CSC 411: Lecture 01: Introduction

Rich Zemel, Raquel Urtasun and Sanja Fidler

University of Toronto

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 1 / 44

Today

Administration details
Why is machine learning so cool?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 2 / 44

The Team I

Instructors:

I Raquel Urtasun
I Richard Zemel

Email:
I [email protected]

Offices:
I Raquel: 290E in Pratt
I Richard: 290D in Pratt

Office hours: TBA

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The Team II
TA’s:
I Siddharth Ancha I David Madras
I Azin Asgarian I Seyed Parsa Mirdehghan
I Min Bai I Mengye Ren
I Lluis Castrejon Subira I Geoffrey Roeder
I Kaustav Kundu I Yulia Rubanova
I Hao-Wei Lee I Elias Tragas
I Renjie Liao I Eleni Triantafillou
I Shun Liao I Shenlong Wang
I Wenjie Luo I Ayazhan Zhakhan
Email:
I [email protected]

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 4 / 44

Admin Details

Liberal wrt waiving pre-requisites

I But it is up to you to determine if you have the appropriate background

Do I have the appropriate background?

I Linear algebra: vector/matrix manipulations, properties
I Calculus: partial derivatives
I Probability: common distributions; Bayes Rule
I Statistics: mean/median/mode; maximum likelihood
I Sheldon Ross: A First Course in Probability

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Course Information (Section 1)

Class: Mondays at 11-1pm in AH 400

Instructor: Raquel Urtasun
Tutorials: Monday, 3-4pm, same classroom
Class Website:
http://www.cs.toronto.edu/~urtasun/courses/CSC411_Fall16/
CSC411_Fall16.html
The class will use Piazza for announcements and discussions:
https://piazza.com/utoronto.ca/fall2016/csc411/home
First time, sign up here:
https://piazza.com/utoronto.ca/fall2016/csc411
Your grade will not depend on your participation on Piazza. It’s just a
good way for asking questions, discussing with your instructor, TAs and your
peers

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 6 / 44

Course Information (Section 2)

Class: Wednesdays at 11-1pm in MS 2170

Instructor: Raquel Urtasun
Tutorials: Wednesday, 3-4pm, BA 1170
Class Website:
http://www.cs.toronto.edu/~urtasun/courses/CSC411_Fall16/
CSC411_Fall16.html
The class will use Piazza for announcements and discussions:
https://piazza.com/utoronto.ca/fall2016/csc411/home
First time, sign up here:
https://piazza.com/utoronto.ca/fall2016/csc411/home
Your grade will not depend on your participation on Piazza. It’s just a
good way for asking questions, discussing with your instructor, TAs and your
peers

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 7 / 44

Course Information (Section 3)

Class: Thursdays at 4-6pm in KP 108

Instructor: Richard Zemel
Tutorials: Thursday, 6-7pm, same class
Class Website:
http://www.cs.toronto.edu/~urtasun/courses/CSC411_Fall16/
CSC411_Fall16.html
The class will use Piazza for announcements and discussions:
https://piazza.com/utoronto.ca/fall2016/csc411/home
First time, sign up here:
https://piazza.com/utoronto.ca/fall2016/csc411/home
Your grade will not depend on your participation on Piazza. It’s just a
good way for asking questions, discussing with your instructor, TAs and your
peers

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 8 / 44

Course Information (Section 4)

Class: Fridays at 11-1pm in MS 2172

Instructor: Richard Zemel
Tutorials: Thursday, 3-4pm, same class
Class Website:
http://www.cs.toronto.edu/~urtasun/courses/CSC411_Fall16/
CSC411_Fall16.html
The class will use Piazza for announcements and discussions:
https://piazza.com/utoronto.ca/fall2016/csc411/home
First time, sign up here:
https://piazza.com/utoronto.ca/fall2016/csc411/home
Your grade will not depend on your participation on Piazza. It’s just a
good way for asking questions, discussing with your instructor, TAs and your
peers

