kong University of Science and Technology. According to the announcement, at least 20 participants taking the online course and meeting the criteria by IBM will be accepted in IBM Global Entrepreneur. The selected participants will be given $120,000 in credit to access IBM Cloud services in credit in addition to the invites to apply to represent their startup at IBM SmartCamp 2016, a mentoring Bootcamp and pitch competition between rising startups from all over the world.

http://tech.firstpost.com/news-analysis/ibm-to-give-2-4-million-to-entrepreneurs-in-india-taking-courses-from-coursera-322113.html

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Google and Udacity launch a new Android programming course for beginners

June 26th, 2016

by Lucia Maffei, Tech Crunch

Google wants more people to learn to program — especially for its Android platform. While the company already offered a few programming courses, they were typically geared toward students with at least some rudimentary programming experience. Starting today, the Google Android Basics Nanodegree class is available on the online learning platform Udacity. It’s the first Android nanodegree class designed by Google for people with no programming experience at all. “Google, in partnership with Udacity, is making Android development accessible and understandable to everyone, so that regardless of your background, you can learn to build apps that improve the lives of people around you,” Shanea King-Roberson, program manager at Google, said in a blog post.

https://techcrunch.com/2016/06/22/google-and-udacity-launch-a-new-android-programming-course-for-beginners/?ncid=mobilenavtrend

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Daphne Koller: Soft skills are overlooked and undervalued

June 26th, 2016

by Rebecca Smith, Management Today

But which skills does Koller think students should be really swotting up on for future success? ‘One of the bigger ones we’re seeing is the ability to handle data,’ she says. ‘I don’t just mean big data, but data-oriented thinking and business analytics.’ Koller then points to an often overlooked set of skills as those that’ll always be valuable. ‘The whole range of soft skills is also very important,’ she says. ‘We’re getting to a point where the world is changing really fast so concrete skills that are important today might not be useful tomorrow.’ But the abilities to formulate a problem, work well within a team, accept responsibilities and be flexible don’t have a sell-by date. ‘All of those skills that I think for a while weren’t seen as important will be for a long time.’

http://www.managementtoday.co.uk/news/1399477/daphne-koller-soft-skills-overlooked-undervalued/

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ALEX Wants to Fill Classrooms Like Airbnb Fills Beds

June 25th, 2016

By Dian Schaffhauser, Campus Technology

“In a world where we can place people in empty seats in cars and empty beds in houses, why not place people in empty chairs in college classrooms?” That’s what a team of Harvard University students say about their new start-up called ALEX (Anyone’s Learning EXperience). The students recently won a Public Sector Innovation Award for their work from the Technology and Entrepreneurship Center at Harvard. The idea behind ALEX is this: Universities and colleges with empty seats in some of their courses make those available through the site, and employers that want employees to obtain continuing education can subsidize enrollment for their people. The platform matches company need with excess classroom capacity.

https://campustechnology.com/articles/2016/06/15/alex-wants-to-fill-classrooms-like-airbnb-fills-beds.aspx

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Want a high-paying job? Get a ‘nanodegree’

June 25th, 2016

by Clay Dillow, CNBC.com

In an effort to address the skills shortage, three-year-old Udacity (2016 CNBC Disruptor No. 12) has partnered with tech giants such as AT&T, Google, Facebook and Amazon to reinvent job training. The company — founded by Stanford professor and onetime Google VP Sebastian Thrun — has repositioned its focus from massive open online courses (MOOCs) to certification training on very specific skills. Students can earn what’s called a nanodegree and learn things like front-end web developing, iOS and Android programming, or machine learning in less than a year — and for less than $1,000.

http://www.cnbc.com/2016/06/20/udacity-reinvents-skills-training-with-the-nanodegree.html

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Coursera’s Koller: ‘Yesterday’s degree doesn’t prepare for tomorrow’s jobs’

