We propose Information Lattice Learning (ILL) as a general framework to learn rules of a signal (e.g., an image or a probability distribution). In our definition, a rule is a coarsened signal used to help us gain one interpretable insight about the original signal. To make full sense of what might govern the signal’s intrinsic structure, we seek multiple disentangled rules arranged in a hierarchy, called a lattice. Compared to representation/rule-learning models optimized for a specific task (e.g., classification), ILL focuses on explainability: it is designed to mimic human experiential learning and discover rules akin to those humans can distill and comprehend. This paper details the math and algorithms of ILL, and illustrates how it addresses the fundamental question “what makes X an X” by creating rule-based explanations designed to help humans understand. Our focus is on explaining X rather than (re)generating it. We present applications in knowledge discovery, using ILL to distill music theory from scores and chemical laws from molecules and further revealing connections between them. We show ILL’s efficacy and interpretability on benchmarks and assessments, as well as a demonstration of ILL-enhanced classifiers achieving human-level digit recognition using only one or a few MNIST training examples (1–10 per class).

Hands-on cybersecurity training allows students and professionals to practice various tools and improve their technical skills. The training occurs in an interactive learning environment that enables completing sophisticated tasks in full-fledged operating systems, networks, and applications. During the training, the learning environment allows collecting data about trainees' interactions with the environment, such as their usage of command-line tools. These data contain patterns indicative of trainees' learning processes, and revealing them allows to assess the trainees and provide feedback to help them learn. However, automated analysis of these data is challenging. The training tasks feature complex problem-solving, and many different solution approaches are possible. Moreover, the trainees generate vast amounts of interaction data. This paper explores a dataset from 18 cybersecurity training sessions using data mining and machine learning techniques. We employed pattern mining and clustering to analyze 8834 commands collected from 113 trainees, revealing their typical behavior, mistakes, solution strategies, and difficult training stages. Pattern mining proved suitable in capturing timing information and tool usage frequency. Clustering underlined that many trainees often face the same issues, which can be addressed by targeted scaffolding. Our results show that data mining methods are suitable for analyzing cybersecurity training data. Educational researchers and practitioners can apply these methods in their contexts to assess trainees, support them, and improve the training design. Artifacts associated with this research are publicly available.

Deep reinforcement learning (DRL) is a promising method to learn control policies for robots only from demonstration and experience. To cover the whole dynamic behaviour of the robot, DRL training is an active exploration process typically performed in simulation environments. Although this simulation training is cheap and fast, applying DRL algorithms to real-world settings is difficult. If agents are trained until they perform safely in simulation, transferring them to physical systems is difficult due to the sim-to-real gap caused by the difference between the simulation dynamics and the physical robot. In this paper, we present a method of online training a DRL agent to drive autonomously on a physical vehicle by using a model-based safety supervisor. Our solution uses a supervisory system to check if the action selected by the agent is safe or unsafe and ensure that a safe action is always implemented on the vehicle. With this, we can bypass the sim-to-real problem while training the DRL algorithm safely, quickly, and efficiently. We compare our method with conventional learning in simulation and on a physical vehicle. We provide a variety of real-world experiments where we train online a small-scale vehicle to drive autonomously with no prior simulation training. The evaluation results show that our method trains agents with improved sample efficiency while never crashing, and the trained agents demonstrate better driving performance than those trained in simulation.

A common feature of non-monotonic logics is that the classical notion of equivalence does not preserve the intended meaning in light of additional information. Consequently, the term strong equivalence was coined in the literature and thoroughly investigated. In the present paper, the knowledge representation formalism under consideration is claim-augmented argumentation frameworks (CAFs) which provide a formal basis to analyze conclusion-oriented problems in argumentation by adapting a claim-focused perspective. CAFs extend Dung AFs by associating a claim to each argument representing its conclusion. In this paper, we investigate both ordinary and strong equivalence in CAFs. Thereby, we take the fact into account that one might either be interested in the actual arguments or their claims only. The former point of view naturally yields an extension of strong equivalence for AFs to the claim-based setting while the latter gives rise to a novel equivalence notion which is genuine for CAFs. We tailor, examine and compare these notions and obtain a comprehensive study of this matter for CAFs. We conclude by investigating the computational complexity of naturally arising decision problems.

