This paper addresses the problem of online learning in a dynamic setting. We consider a social network in which each individual observes a private signal about the underlying state of the world and communicates with her neighbors at each time period. Unlike many existing approaches, the underlying state is dynamic, and evolves according to a geometric random walk. We view the scenario as an optimization problem where agents aim to learn the true state while suffering the smallest possible loss. Based on the decomposition of the global loss function, we introduce two update mechanisms, each of which generates an estimate of the true state. We establish a tight bound on the rate of change of the underlying state, under which individuals can track the parameter with a bounded variance. Then, we characterize explicit expressions for the steady state mean-square deviation(MSD) of the estimates from the truth, per individual. We observe that only one of the estimators recovers the optimal MSD, which underscores the impact of the objective function decomposition on the learning quality. Finally, we provide an upper bound on the regret of the proposed methods, measured as an average of errors in estimating the parameter in a finite time.

We study the problem of online learning Markov Decision Processes (MDPs) when both the transition distributions and loss functions are chosen by an adversary. We present an algorithm that, under a mixing assumption, achieves O(\sqrt{T\log \Pi } \log \Pi) regret with respect to a comparison set of policies \Pi . The regret is independent of the size of the state and action spaces. When expectations over sample paths can be computed efficiently and the comparison set \Pi has polynomial size, this algorithm is efficient. We also consider the episodic adversarial online shortest path problem.

Learning from prior tasks and transferring that experience to improve future performance is critical for building lifelong learning agents. Although results in supervised and reinforcement learning show that transfer may significantly improve the learning performance, most of the literature on transfer is focused on batch learning tasks. In this paper we study the problem of sequential transfer in online learning, notably in the multi-arm bandit framework, where the objective is to minimize the cumulative regret over a sequence of tasks by incrementally transferring knowledge from prior tasks. We introduce a novel bandit algorithm based on a method-of-moments approach for the estimation of the possible tasks and derive regret bounds for it.

We propose a technique for decomposing the parameter learning problem in Bayesian networks into independent learning problems. Our technique applies to incomplete datasets and exploits variables that are either hidden or observed in the given dataset. We show empirically that the proposed technique can lead to orders-of-magnitude savings in learning time. We explain, analytically and empirically, the reasons behind our reported savings, and compare the proposed technique to related ones that are sometimes used by inference algorithms.

Lazy local learning methods train a classifier on the fly at test time, using only a subset of the training instances that are most relevant to the novel test example. The goal is to tailor the classifier to the properties of the data surrounding the test example. Existing methods assume that the instances most useful for building the local model are strictly those closest to the test example. However, this fails to account for the fact that the success of the resulting classifier depends on the full distribution of selected training instances. Rather than simply gather the test example's nearest neighbors, we propose to predict the subset of training data that is jointly relevant to training its local model. We develop an approach to discover patterns between queries and their good neighborhoods using large-scale multi-label classification with compressed sensing. Given a novel test point, we estimate both the composition and size of the training subset likely to yield an accurate local model. We demonstrate the approach on image classification tasks on SUN and aPascal and show it outperforms traditional global and local approaches.

To master a discipline such as algebra or physics, students must acquire a set of cognitive skills. Traditionally, educators and domain experts manually determine what these skills are and then select practice exercises to hone a particular skill. We propose a technique that uses student performance data to automatically discover the skills needed in a discipline. The technique assigns a latent skill to each exercise such that a student's expected accuracy on a sequence of same-skill exercises improves monotonically with practice. Rather than discarding the skills identified by experts, our technique incorporates a nonparametric prior over the exercise-skill assignments that is based on the expert-provided skills and a weighted Chinese restaurant process.

A.I. is coming for knowledge work, and yet college seems to be getting easier. Does something need to change? Around twenty years ago, when I was a graduate student in English, I taught a class in a special observation room at my university's teaching center. My students and I sat around a long oval table while cameras recorded us. I can't remember which novel we discussed, but I do know what I learned when I watched the tape afterward, with a teaching coach. She pointed out that, when I was calling on students, I often looked to my right, missing the raised hands on my left. I didn't let silences go on long enough, instead speaking just when a student had worked up the courage to talk. On the plus side, she noticed I'd been using a technique she liked, which I'd borrowed from a professor of mine: it was like cold-calling, except that, after you'd surprised a student with a challenging question, you told them that you'd circle back in a few minutes, to give them time to consider what they'd say.

By exploiting the duality between boosting and online learning, we present a boosting framework which proves to be extremely powerful thanks to employing the vast knowledge available in the online learning area. Using this framework, we develop various algorithms to address multiple practically and theoretically interesting questions including sparse boosting, smooth-distribution boosting, agnostic learning and, as a by-product, some generalization to double-projection online learning algorithms.

We consider online learning problems under a a partial observability model capturing situations where the information conveyed to the learner is between full information and bandit feedback. In the simplest variant, we assume that in addition to its own loss, the learner also gets to observe losses of some other actions. The revealed losses depend on the learner's action and a directed observation system chosen by the environment. For this setting, we propose the first algorithm that enjoys near-optimal regret guarantees without having to know the observation system before selecting its actions. Along similar lines, we also define a new partial information setting that models online combinatorial optimization problems where the feedback received by the learner is between semi-bandit and full feedback. As the predictions of our first algorithm cannot be always computed efficiently in this setting, we propose another algorithm with similar properties and with the benefit of always being computationally efficient, at the price of a slightly more complicated tuning mechanism. Both algorithms rely on a novel exploration strategy called implicit exploration, which is shown to be more efficient both computationally and information-theoretically than previously studied exploration strategies for the problem.

Cross-language learning allows us to use training data from one language to build models for a different language. Many approaches to bilingual learning require that we have word-level alignment of sentences from parallel corpora. In this work we explore the use of autoencoder-based methods for cross-language learning of vectorial word representations that are aligned between two languages, while not relying on word-level alignments. We show that by simply learning to reconstruct the bag-of-words representations of aligned sentences, within and between languages, we can in fact learn high-quality representations and do without word alignments. We empirically investigate the success of our approach on the problem of cross-language text classification, where a classifier trained on a given language (e.g., English) must learn to generalize to a different language (e.g., German). In experiments on 3 language pairs, we show that our approach achieves state-of-the-art performance, outperforming a method exploiting word alignments and a strong machine translation baseline.