We will develop 15 AI Apps with Flutter using TensorFlow Machine Learning and Deep Learning Concepts. In this course you will also learn how to train a model/machine for your apps. And how to import and use these trained models after training in your flutter app (android iOS app). This is a complete step by step course. At the end of this course you will be able to make your own Ai, Deep Learning and Machine Learning Apps for the Android Smart Phones and iOS [iPhones] using Flutter SDK with TensorFlow Lite.

Learn key NLP concepts and intuition training to get you quickly up to speed with all things NLP. I will give you the information in an optimal way, I will explain in the first video for example what is the concept, and why is it important, what is the problem that led to thinking about this concept and how can I use it (Understand the concept). In the next video, you will go to practice in a real-world project or in a simple problem using python (Practice). The first thing you will see in the video is the input and the output of the practical section so you can understand everything and you can get a clear picture! You will have all the resources at the end of this course, the full code, and some other useful links and articles.

At a moment when vaccines promise to end the coronavirus pandemic, emerging new variants threaten to accelerate it. The astonishingly fast development of safe and effective vaccines is being stymied by the glacial pace of actual vaccinations while 3,000 Americans die each day. Minimizing death and suffering from COVID-19 requires vaccinating the most vulnerable Americans first and fast, but the vaccine rollout has been slow and inequitable. Prioritization algorithms have led to the most privileged being prioritized over the most exposed, and strict adherence to priority pyramids has been disastrously slow. Yet without prioritization, vaccines go to those with greatest resources rather than to those at greatest risk.

The objective of personalized learning is to design an effective knowledge acquisition track that matches the learner's strengths and bypasses her weaknesses to ultimately meet her desired goal. This concept emerged several years ago and is being adopted by a rapidly-growing number of educational institutions around the globe. In recent years, the boost of artificial intelligence (AI) and machine learning (ML), together with the advances in big data analysis, has unfolded novel perspectives to enhance personalized education in numerous dimensions. By taking advantage of AI/ML methods, the educational platform precisely acquires the student's characteristics. This is done, in part, by observing the past experiences as well as analyzing the available big data through exploring the learners' features and similarities. It can, for example, recommend the most appropriate content among numerous accessible ones, advise a well-designed long-term curriculum, connect appropriate learners by suggestion, accurate performance evaluation, and the like. Still, several aspects of AI-based personalized education remain unexplored. These include, among others, compensating for the adverse effects of the absence of peers, creating and maintaining motivations for learning, increasing diversity, removing the biases induced by the data and algorithms, and the like. In this paper, while providing a brief review of state-of-the-art research, we investigate the challenges of AI/ML-based personalized education and discuss potential solutions.

Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created an AI curriculum for pre-tertiary education and evaluated its efficacy. While AI is conventionally taught in tertiary level education, our co-creation process successfully developed the curriculum that has been used in secondary school teaching in Hong Kong and received positive feedback. Background: AI4Future is a cross-sector project that engages five major partners - CUHK Faculty of Engineering and Faculty of Education, Hong Kong secondary schools, the government and the AI industry. A team of 14 professors with expertise in engineering and education collaborated with 17 principals and teachers from 6 secondary schools to co-create the curriculum. This team formation bridges the gap between researchers in engineering and education, together with practitioners in education context. Research Questions: What are the main features of the curriculum content developed through the co-creation process? Would the curriculum significantly improve the students perceived competence in, as well as attitude and motivation towards AI? What are the teachers perceptions of the co-creation process that aims to accommodate and foster teacher autonomy? Methodology: This study adopted a mix of quantitative and qualitative methods and involved 335 student participants. Findings: 1) two main features of learning resources, 2) the students perceived greater competence, and developed more positive attitude to learn AI, and 3) the co-creation process generated a variety of resources which enhanced the teachers knowledge in AI, as well as fostered teachers autonomy in bringing the subject matter into their classrooms.

Hey, My name is Nilay Mehta! I am an experienced .Net developer, having the Microsoft certificate of Programming with C#.Net. I have a Master of Computer Applications and Bachelor of Computer Application degrees. I've worked with a range of development tools from PHP, C#, ASP.NET, and ASP.Net core. I am a passionate software engineer who loves learning new technologies, and from the past 3 years, I'm enjoying sharing that knowledge through blogs and courses.

