Cognitive diagnosis aims to infer students' mastery levels based on their historical response logs. However, existing cognitive diagnosis models (CDMs), which rely on ID embeddings, often have to train specific models on specific domains. This limitation may hinder their directly practical application in various target domains, such as different subjects (e.g., Math, English and Physics) or different education platforms (e.g., ASSISTments, Junyi Academy and Khan Academy). To address this issue, this paper proposes the language representation favored zero-shot cross-domain cognitive diagnosis (LRCD). Specifically, LRCD first analyzes the behavior patterns of students, exercises and concepts in different domains, and then describes the profiles of students, exercises and concepts using textual descriptions. Via recent advanced text-embedding modules, these profiles can be transformed to vectors in the unified language space. Moreover, to address the discrepancy between the language space and the cognitive diagnosis space, we propose language-cognitive mappers in LRCD to learn the mapping from the former to the latter. Then, these profiles can be easily and efficiently integrated and trained with existing CDMs. Extensive experiments show that training LRCD on real-world datasets can achieve commendable zero-shot performance across different target domains, and in some cases, it can even achieve competitive performance with some classic CDMs trained on the full response data on target domains. Notably, we surprisingly find that LRCD can also provide interesting insights into the differences between various subjects (such as humanities and sciences) and sources (such as primary and secondary education).

A recent line of work has shown a qualitative equivalence between differentially private PAC learning and online learning: A concept class is privately learnable if and only if it is online learnable with a finite mistake bound. However, both directions of this equivalence incur significant losses in both sample and computational efficiency. Studying a special case of this connection, Gonen, Hazan, and Moran (NeurIPS 2019) showed that uniform or highly sample-efficient pure-private learners can be time-efficiently compiled into online learners. We show that, assuming the existence of one-way functions, such an efficient conversion is impossible even for general pure-private learners with polynomial sample complexity.

Neuronal computations depend on synaptic connectivity and intrinsic electrophysiological properties. Synaptic connectivity determines which inputs from presynaptic neurons are integrated, while cellular properties determine how inputs are filtered over time. Unlike their biological counterparts, most computational approaches to learning in simulated neural networks are limited to changes in synaptic connectivity. However, if intrinsic parameters change, neural computations are altered drastically. Here, we include the parameters that determine the intrinsic properties, e.g., time constants and reset potential, into the learning paradigm.

We study the problem of online learning with primary and secondary losses. For example, a recruiter making decisions of which job applicants to hire might weigh false positives and false negatives equally (the primary loss) but the applicants might weigh false negatives much higher (the secondary loss). We consider the following question: Can we combine expert advice'' to achieve low regret with respect to the primary loss, while at the same time performing {\em not much worse than the worst expert} with respect to the secondary loss? Unfortunately, we show that this goal is unachievable without any bounded variance assumption on the secondary loss. More generally, we consider the goal of minimizing the regret with respect to the primary loss and bounding the secondary loss by a linear threshold.

With users demanding seamless connectivity, handovers (HOs) have become a fundamental element of cellular networks. However, optimizing HOs is a challenging problem, further exacerbated by the growing complexity of mobile networks. This paper presents the first countrywide study of HO optimization, through the prism of Smoothed Online Learning (SOL). We first analyze an extensive dataset from a commercial mobile network operator (MNO) in Europe with more than 40M users, to understand and reveal important features and performance impacts on HOs. Our findings highlight a correlation between HO failures/delays, and the characteristics of radio cells and end-user devices, showcasing the impact of heterogeneity in mobile networks nowadays. We subsequently model UE-cell associations as dynamic decisions and propose a realistic system model for smooth and accurate HOs that extends existing approaches by (i) incorporating device and cell features on HO optimization, and (ii) eliminating (prior) strong assumptions about requiring future signal measurements and knowledge of end-user mobility. Our algorithm, aligned with the O-RAN paradigm, provides robust dynamic regret guarantees, even in challenging environments, and shows superior performance in multiple scenarios with real-world and synthetic data.

