Many machine learning problems can be framed in the context of estimating functions, and often these are time-dependent functions that are estimated in real-time as observations arrive. Gaussian processes (GPs) are an attractive choice for modeling real-valued nonlinear functions due to their flexibility and uncertainty quantification. However, the typical GP regression model suffers from several drawbacks: i) Conventional GP inference scales $O(N^{3})$ with respect to the number of observations; ii) updating a GP model sequentially is not trivial; and iii) covariance kernels often enforce stationarity constraints on the function, while GPs with non-stationary covariance kernels are often intractable to use in practice. To overcome these issues, we propose an online sequential Monte Carlo algorithm to fit mixtures of GPs that capture non-stationary behavior while allowing for fast, distributed inference. By formulating hyperparameter optimization as a multi-armed bandit problem, we accelerate mixing for real time inference. Our approach empirically improves performance over state-of-the-art methods for online GP estimation in the context of prediction for simulated non-stationary data and hospital time series data.

Adaptive learning, also known as adaptive teaching, relies on learning path recommendation, which sequentially recommends personalized learning items (e.g., lectures, exercises) to satisfy the unique needs of each learner. Although it is well known that modeling the cognitive structure including knowledge level of learners and knowledge structure (e.g., the prerequisite relations) of learning items is important for learning path recommendation, existing methods for adaptive learning often separately focus on either knowledge levels of learners or knowledge structure of learning items. To fully exploit the multifaceted cognitive structure for learning path recommendation, we propose a Cognitive Structure Enhanced framework for Adaptive Learning, named CSEAL. By viewing path recommendation as a Markov Decision Process and applying an actor-critic algorithm, CSEAL can sequentially identify the right learning items to different learners. Specifically, we first utilize a recurrent neural network to trace the evolving knowledge levels of learners at each learning step. Then, we design a navigation algorithm on the knowledge structure to ensure the logicality of learning paths, which reduces the search space in the decision process. Finally, the actor-critic algorithm is used to determine what to learn next and whose parameters are dynamically updated along the learning path. Extensive experiments on real-world data demonstrate the effectiveness and robustness of CSEAL.

Toward this goal, we propose a new class of challenges, and a class of architectures that can solve them. The challenges are meta-mappings, which involve systematically transforming task behaviors to adapt to new tasks zero-shot. We suggest that the key to achieving these challenges is representing the task being performed along with the computations used to perform it. We therefore draw inspiration from meta-learning and functional programming to propose a class of Embedded Meta-Learning (EML) architectures that represent both data and tasks in a shared latent space. EML architectures are applicable to any type of machine learning task, including supervised learning and reinforcement learning. We demonstrate the flexibility of these architectures by showing that they can perform meta-mappings, i.e. that they can exhibit zero-shot remapping of behavior to adapt to new tasks.

Open access to high-quality education is limited by the difficulty of providing student feedback. In this paper, we present Generative Grading with Neural Approximate Parsing (GG-NAP): a novel approach for providing feedback at scale that is capable of both accurately grading student work while also providing verifiability--a property where the model is able to substantiate its claims with a provable certificate. Our approach uses generative descriptions of student cognition, written as probabilistic programs, to synthesise millions of labelled example solutions to a problem; it then trains inference networks to approximately parse real student solutions according to these generative models. We achieve feedback prediction accuracy comparable to professional human experts in a variety of settings: short-answer questions, programs with graphical output, block-based programming, and short Java programs. In a real classroom, we ran an experiment where humans used GG-NAP to grade, yielding doubled grading accuracy while halving grading time.

Over the past decade, artificial intelligence has demonstrated its efficiency in many different applications and a huge number of algorithms have become central and ubiquitous in our life. Their growing interest is essentially based on their capability to synthesize and process large amounts of data, and to help humans making decisions in a world of increasing complexity. Yet, the effectiveness of algorithms in bringing more and more relevant recommendations to humans may start to compete with human-alone decisions based on values other than pure efficacy. Here, we examine this tension in light of the emergence of several forms of digital normativity, and analyze how this normative role of AI may influence the ability of humans to remain subject of their life. The advent of AI technology imposes a need to achieve a balance between concrete material progress and progress of the mind to avoid any form of servitude. It has become essential that an ethical reflection accompany the current developments of intelligent algorithms beyond the sole question of their social acceptability. Such reflection should be anchored where AI technologies are being developed as well as in educational programs where their implications can be explained.

Meta-learning has received a tremendous recent attention as a possible approach for mimicking human intelligence, i.e., acquiring new knowledge and skills with little or even no demonstration. Most of the existing meta-learning methods are proposed to tackle few-shot learning problems such as image and text, in rather Euclidean domain. However, there are very few works applying meta-learning to non-Euclidean domains, and the recently proposed graph neural networks (GNNs) models do not perform effectively on graph few-shot learning problems. Towards this, we propose a novel graph meta-learning framework -- Meta-GNN -- to tackle the few-shot node classification problem in graph meta-learning settings. It obtains the prior knowledge of classifiers by training on many similar few-shot learning tasks and then classifies the nodes from new classes with only few labeled samples. Additionally, Meta-GNN is a general model that can be straightforwardly incorporated into any existing state-of-the-art GNN. Our experiments conducted on three benchmark datasets demonstrate that our proposed approach not only improves the node classification performance by a large margin on few-shot learning problems in meta-learning paradigm, but also learns a more general and flexible model for task adaption.

Beginning as early as next year, many people are expected to have more conversations with digital voice assistants than with their spouse. Presently, the vast majority of these assistants--from Amazon's Alexa to Microsoft's Cortana--are projected as female, in name, sound of voice and'personality'. 'I'd blush if I could', a new UNESCO publication produced in collaboration with Germany and the EQUALS Skills Coalition holds a critical lens to this growing and global practice, explaining how it: The title of the publication borrows its name from the response Siri, Apple's female-gendered voice assistant used by nearly half a billion people, would give when a human user told'her', "Hey Siri, you're a bi***." Siri's submissiveness in the face of gender abuse – and the servility expressed by so many other digital assistants projected as young women – provides a powerful illustration of gender biases coded into technology products, pervasive in the technology sector and apparent in digital skills education. According to Saniye Gülser Corat, UNESCO's Director for Gender Equality, "The world needs to pay much closer attention to how, when and whether AI technologies are gendered and, crucially, who is gendering them."

Microsoft's latest breakthrough could make DNA-based data centers possible

This article is also available in Japanese and Simplified Chinese. Lionbridge AI has assembled a wealth of resources for machine learning and natural language processing activities. In our previous articles, we explained why datasets are such an integral part of machine learning and natural language processing. Without training datasets, machine-learning algorithms would have no way of learning how to do text mining, text classification, or categorize products. This article is the ultimate list of open datasets for machine learning.

In this issue of Communications, as evidenced by the cover and lead article, we celebrate the latest recipients of the ACM A.M. Turing Award. Yoshua Bengio, Yann LeCun, and Geoffrey Hinton carried out pioneering work in deep learning that has touched all our lives. As Turing Laureates, they now join the eminent group of technology visionaries recognized with the world's highest distinction in computing. The Turing Award is one of a suite of professional honors ACM bestows annually to recognize technical achievements that have made significant contributions to our field. This month, I will have the pleasure of joining the awardees, ACM Fellows, and other luminaries in San Francisco for the ACM Awards Banquet.