Quantum computing startups are starting to pick up a lot of attention from investors. But as they grow their teams, they all face a common challenge: there just isn't enough talent available. These startups are looking for engineers with the knowledge to build quantum hardware and formulate quantum algorithms. But these skills are mostly found in academia. On top of that, startups in quantum are competing with big-pocketed companies with their own quantum departments, such as IBM and Google.

In the context of aircraft system performance assessment, deep learning technologies allow to quickly infer models from experimental measurements, with less detailed system knowledge than usually required by physics-based modeling. However, this inexpensive model development also comes with new challenges regarding model trustworthiness. This work presents a novel approach, physics-guided adversarial machine learning (ML), that improves the confidence over the physics consistency of the model. The approach performs, first, a physics-guided adversarial testing phase to search for test inputs revealing behavioral system inconsistencies, while still falling within the range of foreseeable operational conditions. Then, it proceeds with physics-informed adversarial training to teach the model the system-related physics domain foreknowledge through iteratively reducing the unwanted output deviations on the previously-uncovered counterexamples. Empirical evaluation on two aircraft system performance models shows the effectiveness of our adversarial ML approach in exposing physical inconsistencies of both models and in improving their propensity to be consistent with physics domain knowledge.

HELM Learning (Helping Everyone Learn More) is the first online peer-to-peer learning platform which allows students (typically middle-to-high school students) to teach classes and students (typically elementary-to-middle school students) to learn from classes for free. This method of class structure (peer-to-peer learning) has been proven effective for learning, as it promotes teamwork and collaboration, and enables active learning. HELM is a unique platform as it provides an easy process for students to create, teach and learn topics in a structured, peer-to-peer environment. Since HELM was created in April 2020, it has gotten over 4000 student sign ups and 80 teachers, in 4 continents around the world. HELM has grown from a simple website-and-Google-Form platform to having a backend system coded with Python, SQL, JavaScript and HTML, hosted on an AWS service. This not only makes it easier for students to sign up (as the students' information is saved in an SQL database, meaning they can sign up for classes without having to put in their information again, as well as getting automated emails about their classes), but also makes it easier for teachers to teach (as supplemental processes such as creating Zoom links, class recording folders, sending emails to students, etc. are done automatically). In addition, HELM has a recommendation machine learning algorithm which suggests classes and subjects students would enjoy taking, based on the previous classes a student has taken. This has created an easier experience for students to sign up for classes they are interested in.

Amidst the COVID-19 pandemic, the authors of this paper organized a Reinforcement Learning (RL) course for a graduate school in the field of data science. We describe the strategy and materials for creating an exciting learning experience despite the ubiquitous Zoom fatigue and evaluate the course qualitatively. The key organizational features are a focus on a competitive hands-on setting in teams, supported by a minimum of lectures providing the essential background on RL. The practical part of the course revolved around Hearts Gym, an RL environment for the card game Hearts that we developed as an entry-level tutorial to RL. Participants were tasked with training agents to explore reward shaping and other RL hyperparameters. For a final evaluation, the agents of the participants competed against each other.

Automatic assessment of learner competencies is a fundamental task in intelligent tutoring systems. An assessment rubric typically and effectively describes relevant competencies and competence levels. This paper presents an approach to deriving a learner model directly from an assessment rubric defining some (partial) ordering of competence levels. The model is based on Bayesian networks and exploits logical gates with uncertainty (often referred to as noisy gates) to reduce the number of parameters of the model, so to simplify their elicitation by experts and allow real-time inference in intelligent tutoring systems. We illustrate how the approach can be applied to automatize the human assessment of an activity developed for testing computational thinking skills. The simple elicitation of the model starting from the assessment rubric opens up the possibility of quickly automating the assessment of several tasks, making them more easily exploitable in the context of adaptive assessment tools and intelligent tutoring systems.

With the development of industry, drones are appearing in various field. In recent years, deep reinforcement learning has made impressive gains in games, and we are committed to applying deep reinforcement learning algorithms to the field of robotics, moving reinforcement learning algorithms from game scenarios to real-world application scenarios. We are inspired by the LunarLander of OpenAI Gym, we decided to make a bold attempt in the field of reinforcement learning to control drones. At present, there is still a lack of work applying reinforcement learning algorithms to robot control, the physical simulation platform related to robot control is only suitable for the verification of classical algorithms, and is not suitable for accessing reinforcement learning algorithms for the training. In this paper, we will face this problem, bridging the gap between physical simulation platforms and intelligent agent, connecting intelligent agents to a physical simulation platform, allowing agents to learn and complete drone flight tasks in a simulator that approximates the real world. We proposed a reinforcement learning framework based on Gazebo that is a kind of physical simulation platform (ROS-RL), and used three continuous action space reinforcement learning algorithms in the framework to dealing with the problem of autonomous landing of drones. Experiments show the effectiveness of the algorithm, the task of autonomous landing of drones based on reinforcement learning achieved full success.

