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Computer-aided design (CAD) programs are essential to engineering as they allow for better designs through low-cost iterations. While CAD programs are typically taught to undergraduate students as a job skill, such software can also help students learn engineering concepts. A current limitation of CAD programs (even those that are specifically designed for educational purposes) is that they are not capable of providing automated real-time help to students. To encourage CAD programs to build in assistance to students, we used data generated from students using a free, open source CAD software called Aladdin to demonstrate how student data combined with machine learning techniques can predict how well a particular student will perform in a design task. We challenged students to design a house that consumed zero net energy as part of an introductory engineering technology undergraduate course. Using data from 128 students, along with the scikit-learn Python machine learning library, we tested our models using both total counts of design actions and sequences of design actions as inputs. We found that our models using early design sequence actions are particularly valuable for prediction. Our logistic regression model achieved a >60% chance of predicting if a student would succeed in designing a zero net energy house. Our results suggest that it would be feasible for Aladdin to provide useful feedback to students when they are approximately halfway through their design. Further improvements to these models could lead to earlier predictions and thus provide students feedback sooner to enhance their learning.

Training machine learning models in a meaningful order, from the easy samples to the hard ones, using curriculum learning can provide performance improvements over the standard training approach based on random data shuffling, without any additional computational costs. Curriculum learning strategies have been successfully employed in all areas of machine learning, in a wide range of tasks. However, the necessity of finding a way to rank the samples from easy to hard, as well as the right pacing function for introducing more difficult data can limit the usage of the curriculum approaches. In this survey, we show how these limits have been tackled in the literature, and we present different curriculum learning instantiations for various tasks in machine learning. We construct a multi-perspective taxonomy of curriculum learning approaches by hand, considering various classification criteria. We further build a hierarchical tree of curriculum learning methods using an agglomerative clustering algorithm, linking the discovered clusters with our taxonomy. At the end, we provide some interesting directions for future work.

Compared with single-label image classification, multi-label image classification is more practical and challenging. Some recent studies attempted to leverage the semantic information of categories for improving multi-label image classification performance. However, these semantic-based methods only take semantic information as type of complements for visual representation without further exploitation. In this paper, we present a innovative path towards the solution of the multi-label image classification which considers it as a dictionary learning task. A novel end-to-end model named Deep Semantic Dictionary Learning (DSDL) is designed. In DSDL, an auto-encoder is applied to generate the semantic dictionary from class-level semantics and then such dictionary is utilized for representing the visual features extracted by Convolutional Neural Network (CNN) with label embeddings. The DSDL provides a simple but elegant way to exploit and reconcile the label, semantic and visual spaces simultaneously via conducting the dictionary learning among them. Moreover, inspired by iterative optimization of traditional dictionary learning, we further devise a novel training strategy named Alternately Parameters Update Strategy (APUS) for optimizing DSDL, which alteratively optimizes the representation coefficients and the semantic dictionary in forward and backward propagation. Extensive experimental results on three popular benchmarks demonstrate that our method achieves promising performances in comparison with the state-of-the-arts. Our codes and models are available at //github.com/ZFT-CQU/DSDL.

The goal of few-shot learning is to learn a classifier that generalizes well even when trained with a limited number of training instances per class. The recently introduced meta-learning approaches tackle this problem by learning a generic classifier across a large number of multiclass classification tasks and generalizing the model to a new task. Yet, even with such meta-learning, the low-data problem in the novel classification task still remains. In this paper, we propose Transductive Propagation Network (TPN), a novel meta-learning framework for transductive inference that classifies the entire test set at once to alleviate the low-data problem. Specifically, we propose to learn to propagate labels from labeled instances to unlabeled test instances, by learning a graph construction module that exploits the manifold structure in the data. TPN jointly learns both the parameters of feature embedding and the graph construction in an end-to-end manner. We validate TPN on multiple benchmark datasets, on which it largely outperforms existing few-shot learning approaches and achieves the state-of-the-art results.

