The University of Florida has taken some of the first steps in its artificial intelligence (AI) initiative by creating an AI curriculum that is …

Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created an AI curriculum for pre-tertiary education and evaluated its efficacy. While AI is conventionally taught in tertiary level education, our co-creation process successfully developed the curriculum that has been used in secondary school teaching in Hong Kong and received positive feedback. Background: AI4Future is a cross-sector project that engages five major partners - CUHK Faculty of Engineering and Faculty of Education, Hong Kong secondary schools, the government and the AI industry. A team of 14 professors with expertise in engineering and education collaborated with 17 principals and teachers from 6 secondary schools to co-create the curriculum. This team formation bridges the gap between researchers in engineering and education, together with practitioners in education context. Research Questions: What are the main features of the curriculum content developed through the co-creation process? Would the curriculum significantly improve the students perceived competence in, as well as attitude and motivation towards AI? What are the teachers perceptions of the co-creation process that aims to accommodate and foster teacher autonomy? Methodology: This study adopted a mix of quantitative and qualitative methods and involved 335 student participants. Findings: 1) two main features of learning resources, 2) the students perceived greater competence, and developed more positive attitude to learn AI, and 3) the co-creation process generated a variety of resources which enhanced the teachers knowledge in AI, as well as fostered teachers autonomy in bringing the subject matter into their classrooms.

Following the announcement by the Central Board of Secondary Education (CBSE) that it will soon begin to offer Artificial Intelligence (AI) as an elective to students from classes 9 to 12, it has now been revealed that American IT major IBM will be preparing the curriculum for the same, reports The Times of India. Members of IBM India, along with individuals from its global team, will collaborate with subject experts to prepare the curriculum; IBM will launch a pilot project covering 1,000 schools across a number of cities as a trial for the curriculum. As part of the pilot, school principals will firstly be made aware of AI technology, after which foundational lessons regarding the same will given to teachers. The curriculum will consist of a five-stage training process for students, and through it students will participate in research-informed readings, ideation and innovation workshops, as well as hands-on projects. Commenting on the effort, vice-president of India Software Labs, IBM, stated,"Unlike creating a curriculum for professionals, introducing the subject to schoolchildren is different. We have a chance to create a course to give the best effect by using a design-based approach to problem-solving with AI. The programme intends to develop a professional learning community for teachers in partnership with the industry. We will ensure it provides collaborative global project opportunities for students and recognise learning achievements through badging and accreditation."

Elementary and middle school students confidently tap at computers in the office of Chinese game and e-commerce giant NetEase in Hangzhou, southwest of Shanghai. The children are in a five-day training camp where they learn about artificial intelligence. The company began holding the 5,000 yuan ($740) study sessions during school holidays a few years ago. This one was fully booked soon after the company started taking applications. It's part of a broader push in China to develop a cadre of AI engineers that can challenge U.S. dominance in high technology.

What was your path toward learning ML? What books did you enjoy most while learning ML? What were the blind alleys? In high school, I had a lot of different interests, most of which weren't related to math or science. I made up my own language with a phonetic alphabet, I took a lot of creative writing and literature classes, etc.