Fully-unsupervised embeddings-based hypernym discovery

Funding: Supported in part by Sardegna Ricerche project OKgraph (CRP 120) and MIUR MIUR PRIN 2017 (2019-2022) project HOPE—High quality Open data Publishing and Enrichment.Peer reviewedPublisher PD

Advancement Auto-Assessment of Students Knowledge States from Natural Language Input

Knowledge Assessment is a key element in adaptive instructional systems and in particular in Intelligent Tutoring Systems because fully adaptive tutoring presupposes accurate assessment. However, this is a challenging research problem as numerous factors affect students’ knowledge state estimation such as the difficulty level of the problem, time spent in solving the problem, etc. In this research work, we tackle this research problem from three perspectives: assessing the prior knowledge of students, assessing the natural language short and long students’ responses, and knowledge tracing.Prior knowledge assessment is an important component of knowledge assessment as it facilitates the adaptation of the instruction from the very beginning, i.e., when the student starts interacting with the (computer) tutor. Grouping students into groups with similar mental models and patterns of prior level of knowledge allows the system to select the right level of scaffolding for each group of students. While not adapting instruction to each individual learner, the advantage of adapting to groups of students based on a limited number of prior knowledge levels has the advantage of decreasing the authoring costs of the tutoring system. To achieve this goal of identifying or clustering students based on their prior knowledge, we have employed effective clustering algorithms. Automatically assessing open-ended student responses is another challenging aspect of knowledge assessment in ITSs. In dialogue-based ITSs, the main interaction between the learner and the system is natural language dialogue in which students freely respond to various system prompts or initiate dialogue moves in mixed-initiative dialogue systems. Assessing freely generated student responses in such contexts is challenging as students can express the same idea in different ways owing to different individual style preferences and varied individual cognitive abilities. To address this challenging task, we have proposed several novel deep learning models as they are capable to capture rich high-level semantic features of text. Knowledge tracing (KT) is an important type of knowledge assessment which consists of tracking students’ mastery of knowledge over time and predicting their future performances. Despite the state-of-the-art results of deep learning in this task, it has many limitations. For instance, most of the proposed methods ignore pertinent information (e.g., Prior knowledge) that can enhance the knowledge tracing capability and performance. Working toward this objective, we have proposed a generic deep learning framework that accounts for the engagement level of students, the difficulty of questions and the semantics of the questions and uses a novel times series model called Temporal Convolutional Network for future performance prediction. The advanced auto-assessment methods presented in this dissertation should enable better ways to estimate learner’s knowledge states and in turn the adaptive scaffolding those systems can provide which in turn should lead to more effective tutoring and better learning gains for students. Furthermore, the proposed method should enable more scalable development and deployment of ITSs across topics and domains for the benefit of all learners of all ages and backgrounds

Multimodal Approach for Big Data Analytics and Applications

The thesis presents multimodal conceptual frameworks and their applications in improving the robustness and the performance of big data analytics through cross-modal interaction or integration. A joint interpretation of several knowledge renderings such as stream, batch, linguistics, visuals and metadata creates a unified view that can provide a more accurate and holistic approach to data analytics compared to a single standalone knowledge base. Novel approaches in the thesis involve integrating multimodal framework with state-of-the-art computational models for big data, cloud computing, natural language processing, image processing, video processing, and contextual metadata. The integration of these disparate fields has the potential to improve computational tools and techniques dramatically. Thus, the contributions place multimodality at the forefront of big data analytics; the research aims at mapping and under- standing multimodal correspondence between different modalities. The primary contribution of the thesis is the Multimodal Analytics Framework (MAF), a collaborative ensemble framework for stream and batch processing along with cues from multiple input modalities like language, visuals and metadata to combine benefits from both low-latency and high-throughput. The framework is a five-step process: Data ingestion. As a first step towards Big Data analytics, a high velocity, fault-tolerant streaming data acquisition pipeline is proposed through a distributed big data setup, followed by mining and searching patterns in it while data is still in transit. The data ingestion methods are demonstrated using Hadoop ecosystem tools like Kafka and Flume as sample implementations. Decision making on the ingested data to use the best-fit tools and methods. In Big Data Analytics, the primary challenges often remain in processing heterogeneous data pools with a one-method-fits all approach. The research introduces a decision-making system to select the best-fit solutions for the incoming data stream. This is the second step towards building a data processing pipeline presented in the thesis. The decision-making system introduces a Fuzzy Graph-based method to provide real-time and offline decision-making. Lifelong incremental machine learning. In the third step, the thesis describes a Lifelong Learning model at the processing layer of the analytical pipeline, following the data acquisition and decision making at step two for downstream processing. Lifelong learning iteratively increments the training model using a proposed Multi-agent Lambda Architecture (MALA), a collaborative ensemble architecture between the stream and batch data. As part of the proposed MAF, MALA is one of the primary contributions of the research.The work introduces a general-purpose and comprehensive approach in hybrid learning of batch and stream processing to achieve lifelong learning objectives. Improving machine learning results through ensemble learning. As an extension of the Lifelong Learning model, the thesis proposes a boosting based Ensemble method as the fourth step of the framework, improving lifelong learning results by reducing the learning error in each iteration of a streaming window. The strategy is to incrementally boost the learning accuracy on each iterating mini-batch, enabling the model to accumulate knowledge faster. The base learners adapt more quickly in smaller intervals of a sliding window, improving the machine learning accuracy rate by countering the concept drift. Cross-modal integration between text, image, video and metadata for more comprehensive data coverage than a text-only dataset. The final contribution of this thesis is a new multimodal method where three different modalities: text, visuals (image and video) and metadata, are intertwined along with real-time and batch data for more comprehensive input data coverage than text-only data. The model is validated through a detailed case study on the contemporary and relevant topic of the COVID-19 pandemic. While the remainder of the thesis deals with text-only input, the COVID-19 dataset analyzes both textual and visual information in integration. Post completion of this research work, as an extension to the current framework, multimodal machine learning is investigated as a future research direction