Neural Information Processing Systems http://nips.cc/

Neural Information Processing Systems http://nips.cc/

Neural Information Processing Systems http://nips.cc/

Neural Information Processing Systems http://nips.cc/

How can we help a forgetful learner learn multiple concepts within a limited time frame? While there have been extensive studies in designing optimal schedules for teaching a single concept given a learner's memory model, existing approaches for teaching multiple concepts are typically based on heuristic scheduling techniques without theoretical guarantees. In this paper, we look at the problem from the perspective of discrete optimization and introduce a novel algorithmic framework for teaching multiple concepts with strong performance guarantees. Our framework is both generic, allowing the design of teaching schedules for different memory models, and also interactive, allowing the teacher to adapt the schedule to the underlying forgetting mechanisms of the learner. Furthermore, for a well-known memory model, we are able to identify a regime of model parameters where our framework is guaranteed to achieve high performance. We perform extensive evaluations using simulations along with real user studies in two concrete applications: (i) an educational app for online vocabulary teaching; and (ii) an app for teaching novices how to recognize animal species from images. Our results demonstrate the effectiveness of our algorithm compared to popular heuristic approaches.

In this paper, we aim to learn a low-dimensional Euclidean representation from a set of constraints of the form "item j is closer to item i than item k". Existing approaches for this "ordinal embedding" problem require expensive optimization procedures, which cannot scale to handle increasingly larger datasets. To address this issue, we propose a landmark-based strategy, which we call Landmark Ordinal Embedding (LOE).

We study a completion problem of broad practical interest: the reconstruction of a low-rank symmetric tensor from highly incomplete and randomly corrupted observations of its entries. While a variety of prior work has been dedicated to this problem, prior algorithms either are computationally too expensive for largescale applications, or come with sub-optimal statistical guarantees. Focusing on "incoherent" and well-conditioned tensors of a constant CP rank, we propose a two-stage nonconvex algorithm -- (vanilla) gradient descent following a rough initialization -- that achieves the best of both worlds. Specifically, the proposed nonconvex algorithm faithfully completes the tensor and retrieves individual tensor factors within nearly linear time, while at the same time enjoying near-optimal statistical guarantees (i.e.

Algorithmic machine teaching studies the interaction between a teacher and a learner where the teacher selects labeled examples aiming at teaching a target hypothesis.

How can we help a forgetful learner learn multiple concepts within a limited time frame? While there have been extensive studies in designing optimal schedules for teaching a single concept given a learner's memory model, existing approaches for teaching multiple concepts are typically based on heuristic scheduling techniques without theoretical guarantees. In this paper, we look at the problem from the perspective of discrete optimization and introduce a novel algorithmic framework for teaching multiple concepts with strong performance guarantees. Our framework is both generic, allowing the design of teaching schedules for different memory models, and also interactive, allowing the teacher to adapt the schedule to the underlying forgetting mechanisms of the learner. Furthermore, for a well-known memory model, we are able to identify a regime of model parameters where our framework is guaranteed to achieve high performance. We perform extensive evaluations using simulations along with real user studies in two concrete applications: (i) an educational app for online vocabulary teaching; and (ii) an app for teaching novices how to recognize animal species from images. Our results demonstrate the effectiveness of our algorithm compared to popular heuristic approaches.

In real-world applications of education, an effective teacher adaptively chooses the next example to teach based on the learner's current state. However, most existing work in algorithmic machine teaching focuses on the batch setting, where adaptivity plays no role. In this paper, we study the case of teaching consistent, version space learners in an interactive setting. At any time step, the teacher provides an example, the learner performs an update, and the teacher observes the learner's new state. We highlight that adaptivity does not speed up the teaching process when considering existing models of version space learners, such as the "worst-case" model (the learner picks the next hypothesis randomly from the version space) and the "preference-based" model (the learner picks hypothesis according to some global preference). Inspired by human teaching, we propose a new model where the learner picks hypotheses according to some local preference defined by the current hypothesis. We show that our model exhibits several desirable properties, e.g., adaptivity plays a key role, and the learner's transitions over hypotheses are smooth/interpretable. We develop adaptive teaching algorithms, and demonstrate our results via simulation and user studies.