Tag: learning

14
Oct
2020
Posted in programming

ODEI Announces Funding for Programming and Learning about Antiracism

Author(s)

Office of Diversity, Equity & Inclusion

Announcement  •

The Office of Diversity, Equity, and Inclusion (ODEI) alongside Human Resources and Inclusive Communities and Student Affairs and Inclusive Excellence has launched the Diversity, Equity, and Inclusion (DEI) Action Plan that will guide our work during the 2020-2021 academic year. One of our action items is to facilitate substantive discussions throughout the year on exploring the term antiracism and its implications for DU. These conversations will revolve around specific outcomes to make recommendations to the DEI Steering Committee and inform new strategic priorities at the university as well as unit-level strategic planning and programming. 

We are soliciting proposals up to $5,000 from University of Denver students, staff, and faculty representing departments, offices, units, and campus organizations to support programming and/or learning opportunities to explore antiracism. As you consider submitting a proposal, here are a few questions to guide your thinking.

  1. What is antiracism? 
  2. Where has antiracism been practiced at DU/in your area?  In what ways has DU/your area fallen short of or engaged in antiracism? 
  3. What are antiracism’s implications in the context of DU’s past, present, and future?  

Examples of such programming may include (but are not limited to) lectures, workshops, panel discussions, movie reviews, challenges, or a speaker series.


 Application Components: 

Applications for funding will need to include a written statement, no longer than 2 pages single spaced, that describes the following: 

  1. Background and Overview – Explain how the programming/learning opportunity will engage the department/office/unit and (if relevant) build on previous DEI work. Priority will be given to those engagements that involve more than one department, division, office, or organization and that envision larger campus-wide involvement. 
  2. Objectives – Please use the Bloom’s Revised Taxonomy or the 6 Dimensions of Significant Learning to frame your objectives vis-a-vis at
14
Oct
2020
Posted in technology

Pearson’s strategy pays off as COVID-19 accelerates online learning

By Kate Holton

LONDON (Reuters) – The outgoing boss of Pearson hailed the wisdom of his lengthy and often painful battle to rebuild the education group for a digital generation on Wednesday after COVID-19 accelerated the switch to online learning.

John Fallon, who issued a string of profit warnings as students moved from expensive textbooks to digital learning, said the company would not have been able to cope with the rapid shift online during the pandemic had it not previously prepared.

While group sales fell in the first nine months due to cancelled tests and closed schools, global online learning jumped 32% in the third quarter.

Fallon said while he “owned” the profit downgrades and the shareprice drop – falling more than 50% during his tenure – he said he had also earned the right to ask where the company would be if he had not taken out costs and invested in digital.

“The future of learning is digital and as you can see from these trends, Pearson is going to play a very very big part in it,” he said.

Its shares rose 3% in early trading.

The company, which has appointed former Disney executive Andy Bird as its new CEO from next week, said group sales fell by 14% in the first 9 months, a slight improvement from the half-year, when group sales were down 17%.

Online learning sales jumped and it recorded growth in digital and subscription services in its historically difficult U.S. courseware arm.

Pearson remained on track to hit market forecasts, with analysts expecting the group to post adjusted operating profit of 332 million pounds ($429 million) in 2020. It had forecast profit of up to 490 million pounds in February and delivered 581 million pounds in 2019.

It also warned that larger than usual

13
Oct
2020
Posted in technology

Deep Learning Market | Growing Application of Deep Learning to Boost the Market Growth

The deep learning market size is poised to grow by USD 7.2 billion during 2020-2024, progressing at a CAGR of almost 45% throughout the forecast period, according to the latest report by Technavio. The report offers an up-to-date analysis regarding the current market scenario, latest trends and drivers, and the overall market environment. The report also provides the market impact and new opportunities created due to the COVID-19 pandemic. Download a Free Sample of REPORT with COVID-19 Crisis and Recovery Analysis.

