Artificial intelligence is to teach machines to take actions like humans. To achieve intelligent teaching, the machine learning community becomes to think about a promising topic named machine teaching where the teacher is to design the optimal (usually minimal) teaching set given a target model and a specific learner. However, previous works usually require numerous teaching examples along with large iterations to guide learners to converge, which is costly. In this paper, we consider a more intelligent teaching paradigm named one-shot machine teaching which costs fewer examples to converge faster. Different from typical teaching, this advanced paradigm establishes a tractable mapping from the teaching set to the model parameter. Theoretically, we prove that this mapping is surjective, which serves to an existence guarantee of the optimal teaching set. Then, relying on the surjective mapping from the teaching set to the parameter, we develop a design strategy of the optimal teaching set under appropriate settings, of which two popular efficiency metrics, teaching dimension and iterative teaching dimension are one. Extensive experiments verify the efficiency of our strategy and further demonstrate the intelligence of this new teaching paradigm.

Navigation represents one of the most heavily studied topics in robotics [3]. It is often approached in terms of mapping and planning: constructing a geometric representation of the world from observations, then planning through this model using motion planning algorithms [4-6]. However, such geometric approaches abstract away significant physical and semantic aspects of the navigation problem that in practice leave a range of real-world situations difficult to handle (see Figure 1). These challenges require special handling, resulting in complex systems with many components. Some works have sought to incorporate machine learning techniques to either learn navigational skills from simulation or to learn perception systems for navigation for human-provided labels. In this article, we instead argue that learned navigational models, trained directly on real-world experience rather than human-provided labels or simulators, provide the most promising long-term direction for a general solution to navigation. We refer to such learning approaches as experiential learning, because they learn directly from past experience of performing real-world navigation. As we will discuss in Section 2, such methods relate closely to reinforcement learning.

Binary neural networks are the extreme case of network quantization, which has long been thought of as a potential edge machine learning solution. However, the significant accuracy gap to the full-precision counterparts restricts their creative potential for mobile applications. In this work, we revisit the potential of binary neural networks and focus on a compelling but unanswered problem: how can a binary neural network achieve the crucial accuracy level (e.g., 80%) on ILSVRC-2012 ImageNet? We achieve this goal by enhancing the optimization process from three complementary perspectives: (1) We design a novel binary architecture BNext based on a comprehensive study of binary architectures and their optimization process. (2) We propose a novel knowledge-distillation technique to alleviate the counter-intuitive overfitting problem observed when attempting to train extremely accurate binary models. (3) We analyze the data augmentation pipeline for binary networks and modernize it with up-to-date techniques from full-precision models. The evaluation results on ImageNet show that BNext, for the first time, pushes the binary model accuracy boundary to 80.57% and significantly outperforms all the existing binary networks. Code and trained models are available at: https://github.com/hpi-xnor/BNext.git.

For solving a broad class of nonconvex programming problems on an unbounded constraint set, we provide a self-adaptive step-size strategy that does not include line-search techniques and establishes the convergence of a generic approach under mild assumptions. Specifically, the objective function may not satisfy the convexity condition. Unlike descent line-search algorithms, it does not need a known Lipschitz constant to figure out how big the first step should be. The crucial feature of this process is the steady reduction of the step size until a certain condition is fulfilled. In particular, it can provide a new gradient projection approach to optimization problems with an unbounded constrained set. The correctness of the proposed method is verified by preliminary results from some computational examples. To demonstrate the effectiveness of the proposed technique for large-scale problems, we apply it to some experiments on machine learning, such as supervised feature selection, multi-variable logistic regressions and neural networks for classification.

While many classical notions of learnability (e.g., PAC learnability) are distribution-free, utilizing the specific structures of an input distribution may improve learning performance. For example, a product distribution on a multi-dimensional input space has a much simpler structure than a correlated distribution. A recent paper [GHTZ21] shows that the sample complexity of a general learning problem on product distributions is polynomial in the input dimension, which is exponentially smaller than that on correlated distributions. However, the learning algorithm they use is not the standard Empirical Risk Minimization (ERM) algorithm. In this note, we characterize the sample complexity of ERM in a general learning problem on product distributions. We show that, even though product distributions are simpler than correlated distributions, ERM still needs an exponential number of samples to learn on product distributions, instead of a polynomial. This leads to the conclusion that a product distribution by itself does not make a learning problem easier -- an algorithm designed specifically for product distributions is needed.

Inspired by the impressive success of contrastive learning (CL), a variety of graph augmentation strategies have been employed to learn node representations in a self-supervised manner. Existing methods construct the contrastive samples by adding perturbations to the graph structure or node attributes. Although impressive results are achieved, it is rather blind to the wealth of prior information assumed: with the increase of the perturbation degree applied on the original graph, 1) the similarity between the original graph and the generated augmented graph gradually decreases; 2) the discrimination between all nodes within each augmented view gradually increases. In this paper, we argue that both such prior information can be incorporated (differently) into the contrastive learning paradigm following our general ranking framework. In particular, we first interpret CL as a special case of learning to rank (L2R), which inspires us to leverage the ranking order among positive augmented views. Meanwhile, we introduce a self-ranking paradigm to ensure that the discriminative information among different nodes can be maintained and also be less altered to the perturbations of different degrees. Experiment results on various benchmark datasets verify the effectiveness of our algorithm compared with the supervised and unsupervised models.

