Building an intelligent agent, which simulates human-level learning appropriate for learning math, science, or a second language, could potentially benefit both education in understanding human learning, and artificial intelligence in creating human-level intelligence. Recently, we have proposed an efficient approach to acquiring procedural knowledge using transfer learning. However, it operated as a separate module. In this paper, we describe how to integrate this module into a machine-learning agent, SimStudent, that learns procedural knowledge from examples and through problem solving. We illustrate this method in the domain of algebra, after which we consider directions for future research in this area.

We present an interactive learning method that enables a user to iteratively refine a regression model. The user examines the output of the model, visualized as the vertical axis of a 2D scatterplot, and provides corrections by repositioning individual data instances to the correct output level. Each repositioned data instance acts as a control point for altering the learned model, using the geometry underlying the data. We capture the underlying structure of the data as a manifold, on which we compute a set of basis functions as the foundation for learning. Our results show that manifold-based interactive learning improves performance monotonically with each correction, outperforming alternative approaches.

In this work, we show how to use existing hardware on The main advantage of legged locomotion over wheeled locomotion bipedal robots to address the sensing part of the problem is that legs have the capability of climbing rougher using online machine learning techniques. By incorporating terrain than wheeled or tracked vehicles. Unfortunately, this electronic compliance and foot pressure sensors, the swing ideal is often not achieved in reality, especially for the current foot is used to provide noisy estimates of the local gradient generation of bipedal humanoid robots. Many walking of the contact point, and the computed pose of the foot from controller implementations for humanoid robots assume perfectly joint encoders and the inertial measurement unit is used to flat surfaces, and even a slight deviation in the floor rapidly learn an explicit model of the surface the robot is can lead to serious instabilities in these controllers.

Many approaches were explored in recent years to introduce principles of metacognition and meta-learning into cognitive architectures, yet none of them resulted in a scalable human-like learner. This work presents an approach intended to fill the gap between human self-regulated learners and artificial learners by introducing a new spin of the familiar core cognitive architecture paradigm, taking it to a meta-level. The resultant architecture enables in artifacts exclusively human higher cognitive and learning abilities: specifically, deliberative new knowledge construction. Model predictions agree with results of a pilot study with human subjects.

Machine reading aims to automatically extract knowledge from text. It is a long-standing goal of AI and holds the promise of revolutionizing Web search and other fields. In this paper, we analyze the core challenges of machine reading and show that statistical relational AI is particularly well suited to address these challenges. We then propose a unifying approach to machine reading in which statistical relational AI plays a central role. Finally, we demonstrate the promise of this approach by presenting OntoUSP, an end-to-end machine reading system that builds on recent advances in statistical relational AI and greatly outperforms state-of-the-art systems in a task of extracting knowledge from biomedical abstracts and answering questions.

A distributed non-hierarchical metacognitive architec- ture is one in which all meta-level reasoning compo- nents are subject to meta-level monitoring and manage- ment by other components. Such metacognitive distri- bution can support the robustness of distributed IT sys- tems in which humans and artificial agents are partic- ipants. However, robust metacognition also needs to be context-aware and use diversity in its reasoning and analysis methods. Both these requirements mean that an agent evaluates its reasoning within a “bigger picture” and that it can monitor this global picture from multi- ple perspectives. In particular, social context-awareness involves understanding the goals and concerns of users and organisations. In this paper, we first present a conceptual architecture for distributed metacognition with context-awareness and diversity. We then consider the challenges of apply- ing this architecture to autonomic management systems in scenarios where agents must collectively diagnose and respond to errors and intrusions. Such autonomic systems need rich semantic knowledge and diverse data sources in order to provide the necessary context for their metacognitive evaluations and decisions.

We present a new robot platform, the Finch, that was designed to align with the learning goals and concepts taught in introductory computer science courses. The Finch was developed in the context of the CSbots program, the goal of which is to improve retention and learning in computer science courses through the use of robots and other physically embodied hardware. This paper concentrates on design constraints that were determined in earlier CSbots studies and how those constraints were instantiated by the Finch. We also present some preliminary results from pilot studies in which Finch robots were used in CS1 and CS2 classes.

In Australia, the Scientists-in-Schools program partners professional scientists with teachers from K-12 schools to improve early engagement and educational outcomes in the sciences and mathematics.  An overview of the developing syllabus of a K-6 course resulting from the pairing of a senior AI researcher with teachers from a K-6 (primary) school is presented. Now entering its third year, the course introduces the basic concepts, vocabulary and history of science generally and AI specifically in a manner that emphasises student engagement and provides a challenging but age appropriate syllabus. Reflecting on the course at this time provides an action research basis for ongoing maturation of the syllabus, and the paper is presented in that light.

Past educational robotics research has indicated that the use of simulators can increase students’ performance in introductory robotics programming courses. In this paper, we introduce a simulator for the iRobot Create that works on Windows PCs. It was developed to work with a Python robotics library and includes an Eclipse plugin, but can simulate any library that uses the serial Open Interface on the Create. The platform, library, and simulator are all easy to use and have been well-received initially by students.

In this paper, we describe the outline for a course-long information retrieval (IR) project. The project guides the students in constructing a working IR system from the ground up. The first half of the project is structured and closely follows common foundational IR concepts. During this portion of the project, a bare-bones IR system is constructed. For the last half of the project, students (in groups) implement research-driven extensions to the basic system with the additional constraint that their project must integrate with the base system. By the end, the students have worked on a large software project (~40 classes with thousands of lines of code) in a group setting as well as been introduced to the research process. This project plan has been successfully used in an undergraduate course; resources including starter code, solutions, and an example IR system with project write-ups are available.