Billions of users create a large amount of data every day, which in a sense comes from various types of sources. This data is in most cases unorganized and unclassified and is presented in various formats such as text, video, audio, or images. Processing and analyzing this data is a major challenge that we face every day. The problem of unstructured and unorganized text dates back to ancient times, but Text Classification as a discipline first appeared in the early 60s, where 30 years later the interest in various spheres for it increased [1], and began to be applied in various types of domains and applications such as for movie review [2], document classification [3], ecommerce [4], social media [5], online courses [6, 7], etc. As interest has grown more in the upcoming years, the uses start solving the problems with higher accurate results in more flexible ways. Knowledge Engineering (KE) was one of the applications of text classification in the late 80s, where the process took place by manually defining rules based on expert knowledge in terms of categorization of the document for a particular category [1]. After this time, there was a great wave of use of various modern and advanced methods for text classification, which all improved this discipline and made it more interesting for scientists and researchers, more specifically the use of machine learning techniques. These techniques bring a lot of advantages, as they are now in very large numbers, where they provide solutions to almost every problem we may encounter. The need for education and learning dates back to ancient times, where people are constantly improving and trying to gain as much knowledge as possible.

Knowledge tracing (KT) is the problem of modeling each student's mastery of knowledge concepts (KCs) as (s)he engages with a sequence of learning activities. It is an active research area to help provide learners with personalized feedback and materials. Various deep learning techniques have been proposed for solving KT. Recent release of large-scale student performance dataset \cite{choi2019ednet} motivates the analysis of performance of deep learning approaches that have been proposed to solve KT. Our analysis can help understand which method to adopt when large dataset related to student performance is available. We also show that incorporating contextual information such as relation between exercises and student forget behavior further improves the performance of deep learning models.

This paper describes a system developed to help University students get more from their online lectures, tutorials, laboratory and other live sessions. We do this by logging their attention levels on their laptops during live Zoom sessions and providing them with personalised video summaries of those live sessions. Using facial attention analysis software we create personalised video summaries composed of just the parts where a student's attention was below some threshold. We can also factor in other criteria into video summary generation such as parts where the student was not paying attention while others in the class were, and parts of the video that other students have replayed extensively which a given student has not. Attention and usage based video summaries of live classes are a form of personalised content, they are educational video segments recommended to highlight important parts of live sessions, useful in both topic understanding and in exam preparation. The system also allows a Professor to review the aggregated attention levels of those in a class who attended a live session and logged their attention levels. This allows her to see which parts of the live activity students were paying most, and least, attention to. The Help-Me-Watch system is deployed and in use at our University in a way that protects student's personal data, operating in a GDPR-compliant way.

Gaussian processes (GPs) provide a framework for Bayesian inference that can offer principled uncertainty estimates for a large range of problems. For example, if we consider regression problems with Gaussian likelihoods, a GP model enjoys a posterior in closed form. However, identifying the posterior GP scales cubically with the number of training examples and requires to store all examples in memory. In order to overcome these obstacles, sparse GPs have been proposed that approximate the true posterior GP with pseudo-training examples. Importantly, the number of pseudo-training examples is user-defined and enables control over computational and memory complexity. In the general case, sparse GPs do not enjoy closed-form solutions and one has to resort to approximate inference. In this context, a convenient choice for approximate inference is variational inference (VI), where the problem of Bayesian inference is cast as an optimization problem -- namely, to maximize a lower bound of the log marginal likelihood. This paves the way for a powerful and versatile framework, where pseudo-training examples are treated as optimization arguments of the approximate posterior that are jointly identified together with hyperparameters of the generative model (i.e. prior and likelihood). The framework can naturally handle a wide scope of supervised learning problems, ranging from regression with heteroscedastic and non-Gaussian likelihoods to classification problems with discrete labels, but also multilabel problems. The purpose of this tutorial is to provide access to the basic matter for readers without prior knowledge in both GPs and VI. A proper exposition to the subject enables also access to more recent advances (like importance-weighted VI as well as inderdomain, multioutput and deep GPs) that can serve as an inspiration for new research ideas.