In this study, we investigate the combination of indicators, including performance, behavioral engagement, and emotional engagement, to identify students experiencing difficulties. We analyzed data from two primary sources: digital traces extracted from th e Learning Management System (LMS) and images captured by students' webcams. The digital traces provided insights into students' interactions with the educational content, while the images were utilized to analyze their emotional expressions during learnin g activities. By utilizing real data collected from students at a French engineering school, recorded during the 2022 2023 academic year, we observed a correlation between positive emotional states and improved academic outcomes. These preliminary findings support the notion that emotions play a crucial role in differentiating between high achieving and low achieving students.

Facilitating online learning in spiking neural networks (SNNs) is a key step in developing event-based models that can adapt to changing environments and learn from continuous data streams in real-time. Although forward-mode differentiation enables online learning, its computational requirements restrict scalability. This is typically addressed through approximations that limit learning in deep models. In this study, we propose Online Training with Postsynaptic Estimates (OTPE) for training feed-forward SNNs, which approximates Real-Time Recurrent Learning (RTRL) by incorporating temporal dynamics not captured by current approximations, such as Online Training Through Time (OTTT) and Online Spatio-Temporal Learning (OSTL). We show improved scaling for multi-layer networks using a novel approximation of temporal effects on the subsequent layer's activity. This approximation incurs minimal overhead in the time and space complexity compared to similar algorithms, and the calculation of temporal effects remains local to each layer. We characterize the learning performance of our proposed algorithms on multiple SNN model configurations for rate-based and time-based encoding. OTPE exhibits the highest directional alignment to exact gradients, calculated with backpropagation through time (BPTT), in deep networks and, on time-based encoding, outperforms other approximate methods. We also observe sizeable gains in average performance over similar algorithms in offline training of Spiking Heidelberg Digits with equivalent hyper-parameters (OTTT/OSTL - 70.5%; OTPE - 75.2%; BPTT - 78.1%).

Online learning holds the promise of enabling efficient long-term credit assignment in recurrent neural networks. However, current algorithms fall short of offline backpropagation by either not being scalable or failing to learn long-range dependencies. Here we present a high-performance online learning algorithm that merely doubles the memory and computational requirements of a single inference pass. We achieve this by leveraging independent recurrent modules in multi-layer networks, an architectural motif that has recently been shown to be particularly powerful. Experiments on synthetic memory problems and on the challenging long-range arena benchmark suite reveal that our algorithm performs competitively, establishing a new standard for what can be achieved through online learning. This ability to learn long-range dependencies offers a new perspective on learning in the brain and opens a promising avenue in neuromorphic computing.

Online learning quantum states with the logarithmic loss (LL-OLQS) is a quantum generalization of online portfolio selection, a classic open problem in the field of online learning for over three decades. The problem also emerges in designing randomized optimization algorithms for maximum-likelihood quantum state tomography. Recently, Jezequel et al. (arXiv:2209.13932) proposed the VB-FTRL algorithm, the first nearly regret-optimal algorithm for OPS with moderate computational complexity. In this note, we generalize VB-FTRL for LL-OLQS. Let $d$ denote the dimension and $T$ the number of rounds. The generalized algorithm achieves a regret rate of $O ( d^2 \log ( d + T ) )$ for LL-OLQS. Each iteration of the algorithm consists of solving a semidefinite program that can be implemented in polynomial time by, e.g., cutting-plane methods. For comparison, the best-known regret rate for LL-OLQS is currently $O ( d^2 \log T )$, achieved by the exponential weight method. However, there is no explicit implementation available for the exponential weight method for LL-OLQS. To facilitate the generalization, we introduce the notion of VB-convexity. VB-convexity is a sufficient condition for the logarithmic barrier associated with any function to be convex and is of independent interest.

Contextual bandits (Auer, 2002; Langford and Zhang, 2007) represent a classical sequential decisionmaking problem where an agent aims to maximize cumulative reward based on context information. At each round t, the agent observes a context and must choose one of K available actions based on both the current context and previous observations. Once the agent selects an action, she observes the associated reward, which is then used to refine future decision-making. Contextual bandits are typical examples of reinforcement learning problems where a balance between exploring new actions and exploiting previously acquired information is necessary to achieve optimal long-term rewards. It has numerous real-world applications including personalized recommendation systems (Li et al., 2010; Bouneffouf et al., 2012), healthcare (Yom-Tov et al., 2017; Liao et al., 2020), and online education (Liu et al., 2014; Shaikh et al., 2019). Despite the extensive existing literature on contextual bandits, in many real-world applications, the agent never observes the context exactly.