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 9 / 44

Textbook(s)

Christopher Bishop: ”Pattern Recognition and Machine Learning”, 2006

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 10 / 44

Textbook(s)

Christopher Bishop: ”Pattern Recognition and Machine Learning”, 2006

Other Textbooks:
I Kevin Murphy: ”Machine Learning: a Probabilistic Perspective”
I David Mackay: ”Information Theory, Inference, and Learning
Algorithms”
I Ethem Alpaydin: ”Introduction to Machine Learning”, 2nd edition,
2010.

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Requirements (Undergrads)
Do the readings!

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 11 / 44

Requirements (Undergrads)
Do the readings!

Assignments:
I Three assignments, first two worth 15% each, last one worth 25%, for
a total of 55%
I Programming: take code and extend it
I Derivations: pen(cil)-and-paper

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 11 / 44

Requirements (Undergrads)
Do the readings!

Assignments:
I Three assignments, first two worth 15% each, last one worth 25%, for
a total of 55%
I Programming: take code and extend it
I Derivations: pen(cil)-and-paper

Mid-term:
I One hour exam
I Worth 20% of course mark

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 11 / 44

Requirements (Undergrads)
Do the readings!

Assignments:
I Three assignments, first two worth 15% each, last one worth 25%, for
a total of 55%
I Programming: take code and extend it
I Derivations: pen(cil)-and-paper

Mid-term:
I One hour exam
I Worth 20% of course mark

Final:
I Focused on second half of course
I Worth 25% of course mark

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 11 / 44

Requirements (Grads)
Do the readings!

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 12 / 44

Requirements (Grads)
Do the readings!

Assignments:
I Three assignments, first two worth 15% each, last one worth 25%, for
a total of 55%
I Programming: take code and extend it
I Derivations: pen(cil)-and-paper

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 12 / 44

Requirements (Grads)
Do the readings!

Assignments:
I Three assignments, first two worth 15% each, last one worth 25%, for
a total of 55%
I Programming: take code and extend it
I Derivations: pen(cil)-and-paper

Mid-term:
I One hour exam
I Worth 20% of course mark

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 12 / 44

Requirements (Grads)
Do the readings!

Assignments:
I Three assignments, first two worth 15% each, last one worth 25%, for
a total of 55%
I Programming: take code and extend it
I Derivations: pen(cil)-and-paper

Mid-term:
I One hour exam
I Worth 20% of course mark

Final:
I Focused on second half of course
I Worth 25% of course mark

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 12 / 44

More on Assigments
Collaboration on the assignments is not allowed. Each student is responsible
for his/her own work. Discussion of assignments should be limited to
clarification of the handout itself, and should not involve any sharing of
pseudocode or code or simulation results. Violation of this policy is grounds
for a semester grade of F, in accordance with university regulations.

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 13 / 44

More on Assigments
Collaboration on the assignments is not allowed. Each student is responsible
for his/her own work. Discussion of assignments should be limited to
clarification of the handout itself, and should not involve any sharing of
pseudocode or code or simulation results. Violation of this policy is grounds
for a semester grade of F, in accordance with university regulations.
The schedule of assignments is included in the syllabus. Assignments are
due at the beginning of class/tutorial on the due date.

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 13 / 44

More on Assigments
Collaboration on the assignments is not allowed. Each student is responsible
for his/her own work. Discussion of assignments should be limited to
clarification of the handout itself, and should not involve any sharing of
pseudocode or code or simulation results. Violation of this policy is grounds
for a semester grade of F, in accordance with university regulations.
The schedule of assignments is included in the syllabus. Assignments are
due at the beginning of class/tutorial on the due date.
Assignments handed in late but before 5 pm of that day will be penalized by
5% (i.e., total points multiplied by 0.95); a late penalty of 10% per day will
be assessed thereafter.

