This paper describes the design and implementation of a virtual and remote laboratory based on Easy Java Simulations (EJS) and LabVIEW. The main application of this laboratory is to improve the study of sensors in Mobile Robotics, dealing with the problems that arise on the real world experiments. This laboratory allows the user to work from their homes, tele-operating a real robot that takes measurements from its sensors in order to obtain a map of its environment. In addition, the application allows interacting with a robot simulation (virtual laboratory) or with a real robot (remote laboratory), with the same simple and intuitive graphical user interface in EJS. Thus, students can develop signal processing and control algorithms for the robot in simulation and then deploy them on the real robot for testing purposes. Practical examples of application of the laboratory on the inter University Master of Systems Engineering and Automatic Control are presented.

Multirotor UAVs are used for a wide spectrum of civilian and public domain applications. Navigation controllers endowed with different attributes and onboard sensor suites enable multirotor autonomous or semi-autonomous, safe flight, operation, and functionality under nominal and detrimental conditions and external disturbances, even when flying in uncertain and dynamically changing environments. During the last decade, given the faster-than-exponential increase of available computational power, different learning-based algorithms have been derived, implemented, and tested to navigate and control, among other systems, multirotor UAVs. Learning algorithms have been, and are used to derive data-driven based models, to identify parameters, to track objects, to develop navigation controllers, and to learn the environment in which multirotors operate. Learning algorithms combined with model-based control techniques have been proven beneficial when applied to multirotors. This survey summarizes published research since 2015, dividing algorithms, techniques, and methodologies into offline and online learning categories, and then, further classifying them into machine learning, deep learning, and reinforcement learning sub-categories. An integral part and focus of this survey are on online learning algorithms as applied to multirotors with the aim to register the type of learning techniques that are either hard or almost hard real-time implementable, as well as to understand what information is learned, why, and how, and how fast. The outcome of the survey offers a clear understanding of the recent state-of-the-art and of the type and kind of learning-based algorithms that may be implemented, tested, and executed in real-time.

Education is a dynamic field that must be adaptable to sudden changes and disruptions caused by events like pandemics, war, and natural disasters related to climate change. When these events occur, traditional classrooms with traditional or blended delivery can shift to fully online learning, which requires an efficient learning environment that meets students' needs. While learning management systems support teachers' productivity and creativity, they typically provide the same content to all learners in a course, ignoring their unique learning styles. To address this issue, we propose a semi-supervised machine learning approach that detects students' learning styles using a data mining technique. We use the commonly used Felder Silverman learning style model and demonstrate that our semi-supervised method can produce reliable classification models with few labeled data. We evaluate our approach on two different courses and achieve an accuracy of 88.83% and 77.35%, respectively. Our work shows that educational data mining and semi-supervised machine learning techniques can identify different learning styles and create a personalized learning environment.

Online learning is not always about memorizing everything. Since the future can be statistically very different from the past, a critical challenge is to gracefully forget the history while new data comes in. To formalize this intuition, we revisit the classical notion of discounted regret using recently developed techniques in adaptive online learning. Our main result is a new algorithm that adapts to the complexity of both the loss sequence and the comparator, improving the widespread non-adaptive algorithm - gradient descent with a constant learning rate. In particular, our theoretical guarantee does not require any structural assumption beyond convexity, and the algorithm is provably robust to suboptimal hyperparameter tuning. We further demonstrate such benefits through online conformal prediction, a downstream online learning task with set-membership decisions.

Despite the success of the Adam optimizer in practice, the theoretical understanding of its algorithmic components still remains limited. In particular, most existing analyses of Adam show the convergence rate that can be simply achieved by non-adative algorithms like SGD. In this work, we provide a different perspective based on online learning that underscores the importance of Adam's algorithmic components. Inspired by Cutkosky et al. (2023), we consider the framework called online learning of updates, where we choose the updates of an optimizer based on an online learner. With this framework, the design of a good optimizer is reduced to the design of a good online learner. Our main observation is that Adam corresponds to a principled online learning framework called Follow-the-Regularized-Leader (FTRL). Building on this observation, we study the benefits of its algorithmic components from the online learning perspective.

Multimodal federated learning (FL) aims to enrich model training in FL settings where clients are collecting measurements across multiple modalities. However, key challenges to multimodal FL remain unaddressed, particularly in heterogeneous network settings where: (i) the set of modalities collected by each client will be diverse, and (ii) communication limitations prevent clients from uploading all their locally trained modality models to the server. In this paper, we propose multimodal Federated learning with joint Modality and Client selection (mmFedMC), a new FL methodology that can tackle the above-mentioned challenges in multimodal settings. The joint selection algorithm incorporates two main components: (a) A modality selection methodology for each client, which weighs (i) the impact of the modality, gauged by Shapley value analysis, (ii) the modality model size as a gauge of communication overhead, against (iii) the frequency of modality model updates, denoted recency, to enhance generalizability. (b) A client selection strategy for the server based on the local loss of modality model at each client. Experiments on five real-world datasets demonstrate the ability of mmFedMC to achieve comparable accuracy to several baselines while reducing the communication overhead by over 20x. A demo video of our methodology is available at https://liangqiy.com/mmfedmc/.

