Collaborative filtering and deep learning based recommendation system for cold start items

Recommender system is a specific type of intelligent systems, which exploits historical user ratings on items and/or auxiliary information to make recommendations on items to the users. It plays a critical role in a wide range of online shopping, e-commercial services and social networking applications. Collaborative filtering (CF) is the most popular approaches used for recommender systems, but it suffers from complete cold start (CCS) problem where no rating record are available and incomplete cold start (ICS) problem where only a small number of rating records are available for some new items or users in the system. In this paper, we propose two recommendation models to solve the CCS and ICS problems for new items, which are based on a framework of tightly coupled CF approach and deep learning neural network. A specific deep neural network SADE is used to extract the content features of the items. The state of the art CF model, timeSVD++, which models and utilizes temporal dynamics of user preferences and item features, is modified to take the content features into prediction of ratings for cold start items. Extensive experiments on a large Netflix rating dataset of movies are performed, which show that our proposed recommendation models largely outperform the baseline models for rating prediction of cold start items. The two proposed recommendation models are also evaluated and compared on ICS items, and a flexible scheme of model retraining and switching is proposed to deal with the transition of items from cold start to non-cold start status. The experiment results on Netflix movie recommendation show the tight coupling of CF approach and deep learning neural network is feasible and very effective for cold start item recommendation. The design is general and can be applied to many other recommender systems for online shopping and social networking applications. The solution of cold start item problem can largely improve user experience and trust of recommender systems, and effectively promote cold start items.

Collaborative filtering and deep learning based hybrid recommendation for cold start problem

Recommender systems (RS) are used by many social networking applications and online e-commercial services. Collaborative filtering (CF) is one of the most popular approaches used for RS. However traditional CF approach suffers from sparsity and cold start problems. In this paper, we propose a hybrid recommendation model to address the cold start problem, which explores the item content features learned from a deep learning neural network and applies them to the timeSVD++ CF model. Extensive experiments are run on a large Netflix rating dataset for movies. Experiment results show that the proposed hybrid recommendation model provides a good prediction for cold start items, and performs better than four existing recommendation models for rating of non-cold start items.

Supervised learning of graph structure

Graph-based representations have been used with considerable success in computer vision in the abstraction and recognition of object shape and scene structure. Despite this, the methodology available for learning structural representations from sets of training examples is relatively limited. In this paper we take a simple yet effective Bayesian approach to attributed graph learning. We present a naïve node-observation model, where we make the important assumption that the observation of each node and each edge is independent of the others, then we propose an EM-like approach to learn a mixture of these models and a Minimum Message Length criterion for components selection. Moreover, in order to avoid the bias that could arise with a single estimation of the node correspondences, we decide to estimate the sampling probability over all the possible matches. Finally we show the utility of the proposed approach on popular computer vision tasks such as 2D and 3D shape recognition. © 2011 Springer-Verlag.

Depth propagation and surface construction in 3-D vision

In stereo vision, regions with ambiguous or unspecified disparity can acquire perceived depth from unambiguous regions. This has been called stereo capture, depth interpolation or surface completion. We studied some striking induced depth effects suggesting that depth interpolation and surface completion are distinct stages of visual processing. An inducing texture (2-D Gaussian noise) had sinusoidal modulation of disparity, creating a smooth horizontal corrugation. The central region of this surface was replaced by various test patterns whose perceived corrugation was measured. When the test image was horizontal 1-D noise, shown to one eye or to both eyes without disparity, it appeared corrugated in much the same way as the disparity-modulated (DM) flanking regions. But when the test image was 2-D noise, or vertical 1-D noise, little or no depth was induced. This suggests that horizontal orientation was a key factor. For a horizontal sine-wave luminance grating, strong depth was induced, but for a square-wave grating, depth was induced only when its edges were aligned with the peaks and troughs of the DM flanking surface. These and related results suggest that disparity (or local depth) propagates along horizontal 1-D features, and then a 3-D surface is constructed from the depth samples acquired. The shape of the constructed surface can be different from the inducer, and so surface construction appears to operate on the results of a more local depth propagation process.

