In 2004, UC Berkeley had 300 data science graduates. This semester, the number of students spiked to 1,000 causing the university to add the new undergraduate degree to the School of Science and Letters. The degree is the first to be added in 16 years.

"No program has grown this fast at Berkeley," said David Culler, interim dean of the Division of Data Sciences, which was established in December.

Other UC campuses are scrambling to add the data courses to meet demands. UC San Diego, Santa Cruz and Davis have expanded programs. UC Irvine was the first to offer a data science degree in 2014.


Published in Latest News

Linking process improvements to business strategy is the top challenge for senior leaders in the year ahead according to PEX 2018 Report. Sustaining change (30%), ensuring customer focus (22%), overcoming short term focus (22%), and deploying new technologies (21%) round out the top 5 challenges. Skill shortage (10%), lack of alignment between business and departments (12%) and maintaining executive buy-in (16%) completed the list of concerns. To view complete report, 

Source: PEX 2018 Report 

Top Business

Published in Latest News

It’s been 14 years since the birth of the Best of Elearning! Awards. The first edition in 2005 featured 9 categories, 29 brands receiving 245 nominations. The 2005 class included GeoLearning, Centra, WebEx, Books 24x7, and Adobe. Many of these brands still reign under different owners. Yet, they represented the need for SaaS or Cloud systems, learner-directed online learning, and effective e-learning development tools. A lot has changed….yet much has stayed the same. In 2005, 49% of learning professionals reported they had referred an e-learning brand to a peer. In 2018, that figure is 85%. Professionals still look to trusted resources for information. The Best of Elearning! Awards were launched in 2005 to formalize this recommendation process through its online user’s choice awards format.

In 2018, the Best of Elearning! Awards recognized 73 brands across 23 categories with thousands of nominations counted. This year 20% of the brands are new to the awards program — continuing to inspire us with constant innovation. We welcome Strivr VR, Sumarian, Modest Tree, Brainier, and other first time honorees to the Best of Elearning! family.

We are entering an exciting time in the learning technology industry. We see Artificial Intelligence powered knowledge and data systems. Machine Learning enabling professionals to focus on strategic actions versus rote activities. Augmented Reality and Virtual Reality are entering the mainstream with Healthcare and Entertainment applications leading the way.

The heavy lifting in learning technology still lies at the feet of the stalwart brands that continue to innovate, evolve and inspire talent. These brands include Adobe, SumTotal Systems, a Skillsoft Company, Cisco WebEx, and Articulate who have earned honors every year since 2005.

We can’t forget the editors who have brought you these 14 years of innovation. John Watson, Jack Gordon and Jerry Roche have brought Elearning! Magazine to life — Earning 24 editorial, design, website and eNewsletter honors for excellence from the Western Publishing Association.

Thank you to you all who have voted for the Best of Elearning! this year or in the past. Thank you to the technologists and solution providers who innovate and inspire. And, a big thank you to John, Jack and Jerry for making it all happen.

Published in Insights

Insights and Practical Guidance from the Field

A little more than 30 years ago—at the time when the first micro-computers arrived in the workplace—my career began in learning and development (L&D). It was very exciting to experience the first generation of computer-based training solutions and even the computer-based "management games" that were introduced for leadership development. In those days, the L&D function was called "training," and most efforts were mandated for the workforce and focused on technical skills and training initiatives.

Almost all training was delivered in a classroom or conference center, and research on people-capa-bility building and corporate training was at a preliminary stage. Fast-forward to today. We are at the beginning of the Fourth Industrial Revolution, which is fueled by advancements in technologies, such as the Internet of Things, machine learning, robots, the autonomous car, 3-D printing, and the mobile Internet, to name a few. All these technologies have already had tremendous impact on what is required of people capabilities in organizations. The world and the workplace have changed dramatically. The good old personal computer has been replaced by the smartphone. It seems like the Internet
has always been around: people work virtually from a variety of locations, technology has introduced and disrupted many business models, and IT has gained dominance over the way we work.

Today, training has evolved into L&D. Organizations that want to stay in business have realized they must continually invest in the development of their human capital, and about 45 percent of all today’s formal learning is delivered through digital solutions. In many cases, these channels have replaced traditional classroom programs. Technology enables learning to be even more personalized and self-directed. The classroom of the 21st century is enabled by technology and provides people with immersive-learning experiences. The future is about high-tech and high-touch learning. Young professionals and leaders have told us that they benefit tremendously from time away from daily work, where they can collaboratively solve wicked problems, practice new skills, receive coaching, connect and learn from others, get inspired by new insights, and reflect on their own work and personal development. Additionally, individuals have realized that they need to embrace lifelong learning mind-sets to remain relevant and that their careers will involve multiple employers and roles.

