Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

Learnable PINs: Cross-Modal Embeddings for Person Identity

We propose and investigate an identity sensitive joint embedding of face and voice. Such an embedding enables cross-modal retrieval from voice to face and from face to voice. We make the following four contributions: first, we show that the embedding can be learnt from videos of talking faces, without requiring any identity labels, using a form of cross-modal self-supervision; second, we develop a curriculum learning schedule for hard negative mining targeted to this task, that is essential for learning to proceed successfully; third, we demonstrate and evaluate cross-modal retrieval for identities unseen and unheard during training over a number of scenarios and establish a benchmark for this novel task; finally, we show an application of using the joint embedding for automatically retrieving and labelling characters in TV dramas.Comment: To appear in ECCV 201

Playing “Sherlock Holmes”: Enhancing students’ understanding of prejudice and stereotyping

A very simple, innovative classroom exercise designed to heighten students\u27 understanding of stereotyping and prejudice is described. Students\u27 evaluation of the exercise was very positive. Students reported greater awareness and understanding of their own and others’ stereotypes and prejudice and of the negative effects of prejudice, with females more than males reporting enhanced awareness of others’ stereotyping. Students also rated the exercise as very enjoyable. There was a trend among Non-White more than White students to report that the exercise helped show them how to reduce stereotypes and more Non-White than White students offered solutions for reducing prejudice that involved actively reaching out and interacting with others different from themselves. Additional suggestions for instructors are discussed

Fast MCMC sampling for Markov jump processes and extensions

Markov jump processes (or continuous-time Markov chains) are a simple and important class of continuous-time dynamical systems. In this paper, we tackle the problem of simulating from the posterior distribution over paths in these models, given partial and noisy observations. Our approach is an auxiliary variable Gibbs sampler, and is based on the idea of uniformization. This sets up a Markov chain over paths by alternately sampling a finite set of virtual jump times given the current path and then sampling a new path given the set of extant and virtual jump times using a standard hidden Markov model forward filtering-backward sampling algorithm. Our method is exact and does not involve approximations like time-discretization. We demonstrate how our sampler extends naturally to MJP-based models like Markov-modulated Poisson processes and continuous-time Bayesian networks and show significant computational benefits over state-of-the-art MCMC samplers for these models.Comment: Accepted at the Journal of Machine Learning Research (JMLR

A Span-Extraction Dataset for Chinese Machine Reading Comprehension

Machine Reading Comprehension (MRC) has become enormously popular recently and has attracted a lot of attention. However, the existing reading comprehension datasets are mostly in English. In this paper, we introduce a Span-Extraction dataset for Chinese machine reading comprehension to add language diversities in this area. The dataset is composed by near 20,000 real questions annotated on Wikipedia paragraphs by human experts. We also annotated a challenge set which contains the questions that need comprehensive understanding and multi-sentence inference throughout the context. We present several baseline systems as well as anonymous submissions for demonstrating the difficulties in this dataset. With the release of the dataset, we hosted the Second Evaluation Workshop on Chinese Machine Reading Comprehension (CMRC 2018). We hope the release of the dataset could further accelerate the Chinese machine reading comprehension research. Resources are available: https://github.com/ymcui/cmrc2018Comment: 6 pages, accepted as a conference paper at EMNLP-IJCNLP 2019 (short paper

Machine learning to analyze single-case data : a proof of concept

Visual analysis is the most commonly used method for interpreting data from singlecase designs, but levels of interrater agreement remain a concern. Although structured aids to visual analysis such as the dual-criteria (DC) method may increase interrater agreement, the accuracy of the analyses may still benefit from improvements. Thus, the purpose of our study was to (a) examine correspondence between visual analysis and models derived from different machine learning algorithms, and (b) compare the accuracy, Type I error rate and power of each of our models with those produced by the DC method. We trained our models on a previously published dataset and then conducted analyses on both nonsimulated and simulated graphs. All our models derived from machine learning algorithms matched the interpretation of the visual analysts more frequently than the DC method. Furthermore, the machine learning algorithms outperformed the DC method on accuracy, Type I error rate, and power. Our results support the somewhat unorthodox proposition that behavior analysts may use machine learning algorithms to supplement their visual analysis of single-case data, but more research is needed to examine the potential benefits and drawbacks of such an approach