Successful teaching requires an assumption of how the learner learns - how the learner uses experiences from the world to update their internal states. We investigate what expectations people have about a learner when they teach them in an online manner using rewards and punishment. We focus on a common reinforcement learning method, Q-learning, and examine what assumptions people have using a behavioral experiment. To do so, we first establish a normative standard, by formulating the problem as a machine teaching optimization problem. To solve the machine teaching optimization problem, we use a deep learning approximation method which simulates learners in the environment and learns to predict how feedback affects the learner's internal states. What do people assume about a learner's learning and discount rates when they teach them an idealized exploration-exploitation task? In a behavioral experiment, we find that people can teach the task to Q-learners in a relatively efficient and effective manner when the learner uses a small value for its discounting rate and a large value for its learning rate. However, they still are suboptimal. We also find that providing people with real-time updates of how possible feedback would affect the Q-learner's internal states weakly helps them teach. Our results reveal how people teach using evaluative feedback and provide guidance for how engineers should design machine agents in a manner that is intuitive for people.
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 …
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…
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…
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…
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…
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…
We study the sample complexity of teaching, termed as "teaching dimension" (TDim) in the literature, for the teaching-by-reinforcement paradigm, where the teacher guides the student through rewards. This is distinct from the teaching-by-demonstration paradigm motivated by robotics applications, where the teacher teaches by providing demonstrations of state/action trajectories. The teaching-by-reinforcement paradigm applies to a wider range of real-world settings where a demonstration is inconvenient, but has not been studied systematically. In this paper, we focus on a specific family of reinf…
School of Electrical Engineering and Computer Science（电气工程与计算机科学学院）；Washington State University（华盛顿州立大学）
This paper proposes an online transfer framework to capture the interaction among agents and shows that current transfer learning in reinforcement learning is a special case of online transfer. Furthermore, this paper re-characterizes existing agents-teaching-agents methods as online transfer and analyze one such teaching method in three ways. First, the convergence of Q-learning and Sarsa with tabular representation with a finite budget is proven. Second, the convergence of Q-learning and Sarsa with linear function approximation is established. Third, the we show the asymptotic performance ca…
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）
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…
University of Toronto（多伦多大学）；Vector Institute（向量研究所）；University of Wisconsin-Madison（威斯康星大学麦迪逊分校）；Max Planck Institute for Software Systems (MPI-SWS)（马克斯·普朗克软件系统研究所（MPI-SWS））
We study black-box reward poisoning attacks against reinforcement learning (RL), in which an adversary aims to manipulate the rewards to mislead a sequence of RL agents with unknown algorithms to learn a nefarious policy in an environment unknown to the adversary a priori. That is, our attack makes minimum assumptions on the prior knowledge of the adversary: it has no initial knowledge of the environment or the learner, and neither does it observe the learner's internal mechanism except for its performed actions. We design a novel black-box attack, U2, that can provably achieve a near-matching…
Max Planck Institute for Software Systems (MPI-SWS)（马克斯·普朗克软件系统研究所）；University of Wisconsin-Madison（威斯康星大学麦迪逊分校）
We study a security threat to reinforcement learning where an attacker poisons the learning environment to force the agent into executing a target policy chosen by the attacker. As a victim, we consider RL agents whose objective is to find a policy that maximizes reward in infinite-horizon problem settings. The attacker can manipulate the rewards and the transition dynamics in the learning environment at training-time, and is interested in doing so in a stealthy manner. We propose an optimization framework for finding an optimal stealthy attack for different measures of attack cost. We provide…
Inverse reinforcement learning (IRL) infers a reward function from demonstrations, allowing for policy improvement and generalization. However, despite much recent interest in IRL, little work has been done to understand the minimum set of demonstrations needed to teach a specific sequential decision-making task. We formalize the problem of finding maximally informative demonstrations for IRL as a machine teaching problem where the goal is to find the minimum number of demonstrations needed to specify the reward equivalence class of the demonstrator. We extend previous work on algorithmic teac…