Video-based, real-time multi-view stereo

We investigate the problem of obtaining a dense reconstruction in real-time, from a live video stream. In recent years, multi-view stereo (MVS) has received considerable attention and a number of methods have been proposed. However, most methods operate under the assumption of a relatively sparse set of still images as input and unlimited computation time. Video based MVS has received less attention despite the fact that video sequences offer significant benefits in terms of usability of MVS systems. In this paper we propose a novel video based MVS algorithm that is suitable for real-time, interactive 3d modeling with a hand-held camera. The key idea is a per-pixel, probabilistic depth estimation scheme that updates posterior depth distributions with every new frame. The current implementation is capable of updating 15 million distributions/s. We evaluate the proposed method against the state-of-the-art real-time MVS method and show improvement in terms of accuracy. © 2011 Elsevier B.V. All rights reserved.

A generative model for online depth fusion

We present a probabilistic, online, depth map fusion framework, whose generative model for the sensor measurement process accurately incorporates both long-range visibility constraints and a spatially varying, probabilistic outlier model. In addition, we propose an inference algorithm that updates the state variables of this model in linear time each frame. Our detailed evaluation compares our approach against several others, demonstrating and explaining the improvements that this model offers, as well as highlighting a problem with all current methods: systemic bias. © 2012 Springer-Verlag.

Shape from photographs:a multi-view stereo pipeline

Acquiring 3D shape from images is a classic problem in Computer Vision occupying researchers for at least 20 years. Only recently however have these ideas matured enough to provide highly accurate results. We present a complete algorithm to reconstruct 3D objects from images using the stereo correspondence cue. The technique can be described as a pipeline of four basic building blocks: camera calibration, image segmentation, photo-consistency estimation from images, and surface extraction from photo-consistency. In this Chapter we will put more emphasis on the latter two: namely how to extract geometric information from a set of photographs without explicit camera visibility, and how to combine different geometry estimates in an optimal way. © 2010 Springer-Verlag Berlin Heidelberg.

The design and evaluation of distributed virtual environment to support learning in global operations management

The primary goal of this research is to design and develop an education technology to support learning in global operations management. The research implements a series of studies to determine the right balance among user requirements, learning methods and applied technologies, on a view of student-centred learning. This research is multidisciplinary by nature, involving topics from various disciplines such as global operations management, curriculum and contemporary learning theory, and computer aided learning. Innovative learning models that emphasise on technological implementation are employed and discussed throughout this research.

The interaction of luminance and texture amplitude in depth perception

Previous studies have suggested separate channels for the detection of first-order luminance (LM) and second-order modulations of the local amplitude (AM) of a texture (Schofield and Georgeson, 1999 Vision Research 39 2697 - 2716; Georgeson and Schofield, 2002 Spatial Vision 16 59). It has also been shown that LM and AM mixtures with different phase relationships are easily separated in identification tasks, and (informally) appear very different with the in-phase compound (LM + AM), producing the most realistic depth percept. We investigated the role of these LM and AM components in depth perception. Stimuli consisted of a noise texture background with thin bars formed as local increments or decrements in luminance and/or noise amplitude. These stimuli appear as embossed surfaces with wide and narrow regions. When luminance and amplitude changes have the same sign and magnitude (LM + AM) the overall modulation is consistent with multiplicative shading, but this is not so when the two modulations have opposite sign (LM - AM). Keeping the AM modulation depth fixed at a suprathreshold level, we determined the amount of luminance contrast required for observers to correctly indicate the width (narrow or wide) of raised regions in the display. Performance (compared to the LM-only case) was facilitated by the presence of AM, but, unexpectedly, performance for LM - AM was even better than for LM + AM. Further tests suggested that this improvement in performance is not due to an increase in the detectability of luminance in the compound stimuli. Thus, contrary to previous findings, these results suggest the possibility of interaction between first-order and second-order mechanisms in depth perception.

Bars and edges: what makes a feature for human vision?

