CERN, Europe's particle-physics laboratory, produces vast amounts of data, which are stored at its computer centre (pictured) and analysed with the help of artifical intelligence (AI). UK funders want to know whether AI could also assist in peer reviewing thousands of research outputs for nationwide quality audits.Credit: Dean Mouhtaropoulos/Getty Efforts to ease the workloads of peer reviewers by using artificial intelligence (AI) are gathering pace -- with one country's main research-evaluation exercise actively looking into ways of harnessing the technology. A study commissioned by the United Kingdom's main public research-funding bodies is examining how algorithms can assist in conducting peer review on journal articles submitted to the UK's Research Excellence Framework (REF). The REF, a national quality audit that measures the impact of research carried out at UK higher-education institutions, is a huge undertaking. In the latest iteration, the results of which were published in May 2022, more than 185,000 research outputs were evaluated from more than 76,000 academics based at 157 UK institutions.

Join gaming executives to discuss emerging parts of the industry this October at GamesBeat Summit Next. Oregon State University today announced that Jen-Hsun (Jensen) Huang, CEO of Nvidia, and Lori Huang donated $50 million to the school to build a new innovation complex on campus. The university has also raised a total of $100 million in gifts to launch what will ultimately be a $200 million research and education center with one of the nation's most powerful supercomputers. The center will do research in artificial intelligence, materials science and robotics to solve global challenges in areas such as climate science, oceanography, sustainability and water resources. The complex also will underpin OSU's research and teaching supporting the semiconductor and broader technology industry in Oregon and beyond.

Modern deep learning has achieved great success in various fields. However, it requires the labeling of huge amounts of data, which is expensive and labor-intensive. Active learning (AL), which identifies the most informative samples to be labeled, is becoming increasingly important to maximize the efficiency of the training process. The existing AL methods mostly use only a single final fixed model for acquiring the samples to be labeled. This strategy may not be good enough in that the structural uncertainty of a model for given training data is not considered to acquire the samples. In this study, we propose a novel acquisition criterion based on temporal self-ensemble generated by conventional stochastic gradient descent (SGD) optimization. These self-ensemble models are obtained by capturing the intermediate network weights obtained through SGD iterations. Our acquisition function relies on a consistency measure between the student and teacher models. The student models are given a fixed number of temporal self-ensemble models, and the teacher model is constructed by averaging the weights of the student models. Using the proposed acquisition criterion, we present an AL algorithm, namely student-teacher consistency-based AL (ST-CoNAL). Experiments conducted for image classification tasks on CIFAR-10, CIFAR-100, Caltech-256, and Tiny ImageNet datasets demonstrate that the proposed ST-CoNAL achieves significantly better performance than the existing acquisition methods. Furthermore, extensive experiments show the robustness and effectiveness of our methods.

We introduce BusyBoard, a toy-inspired robot learning environment that leverages a diverse set of articulated objects and inter-object functional relations to provide rich visual feedback for robot interactions. Based on this environment, we introduce a learning framework, BusyBot, which allows an agent to jointly acquire three fundamental capabilities (interaction, reasoning, and planning) in an integrated and self-supervised manner. With the rich sensory feedback provided by BusyBoard, BusyBot first learns a policy to efficiently interact with the environment; then with data collected using the policy, BusyBot reasons the inter-object functional relations through a causal discovery network; and finally by combining the learned interaction policy and relation reasoning skill, the agent is able to perform goal-conditioned manipulation tasks. We evaluate BusyBot in both simulated and real-world environments, and validate its generalizability to unseen objects and relations. Video is available at https://youtu.be/EJ98xBJZ9ek.

Understanding which student support strategies mitigate dropout and improve student retention is an important part of modern higher educational research. One of the largest challenges institutions of higher learning currently face is the scalability of student support. Part of this is due to the shortage of staff addressing the needs of students, and the subsequent referral pathways associated to provide timeous student support strategies. This is further complicated by the difficulty of these referrals, especially as students are often faced with a combination of administrative, academic, social, and socio-economic challenges. A possible solution to this problem can be a combination of student outcome predictions and applying algorithmic recommender systems within the context of higher education. While much effort and detail has gone into the expansion of explaining algorithmic decision making in this context, there is still a need to develop data collection strategies Therefore, the purpose of this paper is to outline a data collection framework specific to recommender systems within this context in order to reduce collection biases, understand student characteristics, and find an ideal way to infer optimal influences on the student journey. If confirmation biases, challenges in data sparsity and the type of information to collect from students are not addressed, it will have detrimental effects on attempts to assess and evaluate the effects of these systems within higher education.

