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The effect of multiple knowledge sources on learning and teaching
Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel
Unifying an Introduction to Artificial Intelligence Course through Machine Learning Laboratory Experiences
This paper presents work on a collaborative project funded by the National Science Foundation that incorporates machine learning as a unifying theme to teach fundamental concepts typically covered in the introductory Artificial Intelligence courses. The project involves the development of an adaptable framework for the presentation of core AI topics. This is accomplished through the development, implementation, and testing of a suite of adaptable, hands-on laboratory projects that can be closely integrated into the AI course. Through the design and implementation of learning systems that enhance commonly-deployed applications, our model acknowledges that intelligent systems are best taught through their application to challenging problems. The goals of the project are to (1) enhance the student learning experience in the AI course, (2) increase student interest and motivation to learn AI by providing a framework for the presentation of the major AI topics that emphasizes the strong connection between AI and computer science and engineering, and (3) highlight the bridge that machine learning provides between AI technology and modern software engineering
Supervised Classification: Quite a Brief Overview
The original problem of supervised classification considers the task of
automatically assigning objects to their respective classes on the basis of
numerical measurements derived from these objects. Classifiers are the tools
that implement the actual functional mapping from these measurements---also
called features or inputs---to the so-called class label---or output. The
fields of pattern recognition and machine learning study ways of constructing
such classifiers. The main idea behind supervised methods is that of learning
from examples: given a number of example input-output relations, to what extent
can the general mapping be learned that takes any new and unseen feature vector
to its correct class? This chapter provides a basic introduction to the
underlying ideas of how to come to a supervised classification problem. In
addition, it provides an overview of some specific classification techniques,
delves into the issues of object representation and classifier evaluation, and
(very) briefly covers some variations on the basic supervised classification
task that may also be of interest to the practitioner
Beyond Volume: The Impact of Complex Healthcare Data on the Machine Learning Pipeline
From medical charts to national census, healthcare has traditionally operated
under a paper-based paradigm. However, the past decade has marked a long and
arduous transformation bringing healthcare into the digital age. Ranging from
electronic health records, to digitized imaging and laboratory reports, to
public health datasets, today, healthcare now generates an incredible amount of
digital information. Such a wealth of data presents an exciting opportunity for
integrated machine learning solutions to address problems across multiple
facets of healthcare practice and administration. Unfortunately, the ability to
derive accurate and informative insights requires more than the ability to
execute machine learning models. Rather, a deeper understanding of the data on
which the models are run is imperative for their success. While a significant
effort has been undertaken to develop models able to process the volume of data
obtained during the analysis of millions of digitalized patient records, it is
important to remember that volume represents only one aspect of the data. In
fact, drawing on data from an increasingly diverse set of sources, healthcare
data presents an incredibly complex set of attributes that must be accounted
for throughout the machine learning pipeline. This chapter focuses on
highlighting such challenges, and is broken down into three distinct
components, each representing a phase of the pipeline. We begin with attributes
of the data accounted for during preprocessing, then move to considerations
during model building, and end with challenges to the interpretation of model
output. For each component, we present a discussion around data as it relates
to the healthcare domain and offer insight into the challenges each may impose
on the efficiency of machine learning techniques.Comment: Healthcare Informatics, Machine Learning, Knowledge Discovery: 20
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