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 13 / 44

More on Assigments
Collaboration on the assignments is not allowed. Each student is responsible
for his/her own work. Discussion of assignments should be limited to
clarification of the handout itself, and should not involve any sharing of
pseudocode or code or simulation results. Violation of this policy is grounds
for a semester grade of F, in accordance with university regulations.
The schedule of assignments is included in the syllabus. Assignments are
due at the beginning of class/tutorial on the due date.
Assignments handed in late but before 5 pm of that day will be penalized by
5% (i.e., total points multiplied by 0.95); a late penalty of 10% per day will
be assessed thereafter.
Extensions will be granted only in special situations, and you will need a
Student Medical Certificate or a written request approved by the instructor
at least one week before the due date.

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 13 / 44

More on Assigments
Collaboration on the assignments is not allowed. Each student is responsible
for his/her own work. Discussion of assignments should be limited to
clarification of the handout itself, and should not involve any sharing of
pseudocode or code or simulation results. Violation of this policy is grounds
for a semester grade of F, in accordance with university regulations.
The schedule of assignments is included in the syllabus. Assignments are
due at the beginning of class/tutorial on the due date.
Assignments handed in late but before 5 pm of that day will be penalized by
5% (i.e., total points multiplied by 0.95); a late penalty of 10% per day will
be assessed thereafter.
Extensions will be granted only in special situations, and you will need a
Student Medical Certificate or a written request approved by the instructor
at least one week before the due date.
Final assignment is a bake-off: competition between ML algorithms. We will
give you some data for training a ML system, and you will try to develop the
best method. We will then determine which system performs best on unseen
test data. Grads can do own project.
Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 13 / 44
Provisional Calendar (Section 1)
Intro + Linear Regression
Linear Classif. + Logistic Regression
Non-parametric + Decision trees
Multi-class + Prob. Classif I
Thanksgiving
Prob. Classif II + NNets I
Nnet II + Clustering
Midterm + Mixt. of Gaussians
Reading Week
PCA/Autoencoders + SVM
Kernels + Ensemble I
Ensemble II + RL

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 14 / 44

Provisional Calendar (Sections 2,3,4)
Intro + Linear Regression
Linear Classif. + Logistic Regression
Non-parametric + Decision trees
Multi-class + Prob. Classif I
Prob. Classif II + NNets I
Nnet II + Clustering
Midterm + Mixt. of Gaussians
PCA/Autoencoders + SVM
Kernels + Ensemble I
Ensemble II + RL

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 15 / 44

What is Machine Learning?
How can we solve a specific problem?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 16 / 44

What is Machine Learning?
How can we solve a specific problem?
I As computer scientists we write a program that encodes a set of rules
that are useful to solve the problem

Figure : How can we make a robot cook?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 16 / 44

What is Machine Learning?
How can we solve a specific problem?
I As computer scientists we write a program that encodes a set of rules
that are useful to solve the problem
I In many cases is very difficult to specify those rules, e.g., given a
picture determine whether there is a cat in the image

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 16 / 44

What is Machine Learning?
How can we solve a specific problem?
I As computer scientists we write a program that encodes a set of rules
that are useful to solve the problem
I In many cases is very difficult to specify those rules, e.g., given a
picture determine whether there is a cat in the image
Learning systems are not directly programmed to solve a problem, instead
develop own program based on:

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 16 / 44

What is Machine Learning?
How can we solve a specific problem?
I As computer scientists we write a program that encodes a set of rules
that are useful to solve the problem
I In many cases is very difficult to specify those rules, e.g., given a
picture determine whether there is a cat in the image
Learning systems are not directly programmed to solve a problem, instead
develop own program based on:
I Examples of how they should behave

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 16 / 44

What is Machine Learning?
How can we solve a specific problem?
I As computer scientists we write a program that encodes a set of rules
that are useful to solve the problem
I In many cases is very difficult to specify those rules, e.g., given a
picture determine whether there is a cat in the image
Learning systems are not directly programmed to solve a problem, instead
develop own program based on:
I Examples of how they should behave
I From trial-and-error experience trying to solve the problem

