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Matthew Ong

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Published work

4 published item(s)

preprint2026arXiv

Phoenix-VL 1.5 Medium Technical Report

We introduce Phoenix-VL 1.5 Medium, a 123B-parameter natively multimodal and multilingual foundation model, adapted to regional languages and the Singapore context. Developed as a sovereign AI asset, it demonstrates that deep domain adaptation can be achieved with minimal degradation to broad-spectrum intelligence and alignment. Continued pretraining was performed on Mistral Medium 3.1 using a localized 1-trillion tokens multimodal corpus, followed by a 250-billion tokens long-context extension phase. Subsequent post-training incorporated a novel human-annotated Singapore multimodal dataset and curated textual corpus on Singapore culture, knowledge, and legislation, totaling 22-billion tokens. An additional 5 billion tokens of model alignment was performed through Online Direct Preference Optimization. Phoenix-VL 1.5 Medium achieves state-of-the-art performance for its size on Singapore multimodal, legal, and government policy benchmarks while remaining globally competitive on general multimodal intelligence, multilingual, and STEM benchmarks. We also introduce a novel evaluation suite encompassing localized knowledge benchmarks and an institutionally aligned model behavior and safety framework. We report the data curation principles, training methodology, and highlight benchmark and inference performance.

preprint2020arXiv

e-TLD: Event-based Framework for Dynamic Object Tracking

This paper presents a long-term object tracking framework with a moving event camera under general tracking conditions. A first of its kind for these revolutionary cameras, the tracking framework uses a discriminative representation for the object with online learning, and detects and re-tracks the object when it comes back into the field-of-view. One of the key novelties is the use of an event-based local sliding window technique that tracks reliably in scenes with cluttered and textured background. In addition, Bayesian bootstrapping is used to assist real-time processing and boost the discriminative power of the object representation. On the other hand, when the object re-enters the field-of-view of the camera, a data-driven, global sliding window detector locates the object for subsequent tracking. Extensive experiments demonstrate the ability of the proposed framework to track and detect arbitrary objects of various shapes and sizes, including dynamic objects such as a human. This is a significant improvement compared to earlier works that simply track objects as long as they are visible under simpler background settings. Using the ground truth locations for five different objects under three motion settings, namely translation, rotation and 6-DOF, quantitative measurement is reported for the event-based tracking framework with critical insights on various performance issues. Finally, real-time implementation in C++ highlights tracking ability under scale, rotation, view-point and occlusion scenarios in a lab setting.

preprint2015arXiv

Robotics for Learning

Teaching Robotics is about empowering students to create and configure robotics devices and program computers to nurture in students the skill sets necessary to play an active role in society. The robot in Figure 1 focuses on the design of scaffolds and physical assembly methods, coupled with a computer logic program to make that makes it move or behave in a very precise (remote controlled or autonomous) manner. This enables students to investigate, explore and refine the program to affect the robots. The Robotics approach takes into account the increasing popularity of Computer Science and the learning by doing (Schank, Berman, & Macpherson, 1999) approach to solve complex problems and use computers meaningfully in learning (Barron & Darling-Hammond, 2008; Jonassen, Howland, Marra, & Crismond, 2008). In Singapore, teachers and students in Woodlands Ring Secondary and Rulang Primary have incorporated robotics to varying extents into formal and informal curricula. In addition, other less expensive robotics tools can be used, depending on the curriculum or different requirements at international competitions. The two main pedagogical learning approaches that have taken root in Robotics are learning- by-doing and constructionism (Papert & Harel, 1991).

preprint2013arXiv

Computer Models Design for Teaching and Learning using Easy Java Simulation

We are teachers who have benefited from the Open Source Physics (Brown, 2012; Christian, 2010; Esquembre, 2012) community's work and we would like to share some of the computer models and lesson packages that we have designed and implemented in five schools grade 11 to 12 classes. In a ground-up teacher-leadership (MOE, 2010) approach, we came together to learn, advancing the professionalism (MOE, 2009) of physics educators and improve students' learning experiences through suitable blend (Jaakkola, 2012) of real equipment and computer models where appropriate . We will share computer models that we have remixed from existing library of computer models into suitable learning environments for inquiry of physics customized (Wee & Mak, 2009) for the Advanced Level Physics syllabus (SEAB, 2010, 2012). We hope other teachers would find these computer models useful and remix them to suit their own context, design better learning activities and share them to benefit all humankind, becoming citizens for the world. This is an eduLab (MOE, 2012b; Wee, 2010) project funded by the National Research Fund (NRF) Singapore and Ministry of Education (MOE) Singapore.