Training Deep Learning Models via Synthetic Data: Application in Unmanned Aerial Vehicles

This paper describes preliminary work in the recent promising approach of generating synthetic training data for facilitating the learning procedure of deep learning (DL) models, with a focus on aerial photos produced by unmanned aerial vehicles (UAV). The general concept and methodology are described, and preliminary results are presented, based on a classification problem of fire identification in forests as well as a counting problem of estimating number of houses in urban areas. The proposed technique constitutes a new possibility for the DL community, especially related to UAV-based imagery analysis, with much potential, promising results, and unexplored ground for further research.Comment: Workshop on Deep-learning based computer vision for UAV in conjunction with CAIP 2019, Salerno, italy, September 201

The social network virtual design studio : integrated design learning using blended learning environments

Online communications, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted to. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in enabling architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience

Virtual design studio within a blended social network

Online interactions, multimedia, mobile computing and face-to-face learning create blended learning environments to which some Virtual Design Studios (VDS) have reacted. Social Networks (SN), as instruments for communication, have provided a potentially fruitful operative base for VDS. These technologies transfer communication, leadership, democratic interaction, teamwork, social engagement and responsibility away from the design tutors to the participants. The implementation of a Social Network VDS (SNVDS) moved the VDS beyond its conventional realm and enabled students to develop architectural design that is embedded into a community of learners and their expertise both online and offline. Problem-based learning (PBL) becomes an iterative and reflexive process facilitating deep learning. The paper discusses details of the SNVDS, its pedagogical implications to PBL, and presents how the SNVDS is successful in empowering architectural students to collaborate and communicate design proposals that integrate a variety of skills, deep learning, knowledge and construction with a rich learning experience

A Community of Learning in an Elementary School Mathematics Classroom

The goal of this study was to investigate opportunities for cultivating a community of learning in an elementary school mathematics classroom using four guiding principles for productive disciplinary engagement. A community of learning involves teachers and students participating equally in negotiating, sharing, and producing knowledge as co-learners, coteachers, and co-collaborators in the classroom. Characteristics of a community of learning align with effective teaching and learning practices described by national governing bodies and researchers in the field of mathematics education. The essence of a community of learning is beneficial in an elementary mathematics classroom because it invokes deep learning about disciplinary content. Based on the lack of naturalistic studies related to investigating aspects of a community of learning in elementary school mathematics classrooms, this study was conducted in the natural setting of a first-grade elementary school classroom and employs a qualitative case study design. Opportunities for cultivating a community of learning were investigated in the classroom, with no interventions. Data was collected in the form of observations, interviews, and artifacts. After several rounds of data analysis, the results of this study demonstrated missed opportunities for cultivating a community of learning in this first grade classroom based upon the principles. Data from this study illuminated difficulties for the teacher in enacting a curriculum as intended, eliciting student thinking, and maintaining a high level of cognitive demand in the classroom. Implications from this study include investigating ways to support teachers in enacting a curriculum and facilitating discourse in ways that can build on opportunities to cultivate a community of learning in elementary school mathematics classrooms

It Takes a Village: Building Faculty Connections to Support Student Learning in the Education and Skills Training (ESTR) Program During COVID-19

Q: What do an ESTR Instructor, a Reference Librarian, a Coordinator of Educational Technologies and Innovation, and a Coordinator of Learning and Faculty Development have in common? A: A deep commitment to student learning! Due to COVID-19, ESTR students were unable to do in-community practica: instead, they engaged in transferable skill development in their safety bubbles. To broaden and enrich these experiences, small groups of students and their instructor had regular, structured consultations with a Reference Librarian. These sessions were, like all of the other content from the course, delivered virtually. While the technology and design of the course were ultimately the responsibility of the instructor, the development of both were supported and facilitated by the faculty development opportunities and one-on-one support offered by an Educational Technology Coordinator and a Coordinator from TRU’s Centre for Excellence in Learning and Teaching (CELT). Through the Facilitating Learning in Moodle course offered last summer, the Coordinator from CELT shared the Community of Inquiry Framework, which became the model for the ESTR Instructor’s course development. As well, the Educational Technology Coordinator provided training on the use of the WordPress platform, as well as other systems and tools—notably Moodle and H5P. Therefore, while the ESTR Instructor worked to build community with and for her learners, an informal faculty learning community was simultaneously forming around her and her course. In this session, we will share how our individual contributions built a whole that was greater than the sum of its parts. During the pandemic, faculty with various roles have done their part to ensure that students still have the best possible learning experience, and in the process we have discovered elements of virtual instruction that can be used to broaden and enrich educational experiences long after COVID-19. Finally, we have re-discovered how our roles are interconnected as we all work towards the common goal of student success

