We present a dependently-typed cross-linguistic framework for analyzing the telicity and culminativity of events, accompanied by examples of using our framework to model English sentences. Our framework consists of two parts. In the nominal domain, we model the boundedness of noun phrases and its relationship to subtyping, delimited quantities, and adjectival modification. In the verbal domain we define a dependent event calculus, modeling telic events as those whose undergoer is bounded, culminating events as telic events that achieve their inherent endpoint, and consider adverbial modification. In both domains we pay particular attention to associated entailments. Our framework is defined as an extension of intensional Martin-Löf dependent type theory, and the rules and examples in this paper have been formalized in the Agda proof assistant.

Retrieval-Augmented Generation (RAG) has become a foundational paradigm for equipping large language models (LLMs) with external knowledge, playing a critical role in information retrieval and knowledge-intensive applications. However, conventional RAG systems typically adopt a static retrieve-then-generate pipeline and rely on in-context knowledge injection, which can be suboptimal for complex tasks that require multihop reasoning, adaptive information access, and deeper integration of external knowledge. Motivated by these limitations, the research community has moved beyond static retrieval and in-context knowledge injection. Among the emerging directions, this tutorial delves into two rapidly growing and complementary research areas on RAG: Dynamic RAG and Parametric RAG. Dynamic RAG adaptively determines when and what to retrieve during the LLM's generation process, enabling real-time adaptation to the LLM's evolving information needs. Parametric RAG rethinks how retrieved knowledge should be injected into LLMs, transitioning from input-level to parameter-level knowledge injection for enhanced efficiency and effectiveness. This tutorial offers a comprehensive overview of recent advances in these emerging research areas. It also shares theoretical foundations and practical insights to support and inspire further research in RAG.

Large language models (LLMs) have the potential to revolutionize various fields, including code development, robotics, finance, and education, due to their extensive prior knowledge and rapid advancements. This paper investigates how LLMs can be leveraged in engineering education. Specifically, we benchmark the capabilities of different LLMs, including GPT-3.5 Turbo, GPT-4o, and Llama 3 70B, in assessing homework for an undergraduate-level circuit analysis course. We have developed a novel dataset consisting of official reference solutions and real student solutions to problems from various topics in circuit analysis. To overcome the limitations of image recognition in current state-of-the-art LLMs, the solutions in the dataset are converted to LaTeX format. Using this dataset, a prompt template is designed to test five metrics of student solutions: completeness, method, final answer, arithmetic error, and units. The results show that GPT-4o and Llama 3 70B perform significantly better than GPT-3.5 Turbo across all five metrics, with GPT-4o and Llama 3 70B each having distinct advantages in different evaluation aspects. Additionally, we present insights into the limitations of current LLMs in several aspects of circuit analysis. Given the paramount importance of ensuring reliability in LLM-generated homework assessment to avoid misleading students, our results establish benchmarks and offer valuable insights for the development of a reliable, personalized tutor for circuit analysis -- a focus of our future work. Furthermore, the proposed evaluation methods can be generalized to a broader range of courses for engineering education in the future.

With the widespread adoption of online education platforms, an increasing number of students are gaining new knowledge through Massive Open Online Courses (MOOCs). Exercise recommendation have made strides toward improving student learning outcomes. However, existing methods not only struggle with high dropout rates but also fail to match the diverse learning pace of students. They frequently face difficulties in adjusting to inactive students' learning patterns and in accommodating individualized learning paces, resulting in limited accuracy and diversity in recommendations. To tackle these challenges, we propose Neural Re-ranking for Diversified Exercise Recommendation (in short, NR4DER). NR4DER first leverages the mLSTM model to improve the effectiveness of the exercise filter module. It then employs a sequence enhancement method to enhance the representation of inactive students, accurately matches students with exercises of appropriate difficulty. Finally, it utilizes neural re-ranking to generate diverse recommendation lists based on individual students' learning histories. Extensive experimental results indicate that NR4DER significantly outperforms existing methods across multiple real-world datasets and effectively caters to the diverse learning pace of students.

