Learning to rank is an emerging learning task that opens up a diverse set of applications. However, most existing work focuses on learning a single ranking function whilst in many real world applications, there can be many ranking functions to fulfill various retrieval tasks on the same data set. How to train many ranking functions is challenging due to the limited availability of training data which is further compounded when plentiful training data is available for a small subset of the ranking functions. This is particularly true in settings, such as personalized ranking/retrieval, where each person requires a unique ranking function according to their preference, but only the functions of the persons who provide sufficient ratings (of objects, such as movies and music) can be well trained. To address this, we propose to construct a graph where each node corresponds to a retrieval task, and then propagate ranking functions on the graph. We illustrate the usefulness of the idea of propagating ranking functions and our method by exploring two real world applications.

Massive Open Online Courses (MOOCs) have received widespread attention for their potential to scale higher education, with multiple platforms such as Coursera, edX and Udacity recently appearing. Despite their successes, a major problem faced by MOOCs is low completion rates. In this paper, we explore the accurate early identification of students who are at risk of not completing courses. We build predictive models weekly, over multiple offerings of a course. Furthermore, we envision student interventions that present meaningful probabilities of failure, enacted only for marginal students.To be effective, predicted probabilities must be both well-calibrated and smoothed across weeks.Based on logistic regression, we propose two transfer learning algorithms to trade-off smoothness and accuracy by adding a regularization term to minimize the difference of failure probabilities between consecutive weeks. Experimental results on two offerings of a Coursera MOOC establish the effectiveness of our algorithms.

A user-adaptive information visualization system capable of learning models of users and the visualization tasks they perform could provide interventions optimized for helping specific users in specific task contexts. In this paper, we investigate the accuracy of predicting visualization tasks, user performance on tasks, and user traits from gaze data. We show that predictions made with a logistic regression model are significantly better than a baseline classifier, with particularly strong results for predicting task type and user performance. Furthermore, we compare classifiers built with interface-independent and interface-dependent features, and show that the interface-independent features are comparable or superior to interface-dependent ones. Finally, we discuss how the accuracy of predictive models is affected if they are trained with data from trials that had highlighting interventions added to the visualization.

Link prediction and multi-label learning on graphs are two important but challenging machine learning problems that have broad applications in diverse fields. Not only are the two problems inherently correlated and often appear concurrently, they are also exacerbated by incomplete data. We develop a novel algorithm to solve these two problems jointly under a unified framework, which helps reduce the impact of graph noise and benefits both tasks individually. We reduce multi-label learning problem into an additional link prediction task and solve both problems with marginalized denoising, which we co-regularize with Laplacian smoothing. This approach combines both learning tasks into a single convex objective function, which we optimize efficiently with iterative closed-form updates. The resulting approach performs significantly better than prior work on several important real-world applications with great consistency.

Object recognition systems can be unreliable when run in isolation depending on only image based features, but their performance can be improved when taking scene context into account. In this paper, we present techniques to model and infer object labels in real scenes based on a variety of spatial relations — geometric features which capture how objects co-occur — and compare their efficacy in the context of augmenting perception based object classification in real-world table-top scenes. We utilise a long-term dataset of office table-tops for qualitatively comparing the performances of these techniques. On this dataset, we show that more intricate techniques, have a superior performance but do not generalise well on small training data. We also show that techniques using coarser information perform crudely but sufficiently well in standalone scenarios and generalise well on small training data. We conclude the paper, expanding on the insights we have gained through these comparisons and comment on a few fundamental topics with respect to long-term autonomous robots.

Analogies are a fundamental human reasoning pattern that relies on relational similarity. Understanding how analogies are formed facilitates the transfer of knowledge between contexts. The approach presented in this work focuses on obtaining precise interpretations of analogies. We leverage noisy semantic networks to answer and explain a wide spectrum of analogy questions. The core of our contribution, the Semantic Similarity Engine, consists of methods for extracting and comparing graph-contexts that reveal the relational parallelism that analogies are based on, while mitigating uncertainty in the semantic network. We demonstrate these methods in two tasks: answering multiple choice analogy questions and generating human readable analogy explanations. We evaluate our approach on two datasets totaling 600 analogy questions. Our results show reliable performance and low false-positive rate in question answering; human evaluators agreed with 96% of our analogy explanations.

