Résultats de recherche pour « Online active learning »

We have witnessed in recent years an ever-growing volume of information becoming available in a streaming manner in various application areas. As a result, there is an emerging need for online learning methods that train predictive models on-the-fly. A series of open challenges, however, hinder their deployment in practice. These are, learning as data arrive in real-time one-by-one, learning from data with limited ground truth information, learning from nonstationary data, and learning from severely imbalanced data, while occupying a limited amount of memory for data storage. We propose the ActiSiamese algorithm, which addresses these challenges by combining online active learning, siamese networks, and a multi-queue memory. It develops a new density-based active learning strategy which considers similarity in the latent (rather than the input) space. We conduct an extensive study that compares the role of different active learning budgets and strategies, the performance with/without memory, the performance with/without ensembling, in both synthetic and real-world datasets, under different data nonstationarity characteristics and class imbalance levels. ActiSiamese outperforms baseline and state-of-the-art algorithms, and is effective under severe imbalance, even only when a fraction of the arriving instances' labels is available. We publicly release our code to the community.

Online active learning is a paradigm in machine learning that aims to select the most informative data points to label from a data stream. The problem of minimizing the cost associated with collecting labeled observations has gained a lot of attention in recent years, particularly in real-world applications where data is only available in an unlabeled form. Annotating each observation can be time-consuming and costly, making it difficult to obtain large amounts of labeled data. To overcome this issue, many active learning strategies have been proposed in the last decades, aiming to select the most informative observations for labeling in order to improve the performance of machine learning models. These approaches can be broadly divided into two categories: static pool-based and stream-based active learning. Pool-based active learning involves selecting a subset of observations from a closed pool of unlabeled data, and it has been the focus of many surveys and literature reviews. However, the growing availability of data streams has led to an increase in the number of approaches that focus on online active learning, which involves continuously selecting and labeling observations as they arrive in a stream. This work aims to provide an overview of the most recently proposed approaches for selecting the most informative observations from data streams in real time. We review the various techniques that have been proposed and discuss their strengths and limitations, as well as the challenges and opportunities that exist in this area of research.

This study examined how students conceptualise their emotions when engaging in online asynchronous forums within a university course. With the move online in work and educational practices and the reduction in physical contact, the need to understand emotional influences on social learning behaviour in digital spaces is important. There is little research about how students conceive of their emotions when engaging in online asynchronous course forums. Using case study method student engagement across a 6-week fully online module was examined using a theoretical framework bringing together social, emotional and online learning dimensions. Three types of behaviours were found represented as self-protective, self-oriented and community-oriented. Perceived social and emotional behaviours are conceptualised regarding content, peer interaction and within the asynchronous forum. This study contributes understanding about how students understand their emotional engagement in a social space and how this influences their learning behaviours in an asynchronous forum. Implications for future research directions are discussed.

We study pool-based active learning of half-spaces. We revisit the aggressive approach for active learning in the realizable case, and show that it can be made efficient and practical, while also having theoretical guarantees under reasonable assumptions. We further show, both theoretically and experimentally, that it can be preferable to mellow approaches. Our efficient aggressive active learner of half-spaces has formal approximation guarantees that hold when the pool is separable with a margin. While our analysis is focused on the realizable setting, we show that a simple heuristic allows using the same algorithm successfully for pools with low error as well. We further compare the aggressive approach to the mellow approach, and prove that there are cases in which the aggressive approach results in significantly better label complexity compared to the mellow approach. We demonstrate experimentally that substantial improvements in label complexity can be achieved using the aggressive approach, for both realizable and low-error settings.

In multiple instance multiple label learning, each sample, a bag, consists of multiple instances. To alleviate labeling complexity, each sample is associated with a set of bag-level labels leaving instances within the bag unlabeled. This setting is more convenient and natural for representing complicated objects, which have multiple semantic meanings. Compared to single instance labeling, this approach allows for labeling larger datasets at an equivalent labeling cost. However, for sufficiently large datasets, labeling all bags may become prohibitively costly. Active learning uses an iterative labeling and retraining approach aiming to provide reasonable classification performance using a small number of labeled samples. To our knowledge, only a few works in the area of active learning in the MIML setting are available. These approaches can provide practical solutions to reduce labeling cost but their efficacy remains unclear. In this paper, we propose a novel bag-class pair based approach for active learning in the MIML setting. Due to the partial availability of bag-level labels, we focus on the incomplete-label MIML setting for the proposed active learning approach. Our approach is based on a discriminative graphical model with efficient and exact inference. For the query process, we adapt active learning criteria to the novel bag-class pair selection strategy. Additionally, we introduce an online stochastic gradient descent algorithm to provide an efficient model update after each query. Numerical experiments on benchmark datasets illustrate the robustness of the proposed approach.

Educators have integrated instructor-produced audio files in a variety of settings and environments for purposes such as content presentation, lecture reviews, student feedback, and so forth. Few instructors, however, require students to produce audio files and share them with peers. The purpose of this study was to obtain empirical data on graduate students’ perceptions of the integration of student-generated audio files within the context of online, asynchronous course delivery and to gain an understanding of how this approach impacted their perceived satisfaction, engagement, connectedness, learning, and utilization. Results indicate students were satisfied with this instructional approach. The integration of student-generated audio files fostered their engagement and involvement, assisted them in effectively connecting and communicating with peers, and increased their learning. Some drawbacks to this approach are detailed.

The deployment of Deep Learning (DL) models is still precluded in those contexts where the amount of supervised data is limited. To answer this issue, active learning strategies aim at minimizing the amount of labelled data required to train a DL model. Most active strategies are based on uncertain sample selection, and even often restricted to samples lying close to the decision boundary. These techniques are theoretically sound, but an understanding of the selected samples based on their content is not straightforward, further driving non-experts to consider DL as a black-box. For the first time, here we propose to take into consideration common domain-knowledge and enable non-expert users to train a model with fewer samples. In our Knowledge-driven Active Learning (KAL) framework, rule-based knowledge is converted into logic constraints and their violation is checked as a natural guide for sample selection. We show that even simple relationships among data and output classes offer a way to spot predictions for which the model need supervision. We empirically show that KAL (i) outperforms many active learning strategies, particularly in those contexts where domain knowledge is rich, (ii) it discovers data distribution lying far from the initial training data, (iii) it ensures domain experts that the provided knowledge is acquired by the model, (iv) it is suitable for regression and object recognition tasks unlike uncertainty-based strategies, and (v) its computational demand is low.

Project-based learning is a student-centered problem-driven approach that can motivate students in higher education to learn and collaborate, and strengthen their learning outcomes. This study examined how students’ motivation and collaborative learning were related to their self-reported outcomes of online collaborative project-based learning. An 8-week online project-based mental health course at a Chinese university was implemented. In addition to lectures and workshops during the course, students collaboratively created a final product (i.e., a film analysis report) with group members using WeChat as the communication tool. Survey data were collected from 81 students from 25 groups. Results from a partial least squares analysis showed that students’ motivation was positively related to students’ perceived outcomes. With respect to students’ collaborative learning, four strategies were distinguished. The more students considered others’ opinions and challenged others, the more positively they evaluated the outcomes of their collaboration. For the other two strategies, no significant relationships with perceived outcomes were found. Practical implications for teachers and suggestions for further research are provided.