Become a high qualified data scientist by taking these 10 best data science courses on Udemy. Learn how to use NumPy, Pandas, Seaborn, Matplotlib, Plotly, Scikit-Learn, Machine Learning, Tensorflow, and more! Created by Lazy Programmer Inc. Learn how to apply probability and statistics to real data science and business applications! Created by Lazy Programmer Inc. Today, I spend most of my time as an artificial intelligence and machine learning engineer with a focus on deep learning, although I have also been known as a data scientist, big data engineer, and full stack software engineer.

The recent global pandemic further amplified the impact of online education as an effective alternative that could overcome physical distancing restrictions imposed on students and teaching staff in schools and university campuses. Nevertheless, one of the significant challenges that need to be addressed in online education systems is the ability to effectively trace a student's learning progress, similar to what a human teacher would do in the classroom. Human teachers rely on their intuition and experience to estimate a student's knowledge state and tailor the learning process accordingly. Acquiring such ability would enable online education systems to archive many vital education objectives, including customized curriculum generation, learning materials recommendation, exercise recommendation, automatic evaluation, or learning feedback generation. Achieving such objectives would facilitate automating the teaching process and pave the way for transforming the current online education systems into Intelligent Tutoring Systems (ITS). An ITS not only automates the teaching procedure using computer systems (e.g., web applications) but also handles supporting tasks such as customizing the learning experience and providing guidance and feedback to the students [1]. The Knowledge Tracing (KT) problem formulates the challenge of tracing a student's knowledge state based on their exercise answering history [2, 3]. In particular, the exercise answering history could be represented as a sequence of question-answer pairs, and the task of a solving computational model would be to predict the likelihood of correctly answering the following questions. Figure 1 depicts a probabilistic graphical model for a KT scenario.

To provide rigorous uncertainty quantification for online learning models, we develop a framework for constructing uncertainty sets that provably control risk -- such as coverage of confidence intervals, false negative rate, or F1 score -- in the online setting. This extends conformal prediction to apply to a larger class of online learning problems. Our method guarantees risk control at any user-specified level even when the underlying data distribution shifts drastically, even adversarially, over time in an unknown fashion. The technique we propose is highly flexible as it can be applied with any base online learning algorithm (e.g., a deep neural network trained online), requiring minimal implementation effort and essentially zero additional computational cost. We further extend our approach to control multiple risks simultaneously, so the prediction sets we generate are valid for all given risks. To demonstrate the utility of our method, we conduct experiments on real-world tabular time-series data sets showing that the proposed method rigorously controls various natural risks. Furthermore, we show how to construct valid intervals for an online image-depth estimation problem that previous sequential calibration schemes cannot handle.

Accurate modeling of student knowledge is essential for large-scale online learning systems that are increasingly used for student training. Knowledge tracing aims to model student knowledge state given the student's sequence of learning activities. Modern Knowledge tracing (KT) is usually formulated as a supervised sequence learning problem to predict students' future practice performance according to their past observed practice scores by summarizing student knowledge state as a set of evolving hidden variables. Because of this formulation, many current KT solutions are not fit for modeling student learning from non-assessed learning activities with no explicit feedback or score observation (e.g., watching video lectures that are not graded). Additionally, these models cannot explicitly represent the dynamics of knowledge transfer among different learning activities, particularly between the assessed (e.g., quizzes) and non-assessed (e.g., video lectures) learning activities. In this paper, we propose Transition-Aware Multi-activity Knowledge Tracing (TAMKOT), which models knowledge transfer between learning materials, in addition to student knowledge, when students transition between and within assessed and non-assessed learning materials. TAMKOT is formulated as a deep recurrent multi-activity learning model that explicitly learns knowledge transfer by activating and learning a set of knowledge transfer matrices, one for each transition type between student activities. Accordingly, our model allows for representing each material type in a different yet transferrable latent space while maintaining student knowledge in a shared space. We evaluate our model on three real-world publicly available datasets and demonstrate TAMKOT's capability in predicting student performance and modeling knowledge transfer.

