We cast a suite of information extraction tasks into a text-to-triple translation framework. Instead of solving each task relying on task-specific datasets and models, we formalize the task as a translation between task-specific input text and output triples. By taking the task-specific input, we enable a task-agnostic translation by leveraging the latent knowledge that a pre-trained language model has about the task. We further demonstrate that a simple pre-training task of predicting which relational information corresponds to which input text is an effective way to produce task-specific outputs. This enables the zero-shot transfer of our framework to downstream tasks. We study the zero-shot performance of this framework on open information extraction (OIE2016, NYT, WEB, PENN), relation classification (FewRel and TACRED), and factual probe (Google-RE and T-REx). The model transfers non-trivially to most tasks and is often competitive with a fully supervised method without the need for any task-specific training. For instance, we significantly outperform the F1 score of the supervised open information extraction without needing to use its training set.
Within the prosperity of Massive Open Online Courses (MOOCs), the education applications that automatically provide extracurricular knowledge for MOOC users become rising research topics. However, MOOC courses’ diversity and rapid updates make it more challenging to find suitable new knowledge for students. In this paper, we present ExpanRL, an end-to-end hierarchical reinforcement learning (HRL) model for concept expansion in MOOCs. Employing a two-level HRL mechanism of seed selection and concept expansion, ExpanRL is more feasible to adjust the expansion strategy to find new concepts based on the students’ feedback on expansion results. Our experiments on nine novel datasets from real MOOCs show that ExpanRL achieves significant improvements over existing methods and maintain competitive performance under different settings.
We present BlockBERT, a lightweight and efficient BERT model for better modeling long-distance dependencies. Our model extends BERT by introducing sparse block structures into the attention matrix to reduce both memory consumption and training/inference time, which also enables attention heads to capture either short- or long-range contextual information. We conduct experiments on language model pre-training and several benchmark question answering datasets with various paragraph lengths. BlockBERT uses 18.7-36.1% less memory and 12.0-25.1% less time to learn the model. During testing, BlockBERT saves 27.8% inference time, while having comparable and sometimes better prediction accuracy, compared to an advanced BERT-based model, RoBERTa.
The prosperity of Massive Open Online Courses (MOOCs) provides fodder for many NLP and AI research for education applications, e.g., course concept extraction, prerequisite relation discovery, etc. However, the publicly available datasets of MOOC are limited in size with few types of data, which hinders advanced models and novel attempts in related topics. Therefore, we present MOOCCube, a large-scale data repository of over 700 MOOC courses, 100k concepts, 8 million student behaviors with an external resource. Moreover, we conduct a prerequisite discovery task as an example application to show the potential of MOOCCube in facilitating relevant research. The data repository is now available at http://moocdata.cn/data/MOOCCube.
We propose a new CogQA framework for multi-hop reading comprehension question answering in web-scale documents. Founded on the dual process theory in cognitive science, the framework gradually builds a cognitive graph in an iterative process by coordinating an implicit extraction module (System 1) and an explicit reasoning module (System 2). While giving accurate answers, our framework further provides explainable reasoning paths. Specifically, our implementation based on BERT and graph neural network efficiently handles millions of documents for multi-hop reasoning questions in the HotpotQA fullwiki dataset, achieving a winning joint F1 score of 34.9 on the leaderboard, compared to 23.1 of the best competitor.
As Massive Open Online Courses (MOOCs) become increasingly popular, it is promising to automatically provide extracurricular knowledge for MOOC users. Suffering from semantic drifts and lack of knowledge guidance, existing methods can not effectively expand course concepts in complex MOOC environments. In this paper, we first build a novel boundary during searching for new concepts via external knowledge base and then utilize heterogeneous features to verify the high-quality results. In addition, to involve human efforts in our model, we design an interactive optimization mechanism based on a game. Our experiments on the four datasets from Coursera and XuetangX show that the proposed method achieves significant improvements(+0.19 by MAP) over existing methods.
In this paper, we propose a novel end-to-end framework called KBRD, which stands for Knowledge-Based Recommender Dialog System. It integrates the recommender system and the dialog generation system. The dialog generation system can enhance the performance of the recommendation system by introducing information about users’ preferences, and the recommender system can improve that of the dialog generation system by providing recommendation-aware vocabulary bias. Experimental results demonstrate that our proposed model has significant advantages over the baselines in both the evaluation of dialog generation and recommendation. A series of analyses show that the two systems can bring mutual benefits to each other, and the introduced knowledge contributes to both their performances.
Massive Open Online Courses (MOOCs), offering a new way to study online, are revolutionizing education. One challenging issue in MOOCs is how to design effective and fine-grained course concepts such that students with different backgrounds can grasp the essence of the course. In this paper, we conduct a systematic investigation of the problem of course concept extraction for MOOCs. We propose to learn latent representations for candidate concepts via an embedding-based method. Moreover, we develop a graph-based propagation algorithm to rank the candidate concepts based on the learned representations. We evaluate the proposed method using different courses from XuetangX and Coursera. Experimental results show that our method significantly outperforms all the alternative methods (+0.013-0.318 in terms of R-precision; p<<0.01, t-test).
What prerequisite knowledge should students achieve a level of mastery before moving forward to learn subsequent coursewares? We study the extent to which the prerequisite relation between knowledge concepts in Massive Open Online Courses (MOOCs) can be inferred automatically. In particular, what kinds of information can be leverage to uncover the potential prerequisite relation between knowledge concepts. We first propose a representation learning-based method for learning latent representations of course concepts, and then investigate how different features capture the prerequisite relations between concepts. Our experiments on three datasets form Coursera show that the proposed method achieves significant improvements (+5.9-48.0% by F1-score) comparing with existing methods.