Learning while Competing -- 3D Modeling & Design

The e-Yantra project at IIT Bombay conducts an online competition, e-Yantra Robotics Competition (eYRC) which uses a Project Based Learning (PBL) methodology to train students to implement a robotics project in a step-by-step manner over a five-month period. Participation is absolutely free. The competition provides all resources - robot, accessories, and a problem statement - to a participating team. If selected for the finals, e-Yantra pays for them to come to the finals at IIT Bombay. This makes the competition accessible to resource-poor student teams. In this paper, we describe the methodology used in the 6th edition of eYRC, eYRC-2017 where we experimented with a Theme (projects abstracted into rulebooks) involving an advanced topic - 3D Designing and interfacing with sensors and actuators. We demonstrate that the learning outcomes are consistent with our previous studies [1]. We infer that even 3D designing to create a working model can be effectively learned in a competition mode through PBL

AI for the Common Good?! Pitfalls, challenges, and Ethics Pen-Testing

Recently, many AI researchers and practitioners have embarked on research visions that involve doing AI for "Good". This is part of a general drive towards infusing AI research and practice with ethical thinking. One frequent theme in current ethical guidelines is the requirement that AI be good for all, or: contribute to the Common Good. But what is the Common Good, and is it enough to want to be good? Via four lead questions, I will illustrate challenges and pitfalls when determining, from an AI point of view, what the Common Good is and how it can be enhanced by AI. The questions are: What is the problem / What is a problem?, Who defines the problem?, What is the role of knowledge?, and What are important side effects and dynamics? The illustration will use an example from the domain of "AI for Social Good", more specifically "Data Science for Social Good". Even if the importance of these questions may be known at an abstract level, they do not get asked sufficiently in practice, as shown by an exploratory study of 99 contributions to recent conferences in the field. Turning these challenges and pitfalls into a positive recommendation, as a conclusion I will draw on another characteristic of computer-science thinking and practice to make these impediments visible and attenuate them: "attacks" as a method for improving design. This results in the proposal of ethics pen-testing as a method for helping AI designs to better contribute to the Common Good.Comment: to appear in Paladyn. Journal of Behavioral Robotics; accepted on 27-10-201

Evaluation of Use of Consortium of e-Resources in Agriculture in Context of Kerala Agricultural University

As digital information resources available online are increasing at an exponential rate, several practices have evolved for the economic and effective delivery of such information to the end users. In this context, consortia-based information services have gathered momentum world over during the last few years. Though, there are several library consortia in India, UGC Infonet is mainly meant for universities controlled by UGC and CeRA is meant for agricultural universities. This paper discusses utilisation of consortia-based digital information resources by the post graduate and doctoral students of the Kerala Agricultural University, Thrissur. Results show that cent percent of the students were familiar with the use of digital information resources available online and 87.14 per cent of them used CeRA. Eighty two per cent students were acquainted with CeRA and learned the required skills for the access and use of digital information resources through curriculum-based courses like ‘library and information services’, ‘research methodology’, etc. The students in general would like to strengthen the CeRA services by adding more resources and facilities

E-education in the UK

The paper outlines the results of a survey, by the EBONI project, of lecturers' use of and attitudes to electronic teaching and learning material, providing a snapshot of the current situation in UK higher education. Differences in the extent and type of e-content usage between academic disciplines, and lecturers' intentions for the future, are discussed. Based on an analysis of their hopes and concerns, recommendations are made for increasing the development, usage and effectiveness of electronic content