The problem of piecewise affine (PWA) regression and planning is of foundational importance to the study of online learning, control, and robotics, where it provides a theoretically and empirically tractable setting to study systems undergoing sharp changes in the dynamics. Unfortunately, due to the discontinuities that arise when crossing into different ``pieces,'' learning in general sequential settings is impossible and practical algorithms are forced to resort to heuristic approaches. This paper builds on the recently developed smoothed online learning framework and provides the first algorithms for prediction and simulation in PWA systems whose regret is polynomial in all relevant problem parameters under a weak smoothness assumption; moreover, our algorithms are efficient in the number of calls to an optimization oracle. We further apply our results to the problems of one-step prediction and multi-step simulation regret in piecewise affine dynamical systems, where the learner is tasked with simulating trajectories and regret is measured in terms of the Wasserstein distance between simulated and true data. Along the way, we develop several technical tools of more general interest.

Adaptive gradient methods are the method of choice for optimization in machine learning and used to train the largest deep models. In this paper we study the problem of learning a local preconditioner, that can change as the data is changing along the optimization trajectory. We propose an adaptive gradient method that has provable adaptive regret guarantees vs. the best local preconditioner. To derive this guarantee, we prove a new adaptive regret bound in online learning that improves upon previous adaptive online learning methods. We demonstrate the robustness of our method in automatically choosing the optimal learning rate schedule for popular benchmarking tasks in vision and language domains. Without the need to manually tune a learning rate schedule, our method can, in a single run, achieve comparable and stable task accuracy as a fine-tuned optimizer.

Welcome to "Tableau Tutorial for Beginners"! In this course, you will learn everything you need to know to get started with Tableau. We will begin by introducing you to the different types of Tableau products and how they can be used. You will then learn how to download and install Tableau Desktop, and how to import data into the software. Next, we will cover the basics of the Tableau interface, and show you how to build custom visualizations.

I'm a full stack developer of most things computer sciency and academic with a true passion for teaching. I've been teaching others about games development, programming, computer graphics, animation and web design for over 25 years in universities in Australia and Europe at the full professor level. I've also consulted for Unity, SAE, the Australian Institute of Entertainment and Wikitude. My best selling textbooks including Holistic Game Development with Unity are used in over 100 institutions world-wide. My graduates work at companies like Apple, Ubisoft, LinkedIn and Deloitte Digital.

A Data Science course is a educational program that focuses on teaching students the skills and knowledge needed to work in the field of data science. This can include topics such as statistics, programming, machine learning, data visualization, and more. A Data Science course may be offered at the undergraduate or graduate level and can be a part of a degree program or a standalone course. The course duration can vary, it can be a few weeks long, few months or a full semester. Data Science courses aim to provide students with a comprehensive understanding of the field, including both the theoretical and practical aspects.

This work presents a new multimodal system for remote attention level estimation based on multimodal face analysis. Our multimodal approach uses different parameters and signals obtained from the behavior and physiological processes that have been related to modeling cognitive load such as faces gestures (e.g., blink rate, facial actions units) and user actions (e.g., head pose, distance to the camera). The multimodal system uses the following modules based on Convolutional Neural Networks (CNNs): Eye blink detection, head pose estimation, facial landmark detection, and facial expression features. First, we individually evaluate the proposed modules in the task of estimating the student's attention level captured during online e-learning sessions. For that we trained binary classifiers (high or low attention) based on Support Vector Machines (SVM) for each module. Secondly, we find out to what extent multimodal score level fusion improves the attention level estimation. The mEBAL database is used in the experimental framework, a public multi-modal database for attention level estimation obtained in an e-learning environment that contains data from 38 users while conducting several e-learning tasks of variable difficulty (creating changes in student cognitive loads).