Computational sciences in the India region are going through an exciting time. While India has always had significant strength in theoretical computer science (CS), in recent years it has developed substantial presence and maturity in other, more applied areas of CS such as hardware and computer architecture, data science and artificial intelligence (AI), and cyber-security. Alongside pure research, there has been a significant push toward lab-to-field projects and technology transfer and deployment, creating broad impact to the region and beyond. Significant efforts have been made on the democratization of education through online courses, enabling the vast population to learn from a relatively limited number of available experts. All these activities have continued to bolster India's already strong IT industry and been a factor in the huge increase in the number of startups (under 1,000 in 2016 to over 60,000 in 2022a), with the number of unicorn startups reaching 100.b

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The classical algorithms for online learning and decision-making have the benefit of achieving the optimal performance guarantees, but suffer from computational complexity limitations when implemented at scale. More recent sophisticated techniques, which we refer to as oracle-efficient methods, address this problem by dispatching to an offline optimization oracle that can search through an exponentially-large (or even infinite) space of decisions and select that which performed the best on any dataset. But despite the benefits of computational feasibility, oracle-efficient algorithms exhibit one major limitation: while performing well in worst-case settings, they do not adapt well to friendly environments. In this paper we consider two such friendly scenarios, (a) "small-loss" problems and (b) IID data. We provide a new framework for designing follow-the-perturbed-leader algorithms that are oracle-efficient and adapt well to the small-loss environment, under a particular condition which we call approximability (which is spiritually related to sufficient conditions provided by Dud\'{i}k et al., [2020]). We identify a series of real-world settings, including online auctions and transductive online classification, for which approximability holds. We also extend the algorithm to an IID data setting and establish a "best-of-both-worlds" bound in the oracle-efficient setting.

In order to be successful in Data Science, you need to be skilled with using tools that Data Science professionals employ as part of their jobs. This course teaches you about the popular tools in Data Science and how to use them. You will become familiar with the Data Scientist's tool kit which includes: Libraries & Packages, Data Sets, Machine Learning Models, Kernels, as well as the various Open source, commercial, Big Data and Cloud-based tools. You will understand what each tool is used for, what programming languages they can execute, their features and limitations. This course gives plenty of hands-on experience in order to develop skills for working with these Data Science Tools.

Creativity, i.e., the process of generating and developing fresh and original ideas or products that are useful or effective, is a valuable skill in a variety of domains. Creativity is called an essential 21st-century skill that should be taught in schools. The use of educational technology to promote creativity is an active study field, as evidenced by several studies linking creativity in the classroom to beneficial learning outcomes. Despite the burgeoning body of research on adaptive technology for education, mining creative thinking patterns from educational data remains a challenging task. In this paper, to address this challenge, we put the first step towards formalizing educational knowledge by constructing a domain-specific Knowledge Base to identify essential concepts, facts, and assumptions in identifying creative patterns. We then introduce a pipeline to contextualize the raw educational data, such as assessments and class activities. Finally, we present a rule-based approach to learning from the Knowledge Base, and facilitate mining creative thinking patterns from contextualized data and knowledge. We evaluate our approach with real-world datasets and highlight how the proposed pipeline can help instructors understand creative thinking patterns from students' activities and assessment tasks.

Online dialogic instructions are a set of pedagogical instructions used in real-world online educational contexts to motivate students, help understand learning materials, and build effective study habits. In spite of the popularity and advantages of online learning, the education technology and educational data mining communities still suffer from the lack of large-scale, high-quality, and well-annotated teaching instruction datasets to study computational approaches to automatically detect online dialogic instructions and further improve the online teaching effectiveness. Therefore, in this paper, we present a dataset of online dialogic instruction detection, \textsc{DialogID}, which contains 30,431 effective dialogic instructions. These teaching instructions are well annotated into 8 categories. Furthermore, we utilize the prevalent pre-trained language models (PLMs) and propose a simple yet effective adversarial training learning paradigm to improve the quality and generalization of dialogic instruction detection. Extensive experiments demonstrate that our approach outperforms a wide range of baseline methods. The data and our code are available for research purposes from: https://github.com/ai4ed/DialogID.

Practical online learning tasks are often naturally defined on unconstrained domains, where optimal algorithms for general convex losses are characterized by the notion of comparator adaptivity. In this paper, we design such algorithms in the presence of switching cost - the latter penalizes the typical optimism in adaptive algorithms, leading to a delicate design trade-off. Based on a novel dual space scaling strategy discovered by a continuous-time analysis, we propose a simple algorithm that improves the existing comparator adaptive regret bound [ZCP22a] to the optimal rate. The obtained benefits are further extended to the expert setting, and the practicality of the proposed algorithm is demonstrated through a sequential investment task.

Online learning, in the mistake bound model, is one of the most fundamental concepts in learning theory. Differential privacy, instead, is the most widely used statistical concept of privacy in the machine learning community. It is thus clear that defining learning problems that are online differentially privately learnable is of great interest. In this paper, we pose the question on if the two problems are equivalent from a learning perspective, i.e., is privacy for free in the online learning framework?

This study considers the partial monitoring problem with $k$-actions and $d$-outcomes and provides the first best-of-both-worlds algorithms, whose regrets are favorably bounded both in the stochastic and adversarial regimes. In particular, we show that for non-degenerate locally observable games, the regret is $O(m^2 k^4 \log(T) \log(k_{\Pi} T) / \Delta_{\min})$ in the stochastic regime and $O(m k^{2/3} \sqrt{T \log(T) \log k_{\Pi}})$ in the adversarial regime, where $T$ is the number of rounds, $m$ is the maximum number of distinct observations per action, $\Delta_{\min}$ is the minimum suboptimality gap, and $k_{\Pi}$ is the number of Pareto optimal actions. Moreover, we show that for globally observable games, the regret is $O(c_{\mathcal{G}}^2 \log(T) \log(k_{\Pi} T) / \Delta_{\min}^2)$ in the stochastic regime and $O((c_{\mathcal{G}}^2 \log(T) \log(k_{\Pi} T))^{1/3} T^{2/3})$ in the adversarial regime, where $c_{\mathcal{G}}$ is a game-dependent constant. We also provide regret bounds for a stochastic regime with adversarial corruptions. Our algorithms are based on the follow-the-regularized-leader framework and are inspired by the approach of exploration by optimization and the adaptive learning rate in the field of online learning with feedback graphs.