What if there is a teacher who knows the learning goal and wants to design good training data for a machine learner? We propose an optimal teaching framework aimed at learners who employ Bayesian models. Our framework is expressed as an optimization problem over teaching examples that balance the future loss of the learner and the effort of the teacher. This optimization problem is in general hard. In the case where the learner employs conjugate exponential family models, we present an approximate algorithm for finding the optimal teaching set. Our algorithm optimizes the aggregate sufficient statistics, then unpacks them into actual teaching examples. We give several examples to illustrate our framework.
University of Rochester（罗切斯特大学）；University of Wisconsin-Madison（威斯康星大学麦迪逊分校）
Teaching dimension is a learning theoretic quantity that specifies the minimum training set size to teach a target model to a learner. Previous studies on teaching dimension focused on version-space learners which maintain all hypotheses consistent with the training data, and cannot be applied to modern machine learners which select a specific hypothesis via optimization. This paper presents the first known teaching dimension for ridge regression, support vector machines, and logistic regression. We also exhibit optimal training sets that match these teaching dimensions. Our approach generaliz…
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…
INESC-ID（INESC-ID（葡萄牙国家系统与计算机工程研究所））；Instituto Superior Técnico（高等技术学院）
In this paper we propose the first machine teaching algorithm for multiple inverse reinforcement learners. Specifically, our contributions are: (i) we formally introduce the problem of teaching a sequential task to a heterogeneous group of learners; (ii) we identify conditions under which it is possible to conduct such teaching using the same demonstration for all learners; and (iii) we propose and evaluate a simple algorithm that computes a demonstration(s) ensuring that all agents in a heterogeneous class learn a task description that is compatible with the target task. Our analysis shows th…
Australian Artificial Intelligence Institute（澳大利亚人工智能研究所）；University of Technology Sydney（悉尼科技大学）
Machine teaching is an inverse problem of machine learning that aims at steering the student learner towards its target hypothesis, in which the teacher has already known the student's learning parameters. Previous studies on machine teaching focused on balancing the teaching risk and cost to find those best teaching examples deriving the student model. This optimization solver is in general ineffective when the student learner does not disclose any cue of the learning parameters. To supervise such a teaching scenario, this paper presents a distribution matching-based machine teaching strategy…
School of Artificial Intelligence, Jilin University（吉林大学人工智能学院）；Max Planck Institute for Intelligent Systems（马克斯·普朗克智能系统研究所）；University of Cambridge（剑桥大学）；Hong Kong University of Science and Technology（香港科技大学）
Microsoft Research（微软研究院）；MPI-SWS（马克斯·普朗克软件系统研究所）；ETH Zurich（苏黎世联邦理工学院）
Inverse reinforcement learning (IRL) enables an agent to learn complex behavior by observing demonstrations from a (near-)optimal policy. The typical assumption is that the learner's goal is to match the teacher's demonstrated behavior. In this paper, we consider the setting where the learner has its own preferences that it additionally takes into consideration. These preferences can for example capture behavioral biases, mismatched worldviews, or physical constraints. We study two teaching approaches: learner-agnostic teaching, where the teacher provides demonstrations from an optimal policy …
ETH Zurich（苏黎世联邦理工学院）；Microsoft Research（微软研究院）；Max Planck Institute for Software Systems（马克斯·普朗克软件系统研究所）
Learning near-optimal behaviour from an expert's demonstrations typically relies on the assumption that the learner knows the features that the true reward function depends on. In this paper, we study the problem of learning from demonstrations in the setting where this is not the case, i.e., where there is a mismatch between the worldviews of the learner and the expert. We introduce a natural quantity, the teaching risk, which measures the potential suboptimality of policies that look optimal to the learner in this setting. We show that bounds on the teaching risk guarantee that the learner i…
Georgia Institute of Technology（佐治亚理工学院）；Indiana University（印第安纳大学）
In this paper, we consider the problem of machine teaching, the inverse problem of machine learning. Different from traditional machine teaching which views the learners as batch algorithms, we study a new paradigm where the learner uses an iterative algorithm and a teacher can feed examples sequentially and intelligently based on the current performance of the learner. We show that the teaching complexity in the iterative case is very different from that in the batch case. Instead of constructing a minimal training set for learners, our iterative machine teaching focuses on achieving fast con…
