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.

The second run of a five-week free course for anyone on AI starts on the 15th January 2023. We and AI were delighted to work with The Scottish AI Alliance designing content for their course designed to give the general public of Scotland (and beyond!) an introduction to the world of AI. "Living with AI" is a great and rare commitment to making general level AI literacy attainable to everyone to enable a greater understanding of the uses and questions posed by the range of tools and technologies, and to explore their future potential. Although creating materials was challenging due to the rapid changes and innovation, proliferating hype and platform restrictions, feedback from the first run of the course shows how worthwhile the effort was. Each week has a specific topic and the course is made up of written articles, videos from AI experts across Scotland, audio clips, reflective and activity-based exercises, quizzes and opportunities to collaborate with other learners. All content has been refreshed for 2024 and will be released at once, so learners can go at their own pace in their own time.

Abstract-- Reasoning about distance is indispensable for establishing or avoiding contact in manipulation tasks. To this end, we present an online method for learning implicit representations of signed distance using piecewise polynomial basis functions. It offers fast access to distance and analytical gradients without the need to store training data. We assess the accuracy of our model on a diverse set of household objects and compare it to neural network and Gaussian process counterparts. Distance reconstruction and real-time updates are further evaluated in a physical experiment by simultaneously collecting sparse point cloud data and using the evolving model to control a manipulator.

Robots often need to learn the human's reward function online, during the current interaction. This real-time learning requires fast but approximate learning rules: when the human's behavior is noisy or suboptimal, current approximations can result in unstable robot learning. Accordingly, in this paper we seek to enhance the robustness and convergence properties of gradient descent learning rules when inferring the human's reward parameters. We model the robot's learning algorithm as a dynamical system over the human preference parameters, where the human's true (but unknown) preferences are the equilibrium point. This enables us to perform Lyapunov stability analysis to derive the conditions under which the robot's learning dynamics converge. Our proposed algorithm (StROL) uses these conditions to learn robust-by-design learning rules: given the original learning dynamics, StROL outputs a modified learning rule that now converges to the human's true parameters under a larger set of human inputs. In practice, these autonomously generated learning rules can correctly infer what the human is trying to convey, even when the human is noisy, biased, and suboptimal. Across simulations and a user study we find that StROL results in a more accurate estimate and less regret than state-of-the-art approaches for online reward learning. See videos and code here: https://github.com/VT-Collab/StROL_RAL

With the advancement and utility of Artificial Intelligence (AI), personalising education to a global population could be a cornerstone of new educational systems in the future. This work presents the PEEKC dataset and the TrueLearn Python library, which contains a dataset and a series of online learner state models that are essential to facilitate research on learner engagement modelling.TrueLearn family of models was designed following the "open learner" concept, using humanly-intuitive user representations. This family of scalable, online models also help end-users visualise the learner models, which may in the future facilitate user interaction with their models/recommenders. The extensive documentation and coding examples make the library highly accessible to both machine learning developers and educational data mining and learning analytics practitioners. The experiments show the utility of both the dataset and the library with predictive performance significantly exceeding comparative baseline models. The dataset contains a large amount of AI-related educational videos, which are of interest for building and validating AI-specific educational recommenders.

Online learning and MOOCs have become increasingly popular in recent years, and the trend will continue, given the technology boom. There is a dire need to observe learners' behavior in these online courses, similar to what instructors do in a face-to-face classroom. Learners' strategies and activities become crucial to understanding their behavior. One major challenge in online courses is predicting and preventing dropout behavior. While several studies have tried to perform such analysis, there is still a shortage of studies that employ different data streams to understand and predict the drop rates. Moreover, studies rarely use a fully online team-based collaborative environment as their context. Thus, the current study employs an online longitudinal problem-based learning (PBL) collaborative robotics competition as the testbed. Through methodological triangulation, the study aims to predict dropout behavior via the contributions of Discourse discussion forum 'activities' of participating teams, along with a self-reported Online Learning Strategies Questionnaire (OSLQ). The study also uses Qualitative interviews to enhance the ground truth and results. The OSLQ data is collected from more than 4000 participants. Furthermore, the study seeks to establish the reliability of OSLQ to advance research within online environments. Various Machine Learning algorithms are applied to analyze the data. The findings demonstrate the reliability of OSLQ with our substantial sample size and reveal promising results for predicting the dropout rate in online competition.