Learning to construct text representations in end-to-end systems can be difficult, as natural languages are highly compositional and task-specific annotated datasets are often limited in size. Methods for directly supervising language composition can allow us to guide the models based on existing knowledge, regularizing them towards more robust and interpretable representations. In this paper, we investigate how objectives at different granularities can be used to learn better language representations and we propose an architecture for jointly learning to label sentences and tokens. The predictions at each level are combined together using an attention mechanism, with token-level labels also acting as explicit supervision for composing sentence-level representations. Our experiments show that by learning to perform these tasks jointly on multiple levels, the model achieves substantial improvements for both sentence classification and sequence labeling.

Learning from positive and unlabeled data or PU learning is the setting where a learner only has access to positive examples and unlabeled data. The assumption is that the unlabeled data can contain both positive and negative examples. This setting has attracted increasing interest within the machine learning literature as this type of data naturally arises in applications such as medical diagnosis and knowledge base completion. This article provides a survey of the current state of the art in PU learning. It proposes seven key research questions that commonly arise in this field and provides a broad overview of how the field has tried to address them.

In structure learning, the output is generally a structure that is used as supervision information to achieve good performance. Considering the interpretation of deep learning models has raised extended attention these years, it will be beneficial if we can learn an interpretable structure from deep learning models. In this paper, we focus on Recurrent Neural Networks (RNNs) whose inner mechanism is still not clearly understood. We find that Finite State Automaton (FSA) that processes sequential data has more interpretable inner mechanism and can be learned from RNNs as the interpretable structure. We propose two methods to learn FSA from RNN based on two different clustering methods. We first give the graphical illustration of FSA for human beings to follow, which shows the interpretability. From the FSA's point of view, we then analyze how the performance of RNNs are affected by the number of gates, as well as the semantic meaning behind the transition of numerical hidden states. Our results suggest that RNNs with simple gated structure such as Minimal Gated Unit (MGU) is more desirable and the transitions in FSA leading to specific classification result are associated with corresponding words which are understandable by human beings.

Recent studies have shown the vulnerability of reinforcement learning (RL) models in noisy settings. The sources of noises differ across scenarios. For instance, in practice, the observed reward channel is often subject to noise (e.g., when observed rewards are collected through sensors), and thus observed rewards may not be credible as a result. Also, in applications such as robotics, a deep reinforcement learning (DRL) algorithm can be manipulated to produce arbitrary errors. In this paper, we consider noisy RL problems where observed rewards by RL agents are generated with a reward confusion matrix. We call such observed rewards as perturbed rewards. We develop an unbiased reward estimator aided robust RL framework that enables RL agents to learn in noisy environments while observing only perturbed rewards. Our framework draws upon approaches for supervised learning with noisy data. The core ideas of our solution include estimating a reward confusion matrix and defining a set of unbiased surrogate rewards. We prove the convergence and sample complexity of our approach. Extensive experiments on different DRL platforms show that policies based on our estimated surrogate reward can achieve higher expected rewards, and converge faster than existing baselines. For instance, the state-of-the-art PPO algorithm is able to obtain 67.5% and 46.7% improvements in average on five Atari games, when the error rates are 10% and 30% respectively.

During recent years, active learning has evolved into a popular paradigm for utilizing user's feedback to improve accuracy of learning algorithms. Active learning works by selecting the most informative sample among unlabeled data and querying the label of that point from user. Many different methods such as uncertainty sampling and minimum risk sampling have been utilized to select the most informative sample in active learning. Although many active learning algorithms have been proposed so far, most of them work with binary or multi-class classification problems and therefore can not be applied to problems in which only samples from one class as well as a set of unlabeled data are available. Such problems arise in many real-world situations and are known as the problem of learning from positive and unlabeled data. In this paper we propose an active learning algorithm that can work when only samples of one class as well as a set of unlabelled data are available. Our method works by separately estimating probability desnity of positive and unlabeled points and then computing expected value of informativeness to get rid of a hyper-parameter and have a better measure of informativeness./ Experiments and empirical analysis show promising results compared to other similar methods.