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 16 / 44

What is Machine Learning?
How can we solve a specific problem?
I As computer scientists we write a program that encodes a set of rules
that are useful to solve the problem
I In many cases is very difficult to specify those rules, e.g., given a
picture determine whether there is a cat in the image
Learning systems are not directly programmed to solve a problem, instead
develop own program based on:
I Examples of how they should behave
I From trial-and-error experience trying to solve the problem
Different than standard CS:
I Want to implement unknown function, only have access e.g., to sample
input-output pairs (training examples)

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 16 / 44

What is Machine Learning?
How can we solve a specific problem?
I As computer scientists we write a program that encodes a set of rules
that are useful to solve the problem
I In many cases is very difficult to specify those rules, e.g., given a
picture determine whether there is a cat in the image
Learning systems are not directly programmed to solve a problem, instead
develop own program based on:
I Examples of how they should behave
I From trial-and-error experience trying to solve the problem
Different than standard CS:
I Want to implement unknown function, only have access e.g., to sample
input-output pairs (training examples)
Learning simply means incorporating information from the training examples
into the system

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 16 / 44

Tasks that requires machine learning: What makes a 2?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 17 / 44

Tasks that benefits from machine learning: cooking!

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 18 / 44

Why use learning?
It is very hard to write programs that solve problems like recognizing a
handwritten digit

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 19 / 44

Why use learning?
It is very hard to write programs that solve problems like recognizing a
handwritten digit
I What distinguishes a 2 from a 7?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 19 / 44

Why use learning?
It is very hard to write programs that solve problems like recognizing a
handwritten digit
I What distinguishes a 2 from a 7?
I How does our brain do it?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 19 / 44

Why use learning?
It is very hard to write programs that solve problems like recognizing a
handwritten digit
I What distinguishes a 2 from a 7?
I How does our brain do it?
Instead of writing a program by hand, we collect examples that specify the
correct output for a given input

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 19 / 44

Why use learning?
It is very hard to write programs that solve problems like recognizing a
handwritten digit
I What distinguishes a 2 from a 7?
I How does our brain do it?
Instead of writing a program by hand, we collect examples that specify the
correct output for a given input
A machine learning algorithm then takes these examples and produces a
program that does the job

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 19 / 44

Why use learning?
It is very hard to write programs that solve problems like recognizing a
handwritten digit
I What distinguishes a 2 from a 7?
I How does our brain do it?
Instead of writing a program by hand, we collect examples that specify the
correct output for a given input
A machine learning algorithm then takes these examples and produces a
program that does the job
I The program produced by the learning algorithm may look very
different from a typical hand-written program. It may contain millions
of numbers.

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 19 / 44

Why use learning?
It is very hard to write programs that solve problems like recognizing a
handwritten digit
I What distinguishes a 2 from a 7?
I How does our brain do it?
Instead of writing a program by hand, we collect examples that specify the
correct output for a given input
A machine learning algorithm then takes these examples and produces a
program that does the job
I The program produced by the learning algorithm may look very
different from a typical hand-written program. It may contain millions
of numbers.
I If we do it right, the program works for new cases as well as the ones
we trained it on.

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 19 / 44

Learning algorithms are useful in many tasks
1. Classification: Determine which discrete category the example is

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 20 / 44

Examples of Classification

What digit is this?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 21 / 44

Examples of Classification

Is this a dog?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 21 / 44

Examples of Classification

what about this one?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 21 / 44

Examples of Classification

Am I going to pass the exam?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 21 / 44

Examples of Classification

Do I have diabetes?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 21 / 44

Learning algorithms are useful in many tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 22 / 44

Examples of Recognizing patterns

Figure : Siri: https://www.youtube.com/watch?v=8ciagGASro0

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 23 / 44
Examples of Recognizing patterns

Figure : Photomath: https://photomath.net/

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 23 / 44

Learning algorithms are useful in other tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc
3. Recommender Systems: Noisy data, commercial pay-off (e.g., Amazon,
Netflix).

