Researchers from University of Michigan, Stanford and University of California, Davis have received a $1.6 million grant to conduct a three-year study of virtual schooling.
The same sophisticated approach to pattern matching that Siri and Cortana use to respond to questions more accurately is now helping a robot at the University of California Berkeley learn how to screw caps on bottles and rack up a hanger with an ever-growing repertoire of dexterity.
Researchers at the University of California, Santa Barbara have created a circuit with about 100 artificial synapses and demonstrated its ability to classify images.
While many competency-based education (CBE) programs do a decent job of documenting the competencies students need to master and the types of assessments used to measure student proficiency, that doesn't go far enough, according to a new report on the topic of assessment in CBE.
Freeman Hrabowski considers the need research universities have to become more inclusive in terms of working with agencies and other partners at multiple, different levels.
According to a recent survey, executives of online and professional higher education programs want to change the way they evaluate the career success of their graduates.
A new report from a research organization focused on disruptive innovations has examined how charter management organizations (CMOs) in K-12 have created their own teacher education and certification programs to help create the kinds of teachers they want to hire for their schools. Their reasoning: "Teachers who graduate from most traditional teacher education programs lack the skills needed to teach successfully."
IT spending by colleges and universities in the United States is expected to hit $6.6 billion for 2015. The biggest single area for technology spending will be laptop computers at $1.3 billion, which will consume about 20 percent of the total outlay.
MIT's Initiative for the Digital Economy has added a private partner as its first member.
A study conducted at Washington University in St. Louis determined that students were more likely to take punishment seriously after they thought they made a mistake than rewards when they thought they had gotten a right answer.