We study the online learning problem of a bidder who participates in repeated auctions. With the goal of maximizing his T-period payoff, the bidder determines the optimal allocation of his budget among his bids for K goods at each period. As a bidding strategy, we propose a polynomial-time algorithm, inspired by the dynamic programming approach to the knapsack problem. The proposed algorithm, referred to as dynamic programming on discrete set (DPDS), achieves a regret order of O( T log T). By showing that the regret is lower bounded by Ω( T) for any strategy, we conclude that DPDS is order optimal up to a log T term. We evaluate the performance of DPDS empirically in the context of virtual trading in wholesale electricity markets by using historical data from the New York market. Empirical results show that DPDS consistently outperforms benchmark heuristic methods that are derived from machine learning and online learning approaches.

We study a variant of online linear optimization where the player receives a hint about the loss function at the beginning of each round. The hint is given in the form of a vector that is weakly correlated with the loss vector on that round. We show that the player can benefit from such a hint if the set of feasible actions is sufficiently round. Specifically, if the set is strongly convex, the hint can be used to guarantee a regret of O(log(T)), and if the set is q-uniformly convex for q (2, 3), the hint can be used to guarantee a regret of o( T). In contrast, we establish Ω( T) lower bounds on regret when the set of feasible actions is a polyhedron.

In online education, innovative tools are crucial for enhancing learning outcomes. SAM (Study with AI Mentor) is an advanced platform that integrates educational videos with a context-aware chat interface powered by large language models. SAM encourages students to ask questions and explore unclear concepts in real-time, offering personalized, context-specific assistance, including explanations of formulas, slides, and images. In a crowdsourced user study involving 140 participants, SAM was evaluated through pre- and post-knowledge tests, comparing a group using SAM with a control group. The results demonstrated that SAM users achieved greater knowledge gains, with a 96.8% answer accuracy. Participants also provided positive feedback on SAM's usability and effectiveness. SAM's proactive approach to learning not only enhances learning outcomes but also empowers students to take full ownership of their educational experience, representing a promising future direction for online learning tools.

This paper presents a novel way of online adapting any off-the-shelf object detection model to a novel domain without retraining the detector model. Inspired by how humans quickly learn knowledge of a new subject (e.g., memorization), we allow the detector to look up similar object concepts from memory during test time. This is achieved through a retrieval augmented classification (RAC) module together with a memory bank that can be flexibly updated with new domain knowledge. We experimented with various off-the-shelf open-set detector and close-set detectors. With only a tiny memory bank (e.g., 10 images per category) and being training-free, our online learning method could significantly outperform baselines in adapting a detector to novel domains.

This paper addresses the problem of online network topology inference for expanding graphs from a stream of spatiotemporal signals. Online algorithms for dynamic graph learning are crucial in delay-sensitive applications or when changes in topology occur rapidly. While existing works focus on inferring the connectivity within a fixed set of nodes, in practice, the graph can grow as new nodes join the network. This poses additional challenges like modeling temporal dynamics involving signals and graphs of different sizes. This growth also increases the computational complexity of the learning process, which may become prohibitive. To the best of our knowledge, this is the first work to tackle this setting. We propose a general online algorithm based on projected proximal gradient descent that accounts for the increasing graph size at each iteration. Recursively updating the sample covariance matrix is a key aspect of our approach. We introduce a strategy that enables different types of updates for nodes that just joined the network and for previously existing nodes. To provide further insights into the proposed method, we specialize it in Gaussian Markov random field settings, where we analyze the computational complexity and characterize the dynamic cumulative regret. Finally, we demonstrate the effectiveness of the proposed approach using both controlled experiments and real-world datasets from epidemic and financial networks.

The vast pre-existing slides serve as rich and important materials to carry lecture knowledge. However, effectively leveraging lecture slides to serve students is difficult due to the multi-modal nature of slide content and the heterogeneous teaching actions. We study the problem of discovering effective designs that convert a slide into an interactive lecture. We develop Slide2Lecture, a tuning-free and knowledge-regulated intelligent tutoring system that can (1) effectively convert an input lecture slide into a structured teaching agenda consisting of a set of heterogeneous teaching actions; (2) create and manage an interactive lecture that generates responsive interactions catering to student learning demands while regulating the interactions to follow teaching actions. Slide2Lecture contains a complete pipeline for learners to obtain an interactive classroom experience to learn the slide. For teachers and developers, Slide2Lecture enables customization to cater to personalized demands. The evaluation rated by annotators and students shows that Slide2Lecture is effective in outperforming the remaining implementation. Slide2Lecture's online deployment has made more than 200K interaction with students in the 3K lecture sessions. We open source Slide2Lecture's implementation in https://anonymous.4open.science/r/slide2lecture-4210/.

The problem of efficient quantum state learning, also called shadow tomography, aims to comprehend an unknown $d$-dimensional quantum state through POVMs. Yet, these states are rarely static; they evolve due to factors such as measurements, environmental noise, or inherent Hamiltonian state transitions. This paper leverages techniques from adaptive online learning to keep pace with such state changes. The key metrics considered for learning in these mutable environments are enhanced notions of regret, specifically adaptive and dynamic regret. We present adaptive and dynamic regret bounds for online shadow tomography, which are polynomial in the number of qubits and sublinear in the number of measurements. To support our theoretical findings, we include numerical experiments that validate our proposed models.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

With the rapid advancement of internet technology, the adaptability of adolescents to online learning has emerged as a focal point of interest within the educational sphere. However, the academic community's efforts to develop predictive models for adolescent online learning adaptability require further refinement and expansion. Utilizing data from the "Chinese Adolescent Online Education Survey" spanning the years 2014 to 2016, this study implements five machine learning algorithms - logistic regression, K-nearest neighbors, random forest, XGBoost, and CatBoost - to analyze the factors influencing adolescent online learning adaptability and to determine the model best suited for prediction. The research reveals that the duration of courses, the financial status of the family, and age are the primary factors affecting students' adaptability in online learning environments. Additionally, age significantly impacts students' adaptive capacities. Among the predictive models, the random forest, XGBoost, and CatBoost algorithms demonstrate superior forecasting capabilities, with the random forest model being particularly adept at capturing the characteristics of students' adaptability.

Automated Short Answer Scoring (SAS) is the task of automatically scoring a given input to a prompt based on rubrics and reference answers. Although SAS is useful in real-world applications, both rubrics and reference answers differ between prompts, thus requiring a need to acquire new data and train a model for each new prompt. Such requirements are costly, especially for schools and online courses where resources are limited and only a few prompts are used. In this work, we attempt to reduce this cost through a two-phase approach: train a model on existing rubrics and answers with gold score signals and finetune it on a new prompt. Specifically, given that scoring rubrics and reference answers differ for each prompt, we utilize key phrases, or representative expressions that the answer should contain to increase scores, and train a SAS model to learn the relationship between key phrases and answers using already annotated prompts (i.e., cross-prompts). Our experimental results show that finetuning on existing cross-prompt data with key phrases significantly improves scoring accuracy, especially when the training data is limited. Finally, our extensive analysis shows that it is crucial to design the model so that it can learn the task's general property.