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 24 / 44

Examples of Recommendation systems

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 25 / 44

Examples of Recommendation systems

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 25 / 44

Examples of Recommendation systems

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 25 / 44

Learning algorithms are useful in other tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc
3. Recommender Systems: Noisy data, commercial pay-off (e.g., Amazon,
Netflix).
4. Information retrieval: Find documents or images with similar content

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 26 / 44

Examples of Information Retrieval

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 27 / 44

Examples of Information Retrieval

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 27 / 44

Examples of Information Retrieval

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 27 / 44

Examples of Information Retrieval

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 27 / 44

Learning algorithms are useful in other tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc
3. Recommender Systems: Noisy data, commercial pay-off (e.g., Amazon,
Netflix).
4. Information retrieval: Find documents or images with similar content
5. Computer vision: detection, segmentation, depth estimation, optical flow,
etc

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 28 / 44

Computer Vision

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 29 / 44

Computer Vision

Figure : Kinect: https://www.youtube.com/watch?v=op82fDRRqSY

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 29 / 44

Computer Vision

[Gatys, Ecker, Bethge. A Neural Algorithm of Artistic Style. Arxiv’15.]

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 29 / 44

Learning algorithms are useful in other tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc
3. Recommender Systems: Noisy data, commercial pay-off (e.g., Amazon,
Netflix).
4. Information retrieval: Find documents or images with similar content
5. Computer vision: detection, segmentation, depth estimation, optical flow,
etc
6. Robotics: perception, planning, etc

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 30 / 44

Autonomous Driving

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 31 / 44

Flying Robots

Figure : Video: https://www.youtube.com/watch?v=YQIMGV5vtd4

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 32 / 44

Learning algorithms are useful in other tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc
3. Recommender Systems: Noisy data, commercial pay-off (e.g., Amazon,
Netflix).
4. Information retrieval: Find documents or images with similar content
5. Computer vision: detection, segmentation, depth estimation, optical flow,
etc
6. Robotics: perception, planning, etc
7. Learning to play games

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 33 / 44

Playing Games: Atari

Figure : Video: https://www.youtube.com/watch?v=V1eYniJ0Rnk

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 34 / 44

Playing Games: Super Mario

Figure : Video: https://www.youtube.com/watch?v=wfL4L_l4U9A

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 35 / 44

Playing Games: Alpha Go

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 36 / 44

Learning algorithms are useful in other tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc
3. Recommender Systems: Noisy data, commercial pay-off (e.g., Amazon,
Netflix).
4. Information retrieval: Find documents or images with similar content
5. Computer vision: detection, segmentation, depth estimation, optical flow,
etc
6. Robotics: perception, planning, etc
7. Learning to play games
8. Recognizing anomalies: Unusual sequences of credit card transactions, panic
situation at an airport

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 37 / 44

Learning algorithms are useful in other tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc
3. Recommender Systems: Noisy data, commercial pay-off (e.g., Amazon,
Netflix).
4. Information retrieval: Find documents or images with similar content
5. Computer vision: detection, segmentation, depth estimation, optical flow,
etc
6. Robotics: perception, planning, etc
7. Learning to play games
8. Recognizing anomalies: Unusual sequences of credit card transactions, panic
situation at an airport
9. Spam filtering, fraud detection: The enemy adapts so we must adapt too

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 37 / 44

Learning algorithms are useful in other tasks
1. Classification: Determine which discrete category the example is
2. Recognizing patterns: Speech Recognition, facial identity, etc
3. Recommender Systems: Noisy data, commercial pay-off (e.g., Amazon,
Netflix).
4. Information retrieval: Find documents or images with similar content
5. Computer vision: detection, segmentation, depth estimation, optical flow,
etc
6. Robotics: perception, planning, etc
7. Learning to play games
8. Recognizing anomalies: Unusual sequences of credit card transactions, panic
situation at an airport
9. Spam filtering, fraud detection: The enemy adapts so we must adapt too
10. Many more!

