MIT’s Teaching Systems Lab will support grant winners as they conduct research on STEM teaching.
Western Governors University and Wiley have partnered to launch The Journal of Competency-Based Education, which has released its inaugural issue.
Public universities could really use some help in sorting out how to use their digital content, technologies and practices to do a better job of interacting with their "customers" — students and families. Likewise, they're making glacially slow progress on meeting the expectations of prospective students. Those findings come out of a sponsored survey that examined the current state of content management practices in higher education.
Schools have been collecting data on students through standardized tests and other means for years, but teachers, parents and other stakeholders in students' development often don't have the opportunity to use that data to help meet individual students' needs, according to a new report from the Data Quality Campaign.
Federal funding for basic and applied research grew 6 percent in the most recent year’s data, with projections for more modest growth through 2016.
Tablets, mobile phones or traditional computers: Which are the biggest bandwidth hogs on campus?
In three years, adaptive learning has evolved from an ill-defined concept in higher ed to a key category of education technology, according to a new report from consulting firm Tyton Partners. And the most significant change since 2012: the development of new adaptive technology features to meet institutional needs.
A new research center at the University of Illinois Urbana-Champaign will explore how machine learning systems can advance cognitive computing.
Researchers at MIT's Computer Science and Artificial Intelligence Lab have developed a cybersecurity system that combines human and machine-learning approaches to reduce cyber attacks and false positives.
According to a new research project that examined career and technical education (CTE) in Arkansas, students with a stronger focus on CTE were more likely to graduate from high school, more likely to enroll in a two-year college and more likely to be employed after high school and have a higher wage.