Deep learning models have proven to be effective on medical datasets for accurate diagnostic predictions from images. However, medical datasets often contain noisy, mislabeled, or poorly generalizable images, particularly for edge cases and anomalous outcomes. Additionally, high quality datasets are often small in sample size that can result in overfitting, where models memorize noise rather than learn generalizable patterns. This in particular, could pose serious risks in medical diagnostics where the risk associated with mis-classification can impact human life. Several data-efficient training strategies have emerged to address these constraints. In particular, coreset selection identifies compact subsets of the most representative samples, enabling training that approximates full-dataset performance while reducing computational overhead. On the other hand, curriculum learning relies on gradually increasing training difficulty and accelerating convergence. However, developing a generalizable difficulty ranking mechanism that works across diverse domains, datasets, and models while reducing the computational tasks and remains challenging. In this paper, we introduce Iterative Misclassification Error Training (IMET), a novel framework inspired by curriculum learning and coreset selection. The IMET approach is aimed to identify misclassified samples in order to streamline the training process, while prioritizing the model's attention to edge case senarious and rare outcomes. The paper evaluates IMET's performance on benchmark medical image classification datasets against state-of-the-art ResNet architectures. The results demonstrating IMET's potential for enhancing model robustness and accuracy in medical image analysis are also presented in the paper.

Modern recommender systems operate in uniquely dynamic settings: user interests, item pools, and popularity trends shift continuously, and models must adapt in real time without forgetting past preferences. While existing tutorials on continual or lifelong learning cover broad machine learning domains (e.g., vision and graphs), they do not address recommendation-specific demands-such as balancing stability and plasticity per user, handling cold-start items, and optimizing recommendation metrics under streaming feedback. This tutorial aims to make a timely contribution by filling that gap. We begin by reviewing the background and problem settings, followed by a comprehensive overview of existing approaches. We then highlight recent efforts to apply continual learning to practical deployment environments, such as resource-constrained systems and sequential interaction settings. Finally, we discuss open challenges and future research directions. We expect this tutorial to benefit researchers and practitioners in recommender systems, data mining, AI, and information retrieval across academia and industry.

With the rapid progress of artificial intelligence (AI) in multi-modal understanding, there is increasing potential for video comprehension technologies to support professional domains such as medical education. However, existing benchmarks suffer from two primary limitations: (1) Linguistic Singularity: they are largely confined to English, neglecting the need for multilingual resources; and (2) Shallow Reasoning: their questions are often designed for surface-level information retrieval, failing to properly assess deep multi-modal integration. To address these limitations, we present M3-Med, the first benchmark for Multi-lingual, Multi-modal, and Multi-hop reasoning in Medical instructional video understanding. M3-Med consists of medical questions paired with corresponding video segments, annotated by a team of medical experts. A key innovation of M3-Med is its multi-hop reasoning task, which requires a model to first locate a key entity in the text, then find corresponding visual evidence in the video, and finally synthesize information across both modalities to derive the answer. This design moves beyond simple text matching and poses a substantial challenge to a model's deep cross-modal understanding capabilities. We define two tasks: Temporal Answer Grounding in Single Video (TAGSV) and Temporal Answer Grounding in Video Corpus (TAGVC). We evaluated several state-of-the-art models and Large Language Models (LLMs) on M3-Med. The results reveal a significant performance gap between all models and human experts, especially on the complex multi-hop questions where model performance drops sharply. M3-Med effectively highlights the current limitations of AI models in deep cross-modal reasoning within specialized domains and provides a new direction for future research.

A long-standing problem in online reinforcement learning (RL) is of ensuring sample efficiency, which stems from an inability to explore environments efficiently. Most attempts at efficient exploration tackle this problem in a setting where learning begins from scratch, without prior information available to bootstrap learning. However, such approaches fail to leverage expert demonstrations and simulators that can reset to arbitrary states. These affordances are valuable resources that offer enormous potential to guide exploration and speed up learning. In this paper, we explore how a small number of expert demonstrations and a simulator allowing arbitrary resets can accelerate learning during online RL. We find that training with a suitable choice of an auxiliary start state distribution that may differ from the true start state distribution of the underlying Markov Decision Process can significantly improve sample efficiency. We find that using a notion of safety to inform the choice of this auxiliary distribution significantly accelerates learning. By using episode length information as a way to operationalize this notion, we demonstrate state-of-the-art sample efficiency on a sparse-reward hard-exploration environment.

Recent advances have established a new machine learning paradigm based on scaling up compute at inference time as well as at training time. In that line of work, a combination of Supervised Fine-Tuning (SFT) on synthetic demonstrations and Reinforcement Learning with Verifiable Rewards (RLVR) is used for training Large Language Models to expend extra compute during inference in the form of "thoughts" expressed in natural language. In this paper, we propose to instead format these tokens as a multi-turn interaction trace with a stateful tool. At each turn, the new state of the tool is appended to the context of the model, whose job is to generate the tokens necessary to control the tool via a custom DSL. We benchmark this approach on the problem of repairing malfunctioning Python code, and show that this constrained setup allows for faster sampling of experience and a denser reward signal, allowing even models of size up to 3B parameters to learn how to proficiently expend additional compute on the task.

