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Artificial intelligence has gone beyond science fiction in recent years and will revolutionize the way we live our lives. Business is being affected left, right, and center. Add to that the projected 40% increase in labor productivity from AI use, and the 61% of business professionals who say machine learning and artificial intelligence are their organization's most significant data initiative. Artificial intelligence is creeping into the everyday life of today's MBA student too, and sometimes in surprising ways. Business education has so far avoided the massive digital disruption witnessed in other industries like media: the MBA is still largely campus based. But technology is changing how students learn.

If recent television shows are anything to go by, we're a little concerned about the consequences of technological development. Black Mirror projects the negative consequences of social media, while artificial intelligence turns rogue in The 100 and Better Than Us. The potential extinction of the human race is up for grabs in Travellers, and Altered Carbon frets over the separation of human consciousness from the body. And Humans and Westworld see trouble ahead for human-android relations. Narratives like these have a long lineage.

Department of Electrical, Electronic and Information Engineering Alma Mater Studiorum - Universit a di Bologna Bologna, Italy Abstract In this paper, we introduce the concept of collective learning (CL) which exploits the notion of collective intelligence in the field of distributed semi-supervised learning. The proposed framework draws inspiration from the learning behavior of human beings, who alternate phases involving collaboration, confrontation and exchange of views with other consisting of studying and learning on their own. On this regard, CL comprises two main phases: a self-training phase in which learning is performed on local private (labeled) data only and a collective training phase in which proxy-labels are assigned to shared (unlabeled) data by means of a consensus-based algorithm. In the considered framework, heterogeneous systems can be connected over the same network, each with different computational capabilities and resources and everyone in the network may take advantage of the cooperation and will eventually reach higher performance with respect to those it can reach on its own. An extensive experimental campaign on an image classification problem emphasizes the properties of CL by analyzing the performance achieved by the cooperating agents. 1 Introduction The notion of collective intelligence has been firstly introduced in [Engelbart, 1962] and widespread in the sociological field by Pierre L evy in [L evy and Bononno, 1997]. By borrowing the words of L evy, collective intelligence " is a form of universally distributed intelligence, constantly enhanced, coordinated in real time, and resulting in the effective mobilization of skills ". Moreover, " the basis and goal of collective intelligence is mutual recognition and enrichment of individuals rather than the cult of fetishized or hypostatized communities ". In this paper, we aim to exploit some concepts borrowed from the notion of collective intelligence in a distributed machine learning scenario. In fact, by cooperating with each other, machines may exhibit performance higher than those they can obtain by learning on their own. We call this framework collective learning (CL) . Distributed systems 1 have received a steadily growing attention in the last years and1 When talking about distributed systems, the word distributed can be used with different meanings.

We seek to align agent behavior with a user's objectives in a reinforcement learning setting with unknown dynamics, an unknown reward function, and unknown unsafe states. The user knows the rewards and unsafe states, but querying the user is expensive. To address this challenge, we propose an algorithm that safely and interactively learns a model of the user's reward function. We start with a generative model of initial states and a forward dynamics model trained on off-policy data. Our method uses these models to synthesize hypothetical behaviors, asks the user to label the behaviors with rewards, and trains a neural network to predict the rewards. The key idea is to actively synthesize the hypothetical behaviors from scratch by maximizing tractable proxies for the value of information, without interacting with the environment. We call this method reward query synthesis via trajectory optimization (ReQueST). We evaluate ReQueST with simulated users on a state-based 2D navigation task and the image-based Car Racing video game. The results show that ReQueST significantly outperforms prior methods in learning reward models that transfer to new environments with different initial state distributions. Moreover, ReQueST safely trains the reward model to detect unsafe states, and corrects reward hacking before deploying the agent.

Distillation is an effective knowledge-transfer technique that uses predicted distributions of a powerful teacher model as soft targets to train a less-parameterized student model. A pre-trained high capacity teacher, however, is not always available. Recently proposed online variants use the aggregated intermediate predictions of multiple student models as targets to train each student model. Although group-derived targets give a good recipe for teacher-free distillation, group members are homogenized quickly with simple aggregation functions, leading to early saturated solutions. In this work, we propose Online Knowledge Distillation with Diverse peers (OKDDip), which performs two-level distillation during training with multiple auxiliary peers and one group leader. In the first-level distillation, each auxiliary peer holds an individual set of aggregation weights generated with an attention-based mechanism to derive its own targets from predictions of other auxiliary peers. Learning from distinct target distributions helps to boost peer diversity for effectiveness of group-based distillation. The second-level distillation is performed to transfer the knowledge in the ensemble of auxiliary peers further to the group leader, i.e., the model used for inference. Experimental results show that the proposed framework consistently gives better performance than state-of-the-art approaches without sacrificing training or inference complexity, demonstrating the effectiveness of the proposed two-level distillation framework.

Traditional Reinforcement Learning (RL) algorithms either predict rewards with value functions or maximize them using policy search. We study an alternative: Upside-Down Reinforcement Learning (Upside-Down RL or UDRL), that solves RL problems primarily using supervised learning techniques. Many of its main principles are outlined in a companion report [34]. Here we present the first concrete implementation of UDRL and demonstrate its feasibility on certain episodic learning problems. Experimental results show that its performance can be surprisingly competitive with, and even exceed that of traditional baseline algorithms developed over decades of research.

Whether they are teaching multiplication facts with the video game Minecraft or exploring engineering concepts in a Lego-themed makerspace, educators in Pennsylvania's Montour School District always ask themselves, "Is this best for children?"--not just for today, but for the future students will face as adults. "Our entire school community, led by our superintendent and school board, really believes that they want what's best for children and that comes with understanding what is best for children now and in the future," explains Justin Aglio, Montour's director of K–4 academic achievement and K–12 innovation. "We know what we want our future to look like. We want a school where students are kind, where students are thinkers, where they have the advanced skills and strategies they need to achieve academically. You can't wish students will be kind five years from now, you have to design it."

LONDON--(BUSINESS WIRE)--The artificial intelligence market in the US education sector is expected to post a CAGR of nearly 48% during the period 2018-2022, according to the latest market research report by Technavio. The increasing emphasis on customized learning paths using AI will be one of the major drivers in the global artificial intelligence market in the US education sector. The education system of the US is well developed and teachers and students in the country are aware about AI technology. This increases the adoption of artificial intelligence in the education sectors of the US. Moreover, the growing reliance on machine learning technologies for the collection of data about student performance will contribute to expanding the artificial intelligence market in the US education sector.