AY 22/23 - Introduction to Machine Learning and Evolutionary Robotics
This page is about the courses named (actually the same course):
- Introduction to Machine Learning and Evolutionary Robotics (332MI), for master programs IN20 and IN19, 9 CFUs
- Introduction to Machine Learning (470SM), for master programs SM35, SM34, and SM64, 6 CFUs
- Definition of Machine Learning; examples of applications of ML; taxonomy of ML problems; phases of design, development, and assessment of a ML system; terminology and mathematical notation.
- Introduction to the software/language R; elements of data visualization.
- Supervised learning.
- Supervised learning system assessment: cross-fold validation; accuracy and other metrics; metrics for binary classification (FPR, FNR, EER, AUC) and ROC.
- Tree-based methods.
- Decision and regression trees: learning and prediction; role of the parameters and overfitting.
- Trees aggregation: bagging, Random Forest,
- Support Vector Machines (SVM).
- Separating hyperplane: maximal margin classifier; support vectors; learning as an optimization problem; maximal margin classifier limitations.
- Soft margin classifier: learning, role of the parameter C.
- Non linearly separable problems; kernel: brief background and main options (linear, polynomial, radial); intuition behind radial kernel; SVM,
- Multiclass classification with SVM.
- Naive-Bayes classification.
- The K-nearest neighbors classifier.
- Unsupervised learning.
- Cluster analysis: hierarchical methods, partitional methods (k-means algorithm).
- Text and natural language applications (text mining).
- Sentiment analysis; features for text mining; common pre-processing steps.
- Evolutionary Computation (EC).
- High-level working scheme of an Evolutionary Algorithm (EA); terminology.
- Generational model; selection criteria; exploration/exploitation trade-off; genetic operators with examples; fitness function; multi-objective optimization and Pareto dominance; debugging of an evolutionary search.
- EA issues (diversity, variational inheritance, expressiveness); fitness landscape; properties of the representation.
- Examples of common EAs: GA, GP, GE.
- Evolutionary Robotics.
- Brief foundations of Artificial Neural Networks and EC.
- EA for neuroevolution.
- Significant examples.
- Evolution of Soft Robots morphologies (body).
- Evolution of robotic agents controllers (brain).
- Simultaneous evolution of body and brain.
- Choosing the task, the fitness; reality gap.
- Brief foundations of Artificial Neural Networks and EC.
- Know main kinds of problems which can be tackled with ML and EC and those ones concerning text and natural language
- Know main ML techniques; know the high-level working scheme of EAs.
- Know design, development, and assessment phases of a ML system; know main assessment metrics and procedures suitable for a ML system.
- Know design, development, and assessment phases of a EC-based system in the field of robotics.
- Formulate a formal problem statement for simple practical problems in order to tackle them with ML or EC/ER techniques.
- Develop simple end-to-end ML systems.
- Experimentally assess a simple end-to-end ML or EC/ER system.
- Judge the technical soundness of a ML or EC/ER system.
- Judge the technical soundness of the assessment of a ML or EC/ER system.
- Describe, both in written and oral form, the motivations behind choices in the design, development, and assessment of a ML or EC/ER system, possibly exploiting simple plots.
- Retrieve information from scientific publications about ML or EC/ER techniques not explicitly presented in this course.
Basics of statistics: basic graphical tools (i.e., plots) for data exploration; summary measures of variable distribution (mean, variance, quantiles); fundamentals of probability and of univariate and multivariate distribution of random variables; basics of linear regression analysis.
Basics of linear algebra: vectors, matrices, vector and matrix operations.
Basics of programming and data structures: algorithm, data types, loops, recursion, parallel execution, tree.
Familiarity with manipulation of mathematical notation.
Frontal lectures with slide projection and live annotation; lab activities, under teacher supervision, in dealing with simple problems with ML techniques.
The course material (teacher’s slides) will be served directly online:
- 1st part: Introduction to Machine Learning
- 2nd part: Introduction to Evolutionary Computation and Evolutionary Robotics
The slides might be updated during the course. Sketches for how to do the lab activities, in the form of R notebooks, are given below; please, fully enjoy the lab activity by not looking at these sketches too early:
- Lab 0: meet R and Iris (not done; it may serve as a warm-up lab) (source, rendered)
- Lab 1: hardest variable in Iris (source, rendered)
The recordings of the lectures will be available on MS Teams.
