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Contextual bandits can solve a huge range of real-world problems. However, current popular algorithms to solve them either rely on linear models, or unreliable uncertainty estimation in non-linear models, which are required to deal with the exploration-exploitation trade-off. Inspired by theories of human cognition, we introduce novel techniques that use maximum entropy exploration, relying on neural networks to find optimal policies in settings with both continuous and discrete action spaces. We present two classes of models, one with neural networks as reward estimators, and the other with energy based models, which model the probability of obtaining an optimal reward given an action. We evaluate the performance of these models in static and dynamic contextual bandit simulation environments. We show that both techniques outperform well-known standard algorithms, where energy based models have the best overall performance. This provides practitioners with new techniques that perform well in static and dynamic settings, and are particularly well suited to non-linear scenarios with continuous action spaces.

Design time uncertainty poses an important challenge when developing a self-adaptive system. As an example, defining how the system should adapt when facing a new environment state, requires understanding the precise effect of an adaptation, which may not be known at design time. Online reinforcement learning, i.e., employing reinforcement learning (RL) at runtime, is an emerging approach to realizing self-adaptive systems in the presence of design time uncertainty. By using Online RL, the self-adaptive system can learn from actual operational data and leverage feedback only available at runtime. Recently, Deep RL is gaining interest. Deep RL represents learned knowledge as a neural network whereby it can generalize over unseen inputs, as well as handle continuous environment states and adaptation actions. A fundamental problem of Deep RL is that learned knowledge is not explicitly represented. For a human, it is practically impossible to relate the parametrization of the neural network to concrete RL decisions and thus Deep RL essentially appears as a black box. Yet, understanding the decisions made by Deep RL is key to (1) increasing trust, and (2) facilitating debugging. Such debugging is especially relevant for self-adaptive systems, because the reward function, which quantifies the feedback to the RL algorithm, must be defined by developers. The reward function must be explicitly defined by developers, thus introducing a potential for human error. To explain Deep RL for self-adaptive systems, we enhance and combine two existing explainable RL techniques from the machine learning literature. The combined technique, XRL-DINE, overcomes the respective limitations of the individual techniques. We present a proof-of-concept implementation of XRL-DINE, as well as qualitative and quantitative results of applying XRL-DINE to a self-adaptive system exemplar.

We propose an AI-based pilot trainer to help students learn how to fly aircraft. First, an AI agent uses behavioral cloning to learn flying maneuvers from qualified flight instructors. Later, the system uses the agent's decisions to detect errors made by students and provide feedback to help students correct their errors. This paper presents an instantiation of the pilot trainer. We focus on teaching straight and level flying maneuvers by automatically providing formative feedback to the human student.

Creativity, i.e., the process of generating and developing fresh and original ideas or products that are useful or effective, is a valuable skill in a variety of domains. Creativity is called an essential 21st-century skill that should be taught in schools. The use of educational technology to promote creativity is an active study field, as evidenced by several studies linking creativity in the classroom to beneficial learning outcomes. Despite the burgeoning body of research on adaptive technology for education, mining creative thinking patterns from educational data remains a challenging task. In this paper, to address this challenge, we put the first step towards formalizing educational knowledge by constructing a domain-specific Knowledge Base to identify essential concepts, facts, and assumptions in identifying creative patterns. We then introduce a pipeline to contextualize the raw educational data, such as assessments and class activities. Finally, we present a rule-based approach to learning from the Knowledge Base, and facilitate mining creative thinking patterns from contextualized data and knowledge. We evaluate our approach with real-world datasets and highlight how the proposed pipeline can help instructors understand creative thinking patterns from students' activities and assessment tasks.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

Welcome to this unique course covering both Python and Java for game development. You will gain amazing skills in two programing languages by taking a single course. The game complexity increases with every section and you will be able to rise your knowledge throughout the course. You will develop amazing games and you will see how JAVA and Python work moving things on screen and objects interaction. You will also create and import pictures used in the games and get familiar with creating randomly movable enemies and animating the game characters.

This course covers all Mathematics needed to become Software Developer. Here we will discuss Linear Algebra, Modern Analysis, Mathematical Logic, Number Theory and Discrete Mathematics. By the end of this course you will be able to analyze and describe computer science concepts and methods. This course is a great opportunity for you to gain deep understanding of all processes a executed in the computer system when programming. Discrete mathematics is the study of mathematical structures that are fundamentally discrete rather than continuous. In contrast to real numbers that have the property of varying "smoothly", the objects studied in discrete mathematics – such as integers, graphs, and statements in logic – do not vary smoothly in this way, but have distinct, separated values.Discrete mathematics therefore excludes topics in "continuous mathematics" such as calculus or Euclidean geometry.

While planning to learn the basics of deep learning, I came across the Bootcamp of Global AI Hub. Although I have technical knowledge of machine learning, I think that my coding skills were deficient, and I wanted to attend an organized course. Therefore I attended two programs; International Machine Learning Bootcamp and Deep Learning Bootcamp, especially to communicate with new people and learn the things I didn't dwell on enough in a structured program. I have completed the 4-course programs listed below, which are free of charge on the Global AI Hub's site. Again, the courses are entirely free as part of the nonprofit and social good effort initiative "10million.AI".

Online dialogic instructions are a set of pedagogical instructions used in real-world online educational contexts to motivate students, help understand learning materials, and build effective study habits. In spite of the popularity and advantages of online learning, the education technology and educational data mining communities still suffer from the lack of large-scale, high-quality, and well-annotated teaching instruction datasets to study computational approaches to automatically detect online dialogic instructions and further improve the online teaching effectiveness. Therefore, in this paper, we present a dataset of online dialogic instruction detection, \textsc{DialogID}, which contains 30,431 effective dialogic instructions. These teaching instructions are well annotated into 8 categories. Furthermore, we utilize the prevalent pre-trained language models (PLMs) and propose a simple yet effective adversarial training learning paradigm to improve the quality and generalization of dialogic instruction detection. Extensive experiments demonstrate that our approach outperforms a wide range of baseline methods. The data and our code are available for research purposes from: https://github.com/ai4ed/DialogID.