Maybe it was the sight of Sengled users literally left in the dark by their useless Wi-Fi bulbs, maybe it was another price hike, or just an overall sense that my smart devices weren't truly under my control. Whatever the reason, I'd developed a growing desire to build a smart home setup that wasn't a hostage to the cloud. Specifically, I'm talking about a locally hosted smart home setup, and I'm currently in the process of building one. And while I'm a smart home expert thanks to my six years' experience here at TechHive, I'm quickly realizing how much I still don't know as I tackle the steep learning curve of a DIY smart home. This isn't a step-by-step guide of how to build your own smart home system--that might come later--but more of a journal about where I am in my self-hosted smart home journey, where I started, and what I'm hoping to achieve.

While Large Language Models (LLMs) are often used as virtual tutors in computer science (CS) education, this approach can foster passive learning and over-reliance. This paper presents a novel pedagogical paradigm that inverts this model: students act as instructors who must teach an LLM to solve problems. To facilitate this, we developed strategies for designing questions with engineered knowledge gaps that only a student can bridge, and we introduce Socrates, a system for deploying this method with minimal overhead. We evaluated our approach in an undergraduate course and found that this active-learning method led to statistically significant improvements in student performance compared to historical cohorts. Our work demonstrates a practical, cost-effective framework for using LLMs to deepen student engagement and mastery.

This paper introduces PEACH, a sentence-aligned parallel English-Arabic corpus of healthcare texts encompassing patient information leaflets and educational materials. The corpus contains 51,671 parallel sentences, totaling approximately 590,517 English and 567,707 Arabic word tokens. Sentence lengths vary between 9.52 and 11.83 words on average. As a manually aligned corpus, PEACH is a gold-standard corpus, aiding researchers in contrastive linguistics, translation studies, and natural language processing. It can be used to derive bilingual lexicons, adapt large language models for domain-specific machine translation, evaluate user perceptions of machine translation in healthcare, assess patient information leaflets and educational materials' readability and lay-friendliness, and as an educational resource in translation studies. PEACH is publicly accessible.

Although innovation and the support of new technologies are much needed to ease the burden on the education system, social robots in schools to help teachers with educational tasks are rare. Child-Robot Interaction (CRI) could support teachers and add an embodied social component to modern multi-modal and multi-sensory learning environments already in use. The social robot Pepper, connected to the Large Language Model (LLM) ChatGPT, was used in a high school classroom to teach new learning content to groups of students. I tested the technical possibilities with the robot on site and asked the students about their acceptance and perceived usefulness of teaching with the help of a social robot. All participants felt that the robot's presentation of the learning material was appropriate or at least partially appropriate and that its use made sense.

In order to increase the effectiveness of model training, data reduction is essential to data-centric Artificial Intelligence (AI). It achieves this by locating the most instructive examples in massive datasets. To increase data quality and training efficiency, the main difficulty is choosing the best examples rather than the complete datasets. In this paper, we propose an effective data reduction strategy based on Pointwise V-Information (PVI). To enable a static method, we first use PVI to quantify instance difficulty and remove instances with low difficulty. Experiments show that classifier performance is maintained with only a 0.0001% to 0.76% decline in accuracy when 10%-30% of the data is removed. Second, we train the classifiers using a progressive learning strategy on examples sorted by increasing PVI, accelerating convergence and achieving a 0.8% accuracy gain over conventional training. Our findings imply that training a classifier on the chosen optimal subset may improve model performance and increase training efficiency when combined with an efficient data reduction strategy. Furthermore, we have adapted the PVI framework, which was previously limited to English datasets, to a variety of Chinese Natural Language Processing (NLP) tasks and base models, yielding insightful results for faster training and cross-lingual data reduction.

