Probabilistic Modeling Paradigms for Audio Source Separation

This is the author's final version of the article, first published as E. Vincent, M. G. Jafari, S. A. Abdallah, M. D. Plumbley, M. E. Davies. Probabilistic Modeling Paradigms for Audio Source Separation. In W. Wang (Ed), Machine Audition: Principles, Algorithms and Systems. Chapter 7, pp. 162-185. IGI Global, 2011. ISBN 978-1-61520-919-4. DOI: 10.4018/978-1-61520-919-4.ch007file: VincentJafariAbdallahPD11-probabilistic.pdf:v\VincentJafariAbdallahPD11-probabilistic.pdf:PDF owner: markp timestamp: 2011.02.04file: VincentJafariAbdallahPD11-probabilistic.pdf:v\VincentJafariAbdallahPD11-probabilistic.pdf:PDF owner: markp timestamp: 2011.02.04Most sound scenes result from the superposition of several sources, which can be separately perceived and analyzed by human listeners. Source separation aims to provide machine listeners with similar skills by extracting the sounds of individual sources from a given scene. Existing separation systems operate either by emulating the human auditory system or by inferring the parameters of probabilistic sound models. In this chapter, the authors focus on the latter approach and provide a joint overview of established and recent models, including independent component analysis, local time-frequency models and spectral template-based models. They show that most models are instances of one of the following two general paradigms: linear modeling or variance modeling. They compare the merits of either paradigm and report objective performance figures. They also,conclude by discussing promising combinations of probabilistic priors and inference algorithms that could form the basis of future state-of-the-art systems

Challenges in Using Cloud Technology for Promoting Learner Autonomy in a Spanish Language Course: Reshaping Pedagogical Design

In a digitally networked classroom, the learner connects with peers, instructors, and open resources, be they human experts or online resources in non-linear combinations. As a result, the learner must navigate a complex web of associations and pathways. Thus the teacher practitioner who uses the networked medium as the platform for facilitating language learning has the challenge of developing methodologies, task-based activities, and a selection of tools to frame a learning ground that will provide maximum opportunity for the student to strengthen learning. This chapter will present a case study of a teacher practitioner\u27s pedagogical design process in an online undergraduate course, “Advanced Grammar and Culture through Social Media.” The main focus of this case study is to identify key challenges for pedagogical design and offer the rhizomatic approach as a model to promote learner autonomy