HumanBench: Towards General Human-centric Perception with Projector Assisted Pretraining

Human-centric perceptions include a variety of vision tasks, which have widespread industrial applications, including surveillance, autonomous driving, and the metaverse. It is desirable to have a general pretrain model for versatile human-centric downstream tasks. This paper forges ahead along this path from the aspects of both benchmark and pretraining methods. Specifically, we propose a \textbf{HumanBench} based on existing datasets to comprehensively evaluate on the common ground the generalization abilities of different pretraining methods on 19 datasets from 6 diverse downstream tasks, including person ReID, pose estimation, human parsing, pedestrian attribute recognition, pedestrian detection, and crowd counting. To learn both coarse-grained and fine-grained knowledge in human bodies, we further propose a \textbf{P}rojector \textbf{A}ssis\textbf{T}ed \textbf{H}ierarchical pretraining method (\textbf{PATH}) to learn diverse knowledge at different granularity levels. Comprehensive evaluations on HumanBench show that our PATH achieves new state-of-the-art results on 17 downstream datasets and on-par results on the other 2 datasets. The code will be publicly at \href{https://github.com/OpenGVLab/HumanBench}{https://github.com/OpenGVLab/HumanBench}.Comment: Accepted to CVPR202

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context