Is It Really Worth It? Apple, Michigan taxpayers, and one of Detroit's wealthiest families spent roughly $30 million training hundreds of people to build iPhone apps. Two years ago, Lizmary Fernandez took a detour from studying to be an immigration attorney to join a free Apple course for making iPhone apps . The Apple Developer Academy in Detroit launched as part of the company's $200 million response to the Black Lives Matter protests and aims to expand opportunities for people of color in the country's poorest big city. But Fernandez found the program's cost-of-living stipend lacking--"A lot of us got on food stamps," she says--and the coursework insufficient for landing a coding job. "I didn't have the experience or portfolio," says the 25-year-old, who is now a flight attendant and preparing to apply to law school. "Coding is not something I got back to."

The names of two partial owners of firms linked to the Salt Typhoon hacker group also appeared in records for a Cisco training program--years before the group targeted Cisco's devices in a spy campaign. Cisco's Networking Academy, a global training program designed to educate IT students in the basics of IT networks and cybersecurity, proudly touts its accessibility to participants around the world: "We believe education can be the ultimate equalizer, enabling anyone, regardless of background, to develop expertise and shape their destiny in a digital era," reads the first line on its website. That laudable statement, however, reads a bit differently when the "destiny" of those students appears to be owning a majority stake in companies linked to one of the most successful Chinese state-sponsored hacking operations ever to target the West--and many of Cisco's own products . That's the surprising conclusion of Dakota Cary, a researcher at cybersecurity firm SentinelOne and the Atlantic Council, who, like many security analysts, has closely tracked the Chinese state-sponsored hacker group known as Salt Typhoon . That cyberespionage group gained notoriety last year when it was revealed that the hackers had penetrated at least nine telecom companies and gained the ability to spy on Americans' real-time calls and texts, specifically targeting then-presidential and vice presidential candidates Donald Trump and JD Vance, among many others.

One approach toward automatic grading is to learn an agent that interacts with a student's program and explores states indicative of errors via reinforcement learning. However, existing work on this approach only provides binary feedback of whether a program is correct or not, while students require finer-grained feedback on the specific errors in their programs to understand their mistakes. In this work, we show that exploring to discover errors can be cast as a meta-exploration problem.

One approach toward automatic grading is to learn an agent that interacts with a student's program and explores states indicative of errors via reinforcement learning. However, existing work on this approach only provides binary feedback of whether a program is correct or not, while students require finer-grained feedback on the specific errors in their programs to understand their mistakes. In this work, we show that exploring to discover errors can be cast as a meta-exploration problem.

The rapid integration of artificial intelligence (AI) in education requires teachers to develop AI competencies while preparing students for a society influenced by AI. This study evaluates the impact of an online teacher training program on German in-service teachers' AI literacy, usage behaviors, and attitudes toward AI. A pre-post design study was conducted with teachers (N1 = 291 for AI literacy, N2 = 436 for attitude assessment) participating in the course. The program combined synchronous and asynchronous learning formats, including webinars, self-paced modules, and practical projects. The participants exhibited notable improvements across all domains: AI literacy scores increased significantly, and all attitude items regarding AI usage and integration demonstrated significant positive changes. Teachers reported increased confidence in AI integration. Structured teacher training programs effectively enhance AI literacy and foster positive attitudes toward AI in education.

Robot Assisted Surgeries (RAS) have one of the steepest learning curves of any type of surgery. Because of this, methods to practice RAS outside the operating room have been developed to improve the surgeons skills. These strategies include the incorporation of extended reality simulators into surgical training programs. In this Systematic review, we seek to determine if extended reality simulators can improve the performance of novice surgeons and how their performance compares to the conventional training of surgeons on Surgical robots. Using the PRISMA 2020 guidelines, a systematic review and meta-analysis was performed searching PubMed, Embase, Web of Science, and Cochrane library for studies that compared the performance of novice surgeons that received no additional training, trained with extended reality, or trained with inanimate physical simulators (conventional additional training). We included articles that gauged performance using either GEARS or Time to complete measurements and used SPSS to perform a meta-analysis to compare the performance outcomes of the surgeons after training. Surgeons trained using extended reality completed their surgical tasks statistically significantly faster than those who did not receive training (Cohen's d=-0.95, p=0.02), and moderately slower than those conventionally trained (Cohen's d=0.65, p=0.14). However, this difference was not statistically significant. Surgeons trained on extended reality demonstrated a statistically significant improvement in GEARS scores over those who did not train (Cohen's d=0.964, p<0.001). While surgeons trained in extended reality had comparable GEARS scores to surgeons trained conventionally (Cohen's d=0.65, p=0.14). This meta-analysis demonstrates that extended reality simulators translated complex skills to surgeons in a low cost and low risk environment.

The accelerating pace of developments in Artificial Intelligence~(AI) and the increasing role that technology plays in society necessitates substantial changes in the structure of the workforce. Besides scientists and engineers, there is a need for a very large workforce of competent AI technicians (i.e., maintainers, integrators) and users~(i.e., operators). As traditional 4-year and 2-year degree-based education cannot fill this quickly opening gap, alternative training methods have to be developed. We present the results of the first four years of the AI Technicians program which is a unique collaboration between the U.S. Army's Artificial Intelligence Integration Center (AI2C) and Carnegie Mellon University to design, implement and evaluate novel rapid occupational training methods to create a competitive AI workforce at the technicians level. Through this multi-year effort we have already trained 59 AI Technicians. A key observation is that ongoing frequent updates to the training are necessary as the adoption of AI in the U.S. Army and within the society at large is evolving rapidly. A tight collaboration among the stakeholders from the army and the university is essential for successful development and maintenance of the training for the evolving role. Our findings can be leveraged by large organizations that face the challenge of developing a competent AI workforce as well as educators and researchers engaged in solving the challenge.

This paper presents the Articulated Animal AI Environment for Animal Cognition, an enhanced version of the previous AnimalAI Environment. Key improvements include the addition of agent limbs, enabling more complex behaviors and interactions with the environment that closely resemble real animal movements. The testbench features an integrated curriculum training sequence and evaluation tools, eliminating the need for users to develop their own training programs. Additionally, the tests and training procedures are randomized, which will improve the agent's generalization capabilities. These advancements significantly expand upon the original AnimalAI framework and will be used to evaluate agents on various aspects of animal cognition.