Exploring the landscapes of "computing": digital, neuromorphic, unconventional -- and beyond

The acceleration race of digital computing technologies seems to be steering toward impasses -- technological, economical and environmental -- a condition that has spurred research efforts in alternative, "neuromorphic" (brain-like) computing technologies. Furthermore, since decades the idea of exploiting nonlinear physical phenomena "directly" for non-digital computing has been explored under names like "unconventional computing", "natural computing", "physical computing", or "in-materio computing". This has been taking place in niches which are small compared to other sectors of computer science. In this paper I stake out the grounds of how a general concept of "computing" can be developed which comprises digital, neuromorphic, unconventional and possible future "computing" paradigms. The main contribution of this paper is a wide-scope survey of existing formal conceptualizations of "computing". The survey inspects approaches rooted in three different kinds of background mathematics: discrete-symbolic formalisms, probabilistic modeling, and dynamical-systems oriented views. It turns out that different choices of background mathematics lead to decisively different understandings of what "computing" is. Across all of this diversity, a unifying coordinate system for theorizing about "computing" can be distilled. Within these coordinates I locate anchor points for a foundational formal theory of a future computing-engineering discipline that includes, but will reach beyond, digital and neuromorphic computing.Comment: An extended and carefully revised version of this manuscript has now (March 2021) been published as "Toward a generalized theory comprising digital, neuromorphic, and unconventional computing" in the new open-access journal Neuromorphic Computing and Engineerin

Semantic information for robot navigation: a survey

There is a growing trend in robotics for implementing behavioural mechanisms based on human psychology, such as the processes associated with thinking. Semantic knowledge has opened new paths in robot navigation, allowing a higher level of abstraction in the representation of information. In contrast with the early years, when navigation relied on geometric navigators that interpreted the environment as a series of accessible areas or later developments that led to the use of graph theory, semantic information has moved robot navigation one step further. This work presents a survey on the concepts, methodologies and techniques that allow including semantic information in robot navigation systems. The techniques involved have to deal with a range of tasks from modelling the environment and building a semantic map, to including methods to learn new concepts and the representation of the knowledge acquired, in many cases through interaction with users. As understanding the environment is essential to achieve high-level navigation, this paper reviews techniques for acquisition of semantic information, paying attention to the two main groups: human-assisted and autonomous techniques. Some state-of-the-art semantic knowledge representations are also studied, including ontologies, cognitive maps and semantic maps. All of this leads to a recent concept, semantic navigation, which integrates the previous topics to generate high-level navigation systems able to deal with real-world complex situationsThe research leading to these results has received funding from HEROITEA: Heterogeneous 480 Intelligent Multi-Robot Team for Assistance of Elderly People (RTI2018-095599-B-C21), funded by Spanish 481 Ministerio de Economía y Competitividad. The research leading to this work was also supported project "Robots sociales para estimulacón física, cognitiva y afectiva de mayores"; funded by the Spanish State Research Agency under grant 2019/00428/001. It is also funded by WASP-AI Sweden; and by Spanish project Robotic-Based Well-Being Monitoring and Coaching for Elderly People during Daily Life Activities (RTI2018-095599-A-C22)

Synchronous Online Philosophy Courses: An Experiment in Progress

There are two main ways to teach a course online: synchronously or asynchronously. In an asynchronous course, students can log on at their convenience and do the course work. In a synchronous course, there is a requirement that all students be online at specific times, to allow for a shared course environment. In this article, the author discusses the strengths and weaknesses of synchronous online learning for the teaching of undergraduate philosophy courses. The author discusses specific strategies and technologies he uses in the teaching of online philosophy courses. In particular, the author discusses how he uses videoconferencing to create a classroom-like environment in an online class