Correct evaluation of Machine Learning based sequencers require large data availability, large scale experiments and consideration of different evaluation measures. Such constraints make the construction of ad-hoc Intelligent Tutoring Systems (ITS) unfeasible and impose early integration in already existing ITS, which possesses a large amount of tasks to be sequenced. However, such systems were not designed to be combined with Machine Learning methods and require several adjustments. As a consequence more than a half of the components based on recommender technology are never evaluated with an online experiment. In this paper we show how we adapted a Matrix Factorization based performance predictor and a score based policy for task sequencing to be integrated in a commercial ITS with over 2000 tasks on 20 topics. We evaluated the experiment under different perspectives in comparison with the ITS sequencer designed by experts over the years. As a result we achieve same post-test results and outperform the current sequencer in the perceived experience questionnaire with almost no curriculum authoring effort. We also showed that the sequencer possess a better user modeling, better adapting to the knowledge acquisition rate of the students.

Effective tutoring requires personalization of the interaction to each student.Continuous and efficient assessment of the student's skills are a prerequisite for such personalization.We developed a Bayesian active-learning algorithm that continuously and efficiently assesses a child's word-reading skills and implemented it in a social robot.We then developed an integrated experimental paradigm in which a child plays a novel story-creation tablet game with the robot.The robot is portrayed as a younger peer who wishes to learn to read, framing the assessment of the child's word-reading skills as well as empowering the child.We show that our algorithm results in an accurate representation of the child's word-reading skills for a large age range, 4-8 year old children, and large initial reading skill range.We also show that employing child-specific assessment-based tutoring results in an age- and initial reading skill-independent learning, compared to random tutoring.Finally, our integrated system enables us to show that implementing the same learning algorithm on the robot's reading skills results in knowledge that is comparable to what the child thinks the robot has learned.The child's perception of the robot's knowledge is age-dependent and may facilitate an indirect assessment of the development of theory-of-mind.

Increased interest in web-based education has spurred the proliferation of online learning environments. However, these platforms suffer from high dropout rates due to lack of sustained motivation among the students taking the course. In an effort to address this problem, we propose an incentive-based, instructor-driven approach to orchestrate the interactions in online educational forums (OEFs). Our approach takes into account the heterogeneity in skills among the students as well as the limited budget available to the instructor. We first analytically model OEFs in a non-strategic setting using ideas from lumpable continuous time Markov chains and compute expected aggregate transient net-rewards for the instructor and the students. We next consider a strategic setting where we use the rewards computed above to set up a mixed-integer linear program which views an OEF as a single-leader-multiple-followers Stackelberg game and recommends an optimal plan to the instructor for maximizing student participation. Our experimental results reveal several interesting phenomena including a striking non-monotonicity in the level of participation of students vis-a-vis the instructor's arrival rate.

School choice programs are implemented to give students/parents an opportunity to choose the public school the students attend. Controlled school choice programs need to provide choices for students/parents while maintaining distributional constraints on the balance on the composition of students, typically in terms of socioeconomic status. Previous works show that setting soft-bounds, which flexibly change the priorities of students based on their types, is more appropriate than setting hard-bounds, which strictly limit the number of accepted students for each type. We consider a case where soft-bounds are imposed and one student can belong to multiple types, e.g., ``financially-distressed'' and ``minority'' types. We first show that when we apply a model that is a straightforward extension of an existing model for disjoint types, there is a chance that no stable matching exists. Thus, we propose an alternative model and an alternative stability definition, where a school has reserved seats for each type. We show that a stable matching is guaranteed to exist in this model, and develop a mechanism called Deferred Acceptance for Overlapping Types (DA-OT). The DA-OT mechanism is strategy-proof and obtains the student-optimal matching within all stable matchings. Computer simulation results illustrate that the DA-OT outperforms an artificial cap mechanism, where the number of seats for each type is fixed.