The increasing need for economic, safe, and sustainable smart manufacturing combined with novel technological enablers, has paved the way for Artificial Intelligence (AI) and Big Data in support of smart manufacturing. This implies a substantial integration of AI, Industrial Internet of Things (IIoT), Robotics, Big data, Blockchain, 5G communications, in support of smart manufacturing and the dynamical processes in modern industries. In this paper, we provide a comprehensive overview of different aspects of AI and Big Data in Industry 4.0 with a particular focus on key applications, techniques, the concepts involved, key enabling technologies, challenges, and research perspective towards deployment of Industry 5.0. In detail, we highlight and analyze how the duo of AI and Big Data is helping in different applications of Industry 4.0. We also highlight key challenges in a successful deployment of AI and Big Data methods in smart industries with a particular emphasis on data-related issues, such as availability, bias, auditing, management, interpretability, communication, and different adversarial attacks and security issues. In a nutshell, we have explored the significance of AI and Big data towards Industry 4.0 applications through panoramic reviews and discussions. We believe, this work will provide a baseline for future research in the domain.

We introduce Dynabench, an open-source platform for dynamic dataset creation and model benchmarking. Dynabench runs in a web browser and supports human-and-model-in-the-loop dataset creation: annotators seek to create examples that a target model will misclassify, but that another person will not. In this paper, we argue that Dynabench addresses a critical need in our community: contemporary models quickly achieve outstanding performance on benchmark tasks but nonetheless fail on simple challenge examples and falter in real-world scenarios. With Dynabench, dataset creation, model development, and model assessment can directly inform each other, leading to more robust and informative benchmarks. We report on four initial NLP tasks, illustrating these concepts and highlighting the promise of the platform, and address potential objections to dynamic benchmarking as a new standard for the field.

We present streaming self-training (SST) that aims to democratize the process of learning visual recognition models such that a non-expert user can define a new task depending on their needs via a few labeled examples and minimal domain knowledge. Key to SST are two crucial observations: (1) domain-agnostic unlabeled images enable us to learn better models with a few labeled examples without any additional knowledge or supervision; and (2) learning is a continuous process and can be done by constructing a schedule of learning updates that iterates between pre-training on novel segments of the streams of unlabeled data, and fine-tuning on the small and fixed labeled dataset. This allows SST to overcome the need for a large number of domain-specific labeled and unlabeled examples, exorbitant computational resources, and domain/task-specific knowledge. In this setting, classical semi-supervised approaches require a large amount of domain-specific labeled and unlabeled examples, immense resources to process data, and expert knowledge of a particular task. Due to these reasons, semi-supervised learning has been restricted to a few places that can house required computational and human resources. In this work, we overcome these challenges and demonstrate our findings for a wide range of visual recognition tasks including fine-grained image classification, surface normal estimation, and semantic segmentation. We also demonstrate our findings for diverse domains including medical, satellite, and agricultural imagery, where there does not exist a large amount of labeled or unlabeled data.

Technology plays a significant role in education nowadays, and it's a hot topic. Others claim artificial intelligence will revolutionize education and improve education, while others claim artificial intelligence will take over teaching at students' and teachers' expense. Artificial Intelligence (AI) is slowly making its way into education, although we haven't seen robots in the classroom yet. Specific tasks can be rendered easier with artificial intelligence. Shortly, AI will be used to make grading relatively quick and easy on computer equipment.

Covid-19 has accelerated the transition to online teaching, raising questions about the role of robots in classrooms.

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As we rely more on natural language processing to help us navigate our world, it's more important than ever that these artificial intelligence models -- used increasingly in applications such as caption generation for the visually impaired -- remain true to reality. "The issue is that deep learning-based neural language generation models have no guarantees in generating factually correct sentences that are faithful to the input data," said UC Santa Barbara computer scientist William Wang. Over the many iterations it takes for a language generation model to learn how to describe or predict what a scene depicts, elements can creep in, causing phenomena such as errors in data-to-text translations or object hallucinations, in which the caption contains an object or an action that doesn't exist in the image. As a result, unless you have a way of reining in these errors (or you're surrealist painter René Magritte) these mismatches could spell the end of the usefulness of the language generation model being used. "This is a huge problem," said Wang. "Imagine you are using a news summarization system to read earnings reports -- the loss of faithfulness can give you wrong numbers, wrong facts and misinformation. Similarly, if a visually impaired person relies on an image captioning system to see the environment, wrong generation could create serious consequences."

Before March 2020, in-person events vastly outnumbered virtual meetings, and the sudden reversal of those fortunes has yielded new information about best practices. In "the before times," skilled trainers, speakers and facilitators could look directly at participants, read their body language and see if the messages were resonating. In-person meetings encouraged participants to stay focused and engaged. Now presenters talk to their own face on a screen, and participants mute themselves and turn their cameras off. Two-way communication is critical in professional development experiences.

It's a Teaching Machine and it will dramatically change the way people learn in the future." You do not need a DeLorean with a flux capacitor to see how far Learning has come in the last seventy years. Let's travel back in time to the 1950s when cars had tail fins, sock hops were in full swing, and hanging out in malt shops was the Bee's knees. Surprisingly, the beginning of technology-assisted adaptive learning was also a product of the '50s. In 1954, BF Skinner came up with the idea of the "Teaching Machine" to accommodate the variable learning rates and attention spans of students.