Transfer Learning via Contextual Invariants for One-to-Many Cross-Domain Recommendation

The rapid proliferation of new users and items on the social web has aggravated the gray-sheep user/long-tail item challenge in recommender systems. Historically, cross-domain co-clustering methods have successfully leveraged shared users and items across dense and sparse domains to improve inference quality. However, they rely on shared rating data and cannot scale to multiple sparse target domains (i.e., the one-to-many transfer setting). This, combined with the increasing adoption of neural recommender architectures, motivates us to develop scalable neural layer-transfer approaches for cross-domain learning. Our key intuition is to guide neural collaborative filtering with domain-invariant components shared across the dense and sparse domains, improving the user and item representations learned in the sparse domains. We leverage contextual invariances across domains to develop these shared modules, and demonstrate that with user-item interaction context, we can learn-to-learn informative representation spaces even with sparse interaction data. We show the effectiveness and scalability of our approach on two public datasets and a massive transaction dataset from Visa, a global payments technology company (19% Item Recall, 3x faster vs. training separate models for each domain). Our approach is applicable to both implicit and explicit feedback settings.Comment: SIGIR 202

Sequential Recommendation with Self-Attentive Multi-Adversarial Network

Recently, deep learning has made significant progress in the task of sequential recommendation. Existing neural sequential recommenders typically adopt a generative way trained with Maximum Likelihood Estimation (MLE). When context information (called factor) is involved, it is difficult to analyze when and how each individual factor would affect the final recommendation performance. For this purpose, we take a new perspective and introduce adversarial learning to sequential recommendation. In this paper, we present a Multi-Factor Generative Adversarial Network (MFGAN) for explicitly modeling the effect of context information on sequential recommendation. Specifically, our proposed MFGAN has two kinds of modules: a Transformer-based generator taking user behavior sequences as input to recommend the possible next items, and multiple factor-specific discriminators to evaluate the generated sub-sequence from the perspectives of different factors. To learn the parameters, we adopt the classic policy gradient method, and utilize the reward signal of discriminators for guiding the learning of the generator. Our framework is flexible to incorporate multiple kinds of factor information, and is able to trace how each factor contributes to the recommendation decision over time. Extensive experiments conducted on three real-world datasets demonstrate the superiority of our proposed model over the state-of-the-art methods, in terms of effectiveness and interpretability

Media Culture 2020: collaborative teaching and blended learning using social media and cloud-based technologies

The Media Culture 2020 project was considered to be a great success by all the partners, academics and especially the students who took part. It is a true example of an intercultural, multidisciplinary, blended learning experience in higher education that achieved it goals of breaking down classroom walls and bridging geographical distance and cultural barriers. The students with different skills, coming from different countries and cultures, interacting with other enlarges the possibilities of creativity, collaboration and quality work. The blend of both synchronous and asynchronous teaching methods fostered an open, blended learning environment, one that extended the traditional boundaries of the classroom in time and space. The interactive and decentralized nature of digital tools enabled staff and students to communicate and strengthen social ties, alongside participation in the production of new knowledge and media content. For students and lecturers, the implementation of social media and cloud platforms offered an innovative solution to both teaching and learning in a collaborative manner. By leveraging the interactive and decentralised capabilities of a range of technologies in an educational context, this model of digital scholarship facilitates an open and dynamic working environment. Blended teaching methods allow for expansive collaboration, whereby information and knowledge can be accessed and disseminated across a number of networked devices

Byzantine Attack and Defense in Cognitive Radio Networks: A Survey

The Byzantine attack in cooperative spectrum sensing (CSS), also known as the spectrum sensing data falsification (SSDF) attack in the literature, is one of the key adversaries to the success of cognitive radio networks (CRNs). In the past couple of years, the research on the Byzantine attack and defense strategies has gained worldwide increasing attention. In this paper, we provide a comprehensive survey and tutorial on the recent advances in the Byzantine attack and defense for CSS in CRNs. Specifically, we first briefly present the preliminaries of CSS for general readers, including signal detection techniques, hypothesis testing, and data fusion. Second, we analyze the spear and shield relation between Byzantine attack and defense from three aspects: the vulnerability of CSS to attack, the obstacles in CSS to defense, and the games between attack and defense. Then, we propose a taxonomy of the existing Byzantine attack behaviors and elaborate on the corresponding attack parameters, which determine where, who, how, and when to launch attacks. Next, from the perspectives of homogeneous or heterogeneous scenarios, we classify the existing defense algorithms, and provide an in-depth tutorial on the state-of-the-art Byzantine defense schemes, commonly known as robust or secure CSS in the literature. Furthermore, we highlight the unsolved research challenges and depict the future research directions.Comment: Accepted by IEEE Communications Surveys and Tutoiral