Language-Guided Robotic Manipulation (LGRM) is a challenging task as it requires a robot to understand human instructions to manipulate everyday objects. Recent approaches in LGRM rely on pre-trained Visual Grounding (VG) models to detect objects without adapting to manipulation environments. This results in a performance drop due to a substantial domain gap between the pre-training and real-world data. A straightforward solution is to collect additional training data, but the cost of human-annotation is extortionate. In this paper, we propose Grounding Vision to Ceaselessly Created Instructions (GVCCI), a lifelong learning framework for LGRM, which continuously learns VG without human supervision. GVCCI iteratively generates synthetic instruction via object detection and trains the VG model with the generated data. We validate our framework in offline and online settings across diverse environments on different VG models. Experimental results show that accumulating synthetic data from GVCCI leads to a steady improvement in VG by up to 56.7% and improves resultant LGRM by up to 29.4%. Furthermore, the qualitative analysis shows that the unadapted VG model often fails to find correct objects due to a strong bias learned from the pre-training data. Finally, we introduce a novel VG dataset for LGRM, consisting of nearly 252k triplets of image-object-instruction from diverse manipulation environments.

This paper describes the methodology followed and the lessons learned from employing crowdsourcing techniques as part of a homework assignment involving higher education students of computer science. Making use of a platform that supports crowdsourcing in the cultural heritage domain students were solicited to enrich the metadata associated with a selection of music tracks. The results of the campaign were further analyzed and exploited by students through the use of semantic web technologies. In total, 98 students participated in the campaign, contributing more than 6400 annotations concerning 854 tracks. The process also led to the creation of an openly available annotated dataset, which can be useful for machine learning models for music tagging. The campaign's results and the comments gathered through an online survey enable us to draw some useful insights about the benefits and challenges of integrating crowdsourcing into computer science curricula and how this can enhance students' engagement in the learning process.

The theoretical structure of deep neural network (DNN) has been clarified gradually. Imaizumi-Fukumizu (2019) and Suzuki (2019) clarified that the learning ability of DNN is superior to the previous theories when the target function is non-smooth functions. However, as far as the author is aware, none of the numerous works to date attempted to mathematically investigate what kind of DNN architectures really induce pointwise convergence of gradient descent (without any statistical argument), and this attempt seems to be closer to the practical DNNs. In this paper we restrict target functions to non-smooth indicator functions, and construct a deep neural network inducing pointwise convergence provided by gradient descent process in ReLU-DNN. The DNN has a sparse and a special shape, with certain variable transformations.

There is a parameter ubiquitous throughout the deep learning world: learning rate. There is likewise a ubiquitous question: what should that learning rate be? The true answer to this question is often tedious and time consuming to obtain, and a great deal of arcane knowledge has accumulated in recent years over how to pick and modify learning rates to achieve optimal training performance. Moreover, the long hours spent carefully crafting the perfect learning rate can come to nothing the moment your network architecture, optimizer, dataset, or initial conditions change ever so slightly. But it need not be this way. We propose a new answer to the great learning rate question: the Autonomous Learning Rate Controller. Find it at https://github.com/fastestimator/ARC/tree/v2.0

The disruptive application of ChatGPT (GPT-3.5, GPT-4) to a variety of domains has become a topic of much discussion in the scientific community and society at large. Large Language Models (LLMs), e.g., BERT, Bard, Generative Pre-trained Transformers (GPTs), LLaMA, etc., have the ability to take instructions, or prompts, from users and generate answers and solutions based on very large volumes of text-based training data. This paper assesses the impact and potential impact of ChatGPT on the field of digital forensics, specifically looking at its latest pre-trained LLM, GPT-4. A series of experiments are conducted to assess its capability across several digital forensic use cases including artefact understanding, evidence searching, code generation, anomaly detection, incident response, and education. Across these topics, its strengths and risks are outlined and a number of general conclusions are drawn. Overall this paper concludes that while there are some potential low-risk applications of ChatGPT within digital forensics, many are either unsuitable at present, since the evidence would need to be uploaded to the service, or they require sufficient knowledge of the topic being asked of the tool to identify incorrect assumptions, inaccuracies, and mistakes. However, to an appropriately knowledgeable user, it could act as a useful supporting tool in some circumstances.

Written reflective practice is a regular exercise pre-service teachers perform during their higher education. Usually, their lecturers are expected to provide individual feedback, which can be a challenging task to perform on a regular basis. In this paper, we present the first open-source automated feedback tool based on didactic theory and implemented as a hybrid AI system. We describe the components and discuss the advantages and disadvantages of our system compared to the state-of-art generative large language models. The main objective of our work is to enable better learning outcomes for students and to complement the teaching activities of lecturers.