Machine learning has made significant advances in many AI applications from language (e.g. ChatGPT) to vision (e.g. Diffusion models). However, it has fallen short when it comes to making decisions, especially for robots interacting within the physical world. Robot decision making presents a unique set of challenges - complexities of the real world, limited labeled data, hard physics constraints, safety aspects when interacting with humans, and more. This graduate-level course dives deep into these issues, beginning with the basics and traversing through the frontiers of robot learning. We look at:
For graduates: This course is open to both CS and non CS PhD and MS. For non CS PhD and MS students, please add yourself to the waitlist or send an email to firstname.lastname@example.org. For undergraduates: A prerequisite is Machine Learning (CS 4780). Students should have a solid background in linear algebra and probability. This course involves implementing state of the art algorithms on real world datasets and simulators. Hence, strong familiarity with Python (CS 2110) and neural network libraries (Pytorch) is required.
Checkout previous year's course here: Fall 2022. This year, we will introduce new lectures that talk about brand new algorithms (in inverse RL, model-based RL), make new connections to other areas of AI (LLMs, diffusion models) and examine cutting edge results (offline RL, representation learning)!
|08/22/23||Introduction: How should robots learn to make good decisions? [slides] (Assignment 0 released)|
|08/24/23||Interactive Online Learning [slides, notes]||Shai Shalev-Shwartz (Pg.108-111)||Arora et al. "Multiplicative Weights", Generalized Weighted Majority video|
|08/29/23||Markov Decision Process (Assignment 1 Released) [slides, notes]||MACRL Ch. 1||Dan Klein's slides I|
|08/31/23||Linear Quadratic Regulator: The Analytic MDP [slides, notes]||MACRL (Ch 2, Pg. 23-27)||Underactuated robotics, Ch. 8, History of Optimal Control|
|09/07/23||Iterative Linear Quadratic Regulator [slides, notes]||MACRL (Ch 2, Pg. 28-33)||iLQR paper , DDP for helicopter flight|
|09/12/23||Solving Hard MDPs: Constraints, Long Horizons, and more! [slides]||MACRL (Ch 4)||Gordon's notes on Lagrange, ALTRO: AuLa + iLQR,|
|09/14/23||Imitation Learning: Feedback and Covariate Shift [slides, notes]
||MACRL (Ch 6, Pg. 53-57)||Three regimes of covariate shift|
|09/19/23||DAgger: Interactive Experts and No-Regret Learning [slides, notes]||MACRL (Ch 6, full)||DAGGER , Agnostic SysId|
|09/21/23||Imitation Learning as Inferring Latent Expert Values [slides]||EIL, Youtube lec|
|09/26/23||Inverse Reinforcement Learning: From Maximum Margin to Maximum Entropy (Assignment 2 Released)||MACRL (Ch 7)||LEARCH , MaxEntIRL , Youtube lec|
|09/28/23||Scaling Inverse Reinforcement Learning||Guided cost learning , f-divergence IL , Youtube lec|
|10/03/23||Approximate Dynamic Programming : Temporal Difference, Q-learning (Assignment 3 Released)||MACRL (Ch 8, full) , MACRL (Ch 9, full)||Sutton&Barto (Ch. 5, 6) , DQN , Rainbow DQN|
|10/05/23||Black-box vs White-box Policy Optimization||MACRL (Ch 10, full)|
|10/12/23||Nightmares of Policy Optimization||MACRL (Ch 11, full)|
|10/17/23||Actor Critic Methods|
|10/19/23||Model-based Reinforcement Learning
|10/24/23||Dealing with Uncertainty (Extended Abstracts Due)|
|10/31/23||Offline Reinforcement Learning|
|11/02/23||Diffusion Models and Imitation Learning|
|11/07/23||Large Language Models and Task Planning|
|11/09/23||Multi-agent Forecasting and Imitation Learning|
|11/14/23||Learning Visual Representations from Ego Videos|
|11/16/23||Visuomotor Skill Learning|
|11/21/23||Causal Representation Learning|
There will be a total of 3 assignments, each involving a programming component and some theory. All assignments must be done individually. As the course progresses, we will release each assignment in the links below with starter code on Github.
There will also be a final project. This is your chance to get creative and apply what you have learned! For the project, you may work in groups of up to two people. There will be three deliverables - an extended abstract, a final report and a final presentation. The abstract and report should be in NeurIPS format. You are welcome to select any topic that may be relevant to your research, an open problem of interest or from a list of potential projects that we will share.
