Inverse optimization is a powerful paradigm for learning preferences and restrictions that explain the behavior of a decision maker, based on a set of external signal and the corresponding decision pairs. However, most inverse optimization algorithms are designed specifically in batch setting, where all the data is available in advance. As a consequence, there has been rare use of these methods in an online setting suitable for real-time applications. In this paper, we propose a general framework for inverse optimization through online learning. Specifically, we develop an online learning algorithm that uses an implicit update rule which can handle noisy data.

This paper describes a third-generation parameter server framework for distributed machine learning. This framework offers two relaxations to balance system performance and algorithm efficiency. We propose a new algorithm that takes advantage of this framework to solve non-convex non-smooth problems with convergence guarantees. We present an in-depth analysis of two large scale machine learning problems ranging from $\ell_1$-regularized logistic regression on CPUs to reconstruction ICA on GPUs, using 636TB of real data with hundreds of billions of samples and dimensions. We demonstrate using these examples that the parameter server framework is an effective and straightforward way to scale machine learning to larger problems and systems than have been previously achieved.

If you don't know, Keras is a both powerful and easy-to-use Python library for developing and evaluating deep learning models. It wraps the efficient numerical computation libraries like Theano and TensorFlow and allows you to define and train neural network models in a few short lines of code, which is just awesome. In this course, you will learn how to build an end-to-end Python machine learning project using Keras and tune a deep learning model and neural network. The best part of this course is that n the course, we will walk through every line of code so you'll be able to understand the model and the process.

According to the goal-gradient hypothesis, people increase their efforts toward a reward as they close in on the reward. This hypothesis has recently been used to explain users' behavior in online communities that use badges as rewards for completing specific activities. In such settings, users exhibit a "steering effect," a dramatic increase in activity as the users approach a badge threshold, thereby following the predictions made by the goal-gradient hypothesis. This paper provides a new probabilistic model of users' behavior, which captures users who exhibit different levels of steering. We apply this model to data from the popular Q&A site, Stack Overflow, and study users who achieve one of the badges available on this platform. Our results show that only a fraction (20%) of all users strongly experience steering, whereas the activity of more than 40% of badge achievers appears not to be affected by the badge. In particular, we find that for some of the population, an increased activity in and around the badge acquisition date may reflect a statistical artifact rather than steering, as was previously thought in prior work. These results are important for system designers who hope to motivate and guide their users towards certain actions. We have highlighted the need for further studies which investigate what motivations drive the non-steered users to contribute to online communities.

We present the application of a class of deep learning, known as Physics Informed Neural Networks (PINN), to learning and discovery in solid mechanics. We explain how to incorporate the momentum balance and constitutive relations into PINN, and explore in detail the application to linear elasticity, although the framework is rather general and can be extended to other solid-mechanics problems. While common PINN algorithms are based on training one deep neural network (DNN), we propose a multi-network model that results in more accurate representation of the field variables. To validate the model, we test the framework on synthetic data generated from analytical and numerical reference solutions. We study convergence of the PINN model, and show that Isogeometric Analysis (IGA) results in superior accuracy and convergence characteristics compared with classic low-order Finite Element Method (FEM). We also show the applicability of the framework for transfer learning, and find vastly accelerated convergence during network re-training. Finally, we find that honoring the physics leads to improved robustness: when trained only on a few parameters, we find that the PINN model can accurately predict the solution for a wide range of parameters new to the network---thus pointing to an important application of this framework to sensitivity analysis and surrogate modeling.

Most work in algorithmic fairness to date has focused on discrete outcomes, such as deciding whether to grant someone a loan or not. In these classification settings, group fairness criteria such as independence, separation and sufficiency can be measured directly by comparing rates of outcomes between subpopulations. Many important problems however require the prediction of a real-valued outcome, such as a risk score or insurance premium. In such regression settings, measuring group fairness criteria is computationally challenging, as it requires estimating information-theoretic divergences between conditional probability density functions. This paper introduces fast approximations of the independence, separation and sufficiency group fairness criteria for regression models from their (conditional) mutual information definitions, and uses such approximations as regularisers to enforce fairness within a regularised risk minimisation framework. Experiments in real-world datasets indicate that in spite of its superior computational efficiency our algorithm still displays state-of-the-art accuracy/fairness tradeoffs.

