Optical neuromorphic processing with soliton crystal Kerr microcombs: Scaling the network in size and speed

Convolutional neural networks (CNNs), inspired by biological visual cortex systems, are a powerful category of artificial neural networks that can extract the hierarchical features of raw data to greatly reduce the network parametric complexity and enhance the predicting accuracy. They are of significant interest for machine learning tasks such as computer vision, speech recognition, playing board games and medical diagnosis [1-7]. Optical neural networks offer the promise of dramatically accelerating computing speed to overcome the inherent bandwidth bottleneck of electronics. Here, we demonstrate a universal optical vector convolutional accelerator operating beyond 10 Tera-OPS (TOPS - operations per second), generating convolutions of images of 250,000 pixels with 8-bit resolution for 10 kernels simultaneously — enough for facial image recognition. We then use the same hardware to sequentially form a deep optical CNN with ten output neurons, achieving successful recognition of full 10 digits with 900 pixel handwritten digit images with 88% accuracy. Our results are based on simultaneously interleaving temporal, wavelength and spatial dimensions enabled by an integrated microcomb source. We show that this approach is scalable and trainable to much more complex networks for demanding applications such as unmanned vehicle and real-time video recognition.Keywords: Optical neural networks, neuromorphic processor, microcomb, convolutional accelerator

Board Games, Zombies, and Minecraft

Games have been played throughout human history and in all cultures, exposing almost everyone to gameplay in some form. Higher education is exploring ways faculty can leverage games to enhance course development and the student learning experience. The primary pedagogical use of games is gamification, in which gaming is used to transform learning activities. This chapter will 1) provide an overview of gamification theory and practice in higher education, 2) share ideas for faculty to consider when using gamification as a teaching tool, and 3) explore how the game Minecraft was used through educational and practical applications to teach a local government course.

Play Is the Game

Drawing on a multimodal framework, this chapter looks at the ways engagement and embodiment of learning are mediated through play as sixth graders learn to skin or repurpose board games to represent the story of The Lightning Thief. Studying game design for the purpose of skinning, that is, applying a new theme or skin to a game, provides a literacy learning process that can foster collaborative, creative, and authentic learning. Outcomes demonstrated gains in social skills and interactions, critical thinking, reading comprehension, visual representation, graphic design, and writing for specific purposes. Analysis revealed that students were immersed in the learning process to the extent that they felt comfortable acting informally, responding in the moment, and being playful. This chapter shows a way to foster academic growth, engagement in learning, and collaboration is to engage students in skinning games based on literature and integrated a playful learning environment.

THE DEVELOPMENT OF LEARNING MEDIA OF PANJAT PINANG BIO BOARD GAMES AT THE CLASS XI OF MA GUPPI SAMATA

This research aimed to: (1) develop learning media of Panjat Pinang Bio Board Games based on circulation system material for class XI of MA GUPPI Samata, (2) determine the level of validity, practicality, and effectiveness of Panjat Pinang Bio Board Games. The research method employed was Research and Development (R & D) with the 4-D development model, namely define, design, develop, and disseminate. The instruments used were validation sheets, educator and student questionnaires, and questions. The population was 24 students of class XI, and six students were selected as samples. The results indicated that the average validity level was 3.62 with valid category, while the average practicality level was 3.10 with practical category. The level of efficacy was 100% which fulfilled the completeness criteria with effective category. Therefore, Panjat Pinang Bio Board Games was considered practicable to employ since it matched the criteria of being valid, practical, and effective. Selecting appropriate learning media supports students' learning outcomes. Abstrak:Penelitian bertujuan (1) mengembangkan media pembelajaran Bio Board Gamess Panjat Pinang pada materi sistem sirkulasi kelas XI MA pesantren GUPPI Samata, (2) mengetahui tingkat kevalidan, kepraktisan, dan keefektifan media pembelajaran Bio Board Gamess Panjat Pinang pada materi sistem sirkulasi kelas XI MA pesantren GUPPI Samata. Metode penelitian yaitu research and development (R & D) dengan model pengembangan 4-D yaitu define, design, develop dan disseminate. Instrumen penelitian yang digunakan di antaranya lembar validasi, angket respon pendidik dan peserta didik, dan soal. Populasi dalam penelitian ini adalah siswa kelas XI dan terpilih 6 orang sebagai sampel. Hasil penelitian menunjukkan tingkat validitas 3,62 dengan kategori valid, tingkat kepraktisan rata-rata 3,10 dengan kategori praktis. Tingkat keefektifan mencapai 100% yang memenuhi nilai KKM dengan kategori efektif. Sehingga media pembelajaran Bio Board Gamess Panjat Pinang layak digunakan karena memenuhi kriteria valid, praktis dan efektif. Pemilihan media pembelajaran yang tepat mendukung hasil belajar siswa.

STE(A)M+: Transforming Higher Education through Collaborative Play

Our world is facing various wicked problems, such as climate change and extinction. These complex problems require an in-depth understanding. STEM disciplines in higher education play a crucial role in preparing students to solve such problems in their career. Yet it can be questioned whether STEM in higher education offers all the elements required to prepare students for a sustainable future. Additionally, a sole focus on STEM fields may not contribute to finding solutions to these problems. With STE(A)M in higher education, we explore what the missing element in higher education is and how higher education can be improved. We addressed this question within the Honours Programme Transdisciplinary Insights of the Institute for the Future at KU Leuven. Within this programme, a team of students, PhD researchers and coaches from various disciplines examined the educational system and explored how students can be better prepared to co-create a more sustainable future. This learning path was supported by reading books about systems thinking, watching documentaries, following co-creative workshops, and engaging in team discussions. In this process, we found that the following four key elements could be given a greater emphasis in education: transdisciplinarity, systems thinking, co-creation, and critical thinking. To promote this, we created a board game that aims to make learning about the importance of these elements engaging. While playing this game, we learned that we can bring students from different dis ciplines together and foster critical thinking and reflec tions. These insights illustrate how creative tools (e.g. board games) can be used in higher education to foster important skills that can prepare students for a sustainable future. Since this game, developed by students for students, is entirely learner-driven, it departs from the current educational system in which knowledge is mainly transferred by professors. An important advantage of such initiatives is that they foster co-creation and learning between students. Our findings have been summarised in a small video.