Kamalaruban Parameswaran

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We study the inverse reinforcement learning (IRL) problem under a transition dynamics mismatch between the expert and the learner. Specifically, we consider the Maximum Causal Entropy (MCE) IRL learner model and provide a tight upper bound on the learner’s performance degradation based on the `1-distance between the transition dynamics of the expert and the learner. Leveraging insights from the Robust RL literature, we propose a robust MCE IRL algorithm, which is a principled approach to help with this mismatch. Finally, we empirically demonstrate the stable performance of our algorithm compared to the standard MCE IRL algorithm under transition dynamics mismatches in both finite and continuous MDP problems.

2021

Robust Reinforcement Learning via Adversarial training with Langevin Dynamics

Volkan Cevher, Paul Thierry Yves Rolland, Ya-Ping Hsieh, Yu-Ting Huang, Kamalaruban Parameswaran, Cheng Shi

We introduce a sampling perspective to tackle the challenging task of training robust Reinforcement Learning (RL) agents. Leveraging the powerful Stochastic Gradient Langevin Dynamics, we present a novel, scalable two-player RL algorithm, which is a sampling variant of the two-player policy gradient method. Our algorithm consistently outperforms existing baselines, in terms of generalization across different training and testing conditions, on several MuJoCo environments. Our experiments also show that, even for objective functions that entirely ignore potential environmental shifts, our sampling approach remains highly robust in comparison to standard RL algorithms.

2020

Iterative Classroom Teaching

Pierre Dillenbourg, Volkan Cevher, Thibault Lucien Christian Asselborn, Shuqing Teresa Yeo, Louis Pierre Faucon, Kamalaruban Parameswaran

We consider the machine teaching problem in a classroom-like setting wherein the teacher has to deliver the same examples to a diverse group of students. Their diversity stems from differences in their initial internal states as well as their learning rates. We prove that a teacher with full knowledge about the learning dynamics of the students can teach a target concept to the entire classroom using O (min{d,N} log 1/eps) examples, where d is the ambient dimension of the problem, N is the number of learners, and eps is the accuracy parameter. We show the robustness of our teaching strategy when the teacher has limited knowledge of the learners' internal dynamics as provided by a noisy oracle. Further, we study the trade-off between the learners' workload and the teacher's cost in teaching the target concept. Our experiments validate our theoretical results and suggest that appropriately partitioning the classroom into homogenous groups provides a balance between these two objectives.

ASSOC ADVANCEMENT ARTIFICIAL INTELLIGENCE2019