Using Marxist critique, this book explores manifestations of Artificial Intelligence (AI) in Higher Education and demonstrates how it contributes to the functioning and existence of the capitalist university. Challenging the idea that AI is a break from previous capitalist technologies, the book offers nuanced examination of the impacts of AI on the control and regulation of academic work and labour, on digital learning and remote teaching, and on the value of learning and knowledge. Applying a Marxist perspective, Preston argues that commodity fetishism, surveillance, and increasing productivity ushered in by the growth of AI, further alienates and exploits academic labour and commodifies learning and research. The text puts forward a solid theoretical framework and methodology for thinking about AI to inform critical and revolutionary pedagogies. Offering an impactful and timely analysis, this book provides a critical engagement and application of key Marxist concepts in the study of AI's role in Higher Education.

Let's say that you work with the sales and marketing team to reach your company's pre-set goals. While your company is doing well in terms of generating revenue and retaining customers, you can not help but think that it can do better. As things stand, the advertisements, promotions, and special offers are homogenous across all customers, which is a serious issue. Engaging with customers in a manner that they won't be receptive to is tantamount to wasting your advertising budget. After all, you don't want your company to spend its limited budget sending diaper coupons to college students or advertising gaming consoles to elderly women.

Welcome to the first course in Term 2 as part of the series "MBA in Artificial Intelligence Digital Marketing". Artificial Intelligence (AI) seems to be a unique technology of making a machine, a robot fully autonomous. AI is an analysis of how the machine is thinking, studying, determining, and functioning when it is trying to solve problems. These kinds of problems are present in all fields, the most emerging ones, and even beyond. The aim of Artificial Intelligence is to enhance machine functions relating to human knowledge, such as reasoning, learning, and problems along with the ability to manipulate things.

Huawei launched the IdeaHub Board Edu, a brand-new model from its Intelligent Collaboration product series. Announced during an online forum broadcast around the world, the new product is designed to support the digitalization of education and office. It features a range of upgraded functions including a smart whiteboard and wireless projection that ease the transition from off- to online collaboration. HUAWEI IdeaHub Board series plays an important role in facilitating digital education. It meets institutions' needs to create digital and collaborative classrooms, and offer hybrid learning.

The free online machine learning course in English will be conducted by Balaraman Ravindran who is currently a professor in Computer Science at IIT …

Explore AJP's newest topic category, introduced in 2019. The first article in this compendium is an Editorial that describes the genesis of and rationale for this category, formed to encompass the growing body of studies that apply artificial intelligence to issues in pathology. The full text of the majority of these articles is available to all readers at no cost.

Tracking requires building a discriminative model for the target in the inference stage. An effective way to achieve this is online learning, which can comfortably outperform models that are only trained offline. Recent research shows that visual tracking benefits significantly from the unification of visual tracking and segmentation due to its pixel-level discrimination. However, it imposes a great challenge to perform online learning for such a unified model. A segmentation model cannot easily learn from prior information given in the visual tracking scenario. In this paper, we propose TrackMLP: a novel meta-learning method optimized to learn from only partial information to resolve the imposed challenge. Our model is capable of extensively exploiting limited prior information hence possesses much stronger target-background discriminability than other online learning methods. Empirically, we show that our model achieves state-of-the-art performance and tangible improvement over competing models. Our model achieves improved average overlaps of66.0%,67.1%, and68.5% in VOT2019, VOT2018, and VOT2016 datasets, which are 6.4%,7.3%, and6.4% higher than our baseline. Code will be made publicly available.

Knowledge Distillation (KD) has been considered as a key solution in model compression and acceleration in recent years. In KD, a small student model is generally trained from a large teacher model by minimizing the divergence between the probabilistic outputs of the two. However, as demonstrated in our experiments, existing KD methods might not transfer critical explainable knowledge of the teacher to the student, i.e. the explanations of predictions made by the two models are not consistent. In this paper, we propose a novel explainable knowledge distillation model, called XDistillation, through which both the performance the explanations' information are transferred from the teacher model to the student model. The XDistillation model leverages the idea of convolutional autoencoders to approximate the teacher explanations. Our experiments shows that models trained by XDistillation outperform those trained by conventional KD methods not only in term of predictive accuracy but also faithfulness to the teacher models.

Meta-, multi-task, and federated learning can be all viewed as solving similar tasks, drawn from an unknown distribution that reflects task similarities. In this work, we provide a unified view of all these problems, as learning to act in a hierarchical Bayesian bandit. We analyze a natural hierarchical Thompson sampling algorithm (hierTS) that can be applied to any problem in this class. Our regret bounds hold under many instances of such problems, including when the tasks are solved sequentially or in parallel; and capture the structure of the problems, such that the regret decreases with the width of the task prior. Our proofs rely on novel total variance decompositions, which can be applied to other graphical model structures. Finally, our theory is complemented by experiments, which show that the hierarchical structure helps with knowledge sharing among the tasks. This confirms that hierarchical Bayesian bandits are a universal and statistically-efficient tool for learning to act with similar bandit tasks.

Face anti-spoofing (FAS) secures face recognition from presentation attacks (PAs). Existing FAS methods usually supervise PA detectors with handcrafted binary or pixel-wise labels. However, handcrafted labels may are not the most adequate way to supervise PA detectors learning sufficient and intrinsic spoofing cues. Instead of using the handcrafted labels, we propose a novel Meta-Teacher FAS (MT-FAS) method to train a meta-teacher for supervising PA detectors more effectively. The meta-teacher is trained in a bi-level optimization manner to learn the ability to supervise the PA detectors learning rich spoofing cues. The bi-level optimization contains two key components: 1) a lower-level training in which the meta-teacher supervises the detector's learning process on the training set; and 2) a higher-level training in which the meta-teacher's teaching performance is optimized by minimizing the detector's validation loss. Our meta-teacher differs significantly from existing teacher-student models because the meta-teacher is explicitly trained for better teaching the detector (student), whereas existing teachers are trained for outstanding accuracy neglecting teaching ability. Extensive experiments on five FAS benchmarks show that with the proposed MT-FAS, the trained meta-teacher 1) provides better-suited supervision than both handcrafted labels and existing teacher-student models; and 2) significantly improves the performances of PA detectors.