In this work, we try to decipher the internal connection of NLP technology development in the past decades, searching for essence, which rewards us with a (potential) new learning paradigm for NLP tasks, dubbed as reStructured Pre-training (RST). In such a paradigm, the role of data will be re-emphasized, and model pre-training and fine-tuning of downstream tasks are viewed as a process of data storing and accessing. Based on that, we operationalize the simple principle that a good storage mechanism should not only have the ability to cache a large amount of data but also consider the ease of access. We achieve this by pre-training models over restructured data that consist of a variety of valuable information instead of raw data after overcoming several engineering challenges. Experimentally, RST models not only surpass strong competitors (e.g., T0) on 52/55 popular datasets from a variety of NLP tasks (e.g., classification, information extraction, fact retrieval, text generation, etc.) without fine-tuning on downstream tasks, but also achieve superior performance in National College Entrance Examination - English (Gaokao-English), the most authoritative examination in China, which millions of students will attend every year. Specifically, the proposed system Qin () achieves 40 points higher than the average scores made by students and 15 points higher than GPT3 with 1/16 parameters. In particular, Qin gets a high score of 138.5 (the full mark is 150) in the 2018 English exam (national paper III). We have released the Gaokao Benchmark with an online submission platform that contains ten annotated English papers from 2018-2021 so far (and will be expanded annually), which allows more AI models to attend Gaokao, establishing a relatively fair test bed for human and AI competition and helping us better understand where we are. We test our model in the 2022 College Entrance Examination English that happened a few days ago (2022.06.08), and it gets a total score of 134 (v.s.

Contextual biasing is an important and challenging task for end-to-end automatic speech recognition (ASR) systems, which aims to achieve better recognition performance by biasing the ASR system to particular context phrases such as person names, music list, proper nouns, etc. Existing methods mainly include contextual LM biasing and adding bias encoder into end-to-end ASR models. In this work, we introduce a novel approach to do contextual biasing by adding a contextual spelling correction model on top of the end-to-end ASR system. We incorporate contextual information into a sequence-to-sequence spelling correction model with a shared context encoder. Our proposed model includes two different mechanisms: autoregressive (AR) and non-autoregressive (NAR). We propose filtering algorithms to handle large-size context lists, and performance balancing mechanisms to control the biasing degree of the model. We demonstrate the proposed model is a general biasing solution which is domain-insensitive and can be adopted in different scenarios. Experiments show that the proposed method achieves as much as 51% relative word error rate (WER) reduction over ASR system and outperforms traditional biasing methods. Compared to the AR solution, the proposed NAR model reduces model size by 43.2% and speeds up inference by 2.1 times.

Knowledge tracing (KT) is a field of study that predicts the future performance of students based on prior performance datasets collected from educational applications such as intelligent tutoring systems, learning management systems, and online courses. Some previous studies on KT have concentrated only on the interpretability of the model, whereas others have focused on enhancing the performance. Models that consider both interpretability and the performance improvement have been insufficient. Moreover, models that focus on performance improvements have not shown an overwhelming performance compared with existing models. In this study, we propose MonaCoBERT, which achieves the best performance on most benchmark datasets and has significant interpretability. MonaCoBERT uses a BERT-based architecture with monotonic convolutional multihead attention, which reflects forgetting behavior of the students and increases the representation power of the model. We can also increase the performance and interpretability using a classical test-theory-based (CTT-based) embedding strategy that considers the difficulty of the question. To determine why MonaCoBERT achieved the best performance and interpret the results quantitatively, we conducted ablation studies and additional analyses using Grad-CAM, UMAP, and various visualization techniques. The analysis results demonstrate that both attention components complement one another and that CTT-based embedding represents information on both global and local difficulties. We also demonstrate that our model represents the relationship between concepts.

Interactive Machine Learning (IML) shall enable intelligent systems to interactively learn from their end-users, and is quickly becoming more and more important. Although it puts the human in the loop, interactions are mostly performed via mutual explanations that miss contextual information. Furthermore, current model-agnostic IML strategies like CAIPI are limited to 'destructive' feedback, meaning they solely allow an expert to prevent a learner from using irrelevant features. In this work, we propose a novel interaction framework called Semantic Interactive Learning for the text domain. We frame the problem of incorporating constructive and contextual feedback into the learner as a task to find an architecture that (a) enables more semantic alignment between humans and machines and (b) at the same time helps to maintain statistical characteristics of the input domain when generating user-defined counterexamples based on meaningful corrections. Therefore, we introduce a technique called SemanticPush that is effective for translating conceptual corrections of humans to non-extrapolating training examples such that the learner's reasoning is pushed towards the desired behavior. In several experiments, we show that our method clearly outperforms CAIPI, a state of the art IML strategy, in terms of Predictive Performance as well as Local Explanation Quality in downstream multi-class classification tasks.