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Letters of recommendation (LORs) provide valuable insights into candidates' capabilities and experiences beyond standardized test scores. However, reviewing these text-heavy materials is time-consuming and labor-intensive. To address this challenge and support the admission committee in providing feedback for students' professional growth, our study introduces LORI: LOR Insights, a novel AI-based detection tool for assessing leadership skills in LORs submitted by online master's program applicants. By employing natural language processing and leveraging large language models using RoBERTa and LLAMA, we seek to identify leadership attributes such as teamwork, communication, and innovation. Our latest RoBERTa model achieves a weighted F1 score of 91.6%, a precision of 92.4%, and a recall of 91.6%, showing a strong level of consistency in our test data. With the growing importance of leadership skills in the STEM sector, integrating LORI into the graduate admissions process is crucial for accurately assessing applicants' leadership capabilities. This approach not only streamlines the admissions process but also automates and ensures a more comprehensive evaluation of candidates' capabilities.

Graduate-level CS programs in the U.S. increasingly enroll international students, with 60.2 percent of master's degrees in 2023 awarded to non-U.S. students. Many of these students take online courses, where peer feedback is used to engage students and improve pedagogy in a scalable manner. Since these courses are conducted in English, many students study in a language other than their first. This paper examines how native versus non-native English speaker status affects three metrics of peer feedback experience in online U.S.-based computing courses. Using the Twitter-roBERTa-based model, we analyze the sentiment of peer reviews written by and to a random sample of 500 students. We then relate sentiment scores and peer feedback ratings to students' language background. Results show that native English speakers rate feedback less favorably, while non-native speakers write more positively but receive less positive sentiment in return. When controlling for sex and age, significant interactions emerge, suggesting that language background plays a modest but complex role in shaping peer feedback experiences.

There has been rapid development in generative AI tools across the education sector, which in turn is leading to increased adoption by teachers. However, this raises concerns regarding the safety and age-appropriateness of the AI-generated content that is being created for use in classrooms. This paper explores Oak National Academy's approach to addressing these concerns within the development of the UK Government's first publicly available generative AI tool - our AI-powered lesson planning assistant (Aila). Aila is intended to support teachers planning national curriculum-aligned lessons that are appropriate for pupils aged 5-16 years. To mitigate safety risks associated with AI-generated content we have implemented four key safety guardrails: (1) prompt engineering to ensure AI outputs are generated within pedagogically sound and curriculum-aligned parameters; (2) input threat detection to mitigate attacks; (3) an Independent Asynchronous Content Moderation Agent (IACMA) to assess outputs against predefined safety categories; and (4) taking a human-in-the-loop approach, to encourage teachers to review generated content before it is used in the classroom. Through our on-going evaluation of these safety guardrails we have identified several challenges and opportunities to take into account when implementing and testing safety guardrails. This paper highlights ways to build more effective safety guardrails in generative AI education tools including the on-going iteration and refinement of guardrails, as well as enabling cross-sector collaboration through sharing both open-source code/datasets and learnings.

Reinforcement Learning with Verifiable Rewards (RLVR) improves instruction following capabilities of large language models (LLMs), but suffers from training inefficiency due to inadequate difficulty assessment. Moreover, RLVR is prone to over-optimization, where LLMs exploit verification shortcuts without aligning to the actual intent of user instructions. We introduce Instruction Following Decorator (IFDecorator}, a framework that wraps RLVR training into a robust and sample-efficient pipeline. It consists of three components: (1) a cooperative-adversarial data flywheel that co-evolves instructions and hybrid verifications, generating progressively more challenging instruction-verification pairs; (2) IntentCheck, a bypass module enforcing intent alignment; and (3) trip wires, a diagnostic mechanism that detects reward hacking via trap instructions, which trigger and capture shortcut exploitation behaviors. Our Qwen2.5-32B-Instruct-IFDecorator achieves 87.43% accuracy on IFEval, outperforming larger proprietary models such as GPT-4o. Additionally, we demonstrate substantial improvements on FollowBench while preserving general capabilities. Our trip wires show significant reductions in reward hacking rates. We will release models, code, and data for future research.