We present a new perspective on online learning that we refer to as gradient equilibrium: a sequence of iterates achieves gradient equilibrium if the average of gradients of losses along the sequence converges to zero. In general, this condition is not implied by nor implies sublinear regret. It turns out that gradient equilibrium is achievable by standard online learning methods such as gradient descent and mirror descent with constant step sizes (rather than decaying step sizes, as is usually required for no regret). Further, as we show through examples, gradient equilibrium translates into an interpretable and meaningful property in online prediction problems spanning regression, classification, quantile estimation, and others. Notably, we show that the gradient equilibrium framework can be used to develop a debiasing scheme for black-box predictions under arbitrary distribution shift, based on simple post hoc online descent updates. We also show that post hoc gradient updates can be used to calibrate predicted quantiles under distribution shift, and that the framework leads to unbiased Elo scores for pairwise preference prediction.

Knowledge Tracing (KT) is crucial in education assessment, which focuses on depicting students' learning states and assessing students' mastery of subjects. With the rise of modern online learning platforms, particularly massive open online courses (MOOCs), an abundance of interaction data has greatly advanced the development of the KT technology. Previous research commonly adopts deterministic representation to capture students' knowledge states, which neglects the uncertainty during student interactions and thus fails to model the true knowledge state in learning process. In light of this, we propose an Uncertainty-Aware Knowledge Tracing model (UKT) which employs stochastic distribution embeddings to represent the uncertainty in student interactions, with a Wasserstein self-attention mechanism designed to capture the transition of state distribution in student learning behaviors. Additionally, we introduce the aleatory uncertainty-aware contrastive learning loss, which strengthens the model's robustness towards different types of uncertainties. Extensive experiments on six real-world datasets demonstrate that UKT not only significantly surpasses existing deep learning-based models in KT prediction, but also shows unique advantages in handling the uncertainty of student interactions.

With the largest population of the world and one of the highest enrolments in higher education, India needs efficient and effective means to educate its learners. India started focusing on open and digital education in 1980's and its efforts were escalated in 2009 through the NMEICT program of the Government of India. A study by the Government and FICCI in 2014 noted that India cannot meet its educational needs just by capacity building in brick and mortar institutions. It was decided that ongoing MOOCs projects under the umbrella of NMEICT will be further strengthened over its second (2017-21) and third (2021-26) phases. NMEICT now steers NPTEL or SWAYAM (India's MOOCs) and several digital learning projects including Virtual Labs, e-Yantra, Spoken Tutorial, FOSSEE, and National Digital Library on India - the largest digital education library in the world. Further, India embraced its new National Education Policy in 2020 to strongly foster online education. In this chapter, we take a deep look into the evolution of MOOCs in India, its innovations, its current status and impact, and the roadmap for the next decade to address its challenges and grow. AI-powered MOOCs is an emerging opportunity for India to lead MOOCs worldwide.

Past researches show that personality trait is a strong predictor for one's academic performance. Today, mature and verified marker systems for assessing personality traits already exist. However, marker systems-based assessing methods have their own limitations. For example, dishonest responses cannot be avoided. In this research, the goal is to develop a method that can overcome the limitations. The proposed method will rely on physiological signals for the assessment. Thirty participants have participated in this experiment. Based on the statistical results, we found that there are correlations between students' personality traits and their physiological signal change when learning via videos. Specifically, we found that participants' degree of extraversion, agreeableness, conscientiousness, and openness to experiences are correlated with the variance of heart rates, the variance of GSR values, and the skewness of voice frequencies, etc.

Online Learning to Rank (OLTR) optimises ranking models using implicit user feedback, such as clicks. Unlike traditional Learning to Rank (LTR) methods that rely on a static set of training data with relevance judgements to learn a ranking model, OLTR methods update the model continually as new data arrives. Thus, it addresses several drawbacks such as the high cost of human annotations, potential misalignment between user preferences and human judgments, and the rapid changes in user query intents. However, OLTR methods typically require the collection of searchable data, user queries, and clicks, which poses privacy concerns for users. Federated Online Learning to Rank (FOLTR) integrates OLTR within a Federated Learning (FL) framework to enhance privacy by not sharing raw data. While promising, FOLTR methods currently lag behind traditional centralised OLTR due to challenges in ranking effectiveness, robustness with respect to data distribution across clients, susceptibility to attacks, and the ability to unlearn client interactions and data. This thesis presents a comprehensive study on Federated Online Learning to Rank, addressing its effectiveness, robustness, security, and unlearning capabilities, thereby expanding the landscape of FOLTR.