While the complexity of 21st-century demands has promoted pedagogical approaches to foster complex competencies, a persistent gap remains between in-class learning activities and individualized learning or assessment practices. To address this, studies have explored the use of AI-generated characters in learning and assessment. One attempt is scenario-based assessment (SBA), a technique that not only measures but also fosters the development of competencies throughout the assessment process. SBA introduces simulated agents to provide an authentic social-interactional context, allowing for the assessment of competency-based constructs while mitigating the unpredictability of real-life interactions. Recent advancements in multimodal AI, such as text-to-video technology, allow these agents to be enhanced into AI-generated characters. This mixed-method study investigates how learners perceive AI characters taking the role of mentor and teammates in an SBA mirroring the context of a collaborative science investigation. Specifically, we examined the Likert scale responses of 56 high schoolers regarding trust, social presence, and effectiveness. We analyzed the relationships between these factors and their impact on the intention to adopt AI characters through PLS-SEM. Our findings indicated that learners' trust shaped their sense of social presence with the AI characters, enhancing perceived effectiveness. Qualitative analysis further highlighted factors that foster trust, such as material credibility and alignment with learning goals, as well as the pivotal role of social presence in creating a collaborative context. This paper was accepted as an full paper for AIED 2025.

Educational, learning, and training materials have become extremely commonplace across the Internet. Yet, they frequently remain disconnected from each other, fall into platform silos, and so on. One way to overcome this is to provide a mechanism to integrate the material and provide cross-links across topics. In this paper, we present the Curriculum KG Ontology, which we use as a framework for the dense interlinking of educational materials, by first starting with organizational and broad pedagogical principles. We provide a materialized graph for the Prototype Open Knowledge Network use-case, and validate it using competency questions sourced from domain experts and educators.

During the wake of the Covid-19 pandemic, the educational paradigm has experienced a major change from in person learning traditional to online platforms. The change of learning convention has impacted the teacher-student especially in non-verbal communication. The absent of non-verbal communication has led to a reliance on verbal feedback which diminished the efficacy of the educational experience. This paper explores the integration of sentiment analysis into learning management systems (LMS) to bridge the student-teacher's gap by offering an alternative approach to interpreting student feedback beyond its verbal context. The research involves data preparation, feature selection, and the development of a deep neural network model encompassing word embedding, LSTM, and attention mechanisms. This model is compared against a logistic regression baseline to evaluate its efficacy in understanding student feedback. The study aims to bridge the communication gap between instructors and students in online learning environments, offering insights into the emotional context of student feedback and ultimately improving the quality of online education.

Self-improving agents aim to continuously acquire new capabilities with minimal supervision. However, current approaches face two key limitations: their self-improvement processes are often rigid, fail to generalize across tasks domains, and struggle to scale with increasing agent capabilities. We argue that effective self-improvement requires intrinsic metacognitive learning, defined as an agent's intrinsic ability to actively evaluate, reflect on, and adapt its own learning processes. Drawing inspiration from human metacognition, we introduce a formal framework comprising three components: metacognitive knowledge (self-assessment of capabilities, tasks, and learning strategies), metacognitive planning (deciding what and how to learn), and metacognitive evaluation (reflecting on learning experiences to improve future learning). Analyzing existing self-improving agents, we find they rely predominantly on extrinsic metacognitive mechanisms, which are fixed, human-designed loops that limit scalability and adaptability. Examining each component, we contend that many ingredients for intrinsic metacognition are already present. Finally, we explore how to optimally distribute metacognitive responsibilities between humans and agents, and robustly evaluate and improve intrinsic metacognitive learning, key challenges that must be addressed to enable truly sustained, generalized, and aligned self-improvement.

Medical image classification is crucial for diagnosis and treatment, benefiting significantly from advancements in artificial intelligence. The paper reviews recent progress in the field, focusing on three levels of solutions: basic, specific, and applied. It highlights advances in traditional methods using deep learning models like Convolutional Neural Networks and Vision Transformers, as well as state-of-the-art approaches with Vision Language Models. These models tackle the issue of limited labeled data, and enhance and explain predictive results through Explainable Artificial Intelligence.

Large language models (LLMs) are typically trained on enormous quantities of unlicensed text, a practice that has led to scrutiny due to possible intellectual property infringement and ethical concerns. Training LLMs on openly licensed text presents a first step towards addressing these issues, but prior data collection efforts have yielded datasets too small or low-quality to produce performant LLMs. To address this gap, we collect, curate, and release the Common Pile v0.1, an eight terabyte collection of openly licensed text designed for LLM pretraining. The Common Pile comprises content from 30 sources that span diverse domains including research papers, code, books, encyclopedias, educational materials, audio transcripts, and more. Crucially, we validate our efforts by training two 7 billion parameter LLMs on text from the Common Pile: Comma v0.1-1T and Comma v0.1-2T, trained on 1 and 2 trillion tokens respectively. Both models attain competitive performance to LLMs trained on unlicensed text with similar computational budgets, such as Llama 1 and 2 7B. In addition to releasing the Common Pile v0.1 itself, we also release the code used in its creation as well as the training mixture and checkpoints for the Comma v0.1 models.