Students can join the MS Teams team using this code:
- Gareth James, Daniela Witten, Trevor Hastie and Robert Tibshirani. An Introduction to Statistical Learning, with applications in R. Springer, Berlin: Springer Series in Statistics, 2014. (for the 1st part of the course)
- Kenneth A. De Jong. Evolutionary computation: a unified approach. MIT press, 2006. (for the 2nd part of the course)
These are just suggestions: a significant part of the course is not based on any specific textbook.
The course will start on October, 3th. Lectures will be held in:
- Room 2 (Aula Meccanica Applicata), building C5, Piazzale Europa Campus on Monday, 12.00-14.00
- Room TA (Aula Fisica Tecnica), building C5, Piazzale Europa Campus on Tuesday, 9.00-11.00
- Room TA (Aula Fisica Tecnica), building C5, Piazzale Europa Campus on Wednesday, 12.00-14.00
- Room TA (Aula Fisica Tecnica), building C5, Piazzale Europa Campus on Friday, 11.00-13.00
The lectures will be given in person and I recommend being in the room. In compliance with the current regulation students may be required to book a place in the room. The lectures will not be cast in streaming, but the recordings of the lectures will be available on the MS Teams team of the course.
The lecture of 12/10/2022 is cancelled for favoring participation of DSSC students to DSSC welcome day.
The lectures will be suspended from 31/10/2022 to 4/11/2022 (both extremes included), in compliance with the University of Trieste guidelines.
The exam consists of a project and a written test. The final grade is the average of the two grades: the exam is considered failed if at least one of the two grades is <18. Student must register for the exam session of their interest using the online sistem (esse3). Note that there are deadlines for registration (usually 1 week before the session date).
The student chooses a problem among a closed, teacher-defined set of problems and proposes a solution based on ML or EC techniques. The expected outcome is a written document (few pages) including: the problem statement; one or more performance indexes able to capture any solution ability to solve the problem; a description of the proposed solution from the algorithmic point of view; the results and a discussion about the experimental assessment of the solution with, if applicable, information about used data. Student may form groups for the project: in this case, the document must show, for each student of the group, which activities the student took part in. The project is evaluated according to clarity (≈50%), technical soundness (≈33%), and results (≈17%).
The project assignment is here.
Questions on theory and application with short open answers.
- Le conoscenze preliminari possedute sono risultate sufficienti per la comprensione degli argomenti previsti nel programma d’esame?
- Il carico di studio dell’insegnamento è proporzionato ai crediti assegnati?
- Il materiale didattico (indicato e disponibile) è adeguato per lo studio della materia?
- Le modalità di esame sono state definite in modo chiaro?
- Gli orari di svolgimento di lezioni, esercitazioni e altre eventuali attività didattiche sono rispettati?
- Il docente stimola/motiva l’interesse verso la disciplina?
- Il docente espone gli argomenti in modo chiaro?
- Le attività didattiche integrative (esercitazioni, tutorati,laboratori, etc…), se previste, sono utili all’apprendimento della materia?
- L’insegnamento è stato svolto in maniera coerente con quanto dichiarato sul sito web del corso di studio?
- Il docente è reperibile per chiarimenti e spiegazioni?
- È interessato/a agli argomenti trattati nell’insegnamento?
- È complessivamente soddisfatto di come è stato svolto questo insegnamento?
- L’utilizzo degli strumenti per la DAD (TEAMS, Moodle, …) da parte del docente ha permesso la corretta fruizione delle lezioni a distanza?
- Hai usufruito delle registrazioni delle lezioni? Se sì, ritieni fruibili le registrazioni delle lezioni di questo insegnamento, indipendentemente dalla piattaforma?
- Durante il periodo di svolgimento delle lezioni il docente ha garantito la possibilità di interazione con gli studenti?
- Sei COMPLESSIVAMENTE soddisfatto di come si è svolta la didattica digitale per questo insegnamento?