Active Learning with Expected Error Reduction

Active learning has been studied extensively as a method for efficient data collection. Among the many approaches in literature, Expected Error Reduction (EER) (Roy and McCallum) has been shown to be an effective method for active learning: select the candidate sample that, in expectation, maximally decreases the error on an unlabeled set. However, EER requires the model to be retrained for every candidate sample and thus has not been widely used for modern deep neural networks due to this large computational cost. In this paper we reformulate EER under the lens of Bayesian active learning and derive a computationally efficient version that can use any Bayesian parameter sampling method (such as arXiv:1506.02142). We then compare the empirical performance of our method using Monte Carlo dropout for parameter sampling against state of the art methods in the deep active learning literature. Experiments are performed on four standard benchmark datasets and three WILDS datasets (arXiv:2012.07421). The results indicate that our method outperforms all other methods except one in the data shift scenario: a model dependent, non-information theoretic method that requires an order of magnitude higher computational cost (arXiv:1906.03671).

Active Learning Over Multiple Domains in Natural Language Tasks

Studies of active learning traditionally assume the target and source data stem from a single domain. However, in realistic applications, practitioners often require active learning with multiple sources of out-of-distribution data, where it is unclear a priori which data sources will help or hurt the target domain. We survey a wide variety of techniques in active learning (AL), domain shift detection (DS), and multi-domain sampling to examine this challenging setting for question answering and sentiment analysis. We ask (1) what family of methods are effective for this task? And, (2) what properties of selected examples and domains achieve strong results? Among 18 acquisition functions from 4 families of methods, we find H-Divergence methods, and particularly our proposed variant DAL-E, yield effective results, averaging 2-3% improvements over the random baseline. We also show the importance of a diverse allocation of domains, as well as room-for-improvement of existing methods on both domain and example selection. Our findings yield the first comprehensive analysis of both existing and novel methods for practitioners faced with multi-domain active learning for natural language tasks.