--Students disengaging from their tasks can have serious long-term consequences, including academic drop-out. This is particularly relevant for students in distance education. One way to measure the level of disengagement in distance education is to observe participation in non-mandatory exercises in different online courses. In this paper, we detect student disengagement in the non-mandatory quizzes of 42 courses in four semesters from a distance-based university. We carefully identified the most informative student log data that could be extracted and processed from Moodle. Then, eight machine learning algorithms were trained and compared to obtain the highest possible prediction accuracy. Using the SHAP method, we developed an explainable machine learning framework that allows practitioners to better understand the decisions of the trained algorithm. The experimental results show a balanced accuracy of 91%, where about 85% of disengaged students were correctly detected. On top of the highly predictive performance and explainable framework, we provide a discussion on how to design a timely intervention to minimise disengagement from voluntary tasks in online learning. HE advent of distance education has made learning more flexible than ever before. Instead of having to attend classes and solve tasks at specific time, students are granted more freedom in choosing when to engage with their academic workload. This flexibility attracts many non-traditional student groups to higher education, including students that are employed outside of their studies, either fully or part-time. While deadlines are still set in place, students are responsible themselves for planning and time management, especially as far as non-mandatory tasks and exercises are concerned. This freedom can also lead to satisficing behaviour, meaning students only do the bare minimum to pass their courses (see e.g., [1], [2]). Bergamin are with the Institute for Research in Open-, Distance-and eLearning, Swiss Distance University of Applied Sciences, Brig, CH-3900, Switzerland (e-mail addresses: behnam.parsaeifard@ffhs.ch, N. Bergamin (e-mail address: nicole.bergamin@ffhs.ch) is with Department of Informatics, Swiss Distance University of Applied Sciences, Brig, CH-3900, Switzerland. Bergamin is also with the North-West University, Potchefstroom, 2531, South Africa. The COVID-19 pandemic is thought to have fostered this kind of behaviour even more [4]. Non-completion of voluntary tasks, such as optional quizzes, is a form of behavioural disengagement strongly linked to academic drop-out or attrition [5]-[8].

In this chapter, we utilize dynamical systems to analyze several aspects of machine learning algorithms. As an expository contribution we demonstrate how to re-formulate a wide variety of challenges from deep neural networks, (stochastic) gradient descent, and related topics into dynamical statements. We also tackle three concrete challenges. First, we consider the process of information propagation through a neural network, i.e., we study the input-output map for different architectures. We explain the universal embedding property for augmented neural ODEs representing arbitrary functions of given regularity, the classification of multilayer perceptrons and neural ODEs in terms of suitable function classes, and the memory-dependence in neural delay equations. Second, we consider the training aspect of neural networks dynamically. We describe a dynamical systems perspective on gradient descent and study stability for overdetermined problems. We then extend this analysis to the overparameterized setting and describe the edge of stability phenomenon, also in the context of possible explanations for implicit bias. For stochastic gradient descent, we present stability results for the overparameterized setting via Lyapunov exponents of interpolation solutions. Third, we explain several results regarding mean-field limits of neural networks. We describe a result that extends existing techniques to heterogeneous neural networks involving graph limits via digraph measures. This shows how large classes of neural networks naturally fall within the framework of Kuramoto-type models on graphs and their large-graph limits. Finally, we point out that similar strategies to use dynamics to study explainable and reliable AI can also be applied to settings such as generative models or fundamental issues in gradient training methods, such as backpropagation or vanishing/exploding gradients.

Kronecker-factored approximate curvature (KFAC) is arguably one of the most prominent curvature approximations in deep learning. Its applications range from optimization to Bayesian deep learning, training data attribution with influence functions, and model compression or merging. While the intuition behind KFAC is easy to understand, its implementation is tedious: It comes in many flavours, has common pitfalls when translating the math to code, and is challenging to test, which complicates ensuring a properly functioning implementation. Some of the authors themselves have dealt with these challenges and experienced the discomfort of not being able to fully test their code. Thanks to recent advances in understanding KFAC, we are now able to provide test cases and a recipe for a reliable KFAC implementation. This tutorial is meant as a ground-up introduction to KFAC. In contrast to the existing work, our focus lies on providing both math and code side-by-side and providing test cases based on the latest insights into KFAC that are scattered throughout the literature. We hope this tutorial provides a contemporary view of KFAC that allows beginners to gain a deeper understanding of this curvature approximation while lowering the barrier to its implementation, extension, and usage in practice.

The rapid integration of artificial intelligence (AI) in education requires teachers to develop AI competencies while preparing students for a society influenced by AI. This study evaluates the impact of an online teacher training program on German in-service teachers' AI literacy, usage behaviors, and attitudes toward AI. A pre-post design study was conducted with teachers (N1 = 291 for AI literacy, N2 = 436 for attitude assessment) participating in the course. The program combined synchronous and asynchronous learning formats, including webinars, self-paced modules, and practical projects. The participants exhibited notable improvements across all domains: AI literacy scores increased significantly, and all attitude items regarding AI usage and integration demonstrated significant positive changes. Teachers reported increased confidence in AI integration. Structured teacher training programs effectively enhance AI literacy and foster positive attitudes toward AI in education.

Many e-learning platforms assert their ability or potential to improve students' self-regulated learning (SRL), however the cyclical and undirected nature of SRL theoretical models represent significant challenges for representation within contemporary machine learning frameworks. We apply SRL-informed features to trace data in order to advance modelling of students' SRL activities, to improve predictability and explainability regarding the causal effects of learning in an eLearning environment. We demonstrate that these features improve predictive accuracy and validate the value of further research into cyclic modelling techniques for SRL.