We study the task of online learning in the presence of Massart noise. Instead of assuming that the online adversary chooses an arbitrary sequence of labels, we assume that the context $\mathbf{x}$ is selected adversarially but the label $y$ presented to the learner disagrees with the ground-truth label of $\mathbf{x}$ with unknown probability at most $\eta$. We study the fundamental class of $\gamma$-margin linear classifiers and present a computationally efficient algorithm that achieves mistake bound $\eta T + o(T)$. Our mistake bound is qualitatively tight for efficient algorithms: it is known that even in the offline setting achieving classification error better than $\eta$ requires super-polynomial time in the SQ model. We extend our online learning model to a $k$-arm contextual bandit setting where the rewards -- instead of satisfying commonly used realizability assumptions -- are consistent (in expectation) with some linear ranking function with weight vector $\mathbf{w}^\ast$. Given a list of contexts $\mathbf{x}_1,\ldots \mathbf{x}_k$, if $\mathbf{w}^*\cdot \mathbf{x}_i > \mathbf{w}^* \cdot \mathbf{x}_j$, the expected reward of action $i$ must be larger than that of $j$ by at least $\Delta$. We use our Massart online learner to design an efficient bandit algorithm that obtains expected reward at least $(1-1/k)~ \Delta T - o(T)$ bigger than choosing a random action at every round.

As online courses become the norm in the higher-education landscape, investigations into student performance between students who take online vs on-campus versions of classes become necessary. While attention has been given to looking at differences in learning outcomes through comparisons of students' end performance, less attention has been given in comparing students' engagement patterns between different modalities. In this study, we analyze a heterogeneous knowledge graph consisting of students, course videos, formative assessments and their interactions to predict student performance via a Graph Convolutional Network (GCN). Using students' performance on the assessments, we attempt to determine a useful model for identifying at-risk students. We then compare the models generated between 5 on-campus and 2 fully-online MOOC-style instances of the same course. The model developed achieved a 70-90\% accuracy of predicting whether a student would pass a particular problem set based on content consumed, course instance, and modality.

Our ongoing development and deployment of an online robotics education platform highlighted a gap in providing an interactive, feedback-rich learning environment essential for mastering programming concepts in robotics, which they were not getting with the traditional code-simulate-turn in workflow. Since teaching resources are limited, students would benefit from feedback in real-time to find and fix their mistakes in the programming assignments. To address these concerns, this paper will focus on creating a system for unit testing while integrating it into the course workflow. We facilitate this real-time feedback by including unit testing in the design of programming assignments so students can understand and fix their errors on their own and without the prior help of instructors/TAs serving as a bottleneck. In line with the framework's personalized student-centered approach, this method makes it easier for students to revise, and debug their programming work, encouraging hands-on learning. The course workflow updated to include unit tests will strengthen the learning environment and make it more interactive so that students can learn how to program robots in a self-guided fashion.

This research analyzes, models and develops a novel Digital Learning Environment (DLE) fortified by the innovative Private Learning Intelligence (PLI) framework. The proposed PLI framework leverages federated machine learning (FL) techniques to autonomously construct and continuously refine personalized learning models for individual learners, ensuring robust privacy protection. Our approach is pivotal in advancing DLE capabilities, empowering learners to actively participate in personalized real-time learning experiences. The integration of PLI within a DLE also streamlines instructional design and development demands for personalized teaching/learning. We seek ways to establish a foundation for the seamless integration of FL into learning systems, offering a transformative approach to personalized learning in digital environments. Our implementation details and code are made public.

In online learning, the data is provided in a sequential order, and the goal of the learner is to make online decisions to minimize overall regrets. This note is concerned with continuous-time models and algorithms for several online learning problems: online linear optimization, adversarial bandit, and adversarial linear bandit. For each problem, we extend the discrete-time algorithm to the continuous-time setting and provide a concise proof of the optimal regret bound.

Recent advances in Tiny Machine Learning (TinyML) empower low-footprint embedded devices for real-time on-device Machine Learning. While many acknowledge the potential benefits of TinyML, its practical implementation presents unique challenges. This study aims to bridge the gap between prototyping single TinyML models and developing reliable TinyML systems in production: (1) Embedded devices operate in dynamically changing conditions. Existing TinyML solutions primarily focus on inference, with models trained offline on powerful machines and deployed as static objects. However, static models may underperform in the real world due to evolving input data distributions. We propose online learning to enable training on constrained devices, adapting local models towards the latest field conditions. (2) Nevertheless, current on-device learning methods struggle with heterogeneous deployment conditions and the scarcity of labeled data when applied across numerous devices. We introduce federated meta-learning incorporating online learning to enhance model generalization, facilitating rapid learning. This approach ensures optimal performance among distributed devices by knowledge sharing. (3) Moreover, TinyML's pivotal advantage is widespread adoption. Embedded devices and TinyML models prioritize extreme efficiency, leading to diverse characteristics ranging from memory and sensors to model architectures. Given their diversity and non-standardized representations, managing these resources becomes challenging as TinyML systems scale up. We present semantic management for the joint management of models and devices at scale. We demonstrate our methods through a basic regression example and then assess them in three real-world TinyML applications: handwritten character image classification, keyword audio classification, and smart building presence detection, confirming our approaches' effectiveness.

