This paper formulates model selection as an infinite-armed bandit problem. The models are arms, and picking an arm corresponds to a partial training of the model (resource allocation). The reward is the accuracy of the selected model after its partial training. In this best arm identification problem, regret is the gap between the expected accuracy of the optimal model and that of the model finally chosen. We first consider a straightforward generalization of UCB-E to the stochastic infinite-armed bandit problem and show that, under basic assumptions, the expected regret order is $T^{-\alpha}$ for some $\alpha \in (0,1/5)$ and $T$ the number of resources to allocate. From this vanilla algorithm, we introduce the algorithm Mutant-UCB that incorporates operators from evolutionary algorithms. Tests carried out on three open source image classification data sets attest to the relevance of this novel combining approach, which outperforms the state-of-the-art for a fixed budget.

We introduce Edu-ConvoKit, an open-source library designed to handle pre-processing, annotation and analysis of conversation data in education. Resources for analyzing education conversation data are scarce, making the research challenging to perform and therefore hard to access. We address these challenges with Edu-ConvoKit. Edu-ConvoKit is open-source (https://github.com/stanfordnlp/edu-convokit ), pip-installable (https://pypi.org/project/edu-convokit/ ), with comprehensive documentation (https://edu-convokit.readthedocs.io/en/latest/ ). Our demo video is available at: https://youtu.be/zdcI839vAko?si=h9qlnl76ucSuXb8- . We include additional resources, such as Colab applications of Edu-ConvoKit to three diverse education datasets and a repository of Edu-ConvoKit related papers, that can be found in our GitHub repository.

Deep Reinforcement Learning (DRL) has shown great potential in enabling robots to find certain objects (e.g., `find a fridge') in environments like homes or schools. This task is known as Object-Goal Navigation (ObjectNav). DRL methods are predominantly trained and evaluated using environment simulators. Although DRL has shown impressive results, the simulators may be biased or limited. This creates a risk of shortcut learning, i.e., learning a policy tailored to specific visual details of training environments. We aim to deepen our understanding of shortcut learning in ObjectNav, its implications and propose a solution. We design an experiment for inserting a shortcut bias in the appearance of training environments. As a proof-of-concept, we associate room types to specific wall colors (e.g., bedrooms with green walls), and observe poor generalization of a state-of-the-art (SOTA) ObjectNav method to environments where this is not the case (e.g., bedrooms with blue walls). We find that shortcut learning is the root cause: the agent learns to navigate to target objects, by simply searching for the associated wall color of the target object's room. To solve this, we propose Language-Based (L-B) augmentation. Our key insight is that we can leverage the multimodal feature space of a Vision-Language Model (VLM) to augment visual representations directly at the feature-level, requiring no changes to the simulator, and only an addition of one layer to the model. Where the SOTA ObjectNav method's success rate drops 69%, our proposal has only a drop of 23%.

Operation of Autonomous Mobile Robots (AMRs) of all forms that include wheeled ground vehicles, quadrupeds and humanoids in dynamically changing GPS denied environments without a-priori maps, exclusively using onboard sensors, is an unsolved problem that has potential to transform the economy, and vastly improve humanity's capabilities with improvements to agriculture, manufacturing, disaster response, military and space exploration. Conventional AMR automation approaches are modularized into perception, motion planning and control which is computationally inefficient, and requires explicit feature extraction and engineering, that inhibits generalization, and deployment at scale. Few works have focused on real-world end-to-end approaches that directly map sensor inputs to control outputs due to the large amount of well curated training data required for supervised Deep Learning (DL) which is time consuming and labor intensive to collect and label, and sample inefficiency and challenges to bridging the simulation to reality gap using Deep Reinforcement Learning (DRL). This paper presents a novel method to efficiently train DRL for robust end-to-end AMR exploration, in a constrained environment at physical limits in simulation, transferred zero-shot to the real-world. The representation learned in a compact parameter space with 2 fully connected layers with 64 nodes each is demonstrated to exhibit emergent behavior for out-of-distribution generalization to navigation in new environments that include unstructured terrain without maps, and dynamic obstacle avoidance. The learned policy outperforms conventional navigation algorithms while consuming a fraction of the computation resources, enabling execution on a range of AMR forms with varying embedded computer payloads.

Graphical models capture relations between entities in a wide range of applications including social networks, biology, and natural language processing, among others. Graph neural networks (GNN) are neural models that operate over graphs, enabling the model to leverage the complex relationships and dependencies in graph-structured data. A graph explanation is a subgraph which is an `almost sufficient' statistic of the input graph with respect to its classification label. Consequently, the classification label is invariant, with high probability, to perturbations of graph edges not belonging to its explanation subgraph. This work considers two methods for leveraging such perturbation invariances in the design and training of GNNs. First, explanation-assisted learning rules are considered. It is shown that the sample complexity of explanation-assisted learning can be arbitrarily smaller than explanation-agnostic learning. Next, explanation-assisted data augmentation is considered, where the training set is enlarged by artificially producing new training samples via perturbation of the non-explanation edges in the original training set. It is shown that such data augmentation methods may improve performance if the augmented data is in-distribution, however, it may also lead to worse sample complexity compared to explanation-agnostic learning rules if the augmented data is out-of-distribution. Extensive empirical evaluations are provided to verify the theoretical analysis.