MARBLER: An Open Platform for Standarized Evaluation of Multi-Robot Reinforcement Learning Algorithms

Multi-agent reinforcement learning (MARL) has enjoyed significant recent progress, thanks to deep learning. This is naturally starting to benefit multi-robot systems (MRS) in the form of multi-robot RL (MRRL). However, existing infrastructure to train and evaluate policies predominantly focus on challenges in coordinating virtual agents, and ignore characteristics important to robotic systems. Few platforms support realistic robot dynamics, and fewer still can evaluate Sim2Real performance of learned behavior. To address these issues, we contribute MARBLER: Multi-Agent RL Benchmark and Learning Environment for the Robotarium. MARBLER offers a robust and comprehensive evaluation platform for MRRL by marrying Georgia Tech's Robotarium (which enables rapid prototyping on physical MRS) and OpenAI's Gym framework (which facilitates standardized use of modern learning algorithms). MARBLER offers a highly controllable environment with realistic dynamics, including barrier certificate-based obstacle avoidance. It allows anyone across the world to train and deploy MRRL algorithms on a physical testbed with reproducibility. Further, we introduce five novel scenarios inspired by common challenges in MRS and provide support for new custom scenarios. Finally, we use MARBLER to evaluate popular MARL algorithms and provide insights into their suitability for MRRL. In summary, MARBLER can be a valuable tool to the MRS research community by facilitating comprehensive and standardized evaluation of learning algorithms on realistic simulations and physical hardware. Links to our open-source framework and the videos of real-world experiments can be found at https://shubhlohiya.github.io/MARBLER/.Comment: 7 pages, 3 figures, submitted to MRS 2023, for the associated website, see https://shubhlohiya.github.io/MARBLER

The Tutor's Role

This chapter addresses three questions about being an effective online tutor: 1. Why do we still think that online tutoring can principally draw its basis from face-to-face group processes and dynamics or traditional pedagogy? 2. Does the literature tell us anything more than we would make as an intelligent guess? 3. Do we really know what an ‘effective’ online tutor would be doing? The OTiS participants have gone some way to answering these questions, through the presentation and discussion of their own online tutoring experiences. Literature in this area is still limited, and suffers from the need for timeliness of publication to be useful. Intelligent guesses are all very well, but much better as a source of information for online tutors are the reflections and documented experiences of practitioners. These experiences reveal that face-to-face pedagogy has some elements to offer the online tutor, but that there are key differences and there is a need to examine the processes and dynamics of online learning to inform online tutoring

Working collaboratively on the digital global frontier

An international online collaborative learning experience was designed and implemented in preservice teacher education classes at the University of Calgary, Canada and the University of Southern Queensland, Australia. The project was designed to give preservice teachers an opportunity to live the experience of being online collaborators investigating real world teaching issues of diversity and inclusivity. Qualitative research was conducted to examine the complexity of the online collaborative experiences of participants. Redmond and Lock’s (2006) flexible online collaborative learning framework was used to explain the design and the implementation of the project. Henri’s (1992) content analysis model for computer-mediated communication was used for the online asynchronous postings and a constant comparative method of data analysis was used in the construction of themes. From the findings, the authors propose recommendations for designing and facilitating collaborative learning on the digital global frontier