I came across artificial intelligence and was just enthralled. I went home the next day and bought a programming book and decided that was what I was going to teach myself to do.

Brittany Wenger , as a high school senior, brilliant young scientist and Grand Prize Winner in the 2012 Google Science Fair, for her project “Global Neural Network Cloud Service for Breast Cancer” talks about how she came to science in Research and Inspiration.

Ms. Wenger is currently at Duke University

Mobile Learning– Younger & Younger

I have six nieces and nephews under 10 and all of them are avid mobile learners. Some have their own ipads, a couple have other tablets and all of them can use their parents’ smartphones like pros. In fact, my sister-in-law joked that when she’s talking about things with her two boys, THEY tell her there’s never a reason not to know an answer. “Just use your iPhone” they’ll say!

Below find the latest research from PARENTS on early childhood use of mobile devices. The Infographic is compelling in its detail and the full (public) report is available from the download link.

Parents recognize the benefits.

Seventy-one percent of parents say mobile devices open up learning opportunities while, 62 percent say the devices benefit students’ learning and 59 percent say the devices engage students in the classroom. (see infographic below for a comprehensive list of statistics)

Parents are ready for change.

Forty-five percent of parents say they plan to buy, or have already bought, a mobile device to support their child’s learning. (use the download link below for the full report)

[sociallocker id=”2036″]

Parents want to collaborate with educators.

Forty-three percent of parents say they need help finding good educational apps for their children.

Gunwald and Associates created the infographic below which also contains other interesting survey results.  What catches your attention about the future or mobile learning as it occurs at younger and younger ages?



Mobile Learning - Parents Thoughts About Mobile Devices for Early Childhood and K-12 Learning

Source: http://www.Grunwald.com

Eighteen year-old Duncanville High School (Duncanville, TX) sophomore Jeff Bliss gets mad and gives his teacher a message. It all started he says,  when she told him to “stop bitching”.

Following the transcript is an investigative news report and a detailed interview with the student that is quite revealing.

Watch the “Student Mad at Teacher” Video

If you would just get up and teach ’em instead of handing ’em a freakin packet yo

There’s kids in here that don’t learn like that

They need to learn face to face

You’re just getting mad because I’m pointing out the obvious (and you’re too l..)

..no I’m not wasting your time, I’m telling you what you need to do

you want kids to come into your class and you want ’em to get excited for this?

You gotta come in here and make ’em excited

You want a kid to change and start doing better

You gotta touch his freakin heart

You can’t expect a kid to change if all you do is just tell ’em

You gotta You gotta take this job serious

This is the future of this nation

And when you come in here, like you did last time, and make a statement about ‘oh this is my paycheck’

Indeed it is

But this is my country’s future and my education

But there’s a limit

I’m not bitching but simply making an observation

And now I will leave

You’re welcome

And if you would like I’ll teach you a little more

So you can actually learn how to teach a freakin class

Because since I got here, I’ve done nothin but read packets

So don’t try to take credability for teaching me jack


Media Follow-up w/ Jeff Bliss


What do YOU think of Jeff Bliss, his message to his teacher and his explanation in the follow-up video? I’d enjoy YOUR comments below!


Online Learning Outcomes Similar to Classroom Results (Study)
Universities with shrinking budgets could consider online education to save money.


A recent study shows similar outcomes between traditional learning and interactive online learning.
Critics of online learning claim that students are exposed to an inferior education when compared to traditional in-class instruction, but a recent study from Ithaka S+R, a strategic consulting and research nonprofit, questions this notion.

The report, “Interactive Learning Online at Public Universities: Evidence from Randomized Trials, notes that students who utilize interactive online learning—or hybrid learning—produce equivalent, or better, results than students participating in face-to-face education.

[See why some college professors fear the growth of online education.]

Monitoring 605 college students taking the same introductory statistics course at six public universities—including the University at Albany—SUNY, SUNY Institute of Technology—Utica/Rome, the University of Maryland—Baltimore County, Towson University, CUNY—Baruch College, and CUNY—City College—during fall 2011, researchers split the students into two groups. One group completed the course in a traditional format, while the second group completed an online component complemented with an hour of in-class instruction each week.

Students were asked to complete a series of tests before and after the course, and researchers found that “hybrid-format students did perform slightly better than traditional format students” on outcomes including final exam scores and overall course pass rates, according to the report.

The report’s authors note that while the students who participated in the hybrid group performed marginally better than students in the traditional group overall, the differences in learning outcomes are not “statistically significant” between the two groups. And although the researchers were able to successfully randomize students in both groups, based on factors including age, gender, ethnicity, academic background, and family income, they could not control for differences in teacher quality.

Students learn more from active discussions than from traditional lectures, and they need instructors who can engage them in the material, notes Diane Johnson, assistant director of faculty services at the Center for Online Learning at Florida’s St. Leo University, who has spent more than 12 years teaching online, traditional, and hybrid courses.

“Teacher quality is still a very important part of success in an online course, but so, too, is the course design,” Johnson says. “Despite the delivery mechanism of the class, faculty members need to show students they care and that they aren’t just a number. The ones that do this will help students to learn.”

With universities facing shrinking budgets, this report may make the case for higher education professionals to consider plans to implement more courses with an online component—and to train faculty members to lead these interactive learning communities.

“Online learning … holds the promise of broadening access to higher education to more individuals, while also lowering costs for students,” notes Deanna Marcum, managing director of Ithaka S+R, in the report’s preface. “The results of this study are remarkable; they show comparable learning outcomes for this basic [statistics] course, with a promise of cost savings and productivity gains over time.”