This paper presents a brief summary of a number of different approaches to the semantic representation and automated interpretation of engineering data. In this context, engineering data is represented as Computer-Aided Design (CAD) files, 3D models or assemblies. Representing and reasoning about these objects is a highly interdisciplinary problem, requiring techniques that can handle the complex interactions and data types that occur in the engineering domain. This paper presents several examples, taken from different problem areas that have occupied engineering and computer science researchers over the past 15 years. Many of the issues raised by these problems remain open, and the experience of past efforts can serve to identify fertile opportunities for investigation today.

This paper reports on the Design Compass, a classroom tool for helping students record and reflect on their design process as they work on and complete a design challenge. The Design Compass software provides an interface where students can identify and record the various design steps they used while performing them, and add digital notes and pictures to document their work. In the Design Log view, students can review steps taken, and print the record of work done, which can be shared and discussed with their instructor or classmates. The paper describes the concepts underlying the creation of the Design Compass, its features as a metacognitive tool and how it works, and provides scenarios of its use as a teaching and assessment tool with eighth-grade technology education students, and in teacher professional development workshops.

Computers understand very little of the meaning of human language. This profoundly limits our ability to give instructions to computers, the ability of computers to explain their actions to us, and the ability of computers to analyse and process text. Vector space models (VSMs) of semantics are beginning to address these limits. This paper surveys the use of VSMs for semantic processing of text. We organize the literature on VSMs according to the structure of the matrix in a VSM. There are currently three broad classes of VSMs, based on term-document, word-context, and pair-pattern matrices, yielding three classes of applications. We survey a broad range of applications in these three categories and we take a detailed look at a specific open source project in each category. Our goal in this survey is to show the breadth of applications of VSMs for semantics, to provide a new perspective on VSMs for those who are already familiar with the area, and to provide pointers into the literature for those who are less familiar with the field.

When creating algorithms or systems that are supposed to be used by people, we should be able to adopt a "binocular" view of users' interaction with intelligent systems: a view that regards the design of interaction and the design of intelligent algorithms as interrelated parts of a single design problem. This special issue offers a coherent set of articles on two levels of generality that illustrate the binocular view and help readers to adopt it.

These unintended negative consequences of the introduction of intelligence often have no direct relationship with the intended benefits, just as the adverse effects of a medication may bear no obvious relationship to the intended benefits of taking that medicine. Therefore, these negative consequences can be seen as side effects. The purpose of this article is to give designers, developers, and users of interactive intelligent systems a detailed awareness of the potential side effects of AI. As with medications, awareness of the side effects can have different implications: We may be relieved to see that a given side effect is unlikely to occur in our particular case. We may become convinced that it will inevitably occur and therefore decide not to "take the medicine" (that is, decide to stick with mainstream systems). Or most likely and most constructively, by looking carefully at the causes of the side effects and the conditions under which they can occur, we can figure out how to exploit the benefits of AI in interactive systems while avoiding the side effects.

There is considerable validity to this point of view: Anyone who develops systems that are intended for use by people can benefit from familiarity with and application of these methods. Accordingly, this article offers a brief introduction to these methods, including examples and suggestions for additional reading (see in particular the Further Reading section). Even people who are already experts in the application of these methods should be aware of potential adaptations and extensions to the methods when applied to systems that are designed to incorporate significant use of AI. The theme articles by Lieberman (2009) and by Jameson (2009) in this issue discuss some of the ways in which systems that incorporate intelligence tend to differ from systems that do not, both in terms of their potential to help users and in terms of possible side effects. These and other properties of intelligent systems can affect the application of design and evaluation methods in various ways, some of which are illustrated in the case studies of this special issue. To organize our discussion, we distinguish broadly three types of activity that are involved in usability engineering: understanding users' needs, interaction design, and evaluation. Except for the fact that understanding users' needs tends to occur early in the design process, these activities generally proceed in parallel and complement each other.

This paper investigates a new machine learning strategy called translated learning. Unlike many previous learning tasks, we focus on how to use labeled data from one feature space to enhance the classification of other entirely different learning spaces. For example, we might wish to use labeled text data to help learn a model for classifying image data, when the labeled images are difficult to obtain. An important aspect of translated learning is to build a "bridge" to link one feature space (known as the "source space") to another space (known as the "target space") through a translator in order to migrate the knowledge from source to target. The translated learning solution uses a language model to link the class labels to the features in the source spaces, which in turn is translated to the features in the target spaces. Finally, this chain of linkages is completed by tracing back to the instances in the target spaces. We show that this path of linkage can be modeled using a Markov chain and risk minimization. Through experiments on the text-aided image classification and cross-language classification tasks, we demonstrate that our translated learning framework can greatly outperform many state-of-the-art baseline methods.

This paper investigates a new machine learning strategy called translated learning. Unlike many previous learning tasks, we focus on how to use labeled data from one feature space to enhance the classification of other entirely different learning spaces. For example, we might wish to use labeled text data to help learn a model for classifying image data, when the labeled images are difficult to obtain. An important aspect of translated learning is to build a "bridge" to link one feature space (known as the "source space") to another space (known as the "target space") through a translator in order to migrate the knowledge from source to target. The translated learning solution uses a language model to link the class labels to the features in the source spaces, which in turn is translated to the features in the target spaces. Finally, this chain of linkages is completed by tracing back to the instances in the target spaces. We show that this path of linkage can be modeled using a Markov chain and risk minimization. Through experiments on the text-aided image classification and cross-language classification tasks, we demonstrate that our translated learning framework can greatly outperform many state-of-the-art baseline methods.

This paper studies the forward greedy strategy in sparse nonparametric regression. Foradditive models, we propose an algorithm called additive forward regression; forgeneral multivariate models, we propose an algorithm called generalized forward regression. Both algorithms simultaneously conduct estimation and variable selection in nonparametric settings for the high dimensional sparse learning problem. Our main emphasis is empirical: on both simulated and real data, these two simple greedy methods can clearly outperform several state-ofthe-art competitors,including LASSO, a nonparametric version of LASSO called the sparse additive model (SpAM) and a recently proposed adaptive parametric forward-backward algorithm called Foba. We also provide some theoretical justifications ofspecific versions of the additive forward regression.

This paper investigates a new machine learning strategy called translated learning. Unlikemany previous learning tasks, we focus on how to use labeled data from one feature space to enhance the classification of other entirely different learning spaces. For example, we might wish to use labeled text data to help learn a model for classifying image data, when the labeled images are difficult to obtain. Animportant aspect of translated learning is to build a "bridge" to link one feature space (known as the "source space") to another space (known as the "target space")through a translator in order to migrate the knowledge from source to target. The translated learning solution uses a language model to link the class labels to the features in the source spaces, which in turn is translated to the features inthe target spaces. Finally, this chain of linkages is completed by tracing back to the instances in the target spaces. We show that this path of linkage can be modeled using a Markov chain and risk minimization. Through experiments on the text-aided image classification and cross-language classification tasks, we demonstrate that our translated learning framework can greatly outperform many state-of-the-art baseline methods.