Online labor marketplaces offer the potential to automate a variety of tasks too difficult for computers, but present requesters with significant difficulties in obtaining accurate results. We share experiences from building MobileWorks, a crowd platform that departs from the marketplace model to provide robust, high-quality results. Three architectural contributions yield measurably improved accuracy on input tasks.  A dynamic work routing system identifies expertise in the crowd and ensures that all work posted into the system is completed with bounded completion times and at fair worker prices. A peer management system ensures that incorrect answers are prevented by experienced members of the crowd. Last, social interaction techniques give the best workers the ability and incentives to manage, teach & supervise other members of the crowd, as well as to clarify tasks. This process filters worker error and allows the crowd to collectively learn how to solve unfamiliar tasks. (extended abstract)

We introduce a laboratory text on environmental and societal sustainability applications that can be a supplemental resource for any undergraduate AI course. The lab text, entitled Artificial Intelligence for Computational Sustainability: A Lab Companion, is brand new and incomplete; freely available through Wikibooks; and open to community additions of projects, assignments, and explanatory material on AI for sustainability. The project adds to existing educational efforts of the computational sustainability community, encouraging the flow of knowledge from research to education and public outreach. Besides summarizing the laboratory book, this paper touches on its implications for integration of research and education, for communicating science to the public, and other broader impacts.

In recent years, major research advances have taken place in the intersection of computer science and economics, but this material has so far been taught primarily at the graduate level. This paper describes a novel semester-long undergraduate-level course in the intersection of computer science and economics at Duke University, titled “CPS 173: Computational Microeconomics.”

Constraint programming has become an important technology for solving hard combinatorial problems in a diverse range of application domains. It has its roots in artificial intelligence, mathematical programming, op- erations research, and programming languages. This paper gives a perspective on where constraint programming is today, and discusses a number of opportunities and challenges that could provide focus for the research community into the future.

We propose computer-assisted techniques for helping with pedagogy in Algebra. In particular, given a proof problem p (of the form “Left-hand-side-term = Right-hand-side-term”), we show how to automatically generate problems that are similar to p. We believe that such a tool can be used by teachers in making examinations where they need to test students on problems similar to what they taught in class, and by students in generating practice problems tailored to their specific needs. Our first insight is that we can generalize p syntactically to a query Q that implicitly represents a set of problems [[Q]] (which includes p). Our second insight is that we can explore the space of problems [[Q]] automatically, use classical results from polynomial identity testing to generate only those problems in [[Q]] that are correct, and then use pruning techniques to generate only unique and interesting problems. Our third insight is that with a small amount of manual tuning on the query Q, the user can interactively guide the computer to generate problems of interest to her. We present the technical details of the above mentioned steps, and also describe a tool where these steps have been implemented. We also present an empirical evaluation on a wide variety of problems from various sub-fields of algebra including polynomials, trigonometry, calculus, determinants etc. Our tool is able to generate a rich corpus of similar problems from each given problem; while some of these similar problems were already present in the textbook, several were new!

Many fundamental problems in artificial intelligence, knowledge representation, and verification involve reasoning about sets and relations between sets and can be modeled as set constraint satisfaction problems (set CSPs). Such problems are frequently intractable, but there are several important set CSPs that are known to be polynomial-time tractable. We introduce a large class of set CSPs that can be solved in quadratic time. Our class, which we call EI, contains all previously known tractable set CSPs, but also some new ones that are of crucial importance for example in description logics. The class of EI set constraints has an elegant universal-algebraic characterization, which we use to show that every set constraint language that properly contains all EI set constraints already has a finite sublanguage with an NP-hard constraint satisfaction problem.

This paper is an example-based demonstration of our initial results on the formal specification of programs written in the computer algebra language MiniMaple (a substantial subset of Maple with slight extensions). The main goal of this work is to define a verification framework for MiniMaple. Formal specification of MiniMaple programs is rather complex task as it supports non-standard types of objects, e.g. symbols and unevaluated expressions, and additional functions and predicates, e.g. runtime type tests etc. We have used the specification language to specify various computer algebra concepts respective objects of the Maple package DifferenceDifferential developed at our institute.

This work describes an approach that automatically extracts standard metadata information from e-learning contents, combines it with the student preferences/goals and creates PDDL planning domains+problems.These PDDL problems can be solved by current planners, although we motivate the use and benefits of case-based planning techniques, to obtain fully tailored learning routes that significantly enhance the learning process. During the execution of a given route, a monitoring phase is used to detect discrepancies, i.e. flaws that prevent the student from continuing with the original plan. In such a situation, an adaptation mechanism becomes necessary to fix the flaws, while also trying to minimise the differences between the original and the new route. We have integrated this approach on top of Moodle and experimented with 100 benchmark problems to evaluate the quality, scalability and viability of the system.

Concept maps are frequently used in K-12 educational settings. The purpose of this study is to determine whether students’ performance on interactive concept map tasks in Guru, an intelligent tutoring system, is related to immediate and delayed learning outcomes. Guru is a dialogue-based system for high-school biology that intersperses concept map tasks within the tutorial dialogue. Results indicated that when students first attempt to complete concept maps, time spent on the maps may be a good indicator of their understanding, whereas the errors they make on their second attempts with the maps may be an indicator of the knowledge they are lacking.  This pattern of results was observed for one cycle of testing, but not replicated in a second cycle. Differences in the findings for the two testing cycles are most likely due to topic variations.

This paper presents a case study in combining Lego Mindstorms NXT with Matlab/Simulink to help students in an undergraduate Machine Learning course study genetic algorithm design and testing. The project uses the VU-LRT toolbox to enable students to access the hardware capabilities of the Mindstorms platform from within Matlab. The course's enrollment was comprised of students from several majors with a variety of programming backgrounds. The course is part of an interdisciplinary cognitive science concentration. We report on the VU-LRT toolbox, the considerations imposed by the diversity of the student population on the design of the laboratory module and student evaluations of the laboratory module.