Adaptive Cruise Control (ACC) is a technology that allows a vehicle to automatically adjust its speed to maintain a preset distance from the vehicle in front of it based on the driver's preferences. Individual drivers have different driving styles and preferences. Current systems do not distinguish among the users. We introduce a method to combine machine learning algorithms with demographic information and expert advice into existing automated assistive systems. This method can save on the interactions between drivers and automated systems by adjusting parameters relevant to the operation of these systems based on their specific drivers and context of drive. We also learn when users tend to engage and disengage the automated system. This method sheds light on the kinds of dynamics that users develop while interacting with automation and can teach us how to improve these systems for the benefit of their users. While accepted packages such as Weka were successful in learning drivers' behavior, we found that improved learning models could be developed by adding information on drivers' demographics and a previously developed model about different driver types. We present the general methodology of our learning procedure and suggest applications of our approach to other domains as well.

NASA and the international community are investing in the development of a commercial transportation infrastructure that includes the increased use of rotorcraft, specifically heli- copters and civil tilt rotors. However, there is significant con- cern over the impact of noise on the communities surrounding the transportation facilities. One way to address the rotorcraft noise problem is by exploiting powerful search techniques coming from artificial intelligence coupled with simulation and field tests to design low-noise flight profiles which can be tested in simulation or through field tests. This paper in- vestigates the use of simulation based on predictive physical models to facilitate the search for low-noise trajectories using local search combined with a robust noise simulator.

This paper shows how to improve the recommendations of an interaction-based collaborative filtering (IBCF) recommender used in online dating. Previous work has shown that IBCF works well in this domain, although it tends to rank popular candidates highly, which leads to these users receiving a large number of contacts. We address this problem by using a Decision Tree model as a "critic" to re-rank the candidates generated by IBCF, effectively promoting less popular candidates. This method was first evaluated on historical data from a large online dating site and then trialled live on the same site by providing recommendations to a large number of users throughout a 9 week period. The live trial confirmed the consistency of the analysis on historical data and the ability of the method to generate suitable candidates over an extended period. Our recommendations gave higher success rates than those for a control group made with a baseline recommender.

With rapid profusion of video data, automated surveillanceand intrusion detection is becoming closer to reality. In orderto provide timely responses while limiting false alarms, an intrusiondetection system must balance resources (e.g., time)and accuracy. In this paper, we show how such a system canbe modeled with a partially observable Markov decision process(POMDP), representing possible computer vision filtersand their costs in a way that is similar to human vision systems.The POMDP representation can be optimized to producea dynamic sequence of operations and achieve a tradeoffbetween time and detection quality, taking into accountuncertainty in the filter predictions. In a set of experiments onactual video data, we show that our method can both outperformstatic “expert” models and scale to large dynamic domains.These results suggest that our method could be usedin real-world intrusion detection systems.

This paper describes the development and empirical testing of an intelligent tutoring system (ITS) with two emerging methodologies: (1) a partially observable Markov decision process (POMDP) for representing the learner model and (2) inquiry modeling, which informs the learner model with questions learners ask during instruction. POMDPs have been successfully applied to non-ITS domains but, until recently, have seemed intractable for large-scale intelligent tutoring challenges. New, ITS-specific representations leverage common regularities in intelligent tutoring to make a POMDP practical as a learner model. Inquiry modeling is a novel paradigm for informing learner models by observing rich features of learners’ help requests such as categorical content, context, and timing. The experiment described in this paper demonstrates that inquiry modeling and planning with POMDPs can yield significant and substantive learning improvements in a realistic, scenario-based training task.

We present a methodology for the deployment of the max-sum algorithm, a well known decentralised algorithm for coordinating autonomous agents, for problems related to situational awareness. In these settings, unmanned autonomous vehicles are deployed to collect information about an unknown environment. Our methodology then helps identify the choices that need to be made to apply the algorithm to these problems. Next, we present a case study where the methodology is used to develop a system for disaster management in which a team of unmanned aerial vehicles coordinate to provide the first responders of the area of a disaster with live aerial imagery. To evaluate this system, we deploy it on two unmanned hexacopters in a variety of scenarios. Our tests show that the system performs well when confronted with the dynamism and the heterogeneity of the real world.

Qualitative representations are suitable for sketch understanding systems because they highlight important relationships while leaving out details that are not essential for conceptual understanding. These representations can be used to perform spatial analogies between sketches, which determine qualitative similarities and differences. However, there are cases where including quantitative information is necessary for accurately representing a sketch. We describe a method for using quantitative information to constrain qualitative spatial analogies. The utility of this method is demonstrated in the context of a sketch-based educational software system. Importantly, using quantitative information to improve analogical matches is not domain-specific. It can be used in any situation where qualitative and quantitative spatial information must be combined to accurately interpret a sketch. This approach has the potential to improve sketch understanding in educational software applications for highly spatial domains.

When designing a complex system, adhering to a design methodology is essential to ensure design quality and to shorten the design phase. Until recently, enforcing this could be done only partially or manually. This paper demonstrates how constraint programming technology can enable automation of the design methodology support when the design artifacts reside in a central repository. At any phase of the design, the proposed constraint programming application can indicate whether the design process data complies with the methodology and point out any violations that may exist. Moreover, the application can provide recommendations regarding the design process. The application was successfully used to check the methodology conformance of an industrial example and produced the desired outputs within reasonable times.

Introductory engineering courses within large universities often have annual enrollments which can reach up to a thousand students. It is very challenging to achieve differentiated instruction in classrooms with class sizes and student diversity of such great magnitude. Professors can only assess whether students have mastered a concept by using multiple choice questions, while detailed homework assignments, such as planar truss diagrams, are rarely assigned because professors and teaching assistants would be too overburdened with grading to return assignments with valuable feedback in a timely manner. In this paper, we introduce Mechanix, a sketch-based deployed tutoring system for engineering students enrolled in statics courses. Our system not only allows students to enter planar truss and free body diagrams into the system just as they would with pencil and paper, but our system checks the student's work against a hand-drawn answer entered by the instructor, and then returns immediate and detailed feedback to the student. Students are allowed to correct any errors in their work and resubmit until the entire content is correct and thus all of the objectives are learned. Since Mechanix facilitates the grading and feedback processes, instructors are now able to assign free response questions, increasing teacher's knowledge of student comprehension. Furthermore, the iterative correction process allows students to learn during a test, rather than simply displaying memorized information.

In 2007 we presented a paper that described the application of Natural Language Processing (NLP) and Machine Translation (MT) for the automated translation of process build instructions from English to other languages to support Ford’s assembly plants in non-English speaking countries. This project has continued to evolve with the addition of new languages and improvements to the translation process. However, we discovered that there was a large demand for automated language translation across all of Ford Motor Company and we decided to expand the scope of our project to address these requirements. This paper will describe our efforts to meet all of Ford’s internal translation requirements with AI and MT technology and focus on the challenges and lessons that we learned from applying advanced technology across an entire corporation.