Welcome to the May 2021 edition of '10 Important Technology And Innovation Tweets'. The tweets are mostly listed in chronological order. Tweet 01 ℹ #DigitalTransformation in #ITSM seems like a natural development, but if you're thinking #CloudNative, there are some things to focus on. Here are some guides to download: https://t.co/MyMeJ1RnFC An autonomous robot uses AI and lasers to keep fields herbicide free!

India is a hub of competitive examinations from JEE and NEET (entrance exams) to UPSC and IBPS SO (government jobs) competition is endless. Clearing these examinations is not a piece of cake, you need a lot of dedication, skills, presence of mind, knowledge, and confidence. It is hard to get everything in coaching institutes where a single teacher looks after more than 100 students. That's where AI technologies come in handy. From boosting your confidence and helping you develop requisite skills to increasing your knowledge and prepare you for the best AI can do everything. One of the biggest drawbacks of offline learning is that a teacher can't be there for every student.

Gift This Online Course What you'll learn Description Comprehensive Course Description: Convolutional Neural Networks (CNNs) are considered as game-changers in the field of computer vision, particularly after AlexNet in 2012. And the good news is CNNs are not restricted to images only. They are everywhere now, ranging from audio processing to more advanced reinforcement learning (i.e., Resnets in AlphaZero). So, the understanding of CNNs becomes almost inevitable in all the fields of Data Science. Even most of the Recurrent Neural Networks rely on CNNs these days.

Education should not be a privilege but a common good. It should be openly accessible to everyone, with as few barriers as possible; even more so for key technologies such as Machine Learning (ML) and Data Science (DS). Open Educational Resources (OER) are a crucial factor for greater educational equity. In this paper, we describe the specific requirements for OER in ML and DS and argue that it is especially important for these fields to make source files publicly available, leading to Open Source Educational Resources (OSER). We present our view on the collaborative development of OSER, the challenges this poses, and first steps towards their solutions. We outline how OSER can be used for blended learning scenarios and share our experiences in university education. Finally, we discuss additional challenges such as credit assignment or granting certificates.

Although the fairness community has recognized the importance of data, researchers in the area primarily rely on UCI Adult when it comes to tabular data. Derived from a 1994 US Census survey, this dataset has appeared in hundreds of research papers where it served as the basis for the development and comparison of many algorithmic fairness interventions. We reconstruct a superset of the UCI Adult data from available US Census sources and reveal idiosyncrasies of the UCI Adult dataset that limit its external validity. Our primary contribution is a suite of new datasets derived from US Census surveys that extend the existing data ecosystem for research on fair machine learning. We create prediction tasks relating to income, employment, health, transportation, and housing. The data span multiple years and all states of the United States, allowing researchers to study temporal shift and geographic variation. We highlight a broad initial sweep of new empirical insights relating to trade-offs between fairness criteria, performance of algorithmic interventions, and the role of distribution shift based on our new datasets. Our findings inform ongoing debates, challenge some existing narratives, and point to future research directions. Our datasets are available at https://github.com/zykls/folktables.

Different from visible cameras which record intensity images frame by frame, the biologically inspired event camera produces a stream of asynchronous and sparse events with much lower latency. In practice, the visible cameras can better perceive texture details and slow motion, while event cameras can be free from motion blurs and have a larger dynamic range which enables them to work well under fast motion and low illumination. Therefore, the two sensors can cooperate with each other to achieve more reliable object tracking. In this work, we propose a large-scale Visible-Event benchmark (termed VisEvent) due to the lack of a realistic and scaled dataset for this task. Our dataset consists of 820 video pairs captured under low illumination, high speed, and background clutter scenarios, and it is divided into a training and a testing subset, each of which contains 500 and 320 videos, respectively. Based on VisEvent, we transform the event flows into event images and construct more than 30 baseline methods by extending current single-modality trackers into dual-modality versions. More importantly, we further build a simple but effective tracking algorithm by proposing a cross-modality transformer, to achieve more effective feature fusion between visible and event data. Extensive experiments on the proposed VisEvent dataset, and two simulated datasets (i.e., OTB-DVS and VOT-DVS), validated the effectiveness of our model. The dataset and source code will be available at our project page: \url{https://sites.google.com/view/viseventtrack/}.

The Stable Roommates problem with Ties and Incomplete lists (SRTI) is a matching problem characterized by the preferences of agents over other agents as roommates, where the preferences may have ties or be incomplete. SRTI asks for a matching that is stable and, sometimes, optimizes a domain-independent fairness criterion (e.g., Egalitarian). However, in real-world applications (e.g., assigning students as roommates at a dormitory), we usually consider a variety of domain-specific criteria depending on preferences over the habits and desires of the agents. With this motivation, we introduce a knowledge-based method to SRTI considering domain-specific knowledge, and investigate its real-world application for assigning students as roommates at a university dormitory. This paper is under consideration for acceptance in Theory and Practice of Logic Programming (TPLP).

Language-guided robots performing home and office tasks must navigate in and interact with the world. Grounding language instructions against visual observations and actions to take in an environment is an open challenge. We present Embodied BERT (EmBERT), a transformer-based model which can attend to high-dimensional, multi-modal inputs across long temporal horizons for language-conditioned task completion. Additionally, we bridge the gap between successful object-centric navigation models used for non-interactive agents and the language-guided visual task completion benchmark, ALFRED, by introducing object navigation targets for EmBERT training. We achieve competitive performance on the ALFRED benchmark, and EmBERT marks the first transformer-based model to successfully handle the long-horizon, dense, multi-modal histories of ALFRED, and the first ALFRED model to utilize object-centric navigation targets.

We study continual learning for natural language instruction generation, by observing human users' instruction execution. We focus on a collaborative scenario, where the system both acts and delegates tasks to human users using natural language. We compare user execution of generated instructions to the original system intent as an indication to the system's success communicating its intent. We show how to use this signal to improve the system's ability to generate instructions via contextual bandit learning. In interaction with real users, our system demonstrates dramatic improvements in its ability to generate language over time.

With the increasing demands of personalized learning, knowledge tracing has become important which traces students' knowledge states based on their historical practices. Factor analysis methods mainly use two kinds of factors which are separately related to students and questions to model students' knowledge states. These methods use the total number of attempts of students to model students' learning progress and hardly highlight the impact of the most recent relevant practices. Besides, current factor analysis methods ignore rich information contained in questions. In this paper, we propose Multi-Factors Aware Dual-Attentional model (MF-DAKT) which enriches question representations and utilizes multiple factors to model students' learning progress based on a dual-attentional mechanism. More specifically, we propose a novel student-related factor which records the most recent attempts on relevant concepts of students to highlight the impact of recent exercises. To enrich questions representations, we use a pre-training method to incorporate two kinds of question information including questions' relation and difficulty level. We also add a regularization term about questions' difficulty level to restrict pre-trained question representations to fine-tuning during the process of predicting students' performance. Moreover, we apply a dual-attentional mechanism to differentiate contributions of factors and factor interactions to final prediction in different practice records. At last, we conduct experiments on several real-world datasets and results show that MF-DAKT can outperform existing knowledge tracing methods. We also conduct several studies to validate the effects of each component of MF-DAKT.