144,493 research outputs found
Integrating mobile robotics and vision with undergraduate computer science
This paper describes the integration of robotics education into an undergraduate Computer Science curriculum. The proposed approach delivers mobile robotics as well as covering the closely related field of Computer Vision, and is directly linked to the research conducted at the authorsâ institution. The paper describes the most relevant details of the module content and assessment strategy, paying particular attention to the practical sessions using Rovio mobile robots. The specific choices are discussed that were made with regard to the mobile platform, software libraries and lab environment. The paper also presents a detailed qualitative and quantitative analysis of student results, including the correlation between student engagement and performance, and discusses the outcomes of this experience
The VEX-93 environment as a hybrid tool for developing knowledge systems with different problem solving techniques
The paper describes VEX-93 as a hybrid environment for developing
knowledge-based and problem solver systems. It integrates methods and
techniques from artificial intelligence, image and signal processing and
data analysis, which can be mixed. Two hierarchical levels of reasoning
contains an intelligent toolbox with one upper strategic inference engine
and four lower ones containing specific reasoning models: truth-functional
(rule-based), probabilistic (causal networks), fuzzy (rule-based) and
case-based (frames). There are image/signal processing-analysis capabilities
in the form of programming languages with more than one hundred primitive
functions.
User-made programs are embeddable within knowledge basis, allowing the
combination of perception and reasoning. The data analyzer toolbox contains
a collection of numerical classification, pattern recognition and ordination
methods, with neural network tools and a data base query language at
inference engines's disposal.
VEX-93 is an open system able to communicate with external computer programs
relevant to a particular application. Metaknowledge can be used for
elaborate conclusions, and man-machine interaction includes, besides windows
and graphical interfaces, acceptance of voice commands and production of
speech output.
The system was conceived for real-world applications in general domains, but
an example of a concrete medical diagnostic support system at present under
completion as a cuban-spanish project is mentioned.
Present version of VEX-93 is a huge system composed by about one and half
millions of lines of C code and runs in microcomputers under Windows 3.1.Postprint (published version
Building Machines That Learn and Think Like People
Recent progress in artificial intelligence (AI) has renewed interest in
building systems that learn and think like people. Many advances have come from
using deep neural networks trained end-to-end in tasks such as object
recognition, video games, and board games, achieving performance that equals or
even beats humans in some respects. Despite their biological inspiration and
performance achievements, these systems differ from human intelligence in
crucial ways. We review progress in cognitive science suggesting that truly
human-like learning and thinking machines will have to reach beyond current
engineering trends in both what they learn, and how they learn it.
Specifically, we argue that these machines should (a) build causal models of
the world that support explanation and understanding, rather than merely
solving pattern recognition problems; (b) ground learning in intuitive theories
of physics and psychology, to support and enrich the knowledge that is learned;
and (c) harness compositionality and learning-to-learn to rapidly acquire and
generalize knowledge to new tasks and situations. We suggest concrete
challenges and promising routes towards these goals that can combine the
strengths of recent neural network advances with more structured cognitive
models.Comment: In press at Behavioral and Brain Sciences. Open call for commentary
proposals (until Nov. 22, 2016).
https://www.cambridge.org/core/journals/behavioral-and-brain-sciences/information/calls-for-commentary/open-calls-for-commentar
Auditing the ICT experiences of teacher education undergraduates
The importance of teacher education graduates having appropriate information and communication technology OCT) for learning competencies and experiences is well documented. However, without well developed processes for auditing the ICT experiences of undergraduates it should not be assumed that teachers enter their profession with the required ICT competencies to support their students' learning. This paper reports on the first phase of a project to audit the ICT experiences of teacher education undergraduates. It finds that the individual experiences of undergraduates can vary considerably depending on their choice of majors, electives or specialist teaching areas. It further finds that high percentages of students perceive themselves to have no competency with a range of ICT applications that would support the more motivational and interesting aspects of ICT integration for student learning
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