Research in multiple fields has contributed significantly to the L&D profession. Thanks to cognitive neuroscience we know more about how the brain works and how people learn. This research has provided evidence that because of the brain’s neuroplasticity, people can continue to learn and grow throughout their lifetime. Many universities have performed ground-breaking research in the broader field of adult learning, and L&D professionals benefit tremendously from these insights on how to design the most effective and efficient learning solutions. We also have a better understanding from developmental psychology research on what it takes to change people's behaviors. Finally, the very promising field of positive psychology looks at what enables organizations and people to flourish, and these insights have been incorporated into the design of learning programs.

The defining attributes of the 21st-century economy and fourth industrial revolution are innovation, technology, globalization, and a rapid pace of change. Therefore, an organization’s capacity to enhance the capabilities of its workforce and create a culture of continuous learning are vital to remaining competitive. These trends make an effective learning-and-development (L&D) function more critical than ever. I am the editor and co-author of this book, a compendium of 20 chapters co-authored by McKinsey L&D experts and colleagues. It addresses a range of topics essential to the future of L&D, including function structure and governance, digital learning, and developing lifelong learning mind-sets, among others.

I am very gratified that over the past 30 years L&D has also matured as a profession. There are now several bachelor's, master's, and doctorate university degrees offered in this field, and a growing number of companies have acknowledged that L&D is a vital profession, akin to accounting, IT, and marketing. In these organizations, the role of a chief learning officer has become accepted, and the people appointed to lead L&D are specialists in this broad field of knowledge and expertise.

It has been an amazing personal journey to watch the L&D profession make such an impact over the years. As I am passionate about how I can advance the profession, I reached out to my colleagues and invited them to co-author this book, Elevating Learning & Development: Insights and Practical Guidance. It focuses on a variety of learning topics that matter to every L&D professional. The book includes an introduction and 19 chapters with terrific perspectives from leading McKinsey L&D practitioners and thought leaders. This compendium of articles discusses every facet of professional development and training— from ensuring that L&D's efforts are closely aligned with business strategy to elements of advancing the L&D function, designing learning solutions, deploying digital learning, executing flawlessly, measuring impact, and ensuring good governance. I couldn’t be prouder or more appreciative of all the amazing work that this team has accomplished, and I am delighted to present this book to you. For L&D professionals seeking to hone their organization's efforts, Elevating Learning & Development: Insights and Practical Guidance from the Field is the ideal resource and I hope that you and your colleagues will benefit.

All royalties from this book will be donated to the foundation: ( which has provided over 20 million children (age 5-12) with free access to digital learning (online/offline) in elementary school subjects including Math, Science, Language Arts, Computers, Life and Health Skills.

On behalf of the E-learning for Kids Foundation, I want to thank you for purchasing this book. 

Published in Insights

What is the best way to remember a person’s name? Many people suggest that when you are introduced to a new person, you should say that person’s name right away. It sill help you remember the person’s name. This way you use it or lose it.

The brain is built to retain information when it is used. Just like using a person’s name will help you remember it, if you use the training information right away – within hours of learning it, your brain will remember it. This is Learning Application.

Currently, learners look at a training, whether it be an instructor led workshop or an e-learning course, as an event that takes place in a conference room or on their laptop and that is where it stays – in the conference room or the laptop rather than applied on the job. Afterwards, they go back to work, and it is "business as usual".

How about if we look at learning events differently? How about if we focus learning events on "on-the-job application and on-the-job development".

Learning Application focuses on applying the learning directly following the learning event. To do this, we need to set the expectation with learners that after they complete the learning event, they apply the course on the job. Give the learner an exercise to do directly following the training. Make it easy to do with step-bystep instructions, and
a job aid will help them remember it and engrain the new behavior. This is Learning Application.

If you provide your learners with an on-the-job exercise implementing Learning Application, you are asking your learners to Use It - Don’t Lose It!

Use it Dont loose it

Published in Ideas

Relevant in Today’s Changing Workforce (& Style)

>> the increasing number of remote employees;
>> the rise of the contingent workforce; and
>> the increase in flat and agile organizations.

