搜索结果：curricular

Curricular analytics (CA) -- systematic analysis of curricula data to inform program and course refinement -- becomes an increasingly valuable tool to help institutions align academic offerings with evolving societal and economic demands. Large language models (LLMs) are promising for handling large-scale, unstructured curriculum data, but it remains uncertain how reliably LLMs can perform CA tasks. In this paper, we systematically evaluate four text alignment strategies based on LLMs or traditional NLP methods for skill extraction, a core task in CA. Using a stratified sample of 400 curriculum documents of different types and a human-LLM collaborative evaluation framework, we find that retrieval-augmented generation (RAG) is the top-performing strategy across all types of curriculum documents, while zero-shot prompting performs worse than traditional NLP methods in most cases. Our findings highlight the promise of LLMs in analyzing brief and abstract curriculum documents, but also reveal that their performance can vary significantly depending on model selection and prompting strategies. This underscores the importance of carefully evaluating the performance of LLM-based strategies

Educational Process Mining (EPM) is a data analysis technique that is used to improve educational processes. It is based on Process Mining (PM), which involves gathering records (logs) of events to discover process models and analyze the data from a process-centric perspective. One specific application of EPM is curriculum mining, which focuses on understanding the learning program students follow to achieve educational goals. This is important for institutional curriculum decision-making and quality improvement. Therefore, academic institutions can benefit from organizing the existing techniques, capabilities, and limitations. We conducted a systematic literature review to identify works on applying PM to curricular analysis and provide insights for further research. We reviewed 27 primary studies published across seven major databases. Our analysis classified these studies into five main research objectives: discovery of educational trajectories, identification of deviations in student behavior, bottleneck analysis, dropout / stopout analysis, and generation of recommendations. Key findings highlight challenges such as standardization to facilitate cross-university analysis, bett

The limited availability of psychologists necessitates efficient identification of individuals requiring urgent mental healthcare. This study explores the use of Natural Language Processing (NLP) pipelines to analyze text data from online mental health forums used for consultations. By analyzing forum posts, these pipelines can flag users who may require immediate professional attention. A crucial challenge in this domain is data privacy and scarcity. To address this, we propose utilizing readily available curricular texts used in institutes specializing in mental health for pre-training the NLP pipelines. This helps us mimic the training process of a psychologist. Our work presents CASE-BERT that flags potential mental health disorders based on forum text. CASE-BERT demonstrates superior performance compared to existing methods, achieving an f1 score of 0.91 for Depression and 0.88 for Anxiety, two of the most commonly reported mental health disorders. Our code and data are publicly available.

The presence of non-homogeneous haze can cause scene blurring, color distortion, low contrast, and other degradations that obscure texture details. Existing homogeneous dehazing methods struggle to handle the non-uniform distribution of haze in a robust manner. The crucial challenge of non-homogeneous dehazing is to effectively extract the non-uniform distribution features and reconstruct the details of hazy areas with high quality. In this paper, we propose a novel self-paced semi-curricular attention network, called SCANet, for non-homogeneous image dehazing that focuses on enhancing haze-occluded regions. Our approach consists of an attention generator network and a scene reconstruction network. We use the luminance differences of images to restrict the attention map and introduce a self-paced semi-curricular learning strategy to reduce learning ambiguity in the early stages of training. Extensive quantitative and qualitative experiments demonstrate that our SCANet outperforms many state-of-the-art methods. The code is publicly available at https://github.com/gy65896/SCANet.

Deep learning technologies have already demonstrated a high potential to build diagnosis support systems from medical imaging data, such as Chest X-Ray images. However, the shortage of labeled data in the medical field represents one key obstacle to narrow down the performance gap with respect to applications in other image domains. In this work, we investigate the benefits of a curricular Self-Supervised Learning (SSL) pretraining scheme with respect to fully-supervised training regimes for pneumonia recognition on Chest X-Ray images of Covid-19 patients. We show that curricular SSL pretraining, which leverages unlabeled data, outperforms models trained from scratch, or pretrained on ImageNet, indicating the potential of performance gains by SSL pretraining on massive unlabeled datasets. Finally, we demonstrate that top-performing SSLpretrained models show a higher degree of attention in the lung regions, embodying models that may be more robust to possible external confounding factors in the training datasets, identified by previous works.

Time series widely exists in real-world applications and many deep learning models have performed well on it. Current research has shown the importance of learning strategy for models, suggesting that the benefit is the order and size of learning samples. However, no effective strategy has been proposed for time series due to its abstract and dynamic construction. Meanwhile, the existing one-shot tasks and continuous tasks for time series necessitate distinct learning processes and mechanisms. No all-purpose approach has been suggested. In this work, we propose a novel Curricular and CyclicaL loss (CRUCIAL) to learn time series for the first time. It is model- and task-agnostic and can be plugged on top of the original loss with no extra procedure. CRUCIAL has two characteristics: It can arrange an easy-to-hard learning order by dynamically determining the sample contribution and modulating the loss amplitude; It can manage a cyclically changed dataset and achieve an adaptive cycle by correlating the loss distribution and the selection probability. We prove that compared with monotonous size, cyclical size can reduce expected error. Experiments on 3 kinds of tasks and 5 real-world

