A former science teacher who believed in the power and possibility of online learning over two decades ago, he taught himself how to build courses in HTML on class intranets. Kevin taught one of the first hybrid, educational technology courses for teachers, for the University of Washington. And, after building countless web pages and classes on the early world wide web, he now helps develop e-learning programs, consults on virtual training'best practices' and has many interests in other internet and educational technology-related areas. Kevin finds he's now enjoying learning more from his children who are all deep into their own technology-related careers and entrepreneurial endeavors. With two new grandchildren, he's investigating more seriously the advancing new technologies in an effort to understand the knowledge and skills necessary to achieve happiness and success in a technological future.

R is a purpose-built language meant for statistical computing, and is a clear winner for large-scale data-mining, visualization and reporting. You have easy access to a huge collection of packages (through the CRAN repository) that enable you to apply almost all kinds of Machine Learning algorithms, statistical tests and analysis procedures. The language itself has an elegant--albeit esoteric--syntax for expressing relationships, transforming data and performing parallelized operations.

Many people have gotten jobs in machine learning just by completing that MOOC. There're other similar online courses that help; for example the John Hopkins Data Science specialization. Participating in Kaggle or other online machine learning competitions has also helped people gain experience. Kaggle has a community with online discussions from which you can learn practical skills. Attending local meetups or academic conferences (if you can afford it) and talking to more experienced people will also help.

Ordinal peer grading is much simpler. It requires each student to grade a small number of Our aim with co-rank is to facilitate the grading of exams exam papers submitted by other students and report a ranking or assignments in massive open online courses (MOOCs). Then, an aggregation step will merge all the online platforms that offer, to a huge number of students partial rankings reported into a single one. Since professional graders are costly, inexpensive can do using the tool. The whole process is represented grading is absolutely necessary in order to make graphically in Figure 1. the new educational experience beneficial for the students First, the instructor creates a new exam.

In Fall 2014 we offered an online course on Knowledge-Based Artificial Intelligence (KBAI) to about 200 students as part of the Georgia Tech Online MS in CS program. By now we have offered the course to more than 1000 students. We describe the design, development and delivery of the online KBAI class in Fall 2014.

We consider an online learning problem (classification or prediction) involving disparate sources of sequentially arriving data, whereby a user over time learns the best set of data sources to use in constructing the classifier by exploiting their similarity. We first show that, when (1) the similarity information among data sources is known, and (2) data from different sources can be acquired without cost, then a judicious selection of data from different sources can effectively enlarge the training sample size compared to using a single data source, thereby improving the rate and performance of learning; this is achieved by bounding the classification error of the resulting classifier. We then relax assumption (1) and characterize the loss in learning performance when the similarity information must also be acquired through repeated sampling. We further relax both (1) and (2) and present a cost-efficient algorithm that identifies a best crowd from a potentially large set of data sources in terms of both classifier performance and data acquisition cost. This problem has various applications, including online prediction systems with time series data of various forms, such as financial markets, advertisement and network measurement.

This paper adapts topic models to the psychometric testing of MOOC students based on their online forum postings. Measurement theory from education and psychology provides statistical models for quantifying a person's attainment of intangible attributes such as attitudes, abilities or intelligence. Such models infer latent skill levels by relating them to individuals' observed responses on a series of items such as quiz questions. The set of items can be used to measure a latent skill if individuals' responses on them conform to a Guttman scale. Such well-scaled items differentiate between individuals and inferred levels span the entire range from most basic to the advanced. In practice, education researchers manually devise items (quiz questions) while optimising well-scaled conformance. Due to the costly nature and expert requirements of this process, psychometric testing has found limited use in everyday teaching. We aim to develop usable measurement models for highly-instrumented MOOC delivery platforms, by using participation in automatically-extracted online forum topics as items. The challenge is to formalise the Guttman scale educational constraint and incorporate it into topic models. To favour topics that automatically conform to a Guttman scale, we introduce a novel regularisation into non-negative matrix factorisation-based topic modelling. We demonstrate the suitability of our approach with both quantitative experiments on three Coursera MOOCs, and with a qualitative survey of topic interpretability on two MOOCs by domain expert interviews.

High-quality, low-cost online courses could be used to shift schools away from being "exam factories" and help students keep pace with the threat of automation, according to a new report by the Institute of Directors. The report argues that the internet allows schools to be more flexible and adapt learning towards "a future in which more and more work is taken over by robots or computers". Related: Welcome to the robot-based workforce: will your job become automated too? "The cost savings, convenience and flexibility that online learning offers has the potential to revolutionise education provision, but only if businesses and the education sector work together to capitalise on the potential of computer-based teaching applications to support employees in their pursuit of lifelong learning," the report said. Last year the CBI's director general also called for GCSEs to be scrapped and A-levels to be augmented by vocational courses. The report also calls for new tax incentives to encourage people to return to education, and to make it easier for employers to invest in their staff.

Over the past few years the field of Machine Learning has entered the general parlance. From free massive open online courses to image recognition benchmarks being broken and decades of Atari games being mastered. During the same period developers have witnessed the release of several popular open source frameworks and libraries. The chart below shows different open source machine learning projects by initial commit date and programming language. The size represents the popularity of a project based on number of Github stargazers.

Influence Maximization is an active topic, but it was always assumed full knowledge of the social network graph. However, the graph may actually be unknown beforehand. For example, when selecting a subset of a homeless population to attend interventions concerning health, we deal with a network that is not fully known. Hence, we introduce the novel problem of simultaneously influencing and mapping (i.e., learning) the graph. We study a class of algorithms, where we show that: (i) traditional algorithms may have arbitrarily low performance; (ii) we can effectively influence and map when the independence of objectives hypothesis holds; (iii) when it does not hold, the upper bound for the influence loss converges to 0. We run extensive experiments over four real-life social networks, where we study two alternative models, and obtain significantly better results in both than traditional approaches.