50,032 research outputs found
Recent Advances in Transfer Learning for Cross-Dataset Visual Recognition: A Problem-Oriented Perspective
This paper takes a problem-oriented perspective and presents a comprehensive
review of transfer learning methods, both shallow and deep, for cross-dataset
visual recognition. Specifically, it categorises the cross-dataset recognition
into seventeen problems based on a set of carefully chosen data and label
attributes. Such a problem-oriented taxonomy has allowed us to examine how
different transfer learning approaches tackle each problem and how well each
problem has been researched to date. The comprehensive problem-oriented review
of the advances in transfer learning with respect to the problem has not only
revealed the challenges in transfer learning for visual recognition, but also
the problems (e.g. eight of the seventeen problems) that have been scarcely
studied. This survey not only presents an up-to-date technical review for
researchers, but also a systematic approach and a reference for a machine
learning practitioner to categorise a real problem and to look up for a
possible solution accordingly
Expert Gate: Lifelong Learning with a Network of Experts
In this paper we introduce a model of lifelong learning, based on a Network
of Experts. New tasks / experts are learned and added to the model
sequentially, building on what was learned before. To ensure scalability of
this process,data from previous tasks cannot be stored and hence is not
available when learning a new task. A critical issue in such context, not
addressed in the literature so far, relates to the decision which expert to
deploy at test time. We introduce a set of gating autoencoders that learn a
representation for the task at hand, and, at test time, automatically forward
the test sample to the relevant expert. This also brings memory efficiency as
only one expert network has to be loaded into memory at any given time.
Further, the autoencoders inherently capture the relatedness of one task to
another, based on which the most relevant prior model to be used for training a
new expert, with finetuning or learning without-forgetting, can be selected. We
evaluate our method on image classification and video prediction problems.Comment: CVPR 2017 pape
A postgraduate design learning experience: understanding the effects of community, cultural and contextual environment
This paper describes on going research that investigates how learning (students and tutors) takes place in a multi-disciplinary, multi-cultural postgraduate design programme in the UK. The research maps and makes explicit the effects of community, cultural and contextual environment on learning. Initial findings have identified that learning is taking place within communities of practice and further research is used to explore reasons for its emergence. The authors evaluate and discuss the effects of learning in a post disciplinary and multi-cultural environment, and its value to current design postgraduate pedagogy. A social model of learning and communities of practice is evident in the design programme studied and preliminary findings indicates that this model is particularly relevant model to adopt in the current post-disciplinary era
Developing lifelong learners: A novel online problemābased ultrasonography subject
Online learning environments have a major role in providing lifelong learning opportunities. Lifelong learning is critical for successful participation in today's competitive work environment. This paper describes an online problemābased learning approach to the creation of a studentācentred learning environment for the study of the biological sciences subject in the Graduate Diploma of Applied Science (Medical Ultrasonography) course at the University of Sydney. The environment is interactive and collaborative, with all communication taking place online. Students work in groups to study clinically relevant problems. A Webādatabase system provides learner control in the process of knowledge acquisition, access to reference materials on the Internet and communication with the tutor and with peers through synchronous chat and asynchronous threaded discussion forums. Other online features include a protocol for problemāsolving, selfāassessment and feedback opportunities, detailed help, streaming audio and video and preācourse, ongoing and postācourse questionnaires. This technology may be adapted to a range of disciplines and can also be utilized in onācampus teaching
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