Distantly-Supervised Named Entity Recognition (DS-NER) effectively alleviates the data scarcity problem in NER by automatically generating training samples. Unfortunately, the distant supervision may induce noisy labels, thus undermining the robustness of the learned models and restricting the practical application. To relieve this problem, recent works adopt self-training teacher-student frameworks to gradually refine the training labels and improve the generalization ability of NER models. However, we argue that the performance of the current self-training frameworks for DS-NER is severely underestimated by their plain designs, including both inadequate student learning and coarse-grained teacher updating. Therefore, in this paper, we make the first attempt to alleviate these issues by proposing: (1) adaptive teacher learning comprised of joint training of two teacher-student networks and considering both consistent and inconsistent predictions between two teachers, thus promoting comprehensive student learning. (2) fine-grained student ensemble that updates each fragment of the teacher model with a temporal moving average of the corresponding fragment of the student, which enhances consistent predictions on each model fragment against noise. To verify the effectiveness of our proposed method, we conduct experiments on four DS-NER datasets. The experimental results demonstrate that our method significantly surpasses previous SOTA methods.

Multiple choice questions (MCQs) are widely used in digital learning systems, as they allow for automating the assessment process. However, due to the increased digital literacy of students and the advent of social media platforms, MCQ tests are widely shared online, and teachers are continuously challenged to create new questions, which is an expensive and time-consuming task. A particularly sensitive aspect of MCQ creation is to devise relevant distractors, i.e., wrong answers that are not easily identifiable as being wrong. This paper studies how a large existing set of manually created answers and distractors for questions over a variety of domains, subjects, and languages can be leveraged to help teachers in creating new MCQs, by the smart reuse of existing distractors. We built several data-driven models based on context-aware question and distractor representations, and compared them with static feature-based models. The proposed models are evaluated with automated metrics and in a realistic user test with teachers. Both automatic and human evaluations indicate that context-aware models consistently outperform a static feature-based approach. For our best-performing context-aware model, on average 3 distractors out of the 10 shown to teachers were rated as high-quality distractors. We create a performance benchmark, and make it public, to enable comparison between different approaches and to introduce a more standardized evaluation of the task. The benchmark contains a test of 298 educational questions covering multiple subjects & languages and a 77k multilingual pool of distractor vocabulary for future research.

Motivated by the growing importance of reducing unfairness in ML predictions, Fair-ML researchers have presented an extensive suite of algorithmic 'fairness-enhancing' remedies. Most existing algorithms, however, are agnostic to the sources of the observed unfairness. As a result, the literature currently lacks guiding frameworks to specify conditions under which each algorithmic intervention can potentially alleviate the underpinning cause of unfairness. To close this gap, we scrutinize the underlying biases (e.g., in the training data or design choices) that cause observational unfairness. We present the conceptual idea and a first implementation of a bias-injection sandbox tool to investigate fairness consequences of various biases and assess the effectiveness of algorithmic remedies in the presence of specific types of bias. We call this process the bias(stress)-testing of algorithmic interventions. Unlike existing toolkits, ours provides a controlled environment to counterfactually inject biases in the ML pipeline. This stylized setup offers the distinct capability of testing fairness interventions beyond observational data and against an unbiased benchmark. In particular, we can test whether a given remedy can alleviate the injected bias by comparing the predictions resulting after the intervention in the biased setting with true labels in the unbiased regime-that is, before any bias injection. We illustrate the utility of our toolkit via a proof-of-concept case study on synthetic data. Our empirical analysis showcases the type of insights that can be obtained through our simulations.

Educational assessment might need a rethink in the wake of ChatGPT.Credit: Thomas Trutschel/Photothek/Getty Between overwork, underpayment and the pressure to publish, academics have plenty to worry about. Now there's a fresh concern: ChatGPT, an artificial intelligence (AI) powered chatbot that creates surprisingly intelligent-sounding text in response to user prompts, including homework assignments and exam-style questions. The replies are so lucid, well-researched and decently referenced that some academics are calling the bot the death knell for conventional forms of educational assessment. How worried should professors and lecturers be? "At the moment, it's looking a lot like the end of essays as an assignment for education," says Lilian Edwards, who studies law, innovation and society at Newcastle University, UK. Dan Gillmor, a journalism scholar at Arizona State University in Tempe, told newspaper The Guardian that he had fed ChatGPT a homework question that he often assigns his students -- and the article it produced in response would have earned a student a good grade. ChatGPT is the brainchild of AI firm OpenAI, based in San Francisco, California.