Meta- Machine learning is also booming as a field of study. While virtual courses on AI and machine learning can be a pricy affair, the very attempt in learning machine learning can be done otherwise as well. This is the best time to learn machine learning as the trends in the market suggest. The global machine learning market is estimated at US dollar 8.43 billion in 2019, and is expected to reach 117 billion by 2027, at a CAGR of 39.2%. Thus, job opportunities in this sector are going to grow with a boom in the coming years. AI and machine learning are not only used in machine learning applications but also in Internet of things, like self-driving cars, smart homes, digital assistants, etc.

I do really appreciate these helpful on-hand labs and lectures. Passed the DP-100 in Dec 2020.

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Traditional learning approaches for classification implicitly assume that each mistake has the same cost. In many real-world problems though, the utility of a decision depends on the underlying context $x$ and decision $y$. However, directly incorporating these utilities into the learning objective is often infeasible since these can be quite complex and difficult for humans to specify. We formally study this as agnostic learning with unknown utilities: given a dataset $S = \{x_1, \ldots, x_n\}$ where each data point $x_i \sim \mathcal{D}$, the objective of the learner is to output a function $f$ in some class of decision functions $\mathcal{F}$ with small excess risk. This risk measures the performance of the output predictor $f$ with respect to the best predictor in the class $\mathcal{F}$ on the unknown underlying utility $u^*$. This utility $u^*$ is not assumed to have any specific structure. This raises an interesting question whether learning is even possible in our setup, given that obtaining a generalizable estimate of utility $u^*$ might not be possible from finitely many samples. Surprisingly, we show that estimating the utilities of only the sampled points~$S$ suffices to learn a decision function which generalizes well. We study mechanisms for eliciting information which allow a learner to estimate the utilities $u^*$ on the set $S$. We introduce a family of elicitation mechanisms by generalizing comparisons, called the $k$-comparison oracle, which enables the learner to ask for comparisons across $k$ different inputs $x$ at once. We show that the excess risk in our agnostic learning framework decreases at a rate of $O\left(\frac{1}{k} \right)$. This result brings out an interesting accuracy-elicitation trade-off -- as the order $k$ of the oracle increases, the comparative queries become harder to elicit from humans but allow for more accurate learning.

Our goal, in the context of open-domain textual question-answering (QA), is to explain answers by not just listing supporting textual evidence ("rationales"), but also showing how such evidence leads to the answer in a systematic way. If this could be done, new opportunities for understanding and debugging the system's reasoning would become possible. Our approach is to generate explanations in the form of entailment trees, namely a tree of entailment steps from facts that are known, through intermediate conclusions, to the final answer. To train a model with this skill, we created ENTAILMENTBANK, the first dataset to contain multistep entailment trees. At each node in the tree (typically) two or more facts compose together to produce a new conclusion. Given a hypothesis (question + answer), we define three increasingly difficult explanation tasks: generate a valid entailment tree given (a) all relevant sentences (the leaves of the gold entailment tree), (b) all relevant and some irrelevant sentences, or (c) a corpus. We show that a strong language model only partially solves these tasks, and identify several new directions to improve performance. This work is significant as it provides a new type of dataset (multistep entailments) and baselines, offering a new avenue for the community to generate richer, more systematic explanations.

Action advising is a peer-to-peer knowledge exchange technique built on the teacher-student paradigm to alleviate the sample inefficiency problem in deep reinforcement learning. Recently proposed student-initiated approaches have obtained promising results. However, due to being in the early stages of development, these also have some substantial shortcomings. One of the abilities that are absent in the current methods is further utilising advice by reusing, which is especially crucial in the practical settings considering the budget and cost constraints in peer-to-peer. In this study, we present an approach to enable the student agent to imitate previously acquired advice to reuse them directly in its exploration policy, without any interventions in the learning mechanism itself. In particular, we employ a behavioural cloning module to imitate the teacher policy and use dropout regularisation to have a notion of epistemic uncertainty to keep track of which state-advice pairs are actually collected. As the results of experiments we conducted in three Atari games show, advice reusing via generalisation is indeed a feasible option in deep RL and our approach can successfully achieve this while significantly improving the learning performance, even when paired with a simple early advising heuristic.

Deep Reinforcement Learning (RL) techniques can benefit greatly from leveraging prior experience, which can be either self-generated or acquired from other entities. Action advising is a framework that provides a flexible way to transfer such knowledge in the form of actions between teacher-student peers. However, due to the realistic concerns, the number of these interactions is limited with a budget; therefore, it is crucial to perform these in the most appropriate moments. There have been several promising studies recently that address this problem setting especially from the student's perspective. Despite their success, they have some shortcomings when it comes to the practical applicability and integrity as an overall solution to the learning from advice challenge. In this paper, we extend the idea of advice reusing via teacher imitation to construct a unified approach that addresses both advice collection and advice utilisation problems. Furthermore, we also propose a method to automatically determine the relevant hyperparameters of these components on-the-fly to make it able to adapt to any task with minimal human intervention. The experiments we performed in 5 different Atari games verify that our algorithm can outperform its competitors by achieving state-of-the-art performance, and its components themselves also provides significant advantages individually.

Recent commonsense-reasoning tasks are typically discriminative in nature, where a model answers a multiple-choice question for a certain context. Discriminative tasks are limiting because they fail to adequately evaluate the model's ability to reason and explain predictions with underlying commonsense knowledge. They also allow such models to use reasoning shortcuts and not be "right for the right reasons". In this work, we present ExplaGraphs, a new generative and structured commonsense-reasoning task (and an associated dataset) of explanation graph generation for stance prediction. Specifically, given a belief and an argument, a model has to predict whether the argument supports or counters the belief and also generate a commonsense-augmented graph that serves as non-trivial, complete, and unambiguous explanation for the predicted stance. The explanation graphs for our dataset are collected via crowdsourcing through a novel Collect-Judge-And-Refine graph collection framework that improves the graph quality via multiple rounds of verification and refinement. A significant 83% of our graphs contain external commonsense nodes with diverse structures and reasoning depths. We also propose a multi-level evaluation framework that checks for the structural and semantic correctness of the generated graphs and their plausibility with human-written graphs. We experiment with state-of-the-art text generation models like BART and T5 to generate explanation graphs and observe that there is a large gap with human performance, thereby encouraging useful future work for this new commonsense graph-based explanation generation task.

Editor's note: This story led off this week's Future of Learning newsletter, which is delivered free to subscribers' inboxes every other Wednesday with trends and top stories about education innovation. Joanna Smith, founder of an ed-tech company that helps schools curb chronic absenteeism, was thinking about how to pivot her company to provide services in a remote learning setting as many brick and mortar schools transitioned online last year. In April 2020, her company, AllHere, launched several new features to battle problems exacerbated by Covid-19, including an Artificial Intelligence-powered two-way text messaging system, Chatbot, for kids who weren't showing up to class regularly. Chatbot allows teachers to check in with families and provides 24/7 individualized AI support for struggling students. Families can also log on to the platform to get confidential health care referrals or help with computer-related issues.

Llanor Alleyne is managing editor of a portfolio of enterprise IT and SMB technology sites, including IT Business Edge, Enterprise Networking Planet, and Small Business Computing. In an editorial career that has spanned nearly 18 years, Llanor previously held editorial leadership roles at Residential Systems Magazine, Digital Signage Magazine, and media company AVNation.TV. Previously the host of the Digital Signage Digest podcast, Llanor is committed to understanding the impact of technology on social mores and folkways. Her deep knowledge base includes audio/video integration, IoT/smart home, immersive tech, IT, and more.