June 25th, 2016

By Jarrett Carter, Education Dive

Coursera President and Co-Founder Daphne Koller says that the college diploma of 15 years ago doesn’t provide the necessary skills for a job in the 21st century. According to her podcast interview with Recode, Koller says that expanding educational access with coursework designed for skill-building in key industries is the way to increase interest in education and career preparation. Koller says that artificial intelligence and virtual reality components of learning will replace traditional classroom lectures.

http://www.educationdive.com/news/courseras-koller-yesterdays-degree-doesnt-prepare-for-tomorrows-jobs/421277/

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New sites use research to help students select the right college

June 24th, 2016

by eSchool News

A series of state-specific websites, grounded in work conducted by the American Institutes for Research (AIR), will offer students a new way to plan for life after high school. Its interactive features show the potential return on investment for a wide array of higher education choices. The first “Launch My Career” website, launched in Denver, will help students identify in-demand jobs across Colorado and in particular regions of the state, and will help students identify majors, as well as degree or certificate programs, that will help prepare them for those jobs.

http://www.eschoolnews.com/2016/06/20/air-research-fuels-launch-my-career-website/

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Internet of Things, Machine Learning & Robotics Are High Priorities For Developers In 2016

June 24th, 2016

by Louis Columbus, Forbes

56.4% of developers are building robotics apps today.

45% of developers say that Internet of Things (IoT) development is critical to their overall digital strategy.

56.4% of developers are building robotics apps today.

45% of developers say that Internet of Things (IoT) development is critical to their overall digital strategy.

27.4% of all developers are building apps in the cloud today.

24.7% are using machine learning for development projects.

These and many other insights are from the Evans Data Corporation Global Development Survey, Volume 1 (PDF, client access) published earlier this month. The methodology was based on interviews with developers actively creating new applications with the latest technologies.

http://www.forbes.com/sites/louiscolumbus/2016/06/18/internet-of-things-machine-learning-robotics-are-high-priorities-for-developers-in-2016/#1f4e1e835644

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How Online Middle School Classes Prepare Your Student for Higher Learning

June 24th, 2016

by the Sequitur

Your child’s middle school educational years are incredibly important. This is the time that students become more independent, more responsible for their education and more vested in their commitment to learning. In seventh and eighth grade, curriculum becomes more rigorous than it was in early educational years. Expectations rise as students are taught to develop and refine their study habits and gain more advanced analytical and problem-solving skills. The priority is to help online learners continue to grow their knowledge base while preparing for the demands they’ll need to meet once they advance to a high school education. Linked below are some of the things online middle school classes are designed to help students achieve:

https://www.thesequitur.com/how-online-middle-school-classes-prepare-your-student-for-higher-learning-1268946/

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The digital-first district where OER meets iPads

June 23rd, 2016

By KATHERINE SCHAEFFER, Beaver County Times

Teachers and students at one district are replacing print with digital. By and large, it’s working. For students at Central Valley middle and high schools, accessing classroom lessons rarely involves opening a book. Instead, they power up glowing iPad screens and swipe and tap their way through math problems, the day’s reading or interactive content. In high school math teacher Joe Sowinski’s classes, technology has changed class structure. Students tackle lessons at their own pace as they work in groups to focus on concepts they find most challenging. “I spend less time waiting for students to copy notes and more time helping students work problems,” Sowinski said. Central Valley School District administrators envisioned such a shift when they decided to begin swapping paper textbooks for iPads in the 2012-13 school year.

http://www.eschoolnews.com/2016/06/17/the-district-where-oer-meets-ipads/

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Worldwide Smartphone Sales to Grow at Slower Pace in 2016

June 23rd, 2016

By Richard Chang, THE Journal

Global smartphone sales will continue to grow, but not in the double digits anymore, according to market research firm Gartner. Smartphone sales are expected to grow 7 percent worldwide in 2016 and reach 1.5 billion units. That is significantly down from 14.4 percent growth in 2015, but it’s still substantial growth, equating to a new smartphone for one out of every five human beings on the Earth. In 2010, smartphone sales hit their highest growth, at 73 percent, Gartner said. In 2020, smartphone sales are on pace to total 1.9 billion units. “The smartphone market will no longer grow at the levels it has reached over the last seven years,” said Roberta Cozza, research director at Gartner, in a prepared statement.

