The Department of Defense's Joint Artificial Intelligence Center recently launched new AI education pilots for thousands of DOD employees that range from executive education for general officers to in-depth coding bootcamps. The most recent cohort of participants started taking an "AI 101" course in early February through a partnership with the Massachusetts Institute of Technology while another recently entered an AI coding bootcamp. The range of educational offerings from the AI-accelerator is designed to eventually be transitioned to other DOD institutions for tens or even hundreds of thousands of people to learn about AI, Greg Allen, the JAIC's head of policy and strategy, told FedScoop. "We are running training pilots to really test," Allen said. "We partner with the broader department of defense … to help them deliver education materiel at scale."

Students are then asked to focus on a topic, performing a form of meditation. The device and its software measures a student's level of concentration. This high tech gadget measures neurological impulses of each student, assigning scores to their level of attention or focus. Higher scores are awarded to those with greater concentration or attentiveness to the lesson. Teachers can view these scores at any moment throughout their lessons, adjusting their lesson delivery to the results.

Lagos – Educationists, researchers and others have said that Nigeria must include relevant skills acquisition in its education curricula to remain relevant in the comity of nations. They made their views known in a communique they issued at the end of a three-day University of Lagos International Research Conference and Fair. The International Conference of the Humanities and Science which began on Wednesday had the theme: "Automation and Artificial Intelligence: Opportunities for 21st Research and Development''. The communique was signed by the Director, Academic Planning of the institution, Prof. Obinna Chukwu. The News Agency of Nigeria (NAN) reports that the conference – the 14th edition – was attended by more than 400 scholars, captains of industries and others from within and outside Nigeria. A total number of 168 oral paper presentations and 49 poster presentations were made the conference which had Air Peace and Access Bank as major sponsors. The participants observed that many countries suffered from significant skill mismatch due to inability of the education system to accurately reflect the demands of the labour market. The participants noted that technology, specifically, artificial intelligence, was rapidly changing trends and perceptions in different facets of life including education, employment, economy, communication and healthcare. They added that artificial intelligence would aid resource utilisation and development of smart cities. They urged that researches in the academia that cut across disciplines should be carrief out in partnership with industries to build required competencies. They also recommended that organisations in emerging markets should make investments in automation to bridge the gap between them and their counterparts in developed markets. "Higher education should help students compete in artificial intelligence age by including it in the curriculum.

As a serial AI entrepreneur, I've made it my goal to dedicate enormous resources to research and development for machine learning and AI, and I've been able to build tech companies that do the same. Although some do not agree we are approaching an AI winter, from my perspective, as the economy comes to increasingly rely on more sophisticated machines, we can confront a potential plateau of AI development by training machines as an industry and providing more education to those creating the technology.

Artificial Intelligence Education: Editorial Introduction

Additional landmark events in the past 20 or so years that looked at the challenges of AI education have included the AI Education Workshop held at the 2008 AAAI conference and the Improving Instruction of Introductory Artificial Intelligence symposium held at the 1994 AAAI Fall Symposium. To quote Marti Hearst, the organizer of the 1994 symposium (Hearst 1994): "This symposium was motivated by the desire to address an oft-voiced complaint that introductory artificial intelligence is a notoriously difficult course to teach well." With the regular progression of the field and recent successes such as autonomous cars, deep learning, and IBM's Watson system, this situation has not become easier. At the same time, recent innovations in pedagogical technologies, such as massive open online courses (MOOCs), smartphones, and smart classrooms, have revolutionized how we view the art of teaching. We believe that now is a good time to take stock of state-of-the-art practices in the teaching of AI, as well as propose a vision for AI education in the future. This issue of AI Magazine includes five articles at the cutting edge of AI education. Each covers a subject of current concern to the AI education community. We note that the subject area expertise of the authors covers a wide range including robotics, knowledge-based systems, ethics, machine learning, and game theory. The article Ask Me Anything About MOOCs by Douglas Fisher, Charles Isbell, and Michael Littman was a unique project.

The 7th Symposium on Educational Advances in Artificial Intelligence (EAAI'17, co-chaired by Sven Koenig and Eric Eaton) launched the EAAI New and Future AI Educator Program to support the training of early-career university faculty, secondary school faculty, and future educators (PhD candidates or postdocs who intend a career in academia). As part of the program, awardees were asked to address one of the following "blue sky" questions: * How could/should Artificial Intelligence (AI) courses incorporate ethics into the curriculum? * How could we teach AI topics at an early undergraduate or a secondary school level? * AI has the potential for broad impact to numerous disciplines. How could we make AI education more interdisciplinary, specifically to benefit non-engineering fields? This paper is a collection of their responses, intended to help motivate discussion around these issues in AI education.

Topics include model assignments, course syllabi, soware, or other curricular resources; revision and implementation of the dra Computing Curricula 2013 Intelligent Systems area; AI classroom techniques or innovations for undergraduate or graduate instruction; intelligent applications for instruction of AI and assessment of such applications; the use of robots or other hands-on equipment for teaching AI; strategies for incorporating AI research into AI courses; strategies for encouraging wider student interest and participation in AI; and descriptions or case studies of successful class projects or other pedagogical experiences.

The FLAIRS Artificial Intelligence Education special track is devoted to methods of teaching AI. Its purpose is to provide a forum where AI educators from diverse institutional settings can share resources, innovations, and insights to advance the quality of AI education worldwide. Topics include model assignments, course syllabi, software, or other curricular resources, implementation of the Computing Curricula 2001 Intelligent Systems area, AI classroom techniques or innovations for undergraduate or graduate instruction, intelligent applications for instruction of AI and assessment of such applications, the use of robots or other hands-on equipment for teaching AI, strategies for incorporating AI research into AI courses, strategies for encouraging wider student interest and participation in AI, and descriptions or case studies of successful class projects or other pedagogical experiences.