Panoptic Scene Graph Generation (PSG) aims to generate a comprehensive graph-structure representation based on panoptic segmentation masks. Despite remarkable progress in PSG, almost all existing methods neglect the importance of shape-aware features, which inherently focus on the contours and boundaries of objects. To bridge this gap, we propose a model-agnostic Curricular shApe-aware FEature (CAFE) learning strategy for PSG. Specifically, we incorporate shape-aware features (i.e., mask features and boundary features) into PSG, moving beyond reliance solely on bbox features. Furthermore, drawing inspiration from human cognition, we propose to integrate shape-aware features in an easy-to-hard manner. To achieve this, we categorize the predicates into three groups based on cognition learning difficulty and correspondingly divide the training process into three stages. Each stage utilizes a specialized relation classifier to distinguish specific groups of predicates. As the learning difficulty of predicates increases, these classifiers are equipped with features of ascending complexity. We also incorporate knowledge distillation to retain knowledge acquired in earlier stages. Due to

Agile and adaptive maneuvers such as fall recovery, high-speed turning, and sprinting in the wild are challenging for legged systems. We propose a Curricular Hindsight Reinforcement Learning (CHRL) that learns an end-to-end tracking controller that achieves powerful agility and adaptation for the legged robot. The two key components are (I) a novel automatic curriculum strategy on task difficulty and (ii) a Hindsight Experience Replay strategy adapted to legged locomotion tasks. We demonstrated successful agile and adaptive locomotion on a real quadruped robot that performed fall recovery autonomously, coherent trotting, sustained outdoor speeds up to 3.45 m/s, and tuning speeds up to 3.2 rad/s. This system produces adaptive behaviours responding to changing situations and unexpected disturbances on natural terrains like grass and dirt.

Current research on cross-modal retrieval is mostly English-oriented, as the availability of a large number of English-oriented human-labeled vision-language corpora. In order to break the limit of non-English labeled data, cross-lingual cross-modal retrieval (CCR) has attracted increasing attention. Most CCR methods construct pseudo-parallel vision-language corpora via Machine Translation (MT) to achieve cross-lingual transfer. However, the translated sentences from MT are generally imperfect in describing the corresponding visual contents. Improperly assuming the pseudo-parallel data are correctly correlated will make the networks overfit to the noisy correspondence. Therefore, we propose Dual-view Curricular Optimal Transport (DCOT) to learn with noisy correspondence in CCR. In particular, we quantify the confidence of the sample pair correlation with optimal transport theory from both the cross-lingual and cross-modal views, and design dual-view curriculum learning to dynamically model the transportation costs according to the learning stage of the two views. Extensive experiments are conducted on two multilingual image-text datasets and one video-text dataset, and the results

Early exposure to Computer Science (CS) for all is critical to broaden participation and promote equity in the field. But how does introducting CS into primary school curricula impact learning, perception, and gaps between groups of students? We investigate a CS-curricular reform and teacher Professional Development (PD) program from an equity standpoint by applying hierarchical regression and structural equation modelling on student learning and perception data from three studies with respectively 1384, 2433 & 1644 grade 3-6 students (ages 7-11) and their 83, 142 & 95 teachers. Regarding learning, exposure to CS instruction appears to contribute to closing the performance gap between low-achieving and high-achieving students, as well as pre-existing gender gaps. Despite a lack of direct influence of what was taught on student learning, there is no impact of teachers' demographics or motivation on student learning, with teachers' perception of the CS-PD positively influencing learning. Regarding perception, students perceive CS and its teaching tools (robotics, tablets) positively, and even more so when they perceive a role model close to them as doing CS. Nonetheless gende

Considering the ill-posed nature, contrastive regularization has been developed for single image dehazing, introducing the information from negative images as a lower bound. However, the contrastive samples are nonconsensual, as the negatives are usually represented distantly from the clear (i.e., positive) image, leaving the solution space still under-constricted. Moreover, the interpretability of deep dehazing models is underexplored towards the physics of the hazing process. In this paper, we propose a novel curricular contrastive regularization targeted at a consensual contrastive space as opposed to a non-consensual one. Our negatives, which provide better lower-bound constraints, can be assembled from 1) the hazy image, and 2) corresponding restorations by other existing methods. Further, due to the different similarities between the embeddings of the clear image and negatives, the learning difficulty of the multiple components is intrinsically imbalanced. To tackle this issue, we customize a curriculum learning strategy to reweight the importance of different negatives. In addition, to improve the interpretability in the feature space, we build a physics-aware dual-branch un

This paper explores the potential of curriculum learning in LiDAR-based 3D object detection by proposing a curricular object manipulation (COM) framework. The framework embeds the curricular training strategy into both the loss design and the augmentation process. For the loss design, we propose the COMLoss to dynamically predict object-level difficulties and emphasize objects of different difficulties based on training stages. On top of the widely-used augmentation technique called GT-Aug in LiDAR detection tasks, we propose a novel COMAug strategy which first clusters objects in ground-truth database based on well-designed heuristics. Group-level difficulties rather than individual ones are then predicted and updated during training for stable results. Model performance and generalization capabilities can be improved by sampling and augmenting progressively more difficult objects into the training samples. Extensive experiments and ablation studies reveal the superior and generality of the proposed framework. The code is available at https://github.com/ZZY816/COM.