While computer and communication technologies have provided effective means to scale up many aspects of education, the submission and grading of assessments such as homework assignments and tests remains a weak link. In this paper, we study the problem of automatically grading the kinds of open response mathematical questions that figure prominently in STEM (science, technology, engineering, and mathematics) courses. Our data-driven framework for mathematical language processing (MLP) leverages solution data from a large number of learners to evaluate the correctness of their solutions, assign partial-credit scores, and provide feedback to each learner on the likely locations of any errors. MLP takes inspiration from the success of natural language processing for text data and comprises three main steps. First, we convert each solution to an open response mathematical question into a series of numerical features. Second, we cluster the features from several solutions to uncover the structures of correct, partially correct, and incorrect solutions. We develop two different clustering approaches, one that leverages generic clustering algorithms and one based on Bayesian nonparametrics. Third, we automatically grade the remaining (potentially large number of) solutions based on their assigned cluster and one instructor-provided grade per cluster. As a bonus, we can track the cluster assignment of each step of a multistep solution and determine when it departs from a cluster of correct solutions, which enables us to indicate the likely locations of errors to learners. We test and validate MLP on real-world MOOC data to demonstrate how it can substantially reduce the human effort required in large-scale educational platforms.

Item response theory (IRT) models for categorical response data are widely used in the analysis of educational data, computerized adaptive testing, and psychological surveys. However, most IRT models rely on both the assumption that categories are strictly ordered and the assumption that this ordering is known a priori. These assumptions are impractical in many real-world scenarios, such as multiple-choice exams where the levels of incorrectness for the distractor categories are often unknown. While a number of results exist on IRT models for unordered categorical data, they tend to have restrictive modeling assumptions that lead to poor data fitting performance in practice. Furthermore, existing unordered categorical models have parameters that are difficult to interpret. In this work, we propose a novel methodology for unordered categorical IRT that we call SPRITE (short for stochastic polytomous response item model) that: (i) analyzes both ordered and unordered categories, (ii) offers interpretable outputs, and (iii) provides improved data fitting compared to existing models. We compare SPRITE to existing item response models and demonstrate its efficacy on both synthetic and real-world educational datasets.

Many applications in signal processing benefit from the sparsity of signals in a certain transform domain or dictionary. Synthesis sparsifying dictionaries that are directly adapted to data have been popular in applications such as image denoising, inpainting, and medical image reconstruction. In this work, we focus instead on the sparsifying transform model, and study the learning of well-conditioned square sparsifying transforms. The proposed algorithms alternate between a $\ell_0$ "norm"-based sparse coding step, and a non-convex transform update step. We derive the exact analytical solution for each of these steps. The proposed solution for the transform update step achieves the global minimum in that step, and also provides speedups over iterative solutions involving conjugate gradients. We establish that our alternating algorithms are globally convergent to the set of local minimizers of the non-convex transform learning problems. In practice, the algorithms are insensitive to initialization. We present results illustrating the promising performance and significant speed-ups of transform learning over synthesis K-SVD in image denoising.

In certain situations that shall be undoubtedly more and more common in the Big Data era, the datasets available are so massive that computing statistics over the full sample is hardly feasible, if not unfeasible. A natural approach in this context consists in using survey schemes and substituting the "full data" statistics with their counterparts based on the resulting random samples, of manageable size. It is the main purpose of this paper to investigate the impact of survey sampling with unequal inclusion probabilities on stochastic gradient descent-based M-estimation methods in large-scale statistical and machine-learning problems. Precisely, we prove that, in presence of some a priori information, one may significantly increase asymptotic accuracy when choosing appropriate first order inclusion probabilities, without affecting complexity. These striking results are described here by limit theorems and are also illustrated by numerical experiments.

By restructuring the course into a format that was roughly half lecture and half small-group problem-solving, I was able to significantly increase student engagement, their understanding and retention of difficult concepts, and my own enjoyment in teaching the class.

Intelligent systems that learn interactively from their end-users are quickly becoming widespread. Until recently, this progress has been fueled mostly by advances in machine learning; however, more and more researchers are realizing the importance of studying users of these systems. In this article we promote this approach and demonstrate how it can result in better user experiences and more effective learning systems. We present a number of case studies that characterize the impact of interactivity, demonstrate ways in which some existing systems fail to account for the user, and explore new ways for learning systems to interact with their users. We argue that the design process for interactive machine learning systems should involve users at all stages: explorations that reveal human interaction patterns and inspire novel interaction methods, as well as refinement stages to tune details of the interface and choose among alternatives. After giving a glimpse of the progress that has been made so far, we discuss the challenges that we face in moving the field forward.

his column describes my experience with using a new classroom space (the ACTIVE Center), which was designed to facilitate group-based active learning and problem solving, to teach an introductory artificial intelligence course. By restructuring the course into a format that was roughly half lecture and half small-group problem-solving, I was able to significantly increase student engagement, their understanding and retention of difficult concepts, and my own enjoyment in teaching the class.

Partial monitoring is a general model for online learning with limited feedback: a learner chooses actions in a sequential manner while an opponent chooses outcomes. In every round, the learner suffers some loss and receives some feedback based on the action and the outcome. The goal of the learner is to minimize her cumulative loss. Applications range from dynamic pricing to label-efficient prediction to dueling bandits. In this paper, we assume that we are given some prior information about the distribution based on which the opponent generates the outcomes. We propose BPM, a family of new efficient algorithms whose core is to track the outcome distribution with an ellipsoid centered around the estimated distribution. We show that our algorithm provably enjoys near-optimal regret rate for locally observable partial-monitoring problems against stochastic opponents. As demonstrated with experiments on synthetic as well as real-world data, the algorithm outperforms previous approaches, even for very uninformed priors, with an order of magnitude smaller regret and lower running time.

We study an online learning setting where the player is temporarily deprived of feedback each time it switches to a different action. Such model of \emph{adaptive feedback} naturally occurs in scenarios where the environment reacts to the player's actions and requires some time to recover and stabilize after the algorithm switches actions. This motivates a variant of the multi-armed bandit problem, which we call the \emph{blinded multi-armed bandit}, in which no feedback is given to the algorithm whenever it switches arms. We develop efficient online learning algorithms for this problem and prove that they guarantee the same asymptotic regret as the optimal algorithms for the standard multi-armed bandit problem. This result stands in stark contrast to another recent result, which states that adding a switching cost to the standard multi-armed bandit makes it substantially harder to learn, and provides a direct comparison of how feedback and loss contribute to the difficulty of an online learning problem. We also extend our results to the general prediction framework of bandit linear optimization, again attaining near-optimal regret bounds.

In this paper we propose a framework for supervised and semi-supervised learning based on reformulating the learning problem as a regularized Fredholm integral equation. Our approach fits naturally into the kernel framework and can be interpreted as constructing new data-dependent kernels, which we call Fredholm kernels. We proceed to discuss the noise assumption" for semi-supervised learning and provide evidence evidence both theoretical and experimental that Fredholm kernels can effectively utilize unlabeled data under the noise assumption. We demonstrate that methods based on Fredholm learning show very competitive performance in the standard semi-supervised learning setting."