The ability to use a 2D map to navigate a complex 3D environment is quite remarkable, and even difficult for many humans. Localization and navigation is also an important problem in domains such as robotics, and has recently become a focus of the deep reinforcement learning community. In this paper we teach a reinforcement learning agent to read a map in order to find the shortest way out of a random maze it has never seen before. Our system combines several state-of-the-art methods such as A3C and incorporates novel elements such as a recurrent localization cell. Our agent learns to localize …
Intel AI Lab（英特尔人工智能实验室）；Collaborative Robotics and Intelligent Systems Institute, Oregon State University（俄勒冈州立大学协作机器人与智能系统研究所）
Deep reinforcement learning algorithms have been successfully applied to a range of challenging control tasks. However, these methods typically struggle with achieving effective exploration and are extremely sensitive to the choice of hyperparameters. One reason is that most approaches use a noisy version of their operating policy to explore - thereby limiting the range of exploration. In this paper, we introduce Collaborative Evolutionary Reinforcement Learning (CERL), a scalable framework that comprises a portfolio of policies that simultaneously explore and exploit diverse regions of the so…
Principled Fast and Meta Knowledge Learners for Continual Reinforcement Learning
University of Alberta（阿尔伯塔大学）；National Key Laboratory of Cognition and Decision Intelligence for Complex Systems, Institution of Automation, Chinese Academy of Sciences（认知与决策智能复杂系统国家重点实验室，自动化研究所，中国科学院）；Edmonton Research Center, Huawei Canada（华为加拿大爱德蒙顿研究中心）；Huawei Noah’s Ark Lab（华为诺亚实验室）；BetaInfinity
School of Engineering & IT University of New South Wales Canberra（新南威尔士大学堪培拉校区工程与信息技术学院）
The design of reward functions in reinforcement learning is a human skill that comes with experience. Unfortunately, there is not any methodology in the literature that could guide a human to design the reward function or to allow a human to transfer the skills developed in designing reward functions to another human and in a systematic manner. In this paper, we use Systematic Instructional Design, an approach in human education, to engineer a machine education methodology to design reward functions for reinforcement learning. We demonstrate the methodology in designing a hierarchical genetic …
Max Planck Institute for Software Systems (MPI-SWS)（马克斯·普朗克软件系统研究所）；University of Wisconsin-Madison（威斯康星大学麦迪逊分校）
We study a security threat to reinforcement learning where an attacker poisons the learning environment to force the agent into executing a target policy chosen by the attacker. As a victim, we consider RL agents whose objective is to find a policy that maximizes average reward in undiscounted infinite-horizon problem settings. The attacker can manipulate the rewards or the transition dynamics in the learning environment at training-time and is interested in doing so in a stealthy manner. We propose an optimization framework for finding an \emph{optimal stealthy attack} for different measures …
Agentic AI Ecosystems in Higher Education: A Perspective on AI Agents to Emerging Inclusive, Agentic Multi-Agent AI Framework for Learning, Teaching and Institutional Intelligence
College of Computing and Data Science, Nanyang Technological University, NTU, Singapore（南洋理工大学计算机与数据科学学院）；DeepMed Ptd Ltd, India（印度DeepMed公司）
Many real-world applications such as robotics provide hard constraints on power and compute that limit the viable model complexity of Reinforcement Learning (RL) agents. Similarly, in many distributed RL settings, acting is done on un-accelerated hardware such as CPUs, which likewise restricts model size to prevent intractable experiment run times. These "actor-latency" constrained settings present a major obstruction to the scaling up of model complexity that has recently been extremely successful in supervised learning. To be able to utilize large model capacity while still operating within …
Facebook AI Research（Facebook人工智能研究院）；McGill University（麦吉尔大学）
Multi-simulator training has contributed to the recent success of Deep Reinforcement Learning by stabilizing learning and allowing for higher training throughputs. We propose Gossip-based Actor-Learner Architectures (GALA) where several actor-learners (such as A2C agents) are organized in a peer-to-peer communication topology, and exchange information through asynchronous gossip in order to take advantage of a large number of distributed simulators. We prove that GALA agents remain within an epsilon-ball of one-another during training when using loosely coupled asynchronous communication. By r…
Italian Institute of Technology (IIT)（意大利理工学院）；Universidad Central de Chile（智利中央大学）；Deakin University（迪肯大学）
Designing the decision-making processes of artificial agents that are involved in competitive interactions is a challenging task. In a competitive scenario, the agent does not only have a dynamic environment but also is directly affected by the opponents' actions. Observing the Q-values of the agent is usually a way of explaining its behavior, however, do not show the temporal-relation between the selected actions. We address this problem by proposing the \emph{Moody framework}. We evaluate our model by performing a series of experiments using the competitive multiplayer Chef's Hat card game a…
How to learn an effective reinforcement learning-based model for control tasks from high-level visual observations is a practical and challenging problem. A key to solving this problem is to learn low-dimensional state representations from observations, from which an effective policy can be learned. In order to boost the learning of state encoding, recent works are focused on capturing behavioral similarities between state representations or applying data augmentation on visual observations. In this paper, we propose a novel meta-learner-based framework for representation learning regarding be…