The course is extensively based off of the following book:
Other helpful books and notes:
Tue 11.30 - 1.30 pm Gates 413B
Thurs 12.30 - 2.30 pm Rhodes 402
Assignments, lectures, and ideas on this syllabus are partially adapted from Drew Bagnell course at Carnegie Mellon University. We thank Drew for insightful discussions and suggestions for how to structure the course.
Here’s a breakdown of grades:
|Assignments||3 assignments, each 15%||45%|
|Final Project||Extended Abstract: 5%,
Final Report: 20%,
Final Presentation: 15%
|Participation||In-class participation and Ed discussions||10%|
Assignments must be done individually. Each assignment will require students to turn in a writeup and code in Gradescope. It is acceptable for students to discuss problems with each other; it is not acceptable for students to share answers or code. Please indicate on each homework with whom you collaborated with and what online resources you used.
The final project can be done in groups of up to 2. There are three deliverables - an extended abstract, a final report, and a final presentation. The abstract and report will should NeurIPS format. We will share the rubric for how these will be evaluated in due time, but they will roughly be along the lines of NeurIPS reviewer guidelines. For groups of more than one, we will expect a short paragraph to explain the role of each group member along with the final report. We will also have a best paper award as judged by your peers!
Research has demonstrated that the best learning occurs when the learner is actively involved. We will have frequent opportunities for students to work together during lectures. We expect you to come to class prepared to focus, interact with classmates, and participate in the activities. We also expect you to participate in discussions on Ed and create an engaging environment.
Assignments must be submitted by the posted due date. You are allowed up to 3 total LATE DAYs for any deliverable throughout the entire semester. Any assignment turned in late will incur a reduction in score by 33% for each late day. The final presentation must be presented on time, no late policy applies. Regrade requests, if the case is strong and a significant number of points are at stake, should be submitted via Gradescope one week of when a deliverable is returned to the student. You must provide a justification for the regrade request.
In case of a legitimate situation or medical emergency that arises during the semester that is going to hinder your ability to complete the work on time, contact Prof. Choudhury as soon as possible. Extensions (beyond the already assigned slip days) will be granted only in exceptional circumstances, such as documented illness, not for situations such as job interviews or large workloads in other courses.
This course adheres to all aspects of Cornell's Code of Academic Integrity. Any work presented as your own must be your own, with no exceptions tolerated. All violations of this policy will result in a penalty depending on the severity. The penalty may be a failing grade on the relevant assignment or exam, or a failing grade in the class. The code can be found at: http://cuinfo.cornell.edu/aic.cfm
The work you do for CS 6756 consists of writing code and natural language descriptions. To some extent, the new crop of “generative AI” (GAI) tools can do both of these things for you. However, we require that the vast majority of the intellectual work must be originated by you, not by GAI. You may use GAI to look up helper functions, or to proofread your text, but clearly document how you used it.
In this class, for every assignment and final project, you can choose between two options:
Option 1: Avoid all GAI tools. Disable GitHub Copilot in your editor, do not ask chatbots any questions related to the assignment, etc. If you choose this option, you have nothing more to do.
Option 2: Use GAI tools with caution and include a one-paragraph description of everything you used them for along with your writeup. This paragraph must:
Below we provide some guidelines for what is / is not ok when using GAI for this class:
Students in this course come from a variety of backgrounds, abilities, and identities. In order to ensure an environment conducive to learning, all members of the course must treat one another and the course staff with respect. If you feel your needs are not being adequately accommodated by the other students or instruction staff, please contact Prof. Choudhury.
Zoom recordings of lecturers are not available for absences, including absences due to illness.
If you are a close contact with someone who is diagnosed with COVID19, even if you do not experience symptoms, you should test yourself [and you may want to request masking for five days after exposure regardless of the outcome].If you have symptoms of COVID19 and have not been tested:
If you have a disability-related need for reasonable academic adjustments in this course, please reach out to Student Disability Services to guide us through next steps. If you are experiencing undue personal or academic stress during the semester, we encourage you to reach out to the instructor for support.
We encourage you to check out the comprehensive set of resources compiled by EARS, Reflect, Cornell Minds Matter, and Body Positive Cornell: Cornell Mental Health Resources Guide 2022-23