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ICEIS 2014 will be held April 27-30, AAAI Fall Symposium Series. The Twenty-Seventh International Florida 2014 in Lisbon, Portugal AAAI Fall Symposium Series will be AI Research Society Conference. held November 15-17 at the Westin FLAIRS-14 will be held May 21-23, IEA/AIE-14 will be held June 3-6, 2014 Scheduling. ICAPS-14 will be held Computation and Crowdsourcing. KR AAAI Spring Symposium Series will be 2014 will be held July 20-24, 2014 in held March 24-26 at Stanford University Vienna, Austria in Palo Alto, California USA. ICAART 2014 will be held March 6-8, Twenty-Sixth Innovative Applications 2014, in Angers, France of Artificial Intelligence Conference.

Inquire Biology is a prototype of a new kind of intelligent textbook — one that answers students’ questions, engages their interest, and improves their understanding. Inquire Biology provides unique capabilities via a knowledge representation that captures conceptual knowledge from the textbook and uses inference procedures to answer students’ questions. Students ask questions by typing free-form natural language queries or by selecting passages of text. The system then attempts to answer the question and also generates suggested questions related to the query or selection. The questions supported by the system were chosen to be educationally useful, for example: what is the structure of X? compare X and Y? how does X relate to Y? In user studies, students found this question-answering capability to be extremely useful while reading and while doing problem solving. In an initial controlled experiment, community college students using the Inquire Biology prototype outperformed students using either a hardcopy or conventional E-book version of the same biology textbook. While additional research is needed to fully develop Inquire Biology, the initial prototype clearly demonstrates the promise of applying knowledge representation and question-answering technology to electronic textbooks.

We report recent advances in intelligent tutoring systems with conversational dialogue. We highlight progress in terms of macro and microadaptivity. Macroadaptivity refers to a system’s capability to select appropriate instructional tasks for the learner to work on. Microadaptivity refers to a system’s capability to adapt its scaffolding while the learner is working on a particular task. The advances in macro and microadaptivity that are presented here were made possible by the use of learning progressions, deeper dialogue and natural language processing techniques, and by the use of affect-enabled components. Learning progressions and deeper dialogue and natural language processing techniques are key features of DeepTutor, the first intelligent tutoring system based on learning progressions. These improvements extend the bandwidth of possibilities for tailoring instruction to each individual student which is needed for maximizing engagement and ultimately learning.

We believe that these goals can be attained through the use of a very high level of modularity, both in hardware and software, combined with intelligent software. To test this hypothesis, Palo Alto Research Center (PARC) designed and built a prototype highly modular system in the printing domain. This "hypermodular" printer explores the extremes of modularity, reconfigurability, and parallelism in both hardware and software. The hardware prototype connects four standard Xerox marking engines (the component of a printer that does the actual printing) in parallel using a highly modular paper path. This configuration can achieve a print rate of four times that of an individual print engine. Reconfigurable manufacturing systems supports flexibility in configuration, graceful degradation (RMSs) were introduced as a concept in the late under component failure, and rerouting of inprocess 1990s (Koren et al. 1999), but the prerequisites, in sheets under exception conditions. These both software and hardware, for implementing them capabilities were made possible by utilizing advanced successfully have proved daunting; very few examples AI techniques in model-based planning, scheduling, of RMSs exist today in practice. These prerequisites search, and temporal reasoning such as state-space include modular, reconfigurable hardware components regression planning, partial-order scheduling, temporal as well as the software and control planning graph-based heuristic estimates, multiobjective architectures and logic to support them. RMSs can search, and fast, simple temporal network include both hard reconfigurability (physical reconfiguration) reasoning. The AI planner / scheduler incorporates and soft reconfigurability (logical reconfiguration) mostly domain-independent techniques from the (ElMaraghy 2006). This latter concept planning and scheduling research community, includes the idea of flexible routing as well as replanning enabling its flexibility and configurability to be and rescheduling.

