Accurate modeling of student knowledge is essential for large-scale online learning systems that are increasingly used for student training. Knowledge tracing aims to model student knowledge state given the student's sequence of learning activities. Modern Knowledge tracing (KT) is usually formulated as a supervised sequence learning problem to predict students' future practice performance according to their past observed practice scores by summarizing student knowledge state as a set of evolving hidden variables. Because of this formulation, many current KT solutions are not fit for modeling student learning from non-assessed learning activities with no explicit feedback or score observation (e.g., watching video lectures that are not graded). Additionally, these models cannot explicitly represent the dynamics of knowledge transfer among different learning activities, particularly between the assessed (e.g., quizzes) and non-assessed (e.g., video lectures) learning activities. In this paper, we propose Transition-Aware Multi-activity Knowledge Tracing (TAMKOT), which models knowledge transfer between learning materials, in addition to student knowledge, when students transition between and within assessed and non-assessed learning materials. TAMKOT is formulated as a deep recurrent multi-activity learning model that explicitly learns knowledge transfer by activating and learning a set of knowledge transfer matrices, one for each transition type between student activities. Accordingly, our model allows for representing each material type in a different yet transferrable latent space while maintaining student knowledge in a shared space. We evaluate our model on three real-world publicly available datasets and demonstrate TAMKOT's capability in predicting student performance and modeling knowledge transfer.

Distributed optimization provides a framework for deriving distributed algorithms for a variety of multi-robot problems. This tutorial constitutes the first part of a two-part series on distributed optimization applied to multi-robot problems, which seeks to advance the application of distributed optimization in robotics. In this tutorial, we demonstrate that many canonical multi-robot problems can be cast within the distributed optimization framework, such as multi-robot simultaneous localization and planning (SLAM), multi-robot target tracking, and multi-robot task assignment problems. We identify three broad categories of distributed optimization algorithms: distributed first-order methods, distributed sequential convex programming, and the alternating direction method of multipliers (ADMM). We describe the basic structure of each category and provide representative algorithms within each category. We then work through a simulation case study of multiple drones collaboratively tracking a ground vehicle. We compare solutions to this problem using a number of different distributed optimization algorithms. In addition, we implement a distributed optimization algorithm in hardware on a network of Rasberry Pis communicating with XBee modules to illustrate robustness to the challenges of real-world communication networks.

This paper concerns the structure of meanings within natural language. Earlier, a framework named DisCoCirc was sketched that (1) is compositional and distributional (a.k.a. vectorial); (2) applies to general text; (3) captures linguistic `connections' between meanings (cf. grammar) (4) updates word meanings as text progresses; (5) structures sentence types; (6) accommodates ambiguity. Here, we realise DisCoCirc for a substantial fragment of English. When passing to DisCoCirc's text circuits, some `grammatical bureaucracy' is eliminated, that is, DisCoCirc displays a significant degree of (7) inter- and intra-language independence. That is, e.g., independence from word-order conventions that differ across languages, and independence from choices like many short sentences vs. few long sentences. This inter-language independence means our text circuits should carry over to other languages, unlike the language-specific typings of categorial grammars. Hence, text circuits are a lean structure for the `actual substance of text', that is, the inner-workings of meanings within text across several layers of expressiveness (cf. words, sentences, text), and may capture that what is truly universal beneath grammar. The elimination of grammatical bureaucracy also explains why DisCoCirc: (8) applies beyond language, e.g. to spatial, visual and other cognitive modes. While humans could not verbally communicate in terms of text circuits, machines can. We first define a `hybrid grammar' for a fragment of English, i.e. a purpose-built, minimal grammatical formalism needed to obtain text circuits. We then detail a translation process such that all text generated by this grammar yields a text circuit. Conversely, for any text circuit obtained by freely composing the generators, there exists a text (with hybrid grammar) that gives rise to it. Hence: (9) text circuits are generative for text.