At the confluence of these factors, the limitations of the traditional LMS present themselves. Recent surveys show that roughly 43 percent of the U.S. workforce works remotely at least one day per week. As of 2015, nearly 16 percent reside in that "other" category, which includes: temp agency work, on-call, contract, freelancer … you name it!

Job duties are also changing. Employees are increasingly becoming highly-specialized to the point where an organizational chart is academic. In short, the "regular 9-to-5 employee" simply isn’t as "regular" anymore. So, why should their learning needs be "regular"?  This lack of in-person, communal worktime chips away at traditional on-the-job, peer-to-peer learning. Without immediate feedback, the trend toward voluntary seclusion makes it even harder to codify organizational standards.

The faces that make up the workforce are also changing. Millennials are projected to represent 75 percent of the workforce by 2025. And workers over age 54 are expected to be about 25 percent. Reconciling the differences in learning preferences will be an ongoing challenge.

The fate of lifelong-learning lies with pro-active LMS providers. More than ever, the task of the U.X. designer is crucial to adapt an LMS platform to the user.

Here are some ways Brainier is adapting to this shift:
>> Mobile learning – meets learners at their level
>> Micro-learning – dense, snack-sized content
>> Gamification – promotes higher engagement
>> Self-directed content – Promotes longer engagement
>> Superior reporting – the burden of proven R.O.I. isn’t going away, but having data adds credibility

While our software developers have no plans for prognosticating with their crystal ball, they are hard at work on developing the finest LMS on the market, The Brainier LMS.

Keeping Lifelong Learning Relevant

Published in Ideas

As an instructor, one of the biggest differences between a virtual classroom and a physical classroom is the inability to see your learners. Even if everyone turnson their webcam which isn’t very common in most virtual classroom settings - it’s difficult to read body language. Seeing your learners in-person makes it easy to understand who is engaged and who might be distracted. Seeing your learners helps to confirm if they understand the content or if they’re still struggling with comprehension.

While you may not be able to see your learners in the traditional sense, being able to judge engagement and compre-hension are no less important. In a virtual setting, we need to rely on different methods to evaluate if someone is engaged or if they understand the content. The key is interaction.

Interaction is important regardless of whether you’re in a physical classroom or virtual classroom of course, but it’s absolutely critical in the latter because it helps us “see” the same things we’d use our eyes for in a physical classroom.

More importantly, interaction reinforces the concepts that are being covered – aiding in retention and comprehension as well as engagement. In a virtual classroom setting, it’s important to provide opportunities for interaction often.

The conventional wisdom was that it’s necessary to create an interaction every 5 to 7 minutes. In fact, in speaking with successful virtual classroom instructors, they recommend prompting for action every 2 to 4 minutes.

This is not to say you need a group exercise every few minutes. An interaction might be something as simple as asking learners to set their status or respond to a poll question. Providing varied methods of interaction can help create a more engaging experience. The benefit of a virtual session is that you can start to measure that level of engagement. Engagement dashboards can help you understand the overall level of engagement in the room and some virtual classroom platforms can indicate the level of engagement for each learner.

Here are some examples you can use to provide interaction in your next virtual classroom.

1 Asking learners to set their status to “Agree” or “Disagree”. This is the fastest and easiest way to gather feedback and since the status shows next to the learner’s name, it’s an effective way of seeing who is engaged.

2 Use Chat instead of Q&A. Q&A is a nice option for a large webinar where you want questions to be moderated and managed. In a virtual classroom, using open chat helps create a better sense of community. Platforms such as Adobe Connect enable you to add multiple chat pods at once to organize responses or capture feedback on different topics simultaneously.

3 Use Polls throughout your session. Polls are fairly common in virtual classrooms, but they’re often used only at the very start or very end of the session. Using polls throughout your virtual classroom can not only provide great interaction for learners, but can also provide guidance to the instructor. Mix up poll types – don’t always use multiple choice. Add short answer and multiple answer polls as well. Re-use the same poll questions within a session to see if minds have been changed.

Virtual Classroom

4 Whiteboard templates. Whiteboards don’t have to  be a blank slate. Have learners use the whiteboard annotation tools to markup a slide or image that is incomplete.

5 Breakout Rooms. Breaking a virtual classroom up into smaller, collaborative teams to work on an exercise is a tried and true method for engagement and interaction and encourages participation.