In reinforcement learning, agents learn by performing actions and observing their outcomes. Sometimes, it is desirable for a human operator to \textit{interrupt} an agent in order to prevent dangerous situations from happening. Yet, as part of their learning process, agents may link these interruptions, that impact their reward, to specific states and deliberately avoid them. The situation is particularly challenging in a multi-agent context because agents might not only learn from their own past interruptions, but also from those of other agents. Orseau and Armstrong defined \emph{safe interr…
Teaching LLMs for Step-Level Automatic Math Correction via Reinforcement Learning
School of Computer Science and Technology, East China Normal University（华东师范大学计算机科学与技术学院）；Lab of AI for Education, East China Normal University（华东师范大学教育人工智能实验室）
MIT-IBM Watson AI Lab（麻省理工学院-IBM沃森人工智能实验室）；IBM Research（IBM研究院）；Northeastern University（东北大学）
Collective human knowledge has clearly benefited from the fact that innovations by individuals are taught to others through communication. Similar to human social groups, agents in distributed learning systems would likely benefit from communication to share knowledge and teach skills. The problem of teaching to improve agent learning has been investigated by prior works, but these approaches make assumptions that prevent application of teaching to general multiagent problems, or require domain expertise for problems they can apply to. This learning to teach problem has inherent complexities r…
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…
Learning how to adapt to complex and dynamic environments is one of the most important factors that contribute to our intelligence. Endowing artificial agents with this ability is not a simple task, particularly in competitive scenarios. In this paper, we present a broad study on how popular reinforcement learning algorithms can be adapted and implemented to learn and to play a real-world implementation of a competitive multiplayer card game. We propose specific training and validation routines for the learning agents, in order to evaluate how the agents learn to be competitive and explain how…
Classical control techniques such as PID and LQR have been used effectively in maintaining a system state, but these techniques become more difficult to implement when the model dynamics increase in complexity and sensitivity. For adaptive robotic locomotion tasks with several degrees of freedom, this task becomes infeasible with classical control techniques. Instead, reinforcement learning can train optimal walking policies with ease. We apply deep Q-learning and augmented random search (ARS) to teach a simulated two-dimensional bipedal robot how to walk using the OpenAI Gym BipedalWalker-v3 …
EPFL（洛桑联邦理工学院）；The Alan Turing Institute（艾伦图灵研究所）；University of Cambridge（剑桥大学）
We study the inverse reinforcement learning (IRL) problem under a transition dynamics mismatch between the expert and the learner. Specifically, we consider the Maximum Causal Entropy (MCE) IRL learner model and provide a tight upper bound on the learner's performance degradation based on the $\ell_1$-distance between the transition dynamics of the expert and the learner. Leveraging insights from the Robust RL literature, we propose a robust MCE IRL algorithm, which is a principled approach to help with this mismatch. Finally, we empirically demonstrate the stable performance of our algorithm …
Northeastern University（东北大学）；UTA Research Institute（德克萨斯大学阿灵顿分校研究所）；University of Texas at Arlington（德克萨斯大学阿灵顿分校）
In this paper, we formulate inverse reinforcement learning (IRL) as an expert-learner interaction whereby the optimal performance intent of an expert or target agent is unknown to a learner agent. The learner observes the states and controls of the expert and hence seeks to reconstruct the expert's cost function intent and thus mimics the expert's optimal response. Next, we add non-cooperative disturbances that seek to disrupt the learning and stability of the learner agent. This leads to the formulation of a new interaction we call zero-sum game IRL. We develop a framework to solve the zero-s…
Deep Reinforcement Learning (RL) algorithms can solve complex sequential decision tasks successfully. However, they have a major drawback of having poor sample efficiency which can often be tackled by knowledge reuse. In Multi-Agent Reinforcement Learning (MARL) this drawback becomes worse, but at the same time, a new set of opportunities to leverage knowledge are also presented through agent interactions. One promising approach among these is peer-to-peer action advising through a teacher-student framework. Despite being introduced for single-agent RL originally, recent studies show that it c…
University of Illinois at Urbana-Champaign（伊利诺伊大学厄巴纳-香槟分校）；Purdue University（普渡大学）
In this paper, we formulate the adaptive learning problem---the problem of how to find an individualized learning plan (called policy) that chooses the most appropriate learning materials based on learner's latent traits---faced in adaptive learning systems as a Markov decision process (MDP). We assume latent traits to be continuous with an unknown transition model. We apply a model-free deep reinforcement learning algorithm---the deep Q-learning algorithm---that can effectively find the optimal learning policy from data on learners' learning process without knowing the actual transition model…