Rutgers University–Newark（罗格斯大学纽瓦克分校）；University of Maryland（马里兰大学）；University of California, Berkeley（加州大学伯克利分校）
Infant-directed speech (IDS) has distinctive properties that differ from adult-directed speech (ADS). Why it has these properties -- and whether they are intended to facilitate language learning -- is matter of contention. We argue that much of this disagreement stems from lack of a formal, guiding theory of how phonetic categories should best be taught to infant-like learners. In the absence of such a theory, researchers have relied on intuitions about learning to guide the argument. We use a formal theory of teaching, validated through experiments in other domains, as the basis for a detaile…
In sequential machine teaching, a teacher's objective is to provide the optimal sequence of inputs to sequential learners in order to guide them towards the best model. In this paper we extend this setting from current static one-data-set analyses to learners which change their learning algorithm or latent state to improve during learning, and to generalize to new datasets. We introduce a multi-agent formulation in which learners' inner state may change with the teaching interaction, which affects the learning performance in future tasks. In order to teach such learners, we propose an optimal …
How should we present training examples to learners to teach them classification rules? This is a natural problem when training workers for crowdsourcing labeling tasks, and is also motivated by challenges in data-driven online education. We propose a natural stochastic model of the learners, modeling them as randomly switching among hypotheses based on observed feedback. We then develop STRICT, an efficient algorithm for selecting examples to teach to workers. Our solution greedily maximizes a submodular surrogate objective function in order to select examples to show to the learners. We prov…
Georgia Tech（佐治亚理工学院）；University of Minnesota（明尼苏达大学）；Ant Financial（蚂蚁金服（注：根据中文语境，此处“Ant Financial”通常译为“蚂蚁集团”或“蚂蚁金服”，但严格按原文机构名保留“Ant Financial”））
In this paper, we make an important step towards the black-box machine teaching by considering the cross-space machine teaching, where the teacher and the learner use different feature representations and the teacher can not fully observe the learner's model. In such scenario, we study how the teacher is still able to teach the learner to achieve faster convergence rate than the traditional passive learning. We propose an active teacher model that can actively query the learner (i.e., make the learner take exams) for estimating the learner's status and provably guide the learner to achieve fas…
University of Zurich（苏黎世大学）；University of Chicago（芝加哥大学）；University of Edinburgh（爱丁堡大学）；ETH Zurich（苏黎世联邦理工学院）；Caltech（加州理工学院）
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 d…
University of Chicago（芝加哥大学）；MPI-SWS（马克斯·普朗克软件系统研究所）
We study the problem of active learning with the added twist that the learner is assisted by a helpful teacher. We consider the following natural interaction protocol: At each round, the learner proposes a query asking for the label of an instance $x^q$, the teacher provides the requested label $\{x^q, y^q\}$ along with explanatory information to guide the learning process. In this paper, we view this information in the form of an additional contrastive example ($\{x^c, y^c\}$) where $x^c$ is picked from a set constrained by $x^q$ (e.g., dissimilar instances with the same label). Our focus is …
With the increasing demand for large amount of labeled data, crowdsourcing has been used in many large-scale data mining applications. However, most existing works in crowdsourcing mainly focus on label inference and incentive design. In this paper, we address a different problem of adaptive crowd teaching, which is a sub-area of machine teaching in the context of crowdsourcing. Compared with machines, human beings are extremely good at learning a specific target concept (e.g., classifying the images into given categories) and they can also easily transfer the learned concepts into similar lea…
Department of Informatics University of Bergen（卑尔根大学信息学院）；University of Bergen（卑尔根大学）；VRAIN - Universitat Politecnica de Valencia（瓦伦西亚理工大学VRAIN实验室）；Universitat Politecnica de Valencia（瓦伦西亚理工大学）；Leverhulme Centre for the Future of Intelligence - University of Cambridge（剑桥大学未来智能中心）
We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can au…
Max Planck Institute for Software Systems (MPI-SWS)（马克斯·普朗克软件系统研究所）；ETH Zurich（苏黎世联邦理工学院）；University of Chicago（芝加哥大学）
