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Networked control systems have gained considerable attention over the last decade as a result of the trend towards decentralised control applications and the emergence of cyber-physical system applications. However, real-world wireless networked control systems suffer from limited communication bandwidths, reliability issues, and a lack of awareness of network dynamics due to the complex nature of wireless networks. Combining machine learning and event-triggered control has the potential to alleviate some of these issues. For example, machine learning can be used to overcome the problem of a lack of network models by learning system behavior or adapting to dynamically changing models by continuously learning model dynamics. Event-triggered control can help to conserve communication bandwidth by transmitting control information only when necessary or when resources are available. The purpose of this article is to conduct a review of the literature on the use of machine learning in combination with event-triggered control. Machine learning techniques such as statistical learning, neural networks, and reinforcement learning-based approaches such as deep reinforcement learning are being investigated in combination with event-triggered control. We discuss how these learning algorithms can be used for different applications depending on the purpose of the machine learning use. Following the review and discussion of the literature, we highlight open research questions and challenges associated with machine learning-based event-triggered control and suggest potential solutions.

Purpose: When a learner fails to reach a milestone, educators often wonder if there had been any warning signs that could have allowed them to intervene sooner. Machine learning can predict which students are at risk of failing a high-stakes certification exam. If predictions can be made well in advance of the exam, then educators can meaningfully intervene before students take the exam to reduce the chances of a failing score. Methods: Using already-collected, first-year student assessment data from five cohorts in a Master of Physician Assistant Studies program, the authors implement an "adaptive minimum match" version of the k-nearest neighbors algorithm (AMMKNN), using changing numbers of neighbors to predict each student's future exam scores on the Physician Assistant National Certifying Examination (PANCE). Validation occurred in two ways: Leave-one-out cross-validation (LOOCV) and evaluating the predictions in a new cohort. Results: AMMKNN achieved an accuracy of 93% in LOOCV. AMMKNN generates a predicted PANCE score for each student, one year before they are scheduled to take the exam. Students can then be classified into extra support, optional extra support, or no extra support groups. The educator then has one year to provide the appropriate customized support to each category of student. Conclusions: Predictive analytics can identify at-risk students, so they can receive additional support or remediation when preparing for high-stakes certification exams. Educators can use the included methods and code to generate predicted test outcomes for students. The authors recommend that educators use this or similar predictive methods responsibly and transparently, as one of many tools used to support students.

Objective: Classifier transfers usually come with dataset shifts. To overcome them, online strategies have to be applied. For practical applications, limitations in the computational resources for the adaptation of batch learning algorithms, like the SVM, have to be considered. Approach: We review and compare several strategies for online learning with SVMs. We focus on data selection strategies which limit the size of the stored training data [...] Main Results: For different data shifts, different criteria are appropriate. For the synthetic data, adding all samples to the pool of considered samples performs often significantly worse than other criteria. Especially, adding only misclassified samples performed astoundingly well. Here, balancing criteria were very important when the other criteria were not well chosen. For the transfer setups, the results show that the best strategy depends on the intensity of the drift during the transfer. Adding all and removing the oldest samples results in the best performance, whereas for smaller drifts, it can be sufficient to only add potential new support vectors of the SVM which reduces processing resources. Significance: For BCIs based on EEG models, trained on data from a calibration session, a previous recording session, or even from a recording session with one or several other subjects, are used. This transfer of the learned model usually decreases the performance and can therefore benefit from online learning which adapts the classifier like the established SVM. We show that by using the right combination of data selection criteria, it is possible to adapt the classifier and largely increase the performance. Furthermore, in some cases it is possible to speed up the processing and save computational by updating with a subset of special samples and keeping a small subset of samples for training the classifier.

Conducting randomized experiments in education settings raises the question of how we can use machine learning techniques to improve educational interventions. Using Multi-Armed Bandits (MAB) algorithms like Thompson Sampling (TS) in adaptive experiments can increase students' chances of obtaining better outcomes by increasing the probability of assignment to the most optimal condition (arm), even before an intervention completes. This is an advantage over traditional A/B testing, which may allocate an equal number of students to both optimal and non-optimal conditions. The problem is the exploration-exploitation trade-off. Even though adaptive policies aim to collect enough information to allocate more students to better arms reliably, past work shows that this may not be enough exploration to draw reliable conclusions about whether arms differ. Hence, it is of interest to provide additional uniform random (UR) exploration throughout the experiment. This paper shows a real-world adaptive experiment on how students engage with instructors' weekly email reminders to build their time management habits. Our metric of interest is open email rates which tracks the arms represented by different subject lines. These are delivered following different allocation algorithms: UR, TS, and what we identified as TS{\dag} - which combines both TS and UR rewards to update its priors. We highlight problems with these adaptive algorithms - such as possible exploitation of an arm when there is no significant difference - and address their causes and consequences. Future directions includes studying situations where the early choice of the optimal arm is not ideal and how adaptive algorithms can address them.

Adaptive experiments can increase the chance that current students obtain better outcomes from a field experiment of an instructional intervention. In such experiments, the probability of assigning students to conditions changes while more data is being collected, so students can be assigned to interventions that are likely to perform better. Digital educational environments lower the barrier to conducting such adaptive experiments, but they are rarely applied in education. One reason might be that researchers have access to few real-world case studies that illustrate the advantages and disadvantages of these experiments in a specific context. We evaluate the effect of homework email reminders in students by conducting an adaptive experiment using the Thompson Sampling algorithm and compare it to a traditional uniform random experiment. We present this as a case study on how to conduct such experiments, and we raise a range of open questions about the conditions under which adaptive randomized experiments may be more or less useful.

Learning representations of nodes in a low dimensional space is a crucial task with numerous interesting applications in network analysis, including link prediction, node classification, and visualization. Two popular approaches for this problem are matrix factorization and random walk-based models. In this paper, we aim to bring together the best of both worlds, towards learning node representations. In particular, we propose a weighted matrix factorization model that encodes random walk-based information about nodes of the network. The benefit of this novel formulation is that it enables us to utilize kernel functions without realizing the exact proximity matrix so that it enhances the expressiveness of existing matrix decomposition methods with kernels and alleviates their computational complexities. We extend the approach with a multiple kernel learning formulation that provides the flexibility of learning the kernel as the linear combination of a dictionary of kernels in data-driven fashion. We perform an empirical evaluation on real-world networks, showing that the proposed model outperforms baseline node embedding algorithms in downstream machine learning tasks.

"…the branch of artificial intelligence that brings it out of the lab and into the real world…" [1] In essence, applied AI is taking scientific research and applying it to business problems. It would be helpful to start with a definition of machine learning.

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