University of Michigan（密歇根大学）；Ford Motor Company（福特汽车公司）
It is essential for an automated vehicle in the field to perform discretionary lane changes with appropriate roadmanship - driving safely and efficiently without annoying or endangering other road users - under a wide range of traffic cultures and driving conditions. While deep reinforcement learning methods have excelled in recent years and been applied to automated vehicle driving policy, there are concerns about their capability to quickly adapt to unseen traffic with new environment dynamics. We formulate this challenge as a multi-Markov Decision Processes (MDPs) adaptation problem and dev…
This paper proposes an inverse reinforcement learning (IRL) framework to accelerate learning when the learner-teacher \textit{interaction} is \textit{limited} during training. Our setting is motivated by the realistic scenarios where a helpful teacher is not available or when the teacher cannot access the learning dynamics of the student. We present two different training strategies: Curriculum Inverse Reinforcement Learning (CIRL) covering the teacher's perspective, and Self-Paced Inverse Reinforcement Learning (SPIRL) focusing on the learner's perspective. Using experiments in simulations an…
We propose to leverage epistemic uncertainty about constraint satisfaction of a reinforcement learner in safety critical domains. We introduce a framework for specification of requirements for reinforcement learners in constrained settings, including confidence about results. We show that an agent's confidence in constraint satisfaction provides a useful signal for balancing optimization and safety in the learning process.
Illinois Institute of Technology（伊利诺伊理工学院）；Fidelity Investments（富达投资集团）；NYU Tandon School of Engineering（纽约大学坦登工程学院）
We present a reinforcement learning approach to goal based wealth management problems such as optimization of retirement plans or target dated funds. In such problems, an investor seeks to achieve a financial goal by making periodic investments in the portfolio while being employed, and periodically draws from the account when in retirement, in addition to the ability to re-balance the portfolio by selling and buying different assets (e.g. stocks). Instead of relying on a utility of consumption, we present G-Learner: a reinforcement learning algorithm that operates with explicitly defined one-…
Cornell University（康奈尔大学）；Lockheed Martin Advanced Technology Laboratories（洛克希德·马丁先进技术实验室）
Inverse reinforcement learning (IRL) deals with estimating an agent's utility function from its actions. In this paper, we consider how an agent can hide its strategy and mitigate an adversarial IRL attack; we call this inverse IRL (I-IRL). How should the decision maker choose its response to ensure a poor reconstruction of its strategy by an adversary performing IRL to estimate the agent's strategy? This paper comprises four results: First, we present an adversarial IRL algorithm that estimates the agent's strategy while controlling the agent's utility function. Our second result for I-IRL re…
Teaching LLM to Reason: Reinforcement Learning from Algorithmic Problems without Code
University of Science and Technology of China（中国科学技术大学）；Alibaba Group（阿里巴巴集团）；The Hong Kong University of Science and Technology (Guangzhou)（香港科技大学（广州））
Inverse Reinforcement Learning addresses the problem of inferring an expert's reward function from demonstrations. However, in many applications, we not only have access to the expert's near-optimal behavior, but we also observe part of her learning process. In this paper, we propose a new algorithm for this setting, in which the goal is to recover the reward function being optimized by an agent, given a sequence of policies produced during learning. Our approach is based on the assumption that the observed agent is updating her policy parameters along the gradient direction. Then we extend ou…
A computing cluster that interconnects multiple compute nodes is used to accelerate distributed reinforcement learning based on DQN (Deep Q-Network). In distributed reinforcement learning, Actor nodes acquire experiences by interacting with a given environment and a Learner node optimizes their DQN model. Since data transfer between Actor and Learner nodes increases depending on the number of Actor nodes and their experience size, communication overhead between them is one of major performance bottlenecks. In this paper, their communication is accelerated by DPDK-based network optimizations, a…
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…
University of Wisconsin–Madison（威斯康星大学麦迪逊分校）；Microsoft Research New York（微软纽约研究院）
We study a security threat to batch reinforcement learning and control where the attacker aims to poison the learned policy. The victim is a reinforcement learner / controller which first estimates the dynamics and the rewards from a batch data set, and then solves for the optimal policy with respect to the estimates. The attacker can modify the data set slightly before learning happens, and wants to force the learner into learning a target policy chosen by the attacker. We present a unified framework for solving batch policy poisoning attacks, and instantiate the attack on two standard victim…
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…
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…
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 …
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…
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…