Machine teaching studies the interaction between a teacher and a student/learner where the teacher selects training examples for the learner to learn a specific task. The typical assumption is that the teacher has perfect knowledge of the task---this knowledge comprises knowing the desired learning target, having the exact task representation used by the learner, and knowing the parameters capturing the learning dynamics of the learner. Inspired by real-world applications of machine teaching in education, we consider the setting where teacher's knowledge is limited and noisy, and the key resea…
Helsinki Institute for Information Technology HIIT（赫尔辛基信息技术研究所（HIIT））；Aalto University（阿尔托大学）
Machine teaching addresses the problem of finding the best training data that can guide a learning algorithm to a target model with minimal effort. In conventional settings, a teacher provides data that are consistent with the true data distribution. However, for sequential learners which actively choose their queries, such as multi-armed bandits and active learners, the teacher can only provide responses to the learner's queries, not design the full data. In this setting, consistent teachers can be sub-optimal for finite horizons. We formulate this sequential teaching problem, which current t…
EPFL（洛桑联邦理工学院）；Max Planck Institute for Software Systems（马克斯·普朗克软件系统研究所）
We study the problem of inverse reinforcement learning (IRL) with the added twist that the learner is assisted by a helpful teacher. More formally, we tackle the following algorithmic question: How could a teacher provide an informative sequence of demonstrations to an IRL learner to speed up the learning process? We present an interactive teaching framework where a teacher adaptively chooses the next demonstration based on learner's current policy. In particular, we design teaching algorithms for two concrete settings: an omniscient setting where a teacher has full knowledge about the learner…
Machine Teaching (MT) is an interactive process where humans train a machine learning model by playing the role of a teacher. The process of designing an MT system involves decisions that can impact both efficiency of human teachers and performance of machine learners. Previous research has proposed and evaluated specific MT systems but there is limited discussion on a general framework for designing them. We propose a framework for designing MT systems and also detail a system for the text classification problem as a specific instance. Our framework focuses on three components i.e. teaching i…
Max Planck Institute for Software Systems (MPI-SWS)（马克斯·普朗克软件系统研究所）；Saarland University（萨尔大学）；The Alan Turing Institute（艾伦·图灵研究所）
We consider the problem of teaching via demonstrations in sequential decision-making settings. In particular, we study how to design a personalized curriculum over demonstrations to speed up the learner's convergence. We provide a unified curriculum strategy for two popular learner models: Maximum Causal Entropy Inverse Reinforcement Learning (MaxEnt-IRL) and Cross-Entropy Behavioral Cloning (CrossEnt-BC). Our unified strategy induces a ranking over demonstrations based on a notion of difficulty scores computed w.r.t. the teacher's optimal policy and the learner's current policy. Compared to t…
We consider the machine teaching problem in a classroom-like setting wherein the teacher has to deliver the same examples to a diverse group of students. Their diversity stems from differences in their initial internal states as well as their learning rates. We prove that a teacher with full knowledge about the learning dynamics of the students can teach a target concept to the entire classroom using O(min{d,N} log(1/eps)) examples, where d is the ambient dimension of the problem, N is the number of learners, and eps is the accuracy parameter. We show the robustness of our teaching strategy wh…
Max Planck Institute for Software Systems（马克斯·普朗克软件系统研究所）；University of Chicago（芝加哥大学）；University of Wisconsin-Madison（威斯康星大学麦迪逊分校）
Algorithmic machine teaching studies the interaction between a teacher and a learner where the teacher selects labeled examples aiming at teaching a target hypothesis. In a quest to lower teaching complexity and to achieve more natural teacher-learner interactions, several teaching models and complexity measures have been proposed for both the batch settings (e.g., worst-case, recursive, preference-based, and non-clashing models) as well as the sequential settings (e.g., local preference-based model). To better understand the connections between these different batch and sequential models, we …
University of Wisconsin-Madison（威斯康星大学麦迪逊分校）；Massachusetts Institute of Technology（麻省理工学院）
We call a learner super-teachable if a teacher can trim down an iid training set while making the learner learn even better. We provide sharp super-teaching guarantees on two learners: the maximum likelihood estimator for the mean of a Gaussian, and the large margin classifier in 1D. For general learners, we provide a mixed-integer nonlinear programming-based algorithm to find a super teaching set. Empirical experiments show that our algorithm is able to find good super-teaching sets for both regression and classification problems.
