Prompt learning has emerged as a valuable technique in enhancing vision-language models (VLMs) such as CLIP for downstream tasks in specific domains. Existing work mainly focuses on designing various learning forms of prompts, neglecting the potential of prompts as effective distillers for learning from larger teacher models. In this paper, we introduce an unsupervised domain prompt distillation framework, which aims to transfer the knowledge of a larger teacher model to a lightweight target model through prompt-driven imitation using unlabeled domain images. Specifically, our framework consists of two distinct stages. In the initial stage, we pre-train a large CLIP teacher model using domain (few-shot) labels. After pretraining, we leverage the unique decoupled-modality characteristics of CLIP by pre-computing and storing the text features as class vectors only once through the teacher text encoder. In the subsequent stage, the stored class vectors are shared across teacher and student image encoders for calculating the predicted logits. Further, we align the logits of both the teacher and student models via KL divergence, encouraging the student image encoder to generate similar probability distributions to the teacher through the learnable prompts. The proposed prompt distillation process eliminates the reliance on labeled data, enabling the algorithm to leverage a vast amount of unlabeled images within the domain. Finally, the well-trained student image encoders and pre-stored text features (class vectors) are utilized for inference. To our best knowledge, we are the first to (1) perform unsupervised domain-specific prompt-driven knowledge distillation for CLIP, and (2) establish a practical pre-storing mechanism of text features as shared class vectors between teacher and student. Extensive experiments on 11 datasets demonstrate the effectiveness of our method. Code is publicly available at https://github.com/zhengli97/PromptKD.

Most existing distillation methods ignore the flexible role of the temperature in the loss function and fix it as a hyper-parameter that can be decided by an inefficient grid search. In general, the temperature controls the discrepancy between two distributions and can faithfully determine the difficulty level of the distillation task. Keeping a constant temperature, i.e., a fixed level of task difficulty, is usually sub-optimal for a growing student during its progressive learning stages. In this paper, we propose a simple curriculum-based technique, termed Curriculum Temperature for Knowledge Distillation (CTKD), which controls the task difficulty level during the student's learning career through a dynamic and learnable temperature. Specifically, following an easy-to-hard curriculum, we gradually increase the distillation loss w.r.t. the temperature, leading to increased distillation difficulty in an adversarial manner. As an easy-to-use plug-in technique, CTKD can be seamlessly integrated into existing knowledge distillation frameworks and brings general improvements at a negligible additional computation cost. Extensive experiments on CIFAR-100, ImageNet-2012, and MS-COCO demonstrate the effectiveness of our method.

Existing state-of-the-art human pose estimation methods require heavy computational resources for accurate predictions. One promising technique to obtain an accurate yet lightweight pose estimator is knowledge distillation, which distills the pose knowledge from a powerful teacher model to a less-parameterized student model. However, existing pose distillation works rely on a heavy pre-trained estimator to perform knowledge transfer and require a complex two-stage learning procedure. In this work, we investigate a novel Online Knowledge Distillation framework by distilling Human Pose structure knowledge in a one-stage manner to guarantee the distillation efficiency, termed OKDHP. Specifically, OKDHP trains a single multi-branch network and acquires the predicted heatmaps from each, which are then assembled by a Feature Aggregation Unit (FAU) as the target heatmaps to teach each branch in reverse. Instead of simply averaging the heatmaps, FAU which consists of multiple parallel transformations with different receptive fields, leverages the multi-scale information, thus obtains target heatmaps with higher-quality. Specifically, the pixel-wise Kullback-Leibler (KL) divergence is utilized to mini-mize the discrepancy between the target heatmaps and the predicted ones, which enables the student network to learn the implicit keypoint relationship. Besides, an unbalanced OKDHP scheme is introduced to customize the student networks with different compression rates. The effectiveness of our approach is demonstrated by extensive experiments on two common benchmark datasets, MPII and COCO.

This paper studies a set of MR technologies for middle school experimental teaching environments and develops a multi-channel MR user interface called Dream-Experiment. The goal of Dream-Experiment is to improve the traditional MR user interface, so that users can get a real, natural 3D interactive experience like real experiments, but without danger and pollution. In terms of visual presentation, we design multi-camera collaborative registration to realize robust 6-DoF MR interactive space, and also define a complete rendering pipeline to provide improved processing of virtual-real objects' occlusion including translucent devices. In the virtual-real interaction, we provide six interaction modes that support visual interaction, tangible interaction, virtual-real gestures with touching, voice, thermal feeling, and olfactory feeling. After users' testing, we find that Dream-Experiment has better interactive efficiency and user experience than traditional MR environments.