Learner assessment is nontrivial even in its most basic incarnation, namely evaluating a learner's understanding of a set of domain-dependent skills from ad hoc test items (for example, Desmarais [2011]). The assessment challenges increase with the complexity of the learner's traits to be captured, because how a student behaves during an instructional activity generally provides partial and ambiguous information on the student's underlying states, and the gap between what can be observed and what a learner actually thinks and feels increases as these states go from cognitive to metacognitive and affective. In ITSs, the research field concerned with addressing these challenges is known as student modeling, and a student model is the ITS component in charge of assessing student traits and states relevant to tailor the tutorial interaction to specific student needs. Student modeling research has made the problem solution from the tutor et al. [2010]), given extensive evidence substantial progress in providing reliable (for instance by repeatedly asking for in education research showing that learner assessment during problem help) without trying to solve the problem affective factors play an important role solving or question-answering on their own (Baker et al. 2008), in learning. Educational technology At the cognitive level, knowledge can foster understanding at different however, continues to produce novel assessment, that is, evaluating the student's stages of the learning process or for environments often consisting of knowledge of relevant concepts learners with different preferences and activities not as structured and well and skills at specific points of the interaction abilities.

Max-margin learning is a powerful approach to building classifiers and structured output predictors. Recent work on max-margin supervised topic models has successfully integrated it with Bayesian topic models to discover discriminative latent semantic structures and make accurate predictions for unseen testing data. However, the resulting learning problems are usually hard to solve because of the non-smoothness of the margin loss. Existing approaches to building max-margin supervised topic models rely on an iterative procedure to solve multiple latent SVM subproblems with additional mean-field assumptions on the desired posterior distributions. This paper presents an alternative approach by defining a new max-margin loss. Namely, we present Gibbs max-margin supervised topic models, a latent variable Gibbs classifier to discover hidden topic representations for various tasks, including classification, regression and multi-task learning. Gibbs max-margin supervised topic models minimize an expected margin loss, which is an upper bound of the existing margin loss derived from an expected prediction rule. By introducing augmented variables and integrating out the Dirichlet variables analytically by conjugacy, we develop simple Gibbs sampling algorithms with no restricting assumptions and no need to solve SVM subproblems. Furthermore, each step of the "augment-and-collapse" Gibbs sampling algorithms has an analytical conditional distribution, from which samples can be easily drawn. Experimental results demonstrate significant improvements on time efficiency. The classification performance is also significantly improved over competitors on binary, multi-class and multi-label classification tasks.

Abstract--In this paper we consider the use of the space vs. time Kronecker product decomposition in the estimation of covariance matrices for spatiotemporal data. This decomposition imposes lower dimensional structure on the estimated covariance matrix, thus reducing the number of samples required for estimation. T o allow a smooth tradeoff between the reduction in the number of parameters (to reduce estimation variance) and the accuracy of the covariance approximation (affecting estimation bias), we introduce a diagonally loaded modification of the sum-of-kronecker products representation in [1]. We derive an asymptotic Cram er-Rao bound (CRB) on the minimum attainable mean squared predictor coefficient estimation error for unbiased estimators of Kronecker structured covariance matrices. We illustrate the accuracy of the diagonally loaded Kronecker sum decomposition by applying it to the prediction of human activity video. In this paper, we develop a method for estimation of spatiotemporal covariance and apply it to video modeling and prediction. The covariance for spatiotemporal processes manifests itself as multiframe covariance, i.e. the covariance not only between pixels or features in a single frame, but also between pixels or features in a set of nearby frames.

Natural tensions between learning and privacy arise whenever a learner must aggregate data across multiple individuals. The learner wishes to make optimal use of each data point, whereas the providers of the data may wish to limit detailed exposure, either to the learner or to other individuals. A characterization of such tensions in the form of quantitative tradeoffs is of great utility: it can inform public discourse surrounding the design of systems that learn from data, and the tradeoffs can be exploited as controllable degrees of freedom whenever such a system is deployed. In this paper, we approach this problem from the point of view of statistical decision theory. The decision-theoretic perspective offers a number of advantages.

We consider the reconstruction problem in compressed sensing in which the observations are recorded in a finite number of bits. They may thus contain quantization errors (from being rounded to the nearest representable value) and saturation errors (from being outside the range of representable values). Our formulation has an objective of weighted $\ell_2$-$\ell_1$ type, along with constraints that account explicitly for quantization and saturation errors, and is solved with an augmented Lagrangian method. We prove a consistency result for the recovered solution, stronger than those that have appeared to date in the literature, showing in particular that asymptotic consistency can be obtained without oversampling. We present extensive computational comparisons with formulations proposed previously, and variants thereof.