The dazzling promises of AI systems to augment humans in various tasks hinge on whether humans can appropriately rely on them. Recent research has shown that appropriate reliance is the key to achieving complementary team performance in AI-assisted decision making. This paper addresses an under-explored problem of whether the Dunning-Kruger Effect (DKE) among people can hinder their appropriate reliance on AI systems. DKE is a metacognitive bias due to which less-competent individuals overestimate their own skill and performance. Through an empirical study (N = 249), we explored the impact of DKE on human reliance on an AI system, and whether such effects can be mitigated using a tutorial intervention that reveals the fallibility of AI advice, and exploiting logic units-based explanations to improve user understanding of AI advice. We found that participants who overestimate their performance tend to exhibit under-reliance on AI systems, which hinders optimal team performance. Logic units-based explanations did not help users in either improving the calibration of their competence or facilitating appropriate reliance. While the tutorial intervention was highly effective in helping users calibrate their self-assessment and facilitating appropriate reliance among participants with overestimated self-assessment, we found that it can potentially hurt the appropriate reliance of participants with underestimated self-assessment. Our work has broad implications on the design of methods to tackle user cognitive biases while facilitating appropriate reliance on AI systems. Our findings advance the current understanding of the role of self-assessment in shaping trust and reliance in human-AI decision making. This lays out promising future directions for relevant HCI research in this community.

AI has been utilized to automate jobs in a variety of businesses, and it will be useful in the educational sector as well. Professors and teachers frequently need to manage the classroom environment on top of carrying out a variety of administrative and organizational tasks. A report in research paper writing services claims that teachers do more than merely instruct. They also spend time arranging resources and materials for lectures, managing instructional materials, creating progress reports, grading tests, assessing homework, filing required paperwork and other tasks. There is a significant amount of work involved here. AI allows us to automate the administrative and management chores that institutions and instructors perform. AI assists in controlling the classroom atmosphere and numerous administrative responsibilities. The evaluation of assignments, exam grades, and many other things is also made simple by AI.

Welcome to "Tableau Tutorial for Beginners"! In this course, you will learn everything you need to know to get started with Tableau. We will begin by introducing you to the different types of Tableau products and how they can be used. You will then learn how to download and install Tableau Desktop, and how to import data into the software. Next, we will cover the basics of the Tableau interface, and show you how to build custom visualizations.

Melbourne – Visually impaired student Adam Whitehead has long relied on a computer and assistive technology to help him read course materials and take exams at the University of Melbourne in Australia. He has watched with concern as universities in Australia and beyond move to crack down on ChatGPT -- a free program that generates original text about virtually any subject in response to a prompt -- over fears of cheating. As the chatbot stirs debate over the use of technology and artificial intelligence (AI) in education, disabled students and educators have said the benefits should not be overlooked in a rush to regulate. This could be due to a conflict with your ad-blocking or security software. Please add japantimes.co.jp and piano.io to your list of allowed sites.

The field of natural language processing (NLP) has been transformed by massive pre-trained language models. They form the basis of all state-of-the-art systems across a wide range of tasks and have shown an impressive ability to generate fluent text and perform few-shot learning. At the same time, these models are hard to understand and give rise to new ethical and scalability challenges. In this course, students will learn the fundamentals about the modeling, theory, ethics, and systems aspects of large language models, as well as gain hands-on experience working with them. Where: Class will by default be in person at 200-002 (History Corner).

We have all heard it said that ChatGPT and similar applications will dramatically influence all educational systems (see e.g., Nguyen, 2023; Huang, 2023). The question we explore in this blog is how ChatGPT will influence computer science education. We investigated this question in a professional development workshop for Israeli high school computer science teachers that focused on research and entrepreneurship in computer science education. Interestingly, when we posed the question "How will ChatGPT influence computer science education?" First, they discussed the basic questions of whether ChatGPT should be integrated into computer science education and whether the computer science high school curriculum should be changed.

I'm a full stack developer of most things computer sciency and academic with a true passion for teaching. I've been teaching others about games development, programming, computer graphics, animation and web design for over 25 years in universities in Australia and Europe at the full professor level. I've also consulted for Unity, SAE, the Australian Institute of Entertainment and Wikitude. My best selling textbooks including Holistic Game Development with Unity are used in over 100 institutions world-wide. My graduates work at companies like Apple, Ubisoft, LinkedIn and Deloitte Digital.