Trending online courses in business, data science, tech, and engineering


In this popular beginner-level Specialization, you'll develop management, leadership, finance, and digital marketing skills that can translate to the successful operation of a business. Learn the basics of running a business and develop new strategies for improving an organization's growth and profitability by analyzing financial statements, creating forecasting and budgeting, and embracing digital marketing best practices.

Business schools look to AI and VR to enhance digital courses


Warwick Business School's Distance Learning MBA started 36 years ago as a postal course -- a mode of delivery that must seem positively quaint to any students born in that inaugural year of 1986. Today's learners access the course via a bespoke online platform which, Warwick says, enables them to "engage in lectures in real time . . . As online MBA providers vie to attract students, all are becoming more inventive in the way they deliver content. Before long, technologies such as virtual reality and artificial intelligence may make current courses look as outdated as an envelope of study materials thudding on to a doormat. Investment has been accelerated by the coronavirus pandemic, which forced business schools to teach even conventional MBA students remotely. Find out which schools are in our ranking of Online MBA degrees. Take a look at our analysis and methodology. Also, read the rest of our coverage at Warwick's technology now includes green-screen video studios that allow presenters to be superimposed on different backgrounds. "We take some content from a member of faculty that's a flat information-sharing process," says Dot Powell, the school's director of teaching and learning enhancement. "Around that, we'll design activities, interactive features and encourage the students to engage with the content and with each other.

Smoothed Online Learning is as Easy as Statistical Learning Machine Learning

Much of modern learning theory has been split between two regimes: the classical \emph{offline} setting, where data arrive independently, and the \emph{online} setting, where data arrive adversarially. While the former model is often both computationally and statistically tractable, the latter requires no distributional assumptions. In an attempt to achieve the best of both worlds, previous work proposed the smooth online setting where each sample is drawn from an adversarially chosen distribution, which is smooth, i.e., it has a bounded density with respect to a fixed dominating measure. We provide tight bounds on the minimax regret of learning a nonparametric function class, with nearly optimal dependence on both the horizon and smoothness parameters. Furthermore, we provide the first oracle-efficient, no-regret algorithms in this setting. In particular, we propose an oracle-efficient improper algorithm whose regret achieves optimal dependence on the horizon and a proper algorithm requiring only a single oracle call per round whose regret has the optimal horizon dependence in the classification setting and is sublinear in general. Both algorithms have exponentially worse dependence on the smoothness parameter of the adversary than the minimax rate. We then prove a lower bound on the oracle complexity of any proper learning algorithm, which matches the oracle-efficient upper bounds up to a polynomial factor, thus demonstrating the existence of a statistical-computational gap in smooth online learning. Finally, we apply our results to the contextual bandit setting to show that if a function class is learnable in the classical setting, then there is an oracle-efficient, no-regret algorithm for contextual bandits in the case that contexts arrive in a smooth manner.

Conversational Agents: Theory and Applications Artificial Intelligence

In this chapter, we provide a review of conversational agents (CAs), discussing chatbots, intended for casual conversation with a user, as well as task-oriented agents that generally engage in discussions intended to reach one or several specific goals, often (but not always) within a specific domain. We also consider the concept of embodied conversational agents, briefly reviewing aspects such as character animation and speech processing. The many different approaches for representing dialogue in CAs are discussed in some detail, along with methods for evaluating such agents, emphasizing the important topics of accountability and interpretability. A brief historical overview is given, followed by an extensive overview of various applications, especially in the fields of health and education. We end the chapter by discussing benefits and potential risks regarding the societal impact of current and future CA technology.

The absolute best free online courses for learning something new


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25 Industries & Technologies That Will Shape The Post-Virus World


In industries from healthcare to education to finance to manufacturing, quarantine and extended work-from-home forced companies to use technology to reimagine nearly every facet of their operations. As the world reopens in fits and starts, we analyze the industries poised to thrive in a post-Covid world. As the Covid-19 pandemic has charted its unprecedented path around the world, it's carried with it the question: What will Covid-19's legacy be? From healthcare to education to entertainment to manufacturing, technology innovators are stepping forward to help answer that question. "Crisis can be… a catalyst or can speed up changes that are on the way -- it almost can serve as an accelerant." In the wake of the outbreak, everything from doctors appointments to schooling to workouts went online. As more people have worked, learned, banked, exercised, relaxed, and even sought medical care from home during Covid-19, they have gotten a crash course in just how much can be accomplished at ...

