Gale Yan Huang

Asking questions is one of the most crucial pedagogical techniques used by teachers in class. It not only offers open-ended discussions between teachers and students to exchange ideas but also provokes deeper student thought and critical analysis. Providing teachers with such pedagogical feedback will remarkably help teachers improve their overall teaching quality over time in classrooms. Therefore, in this work, we build an end-to-end neural framework that automatically detects questions from teachers’ audio recordings. Compared with traditional methods, our approach not only avoids cumbersome feature engineering, but also adapts to the task of multi-class question detection in real education scenarios. By incorporating multi-task learning techniques, we are able to strengthen the understanding of semantic relations among different types of questions. We conducted extensive experiments on the question detection tasks in a real-world online classroom dataset and the results demonstrate the superiority of our model in terms of various evaluation metrics.

Asking questions is one of the most crucial pedagogical techniques used by teachers in class. It not only offers open-ended discussions between teachers and students to exchange ideas but also provokes deeper student thought and critical analysis. Providing teachers with such pedagogical feedback will remarkably help teachers improve their overall teaching quality over time in classrooms. Therefore, in this work, we build an end-to-end neural framework that automatically detects questions from teachers' audio recordings. Compared with traditional methods, our approach not only avoids cumbersome feature engineering, but also adapts to the task of multi-class question detection in real education scenarios. By incorporating multi-task learning techniques, we are able to strengthen the understanding of semantic relations among different types of questions. We conducted extensive experiments on the question detection tasks in a real-world online classroom dataset and the results demonstrate the superiority of our model in terms of various evaluation metrics.

Most existing approaches for goal-oriented dialogue policy learning used reinforcement learning, which focuses on the target agent policy and simply treat the opposite agent policy as part of the environment. While in real-world scenarios, the behavior of an opposite agent often exhibits certain patterns or underlies hidden policies, which can be inferred and utilized by the target agent to facilitate its own decision making. This strategy is common in human mental simulation by first imaging a specific action and the probable results before really acting it. We therefore propose an opposite behavior aware framework for policy learning in goal-oriented dialogues. We estimate the opposite agent's policy from its behavior and use this estimation to improve the target agent by regarding it as part of the target policy. We evaluate our model on both cooperative and competitive dialogue tasks, showing superior performance over state-of-the-art baselines.

Robust language processing systems are becoming increasingly important given the recent awareness of dangerous situations where brittle machine learning models can be easily broken with the presence of noises. In this paper, we introduce a robust word recognition framework that captures multi-level sequential dependencies in noised sentences. The proposed framework employs a sequence-to-sequence model over characters of each word, whose output is given to a word-level bi-directional recurrent neural network. We conduct extensive experiments to verify the effectiveness of the framework. The results show that the proposed framework outperforms state-of-the-art methods by a large margin and they also suggest that character-level dependencies can play an important role in word recognition.

Automatic short answer grading (ASAG), which autonomously score student answers according to reference answers, provides a cost-effective and consistent approach to teaching professionals and can reduce their monotonous and tedious grading workloads. However, ASAG is a very challenging task due to two reasons: (1) student answers are made up of free text which requires a deep semantic understanding; and (2) the questions are usually open-ended and across many domains in K-12 scenarios. In this paper, we propose a generalized end-to-end ASAG learning framework which aims to (1) autonomously extract linguistic information from both student and reference answers; and (2) accurately model the semantic relations between free-text student and reference answers in open-ended domain. The proposed ASAG model is evaluated on a large real-world K-12 dataset and can outperform the state-of-the-art baselines in terms of various evaluation metrics.

Online 1 on 1 class is created for more personalized learning experience. It demands a large number of teaching resources, which are scarce in China. To alleviate this problem, we build a platform (marketplace), i.e., \emph{Dahai} to allow college students from top Chinese universities to register as part-time instructors for the online 1 on 1 classes. To warn the unqualified instructors and ensure the overall education quality, we build a monitoring and alerting system by utilizing multimodal information from the online environment. Our system mainly consists of two key components: banned word detector and class quality predictor. The system performance is demonstrated both offline and online. By conducting experimental evaluation of real-world online courses, we are able to achieve 74.3\% alerting accuracy in our production environment.

Monitoring student knowledge states or skill acquisition levels known as knowledge tracing, is a fundamental part of intelligent tutoring systems. Despite its inherent challenges, recent deep neural networks based knowledge tracing models have achieved great success, which is largely from models' ability to learn sequential dependencies of questions in student exercise data. However, in addition to sequential information, questions inherently exhibit side relations, which can enrich our understandings about student knowledge states and has great potentials to advance knowledge tracing. Thus, in this paper, we exploit side relations to improve knowledge tracing and design a novel framework DTKS. The experimental results on real education data validate the effectiveness of the proposed framework and demonstrate the importance of side information in knowledge tracing.

Learning representation has been proven to be helpful in numerous machine learning tasks. The success of the majority of existing representation learning approaches often requires a large amount of consistent and noise-free labels. However, labels are not accessible in many real-world scenarios and they are usually annotated by the crowds. In practice, the crowdsourced labels are usually inconsistent among crowd workers given their diverse expertise and the number of crowdsourced labels is very limited. Thus, directly adopting crowdsourced labels for existing representation learning algorithms is inappropriate and suboptimal. In this paper, we investigate the above problem and propose a novel framework of \textbf{R}epresentation \textbf{L}earning with crowdsourced \textbf{L}abels, i.e., "RLL", which learns representation of data with crowdsourced labels by jointly and coherently solving the challenges introduced by limited and inconsistent labels. The proposed representation learning framework is evaluated in two real-world education applications. The experimental results demonstrate the benefits of our approach on learning representation from limited labeled data from the crowds, and show RLL is able to outperform state-of-the-art baselines. Moreover, detailed experiments are conducted on RLL to fully understand its key components and the corresponding performance.