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 37 / 44

Human Learning

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 38 / 44

Types of learning tasks
Supervised: correct output known for each training example

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 39 / 44

Types of learning tasks
Supervised: correct output known for each training example
I Learn to predict output when given an input vector

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 39 / 44

Types of learning tasks
Supervised: correct output known for each training example
I Learn to predict output when given an input vector
I Classification: 1-of-N output (speech recognition, object recognition,
medical diagnosis)

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 39 / 44

Types of learning tasks
Supervised: correct output known for each training example
I Learn to predict output when given an input vector
I Classification: 1-of-N output (speech recognition, object recognition,
medical diagnosis)
I Regression: real-valued output (predicting market prices, customer
rating)

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 39 / 44

Types of learning tasks
Supervised: correct output known for each training example
I Learn to predict output when given an input vector
I Classification: 1-of-N output (speech recognition, object recognition,
medical diagnosis)
I Regression: real-valued output (predicting market prices, customer
rating)

Unsupervised learning
I Create an internal representation of the input, capturing
regularities/structure in data

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 39 / 44

Types of learning tasks
Supervised: correct output known for each training example
I Learn to predict output when given an input vector
I Classification: 1-of-N output (speech recognition, object recognition,
medical diagnosis)
I Regression: real-valued output (predicting market prices, customer
rating)

Unsupervised learning
I Create an internal representation of the input, capturing
regularities/structure in data
I Examples: form clusters; extract features

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 39 / 44

Types of learning tasks
Supervised: correct output known for each training example
I Learn to predict output when given an input vector
I Classification: 1-of-N output (speech recognition, object recognition,
medical diagnosis)
I Regression: real-valued output (predicting market prices, customer
rating)

Unsupervised learning
I Create an internal representation of the input, capturing
regularities/structure in data
I Examples: form clusters; extract features
I How do we know if a representation is good?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 39 / 44

Types of learning tasks
Supervised: correct output known for each training example
I Learn to predict output when given an input vector
I Classification: 1-of-N output (speech recognition, object recognition,
medical diagnosis)
I Regression: real-valued output (predicting market prices, customer
rating)

Unsupervised learning
I Create an internal representation of the input, capturing
regularities/structure in data
I Examples: form clusters; extract features
I How do we know if a representation is good?

Reinforcement learning
I Learn action to maximize payoff
I Not much information in a payoff signal
I Payoff is often delayed

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 39 / 44

Machine Learning vs Data Mining
Data-mining: Typically using very simple machine learning techniques on
very large databases because computers are too slow to do anything more
interesting with ten billion examples

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 40 / 44

Machine Learning vs Data Mining
Data-mining: Typically using very simple machine learning techniques on
very large databases because computers are too slow to do anything more
interesting with ten billion examples
Previously used in a negative sense
I misguided statistical procedure of looking for all kinds of relationships
in the data until finally find one

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 40 / 44

Machine Learning vs Data Mining
Data-mining: Typically using very simple machine learning techniques on
very large databases because computers are too slow to do anything more
interesting with ten billion examples
Previously used in a negative sense
I misguided statistical procedure of looking for all kinds of relationships
in the data until finally find one
Now lines are blurred: many ML problems involve tons of data

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 40 / 44

Machine Learning vs Data Mining
Data-mining: Typically using very simple machine learning techniques on
very large databases because computers are too slow to do anything more
interesting with ten billion examples
Previously used in a negative sense
I misguided statistical procedure of looking for all kinds of relationships
in the data until finally find one
Now lines are blurred: many ML problems involve tons of data
But problems with AI flavor (e.g., recognition, robot navigation) still domain
of ML