There have been two main approaches to feature detection in human and computer vision - luminance-based and energy-based. Bars and edges might arise from peaks of luminance and luminance gradient respectively, or bars and edges might be found at peaks of local energy, where local phases are aligned across spatial frequency. This basic issue of definition is important because it guides more detailed models and interpretations of early vision. Which approach better describes the perceived positions of elements in a 3-element contour-alignment task? We used the class of 1-D images defined by Morrone and Burr in which the amplitude spectrum is that of a (partially blurred) square wave and Fourier components in a given image have a common phase. Observers judged whether the centre element (eg ±458 phase) was to the left or right of the flanking pair (eg 0º phase). Lateral offset of the centre element was varied to find the point of subjective alignment from the fitted psychometric function. This point shifted systematically to the left or right according to the sign of the centre phase, increasing with the degree of blur. These shifts were well predicted by the location of luminance peaks and other derivative-based features, but not by energy peaks which (by design) predicted no shift at all. These results on contour alignment agree well with earlier ones from a more explicit feature-marking task, and strongly suggest that human vision does not use local energy peaks to locate basic first-order features. [Supported by the Wellcome Trust (ref: 056093)]

Does reviewing lead to better learning and decision making? Answers from a randomized stock market experiment

Background - The literature is not univocal about the effects of Peer Review (PR) within the context of constructivist learning. Due to the predominant focus on using PR as an assessment tool, rather than a constructivist learning activity, and because most studies implicitly assume that the benefits of PR are limited to the reviewee, little is known about the effects upon students who are required to review their peers. Much of the theoretical debate in the literature is focused on explaining how and why constructivist learning is beneficial. At the same time these discussions are marked by an underlying presupposition of a causal relationship between reviewing and deep learning. Objectives - The purpose of the study is to investigate whether the writing of PR feedback causes students to benefit in terms of: perceived utility about statistics, actual use of statistics, better understanding of statistical concepts and associated methods, changed attitudes towards market risks, and outcomes of decisions that were made. Methods - We conducted a randomized experiment, assigning students randomly to receive PR or non–PR treatments and used two cohorts with a different time span. The paper discusses the experimental design and all the software components that we used to support the learning process: Reproducible Computing technology which allows students to reproduce or re–use statistical results from peers, Collaborative PR, and an AI–enhanced Stock Market Engine. Results - The results establish that the writing of PR feedback messages causes students to experience benefits in terms of Behavior, Non–Rote Learning, and Attitudes, provided the sequence of PR activities are maintained for a period that is sufficiently long.

The UK MPharm (1) - are we over reliant on traditional teaching methods?

