This homework introduces students the material in the course. For the written component to the concept of human/robot interaction of this homework, students have to and learning on a real robot. The students manually calculate a posterior probability of program their AIBOs to play a guessing game the robot's position given a uniform prior distribution by which one player (either the human or the of robot poses in a grid world. AIBO) guesses a sequence of colored markers Mounting a Charging Station. Students use the that the other player (AIBO or human, respectively) object-detection code written in previous makes up ahead of time. The AIBO communicates homework assignments to find a colored bull'seye to the human by a predefined set of and tower beacon. These two landmarks allow the robot to compute the distance and orientation motions. When guessing the colored sequence, of a charging station. The robot needs the AIBO has to reason about the patterns of to search for and then climb onto the charging the colors as well as about the clues given to it station.

Robotics projects coupled with agent-oriented trends in artificial intelligence education have the potential to make introductory AI courses at liberal arts schools the gateway for a large new generation of AI practitioners. However, this vision's achievement requires programming libraries and low-cost platforms that are readily accessible to undergraduates and easily maintainable by instructors at sites with few dedicated resources. This article presents and evaluates one contribution toward implementing this vision: the RCXLisp library. The library was designed to support programming of the Lego Mindstorms platform in AI courses with the goal of using introductory robotics to motivate undergraduates' understanding of AI concepts within the agent-design paradigm. The library's evaluation reflects four years of student feedback on its use in a liberal-arts AI course whose audience covers a wide variety of majors. To help establish a context for judging RCXLisp's effectiveness this article also provides a sketch of the Mindstormsbased laboratory in which the library is used.

Although the Lego RCX's has helped guide Sony's own choice of Hitachi H8 microcontroller lists at 16 megahertz next-generation AIBO features and software and 32 kilobytes of memory, the overhead support. As for two-legged platforms, the University of the firmware and interpreter yield of Freiburg has already prototyped a about 10 kilobytes and 500 hertz throughput soccer team of Robosapiens running from for a typical user--slightly better with alternative handheld computers.

From a computer science and artificial intelligence perspective, robotics often appears as a collection of disjoint, sometimes antagonistic subfields. The lack of a coherent and unified presentation of the field negatively affects teaching, especially to undergraduates. This article presents an alternative synthesis of the various subfields of AI robotics and shows how these traditional subfields fit into the whole. Finally, it presents a curriculum based on these ideas.

We address the problem of learning a symmetric positive definite matrix. The central issue is to design parameter updates that preserve positive definiteness. Our updates are motivated with the von Neumann divergence. Rather than treating the most general case, we focus on two key applications that exemplify our methods: Online learning with a simple square loss and finding a symmetric positive definite matrix subject to symmetric linear constraints. The updates generalize the Exponentiated Gradient (EG) update and AdaBoost, respectively: the parameter is now a symmetric positive definite matrix of trace one instead of a probability vector (which in this context is a diagonal positive definite matrix with trace one). The generalized updates use matrix logarithms and exponentials to preserve positive definiteness. Most importantly, we show how the analysis of each algorithm generalizes to the non-diagonal case. We apply both new algorithms, called the Matrix Exponentiated Gradient (MEG) update and DefiniteBoost, to learn a kernel matrix from distance measurements.

We address the problem of learning a symmetric positive definite matrix. The central issue is to design parameter updates that preserve positive definiteness. Our updates are motivated with the von Neumann divergence. Ratherthan treating the most general case, we focus on two key applications that exemplify our methods: Online learning with a simple square loss and finding a symmetric positive definite matrix subject to symmetric linear constraints. The updates generalize the Exponentiated Gradient (EG) update and AdaBoost, respectively: the parameter is now a symmetric positive definite matrix of trace one instead of a probability vector (which in this context is a diagonal positive definite matrix with trace one). The generalized updates use matrix logarithms and exponentials topreserve positive definiteness. Most importantly, we show how the analysis of each algorithm generalizes to the non-diagonal case. We apply both new algorithms, called the Matrix Exponentiated Gradient (MEG) update and DefiniteBoost, to learn a kernel matrix from distance measurements.

The AAAI-05 workshops were held on Saturday and Sunday, July 9-10, in Pittsburgh, Pennsylvania. The thirteen workshops were Contexts and Ontologies: Theory, Practice and Applications, Educational Data Mining, Exploring Planning and Scheduling for Web Services, Grid and Autonomic Computing, Human Comprehensible Machine Learning, Inference for Textual Question Answering, Integrating Planning into Scheduling, Learning in Computer Vision, Link Analysis, Mobile Robot Workshop, Modular Construction of Humanlike Intelligence, Multiagent Learning, Question Answering in Restricted Domains, and Spoken Language Understanding.

The emerging Semantic Web focuses on bringing knowledge representationlike capabilities to Web applications in a Web-friendly way. The ability to put knowledge on the Web, share it, and reuse it through standard Web mechanisms provides new and interesting challenges to artificial intelligence. In this paper, I explore the similarities and differences between the Semantic Web and traditional AI knowledge representation systems, and see if I can validate the analogy "The Semantic Web is to KR as the Web is to hypertext."

I claim that achieving real human-level artificial intelligence would necessarily imply that most of the tasks that humans perform for pay could be automated. Rather than work toward this goal of automation by building special-purpose systems, I argue for the development of general-purpose, educable systems that can learn and be taught to perform any of the thousands of jobs that humans can perform. Joining others who have made similar proposals, I advocate beginning with a system that has minimal, although extensive, built-in capabilities. These would have to include the ability to improve through learning along with many other abilities.

Fortunate to be one of the cofounders of AAAI, the author describes how the association was founded, how the first AAAI conference was planned, and how the first tutorial program was organized. I had been hired by Raj and Allen Newell to play a lead role on the Hearsay-II speech understanding project in 1976. After that, I moved to Rand Corporation and, shortly thereafter, took over the leadership of the research program in information processing systems, where the focus was on AI tools and applications and cognitive science. It was in that context that Raj spoke to me about his conviction that it was time for AI to become a recognized scientific profession, much as the AAAS and IEEE had done for natural science and engineering, respectively. This conversation was an example of Raj's modus operandi, the gap between vision and current state translated simply into gap-reducing actions.