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.

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 provide a general mechanism to design online learning algorithms based on a minimax analysis within a drifting-games framework. Different online learning settings (Hedge, multi-armed bandit problems and online convex optimization) are studied by converting into various kinds of drifting games. The original minimax analysis for drifting games is then used and generalized by applying a series of relaxations, starting from choosing a convex surrogate of the 0-1 loss function. With different choices of surrogates, we not only recover existing algorithms, but also propose new algorithms that are totally parameter-free and enjoy other useful properties. Moreover, our drifting-games framework naturally allows us to study high probability bounds without resorting to any concentration results, and also a generalized notion of regret that measures how good the algorithm is compared to all but the top small fraction of candidates. Finally, we translate our new Hedge algorithm into a new adaptive boosting algorithm that is computationally faster as shown in experiments, since it ignores a large number of examples on each round.

Adaptation is a critical component of collaboration. Nevertheless, online learning is not yet used in most successful human-robot interactions, especially when the human's and robot's goals are not fully aligned. There are at least two barriers to the successful application of online learning in HRI. First, typical machine-learning algorithms do not learn at time scales that support effective interactions with people. Algorithms that learn at sufficiently fast time scales often produce myopic strategies that do not lead to good long-term collaborations. Second, random exploration, a core component of most online-learning algorithms, can be problematic for developing collaborative relationships with a human partner. We anticipate that a new genre of online-learning algorithms can overcome these two barriers when paired with (cheap-talk) communication. In this paper, we overview our efforts in these two areas to produce a situation-independent, learning system that quickly learns to collaborate with a human partner.

The emergence of online crowdsourcing sites, online work platforms, and evenMassive Open Online Courses (MOOCs), has created an increasing need for reliably evaluating the skills of the participating users in a scalable way.Many platforms already allow users to take online tests and verify their skills, but the existing approaches face many problems. First of all, cheating is very common in online testing without supervision, as the test questions often "leak" and become easily available online together with the answers.Second, technical skills, such as programming, require the tests to be frequently updated in order to reflect the current state-of-the-art. Third,there is very limited evaluation of the tests themselves, and how effectively they measure the skill that the users are tested for. In this paper, we present a Scalable Testing and Evaluation Platform (STEP),that allows continuous generation and evaluation of test questions. STEP leverages already available content, on Question Answering sites such as StackOverflow and re-purposes these questions to generate tests. The system utilizes a crowdsourcing component for the editing of the questions, while it uses automated techniques for identifying promising QA threads that can be successfully re-purposed for testing. This continuous question generation decreases the impact of cheating and also creates questions that are closer to the real problems that the skill holder is expected to solve in real life.STEP also leverages the use of Item Response Theory to evaluate the quality of the questions. We also use external signals about the quality of the workers.These identify the questions that have the strongest predictive ability in distinguishing workers that have the potential to succeed in the online job marketplaces. Existing approaches contrast in using only internal consistency metrics to evaluate the questions. Finally, our system employs an automatic "leakage detector" that queries the Internet to identify leaked versions of our questions. We then mark these questions as "practice only," effectively removing them from the pool of questions used for evaluation. Our experimental evaluation shows that our system generates questions of comparable or higher quality compared to existing tests, with a cost of approximately 3-5 dollars per question, which is lower than the cost of licensing questions from existing test banks.

Welcome to the Second AAAI Conference on Human Computation and Crowdsourcing (HCOMP 2014) held November 2-4, 2014, in Pittsburgh, Pennsylvania. This conference is an opportunity to build on the success of the First AAAI Human Computation and Crowdsourcing conference, and to promote the best scholarship in this vibrant and fast emerging, multidisciplinary area. The conference also comes on the heels of four HCOMP workshops, including two workshops hosted at the annual AAAI conference. The HCOMP conference is designed to be a venue for exchanging ideas and developments on principles, experiments, and implementations of systems that rely on programmatic access to human intellect to perform some aspect of computation, or where human perception, knowledge, reasoning, or coordinated activity contributes to the operation of larger systems and applications. Topics relevant to the discipline of human computation and crowdsourcing include human-computer interaction (HCI), computer-supported collaborative work (CSCW), cognitive psychology, organizational behavior, economics, information retrieval, databases, computer systems and programming languages, and optimization.

The Educational Advances in Artificial Intelligence column discusses and shares innovative educational approaches that teach or leverage AI and its many subfields at all levels of education (K-12, undergraduate, and graduate levels). I credit these positive changes to the active in-class learning and a new enthusiasm for teaching, as well as the first-rate lectures by Stanford professors Jennifer Wisdom and Andrew Ng. I was showed that students liked this SPOC format, although pleased when students, enrolled in Introduction to there were suggestions for better in-class and Artificial Intelligence Class MOOC CS188x at the MOOC-content coordination. Had I tweaked my University of California, Berkeley, came to my channel course and continued along this path, I might have for remediation, taking word back to the MOOC's achieved phenominal success, but sadly I left the discussion forum. I required students in my graduate SPOC format behind.

Many signal processing and machine learning methods share essentially the same linear-in-the-parameter model, with as many parameters as available samples as in kernel-based machines. Sparse approximation is essential in many disciplines, with new challenges emerging in online learning with kernels. To this end, several sparsity measures have been proposed in the literature to quantify sparse dictionaries and constructing relevant ones, the most prolific ones being the distance, the approximation, the coherence and the Babel measures. In this paper, we analyze sparse dictionaries based on these measures. By conducting an eigenvalue analysis, we show that these sparsity measures share many properties, including the linear independence condition and inducing a well-posed optimization problem. Furthermore, we prove that there exists a quasi-isometry between the parameter (i.e., dual) space and the dictionary's induced feature space.

We introduce online learning algorithms which are independent of feature scales, proving regret bounds dependent on the ratio of scales existent in the data rather than the absolute scale. This has several useful effects: there is no need to pre-normalize data, the test-time and test-space complexity are reduced, and the algorithms are more robust.

Maintaining and cultivating student engagement is critical for learning. Understanding factors affecting student engagement will help in designing better courses and improving student retention. The large number of participants in massive open online courses (MOOCs) and data collected from their interaction with the MOOC open up avenues for studying student engagement at scale. In this work, we develop a framework for modeling and understanding student engagement in online courses based on student behavioral cues. Our first contribution is the abstraction of student engagement types using latent representations and using that in a probabilistic model to connect student behavior with course completion. We demonstrate that the latent formulation for engagement helps in predicting student survival across three MOOCs. Next, in order to initiate better instructor interventions, we need to be able to predict student survival early in the course. We demonstrate that we can predict student survival early in the course reliably using the latent model. Finally, we perform a closer quantitative analysis of user interaction with the MOOC and identify student activities that are good indicators for survival at different points in the course.