Student dropout prediction provides an opportunity to improve student engagement, which maximizes the overall effectiveness of learning experiences. However, researches on student dropout were mainly conducted on school dropout or course dropout, and study session dropout in a mobile learning environment has not been considered thoroughly. In this paper, we investigate the study session dropout prediction problem in a mobile learning environment. First, we define the concept of the study session, study session dropout and study session dropout prediction task in a mobile learning environment. Based on the definitions, we propose a novel Transformer based model for predicting study session dropout, DAS: Deep Attentive Study Session Dropout Prediction in Mobile Learning Environment. DAS has an encoder-decoder structure which is composed of stacked multi-head attention and point-wise feed-forward networks. The deep attentive computations in DAS are capable of capturing complex relations among dynamic student interactions. To the best of our knowledge, this is the first attempt to investigate study session dropout in a mobile learning environment. Empirical evaluations on a large-scale dataset show that DAS achieves the best performance with a significant improvement in area under the receiver operating characteristic curve compared to baseline models.

Knowledge tracing, the act of modeling a student's knowledge through learning activities, is an extensively studied problem in the field of computer-aided education. Although models with attention mechanism have outperformed traditional approaches such as Bayesian knowledge tracing and collaborative filtering, they share two limitations. Firstly, the models rely on shallow attention layers and fail to capture complex relations among exercises and responses over time. Secondly, different combinations of queries, keys and values for the self-attention layer for knowledge tracing were not extensively explored. Usual practice of using exercises and interactions (exercise-response pairs) as queries and keys/values respectively lacks empirical support. In this paper, we propose a novel Transformer based model for knowledge tracing, SAINT: Separated Self-AttentIve Neural Knowledge Tracing. SAINT has an encoder-decoder structure where exercise and response embedding sequence separately enter the encoder and the decoder respectively, which allows to stack attention layers multiple times. To the best of our knowledge, this is the first work to suggest an encoder-decoder model for knowledge tracing that applies deep self-attentive layers to exercises and responses separately. The empirical evaluations on a large-scale knowledge tracing dataset show that SAINT achieves the state-of-the-art performance in knowledge tracing with the improvement of AUC by 1.8% compared to the current state-of-the-art models.

Machine learning has shown growing success in recent years. However, current machine learning systems are highly specialized, trained for particular problems or domains, and typically on a single narrow dataset. Human learning, on the other hand, is highly general and adaptable. Never-ending learning is a machine learning paradigm that aims to bridge this gap, with the goal of encouraging researchers to design machine learning systems that can learn to perform a wider variety of inter-related tasks in more complex environments. To date, there is no environment or testbed to facilitate the development and evaluation of never-ending learning systems. To this end, we propose the Jelly Bean World testbed. The Jelly Bean World allows experimentation over two-dimensional grid worlds which are filled with items and in which agents can navigate. This testbed provides environments that are sufficiently complex and where more generally intelligent algorithms ought to perform better than current state-of-the-art reinforcement learning approaches. It does so by producing non-stationary environments and facilitating experimentation with multi-task, multi-agent, multi-modal, and curriculum learning settings. We hope that this new freely-available software will prompt new research and interest in the development and evaluation of never-ending learning systems and more broadly, general intelligence systems.

Acquiring abilities in the absence of a task-oriented reward function is at the frontier of reinforcement learning research. This problem has been studied through the lens of empowerment, which draws a connection between option discovery and information theory. Information-theoretic skill discovery methods have garnered much interest from the community, but little research has been conducted in understanding their limitations. Through theoretical analysis and empirical evidence, we show that existing algorithms suffer from a common limitation -- they discover options that provide a poor coverage of the state space. In light of this, we propose 'Explore, Discover and Learn' (EDL), an alternative approach to information-theoretic skill discovery. Crucially, EDL optimizes the same information-theoretic objective derived from the empowerment literature, but addresses the optimization problem using different machinery. We perform an extensive evaluation of skill discovery methods on controlled environments and show that EDL offers significant advantages, such as overcoming the coverage problem, reducing the dependence of learned skills on the initial state, and allowing the user to define a prior over which behaviors should be learned.