What do all these movies have in common? The artificial intelligence (AI) depicted in there is crazy-sophisticated. These robots can think creatively, continue learning over time, and maybe even pass for conscious. Real-life artificial intelligence experts have a name for AI that can do this -- it's Artificial General Intelligence (AGI). For decades, scientists have tried all sorts of approaches to create AGI, using techniques such as reinforcement learning and machine learning.

With the availability of vast amounts of user visitation history on location-based social networks (LBSN), the problem of Point-of-Interest (POI) prediction has been extensively studied. However, much of the research has been conducted solely on voluntary checkin datasets collected from social apps such as Foursquare or Yelp. While these data contain rich information about recreational activities (e.g., restaurants, nightlife, and entertainment), information about more prosaic aspects of people's lives is sparse. This not only limits our understanding of users' daily routines, but more importantly the modeling assumptions developed based on characteristics of recreation-based data may not be suitable for richer check-in data. In this work, we present an analysis of education "check-in" data using WiFi access logs collected at Purdue University. We propose a heterogeneous graph-based method to encode the correlations between users, POIs, and activities, and then jointly learn embeddings for the vertices. We evaluate our method compared to previous state-of-the-art POI prediction methods, and show that the assumptions made by previous methods significantly degrade performance on our data with dense(r) activity signals. We also show how our learned embeddings could be used to identify similar students (e.g., for friend suggestions).

Tailoring the presentation of information to the needs of individual students leads to massive gains in student outcomes (Bloom 1984). This finding is likely due to the fact that different students learn differently, perhaps as a result of variation in ability, interest or other factors (Schiefele, Krapp, and Winteler 1992). Adapting presentations to the educational needs of an individual has traditionally been the domain of experts, making it expensive and logistically challenging to do at scale, and also leading to inequity in educational outcomes. Increased course sizes and large MOOC enrollments provide an unprecedented access to student data. We propose that emerging technologies in reinforcement learning (RL), as well as semi-supervised learning, natural language processing, and computer vision are critical to leveraging this data to provide personalized education at scale.

Low precision networks in the reinforcement learning (RL) setting are relatively unexplored because of the limitations of binary activations for function approximation. Here, in the discrete action ATARI domain, we demonstrate, for the first time, that low precision policy distillation from a high precision network provides a principled, practical way to train an RL agent. As an application, on 10 different ATARI games, we demonstrate real-time end-to-end game playing on low-power neuromorphic hardware by converting a sequence of game frames into discrete actions.

Data-driven algorithms play a large role in decision making across a variety of industries. Increasingly, these algorithms are being used to make decisions that have significant ramifications for people's social and economic well-being, e.g. in sentencing, loan approval, and policing. Amid the proliferation of such systems there is a growing concern about their potential discriminatory impact. In particular, machine learning systems which are trained on biased data have the potential to learn and perpetuate those biases. A central challenge for practitioners is thus to determine whether their models display discriminatory bias. Here we present a case study in which we frame the issue of bias detection as a causal inference problem with observational data. We enumerate two main causes of bias, sampling bias and label bias, and we investigate the abilities of six different fairness metrics to detect each bias type. Based on these investigations, we propose a set of best practice guidelines to select the fairness metric that is most likely to detect bias if it is present. Additionally, we aim to identify the conditions in which certain fairness metrics may fail to detect bias and instead give practitioners a false belief that their biased model is making fair decisions.

One of the key resources in large-scale learning systems is the number of rounds of communication between the server and the clients holding the data points. We study this resource for systems with two types of constraints on the communication from each of the clients: local differential privacy and limited number of bits communicated. For both models the number of rounds of communications is captured by the number of rounds of interaction when solving the learning problem in the statistical query (SQ) model. For many learning problems known efficient algorithms require many rounds of interaction. Yet little is known on whether this is actually necessary. In the context of classification in the PAC learning model, Kasiviswanathan et al. (2008) constructed an artificial class of functions that is PAC learnable with respect to a fixed distribution but cannot be learned by an efficient non-interactive (or one-round) SQ algorithm. Here we show that a similar separation holds for learning linear separators and decision lists without assumptions on the distribution. To prove this separation we show that non-interactive SQ algorithms can only learn function classes of low margin complexity, that is classes of functions that can be represented as large-margin linear separators.

