Predictive student models are increasingly used in learning environments due to their ability to enhance educational outcomes and support stakeholders in making informed decisions. However, predictive models can be biased and produce unfair outcomes, leading to potential discrimination against some students and possible harmful long-term implications. This has prompted research on fairness metrics meant to capture and quantify such biases. Nonetheless, so far, existing fairness metrics used in education are predictive performance-oriented, focusing on assessing biased outcomes across groups of students, without considering the behaviors of the models nor the severity of the biases in the outcomes. Therefore, we propose a novel metric, the Model Absolute Density Distance (MADD), to analyze models' discriminatory behaviors independently from their predictive performance. We also provide a complementary visualization-based analysis to enable fine-grained human assessment of how the models discriminate between groups of students. We evaluate our approach on the common task of predicting student success in online courses, using several common predictive classification models on an open educational dataset. We also compare our metric to the only predictive performance-oriented fairness metric developed in education, ABROCA. Results on this dataset show that: (1) fair predictive performance does not guarantee fair models' behaviors and thus fair outcomes, (2) there is no direct relationship between data bias and predictive performance bias nor discriminatory behaviors bias, and (3) trained on the same data, models exhibit different discriminatory behaviors, according to different sensitive features too. We thus recommend using the MADD on models that show satisfying predictive performance, to gain a finer-grained understanding on how they behave and to refine models selection and their usage.

Spiking neural networks (SNNs) are bio-plausible computing models with high energy efficiency. The temporal dynamics of neurons and synapses enable them to detect temporal patterns and generate sequences. While Backpropagation Through Time (BPTT) is traditionally used to train SNNs, it is not suitable for online learning of embedded applications due to its high computation and memory cost as well as extended latency. Previous works have proposed online learning algorithms, but they often utilize highly simplified spiking neuron models without synaptic dynamics and reset feedback, resulting in subpar performance. In this work, we present Spatiotemporal Online Learning for Synaptic Adaptation (SOLSA), specifically designed for online learning of SNNs composed of Leaky Integrate and Fire (LIF) neurons with exponentially decayed synapses and soft reset. The algorithm not only learns the synaptic weight but also adapts the temporal filters associated to the synapses. Compared to the BPTT algorithm, SOLSA has much lower memory requirement and achieves a more balanced temporal workload distribution. Moreover, SOLSA incorporates enhancement techniques such as scheduled weight update, early stop training and adaptive synapse filter, which speed up the convergence and enhance the learning performance. When compared to other non-BPTT based SNN learning, SOLSA demonstrates an average learning accuracy improvement of 14.2%. Furthermore, compared to BPTT, SOLSA achieves a 5% higher average learning accuracy with a 72% reduction in memory cost.

Automatic speech recognition (ASR) systems are designed to transcribe spoken language into written text and find utility in a variety of applications including voice assistants and transcription services. However, it has been observed that state-of-the-art ASR systems which deliver impressive benchmark results, struggle with speakers of certain regions or demographics due to variation in their speech properties. In this work, we describe the curation of a massive speech dataset of 8740 hours consisting of $\sim9.8$K technical lectures in the English language along with their transcripts delivered by instructors representing various parts of Indian demography. The dataset is sourced from the very popular NPTEL MOOC platform. We use the curated dataset to measure the existing disparity in YouTube Automatic Captions and OpenAI Whisper model performance across the diverse demographic traits of speakers in India. While there exists disparity due to gender, native region, age and speech rate of speakers, disparity based on caste is non-existent. We also observe statistically significant disparity across the disciplines of the lectures. These results indicate the need of more inclusive and robust ASR systems and more representational datasets for disparity evaluation in them.

Maximizing long-term rewards is the primary goal in sequential decision-making problems. The majority of existing methods assume that side information is freely available, enabling the learning agent to observe all features' states before making a decision. In real-world problems, however, collecting beneficial information is often costly. That implies that, besides individual arms' reward, learning the observations of the features' states is essential to improve the decision-making strategy. The problem is aggravated in a non-stationary environment where reward and cost distributions undergo abrupt changes over time. To address the aforementioned dual learning problem, we extend the contextual bandit setting and allow the agent to observe subsets of features' states. The objective is to maximize the long-term average gain, which is the difference between the accumulated rewards and the paid costs on average. Therefore, the agent faces a trade-off between minimizing the cost of information acquisition and possibly improving the decision-making process using the obtained information. To this end, we develop an algorithm that guarantees a sublinear regret in time. Numerical results demonstrate the superiority of our proposed policy in a real-world scenario.

