Online Learning

Edge deployment of large language models (LLMs) increasingly relies on libraries of lightweight LoRA adapters, yet GPU/DRAM can keep only a small resident subset at a time. Serving a request through a non-resident adapter requires paging its weights from storage, incurring measurable latency. This creates a two-timescale online control problem: on a slow timescale, the system selects which adapters remain resident in fast memory, while on a fast timescale it routes each request to an adapter whose context-dependent utility is unknown a priori. The two decisions are tightly coupled: the cache determines the cost of exploration, and the router determines which adapters receive informative feedback. We formulate this joint caching-and-routing problem as a two-timescale contextual bandit and propose POLAR (Paging and Online Learning for Adapter Routing). POLAR pairs a cache-aware LinUCB router with an epoch-based cache controller. We study two variants. A fixed-epoch version provides a robust baseline with worst-case regret guarantees under arbitrary contexts. An epoch-doubling version, POLAR+, adds forced exploration and improved cache optimization to achieve $\widetilde{\mathcal{O}}(d\sqrt{NT}+\sqrt{KT})$ sublinear regret under stochastic regularity and cacheability conditions, where $N$ is the adapter count, $K$ the cache size, $d$ the context dimension, and $T$ the horizon. The routing term matches the standard contextual-bandit rate up to logarithmic factors, showing that the memory hierarchy does not fundamentally slow routing learning. Experiments using 15 real LoRA adapters for Qwen2.5-7B together with measured GPU paging latencies show that adaptive cache control substantially outperforms non-adaptive baselines and exhibits scaling trends consistent with the theory.

Linguistic representation learning in deep neural language models (LMs) has been studied for decades, but finding representations in LMs remains an unsolved problem. On the one hand, unconstrained alignments may trivialize the notion of representation (Sutter et al., 2025); on the other, even recently popularized linear approaches may not always be faithful to natural model behavior (Arora et al. 2024). Here we escape this dilemma by reconceptualizing representations not as patterns of activation but as conduits for learning. Our approach is simple: we perturb an LM by fine-tuning it on a single adversarial example and measure how this perturbation "infects" other examples. Perturbation makes no geometric assumptions, and unlike other methods, it does not find representations where it should not (e.g., in untrained LMs). But in trained LMs, perturbation reveals structured transfer at multiple linguistic grain sizes, suggesting that LMs both generalize along representational lines and acquire linguistic abstractions from experience alone.

Artificial intelligence and large language models (LLMs) are transforming educational technology by enabling conversational tutoring, personalised explanations, and inquiry-driven learning. However, most AI-based learning systems rely on continuous internet connectivity and cloud-based computation, limiting their use in bandwidth-constrained environments. This paper presents Arapai, an offline-first large language model architecture designed for AI-assisted learning in low-connectivity settings. The system performs all inference locally using quantized language models and incorporates hardware-aware model selection to enable deployment on low-specification, CPU-only devices. By removing dependence on cloud infrastructure, the system provides curriculum-aligned explanations and structured academic support through natural-language interaction. To support learners at different educational stages, the system includes adaptive response levels that generate explanations at varying levels of complexity: Simple English, Lower Secondary, Upper Secondary, and Technical. The system was evaluated with 120 students and 9 instructors from secondary and tertiary institutions under limited-connectivity conditions. Results indicate stable operation on legacy hardware, acceptable response times of 1-3 seconds for typical queries, and positive user perceptions of its effectiveness in supporting self-directed learning.

Gradient-variation online learning has drawn increasing attention due to its deep connections to game theory and optimization. It has been studied extensively in the full-information setting, but is underexplored with bandit feedback. In this work, we focus on gradient variation in Bandit Convex Optimization (BCO) with two-point feedback. By proposing a refined analysis of the non-consecutive gradient variation, a fundamental quantity in gradient variation with bandit feedback, we improve the dimension dependence for both convex and strongly convex functions compared with the best known results (Chiang et al., 2013). Our improved analysis of the non-consecutive gradient variation also implies other favorable problem-dependent guarantees, such as gradient-variance and small-loss regret bounds. Beyond the two-point setup, we demonstrate the versatility of our technique by achieving the first gradient-variation bound for one-point bandit linear optimization over hyper-rectangular domains. Finally, we validate the effectiveness of our results in more challenging tasks such as dynamic and universal regret minimization, establishing the first gradient-variation dynamic and universal regret bounds for two-point BCO.