Abstract-- This paper presents a novel approach for automatic rule learning applicable to an autonomous driving system using real driving data. We represent the actions of other agents (provided by sensors) in the scene via temporal sequences called "episodes". The proposed method adaptively creates new rules automatically by extracting and segmenting valuable information about other agents and their interactions. These rules, which take the form of a "spatiotemporal grammar" or "episodic memory" are stored in a "semantic memory" module for later use. During the testing phase, the system segments constantly changing situations, finds the corresponding parse tree for the current state of the self-car and other agents, and applies the rules stored in semantic memory to stop, yield, continue driving, etc. The method also allows for continues online training during agent driving. Unlike traditional deep driving and machine learning methods that require significant amount of training data to achieve desired quality, the proposed method demonstrates good results with just a few training examples.

The generative learning phase of Autoencoder (AE) and its successor Denosing Autoencoder (DAE) enhances the flexibility of data stream method in exploiting unlabelled samples. Nonetheless, the feasibility of DAE for data stream analytic deserves in-depth study because it characterizes a fixed network capacity which cannot adapt to rapidly changing environments. An automated construction of a denoising autoeconder, namely deep evolving denoising autoencoder (DEVDAN), is proposed in this paper. DEVDAN features an open structure both in the generative phase and in the discriminative phase where input features can be automatically added and discarded on the fly. A network significance (NS) method is formulated in this paper and is derived from the bias-variance concept. This method is capable of estimating the statistical contribution of the network structure and its hidden units which precursors an ideal state to add or prune input features. Furthermore, DEVDAN is free of the problem- specific threshold and works fully in the single-pass learning fashion. The efficacy of DEVDAN is numerically validated using nine non-stationary data stream problems simulated under the prequential test-then-train protocol where DEVDAN is capable of delivering an improvement of classification accuracy to recently published online learning works while having flexibility in the automatic extraction of robust input features and in adapting to rapidly changing environments.

Abstract--In Intelligent Tutoring System (ITS), tracing the student's knowledge state during learning has been studied for several decades in order to provide more supportive learning instructions. In this paper, we propose a novel model for knowledge tracing that i) captures students' learning ability and dynamically assigns students into distinct groups with similar ability at regular time intervals, and ii) combines this information with a Recurrent Neural Network architecture known as Deep Knowledge Tracing. Experimental results confirm that the proposed model is significantly better at predicting student performance than well known state-of-the-art techniques for student modelling. ITS is an active field of research that aims to provide personalized instructions to students. A wide array of Artificial Intelligence and Knowledge Representation techniques have been explored, of which we can mention rule-based and Bayesian representation of student knowledge and misconceptions, skills modeling with logistic regression in Item Response Theory, case-based reasoning, and, more recently reinforcement learning and deep learning [1], [2]. One can even argue that most of the main techniques found in Artificial Intelligence and Data Mining have found their way into the field of ITS, and in particular for the problem of knowledge tracing, which aims to model the student's state of mastery of conceptual or procedural knowledge from observed performance on tasks [3].

This paper presents a pure neural solver for arithmetic expression calculation (AEC) problem. Previous work utilizes the powerful capabilities of deep neural networks and attempts to build an end-to-end model to solve this problem. However, most of these methods can only deal with the additive operations. It is still a challenging problem to solve the complex expression calculation problem, which includes the adding, subtracting, multiplying, dividing and bracketing operations. In this work, we regard the arithmetic expression calculation as a hierarchical reinforcement learning problem. An arithmetic operation is decomposed into a series of sub-tasks, and each sub-task is dealt with by a skill module. The skill module could be a basic module performing elementary operations, or interactive module performing complex operations by invoking other skill models. With curriculum learning, our model can deal with a complex arithmetic expression calculation with the deep hierarchical structure of skill models. Experiments show that our model significantly outperforms the previous models for arithmetic expression calculation.