https://thejournal.com/articles/2016/06/15/worldwide-smartphone-sales-to-grow-at-slower-pace-in-2016.aspx

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Colorado startup seeks to track online learning

June 23rd, 2016

by Caitlin Hendee, Colorado Business Journal

When Nicholas Garvin applied for a position at electric-car maker Tesla Motors in 2012, he felt there was really no good way to represent all the knowledge he had in the auto industry. ” We invented the Stackup tool to categorize and score everything you read online,” Garvin said. Stackup is a web application and smart browser extension that currently works with Google Chrome that can be used to track users’ engagement on any given website. Engagement is then scored to provide insight into the time people spend learning on the web. The app is currently gaining steam in the education industry. Several teachers in both the Aurora Public Schools and Denver Public Schools are using it in their classrooms to create assignments asking students to spend time learning on the web.

http://www.bizjournals.com/denver/blog/broadway_17th/2016/06/colorado-startup-seeks-to-create-a-credit-score.html

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New report outlines how the wearables market is set to grow through 2020

June 22nd, 2016

by eCampus News

Research and Markets has announced the addition of the “Global Classroom Wearables Technology Market 2016-2020” report to their offering. The report forecasts the global classroom wearables technology market to grow at a CAGR of 36.57 percent during the period 2016-2020. To calculate the market size, the report considers the revenue generated from sales of classroom wearables technology devices such as smart glasses, smart watches, fitness trackers, wearable cameras and VR head gears.

http://www.ecampusnews.com/technologies/84308/

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Deep Learning Isn’t a Dangerous Magic Genie. It’s Just Math

June 22nd, 2016

by Oren Etzioni, Wired

Deep Learning is rapidly ‘eating’ artificial intelligence. But let’s not mistake this ascendant form of artificial intelligence for anything more than it really is. The famous author Arthur C. Clarke wrote, “Any sufficiently advanced technology is indistinguishable from magic.” And deep learning is certainly an advanced technology—it can identify objects and faces in photos, recognize spoken words, translate from one language to another, and even beat the top humans at the ancient game of Go. But it’s far from magic. As companies like Google and Facebook and Microsoft continue to push this technology into everyday online services—and the world continues to marvel at AlphaGo, Google’s Go playing super-machine—the pundits often describe deep learning as an imitation of the human brain. But it’s really just simple math executed on an enormous scale.

http://www.wired.com/2016/06/deep-learning-isnt-dangerous-magic-genie-just-math/

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Augmented and Virtual Reality: Where Is the Educational Value?

June 22nd, 2016

By David Raths, THE Journal

K-12 schools are beginning to see the educational value of virtual and augmented reality and are investing in these technologies even though price points are still aimed at higher-end markets. In the Methacton School District in a Philadelphia suburb, a high school oceanography class recently visited the Great Barrier Reef, while a Spanish class traveled to cities in Spain and Mexico. Chris Lloyd and Layla Lyons, teachers who work as technology integration specialists in the district, said the expeditions were a nice complement to topics that certain classes were working on and the technology itself was fairly straightforward to deploy. “The teachers were excited once we introduced the concept to them at a faculty meeting,” Lyons said. “When it came time to schedule it, everyone wanted to do it.”

https://thejournal.com/articles/2016/06/15/augmented-and-virtual-reality-where-is-the-educational-value.aspx

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Behind the Scenes of a Makerspace

June 21st, 2016

By Leila Meyer, Campus Technology

Rutgers University Makerspace has become a hub of creativity on campus. Here’s how it manages operations, equipment, projects and more. Four years ago, Rutgers University in New Jersey opened the Rutgers Makerspace — a place where students, faculty, staff and other members of the community can learn to use equipment such as 3D scanners and printers, laser cutters, cutting and milling machines, electronics, and power and hand tools, for both university-related and personal projects. Here’s how the space has evolved into a bustling hub of creativity on campus.

