The stock of a data scientist is at an all-time high right now. There aren't too many professions out there that can rival the specter, luster and respect a data scientist commands as we head into 2020. I have seen non-data science folks (or non-technical folks) look at a data scientist as someone with superpowers. There are plenty of reasons for this (media hype being one of them) but there's no doubt that the job of a data scientist is a highly valued one. Check out Gartner's publishes Hype Cycle for Artificial Intelligence in 2019 below: To support this, here is Linkedin's 2019 report on the most promising jobs and I am sure you would have guessed the profession that tops the list: From Fortune 500 companies to retail stores, organizations around the world want to build a team of top data science professionals.

"The potential benefits are huge, since everything that civilization has to offer is a product of human intelligence; we cannot predict what we might achieve when this intelligence is magnified by the tools AI may provide, but the eradication of disease and poverty are not unfathomable. Because of the great potential of AI, it is important to research how to reap its benefits while avoiding potential pitfalls." It is a sunny morning in Bangalore. Rahul is a young machine learning expert working for a globally dominant technology platform company. He has come up the hard way from a low income family. He secured excellent marks in school and cracked the engineering entrance exam.

AI has grown exponentially in the past decade, and so have the career opportunities as an AI expert/specialist. But what exactly does an AI expert do? Also, is becoming an expert the only option while pursuing a career in artificial intelligence? I don't have any programming/ coding background. Can I still work as an AI expert?

Interactive Educational Systems (IESs) have developed rapidly in recent years to address the issue of quality and affordability of education. Analogous to other domains in AI, there are specific tasks of AIEd for which labels are scarce. For instance, labels like exam score and grade are considered important in educational and social context. However, obtaining the labels is costly as they require student actions taken outside the system. Likewise, while student events like course dropout and review correctness are automatically recorded by IESs, they are few in number as the events occur sporadically in practice. A common way of circumventing the label-scarcity problem is the pre-train/fine-tine method. Accordingly, existing works pre-train a model to learn representations of contents in learning items. However, such methods fail to utilize the student interaction data available and model student learning behavior. To this end, we propose assessment modeling, fundamental pre-training tasks for IESs. An assessment is a feature of student-system interactions which can act as pedagogical evaluation, such as student response correctness or timeliness. Assessment modeling is the prediction of assessments conditioned on the surrounding context of interactions. Although it is natural to pre-train interactive features available in large amount, narrowing down the prediction targets to assessments holds relevance to the label-scarce educational problems while reducing irrelevant noises. To the best of our knowledge, this is the first work investigating appropriate pre-training method of predicting educational features from student-system interactions. While the effectiveness of different combinations of assessments is open for exploration, we suggest assessment modeling as a guiding principle for selecting proper pre-training tasks for the label-scarce educational problems.

We propose an algorithm combining calibrated prediction and generalization bounds from learning theory to construct confidence sets for deep neural networks with PAC guarantees---i.e., the confidence set for a given input contains the true label with high probability. We demonstrate how our approach can be used to construct PAC confidence sets on ResNet for ImageNet, a visual object tracking model, and a dynamics model the half-cheetah reinforcement learning problem.

Transfer learning has been demonstrated to be successful and essential in diverse applications, which transfers knowledge from related but different source domains to the target domain. Online transfer learning(OTL) is a more challenging problem where the target data arrive in an online manner. Most OTL methods combine source classifier and target classifier directly by assigning a weight to each classifier, and adjust the weights constantly. However, these methods pay little attention to reducing the distribution discrepancy between domains. In this paper, we propose a novel online transfer learning method which seeks to find a new feature representation, so that the marginal distribution and conditional distribution discrepancy can be online reduced simultaneously. We focus on online transfer learning with multiple source domains and use the Hedge strategy to leverage knowledge from source domains. We analyze the theoretical properties of the proposed algorithm and provide an upper mistake bound. Comprehensive experiments on two real-world datasets show that our method outperforms state-of-the-art methods by a large margin.

In this monograph, I introduce the basic concepts of Online Learning through a modern view of Online Convex Optimization. Here, online learning refers to the framework of regret minimization under worst-case assumptions. I present first-order and second-order algorithms for online learning with convex losses, in Euclidean and non-Euclidean settings. All the algorithms are clearly presented as instantiation of Online Mirror Descent or Follow-The-Regularized-Leader and their variants. Particular attention is given to the issue of tuning the parameters of the algorithms and learning in unbounded domains, through adaptive and parameter-free online learning algorithms. Non-convex losses are dealt through convex surrogate losses and through randomization. The bandit setting is also briefly discussed, touching on the problem of adversarial and stochastic multi-armed bandits. These notes do not require prior knowledge of convex analysis and all the required mathematical tools are rigorously explained. Moreover, all the proofs have been carefully chosen to be as simple and as short as possible.

There is a growing interest and literature on intrinsic motivations and open-ended learning in both cognitive robotics and machine learning on one side, and in psychology and neuroscience on the other. This paper aims to review some relevant contributions from the two literature threads and to draw links between them. To this purpose, the paper starts by defining intrinsic motivations and by presenting a computationally-driven theoretical taxonomy of their different types. Then it presents relevant contributions from the psychological and neuroscientific literature related to intrinsic motivations, interpreting them based on the grid, and elucidates the mechanisms and functions they play in animals and humans. Endowed with such concepts and their biological underpinnings, the paper next presents a selection of models from cognitive robotics and machine learning that computationally operationalise the concepts of intrinsic motivations and links them to biology concepts. The contribution finally presents some of the open challenges of the field from both the psychological/neuroscientific and computational perspectives.

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