Continual learning faces a crucial challenge of catastrophic forgetting. To address this challenge, experience replay (ER) that maintains a tiny subset of samples from previous tasks has been commonly used. Existing ER works usually focus on refining the learning objective for each task with a static memory construction policy. In this paper, we formulate the dynamic memory construction in ER as a combinatorial optimization problem, which aims at directly minimizing the global loss across all experienced tasks. We first apply three tactics to solve the problem in the offline setting as a starting point. To provide an approximate solution to this problem in the online continual learning setting, we further propose the Global Pseudo-task Simulation (GPS), which mimics future catastrophic forgetting of the current task by permutation. Our empirical results and analyses suggest that the GPS consistently improves accuracy across four commonly used vision benchmarks. We have also shown that our GPS can serve as the unified framework for integrating various memory construction policies in existing ER works.

Graph contrastive learning (GCL) alleviates the heavy reliance on label information for graph representation learning (GRL) via self-supervised learning schemes. The core idea is to learn by maximising mutual information for similar instances, which requires similarity computation between two node instances. However, GCL is inefficient in both time and memory consumption. In addition, GCL normally requires a large number of training epochs to be well-trained on large-scale datasets. Inspired by an observation of a technical defect (i.e., inappropriate usage of Sigmoid function) commonly used in two representative GCL works, DGI and MVGRL, we revisit GCL and introduce a new learning paradigm for self-supervised graph representation learning, namely, Group Discrimination (GD), and propose a novel GD-based method called Graph Group Discrimination (GGD). Instead of similarity computation, GGD directly discriminates two groups of node samples with a very simple binary cross-entropy loss. In addition, GGD requires much fewer training epochs to obtain competitive performance compared with GCL methods on large-scale datasets. These two advantages endow GGD with very efficient property. Extensive experiments show that GGD outperforms state-of-the-art self-supervised methods on eight datasets. In particular, GGD can be trained in 0.18 seconds (6.44 seconds including data preprocessing) on ogbn-arxiv, which is orders of magnitude (10,000+) faster than GCL baselines while consuming much less memory. Trained with 9 hours on ogbn-papers100M with billion edges, GGD outperforms its GCL counterparts in both accuracy and efficiency.

The ability to generate synthetic data has a variety of use cases across different domains. In education research, there is a growing need to have access to synthetic data to test certain concepts and ideas. In recent years, several deep learning architectures were used to aid in the generation of synthetic data - but with varying results. In the education context, the sophistication of implementing different models requiring large datasets is becoming very important. This study aims to compare the application of synthetic tabular data generation between a probabilistic model specifically a Bayesian Network, and a deep learning model, specifically a Generative Adversarial Network using a classification task. The results of this study indicate that synthetic tabular data generation is better suited for the education context using probabilistic models (overall accuracy of 75%) than deep learning architecture (overall accuracy of 38%) because of probabilistic interdependence. Lastly, we recommend that other data types, should be explored and evaluated for their application in generating synthetic data for education use cases.

I'm underground, back where it all started. Sitting at the hidden cafe where I first met Mike. I'd been studying in my bedroom for the past 9-months and decided to step out of the cave. Half of me was concerned about having to pay $19 for breakfast (unless it's Christmas, driving Uber on the weekends isn't very lucrative), the other half about whether any of this study I'd been doing online meant anything. In 2017, I left Apple, tried to build a web startup, failed, discovered machine learning, fell in love, signed up to a deep learning course with zero coding experience, emailed the support team asking what the refund policy was, didn't get a refund, spent the next 3-months handing in the assignments four to six days late, somehow passed, decided to keep going and created my own AI Masters Degree.

At my institution we take great pride in remaining innovative and staying apace with technologies lessons. The past couple years have been rife with meetings, research, and developments about new technology that most American consumers are aware of and know are coming, though don't yet have a deep understanding about. Robotics and artificial intelligence are two sometimes intertwined examples. We have been building and activating degrees and courses in these fascinating, cutting-edge areas of tech. They are both in relatively infant stages, from a historical perspective.