Sequential prediction problems such as imitation learning, where future observations depend on previous predictions (actions), violate the common i.i.d. assumptions made in statistical learning. This leads to poor performance in theory and often in practice. Some recent approaches provide stronger guarantees in this setting, but remain somewhat unsatisfactory as they train either non-stationary or stochastic policies and require a large number of iterations. In this paper, we propose a new iterative algorithm, which trains a stationary deterministic policy, that can be seen as a no regret algorithm in an online learning setting. We show that any such no regret algorithm, combined with additional reduction assumptions, must find a policy with good performance under the distribution of observations it induces in such sequential settings. We demonstrate that this new approach outperforms previous approaches on two challenging imitation learning problems and a benchmark sequence labeling problem.

Online learning has become increasingly popular on handling massive data. The sequential nature of online learning, however, requires a centralized learner to store data and update parameters. In this paper, we consider online learning with {\em distributed} data sources. The autonomous learners update local parameters based on local data sources and periodically exchange information with a small subset of neighbors in a communication network. We derive the regret bound for strongly convex functions that generalizes the work by Ram et al. (2010) for convex functions. Most importantly, we show that our algorithm has \emph{intrinsic} privacy-preserving properties, and we prove the sufficient and necessary conditions for privacy preservation in the network. These conditions imply that for networks with greater-than-one connectivity, a malicious learner cannot reconstruct the subgradients (and sensitive raw data) of other learners, which makes our algorithm appealing in privacy sensitive applications.

When learning models that are represented in matrix forms, enforcing a low-rank constraint can dramatically improve the memory and run time complexity, while providing a natural regularization of the model. However, naive approaches for minimizing functions over the set of low-rank matrices are either prohibitively time consuming (repeated singular value decomposition of the matrix) or numerically unstable (optimizing a factored representation of the low rank matrix). We build on recent advances in optimization over manifolds, and describe an iterative online learning procedure, consisting of a gradient step, followed by a second-order retraction back to the manifold. While the ideal retraction is hard to compute, and so is the projection operator that approximates it, we describe another second-order retraction that can be computed efficiently, with run time and memory complexity of O((n+m)k) for a rank-k matrix of dimension m x n, given rank one gradients. We use this algorithm, LORETA, to learn a matrix-form similarity measure over pairs of documents represented as high dimensional vectors. LORETA improves the mean average precision over a passive- aggressive approach in a factorized model, and also improves over a full model trained over pre-selected features using the same memory requirements. LORETA also showed consistent improvement over standard methods in a large (1600 classes) multi-label image classification task.

We develop a theory of online learning by defining several complexity measures. Among them are analogues of Rademacher complexity, covering numbers and fat-shattering dimension from statistical learning theory. Relationship among these complexity measures, their connection to online learning, and tools for bounding them are provided. We apply these results to various learning problems. We provide a complete characterization of online learnability in the supervised setting.

In the last years, knowledge technologies have been exploited for self-regulation functionalities inside e-learning systems. The definition of integrated system suitably scaffolding learners to improve their experi- ence is still lacking though. In this work, we propose an innovative Web-based educational environment that sustains metacognitive self-regulated learning processes upon Semantic Web and Social Web methods and technologies.

We present an instance-based, online method for learning action models in unanticipated, relational domains. Our algorithm memorizes pre- and post-states of transitions an agent encounters while experiencing the environment, and makes predictions by using analogy to map the recorded transitions to novel situations. Our algorithm is implemented in the Soar cognitive architecture, integrating its task-independent episodic memory module and analogical reasoning implemented in procedural memory. We evaluate this algorithm’s prediction performance in a modified version of the blocks world domain and the taxi domain. We also present a reinforcement learning agent that uses our model learning algorithm to significantly speed up its convergence to an optimal policy in the modified blocks world domain.

Which ads should we display in sponsored search in order to maximize our revenue? How should we dynamically rank information sources to maximize value of information? These applications exhibit strong diminishing returns: Selection of redundant ads and information sources decreases their marginal utility. We show that these and other problems can be formalized as repeatedly selecting an assignment of items to positions to maximize a sequence of monotone submodular functions that arrive one by one. We present an efficient algorithm for this general problem and analyze it in the no-regret model. Our algorithm is equipped with strong theoretical guarantees, with a performance ratio that converges to the optimal constant of 1-1/e. We empirically evaluate our algorithms on two real-world online optimization problems on the web: ad allocation with submodular utilities, and dynamically ranking blogs to detect information cascades.

We propose a general method called truncated gradient to induce sparsity in the weights of online-learning algorithms with convex loss. This method has several essential properties. First, the degree of sparsity is continuous---a parameter controls the rate of sparsification from no sparsification to total sparsification. Second, the approach is theoretically motivated, and an instance of it can be regarded as an online counterpart of the popular $L_1$-regularization method in the batch setting. We prove that small rates of sparsification result in only small additional regret with respect to typical online-learning guarantees. Finally, the approach works well empirically. We apply it to several datasets and find that for datasets with large numbers of features, substantial sparsity is discoverable.

In most online learning algorithms, the weights assigned to the misclassified examples (or support vectors) remain unchanged during the entire learning process. This is clearly insufficient since when a new misclassified example is added to the pool of support vectors, we generally expect it to affect the weights for the existing support vectors. In this paper, we propose a new online learning method, termed Double Updating Online Learning", or "DUOL" for short. Instead of only assigning a fixed weight to the misclassified example received in current trial, the proposed online learning algorithm also tries to update the weight for one of the existing support vectors. We show that the mistake bound can be significantly improved by the proposed online learning method. Encouraging experimental results show that the proposed technique is in general considerably more effective than the state-of-the-art online learning algorithms."

This paper is based on my invited talk at the 19th Annual Conference on Learning Theory (Pittsburgh, PA, June 24, 2006). In recent years COL T invited talks have tended to aim at establishing connections between the traditio nal concerns of the learning community and the work done by other communities (s uch as game theory, statistics, information theory, and optimization). F ollowing this tradition, I will argue that some ideas from the foundations of prob ability can be fruitfully applied in competitive on-line learning. In this paper I will use the following informal taxonomy of predictions (reminiscent of Shafer's [36], Figure 2, taxonomy of probabilities): D-predictions are mere Decisions. They can never be true or false but can be good or bad.