6 Voice & Video. While it’s typically the instructor de- livering most of the content, inviting learners to respond through voice and video adds additional voices and helps build a sense of community. People are more likely to interact when they can see others interacting.

7 Word Cloud. Sometimes a chat window can be even more effective when learners can see the most common themes and responses. Using a Word Cloud app in your virtual classroom can help encourage participation.

Virtual Classroom2

8 Quizzes. While polls are a handy way to capture re-sponses, bringing a quiz into a virtual classroom can help you measure comprehension and provide immediate feedback to learners.

9 Interactive Simulations. Software such as Adobe Captivate can create an interactive simulation enabling learners to put their knowledge to practice. Bringing a simulation into a live virtual classroom enables learners to ask questions and collaborate.

10 Add a game. Gamebased learning is an excellent way to test the un-derstanding of your learners while providing an opportunity for interaction. Products such as Adobe Connect enable you to load custom apps into a virtual classroom, so adding something such as a collaborative crossword puzzle or a quiz show game in the style of “Jeopardy” or “Who Wants To Be A Millionaire” can make your classrooms highly interactive.

Interaction is critical in a virtual classroom. It’s useful not only to measure engagement and comprehension, but to increase engagement and comprehension. Think about how you can provide additional opportunities for interaction in your next virtual classroom.

Published in Ideas

Professional Education Powered by Brightspace

The Massachusetts General Hospital Institute of Health Professions (The MGH Institute) is an innovative interprofessional graduate school of health sciences founded by Mass General. Health science academic programs include Physical Therapy, Occupational Therapy, Physician Assistant studies, Nursing, Communication Science & Disorders, Health Professions Education and PhD in Rehab Science. The MGH Institute seeks to be preeminent in educating graduates to be exemplary leaders in healthcare.

The MGH Institute has leveraged D2L Brightspace platform to facilitate its growth and expansion. When the school first migrated to Brightspace from its home-grown LMS- going live just 20 days after making its decision- the school had just 900 students enrolled in its programs. Today it supports over 1600 students and an expanding online presence for the MGH Institute

Every program delivered at MGH Institute and every faculty member uses Brightspace in some capacity. “At a bare minimum, the LMS is used for distribution of course materials, which eliminates our use of paper,” explains Stratford. “However, we work with many faculty who are web-enabling their courses and using Brightspace Discussion Tool to facilitate interprofessional conversations. Students complete tests online and submit their assignments via Brightspace. Faculty post grades and feedback via Brightspace as well. More and more are using Adobe Connect with Brightspace to bring guest speakers into their lectures. And, some are even doing a flipped classroom, using Brightspace to capture and record a lecture, pushing it out to students for discussion prior to the class meeting.

The school also has all its course syllabi stored within Brightspace Learning Reposi-tory. This boosts the productivity of new instructors, who can quickly pull down and access course syllabus when teaching in a program for the first time.

MGH Institute’s students enroll in the prelicensure graduate programs with a bachelor’s degree and satisfy the science prerequisites. Depending on the student’s academic or continuing professional development they take some of their courses online. That said, the work is far from independents. Through its IMPACT Practice (interprofessional education) curriculum, MGH Institute promotes collaborative interprofessional and team-based learning for all prelicensure students, facilitated by Brightspace, with students supported by health mentors, simulations, and health professionals from various local clinical partners.

In the Gradate Program in Occupational Therapy, one of the Institute’s newer academic programs, the faculty with support from the IT staff, use the Brightspace competency function to map over 270 predefined competencies and course objectives mandated by the professional association. In addition, the Institute faculty have defined a standard set of core competencies for students in all entry level health professions programs which will eventually be mapped to individual curricula. The Institute’s core competencies are modeled after IPEC and Institute of Medicine as universal competencies for all healthcare professionals.

The MGH Institute has also recently implemented Insights. It will eventually provide the dataset for the core competency initiative allowing the MGH Institute to perform outcome analysis.

The use of Brightspace has also allowed the MGH Institute to explore new online earning programs and revenue streams. The school offers pre-requisite courses for students entering graduate health science education program including their own academic programs. Over the last few years, it has begun marketing and offering these science pre-reqs entirely online to students in other geographies, and who are enrolling in other programs and education institutions.

Back in 2009 when MGH Institute first conducted its evaluation of LMS offerings, the clear choice was Brightspace, and nearly a decade later the school continues to feel confident about its decision.

