Although reinforcement learning (RL) can provide reliable solutions in many settings, practitioners are often wary of the discrepancies between the RL solution and their status quo procedures. Therefore, they may be reluctant to adapt to the novel way of executing tasks proposed by RL. On the other hand, many real-world problems require relatively small adjustments from the status quo policies to achieve improved performance. Therefore, we propose a student-teacher RL mechanism in which the RL (the "student") learns to maximize its reward, subject to a constraint that bounds the difference between the RL policy and the "teacher" policy. The teacher can be another RL policy (e.g., trained under a slightly different setting), the status quo policy, or any other exogenous policy. We formulate this problem using a stochastic optimization model and solve it using a primal-dual policy gradient algorithm. We prove that the policy is asymptotically optimal. However, a naive implementation suffers from high variance and convergence to a stochastic optimal policy. With a few practical adjustments to address these issues, our numerical experiments confirm the effectiveness of our proposed method in multiple GridWorld scenarios.
-5pt Learning from a teacher is a well-studied problem in the literature on supervised learning @cite_16 and imitation learning @cite_29 @cite_28 . However, we are not aware of any work using a teacher to control specific behaviors of a student. The typical use case of a student--teacher framework in RL is in policy compression,'' where the objective is to train a student from a collection of well-trained RL policies. Policy distillation @cite_35 and actor--mimic @cite_6 are two methods that distill the trained RL agents, in a supervised learning fashion, into a unified policy of the student. In contrast, we follow a completely distinct objective, where a student is continually interacting with an environment and it only uses the teacher's signals as a guideline for shaping her policy.
@cite_35 @cite_28 @cite_29 @cite_6 @cite_16
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While most supervised machine learning models assume that training examples are sampled at random or adversarially, this article is concerned with models of learning from a cooperative teacher that selects "helpful" training examples. The number of training examples a learner needs for identifying a concept in a given class C of possible target concepts (sample complexity of C) is lower in models assuming such teachers, that is, "helpful" examples can speed up the learning process. The problem of how a teacher and a learner can cooperate in order to reduce the sample complexity, yet without using "coding tricks", has been widely addressed. Nevertheless, the resulting teaching and learning protocols do not seem to make the teacher select intuitively "helpful" examples. The two models introduced in this paper are built on what we call subset teaching sets and recursive teaching sets. They extend previous models of teaching by letting both the teacher and the learner exploit knowing that the partner is cooperative. For this purpose, we introduce a new notion of "coding trick" "collusion". We show how both resulting sample complexity measures (the subset teaching dimension and the recursive teaching dimension) can be arbitrarily lower than the classic teaching dimension and known variants thereof, without using coding tricks. For instance, monomials can be taught with only two examples independent of the number of variables. The subset teaching dimension turns out to be nonmonotonic with respect to subclasses of concept classes. We discuss why this nonmonotonicity might be inherent in many interesting cooperative teaching and learning scenarios. Imitation learning (IL) consists of a set of tools that leverage expert demonstrations to quickly learn policies. However, if the expert is suboptimal, IL can yield policies with inferior performance compared to reinforcement learning (RL). In this paper, we aim to provide an algorithm that combines the best aspects of RL and IL. We accomplish this by formulating several popular RL and IL algorithms in a common mirror descent framework, showing that these algorithms can be viewed as a variation on a single approach. We then propose LOKI, a strategy for policy learning that first performs a small but random number of IL iterations before switching to a policy gradient RL method. We show that if the switching time is properly randomized, LOKI can learn to outperform a suboptimal expert and converge faster than running policy gradient from scratch. Finally, we evaluate the performance of LOKI experimentally in several simulated environments. Imitation learning of sequential, goal-directed behavior by standard supervised techniques is often difficult. We frame learning such behaviors as a maximum margin structured prediction problem over a space of policies. In this approach, we learn mappings from features to cost so an optimal policy in an MDP with these cost mimics the expert's behavior. Further, we demonstrate a simple, provably efficient approach to structured maximum margin learning, based on the subgradient method, that leverages existing fast algorithms for inference. Although the technique is general, it is particularly relevant in problems where A* and dynamic programming approaches make learning policies tractable in problems beyond the limitations of a QP formulation. We demonstrate our approach applied to route planning for outdoor mobile robots, where the behavior a designer wishes a planner to execute is often clear, while specifying cost functions that engender this behavior is a much more difficult task. This article introduces a teacher–student framework for reinforcement learning, synthesising and extending material that appeared in conference proceedings [Torrey, L., & Taylor, M. E. (2013)]. Teaching on a budget: Agents advising agents in reinforcement learning. Proceedings of the international conference on autonomous agents and multiagent systems ] and in a non-archival workshop paper [Carboni, N., &Taylor, M. E. (2013, May)]. Preliminary results for 1 vs. 1 tactics in StarCraft. Proceedings of the adaptive and learning agents workshop (at AAMAS-13) ]. In this framework, a teacher agent instructs a student agent by suggesting actions the student should take as it learns. However, the teacher may only give such advice a limited number of times. We present several novel algorithms that teachers can use to budget their advice effectively, and we evaluate them in two complex video games: StarCraft and Pac-Man. Our results show that the same amount of advice, given at different moments, can have differe...