In the problem of online learning for changing environments, data are sequentially received one after another over time, and their distribution assumptions may vary frequently. Although existing methods demonstrate the effectiveness of their learning algorithms by providing a tight bound on either dynamic regret or adaptive regret, most of them completely ignore learning with model fairness, defined as the statistical parity across different sub-population (e.g., race and gender). Another drawback is that when adapting to a new environment, an online learner needs to update model parameters with a global change, which is costly and inefficient. Inspired by the sparse mechanism shift hypothesis, we claim that changing environments in online learning can be attributed to partial changes in learned parameters that are specific to environments and the rest remain invariant to changing environments. To this end, in this paper, we propose a novel algorithm under the assumption that data collected at each time can be disentangled with two representations, an environment-invariant semantic factor and an environment-specific variation factor. The semantic factor is further used for fair prediction under a group fairness constraint. To evaluate the sequence of model parameters generated by the learner, a novel regret is proposed in which it takes a mixed form of dynamic and static regret metrics followed by a fairness-aware long-term constraint. The detailed analysis provides theoretical guarantees for loss regret and violation of cumulative fairness constraints. Empirical evaluations on real-world datasets demonstrate our proposed method sequentially outperforms baseline methods in model accuracy and fairness.

Students who take an online course, such as a MOOC, use the course's discussion forum to ask questions or reach out to instructors when encountering an issue. However, reading and responding to students' questions is difficult to scale because of the time needed to consider each message. As a result, critical issues may be left unresolved, and students may lose the motivation to continue in the course. To help address this problem, we build predictive models that automatically determine the urgency of each forum post, so that these posts can be brought to instructors' attention. This paper goes beyond previous work by predicting not just a binary decision cut-off but a post's level of urgency on a 7-point scale. First, we train and cross-validate several models on an original data set of 3,503 posts from MOOCs at University of Pennsylvania. Second, to determine the generalizability of our models, we test their performance on a separate, previously published data set of 29,604 posts from MOOCs at Stanford University. While the previous work on post urgency used only one data set, we evaluated the prediction across different data sets and courses. The best-performing model was a support vector regressor trained on the Universal Sentence Encoder embeddings of the posts, achieving an RMSE of 1.1 on the training set and 1.4 on the test set. Understanding the urgency of forum posts enables instructors to focus their time more effectively and, as a result, better support student learning.

Algorithms for online learning typically require one or more boundedness assumptions: that the domain is bounded, that the losses are Lipschitz, or both. In this paper, we develop a new setting for online learning with unbounded domains and non-Lipschitz losses. For this setting we provide an algorithm which guarantees $R_{T}(u)\le \tilde O(G\|u\|\sqrt{T}+L\|u\|^{2}\sqrt{T})$ regret on any problem where the subgradients satisfy $\|g_{t}\|\le G+L\|w_{t}\|$, and show that this bound is unimprovable without further assumptions. We leverage this algorithm to develop new saddle-point optimization algorithms that converge in duality gap in unbounded domains, even in the absence of meaningful curvature. Finally, we provide the first algorithm achieving non-trivial dynamic regret in an unbounded domain for non-Lipschitz losses, as well as a matching lower bound. The regret of our dynamic regret algorithm automatically improves to a novel $L^{*}$ bound when the losses are smooth.

While ERM suffices to attain near-optimal generalization error in the stochastic learning setting, this is not known to be the case in the online learning setting, where algorithms for general concept classes rely on computationally inefficient oracles such as the Standard Optimal Algorithm (SOA). In this work, we propose an algorithm for online binary classification setting that relies solely on ERM oracle calls, and show that it has finite regret in the realizable setting and sublinearly growing regret in the agnostic setting. We bound the regret in terms of the Littlestone and threshold dimensions of the underlying concept class. We obtain similar results for nonparametric games, where the ERM oracle can be interpreted as a best response oracle, finding the best response of a player to a given history of play of the other players. In this setting, we provide learning algorithms that only rely on best response oracles and converge to approximate-minimax equilibria in two-player zero-sum games and approximate coarse correlated equilibria in multi-player general-sum games, as long as the game has a bounded fat-threshold dimension. Our algorithms apply to both binary-valued and real-valued games and can be viewed as providing justification for the wide use of double oracle and multiple oracle algorithms in the practice of solving large games.

From learning assistance to companionship, social robots promise to enhance many aspects of daily life. However, social robots have not seen widespread adoption, in part because (1) they do not adapt their behavior to new users, and (2) they do not provide sufficient privacy protections. Centralized learning, whereby robots develop skills by gathering data on a server, contributes to these limitations by preventing online learning of new experiences and requiring storage of privacy-sensitive data. In this work, we propose a decentralized learning alternative that improves the privacy and personalization of social robots. We combine two machine learning approaches, Federated Learning and Continual Learning, to capture interaction dynamics distributed physically across robots and temporally across repeated robot encounters. We define a set of criteria that should be balanced in decentralized robot learning scenarios. We also develop a new algorithm -- Elastic Transfer -- that leverages importance-based regularization to preserve relevant parameters across robots and interactions with multiple humans. We show that decentralized learning is a viable alternative to centralized learning in a proof-of-concept Socially-Aware Navigation domain, and demonstrate how Elastic Transfer improves several of the proposed criteria.

The first automated essay scoring system was developed 50 years ago. Automated essay scoring systems are developing into systems with richer functions than the previous simple scoring systems. Its purpose is not only to score essays but also as a learning tool to improve the writing skill of users. Feedback is the most important aspect of making an automated essay scoring system useful in real life. The importance of feedback was already emphasized in the first AES system. This paper reviews research on feedback including different feedback types and essay traits on automated essay scoring. We also reviewed the latest case studies of the automated essay scoring system that provides feedback.