Published in Top Stories


In this, the second year of honoring  outstanding technologists in the Hall of Fame, Elearning! magazine so honors two new inductees — Adobe Connect and ej4 — both of which have been long-time winners in our annual “Best of Elearning!” awards.

What is the secret to consistently exceeding customers’ expectations in an ever- changing industry? We asked leaders of both Adobe Connect and ej4 to share their insights….

Adobe was founded in December 1982  by John Warnock and Charles Geschke (in Warnock’s garage). They established the company after leaving Xerox PARC. Steve Jobs asked to buy the company for $5 million in 1982, but Warnock and Geschke turned him down

Adobe has historically focused on creating multimedia and creativity software products, with a significant investment in the e-learning market. In addition to Hall of Fame winner Adobe Connect, Adobe also offers Adobe Captivate Prime (LMS), Captivate and Presenter Video Express.

Adobe has about 15,000 employees worldwide, about 40 percent of whom work in the San Jose, Calif., headquarters.

Elearning! magazine talked to Adobe Connect’s Senior Enablement Manager Alistair Lee. Here are his insights on the future of learning.


A: Adobe Connect offers several unique features including persistent rooms, collaborative apps that work inside a virtual classroom, and templates that ensure consistency. One of the biggest unique differentiators though is the ability to truly design your classroom experience. Adobe Connect gives hosts complete control over the look and feel of the virtual room by creating layouts that determine what is shown on the screen at any given time. We’ve found that this ability to craft a learning experience can lead to higher
levels of engagement and retention ensuring our customers are successful in being able to deliver exceptional experiences is our most important goal.


A: We’ve just launched version 10 of Adobe Connect, and it includes a brand-new HTML client for participants. Our roadmap includes continuous improvement of this HTML client to help our  customers eliminate barriers to entry for their virtual classrooms, meetings and webinars. Engagement has become ever more important with the evolution of the smartphone, social networks and other distractions, it has become critical to  enable our customers to create immersive experiences that engage participants.


A: Adobe Connect offers several unique features including persistent rooms, collaborative apps that work inside a virtual classroom, and templates that ensure consistency. One of the biggest unique differentiators though is the ability to truly design your classroom experience. Adobe Connect gives hosts complete control over the look and feel of the virtual room by creating layouts that determine what is shown on the screen at any given time. We’ve found that this ability to craft a learning experience can lead to higher
levels of engagement and retention.


A: We plan to continue to add additional capabilities to our new HTML client ensuring customers can quickly and easily attend — and even deliver — virtual classrooms using nothing more than a browser.


Since 2004, ej4 has delivered the unexpected in the e-learning industry. Its unique style of microlearning training videos combines instructional design with adult learning theories and is delivered via contemporary video design methods. Its modern learning management system is simple, intuitive and mobile so employees have the freedom to learn anywhere, anytime.

With more than 1,500 courses, ej4’s video content library has just the right amount of important lessons that employees need to grow their skills.

Elearning! Magazine was delighted to talk with Ryan Eudy, CEO of ej4, who shared ej4’s vision of learning.


A: Adobe Connect’s customer base spans multiple industries and sizes. Here are two examples of customers that have used Adobe Connect to provide great training experiences.

University of Arizona’s use of Adobe Connect enabled the development of robust online learning.

“We needed a synchronous online meeting tool to support both active learning and small-group work,” says Mark Felix, Director of Instructional Support, University of Arizona. “We also wanted a virtual classroom that could be customized. Adobe Connect offered these capabilities and more.”

In 2018, their implementation earned a 2018 Learning! 100 Award from Elearning! Magazine. Learn more about this implementation at:

Another customer, BPP wanted to transform learning delivery. They turned to Adobe Connect and saw revenues increase 5-fold with 35% of their courses offered online.

“Using Adobe Connect, the proportion of course delivery via Online Classroom Live versus in-center or other modes has grown from 0% in 2012 to up to 35% on some programs today,” says Malcolm Bell, Director, BPP Online Classroom Live.

The goal is to get 100% of the faculty online this year and to increase the number of online live courses.

“Adobe Connect helps remove their ‘triangle of pain’ of commuting from home to work to school and back,” says Bell. “It gives them the flexibility to log on wherever they are and till get the benefits of live learning.”

