Schedule and Syllabus Unless otherwise specified the course lectures and meeting times are: Wednesday, Friday 3:30-4:20 Location: 200-219 This syllabus is subject to change according to the pace of the class.

Upskilling is hard and even though this is the case, the last few years have seen a big increase in the number of people teaching themselves to code, or brushing up on their data science skills, in order to better position themselves and their companies for the future. Managers and employees in almost every industry, and even the Prime Minister, has recognised that to keep pace with a rapidly evolving world, they need to develop new skills tailored to emerging technologies. So what are the skills really needed in the next few years? Artificial Intelligence (AI) can give meaning to data patterns in minutes; humans can take days. Already big in corporate firms, the harnessing of AI to cut down on tasks is growing in popularity and is already a part of daily life for many people.

Artomatix founder Eric Risser's idea to use AI to create 3D worlds is not so crazy after all. Dublin artificial intelligence (AI) company Artomatix has raised €2.1m in a seed round. It is still the start of the journey for founder Dr Eric Risser as his company makes headway in enabling movie houses and games companies to create immersive 3D worlds. "No, we have no money for your weird AI arts stuff," Risser was told by a professor when he was a computer science student at Columbia University. He persevered, completed his PhD at Trinity College Dublin instead, and started a company.

Some machine learning applications involve training data that is sensitive, such as the medical histories of patients in a clinical trial. A model may inadvertently and implicitly store some of its training data; careful analysis of the model may therefore reveal sensitive information. To address this problem, we demonstrate a generally applicable approach to providing strong privacy guarantees for training data: Private Aggregation of Teacher Ensembles (PATE). The approach combines, in a black-box fashion, multiple models trained with disjoint datasets, such as records from different subsets of users. Because they rely directly on sensitive data, these models are not published, but instead used as "teachers" for a "student" model. The student learns to predict an output chosen by noisy voting among all of the teachers, and cannot directly access an individual teacher or the underlying data or parameters. The student's privacy properties can be understood both intuitively (since no single teacher and thus no single dataset dictates the student's training) and formally, in terms of differential privacy. These properties hold even if an adversary can not only query the student but also inspect its internal workings. Compared with previous work, the approach imposes only weak assumptions on how teachers are trained: it applies to any model, including non-convex models like DNNs. We achieve state-of-the-art privacy/utility trade-offs on MNIST and SVHN thanks to an improved privacy analysis and semi-supervised learning.

This paper provides the first empirical demonstration that deep convolutional models really need to be both deep and convolutional, even when trained with methods such as distillation that allow small or shallow models of high accuracy to be trained. Although previous research showed that shallow feed-forward nets sometimes can learn the complex functions previously learned by deep nets while using the same number of parameters as the deep models they mimic, in this paper we demonstrate that the same methods cannot be used to train accurate models on CIFAR-10 unless the student models contain multiple layers of convolution. Although the student models do not have to be as deep as the teacher model they mimic, the students need multiple convolutional layers to learn functions of comparable accuracy as the deep convolutional teacher.

Do students learn as much when they read digitally as they do in print? For both parents and teachers, knowing whether computer-based media are improving or compromising education is a question of concern. With the surge in popularity of e-books, online learning and open educational resources, investigators have been trying to determine whether students do as well when reading an assigned text on a digital screen as on paper. The answer to the question, however, needs far more than a yes-no response. In my research, I have compared the ways in which we read in print and onscreen.

The application of AI to education has been the subject of academic research for more than 30 years, with the aim of making "computationally precise and explicit forms of educational, psychological and social knowledge which are often left implicit"3. The evidence from existing AI systems that assess learning as well as provide tutoring is positive with respect to their assessment accuracy4. AI is a powerful tool to open up the'black box of learning', by providing a deep, fine-grained understanding of when and how learning actually happens. In order to open this black box of learning, AI assessment systems need information about: (1) the curriculum, subject area and learning activities that each student is completing; (2) the details of the steps each student takes as they complete these activities; and (3) what counts as success within each of these activities and within each of the steps towards the completion of each activity. AI techniques, such as computer modelling and machine learning, are applied to this information and the AI assessment system forms an evaluation of the student's knowledge of the subject area being studied.

If you work in the tech sector or have interest in the tech scene, you've probably heard the term "deep learning" floating around quite a bit. It's the emerging area of computer science that is revolutionizing artificial intelligence, allowing us to build machines and systems of the future. Although deep learning is making our lives easier, understanding how it works can be hard. Having spent quite some time exploring the world of deep learning, mostly for computer vision applications, I learned a thing or two on what it's all about and therefore I'm here to share what I learned. Firstly, before you understand deep learning, it's important that you know what machine learning is.

People trying to comment on articles will now be forced to prove they understand what it's about. That's at least at Norwegian broadcaster NRK's website, which will present people who want to leave comments with a quiz that asks them about what the story is actually about. The creators of the quiz hope that asking people the questions will make sure that everyone on the comment actually understands it. The giant human-like robot bears a striking resemblance to the military robots starring in the movie'Avatar' and is claimed as a world first by its creators from a South Korean robotic company Waseda University's saxophonist robot WAS-5, developed by professor Atsuo Takanishi and Kaptain Rock playing one string light saber guitar perform jam session A man looks at an exhibit entitled'Mimus' a giant industrial robot which has been reprogrammed to interact with humans during a photocall at the new Design Museum in South Kensington, London Electrification Guru Dr. Wolfgang Ziebart talks about the electric Jaguar I-PACE concept SUV before it was unveiled before the Los Angeles Auto Show in Los Angeles, California, U.S The Jaguar I-PACE Concept car is the start of a new era for Jaguar. Japan's On-Art Corp's CEO Kazuya Kanemaru poses with his company's eight metre tall dinosaur-shaped mechanical suit robot'TRX03' and other robots during a demonstration in Tokyo, Japan Japan's On-Art Corp's eight metre tall dinosaur-shaped mechanical suit robot'TRX03' performs during its unveiling in Tokyo, Japan Singulato Motors co-founder and CEO Shen Haiyin poses in his company's concept car Tigercar P0 at a workshop in Beijing, China A picture shows Singulato Motors' concept car Tigercar P0 at a workshop in Beijing, China Connected company president Shigeki Tomoyama addresses a press briefing as he elaborates on Toyota's "connected strategy" in Tokyo.

This paper presents a novel multitask multiple kernel learning framework that efficiently learns the kernel weights leveraging the relationship across multiple tasks. The idea is to automatically infer this task relationship in the \textit{RKHS} space corresponding to the given base kernels. The problem is formulated as a regularization-based approach called \textit{Multi-Task Multiple Kernel Relationship Learning} (\textit{MK-MTRL}), which models the task relationship matrix from the weights learned from latent feature spaces of task-specific base kernels. Unlike in previous work, the proposed formulation allows one to incorporate prior knowledge for simultaneously learning several related tasks. We propose an alternating minimization algorithm to learn the model parameters, kernel weights and task relationship matrix. In order to tackle large-scale problems, we further propose a two-stage \textit{MK-MTRL} online learning algorithm and show that it significantly reduces the computational time, and also achieves performance comparable to that of the joint learning framework. Experimental results on benchmark datasets show that the proposed formulations outperform several state-of-the-art multitask learning methods.