Learning from demonstrations is a popular tool for accelerating and reducing the exploration requirements of reinforcement learning. When providing expert demonstrations to human students, we know that the demonstrations must fall within a particular range of difficulties called the "Zone of Proximal Development (ZPD)". If they are too easy the student learns nothing, but if they are too difficult the student is unable to follow along. This raises the question: Given a set of potential demonstrators, which among them is best suited for teaching any particular learner? Prior work, such as the p…
Max Planck Institute for Intelligent Systems（马克斯·普朗克智能系统研究所）；University of Cambridge（剑桥大学）；Technical University of Munich（慕尼黑工业大学）；University of Tübingen（蒂宾根大学）；Mila, Université de Montréal（蒙特利尔大学米拉人工智能研究所）；The Alan Turing Institute（艾伦·图灵研究所）
Jilin University（吉林大学）；Centre for Frontier AI Research, A*STAR（新加坡科技研究局前沿人工智能研究中心）
Artificial intelligence is to teach machines to take actions like humans. To achieve intelligent teaching, the machine learning community becomes to think about a promising topic named machine teaching where the teacher is to design the optimal (usually minimal) teaching set given a target model and a specific learner. However, previous works usually require numerous teaching examples along with large iterations to guide learners to converge, which is costly. In this paper, we consider a more intelligent teaching paradigm named one-shot machine teaching which costs fewer examples to converge f…
Symantec Research Labs（赛门铁克研究实验室）；University of Wisconsin-Madison（威斯康星大学麦迪逊分校）
In this work, we define a collaborative and privacy-preserving machine teaching paradigm with multiple distributed teachers. We focus on consensus super teaching. It aims at organizing distributed teachers to jointly select a compact while informative training subset from data hosted by the teachers to make a learner learn better. The challenges arise from three perspectives. First, the state-of-the-art pool-based super teaching method applies mixed-integer non-linear programming (MINLP) which does not scale well to very large data sets. Second, it is desirable to restrict data access of the t…
Max Planck Institute for Software Systems (MPI-SWS)（马克斯·普朗克软件系统研究所）；University of Chicago（芝加哥大学）；University of Wisconsin-Madison（威斯康星大学麦迪逊分校）
Algorithmic machine teaching studies the interaction between a teacher and a learner where the teacher selects labeled examples aiming at teaching a target hypothesis. In a quest to lower teaching complexity, several teaching models and complexity measures have been proposed for both the batch settings (e.g., worst-case, recursive, preference-based, and non-clashing models) and the sequential settings (e.g., local preference-based model). To better understand the connections between these models, we develop a novel framework that captures the teaching process via preference functions $Σ$. In o…
Machine Teaching (MT) is an interactive process where a human and a machine interact with the goal of training a machine learning model (ML) for a specified task. The human teacher communicates their task expertise and the machine student gathers the required data and knowledge to produce an ML model. MT systems are developed to jointly minimize the time spent on teaching and the learner's error rate. The design of human-AI interaction in an MT system not only impacts the teaching efficiency, but also indirectly influences the ML performance by affecting the teaching quality. In this paper, we…
Jilin University（吉林大学）；Max Planck Institute for Intelligent Systems（马克斯·普朗克智能系统研究所）；University of Cambridge（剑桥大学）；A*STAR（新加坡科技研究局）；Hong Kong University of Science and Technology（香港科技大学）
Microsoft Research（微软研究院）；University of Wisconsin-Madison（威斯康星大学麦迪逊分校）
We study the task of teaching a machine to classify objects using features and labels. We introduce the Error-Driven-Featuring design pattern for teaching using features and labels in which a teacher prefers to introduce features only if they are needed. We analyze the potential risks and benefits of this teaching pattern through the use of teaching protocols, illustrative examples, and by providing bounds on the effort required for an optimal machine teacher using a linear learning algorithm, the most commonly used type of learners in interactive machine learning systems. Our analysis provide…
Like many problems in AI in their general form, supervised learning is computationally intractable. We hypothesize that an important reason humans can learn highly complex and varied concepts, in spite of the computational difficulty, is that they benefit tremendously from experienced and insightful teachers. This paper proposes a new learning framework that provides a role for a knowledgeable, benevolent teacher to guide the process of learning a target concept in a series of "curricular" phases or rounds. In each round, the teacher's role is to act as a moderator, exposing the learner to a s…
