Accessibility is one of the most important features in the design of robots and their interfaces. This thesis proposes methods that improve the accessibility of robots for three different target audiences: consumers, researchers, and learners. In order for humans and robots to work together effectively, they both must be able to communicate with each other. We tackle the problem of generating route instructions that are readily understandable by novice humans for the navigation of a priori unknown indoor environments. We then move on to the related problem of enabling robots to understand natural language utterances in the context of learning to operate articulated objects (e.g., fridges, drawers) by leveraging kinematic models. Next, we turn our focus to the development of accessible and reproducible robotic platforms for scientific research. We propose a new concept for reproducible robotics research that integrates development and benchmarking, so that reproducibility is obtained "by design" from the beginning of the research and development process. We then propose a framework called SHARC (SHared Autonomy for Remote Collaboration), to improve accessibility for underwater robotic intervention operations. SHARC allows multiple remote scientists to efficiently plan and execute high-level sampling procedures using an underwater manipulator while deferring low-level control to the robot. Lastly, we developed the first hardware-based MOOC in AI and robotics. This course allows learners to study autonomy hands-on by making real robots make their own decisions and accomplish broadly defined tasks. We design a new robotic platform from the ground up to support this new learning experience. A fully browser-based interface, based on leading tools and technologies for code development, testing, validation, and deployment serves to maximize the accessibility of these educational resources.

When the dynamics of systems are unknown, supervised machine learning techniques are commonly employed to infer models from data. Gaussian process (GP) regression is a particularly popular learning method for this purpose due to the existence of prediction error bounds. Moreover, GP models can be efficiently updated online, such that event-triggered online learning strategies can be pursued to ensure specified tracking accuracies. However, existing trigger conditions must be able to be evaluated at arbitrary times, which cannot be achieved in practice due to non-negligible computation times. Therefore, we first derive a delay-aware tracking error bound, which reveals an accuracy-delay trade-off. Based on this result, we propose a novel event trigger for GP-based online learning with computational delays, which we show to offer advantages over offline trained GP models for sufficiently small computation times. Finally, we demonstrate the effectiveness of the proposed event trigger for online learning in simulations.

Massive open online courses (MOOCs), which offer open access and widespread interactive participation through the internet, are quickly becoming the preferred method for online and remote learning. Several MOOC platforms offer the service of course recommendation to users, to improve the learning experience of users. Despite the usefulness of this service, we consider that recommending courses to users directly may neglect their varying degrees of expertise. To mitigate this gap, we examine an interesting problem of concept recommendation in this paper, which can be viewed as recommending knowledge to users in a fine-grained way. We put forward a novel approach, termed HinCRec-RL, for Concept Recommendation in MOOCs, which is based on Heterogeneous Information Networks and Reinforcement Learning. In particular, we propose to shape the problem of concept recommendation within a reinforcement learning framework to characterize the dynamic interaction between users and knowledge concepts in MOOCs. Furthermore, we propose to form the interactions among users, courses, videos, and concepts into a heterogeneous information network (HIN) to learn the semantic user representations better. We then employ an attentional graph neural network to represent the users in the HIN, based on meta-paths. Extensive experiments are conducted on a real-world dataset collected from a Chinese MOOC platform, XuetangX, to validate the efficacy of our proposed HinCRec-RL. Experimental results and analysis demonstrate that our proposed HinCRec-RL performs well when comparing with several state-of-the-art models.

In this paper, we study the strategic allocation of limited resources using a Colonel Blotto game (CBG) under a dynamic setting and analyze the problem using an online learning approach. In this model, one of the players is a learner who has limited troops to allocate over a finite time horizon, and the other player is an adversary. In each round, the learner plays a one-shot Colonel Blotto game with the adversary and strategically determines the allocation of troops among battlefields based on past observations. The adversary chooses its allocation action randomly from some fixed distribution that is unknown to the learner. The learner's objective is to minimize its regret, which is the difference between the cumulative reward of the best mixed strategy and the realized cumulative reward by following a learning algorithm while not violating the budget constraint. The learning in dynamic CBG is analyzed under the framework of combinatorial bandits and bandits with knapsacks. We first convert the budget-constrained dynamic CBG to a path planning problem on a directed graph. We then devise an efficient algorithm that combines a special combinatorial bandit algorithm for path planning problem and a bandits with knapsack algorithm to cope with the budget constraint. The theoretical analysis shows that the learner's regret is bounded by a term sublinear in time horizon and polynomial in other parameters. Finally, we justify our theoretical results by carrying out simulations for various scenarios.

