Learning by Asking Questions

We introduce an interactive learning framework for the development and testing of intelligent visual systems, called learning-by-asking (LBA). We explore LBA in context of the Visual Question Answering (VQA) task. LBA differs from standard VQA training in that most questions are not observed during training time, and the learner must ask questions it wants answers to. Thus, LBA more closely mimics natural learning and has the potential to be more data-efficient than the traditional VQA setting. We present a model that performs LBA on the CLEVR dataset, and show that it automatically discovers an easy-to-hard curriculum when learning interactively from an oracle. Our LBA generated data consistently matches or outperforms the CLEVR train data and is more sample efficient. We also show that our model asks questions that generalize to state-of-the-art VQA models and to novel test time distributions

The evaluation of effectiveness of school-based small group mentoring system : Discovery Scholars Program at UT Austin

Previous studies have found that students’ college experiences differ vastly depending on their socioeconomic status (SES), not only in their academic achievement (Chen & Carroll, 2005; Harackiewicz et al., 2014), but also in the wholesome process of the college experience, including college preparation and socio-cultural practices while at college (Engle & Tinto, 2008; Merritt, 2008). The present study examines the effectiveness of a small-group mentoring program, Discovery Scholars Program, targeted for students identified as at-risk due to SES and lower entrance scores at the University of Texas at Austin. Through exploring the survey data collected as part of the program, the current study explored the following research questions: 1) Did the students engage in and benefit from DSP events and feel supported by the DSP groups? 2) Did the DSP program help students develop academic skills necessary for college life? 3) Did the DSP program help students feel more comfortable and confident as a part of the UT community? The results showed that, while more long-term goals of the program were difficult to measure, the program succeeded in helping students develop social support groups and academic skills that aided in their adjustment process to college.Educational Psycholog

George Negus: news in media and society in the 21st century

The interview was commissioned by M/C Dialogue online journal as one in a series with "cultural scholars". George Negus as a veteran reporter, presenter and commentator in Australian television current affairs, was questioned about responses of the journalistic profession to changes dveeloping in media at the start of this Century. He adopts a position that practitioners must adjust to the "opportunities" of new media, convergence or globalisation. In response to proliferation of media producers and outlets, he advocates a continuing role for professional journalists as centrally placed sense-makers. He says: "I hink what the information age will do is make analytical and opinion journalism even more important than it always has been, because the information being available to you, you’ll probably still require assistance in sifting it, assessing it, evaluating it … I think the great paradox will be that as information journalism becomes less important, because the information will be so freely available to any one of these gatekeepers, self styled journalists, the opinion journalism, and commentary and analysis will become more important – because most people don’t have time to do that; they’re too busy doing other things.

Proceedings of QG2010: The Third Workshop on Question Generation

These are the peer-reviewed proceedings of "QG2010, The Third Workshop on Question Generation". The workshop included a special track for "QGSTEC2010: The First Question Generation Shared Task and Evaluation Challenge". QG2010 was held as part of The Tenth International Conference on Intelligent Tutoring Systems (ITS2010)