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Register a new userLearning to Teach with Student Feedback
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Added by
Yitao Liu
Publication date
2021
fields
Informatics Engineering
and research's language is
English
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Knowledge distillation (KD) has gained much attention due to its effectiveness in compressing large-scale pre-trained models. In typical KD methods, the small student model is trained to match the soft targets generated by the big teacher model. However, the interaction between student and teacher is one-way. The teacher is usually fixed once trained, resulting in static soft targets to be distilled. This one-way interaction leads to the teachers inability to perceive the characteristics of the student and its training progress. To address this issue, we propose Interactive Knowledge Distillation (IKD), which also allows the teacher to learn to teach from the feedback of the student. In particular, IKD trains the teacher model to generate specific soft target at each training step for a certain student. Joint optimization for both teacher and student is achieved by two iterative steps: a course step to optimize student with the soft target of teacher, and an exam step to optimize teacher with the feedback of student. IKD is a general framework that is orthogonal to most existing knowledge distillation methods. Experimental results show that IKD outperforms traditional KD methods on various NLP tasks.
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High-quality computer science education is limited by the difficulty of providing instructor feedback to students at scale. While this feedback could in principle be automated, supervised approaches to predicting the correct feedback are bottlenecked by the intractability of annotating large quantities of student code. In this paper, we instead frame the problem of providing feedback as few-shot classification, where a meta-learner adapts to give feedback to student code on a new programming question from just a few examples annotated by instructors. Because data for meta-training is limited, we propose a number of amendments to the typical few-shot learning framework, including task augmentation to create synthetic tasks, and additional side information to build stronger priors about each task. These additions are combined with a transformer architecture to embed discrete sequences (e.g. code) to a prototypical representation of a feedback class label. On a suite of few-shot natural language processing tasks, we match or outperform state-of-the-art performance. Then, on a collection of student solutions to exam questions from an introductory university course, we show that our approach reaches an average precision of 88% on unseen questions, surpassing the 82% precision of teaching assistants. Our approach was successfully deployed to deliver feedback to 16,000 student exam-solutions in a programming course offered by a tier 1 university. This is, to the best of our knowledge, the first successful deployment of a machine learning based feedback to open-ended student code.
Deep neural networks bring in impressive accuracy in various applications, but the success often relies on the heavy network architecture. Taking well-trained heavy networks as teachers, classical teacher-student learning paradigm aims to learn a student network that is lightweight yet accurate. In this way, a portable student network with significantly fewer parameters can achieve a considerable accuracy which is comparable to that of teacher network. However, beyond accuracy, robustness of the learned student network against perturbation is also essential for practical uses. Existing teacher-student learning frameworks mainly focus on accuracy and compression ratios, but ignore the robustness. In this paper, we make the student network produce more confident predictions with the help of the teacher network, and analyze the lower bound of the perturbation that will destroy the confidence of the student network. Two important objectives regarding prediction scores and gradients of examples are developed to maximize this lower bound, so as to enhance the robustness of the student network without sacrificing the performance. Experiments on benchmark datasets demonstrate the efficiency of the proposed approach to learn robust student networks which have satisfying accuracy and compact sizes.
A unique cognitive capability of humans consists in their ability to acquire new knowledge and skills from a sequence of experiences. Meanwhile, artificial intelligence systems are good at learning only the last given task without being able to remember the databases learnt in the past. We propose a novel lifelong learning methodology by employing a Teacher-Student network framework. While the Student module is trained with a new given database, the Teacher module would remind the Student about the information learnt in the past. The Teacher, implemented by a Generative Adversarial Network (GAN), is trained to preserve and replay past knowledge corresponding to the probabilistic representations of previously learn databases. Meanwhile, the Student module is implemented by a Variational Autoencoder (VAE) which infers its latent variable representation from both the output of the Teacher module as well as from the newly available database. Moreover, the Student module is trained to capture both continuous and discrete underlying data representations across different domains. The proposed lifelong learning framework is applied in supervised, semi-supervised and unsupervised training. The code is available~: url{https://github.com/dtuzi123/Lifelong-Teacher-Student-Network-Learning}
Image retrieval relies heavily on the quality of the data modeling and the distance measurement in the feature space. Building on the concept of image manifold, we first propose to represent the feature space of images, learned via neural networks, as a graph. Neighborhoods in the feature space are now defined by the geodesic distance between images, represented as graph vertices or manifold samples. When limited images are available, this manifold is sparsely sampled, making the geodesic computation and the corresponding retrieval harder. To address this, we augment the manifold samples with geometrically aligned text, thereby using a plethora of sentences to teach us about images. In addition to extensive results on standard datasets illustrating the power of text to help in image retrieval, a new public dataset based on CLEVR is introduced to quantify the semantic similarity between visual data and text data. The experimental results show that the joint embedding manifold is a robust representation, allowing it to be a better basis to perform image retrieval given only an image and a textual instruction on the desired modifications over the image
We study episodic reinforcement learning in Markov decision processes when the agent receives additional feedback per step in the form of several transition observations. Such additional observations are available in a range of tasks through extended sensors or prior knowledge about the environment (e.g., when certain actions yield similar outcome). We formalize this setting using a feedback graph over state-action pairs and show that model-based algorithms can leverage the additional feedback for more sample-efficient learning. We give a regret bound that, ignoring logarithmic factors and lower-order terms, depends only on the size of the maximum acyclic subgraph of the feedback graph, in contrast with a polynomial dependency on the number of states and actions in the absence of a feedback graph. Finally, we highlight challenges when leveraging a small dominating set of the feedback graph as compared to the bandit setting and propose a new algorithm that can use knowledge of such a dominating set for more sample-efficient learning of a near-optimal policy.
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