Machine learning is all the rage in today's analytical market. According to Kenneth Research, the value of machine learning is growing sharply and is expected to reach over $23B by 2023 – an annual growth rate of 43 percent between 2018-2023. IDC enforces this point predicting that worldwide spend on cognitive & AI systems, which includes machine learning, will reach $110B by 2024. Likewise, Gartner believes the business value machine learning and AI will create will be about $3.9T in 2022. With these kinds of predictions, it's no surprise organizations want to incorporate these popular (and lucrative) methods into their analytical processes.

Research shows that for novices learning from worked examples is superior to unsupported problem solving. Additionally, several studies have shown that learning from examples results in faster learning in comparison to supported problem solving in Intelligent Tutoring Systems. In a previous study, we have shown that alternating worked examples and problem solving was superior to using just one type of learning tasks. In this paper we present a study that compares learning from a fixed sequence of alternating worked examples and tutored problem solving to a strategy that adaptively decides how much assistance to provide to the student. The adaptive strategy determines the type of task (a worked example, a faded example or a problem to solve) based on how much assistance the student needed in the previous problem. In faded examples, the student needed to complete one or two steps. The results show that students in the adaptive condition learned significantly more than their peers who were presented with a fixed sequence of worked examples and problems.

Robot Learning from Demonstration (LfD) research deals with the challenges of enabling humans to teach robots novel skills and tasks (Argall et al. 2009). The practical importance of LfD is due to the fact that it is impossible to pre-program all the necessary skills and task knowledge that a robot might need during its life-cycle. This poses many interesting application areas for LfD ranging from houses to factory floors. An important motivation for our research agenda is that in many of the practical LfD applications, the teacher will be an everyday end-user, not an expert in Machine Learning or robotics. Thus, our research explores the ways in which Machine Learning can exploit human social learning interactions--Socially Guided Machine Learning (SGML).