A biologically inspired meta-control navigation system for the Psikharpax rat robot

A biologically inspired navigation system for the mobile rat-like robot named Psikharpax is presented, allowing for self-localization and autonomous navigation in an initially unknown environment. The ability of parts of the model (e. g. the strategy selection mechanism) to reproduce rat behavioral data in various maze tasks has been validated before in simulations. But the capacity of the model to work on a real robot platform had not been tested. This paper presents our work on the implementation on the Psikharpax robot of two independent navigation strategies (a place-based planning strategy and a cue-guided taxon strategy) and a strategy selection meta-controller. We show how our robot can memorize which was the optimal strategy in each situation, by means of a reinforcement learning algorithm. Moreover, a context detector enables the controller to quickly adapt to changes in the environment-recognized as new contexts-and to restore previously acquired strategy preferences when a previously experienced context is recognized. This produces adaptivity closer to rat behavioral performance and constitutes a computational proposition of the role of the rat prefrontal cortex in strategy shifting. Moreover, such a brain-inspired meta-controller may provide an advancement for learning architectures in robotics

Freeing up access to learning: the role for Open Educational Resources

The internet revolution of the last few years has had an impact on how we all live our lives. So it is not surprising that this is also a time of change in attitudes towards how we learn. Free access to information through computer networks has expanded, and part of that information flow are materials designed to help people learn. In addition there are many further online resources that help the learning process, even if that was not the original aim. However, there are risks in this evolution in access to information both for the end user, who can be confused by the options available to them, and to those involved in providing education, who may see their traditional role changing and becoming harder to perform. This situation provides the background for a growing movement to directly consider how education can be provided in a freer and more open way. This has been termed “Open Educational Resources” (OER). The exact definition of the term depends on interpretation, however a useful statement was provided as an outcome from an event organized by UNESCO in 2002 as: “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (Atkins, Brown and Hammond, 2007, p4).” Arguably the only difference between an online learning object and an open educational resource is the declaration that it is open. This may be true but that turns out to be a powerful difference. By being open the content can be accessed by any learner who can do so, it can be taken and run in new contexts, it can be reworked by others and adapted for local needs (with the result shared back if desired), it can be made part of shared pool of resources, it can be the shared point of reference for collaboration, and it can be the key to building policies that work in different domain

Collaborative Authoring of Adaptive Educational Hypermedia by Enriching a Semantic Wiki’s Output

This research is concerned with harnessing collaborative approaches for the authoring of Adaptive Educational Hypermedia (AEH) systems. It involves the enhancement of Semantic Wikis with pedagogy aware features to this end. There are many challenges in understanding how communities of interest can efficiently collaborate for learning content authoring, in introducing pedagogy to the developed knowledge models and in specifying user models for efficient delivery of AEH systems. The contribution of this work will be the development of a model of collaborative authoring which includes domain specification, content elicitation, and definition of pedagogic approach. The proposed model will be implemented in a prototype AEH authoring system that will be tested and evaluated in a formal education context

Implementation and design of a service-based framework to integrate personal and institutional learning environments

The landscape of teaching and learning has changed in recent years because of the application of Information and Communications technology. Among the most representative innovations in this regard are Learning Management Systems. Despite of their popularity in institutional contexts and the wide set of tools and services that they provide to learners and teachers, they present several issues. Learning Management Systems are linked to an institution and a period of time, and are not adapted to learners' needs. In order to address these problems Personal Learning Environments are defined, but it is clear that these will not replace Learning Management Systems and other institutional contexts. Both types of environment should therefore coexist and interact. This paper presents a service-based framework to facilitate such interoperability. It supports the export of functionalities from the institutional to the personal environment and also the integration within the institution of learning outcomes from personal activities. In order to achieve this in a flexible, extensible and open way, web services and interoperability specifications are used. In addition some interoperability scenarios are posed. The framework has been tested in real learning contexts and the results show that interoperability is possible, and that it benefits learners, teachers and institutions.Peer ReviewedPostprint (author's final draft

Critical neural networks with short and long term plasticity

In recent years self organised critical neuronal models have provided insights regarding the origin of the experimentally observed avalanching behaviour of neuronal systems. It has been shown that dynamical synapses, as a form of short-term plasticity, can cause critical neuronal dynamics. Whereas long-term plasticity, such as hebbian or activity dependent plasticity, have a crucial role in shaping the network structure and endowing neural systems with learning abilities. In this work we provide a model which combines both plasticity mechanisms, acting on two different time-scales. The measured avalanche statistics are compatible with experimental results for both the avalanche size and duration distribution with biologically observed percentages of inhibitory neurons. The time-series of neuronal activity exhibits temporal bursts leading to 1/f decay in the power spectrum. The presence of long-term plasticity gives the system the ability to learn binary rules such as XOR, providing the foundation of future research on more complicated tasks such as pattern recognition.Comment: 8 pages, 7 figure

Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom

Locating Open Educational Resources (OER) as a phenomenon of cyberculture, this paper presents a reflection on the possibilities of co-authorship that are entailed in OER initiatives of different natures and settings within a large organisation. A selection of OER-related projects and activities carried out at the Open University of United Kingdom (UKOU) are examined from the perspective of a comparative framework proposed by Okada (2010). The framework identifies key features and differences between ‘Closed’ and ‘Open’ Education, that is, respectively, formal education, which takes place within the constraints of institutional Virtual Learning Environments, and informal education, which is gradually taking place more widely in cyberspace. The paper is introduced with a succinct discussion of the connection between cyberculture and the emergence of OER, followed by a presentation of the comparative framework adopted. The UKOU´s structure and methods are then presented, and various projects are discussed. The article concludes by proposing a brief commentary on the creative potential that is being unleashed at the very boundaries between formal and informal educational spaces that cyberculture is challenging

Adversarial Multi-task Learning for Text Classification

Neural network models have shown their promising opportunities for multi-task learning, which focus on learning the shared layers to extract the common and task-invariant features. However, in most existing approaches, the extracted shared features are prone to be contaminated by task-specific features or the noise brought by other tasks. In this paper, we propose an adversarial multi-task learning framework, alleviating the shared and private latent feature spaces from interfering with each other. We conduct extensive experiments on 16 different text classification tasks, which demonstrates the benefits of our approach. Besides, we show that the shared knowledge learned by our proposed model can be regarded as off-the-shelf knowledge and easily transferred to new tasks. The datasets of all 16 tasks are publicly available at \url{http://nlp.fudan.edu.cn/data/}Comment: Accepted by ACL201