Graph condensation aims to reduce the size of a large-scale graph dataset by synthesizing a compact counterpart without sacrificing the performance of Graph Neural Networks (GNNs) trained on it, which has shed light on reducing the computational cost for training GNNs. Nevertheless, existing methods often fall short of accurately replicating the original graph for certain datasets, thereby failing to achieve the objective of lossless condensation. To understand this phenomenon, we investigate the potential reasons and reveal that the previous state-of-the-art trajectory matching method provides biased and restricted supervision signals from the original graph when optimizing the condensed one. This significantly limits both the scale and efficacy of the condensed graph. In this paper, we make the first attempt toward \textit{lossless graph condensation} by bridging the previously neglected supervision signals. Specifically, we employ a curriculum learning strategy to train expert trajectories with more diverse supervision signals from the original graph, and then effectively transfer the information into the condensed graph with expanding window matching. Moreover, we design a loss function to further extract knowledge from the expert trajectories. Theoretical analysis justifies the design of our method and extensive experiments verify its superiority across different datasets. Code is released at https://github.com/NUS-HPC-AI-Lab/GEOM.

The partial monitoring (PM) framework provides a theoretical formulation of sequential learning problems with incomplete feedback. On each round, a learning agent plays an action while the environment simultaneously chooses an outcome. The agent then observes a feedback signal that is only partially informative about the (unobserved) outcome. The agent leverages the received feedback signals to select actions that minimize the (unobserved) cumulative loss. In contextual PM, the outcomes depend on some side information that is observable by the agent before selecting the action on each round. In this paper, we consider the contextual and non-contextual PM settings with stochastic outcomes. We introduce a new class of strategies based on the randomization of deterministic confidence bounds, that extend regret guarantees to settings where existing stochastic strategies are not applicable. Our experiments show that the proposed RandCBP and RandCBPside* strategies improve state-of-the-art baselines in PM games. To encourage the adoption of the PM framework, we design a use case on the real-world problem of monitoring the error rate of any deployed classification system.

Large Language Models (LLMs) are an integral part of the modern digital landscape, and ensuring their alignment to be honest, harmless, and helpful - the '3H' principle - is critical to their effective usage [1]. However, the needs of a student learning a subject or preparing for an exam differ substantially from those of a casual internet user. While the latter might seek immediate answers to their queries, the former benefits more from a structured, guided approach that encourages active learning [2] and critical thinking [3]. Therefore, if we aim to leverage LLMs to assist students' learning, we must redefine the'helpfulness' criterion in a way that specifically supports this demographic [4]. In this paper, we propose a novel concept of pedagogical alignment for LLMs which aligns LLMs to function as scaffolding tools [5], breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hint [6]. This approach redefines the'helpfulness' criterion of the '3H' principle, tailoring it to the unique needs and learning objectives of students. We argue that to truly assist students, LLMs should not merely provide immediate answers, but rather guide learners through a structured, step-by-step process that encourages active learning and critical thinking.

In this manuscript we investigate the problem of how two-layer neural networks learn features from data, and improve over the kernel regime, after being trained with a single gradient descent step. Leveraging a connection from (Ba et al., 2022) with a non-linear spiked matrix model and recent progress on Gaussian universality (Dandi et al., 2023), we provide an exact asymptotic description of the generalization error in the high-dimensional limit where the number of samples $n$, the width $p$ and the input dimension $d$ grow at a proportional rate. We characterize exactly how adapting to the data is crucial for the network to efficiently learn non-linear functions in the direction of the gradient -- where at initialization it can only express linear functions in this regime. To our knowledge, our results provides the first tight description of the impact of feature learning in the generalization of two-layer neural networks in the large learning rate regime $\eta=\Theta_{d}(d)$, beyond perturbative finite width corrections of the conjugate and neural tangent kernels.

As Computational Thinking (CT) continues to permeate younger age groups in K-12 education, established CT platforms such as Scratch face challenges in catering to these younger learners, particularly those in the elementary school (ages 6-12). Through formative investigation with Scratch experts, we uncover three key obstacles to children's autonomous Scratch learning: artist's block in project planning, bounded creativity in asset creation, and inadequate coding guidance during implementation. To address these barriers, we introduce ChatScratch, an AI-augmented system to facilitate autonomous programming learning for young children. ChatScratch employs structured interactive storyboards and visual cues to overcome artist's block, integrates digital drawing and advanced image generation technologies to elevate creativity, and leverages Scratch-specialized Large Language Models (LLMs) for professional coding guidance. Our study shows that, compared to Scratch, ChatScratch efficiently fosters autonomous programming learning, and contributes to the creation of high-quality, personally meaningful Scratch projects for children.