Universal Online Learning with Unbounded Losses: Memory Is All You Need Machine Learning

We resolve an open problem of Hanneke on the subject of universally consistent online learning with non-i.i.d. processes and unbounded losses. The notion of an optimistically universal learning rule was defined by Hanneke in an effort to study learning theory under minimal assumptions. A given learning rule is said to be optimistically universal if it achieves a low long-run average loss whenever the data generating process makes this goal achievable by some learning rule. Hanneke posed as an open problem whether, for every unbounded loss, the family of processes admitting universal learning are precisely those having a finite number of distinct values almost surely. In this paper, we completely resolve this problem, showing that this is indeed the case. As a consequence, this also offers a dramatically simpler formulation of an optimistically universal learning rule for any unbounded loss: namely, the simple memorization rule already suffices. Our proof relies on constructing random measurable partitions of the instance space and could be of independent interest for solving other open questions. We extend the results to the non-realizable setting thereby providing an optimistically universal Bayes consistent learning rule.

Optimal Dynamic Regret in Proper Online Learning with Strongly Convex Losses and Beyond Machine Learning

We study the framework of universal dynamic regret minimization with strongly convex losses. We answer an open problem in Baby and Wang 2021 by showing that in a proper learning setup, Strongly Adaptive algorithms can achieve the near optimal dynamic regret of $\tilde O(d^{1/3} n^{1/3}\text{TV}[u_{1:n}]^{2/3} \vee d)$ against any comparator sequence $u_1,\ldots,u_n$ simultaneously, where $n$ is the time horizon and $\text{TV}[u_{1:n}]$ is the Total Variation of comparator. These results are facilitated by exploiting a number of new structures imposed by the KKT conditions that were not considered in Baby and Wang 2021 which also lead to other improvements over their results such as: (a) handling non-smooth losses and (b) improving the dimension dependence on regret. Further, we also derive near optimal dynamic regret rates for the special case of proper online learning with exp-concave losses and an $L_\infty$ constrained decision set.

CLUE: Contextualised Unified Explainable Learning of User Engagement in Video Lectures Artificial Intelligence

Predicting contextualised engagement in videos is a long-standing problem that has been popularly attempted by exploiting the number of views or the associated likes using different computational methods. The recent decade has seen a boom in online learning resources, and during the pandemic, there has been an exponential rise of online teaching videos without much quality control. The quality of the content could be improved if the creators could get constructive feedback on their content. Employing an army of domain expert volunteers to provide feedback on the videos might not scale. As a result, there has been a steep rise in developing computational methods to predict a user engagement score that is indicative of some form of possible user engagement, i.e., to what level a user would tend to engage with the content. A drawback in current methods is that they model various features separately, in a cascaded approach, that is prone to error propagation. Besides, most of them do not provide crucial explanations on how the creator could improve their content. In this paper, we have proposed a new unified model, CLUE for the educational domain, which learns from the features extracted from freely available public online teaching videos and provides explainable feedback on the video along with a user engagement score. Given the complexity of the task, our unified framework employs different pre-trained models working together as an ensemble of classifiers. Our model exploits various multi-modal features to model the complexity of language, context agnostic information, textual emotion of the delivered content, animation, speaker's pitch and speech emotions. Under a transfer learning setup, the overall model, in the unified space, is fine-tuned for downstream applications.

Challenges of Artificial Intelligence -- From Machine Learning and Computer Vision to Emotional Intelligence Artificial Intelligence

Artificial intelligence (AI) has become a part of everyday conversation and our lives. It is considered as the new electricity that is revolutionizing the world. AI is heavily invested in both industry and academy. However, there is also a lot of hype in the current AI debate. AI based on so-called deep learning has achieved impressive results in many problems, but its limits are already visible. AI has been under research since the 1940s, and the industry has seen many ups and downs due to over-expectations and related disappointments that have followed. The purpose of this book is to give a realistic picture of AI, its history, its potential and limitations. We believe that AI is a helper, not a ruler of humans. We begin by describing what AI is and how it has evolved over the decades. After fundamentals, we explain the importance of massive data for the current mainstream of artificial intelligence. The most common representations for AI, methods, and machine learning are covered. In addition, the main application areas are introduced. Computer vision has been central to the development of AI. The book provides a general introduction to computer vision, and includes an exposure to the results and applications of our own research. Emotions are central to human intelligence, but little use has been made in AI. We present the basics of emotional intelligence and our own research on the topic. We discuss super-intelligence that transcends human understanding, explaining why such achievement seems impossible on the basis of present knowledge,and how AI could be improved. Finally, a summary is made of the current state of AI and what to do in the future. In the appendix, we look at the development of AI education, especially from the perspective of contents at our own university.