Distributed online learning has been proven extremely effective in solving large-scale machine learning problems over streaming data. However, information sharing between learners in distributed learning also raises concerns about the potential leakage of individual learners' sensitive data. To mitigate this risk, differential privacy, which is widely regarded as the "gold standard" for privacy protection, has been widely employed in many existing results on distributed online learning. However, these results often face a fundamental tradeoff between learning accuracy and privacy. In this paper, we propose a locally differentially private gradient tracking based distributed online learning algorithm that successfully circumvents this tradeoff. We prove that the proposed algorithm converges in mean square to the exact optimal solution while ensuring rigorous local differential privacy, with the cumulative privacy budget guaranteed to be finite even when the number of iterations tends to infinity. The algorithm is applicable even when the communication graph among learners is directed. To the best of our knowledge, this is the first result that simultaneously ensures learning accuracy and rigorous local differential privacy in distributed online learning over directed graphs. We evaluate our algorithm's performance by using multiple benchmark machine-learning applications, including logistic regression of the "Mushrooms" dataset and CNN-based image classification of the "MNIST" and "CIFAR-10" datasets, respectively. The experimental results confirm that the proposed algorithm outperforms existing counterparts in both training and testing accuracies.

In this work, we aim to characterize the statistical complexity of realizable regression both in the PAC learning setting and the online learning setting. Previous work had established the sufficiency of finiteness of the fat shattering dimension for PAC learnability and the necessity of finiteness of the scaled Natarajan dimension, but little progress had been made towards a more complete characterization since the work of Simon (SICOMP '97). To this end, we first introduce a minimax instance optimal learner for realizable regression and propose a novel dimension that both qualitatively and quantitatively characterizes which classes of real-valued predictors are learnable. We then identify a combinatorial dimension related to the Graph dimension that characterizes ERM learnability in the realizable setting. Finally, we establish a necessary condition for learnability based on a combinatorial dimension related to the DS dimension, and conjecture that it may also be sufficient in this context. Additionally, in the context of online learning we provide a dimension that characterizes the minimax instance optimal cumulative loss up to a constant factor and design an optimal online learner for realizable regression, thus resolving an open question raised by Daskalakis and Golowich in STOC '22.

In this work, we improve on the upper and lower bounds for the regret of online learning with strongly observable undirected feedback graphs. The best known upper bound for this problem is $\mathcal{O}\bigl(\sqrt{\alpha T\ln K}\bigr)$, where $K$ is the number of actions, $\alpha$ is the independence number of the graph, and $T$ is the time horizon. The $\sqrt{\ln K}$ factor is known to be necessary when $\alpha = 1$ (the experts case). On the other hand, when $\alpha = K$ (the bandits case), the minimax rate is known to be $\Theta\bigl(\sqrt{KT}\bigr)$, and a lower bound $\Omega\bigl(\sqrt{\alpha T}\bigr)$ is known to hold for any $\alpha$. Our improved upper bound $\mathcal{O}\bigl(\sqrt{\alpha T(1+\ln(K/\alpha))}\bigr)$ holds for any $\alpha$ and matches the lower bounds for bandits and experts, while interpolating intermediate cases. To prove this result, we use FTRL with $q$-Tsallis entropy for a carefully chosen value of $q \in [1/2, 1)$ that varies with $\alpha$. The analysis of this algorithm requires a new bound on the variance term in the regret. We also show how to extend our techniques to time-varying graphs, without requiring prior knowledge of their independence numbers. Our upper bound is complemented by an improved $\Omega\bigl(\sqrt{\alpha T(\ln K)/(\ln\alpha)}\bigr)$ lower bound for all $\alpha > 1$, whose analysis relies on a novel reduction to multitask learning. This shows that a logarithmic factor is necessary as soon as $\alpha < K$.

One of the primary challenges in online learning environments, is to retain learner engagement. Several different instructional strategies are proposed both in online and offline environments to enhance learner engagement. The Concept Attainment Model is one such instructional strategy that focuses on learners acquiring a deeper understanding of a concept rather than just its dictionary definition. This is done by searching and listing the properties used to distinguish examples from non-examples of various concepts. Our work attempts to apply the Concept Attainment Model to build conceptual riddles, to deploy over online learning environments. The approach involves creating factual triples from learning resources, classifying them based on their uniqueness to a concept into `Topic Markers' and `Common', followed by generating riddles based on the Concept Attainment Model's format and capturing all possible solutions to those riddles. The results obtained from the human evaluation of riddles prove encouraging.

We study multitask online learning in a setting where agents can only exchange information with their neighbors on an arbitrary communication network. We introduce $\texttt{MT-CO}_2\texttt{OL}$, a decentralized algorithm for this setting whose regret depends on the interplay between the task similarities and the network structure. Our analysis shows that the regret of $\texttt{MT-CO}_2\texttt{OL}$ is never worse (up to constants) than the bound obtained when agents do not share information. On the other hand, our bounds significantly improve when neighboring agents operate on similar tasks. In addition, we prove that our algorithm can be made differentially private with a negligible impact on the regret when the losses are linear. Finally, we provide experimental support for our theory.