We study the problem of incentive-compatible online learning with bandit feedback. In this class of problems, the experts are self-interested agents who might misrepresent their preferences with the goal of being selected most often. The goal is to devise algorithms which are simultaneously incentive-compatible, that is the experts are incentivised to report their true preferences, and have no regret with respect to the preferences of the best fixed expert in hindsight. \citet{freeman2020no} propose an algorithm in the full information setting with optimal $O(\sqrt{T \log(K)})$ regret and $O(T^{2/3}(K\log(K))^{1/3})$ regret in the bandit setting. In this work we propose the first incentive-compatible algorithms that enjoy $O(\sqrt{KT})$ regret bounds. We further demonstrate how simple loss-biasing allows the algorithm proposed in Freeman et al. 2020 to enjoy $\tilde O(\sqrt{KT})$ regret. As a byproduct of our approach we obtain the first bandit algorithm with nearly optimal regret bounds in the adversarial setting which works entirely on the observed loss sequence without the need for importance-weighted estimators. Finally, we provide an incentive-compatible algorithm that enjoys asymptotically optimal best-of-both-worlds regret guarantees, i.e., logarithmic regret in the stochastic regime as well as worst-case $O(\sqrt{KT})$ regret.

Considering learner engagement has a mutual benefit for both learners and instructors. Instructors can help learners increase their attention, involvement, motivation, and interest. On the other hand, instructors can improve their instructional performance by evaluating the cumulative results of all learners and upgrading their training programs. This paper proposes a general, lightweight model for selecting and processing features to detect learners' engagement levels while preserving the sequential temporal relationship over time. During training and testing, we analyzed the videos from the publicly available DAiSEE dataset to capture the dynamic essence of learner engagement. We have also proposed an adaptation policy to find new labels that utilize the affective states of this dataset related to education, thereby improving the models' judgment. The suggested model achieves an accuracy of 68.57\% in a specific implementation and outperforms the studied state-of-the-art models detecting learners' engagement levels.

In this paper, we present a comprehensive survey of the metaverse, envisioned as a transformative dimension of next-generation Internet technologies. This study not only outlines the structural components of our survey but also makes a substantial scientific contribution by elucidating the foundational concepts underlying the emergence of the metaverse. We analyze its architecture by defining key characteristics and requirements, thereby illuminating the nascent reality set to revolutionize digital interactions. Our analysis emphasizes the importance of collaborative efforts in developing metaverse standards, thereby fostering a unified understanding among industry stakeholders, organizations, and regulatory bodies. We extend our scrutiny to critical technologies integral to the metaverse, including interactive experiences, communication technologies, ubiquitous computing, digital twins, artificial intelligence, and cybersecurity measures. For each technological domain, we rigorously assess current contributions, principal techniques, and representative use cases, providing a nuanced perspective on their potential impacts. Furthermore, we delve into the metaverse's diverse applications across education, healthcare, business, social interactions, industrial sectors, defense, and mission-critical operations, highlighting its extensive utility. Each application is thoroughly analyzed, demonstrating its value and addressing associated challenges. The survey concludes with an overview of persistent challenges and future directions, offering insights into essential considerations and strategies necessary to harness the full potential of the metaverse. Through this detailed investigation, our goal is to articulate the scientific contributions of this survey paper, transcending a mere structural overview to highlight the transformative implications of the metaverse.

We study an online learning problem in general-sum Stackelberg games, where players act in a decentralized and strategic manner. We study two settings depending on the type of information for the follower: (1) the limited information setting where the follower only observes its own reward, and (2) the side information setting where the follower has extra side information about the leader's reward. We show that for the follower, myopically best responding to the leader's action is the best strategy for the limited information setting, but not necessarily so for the side information setting -- the follower can manipulate the leader's reward signals with strategic actions, and hence induce the leader's strategy to converge to an equilibrium that is better off for itself. Based on these insights, we study decentralized online learning for both players in the two settings. Our main contribution is to derive last-iterate convergence and sample complexity results in both settings. Notably, we design a new manipulation strategy for the follower in the latter setting, and show that it has an intrinsic advantage against the best response strategy. Our theories are also supported by empirical results.