Similarity-based Knowledge Transfer for Cross-Domain Reinforcement Learning

Transferring knowledge in cross-domain reinforcement learning is a challenging setting in which learning is accelerated by reusing knowledge from a task with different observation and/or action space. However, it is often necessary to carefully select the source of knowledge for the receiving end to benefit from the transfer process. In this article, we study how to measure the similarity between cross-domain reinforcement learning tasks to select a source of knowledge that will improve the performance of the learning agent. We developed a semi-supervised alignment loss to match different spaces with a set of encoder-decoders, and use them to measure similarity and transfer policies across tasks. In comparison to prior works, our method does not require data to be aligned, paired or collected by expert policies. Experimental results, on a set of varied Mujoco control tasks, show the robustness of our method in effectively selecting and transferring knowledge, without the supervision of a tailored set of source tasks.

Knowledge-Based Hierarchical POMDPs for Task Planning

The main goal in task planning is to build a sequence of actions that takes an agent from an initial state to a goal state. In robotics, this is particularly difficult because actions usually have several possible results, and sensors are prone to produce measurements with error. Partially observable Markov decision processes (POMDPs) are commonly employed, thanks to their capacity to model the uncertainty of actions that modify and monitor the state of a system. However, since solving a POMDP is computationally expensive, their usage becomes prohibitive for most robotic applications. In this paper, we propose a task planning architecture for service robotics. In the context of service robot design, we present a scheme to encode knowledge about the robot and its environment, that promotes the modularity and reuse of information. Also, we introduce a new recursive definition of a POMDP that enables our architecture to autonomously build a hierarchy of POMDPs, so that it can be used to generate and execute plans that solve the task at hand. Experimental results show that, in comparison to baseline methods, by following a recursive hierarchical approach the architecture is able to significantly reduce the planning time, while maintaining (or even improving) the robustness under several scenarios that vary in uncertainty and size.

Causal Structure Learning: a Bayesian approach based on random graphs

A Random Graph is a random object which take its values in the space of graphs. We take advantage of the expressibility of graphs in order to model the uncertainty about the existence of causal relationships within a given set of variables. We adopt a Bayesian point of view in order to capture a causal structure via interaction and learning with a causal environment. We test our method over two different scenarios, and the experiments mainly confirm that our technique can learn a causal structure. Furthermore, the experiments and results presented for the first test scenario demonstrate the usefulness of our method to learn a causal structure as well as the optimal action. On the other hand the second experiment, shows that our proposal manages to learn the underlying causal structure of several tasks with different sizes and different causal structures.

Competence-Based Student Modelling with Dynamic Bayesian Networks

We present a general method for using a competences map, created by defining generalization/specialization and inclusion/part-of relationships between competences, in order to build an overlay student model in the form of a dynamic Bayesian network in which conditional probability distributions are defined per relationship type. We have created a competences map for a subset of the transversal competences defined as educational goals for the Mexican high school system, then we have built a dynamic Bayesian student model as said before, and we have use it to trace the development of the corresponding competences by some hypothetical students exhibiting representative performances along an online course (low to medium performance, medium to high performance but with low final score, and two terms medium to high performance). The results obtained suggest that the proposed way for constructing dynamic Bayesian student models on the basis of competences maps could be useful to monitor competence development by real students in online course.