This press release features multimedia. View the full release here: https://www.businesswire.com/news/home/20201013006083/en/

Technavio has announced its latest market research report titled Global Deep Learning Market 2020-2024 (Graphic: Business Wire)

Deep learning is popularly used in machine learning, which involves the use of artificial neural networks with several degrees of layers. Moreover, each of these layers has a certain degree of functionality and is mainly used for representing vast amounts of data to ease the process of decision making. Furthermore, the application of deep learning-powered applications widens as massive volumes of digital data are produced at an unprecedented rate across industries. Additionally, the increase in funding in the field of deep learning has encouraged several start-ups to apply this technology across a wide range of industry verticals. For instance, fraud detection, visual recognition, logistics, insurance, and agriculture are some of the application areas of deep learning. Therefore, the increasing number of startups, coupled with the widening application of deep learning, will drive the growth of the global deep learning market during the forecast period.

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Report Highlights:

  • The major deep learning market growth came from the software segment. Various industries highly prefer the deep learning software as it helps in designing, training, and validating

11
Oct
2020
Posted in internet

East St. Louis students lacking internet for remote learning

EAST ST. LOUIS, Ill. (AP) — Countless parents in East St. Louis say they are relying on minimal resources while struggling to gain internet access to help their children participate in remote learning at area schools during the coronavirus pandemic.

East St. Louis is a largely Black community where nearly 40% of residents live below the federal poverty line, according to the U.S. Census Bureau.

Melissa Lawson, a single mother of three who lives there while juggling multiple jobs, told the Belleville News-Democrat that she already had to make adjustments to get by before the pandemic after being severely injured in a car accident. She said some of the cutbacks included canceling internet service.

“Sometimes, we would go to a McDonald’s parking lot and use their Wi-Fi, and even with that, you only get so much with the hotspot,” Lawson noted. “Then you run into the problem of what if my laptop or my iPad dies. And I don’t have a nice car, so it doesn’t have the plug-ins to charge your phone and things like that.”

Two of Lawson’s children attend Sister Thea Bowman Catholic School, which provided hotspots to students after stay-at-home orders went into effect last spring.

“We found a lot of the students did not have adequate internet access,” said Dan Nickerson, the school’s principal for the past five years, who noted that around 35% of the roughly 100 families in his school had internet access challenges.

East St. Louis and neighboring Washington Park have 200 or less residential fixed internet connections per 1,000 households, the lowest rate in St. Clair County, according to an analysis of Federal Communications Commission data that was updated in 2019 based on census tracts. Primarily white and more upscale communities such as Belleville and O’Fallon have at least 800

08
Oct
2020
Posted in programming

How machine learning is different from conventional programming language?

Machine learning and conventional programming language are two different approaches to computer programming languages that yields different outcomes or expectations.

By definition, Machine Learning is a field of software engineering that enables PCs to learn without being unequivocally modified. AI shows PCs the capacity to take care of issues and perform complex errands all alone. Much of the time, issues unraveled utilizing AI depend on the PC’s learning experience for which they wouldn’t have been settled by ordinary programming dialects. Such issues can be face acknowledgment, driving, and ailments’ conclusion. With regular programming language, then again, the conduct of the PC is coded by first making a reasonable calculation that keeps predesigned sets of rules.

In other words, machine learning depends on a rather different form of augmented analytics where input and output data are fed into algorithms. The algorithms then create the program. On the contrary, conventional programming languages involve manually creating programs by providing input data. The computer then generates an output based on programming logic. For instance, you can easily predict consumer behavior through trained machine learning algorithms.

Another significant contrast between machine learning and conventional programming language is the precision of expectations. Conventional programming language relies upon calculations inside an assortment of info boundaries. Machine Learning then again gathers information dependent on past occasions (verifiable information) which construct a model that is equipped for adjusting freely to new arrangements of information to create solid and repeatable outcomes. This sort of self-learning models can’t be worked with customary programming dialects.

However, with machine learning, there are no restrictions on the number of data sets and models that can be generated since the built models are capable of learning independently. As long as you have enough processor power and memory, you can use as many input parameters and