Existing multi-agent learning approaches have developed interactive training environments to explicitly promote collaboration among multiple Large Language Models (LLMs), thereby constructing stronger multi-agent systems (MAS). However, during inference, they require re-executing the MAS to obtain final solutions, which diverges from human cognition that individuals can enhance their reasoning capabilities through interactions with others and resolve questions independently in the future. To investigate whether multi-agent interaction can enhance LLMs' independent problem-solving ability, we introduce ILR, a novel co-learning framework for MAS that integrates two key components: Dynamic Interaction and Perception Calibration. Specifically, Dynamic Interaction first adaptively selects either cooperative or competitive strategies depending on question difficulty and model ability. LLMs then exchange information through Idea3, an innovative interaction paradigm designed to mimic human discussion, before deriving their respective final answers. In Perception Calibration, ILR employs Group Relative Policy Optimization (GRPO) to train LLMs while integrating one LLM's reward distribution characteristics into another's reward function, thereby enhancing the cohesion of multi-agent interactions. We evaluate the effectiveness of ILR across three LLMs from two model families of varying scales on five mathematical, one coding, one general question answering, and one scientific reasoning benchmarks. Experimental results show that ILR consistently outperforms single-agent learning, yielding an improvement of up to 5% over the strongest baseline. We further discover that Idea3 can enhance the robustness of stronger LLMs during multi-agent inference, and dynamic interaction types can boost multi-agent learning compared to pure cooperative or competitive strategies.

In this book, I introduce the concepts of online learning through a modern view based on convex optimization. Here, online learning refers to the framework of regret minimization under worst-case assumptions. I attempted to unify all the literature as instantiations of Online Mirror Descent and Follow-the-Regularized-Leader (and their variants). I paid particular attention to the issue of tuning the parameters of the algorithms, through adaptive and parameter-free online learning algorithms. The bandit setting is also briefly discussed, touching on the problem of adversarial and stochastic multi-armed bandits. Building on fundamental algorithms and concepts, I also cover advanced topics, including black-box reductions, saddle-point optimization, sequential investment, and non-stationary forms of regret analysis. Finally, I conclude with a selection of applications of online learning to domains far from it, such as generalization theory and concentration inequalities. I attempted to maintain an informal, yet mathematically rigorous, tone throughout the book. Moreover, all the included proofs have been carefully chosen to be as simple and as short as possible. This also means that sometimes I have added one or two additional assumptions, just to simplify the proofs.

The escalating complexity of modern cyber threats demands innovative approaches to security education that transcend traditional pedagogical methods. Conventional training paradigms often fail to engage learners meaningfully or develop the intuitive reasoning necessary for effective threat recognition. This paper introduces an interactive educational framework that reimagines cybersecurity awareness through the lens of a structured guessing game. Our approach integrates explainable artificial intelligence (XAI) principles with reinforcement learning to create a dynamic learning environment where users discover cybersecurity concepts through guided inquiry. The proposed system employs a policy-based reinforcement learning agent that assumes the role of a knowledgeable questioner, systematically narrowing down user-described security scenarios until it can both identify the underlying threat and provide transparent reasoning for its conclusion. By framing security education as an interactive dialogue, we transform passive knowledge acquisition into active discovery. We present the complete system architecture, detail the underlying algorithmic foundations, and demonstrate practical application through comprehensive case studies examining diverse attack vectors including the Cyber Kill Chain, phishing campaigns, ransomware outbreaks, and web application vulnerabilities. This work represents a significant departure from static security training methodologies, offering a personalized and game-based approach to cybersecurity education.