The Dreaming Variational Autoencoder for Reinforcement Learning Environments

Reinforcement learning has shown great potential in generalizing over raw sensory data using only a single neural network for value optimization. There are several challenges in the current state-of-the-art reinforcement learning algorithms that prevent them from converging towards the global optima. It is likely that the solution to these problems lies in short- and long-term planning, exploration and memory management for reinforcement learning algorithms. Games are often used to benchmark reinforcement learning algorithms as they provide a flexible, reproducible, and easy to control environment. Regardless, few games feature a state-space where results in exploration, memory, and planning are easily perceived. This paper presents The Dreaming Variational Autoencoder (DVAE), a neural network based generative modeling architecture for exploration in environments with sparse feedback. We further present Deep Maze, a novel and flexible maze engine that challenges DVAE in partial and fully-observable state-spaces, long-horizon tasks, and deterministic and stochastic problems. We show initial findings and encourage further work in reinforcement learning driven by generative exploration.Comment: Best Student Paper Award, Proceedings of the 38th SGAI International Conference on Artificial Intelligence, Cambridge, UK, 2018, Artificial Intelligence XXXV, 201

Integrating diversity management initiatives with strategic human resource management

Managing diversity is usually viewed in broad conceptual terms as recognising and valuing differences among people; it is directed towards achieving organisational outcomes and reflects management practices adopted to improve the effectiveness of people management in organisations (Kramar 2001; Erwee, Palamara & Maguire 2000). The purpose of the chapter is to examine the debate on how diversity management initiatives can be integrated with strategic human resource management (SHRM), and how SHRM is linked to organisational strategy. Part of this debate considers to what extent processes associated with managing diversity are an integral part of the strategic vision of management. However, there is no consensus on how a corporate strategic plan influences or is influenced by SHRM, and how the latter integrates diversity management as a key component. The first section of the chapter addresses the controversy about organisations as linear, steady state entities or as dynamic, complex and fluid entities. This controversy fuels debate in the subsequent sections about the impact that such paradigms have on approaches to SHRM. The discussion on SHRM in this chapter will explore its links to corporate strategy as well as to diversity management. Subsequent sections propose that managing diversity should address sensitive topics such as gender, race and ethnicity. Finally, attention is given to whether an integrative approach to SHRM can be achieved and how to overcome the obstacles to making this a reality

Privacy, security, and trust issues in smart environments

Recent advances in networking, handheld computing and sensor technologies have driven forward research towards the realisation of Mark Weiser's dream of calm and ubiquitous computing (variously called pervasive computing, ambient computing, active spaces, the disappearing computer or context-aware computing). In turn, this has led to the emergence of smart environments as one significant facet of research in this domain. A smart environment, or space, is a region of the real world that is extensively equipped with sensors, actuators and computing components [1]. In effect the smart space becomes a part of a larger information system: with all actions within the space potentially affecting the underlying computer applications, which may themselves affect the space through the actuators. Such smart environments have tremendous potential within many application areas to improve the utility of a space. Consider the potential offered by a smart environment that prolongs the time an elderly or infirm person can live an independent life or the potential offered by a smart environment that supports vicarious learning

Active learning based laboratory towards engineering education 4.0

Universities have a relevant and essential key role to ensure knowledge and development of competencies in the current fourth industrial revolution called Industry 4.0. The Industry 4.0 promotes a set of digital technologies to allow the convergence between the information technology and the operation technology towards smarter factories. Under such new framework, multiple initiatives are being carried out worldwide as response of such evolution, particularly, from the engineering education point of view. In this regard, this paper introduces the initiative that is being carried out at the Technical University of Catalonia, Spain, called Industry 4.0 Technologies Laboratory, I4Tech Lab. The I4Tech laboratory represents a technological environment for the academic, research and industrial promotion of related technologies. First, in this work, some of the main aspects considered in the definition of the so called engineering education 4.0 are discussed. Next, the proposed laboratory architecture, objectives as well as considered technologies are explained. Finally, the basis of the proposed academic method supported by an active learning approach is presented.Postprint (published version

Learning landscapes for universities: mapping the field [or] Beyond a seat in the lecture hall: a prolegemenon of learning landscapes in universities

This is the first in a series of project working papers. Its aim is to commence the development of a shared vocabulary so that visioning learning landscapes can be realised in the appropriate development of academic estate. The paper explores first, how the terminology of learning landscapes has been employed elsewhere. Secondly, its connections with university conceptualisations past and present are explored as this project aims to retain the strengths of traditional academic environments together with new designs. The impetus to its emergence is next reviewed , its constituent elements and any evidence of estates-related literature. Finally a definition is essayed. Includes an abbreviated version (p.11-14)

Final report of work-with-IT: the JISC study into evolution of working practices

Technology is increasingly being used to underpin business processes across teaching and learning, research, knowledge exchange and business support activities in both HE and FE. The introduction of technology has a significant impact on the working practices of staff, often requiring them to work in a radically different way. Change in any situation can be unsettling and problematic and, where not effectively managed, can lead to poor service or functionality and disenfranchised staff. These issues can have a direct impact on institutional effectiveness, reputation and the resulting student experience. The Work-with-IT project, based at the University of Strathclyde, sought to examine changes to working practices across HE and FE, the impact on staff roles and relationships and the new skills sets that are required to meet these changes

Managing projects for change: Contextualised project management

This paper will detail three projects which focussed on enhancing online learning at a large Australian distance education University within a School of Business,School of Health and School of Education. Each project had special funding and took quite distinctive project management approaches, which reflect the desire to embed innovation and ownership at the instructor and student interface. By responding to the stakeholder requirements these three projects provide insight into a) how integrated professional development serves to enable change in practice; b) why leadership at both junior and senior levels of the organisation is an important driver to support instructor engagement for real change; c) what role external private contractors can play; and, d) how instructors were integrated through the varied project management approaches. The integrating theme of the paper is instructor engagement for real change. Each project will be detailed as mini-cases and key lessons drawn out that describe and explain the challenges, opportunities and scope of varied project management approaches to suit the distinct four contexts. This paper builds on and brings together considerable investigation into how we can support and enhance dissemination of a variety of project-based models that respond to contextual needs and issues. The multiple school case study methodology serves to provide an approach that is both robust and cognisant of current trends in increased university investment through shortterm project funding. The final recommendations will highlight how different approaches to project management are both desirable and essential for successfully embedding change of instructor practices for enhancing student learning in distance education modes