In the setting of stochastic online learning with undirected feedback graphs, Lykouris et al. (2020) previously analyzed the pseudo-regret of the upper confidence bound-based algorithm UCB-N and the Thompson Sampling-based algorithm TS-N. In this note, we show how to improve their pseudo-regret analysis. Our improvement involves refining a key lemma of the previous analysis, allowing a $\log(T)$ factor to be replaced by a factor $\log_2(\alpha) + 3$ for $\alpha$ the independence number of the feedback graph.

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe.

Bandit algorithms for online learning to rank (OLTR) problems often aim to maximize long-term revenue by utilizing user feedback. From a practical point of view, however, such algorithms have a high risk of hurting user experience due to their aggressive exploration. Thus, there has been a rising demand for safe exploration in recent years. One approach to safe exploration is to gradually enhance the quality of an original ranking that is already guaranteed acceptable quality. In this paper, we propose a safe OLTR algorithm that efficiently exchanges one of the items in the current ranking with an item outside the ranking (i.e., an unranked item) to perform exploration. We select an unranked item optimistically to explore based on Kullback-Leibler upper confidence bounds (KL-UCB) and safely re-rank the items including the selected one. Through experiments, we demonstrate that the proposed algorithm improves long-term regret from baselines without any safety violation.

We investigate online convex optimization in non-stationary environments and choose the dynamic regret as the performance measure, defined as the difference between cumulative loss incurred by the online algorithm and that of any feasible comparator sequence. Let $T$ be the time horizon and $P_T$ be the path length that essentially reflects the non-stationarity of environments, the state-of-the-art dynamic regret is $\mathcal{O}(\sqrt{T(1+P_T)})$. Although this bound is proved to be minimax optimal for convex functions, in this paper, we demonstrate that it is possible to further enhance the guarantee for some easy problem instances, particularly when online functions are smooth. Specifically, we introduce novel online algorithms that can exploit smoothness and replace the dependence on $T$ in dynamic regret with problem-dependent quantities: the variation in gradients of loss functions, the cumulative loss of the comparator sequence, and the minimum of these two terms. These quantities are at most $\mathcal{O}(T)$ while could be much smaller in benign environments. Therefore, our results are adaptive to the intrinsic difficulty of the problem, since the bounds are tighter than existing results for easy problems and meanwhile guarantee the same rate in the worst case. Notably, our proposed algorithms can achieve favorable dynamic regret with only one gradient per iteration, sharing the same gradient query complexity as the static regret minimization methods. To accomplish this, we introduce the framework of collaborative online ensemble. The proposed framework employs a two-layer online ensemble to handle non-stationarity, and uses optimistic online learning and further introduces crucial correction terms to facilitate effective collaboration within the meta-base two layers, thereby attaining adaptivity. We believe that the framework can be useful for broader problems.

Immersive novel view generation is an important technology in the field of graphics and has recently also received attention for operator-based human-robot interaction. However, the involved training is time-consuming, and thus the current test scope is majorly on object capturing. This limits the usage of related models in the robotics community for 3D reconstruction since robots (1) usually only capture a very small range of view directions to surfaces that cause arbitrary predictions on unseen, novel direction, (2) requires real-time algorithms, and (3) work with growing scenes, e.g., in robotic exploration. The paper proposes a novel Neural Surface Light Fields model that copes with the small range of view directions while producing a good result in unseen directions. Exploiting recent encoding techniques, the training of our model is highly efficient. In addition, we design Multiple Asynchronous Neural Agents (MANA), a universal framework to learn each small region in parallel for large-scale growing scenes. Our model learns online the Neural Surface Light Fields (NSLF) aside from real-time 3D reconstruction with a sequential data stream as the shared input. In addition to online training, our model also provides real-time rendering after completing the data stream for visualization. We implement experiments using well-known RGBD indoor datasets, showing the high flexibility to embed our model into real-time 3D reconstruction and demonstrating high-fidelity view synthesis for these scenes. The code is available on github.

Edge Impulse is a cloud-based machine learning operations (MLOps) platform for developing embedded and edge ML (TinyML) systems that can be deployed to a wide range of hardware targets. Current TinyML workflows are plagued by fragmented software stacks and heterogeneous deployment hardware, making ML model optimizations difficult and unportable. We present Edge Impulse, a practical MLOps platform for developing TinyML systems at scale. Edge Impulse addresses these challenges and streamlines the TinyML design cycle by supporting various software and hardware optimizations to create an extensible and portable software stack for a multitude of embedded systems. As of Oct. 2022, Edge Impulse hosts 118,185 projects from 50,953 developers.