We study the problem of oracle-efficient hybrid online learning when the features are generated by an unknown i.i.d. process and the labels are generated adversarially. Assuming access to an (offline) ERM oracle, we show that there exists a computationally efficient online predictor that achieves a regret upper bounded by $\tilde{O}(T^{\frac{3}{4}})$ for a finite-VC class, and upper bounded by $\tilde{O}(T^{\frac{p+1}{p+2}})$ for a class with $\alpha$ fat-shattering dimension $\alpha^{-p}$. This provides the first known oracle-efficient sublinear regret bounds for hybrid online learning with an unknown feature generation process. In particular, it confirms a conjecture of Lazaric and Munos (JCSS 2012). We then extend our result to the scenario of shifting distributions with $K$ changes, yielding a regret of order $\tilde{O}(T^{\frac{4}{5}}K^{\frac{1}{5}})$. Finally, we establish a regret of $\tilde{O}((K^{\frac{2}{3}}(\log|\mathcal{H}|)^{\frac{1}{3}}+K)\cdot T^{\frac{4}{5}})$ for the contextual $K$-armed bandits with a finite policy set $\mathcal{H}$, i.i.d. generated contexts from an unknown distribution, and adversarially generated costs.

Online discussion forums are widely used for active textual interaction between lecturers and students, and to see how the students have progressed in a learning process. The objective of this study is to compare appropriate machine-learning models to assess sentiments and Bloom\'s epistemic taxonomy based on textual comments in educational discussion forums. Our proposed method is called the hierarchical approach of Bloom-Epistemic and Sentiment Analysis (BE-Sent). The research methodology consists of three main steps. The first step is the data collection from the internal discussion forum and YouTube comments of a Web Programming channel. The next step is text preprocessing to annotate the text and clear unimportant words. Furthermore, with the text dataset that has been successfully cleaned, sentiment analysis and epistemic categorization will be done in each sentence of the text. Sentiment analysis is divided into three categories: positive, negative, and neutral. Bloom\'s epistemic is divided into six categories: remembering, understanding, applying, analyzing, evaluating, and creating. This research has succeeded in producing a course learning subsystem that assesses opinions based on text reviews of discussion forums according to the category of sentiment and epistemic analysis.

Data protection legislation like the European Union's General Data Protection Regulation (GDPR) establishes the \textit{right to be forgotten}: a user (client) can request contributions made using their data to be removed from learned models. In this paper, we study how to remove the contributions made by a client participating in a Federated Online Learning to Rank (FOLTR) system. In a FOLTR system, a ranker is learned by aggregating local updates to the global ranking model. Local updates are learned in an online manner at a client-level using queries and implicit interactions that have occurred within that specific client. By doing so, each client's local data is not shared with other clients or with a centralised search service, while at the same time clients can benefit from an effective global ranking model learned from contributions of each client in the federation. In this paper, we study an effective and efficient unlearning method that can remove a client's contribution without compromising the overall ranker effectiveness and without needing to retrain the global ranker from scratch. A key challenge is how to measure whether the model has unlearned the contributions from the client $c^*$ that has requested removal. For this, we instruct $c^*$ to perform a poisoning attack (add noise to this client updates) and then we measure whether the impact of the attack is lessened when the unlearning process has taken place. Through experiments on four datasets, we demonstrate the effectiveness and efficiency of the unlearning strategy under different combinations of parameter settings.

We improve several worst-case bounds for various online learning scenarios from (Auer and Long, Machine Learning, 1999). In particular, we sharpen an upper bound for delayed ambiguous reinforcement learning by a factor of 2 and an upper bound for learning compositions of families of functions by a factor of 2.41. We also improve a lower bound from the same paper for learning compositions of $k$ families of functions by a factor of $\Theta(\ln{k})$, matching the upper bound up to a constant factor. In addition, we solve a problem from (Long, Theoretical Computer Science, 2020) on the price of bandit feedback with respect to standard feedback for multiclass learning, and we improve an upper bound from (Feng et al., Theoretical Computer Science, 2023) on the price of $r$-input delayed ambiguous reinforcement learning by a factor of $r$, matching a lower bound from the same paper up to the leading term.