Educational technology is an inclusive term for the tools that technologically or electronically support learning and teaching. Educational technology is not restricted to high technology. However, modern electronic educational technology has become an important part of society today. Technology Depending on whether a particular aspect, component or delivery method is given emphasis, a wide array of similar or overlapping terms has been used. As such, educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), Internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning,virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital education.

Educational technology is an inclusive term for the tools that technologically or electronically support learning and teaching. Educational technology is not restricted to high technology. However, modern electronic educational technology has become an important part of society today. Technology Depending on whether a particular aspect, component or delivery method is given emphasis, a wide array of similar or overlapping terms has been used. As such, educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), Internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning,virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital education.

A voting center is in charge of collecting and aggregating voter preferences. In an iterative process, the center sends comparison queries to voters, requesting them to submit their preference between two items. Voters might discuss the candidates among themselves, figuring out during the elicitation process which candidates stand a chance of winning and which do not. Consequently, strategic voters might attempt to manipulate by deviating from their true preferences and instead submit a different response in order to attempt to maximize their profit. We provide a practical algorithm for strategic voters which computes the best manipulative vote and maximizes the voter's selfish outcome when such a vote exists. We also provide a careful voting center which is aware of the possible manipulations and avoids manipulative queries when possible. In an empirical study on four real-world domains, we show that in practice manipulation occurs in a low percentage of settings and has a low impact on the final outcome. The careful voting center reduces manipulation even further, thus allowing for a non-distorted group decision process to take place. We thus provide a core technology study of a voting process that can be adopted in opinion or information aggregation systems and in crowdsourcing applications, e.g., peer grading in Massive Open Online Courses (MOOCs).

Coursera Machine Learning Course is offered by Stanford University with a rating of 4.9 out of 5. More than 2.2 million students are already enrolled in this course. This online course has over 25K reviews. After doing this course, 40% started a new career and 37% got a tangible career benefit from this course. You can complete this course 100% online with your flexible schedule.

The increasingly fast development cycle for online course contents, along with the diverse student demographics in each online classroom, make real-time student outcomes prediction an interesting topic for both industrial research and practical needs. In this paper, we tackle the problem of real-time student performance prediction in an on-going course using a domain adaptation framework. This framework is a system trained on labeled student outcome data from previous coursework but is meant to be deployed on another course. In particular, we introduce a GritNet architecture, and develop an unsupervised domain adaptation method to transfer a GritNet trained on a past course to a new course without any student outcome label. Our results for real Udacity student graduation predictions show that the GritNet not only generalizes well from one course to another across different Nanodegree programs, but also enhances real-time predictions explicitly in the first few weeks when accurate predictions are most challenging.

Over the past one hundred years, the classic teaching methodology of "see one, do one, teach one" has governed the surgical education systems worldwide. With the advent of Operation Room 2.0, recording video, kinematic and many other types of data during the surgery became an easy task, thus allowing artificial intelligence systems to be deployed and used in surgical and medical practice. Recently, surgical videos has been shown to provide a structure for peer coaching enabling novice trainees to learn from experienced surgeons by replaying those videos. However, the high inter-operator variability in surgical gesture duration and execution renders learning from comparing novice to expert surgical videos a very difficult task. In this paper, we propose a novel technique to align multiple videos based on the alignment of their corresponding kinematic multivariate time series data. By leveraging the Dynamic Time Warping measure, our algorithm synchronizes a set of videos in order to show the same gesture being performed at different speed. We believe that the proposed approach is a valuable addition to the existing learning tools for surgery.

In recent years, quaternion algebra has attracted considerable attention in the signal processing community. As a natural representation of 3D and 4D signals, quaternion allows for a reduction in the number of parameters and operations involved, and can bring insights that would not be acquired by real-and complexvalued representations. Due to these elegant properties, quaternion adaptive signal processing algorithms have developed rapidly and have achieved satisfactory performance in a wide range of applications [1]-[8]. Despite the existence of many quaternion algorithms, we notice that so far, there is no learning algorithm for the ARMA model in the quaternion domain.

Blended courses that mix in-person instruction with online platforms are increasingly popular in secondary education. These tools record a rich amount of data on students' study habits and social interactions. Prior research has shown that these metrics are correlated with students' performance in face to face classes. However, predictive models for blended courses are still limited and have not yet succeeded at early prediction or cross-class predictions even for repeated offerings of the same course. In this work, we use data from two offerings of two different undergraduate courses to train and evaluate predictive models on student performance based upon persistent student characteristics including study habits and social interactions. We analyze the performance of these models on the same offering, on different offerings of the same course, and across courses to see how well they generalize. We also evaluate the models on different segments of the courses to determine how early reliable predictions can be made. This work tells us in part how much data is required to make robust predictions and how cross-class data may be used, or not, to boost model performance. The results of this study will help us better understand how similar the study habits, social activities, and the teamwork styles are across semesters for students in each performance category. These trained models also provide an avenue to improve our existing support platforms to better support struggling students early in the semester with the goal of providing timely intervention.

This is the pilot of a series of EdTech articles with the focus on AR and AI. This article covers AR and AI from a birds-eye view. We will dive deeper into the specific application areas in the upcoming articles. Welcome to 21st century learning! Gone are the days when you missed a class in your school, it was difficult to catch up with the current lessons.

Online learning is the process of answering a sequence of questions based on the correct answers to the previous questions. It is studied in many research areas such as game theory, information theory and machine learning. There are two main components of online learning framework. First, the learning algorithm also known as the learner and second, the hypothesis class which is essentially a set of functions which learner uses to predict answers to the questions. Sometimes, this class contains some functions which have the capability to provide correct answers to the entire sequence of questions. This case is called realizable case. And when hypothesis class does not contain such functions is called unrealizable case. The goal of the learner, in both the cases, is to make as few mistakes as that could have been made by most powerful functions in hypothesis class over the entire sequence of questions. Performance of the learners is analysed by theoretical bounds on the number of mistakes made by them. This paper proposes three algorithms to improve the mistakes bound in the unrealizable case. Proposed algorithms perform highly better than the existing ones in the long run when most of the input sequences presented to the learner are likely to be realizable.