https://campustechnology.com/articles/2016/06/15/behind-the-scenes-of-a-makerspace.aspx

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3D Printer Shipments Up for Education (and All Other Segments)

June 21st, 2016

By Dian Schaffhauser, Campus Technology

3D printing is on a growth jag. A new report from International Data Corp. (IDC) finds that the market grew in the United States by nearly 20 percent in 2015 compared to 2014. Printer hardware and materials represented a $2.5 billion market in this country last year. According to the IDC report, “U.S. 3D Printer Forecast, 2016-2020: New 3D Print/Additive Manufacturing Technologies Fuel Growth,” that increase is expected to continue through 2020, with a compound annual growth rate (CAGR) of more than 16 percent. In the education segment specifically, IDC forecasts that 3D printing spending, which includes printers, as well as materials and software, will grow from around $200 million this year to more than $500 million in 2019.

https://campustechnology.com/articles/2016/06/16/3d-printer-shipments-up-for-education-and-every-other-segment.aspx

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Are school internet connections fast enough to support personalized learning?

June 21st, 2016

by Joshua Bleiberg, Brookings

Education technologies like personalized learning have tremendous potential to help students learn. To maximize the value of personalized learning, the public and private sectors must increase their investments in training, infrastructure, hardware, and curriculum. Unfortunately progress in each of these areas is uneven. In a recent Chalkboard post, I discussed the potential benefits from broad adoption of personalized learning. A key reason that I remain skeptical about the long-term impact of personalized learning is the lack of bandwidth in the nation’s schools. The available data suggests that school internet speeds continue to rise at a rapid rate, but remain below the levels needed to support broad adoption of personalized learning.

http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2016/06/15-school-internet-connections-support-personalized-learning-bleiberg

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Designing Learning Spaces for Innovation

June 20th, 2016

By David Raths, Campus Technology

Susan Metros vividly remembers the blank slate that would become the “Garage,” a new learning space for the University of Southern California’s Iovine and Young Academy for Arts, Technology and the Business of Innovation. In 2013, entrepreneurs Jimmy Iovine and Dr. Dre (aka Andre Young) had given $70 million to create a unique undergraduate program that promotes new kinds of learning through cross-disciplinary and hands-on discovery, in a fully immersive and collaborative learning space. The space for the new program, on the fourth floor of the Ronald Tutor Campus Center, was completely undeveloped. “I remember going to a meeting and there was no electricity,” said Metros, associate dean of the academy. “We really got to start from scratch.” The space was an open canvas for innovation, yet the timeline was aggressive — with only three months for design and five months for construction.

https://campustechnology.com/articles/2016/06/08/designing-learning-spaces-for-innovation.aspx

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4 Ways Schools Are Overcoming Flipped Learning Equity Challenges

June 20th, 2016

By Bridget McCrea, THE Journal

The race is on to improve digital equity off campus, but will it happen soon enough for teachers, schools and districts that are using flipped learning in the classroom? Maybe, but in the meantime some of them have found ways to work around the issue and successfully administer flipped learning in K-12. Growing in popularity among K-12 teachers, flipped learning includes the use of both pre-made online videos and those made by the teachers themselves. FLN defines flipped learning as “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.”

https://thejournal.com/articles/2016/05/25/4-ways-schools-are-overcoming-flipped-learning-equity-challenges.aspx

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Relentless data tracking key to MTSU’s success

June 20th, 2016

By Tara García Mathewson, Education Dive

Middle Tennessee State University’s vice provost for student success brings an uncommon perspective to his job, but it is one that is increasingly recognized as having value. Rick Sluder joined the administrative team at MTSU after four years in enrollment management, where it was his job to track application and matriculation data obsessively. The first thing he did when he got to Middle Tennessee State was to set up a data system that would give the university the power to track performance and do so on a weekly basis. When he hears how other schools approach retention or completion initiatives — measuring progress once per year or less — he says he has to chuckle. “The places that are doing retention work the best are doing it the most,” Sluder said.

http://www.educationdive.com/news/relentless-data-tracking-key-to-mtsus-success/420669/

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