A student in Ashok Goel's class last semester had a question: How long could the computer programs, or "agents," they were building take to solve problems? Since it was an online course, the student posted the question to the group discussion board. One teaching assistant replied, pointing to a portion of the assignment that set a 15 minute limit. The student clarified that their agent was running a little slow, and could take a bit longer. "It's fine if your agent takes a few minutes to run," she wrote. "If it's going to take more than 15 minutes to run, please leave notes in the submission about how long we should expect it to take.

Does anyone have solutions to the coursera course "Machine Learning Foundations: A Case Study Approach" (University of Washtington) (self.MachineLearning)

It's the same goal that's pushed universities to make more and more courses and degree programs available over the internet, making it possible for students living on the far sides of the word to get degrees from American universities - and vice versa. But online education has a problem: Of the hordes of students that sign up for massive open online classes (MOOCs), an average of less than 7% finish. Goel thinks artificial intelligence can change that. "There are many reasons" students don't finish, he told Tech Insider. "But one reason is that these MOOCs do not provide any teaching assistants. So you can sign up for a course, say in mathematics, or computer science, or web design, or whatever. But you cannot ask anyone a question like'So how do I download this material?'

One day in January, Eric Wilson dashed off a message to the teaching assistants for an online course at the Georgia Institute of Technology. "I really feel like I missed the mark in giving the correct amount of feedback," he wrote, pleading to revise an assignment. Thirteen minutes later, the TA responded. "Unfortunately, there is not a way to edit submitted feedback," wrote Jill Watson, one of nine assistants for the 300-plus students. Last week, Mr. Wilson found out he had been seeking guidance from a computer.

Ashok Goel wants to expand high-quality education to "millions" more people over the internet. It's the same goal that's pushed universities to make more and more courses and degree programs available over the internet, making it possible for students living on the far sides of the word to get degrees from American universities -- and vice versa. But online education has a problem: Of the hordes of students that sign up for massive open online classes (MOOCs), an average of less than 7% finish. Goel thinks artificial intelligence can change that. "There are many reasons" students don't finish, he told Tech Insider.

Ashok Goel wants to expand high-quality education to "millions" more people over the internet. It's the same goal that's pushed universities to make more and more courses and degree programs available over the internet, making it possible for students living on the far sides of the word to get degrees from American universities -- and vice versa. But online education has a problem: Of the hordes of students that sign up for massive open online classes (MOOCs), an average of less than 7% finish. Goel thinks artificial intelligence can change that. "There are many reasons" students don't finish, he told Tech Insider.

This week's top Machine Learning stories, including robots to drive your car, diagnose your medical images, pick up your mess, and more! Machine Learning is one of the most exciting fields in the world. Every week we discover something new, something amazing, something revolutionary. It's incredible, but it can also be overwhelming. That's why we created This Week in Machine Learning!

A student in Ashok Goel's class last semester had a question: How long could the computer programs, or "agents," they were building take to solve problems? Since it was an online course, the student posted the question to the group discussion board. One teaching assistant replied, pointing to a portion of the assignment that set a 15 minute limit. The student clarified that their agent was running a little slow, and could take a bit longer. "It's fine if your agent takes a few minutes to run," she wrote.

One day in January, Eric Wilson dashed off a message to the teaching assistants for an online course at the Georgia Institute of Technology. "I really feel like I missed the mark in giving the correct amount of feedback," he wrote, pleading to revise an assignment. Thirteen minutes later, the TA responded. "Unfortunately, there is not a way to edit submitted feedback," wrote Jill Watson, one of nine assistants for the 300-plus students. Last week, Mr. Wilson found out he had been seeking guidance from a computer.

We study an online learning framework introduced by Mannor and Shamir (2011) in which the feedback is specified by a graph, in a setting where the graph may vary from round to round and is \emph{never fully revealed} to the learner. We show a large gap between the adversarial and the stochastic cases. In the adversarial case, we prove that even for dense feedback graphs, the learner cannot improve upon a trivial regret bound obtained by ignoring any additional feedback besides her own loss. In contrast, in the stochastic case we give an algorithm that achieves $\widetilde \Theta(\sqrt{\alpha T})$ regret over $T$ rounds, provided that the independence numbers of the hidden feedback graphs are at most $\alpha$. We also extend our results to a more general feedback model, in which the learner does not necessarily observe her own loss, and show that, even in simple cases, concealing the feedback graphs might render a learnable problem unlearnable.