Alon et al. [2019] and Bun et al. [2020] recently showed that online learnability and private PAC learnability are equivalent in binary classification. We investigate whether this equivalence extends to multi-class classification and regression. First, we show that private learnability implies online learnability in both settings. Our extension involves studying a novel variant of the Littlestone dimension that depends on a tolerance parameter and on an appropriate generalization of the concept of threshold functions beyond binary classification. Second, we show that while online learnability continues to imply private learnability in multi-class classification, current proof techniques encounter significant hurdles in the regression setting. While the equivalence for regression remains open, we provide non-trivial sufficient conditions for an online learnable class to also be privately learnable.

Imitation Learning (IL) algorithms are typically evaluated in the same environment that was used to create demonstrations. This rewards precise reproduction of demonstrations in one particular environment, but provides little information about how robustly an algorithm can generalise the demonstrator's intent to substantially different deployment settings. This paper presents the MAGICAL benchmark suite, which permits systematic evaluation of generalisation by quantifying robustness to different kinds of distribution shift that an IL algorithm is likely to encounter in practice. Using the MAGICAL suite, we confirm that existing IL algorithms overfit significantly to the context in which demonstrations are provided. We also show that standard methods for reducing overfitting are effective at creating narrow perceptual invariances, but are not sufficient to enable transfer to contexts that require substantially different behaviour, which suggests that new approaches will be needed in order to robustly generalise demonstrator intent. Code and data for the MAGICAL suite is available at https://github.com/qxcv/magical/.

The automatic evaluation for school assignments is an important application of AI in the education field. In this work, we focus on the task of personalized multimodal feedback generation, which aims to generate personalized feedback for various teachers to evaluate students' assignments involving multimodal inputs such as images, audios, and texts. This task involves the representation and fusion of multimodal information and natural language generation, which presents the challenges from three aspects: 1) how to encode and integrate multimodal inputs; 2) how to generate feedback specific to each modality; and 3) how to realize personalized feedback generation. In this paper, we propose a novel Personalized Multimodal Feedback Generation Network (PMFGN) armed with a modality gate mechanism and a personalized bias mechanism to address these challenges. The extensive experiments on real-world K-12 education data show that our model significantly outperforms several baselines by generating more accurate and diverse feedback. In addition, detailed ablation experiments are conducted to deepen our understanding of the proposed framework.

Policy iteration (PI) is a recursive process of policy evaluation and improvement for solving an optimal decision-making/control problem, or in other words, a reinforcement learning (RL) problem. PI has also served as the fundamental for developing RL methods. In this paper, we propose two PI methods, called differential PI (DPI) and integral PI (IPI), and their variants, for a general RL framework in continuous time and space (CTS), where the environment is modeled by a system of ordinary differential equations (ODEs). The proposed methods inherit the current ideas of PI in classical RL and optimal control and theoretically support the existing RL algorithms in CTS: TD-learning and value-gradient-based (VGB) greedy policy update. We also provide case studies including 1) discounted RL and 2) optimal control tasks. Fundamental mathematical properties -- admissibility, uniqueness of the solution to the Bellman equation (BE), monotone improvement, convergence, and optimality of the solution to the Hamilton-Jacobi-Bellman equation (HJBE) -- are all investigated in-depth and improved from the existing theory, along with the general and case studies. Finally, the proposed ones are simulated with an inverted-pendulum model and their model-based and partially model-free implementations to support the theory and further investigate them beyond.

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From this course you can learn Object-Oriented Programming from basics to advanced concepts. All code examples in the course are written in Java but that's doesn't mean you can't apply the knowledge from this course in other programming languages. You can easily use the knowledge from this course in any language if you want to build applications with the help of object-oriented programming approach. There are a lot of other courses in this topic. So, why would you choose exactly this course?

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Machine learning and AI continue to reach further into IT services and complement applications developed by software engineers. IT teams need to sharpen their machine learning skills if they want to keep up. Cloud computing services support an array of functionality needed to build and deploy AI and machine learning applications. In many ways, AI systems are managed much like other software that IT pros are familiar with in the cloud. But just because someone can deploy an application, that does not necessarily mean they can successfully deploy a machine learning model.

High school students across the state of Texas have a new resource to guide them through the college application process, thanks to a public-private partnership announced today by the Texas Higher Education Coordinating Board (THECB). The new initiative will tap AdmitHub's pioneering technology to enable students to access ADVi, a conversational artificial intelligence (AI) chatbot that offers proactive, personalized guidance to help students navigate their way to and through college. ADVi can communicate with students 24/7 via text message, and if students need additional support, directs them to a cohort of live advisers who are trained and funded through a partnership with the College Advising Corps. Texas students may access ADVi by texting "COLLEGE" to 512-829-3687 or starting a freshman application in ApplyTexas. The THECB launched the text messaging tool this month to 60,000 high school seniors who opted into receiving messages in their ApplyTexas applications.

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