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 40 / 44

Machine Learning vs Statistics

ML uses statistical theory to build models

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 41 / 44

Machine Learning vs Statistics

ML uses statistical theory to build models

A lot of ML is rediscovery of things statisticians already knew; often

disguised by differences in terminology

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 41 / 44

Machine Learning vs Statistics

ML uses statistical theory to build models

A lot of ML is rediscovery of things statisticians already knew; often

disguised by differences in terminology

But the emphasis is very different:

I Good piece of statistics: Clever proof that relatively simple estimation
procedure is asymptotically unbiased.

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 41 / 44

Machine Learning vs Statistics

ML uses statistical theory to build models

A lot of ML is rediscovery of things statisticians already knew; often

disguised by differences in terminology

But the emphasis is very different:

I Good piece of statistics: Clever proof that relatively simple estimation
procedure is asymptotically unbiased.
I Good piece of ML: Demo that a complicated algorithm produces
impressive results on a specific task.

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 41 / 44

Machine Learning vs Statistics

ML uses statistical theory to build models

A lot of ML is rediscovery of things statisticians already knew; often

disguised by differences in terminology

But the emphasis is very different:

I Good piece of statistics: Clever proof that relatively simple estimation
procedure is asymptotically unbiased.
I Good piece of ML: Demo that a complicated algorithm produces
impressive results on a specific task.

Can view ML as applying computational techniques to statistical problems.

But go beyond typical statistics problems, with different aims (speed vs.
accuracy).

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 41 / 44

Cultural gap (Tibshirani)
MACHINE LEARNING STATISTICS
weights
parameters
learning
fitting
generalization
test set performance
supervised learning
regression/classification
unsupervised learning
density estimation, clustering
large grant: $1,000,000
large grant: $50,000
conference location:
Snowbird, French Alps conference location: Las Vegas in
August

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 42 / 44

Course Survey

Please complete the following survey this week:

https://docs.google.com/forms/d/e/
1FAIpQLScd5JwTrh55gW-O-5UKXLidFPvvH-XhVxr36AqfQzsrdDNxGQ/
viewform?usp=send_form

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 43 / 44

Initial Case Study
What grade will I get in this course?

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 44 / 44

Initial Case Study
What grade will I get in this course?
Data: entry survey and marks from this and previous years

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 44 / 44

Initial Case Study
What grade will I get in this course?
Data: entry survey and marks from this and previous years
Process the data
I Split into training set; and test set
I Determine representation of input;
I Determine the representation of the output;

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 44 / 44

Initial Case Study
What grade will I get in this course?
Data: entry survey and marks from this and previous years
Process the data
I Split into training set; and test set
I Determine representation of input;
I Determine the representation of the output;
Choose form of model: linear regression

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 44 / 44

Initial Case Study
What grade will I get in this course?
Data: entry survey and marks from this and previous years
Process the data
I Split into training set; and test set
I Determine representation of input;
I Determine the representation of the output;
Choose form of model: linear regression
Decide how to evaluate the system’s performance: objective function

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 44 / 44

Initial Case Study
What grade will I get in this course?
Data: entry survey and marks from this and previous years
Process the data
I Split into training set; and test set
I Determine representation of input;
I Determine the representation of the output;
Choose form of model: linear regression
Decide how to evaluate the system’s performance: objective function
Set model parameters to optimize performance

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 44 / 44

Initial Case Study
What grade will I get in this course?
Data: entry survey and marks from this and previous years
Process the data
I Split into training set; and test set
I Determine representation of input;
I Determine the representation of the output;
Choose form of model: linear regression
Decide how to evaluate the system’s performance: objective function
Set model parameters to optimize performance
Evaluate on test set: generalization

Zemel, Urtasun, Fidler (UofT) CSC 411: 01-Introduction 44 / 44