Learning from Teaching Regularization: Generalizable Correlations Should be Easy to Imitate
Rutgers University（罗格斯大学）；Nvidia Research（英伟达研究院）；University of Connecticut（康涅狄格大学）；University of North Carolina at Chapel Hill（北卡罗来纳大学教堂山分校）；Stanford University（斯坦福大学）
University of Cambridge（剑桥大学）；MPI for Intelligent Systems（马克斯·普朗克智能系统研究所）；Mila, Université de Montréal（蒙特利尔大学米拉研究所）；The Alan Turing Institute（艾伦·图灵研究所）
In this paper, we consider the problem of iterative machine teaching, where a teacher provides examples sequentially based on the current iterative learner. In contrast to previous methods that have to scan over the entire pool and select teaching examples from it in each iteration, we propose a label synthesis teaching framework where the teacher randomly selects input teaching examples (e.g., images) and then synthesizes suitable outputs (e.g., labels) for them. We show that this framework can avoid costly example selection while still provably achieving exponential teachability. We propose …
Center for Educational Testing and Evaluation（教育测试与评估中心）；Department of Computer Science（计算机科学系）；University of Kansas（堪萨斯大学）；Rutgers University（罗格斯大学）
We describe theoretical bounds and a practical algorithm for teaching a model by demonstration in a sequential decision making environment. Unlike previous efforts that have optimized learners that watch a teacher demonstrate a static policy, we focus on the teacher as a decision maker who can dynamically choose different policies to teach different parts of the environment. We develop several teaching frameworks based on previously defined supervised protocols, such as Teaching Dimension, extending them to handle noise and sequences of inputs encountered in an MDP.We provide theoretical bound…
In human learning, an effective skill in improving learning outcomes is learning by teaching: a learner deepens his/her understanding of a topic by teaching this topic to others. In this paper, we aim to borrow this teaching-driven learning methodology from humans and leverage it to train more performant machine learning models, by proposing a novel ML framework referred to as learning by teaching (LBT). In the LBT framework, a teacher model improves itself by teaching a student model to learn well. Specifically, the teacher creates a pseudo-labeled dataset and uses it to train a student model…
Learning from demonstration allows for rapid deployment of robot manipulators to a great many tasks, by relying on a person showing the robot what to do rather than programming it. While this approach provides many opportunities, measuring, evaluating and improving the person's teaching ability has remained largely unexplored in robot manipulation research. To this end, a model for learning from demonstration is presented here which incorporates the teacher's understanding of, and influence on, the learner. The proposed model is used to clarify the teacher's objectives during learning from dem…
Adding constraint support in Machine Learning has the potential to address outstanding issues in data-driven AI systems, such as safety and fairness. Existing approaches typically apply constrained optimization techniques to ML training, enforce constraint satisfaction by adjusting the model design, or use constraints to correct the output. Here, we investigate a different, complementary, strategy based on "teaching" constraint satisfaction to a supervised ML method via the direct use of a state-of-the-art constraint solver: this enables taking advantage of decades of research on constrained o…
The current processes for building machine learning systems require practitioners with deep knowledge of machine learning. This significantly limits the number of machine learning systems that can be created and has led to a mismatch between the demand for machine learning systems and the ability for organizations to build them. We believe that in order to meet this growing demand for machine learning systems we must significantly increase the number of individuals that can teach machines. We postulate that we can achieve this goal by making the process of teaching machines easy, fast and abov…
We study the selective learning problem introduced by Qiao and Valiant (2019), in which the learner observes $n$ labeled data points one at a time. At a time of its choosing, the learner selects a window length $w$ and a model $\hat\ell$ from the model class $\mathcal{L}$, and then labels the next $w$ data points using $\hat\ell$. The excess risk incurred by the learner is defined as the difference between the average loss of $\hat\ell$ over those $w$ data points and the smallest possible average loss among all models in $\mathcal{L}$ over those $w$ data points. We give an improved algorithm, …