Introduction-The design of the UK MPharm curriculum is driven by the Royal Pharmaceutical Society of Great Britain (RPSGB) accreditation process and the EU directive (85/432/EEC).[1] Although the RPSGB is informed about teaching activity in UK Schools of Pharmacy (SOPs), there is no database which aggregates information to provide the whole picture of pharmacy education within the UK. The aim of the teaching, learning and assessment study [2] was to document and map current programmes in the 16 established SOPs. Recent developments in programme delivery have resulted in a focus on deep learning (for example, through problem based learning approaches) and on being more student centred and less didactic through lectures. The specific objectives of this part of the study were (a) to quantify the content and modes of delivery of material as described in course documentation and (b) having categorised the range of teaching methods, ask students to rate how important they perceived each one for their own learning (using a three point Likert scale: very important, fairly important or not important). Material and methods-The study design compared three datasets: (1) quantitative course document review, (2) qualitative staff interview and (3) quantitative student self completion survey. All 16 SOPs provided a set of their undergraduate course documentation for the year 2003/4. The documentation variables were entered into Excel tables. A self-completion questionnaire was administered to all year four undergraduates, using a pragmatic mixture of methods, (n=1847) in 15 SOPs within Great Britain. The survey data were analysed (n=741) using SPSS, excluding non-UK students who may have undertaken part of their studies within a non-UK university. Results and discussion-Interviews showed that individual teachers and course module leaders determine the choice of teaching methods used. Content review of the documentary evidence showed that 51% of the taught element of the course was delivered using lectures, 31% using practicals (includes computer aided learning) and 18% small group or interactive teaching. There was high uniformity across the schools for the first three years; variation in the final year was due to the project. The average number of hours per year across 15 schools (data for one school were not available) was: year 1: 408 hours; year 2: 401 hours; year 3: 387 hours; year 4: 401 hours. The survey showed that students perceived lectures to be the most important method of teaching after dispensing or clinical practicals. Taking the very important rating only: 94% (n=694) dispensing or clinical practicals; 75% (n=558) lectures; 52% (n=386) workshops, 50% (n=369) tutorials, 43% (n=318) directed study. Scientific laboratory practices were rated very important by only 31% (n=227). The study shows that teaching of pharmacy to undergraduates in the UK is still essentially didactic through a high proportion of formal lectures and with high levels of staff-student contact. Schools consider lectures still to be the most cost effective means of delivering the core syllabus to large cohorts of students. However, this does limit the scope for any optionality within teaching, the scope for small group work is reduced as is the opportunity to develop multi-professional learning or practice placements. Although novel teaching and learning techniques such as e-learning have expanded considerably over the past decade, schools of pharmacy have concentrated on lectures as the best way of coping with the huge expansion in student numbers. References [1] Council Directive. Concerning the coordination of provisions laid down by law, regulation or administrative action in respect of certain activities in the field of pharmacy. Official Journal of the European Communities 1985;85/432/EEC. [2] Wilson K, Jesson J, Langley C, Clarke L, Hatfield K. MPharm Programmes: Where are we now? Report commissioned by the Pharmacy Practice Research Trust., 2005.

The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Social software is increasingly being used in higher and further education to support teaching and learning processes. These applications provide students with social and cognitive stimulation and also add to the interaction between students and educators. However, in addition to the benefits the introduction of social software into a course environment can also have adverse implications on students, educators and the education institution as a whole, a phenomenon which has received much less attention in the literature. In this study we explore the various implications of introducing social software into a course environment in order to identify the associated benefits, but also the potential drawbacks. We draw on data from 20 social software initiatives in UK based higher and further education institutions to identify the diverse experiences and concerns of students and educators. The findings are presented in form of a SWOT analysis, which allows us to better understand the otherwise ambiguous implications of social software in terms of its strengths, weaknesses, opportunities and threats. From the analysis we have derived concrete recommendations for the use of social software as a teaching and learning tool.

Practical 3D reconstruction based on photometric stereo

Photometric Stereo is a powerful image based 3D reconstruction technique that has recently been used to obtain very high quality reconstructions. However, in its classic form, Photometric Stereo suffers from two main limitations: Firstly, one needs to obtain images of the 3D scene under multiple different illuminations. As a result the 3D scene needs to remain static during illumination changes, which prohibits the reconstruction of deforming objects. Secondly, the images obtained must be from a single viewpoint. This leads to depth-map based 2.5 reconstructions, instead of full 3D surfaces. The aim of this Chapter is to show how these limitations can be alleviated, leading to the derivation of two practical 3D acquisition systems: The first one, based on the powerful Coloured Light Photometric Stereo method can be used to reconstruct moving objects such as cloth or human faces. The second, permits the complete 3D reconstruction of challenging objects such as porcelain vases. In addition to algorithmic details, the Chapter pays attention to practical issues such as setup calibration, detection and correction of self and cast shadows. We provide several evaluation experiments as well as reconstruction results. © 2010 Springer-Verlag Berlin Heidelberg.

Instantiating deformable models with a neural net

Deformable models are an attractive approach to recognizing objects which have considerable within-class variability such as handwritten characters. However, there are severe search problems associated with fitting the models to data which could be reduced if a better starting point for the search were available. We show that by training a neural network to predict how a deformable model should be instantiated from an input image, such improved starting points can be obtained. This method has been implemented for a system that recognizes handwritten digits using deformable models, and the results show that the search time can be significantly reduced without compromising recognition performance. © 1997 Academic Press.