Open Access Subscription Access Artificial Intelligence Education: Editorial Introduction Michael Wollowski, Todd Neller, James Boerkoel Abstract This issue of AI Magazine include five articles covering subjects of current concern to the AI education community. This editorial introduces those five articles. This issue of AI Magazine include five articles covering subjects of current concern to the AI education community. This editorial introduces those five articles.
Open Access Subscription Access Deploying Constraint Programming for Testing ABB's Painting Robots Morten Mossige, Arnaud Gotlieb, Hein Meling Abstract This report explores the use of constraint programming for the validation of ABB Robotics' painting robots. This report explores the use of constraint programming for the validation of ABB Robotics' painting robots.
Interdisciplinary project-driven courses can fill this gap in AI education, providing challenging problems that require the integration of multiple AI methods. This article explores teaching integrated AI through two project-driven courses: a capstone-style graduate course in advanced robotics, and an undergraduate course on computational sustainability and assistive computing. In addition to studying the integration of AI techniques, these courses provide students with practical applications experience and exposure to social issues of AI and computing. My hope is that other instructors find these courses as useful examples for constructing their own project-driven courses to teach integrated AI.
Alves-Oliveira, Patrícia (Instituto Universitário de Lisboa) | Freedman, Richard G. (University of Massachusetts Amherst) | Grollman, Dan (Sphero, Inc.) | Herlant, Laura (arnegie Mellon University) | Humphrey, Laura (Air Force Research Laboratory) | Liu, Fei (University of Central Florida) | Mead, Ross (Semio) | Stein, Frank (IBM) | Williams, Tom (Tufts University) | Wilson, Shomir (University of Cincinnati)
The AAAI 2016 Fall Symposium Series was held Thursday through Saturday, November 17–19, at the Westin Arlington Gateway in Arlington, Virginia adjacent to Washington, DC. The titles of the six symposia were Accelerating Science: A Grand Challenge for AI; Artificial Intelligence for Human-Robot Interaction, Cognitive Assistance in Government and Public Sector Applications, Cross-Disciplinary Challenges for Autonomous Systems, Privacy and Language Technologies, Shared Autonomy in Research and Practice. The highlights of each (except Acceleration Science) symposium are presented in this report.
Burton, Emanuelle (University of Kentucky) | Goldsmith, Judy (University of Kentucky) | Koenig, Sven (University of Southern California) | Kuipers, Benjamin (University of Michigan) | Mattei, Nicholas (IBM Research) | Walsh, Toby (University of New South Wales and Data61)
The recent surge in interest in ethics in artificial intelligence may leave many educators wondering how to address moral, ethical, and philosophical issues in their AI courses. As instructors we want to develop curriculum that not only prepares students to be artificial intelligence practitioners, but also to understand the moral, ethical, and philosophical impacts that artificial intelligence will have on society. In this article we provide practical case studies and links to resources for use by AI educators. We also provide concrete suggestions on how to integrate AI ethics into a general artificial intelligence course and how to teach a stand-alone artificial intelligence ethics course.
In fall 2014, we launched a foundational course in artificial intelligence (CS7637: Knowledge-Based AI) as part of the Georgia Institute of Technology's Online Master of Science in Computer Science program. We incorporated principles and practices from the cognitive and learning sciences into the development of the online AI course. In this article, we present the design, delivery, and evaluation of the course, focusing on the use of AI for teaching AI. We also discuss lessons we learned for scaling the teaching and learning of AI.
Lally, Adam (Information Technology and Services) | Bagchi, Sugato (IBM Research) | Barborak, Michael A. (IBM T. J. Watson Research Center) | Buchanan, David W. (IBM T. J. Watson Research Center) | Chu-Carroll, Jennifer (IBM Research) | Ferrucci, David A. (Bridgewater) | Glass, Michael R. (IBM Research) | Kalyanpur, Aditya (IBM T. J. Watson Research Center) | Mueller, Erik T. (Capital One) | Murdock, J. William (IBM T. J. Watson Research Center) | Patwardhan, Siddharth (IBM T. J. Watson Research Center) | Prager, John M. (IBM T. J. Watson Research Center)
We present WatsonPaths, a novel system that can answer scenario-based questions. These include medical questions that present a patient summary and ask for the most likely diagnosis or most appropriate treatment. WatsonPaths builds on the IBM Watson question answering system. WatsonPaths breaks down the input scenario into individual pieces of information, asks relevant subquestions of Watson to conclude new information, and represents these results in a graphical model.
Traditionally focused on good old-fashioned AI and robotics, the Spanish AI community holds a vigorous computational intelligence substrate. Neuromorphic, evolutionary, or fuzzylike systems have been developed by many research groups in the Spanish computer sciences. It is no surprise, then, that these nature-grounded efforts start to emerge, enriching the AI catalogue of research projects and publications and, eventually, leading to new directions of basic or applied research. In this article, we review the contribution of Melomics in computational creativity.
How to Organize Your Article These guideliens provide general information about the individual elements of an article: title and author names; abstract; Introduction; headings; illustrations; tables; lists; extracts; cross-references; footnotes; acknowledgments; biographical sketch and photograph; symbols, abbreviations, and mathematical equations; and references. It is the author's responsibility to obtain written permission from the copyright holder to reprint such illustrations in AI Magazine. It is the author's responsibility to obtain written permission from the copyright holder to reprint such material in AI Magazine. In tables, footnotes are preferred to long explanations in the headings or the body of the table; place the footnotes under the table, and begin them with superscript lowercase letters.
The available tools and support for building planning and scheduling systems and applications have been steadily improving for decades. At the same time, the scope, scale, and complexity of the problems to be addressed has been increasing. In this column, I discuss several different scheduling applications developed over the past 25 years, and then describe the tools and techniques used in addressing these problems, showing how improved tools simplified (and in some cases enabled) the solution of problems of increasing difficulty.