Learn more about this application at:


A: The ability to collaborate online —sharing your video, voice and screen — has gone from being a distinct use case to a commodity that’s built into several applications today. Adobe Connect has evolved to go beyond simple screen sharing to ensure customers can meet the needs of more complex use cases such as immersive virtual classrooms. We’ll continue to focus on these use cases and the needs of our customers going forward.


A: The “e” stands for “electronic, as in e-learning.” And the 4j’s describe the services we provide: (1) Just as needed; (2) Just enough; (3) Just in time; and (4) Just right.


A: We’ve been providing quality products and services since 2004, and to be chosen as a 2018 Elearning! Magazine Hall of Fame recipient proves that we are continuing to meet the needs of our customers. It starts at the top with our founder and leadership team giving our employees the trust and flexibility to do their jobs. We always look for new ways to add value to our client offering with innovative video content, and upgrades and enhancements to our platform and technology. We focus on consistent growth and foster a culture that allows us to achieve it. Our employees are dedicated, passionate about their work, and the most creative individuals I’ve had the pleasure of working with. We wouldn’t be where we are today without them.


A: As we prepare new video content for the year, we review what our  customers and prospects have requested through our Learning Consultants. This process allows us to stay on top of current trends in the workplace all while providing our customers with a comprehensive and up-to-date library of videos.

Each year we also evaluate our current courses to make sure they are updated with information that is relevant to the current workforce of our customers. Through frequent updates to existing content and new content rollouts, our library provides a consistent learning experience to all users. 

This year, we updated our Thinkzoom LMS to include a new user interface with a customizable dashboard, increased our search functionality, and gave our clients a
way to manage classroom training.


A: ej4 is a source for fresh, regularly updated, mobile-ready video content,  delivered in a single consistent format. ej4’s expertise in creating microlearning videos
gives us the ability to offer both off-the-shelf and custom video content in a way that keeps the learner engaged. 

It’s not over after you’ve taken our off-the-shelf courses though. “4tify your Learning,” available exclusively on Thinkzoom, continues the training conversation long after a training session is over. For several weeks after learners complete a course, they will be prompted to answer a series of exam questions and watch a video recap to help them retain the information they’ve learned.

And if you have your own LMS, ej4 can integrate with any other LMS system.


A: We just launched enhancements to Thinkzoom, and last year, we mapped our content — through our Learning Tracks feature — to 36 Lominger competencies, and we will continue to make finding relevant content easier for the learner. This includes a more robust content suggestion engine that takes the learning habits of the learner into consideration when recommending new content.

Our product development team meets frequently to review trends in the learning landscape and to find new and innovative
ways to keep ej4 at the forefront of videobased content. We look at many different ways to evolve as the marketplace continues to expand its acceptance of video.


A: What’s great about the ej4 solution is that we fit into any organization.  We have proven success in many different industries from A to Y (agriculture to yard services). Clients range from Pepsi, Culligan and Dr. Pepper Snapple, to midsize organizations like The Corridor Group and Hillyard. I invite you to viewtheir stories online: ej4-client-testimonials



A: We released online microlearning videos before there was even a  market or widely accepted term for it. There’s a difference between a learning trend and a learning solution. We focus on providing solutions that change the behaviors of the learner. People grow business. We grow people. Our customers give us access to their most important resource, their employees. We take that very seriously, which is why we don’t use a “flavor of the month” approach to our content creation.

Published in Top Stories


Artificial Intelligence (A.I.) in education market is set to surpass $6 billion by 2024, according to a new research report by Global Market Insights, Inc. A.I. assists in improving the quality of education by addressing the learning challenges faced in the past including planning, reasoning, language processing, and cognitive modeling.

Various benefits offered by the acceptance of A.I. in education sector include tutoring, grading, immediate feedback on course quality, personalization in education, and instant feedback to students. The aim of A.I. is to be a virtual facilitator for the learning domain and to create virtual human-like qualities, who can think, react, act, and interact in a natural way using verbal and non-verbal communication.

The sector is expected to grow 50% CAGR. The key  players in the A.I. in education market are IBM, AWS, Microsoft, Google, Nuance, Century Tech, Blackboard, Pearson, Cognii,, Blippar, Knewton, Jenzabar, Content Technologies, PLEIQ, Luilishuo, Pixatel System, and Quantum Adaptive Learning.

Source: artificial-intelligence-ai-in-education-market

Published in Trends
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