Deep learning algorithms have made incredible strides in the past decade yet due to the complexity of these algorithms, the science of deep learning remains in its early stages. Being an experimentally driven field, it is natural to seek a theory of deep learning within the physics paradigm. As deep learning is largely about learning functions and distributions over functions, statistical field theory, a rich and versatile toolbox for tackling complex distributions over functions (fields) is an obvious choice of formalism. Research efforts carried out in the past few years have demonstrated the ability of field theory to provide useful insights on generalization, implicit bias, and feature learning effects. Here we provide a pedagogical review of this emerging line of research.

These authors contributed equally to this work. Abstract Massive Open Online Courses (MOOCs) are emerging as a popular alternative to traditional education, offering learners the flexibility to access a wide range of courses from various disciplines, anytime and anywhere. To enhance learner engagement, it is crucial to recommend courses that align with their preferences and needs. Course Recommender Systems (RSs) can play an important role in this by modeling learners' preferences based on their previous interactions within the MOOC platform. Time-to-dropout and time-to-completion in MOOCs, like other time-to-event prediction tasks, can be effectively modeled using survival analysis (SA) methods. In this study, we apply SA methods to improve collaborative filtering recommendation performance by considering time-to-event in the context of MOOCs. The findings underscore the potential of integrating SA methods with RSs to enhance personalization in MOOCs. Keywords: recommendation systems, survival analysis, massive open online course, personalized learning, dropout 1 Introduction Massive Open Online Courses (MOOCs) platforms offer a diverse range of online courses to learners around the globe, promoting equitable education by breaking down barriers related to geography and time.

Generative Artificial Intelligence (AI) tools such as ChatGPT, Copilot, or Gemini have a crucial impact on academic research and teaching. Empirical data on how students perceive the increasing influence of AI, which different types of tools they use, what they expect from them in their daily academic tasks, and their concerns regarding the use of AI in their studies are still limited. The manuscript presents findings from a quantitative survey conducted among sports students of all semesters in Germany using an online questionnaire. It explores aspects such as students' usage behavior, motivational factors, and uncertainties regarding the impact of AI tools on academia in the future. Furthermore, the social climate in sports studies is being investigated to provide a general overview of the current situation of the students in Germany. Data collection took place between August and November 2023, addressing all sports departments at German universities, with a total of 262 students participating. Our Findings indicate that students have a strong interest in using AI tools in their studies, expecting them to improve their overall academic performance, understand the complexity of scientific approaches, and save time. They express confidence that the proliferation of AI will not compromise their critical thinking skills. Moreover, students are positive about integrating more AI-related topics into the curriculum and about lecturers adopting more AI-based teaching methods. However, our findings also show that students have concerns about plagiarism, lecturer preparedness and their own skills and future skill development.

Recent progress in large language models (LLMs) has focused on producing responses that meet human expectations and align with shared values - a process coined alignment. However, aligning LLMs remains challenging due to the inherent disconnect between the complexity of human values and the narrow nature of the technological approaches designed to address them. Current alignment methods often lead to misspecified objectives, reflecting the broader issue of incomplete contracts, the impracticality of specifying a contract between a model developer, and the model that accounts for every scenario in LLM alignment. In this paper, we argue that improving LLM alignment requires incorporating insights from societal alignment frameworks, including social, economic, and contractual alignment, and discuss potential solutions drawn from these domains. Given the role of uncertainty within societal alignment frameworks, we then investigate how it manifests in LLM alignment. We end our discussion by offering an alternative view on LLM alignment, framing the underspecified nature of its objectives as an opportunity rather than perfect their specification. Beyond technical improvements in LLM alignment, we discuss the need for participatory alignment interface designs.

The emergence of Large Language Models (LLMs) has revolutionized Conversational User Interfaces (CUIs), enabling more dynamic, context-aware, and human-like interactions across diverse domains, from social sciences to healthcare. However, the rapid adoption of LLM-based personas raises critical ethical and practical concerns, including bias, manipulation, and unforeseen social consequences. Unlike traditional CUIs, where personas are carefully designed with clear intent, LLM-based personas generate responses dynamically from vast datasets, making their behavior less predictable and harder to govern. This workshop aims to bridge the gap between CUI and broader AI communities by fostering a cross-disciplinary dialogue on the responsible design and evaluation of LLM-based personas. Bringing together researchers, designers, and practitioners, we will explore best practices, develop ethical guidelines, and promote frameworks that ensure transparency, inclusivity, and user-centered interactions. By addressing these challenges collaboratively, we seek to shape the future of LLM-driven CUIs in ways that align with societal values and expectations.

