We introduce a new application of online dialogue analysis: supporting pedagogical assessment of online Q&A discussions. Extending the existing speech act framework, we capture common emotional expressions that often appear in student discussions, such as frustration and degree of certainty, and present a viable approach for the classification. We demonstrate how such dialogue information can be used in analyzing student discussions and identifying difficulties. In particular, the difficulty expressions are aligned to discussion patterns and student performance. We found that frustration occurs more frequently in longer discussions. The students who frequently express frustration tend to get lower grades than others. On the other hand, frequency of high certainty expressions is positively correlated with the performance. We expect such online dialogue analyses can become a powerful assessment tool for instructors and education researchers.

We study online learning of finite Markov decision process (MDP) problems when a side information vector is available. The problem is motivated by applications such as clinical trials, recommendation systems, etc. Such applications have an episodic structure, where each episode corresponds to a patient/customer. Our objective is to compete with the optimal dynamic policy that can take side information into account. We propose a computationally efficient algorithm and show that its regret is at most $O(\sqrt{T})$, where $T$ is the number of rounds. To best of our knowledge, this is the first regret bound for this setting.

We present methods for online linear optimization that take advantage of benign (as opposed to worst-case) sequences. Specifically if the sequence encountered by the learner is described well by a known "predictable process", the algorithms presented enjoy tighter bounds as compared to the typical worst case bounds. Additionally, the methods achieve the usual worst-case regret bounds if the sequence is not benign. Our approach can be seen as a way of adding prior knowledge about the sequence within the paradigm of online learning. The setting is shown to encompass partial and side information. Variance and path-length bounds can be seen as particular examples of online learning with simple predictable sequences. We further extend our methods and results to include competing with a set of possible predictable processes (models), that is "learning" the predictable process itself concurrently with using it to obtain better regret guarantees. We show that such model selection is possible under various assumptions on the available feedback. Our results suggest a promising direction of further research with potential applications to stock market and time series prediction.

Massive Open Online Courses (MOOCs) bring together thousands of people from different geographies and demographic backgrounds -- but to date, little is known about how they learn or communicate. We introduce a new content-analysed MOOC dataset and use Bayesian Non-negative Matrix Factorization (BNMF) to extract communities of learners based on the nature of their online forum posts. We see that BNMF yields a superior probabilistic generative model for online discussions when compared to other models, and that the communities it learns are differentiated by their composite students' demographic and course performance indicators. These findings suggest that computationally efficient probabilistic generative modelling of MOOCs can reveal important insights for educational researchers and practitioners and help to develop more intelligent and responsive online learning environments.

The emergence of massive open online courses has initiated a broad national-wide discussion on higher education practices, models, and pedagogy. Artificial intelligence and machine learning courses were at the forefront of this trend and are also being used to serve personalized, managed content in the back-end systems. Massive open online courses are just one example of the sorts of pedagogical innovations being developed to better teach AI. This column will discuss and share innovative educational approaches that teach or leverage AI and its many subfields, including robotics, machine learning, natural language processing, computer vision, and others at all levels of education (K-12, undergraduate, and graduate levels).

The emergence of massive open online courses has initiated a broad national-wide discussion on higher education practices, models, and pedagogy.  Artificial intelligence and machine learning courses were at the forefront of this trend and are also being used to serve personalized, managed content in the back-end systems. Massive open online courses are just one example of the sorts of pedagogical innovations being developed to better teach AI. This column will discuss and share innovative educational approaches that teach or leverage AI and its many subfields, including robotics, machine learning, natural language processing, computer vision, and others at all levels of education (K-12, undergraduate, and graduate levels).  In particular, this column will serve the community as a venue to learn about the Symposium on Educational Advances in Artificial Intelligence (EAAI) (colocated with AAAI for the past four years); introductions to innovative pedagogy and best practices for AI and across the computer science curricula; resources for teaching AI, including model AI assignments, software packages, online videos and lectures that can be used in your classroom; topic tutorials introducing a subject to students and researchers with links to articles, presentations, and online materials; and discussion of the use of AI methods in education shaping personalized tutorials, learning analytics, and data mining

This article focuses on contributions that AI can make to address long-term educational goals. It describes five challenges that would support: (1) mentors for every learner; (2) learning twenty-first century skills; (3) interaction data to support learning; (4) universal access to global classrooms; and (5) lifelong and life-wide learning. A vision and brief research agenda are described for each challenge along with goals that lead to access to global educational resources and the reuse and sharing of digital educational resources. Instructional systems with AI technology are described that currently support richer experiences for learners and supply researchers with new opportunities to analyze vast data sets of instructional behavior from big databases, containing elements of learning, affect, motivation, and social interaction. Personalized learning is described using computational tools that enhance student and group experience, reflection, and analysis, and supply data for development of novel theory development.

We study the power of different types of adaptive (nonoblivious) adversaries in the setting of prediction with expert advice, under both full-information and bandit feedback. We measure the player's performance using a new notion of regret, also known as policy regret, which better captures the adversary's adaptiveness to the player's behavior. In a setting where losses are allowed to drift, we characterize ---in a nearly complete manner--- the power of adaptive adversaries with bounded memories and switching costs. In particular, we show that with switching costs, the attainable rate with bandit feedback is $T^{2/3}$. Interestingly, this rate is significantly worse than the $\sqrt{T}$ rate attainable with switching costs in the full-information case. Via a novel reduction from experts to bandits, we also show that a bounded memory adversary can force $T^{2/3}$ regret even in the full information case, proving that switching costs are easier to control than bounded memory adversaries. Our lower bounds rely on a new stochastic adversary strategy that generates loss processes with strong dependencies.

We study the power of different types of adaptive (nonoblivious) adversaries in the setting of prediction with expert advice, under both full-information and bandit feedback. We measure the player's performance using a new notion of regret, also known as policy regret, which better captures the adversary's adaptiveness to the player's behavior. In a setting where losses are allowed to drift, we characterize ---in a nearly complete manner--- the power of adaptive adversaries with bounded memories and switching costs. In particular, we show that with switching costs, the attainable rate with bandit feedback is $T^{2/3}$. Interestingly, this rate is significantly worse than the $\sqrt{T}$ rate attainable with switching costs in the full-information case. Via a novel reduction from experts to bandits, we also show that a bounded memory adversary can force $T^{2/3}$ regret even in the full information case, proving that switching costs are easier to control than bounded memory adversaries. Our lower bounds rely on a new stochastic adversary strategy that generates loss processes with strong dependencies.

We study the power of different types of adaptive (nonoblivious) adversaries in the setting of prediction with expert advice, under both full-information and bandit feedback. We measure the player's performance using a new notion of regret, also known as policy regret, which better captures the adversary's adaptiveness to the player's behavior. In a setting where losses are allowed to drift, we characterize ---in a nearly complete manner--- the power of adaptive adversaries with bounded memories and switching costs. In particular, we show that with switching costs, the attainable rate with bandit feedback is $T^{2/3}$. Interestingly, this rate is significantly worse than the $\sqrt{T}$ rate attainable with switching costs in the full-information case. Via a novel reduction from experts to bandits, we also show that a bounded memory adversary can force $T^{2/3}$ regret even in the full information case, proving that switching costs are easier to control than bounded memory adversaries. Our lower bounds rely on a new stochastic adversary strategy that generates loss processes with strong dependencies.