Juji is an artificially intelligent chatbot-based assistant that aims to help teachers engage with students, at scale and in a personalized way. The idea is to free up more time for teachers, and admin staff, to focus on other tasks. This is a complete platform, so it is a chatbot AI builder as well as the front-end system itself. So schools and, primarily universities and colleges, can work on their personalized AI to be used at their educational institution. This can range from helping with student recruitment to guiding students in a course.

Students will have develop understanding of libraries used for Data Analysis like Pandas and Numpy. By creating these visualizations you will be able to derive better conclusions from data. After this course you will learn to build complete Data Science Pipeline from Data preparation to building the best Machine Learning Model. The course contains practical section after every new concept discussed and the course also has two projects at the end. Students will have develop understanding of libraries used for Data Analysis like Pandas and Numpy.

Writing already involves AI, in the form of predictive text for example. We are familiar with this on our phones and in our emails. Humans have been collaborating with technology for writing since sticks were used for drawing in sand or on cave walls. Ingenuity and creativity mean that this technology is constantly changing. Most recently, the advent of AI writers (software that uses artificial intelligence to generate text) has created a lot of excitement and concern.

Web and artificial intelligence technologies, especially semantic web and knowledge graph (KG), have recently raised significant attention in educational scenarios. Nevertheless, subject-specific KGs for K-12 education still lack sufficiency and sustainability from knowledge and data perspectives. To tackle these issues, we propose EDUKG, a heterogeneous sustainable K-12 Educational Knowledge Graph. We first design an interdisciplinary and fine-grained ontology for uniformly modeling knowledge and resource in K-12 education, where we define 635 classes, 445 object properties, and 1314 datatype properties in total. Guided by this ontology, we propose a flexible methodology for interactively extracting factual knowledge from textbooks. Furthermore, we establish a general mechanism based on our proposed generalized entity linking system for EDUKG's sustainable maintenance, which can dynamically index numerous heterogeneous resources and data with knowledge topics in EDUKG. We further evaluate EDUKG to illustrate its sufficiency, richness, and variability. We publish EDUKG with more than 252 million entities and 3.86 billion triplets. Our code and data repository is now available at https://github.com/THU-KEG/EDUKG.

Video-aided grammar induction aims to leverage video information for finding more accurate syntactic grammars for accompanying text. While previous work focuses on building systems for inducing grammars on text that are well-aligned with video content, we investigate the scenario, in which text and video are only in loose correspondence. Such data can be found in abundance online, and the weak correspondence is similar to the indeterminacy problem studied in language acquisition. Furthermore, we build a new model that can better learn video-span correlation without manually designed features adopted by previous work. Experiments show that our model trained only on large-scale YouTube data with no text-video alignment reports strong and robust performances across three unseen datasets, despite domain shift and noisy label issues. Furthermore our model yields higher F1 scores than the previous state-of-the-art systems trained on in-domain data.

We present the notion of explainability for decision-making processes in a pedagogically structured autonomous environment. Multi-agent systems that are structured pedagogically consist of pedagogical teachers and learners that operate in environments in which both are sometimes not fully aware of all the states in the environment and beliefs of other agents thus making it challenging to explain their decisions and actions with one another. This work emphasises the need for robust and iterative explanation-based communication between the pedagogical teacher and the learner. Explaining the rationale behind multi-agent decisions in an interactive, partially observable environment is necessary to build trustworthy and reliable communication between pedagogical teachers and learners. Ongoing research is primarily focused on explanations of the agents' behaviour towards humans, and there is a lack of research on inter-agent explainability.

Large and diverse datasets have been the cornerstones of many impressive advancements in artificial intelligence. Intelligent creatures, however, learn by interacting with the environment, which changes the input sensory signals and the state of the environment. In this work, we aim to bring the best of both worlds and propose an algorithm that exhibits an exploratory behavior whilst it utilizes large diverse datasets. Our key idea is to leverage deep generative models that are pretrained on static datasets and introduce a dynamic model in the latent space. The transition dynamics simply mixes an action and a random sampled latent. It then applies an exponential moving average for temporal persistency, the resulting latent is decoded to image using pretrained generator. We then employ an unsupervised reinforcement learning algorithm to explore in this environment and perform unsupervised representation learning on the collected data. We further leverage the temporal information of this data to pair data points as a natural supervision for representation learning. Our experiments suggest that the learned representations can be successfully transferred to downstream tasks in both vision and reinforcement learning domains.

Architectures that implement the Common Model of Cognition - Soar, ACT-R, and Sigma - have a prominent place in research on cognitive modeling as well as on designing complex intelligent agents. In this paper, we explore how computational models of analogical processing can be brought into these architectures to enable concept acquisition from examples obtained interactively. We propose a new analogical concept memory for Soar that augments its current system of declarative long-term memories. We frame the problem of concept learning as embedded within the larger context of interactive task learning (ITL) and embodied language processing (ELP). We demonstrate that the analogical learning methods implemented in the proposed memory can quickly learn a diverse types of novel concepts that are useful not only in recognition of a concept in the environment but also in action selection. Our approach has been instantiated in an implemented cognitive system AILEEN and evaluated on a simulated robotic domain.

Recent large-scale video-language pre-trained models have shown appealing performance on various downstream tasks. However, the pre-training process is computationally expensive due to the requirement of millions of video-text pairs and the redundant data structure of each video. To mitigate these problems, we propose LiteVL, which adapts a pre-trained image-language model BLIP into a video-text model directly on downstream tasks, without heavy pre-training. To enhance the temporal modeling lacking in the image-language model, we propose to add temporal attention modules in the image encoder of BLIP with dynamic temporal scaling. Besides the model-wise adaptation, we also propose a non-parametric pooling mechanism to adaptively reweight the fine-grained video embedding conditioned on the text. Experimental results on text-video retrieval and video question answering show that the proposed LiteVL even outperforms previous video-language pre-trained models by a clear margin, though without any video-language pre-training.

3D LiDAR sensors are indispensable for the robust vision of autonomous mobile robots. However, deploying LiDAR-based perception algorithms often fails due to a domain gap from the training environment, such as inconsistent angular resolution and missing properties. Existing studies have tackled the issue by learning inter-domain mapping, while the transferability is constrained by the training configuration and the training is susceptible to peculiar lossy noises called ray-drop. To address the issue, this paper proposes a generative model of LiDAR range images applicable to the data-level domain transfer. Motivated by the fact that LiDAR measurement is based on point-by-point range imaging, we train an implicit image representation-based generative adversarial networks along with a differentiable ray-drop effect. We demonstrate the fidelity and diversity of our model in comparison with the point-based and image-based state-of-the-art generative models. We also showcase upsampling and restoration applications. Furthermore, we introduce a Sim2Real application for LiDAR semantic segmentation. We demonstrate that our method is effective as a realistic ray-drop simulator and outperforms state-of-the-art methods.