--The growth of Educational T echnology (EdT ech) has enabled highly personalized learning experiences through Artificial Intelligence (AI)-based recommendation systems tailored to each student's needs. However, these systems can unintentionally introduce biases, potentially limiting fair access to learning resources. This study presents a recommendation system for K-12 students, combining graph-based modeling and matrix factorization to provide personalized suggestions for extracurricular activities, learning resources, and volunteering opportunities. T o address fairness concerns, the system includes a framework to detect and reduce biases by analyzing feedback across protected student groups. This work highlights the need for continuous monitoring in educational recommendation systems to support equitable, transparent, and effective learning opportunities for all students. I NTRODUCTION The rapid advancement of Educational Technology (EdTech) has significantly reshaped traditional learning environments, enabling the delivery of personalized educational experiences tailored to individual students' needs. According to the U.S. Department of Education Office of Educational Technology, leveraging AI-based modern educational technologies has been pivotal in providing personalized pathways for learning, supporting adaptive and individualized instruction, and enhancing student engagement through innovative digital solutions 1 . This trend toward personalization in education underscores the importance of leveraging advanced recommendation systems to support student exploration and growth.

Automated machine learning (AutoML) is a research area focusing on using optimisation techniques to design machine learning (ML) algorithms, alleviating the need for a human to perform manual algorithm design. Real-time AutoML enables the design process to happen while the ML algorithm is being applied to a task. Real-time AutoML is an emerging research area, as such existing real-time AutoML techniques need improvement with respect to the quality of designs and time taken to create designs. To address these issues, this study proposes an Online Meta-learning for AutoML in Real-time (OnMAR) approach. Meta-learning gathers information about the optimisation process undertaken by the ML algorithm in the form of meta-features. Meta-features are used in conjunction with a meta-learner to optimise the optimisation process. The OnMAR approach uses a meta-learner to predict the accuracy of an ML design. If the accuracy predicted by the meta-learner is sufficient, the design is used, and if the predicted accuracy is low, an optimisation technique creates a new design. A genetic algorithm (GA) is the optimisation technique used as part of the OnMAR approach. Different meta-learners (k-nearest neighbours, random forest and XGBoost) are tested. The OnMAR approach is model-agnostic (i.e. not specific to a single real-time AutoML application) and therefore evaluated on three different real-time AutoML applications, namely: composing an image clustering algorithm, configuring the hyper-parameters of a convolutional neural network, and configuring a video classification pipeline. The OnMAR approach is effective, matching or outperforming existing real-time AutoML approaches, with the added benefit of a faster runtime.

This tutorial focuses on the fundamental architectures of Variational Autoencoders (VAE) and Generative Adversarial Networks (GAN), disregarding their numerous variations, to highlight their core principles. Both VAE and GAN utilize simple distributions, such as Gaussians, as a basis and leverage the powerful nonlinear transformation capabilities of neural networks to approximate arbitrarily complex distributions. The theoretical basis lies in that a linear combination of multiple Gaussians can almost approximate any probability distribution, while neural networks enable further refinement through nonlinear transformations. Both methods approximate complex data distributions implicitly. This implicit approximation is crucial because directly modeling high-dimensional distributions explicitly is often intractable. However, the choice of a simple latent prior, while computationally convenient, introduces limitations. In VAEs, the fixed Gaussian prior forces the posterior distribution to align with it, potentially leading to loss of information and reduced expressiveness. This restriction affects both the interpretability of the model and the quality of generated samples.

Bayesian computation has achieved profound success in many modeling tasks with statistics tools such as generalized linear models (Dobson and Barnett, 2018; Nelder and Wedderburn, 1972). Yet these traditional tools fail to produce satisfactory predictions for high-dimensional and highly complex data such as images, speech and videos. Deep Learning (LeCun et al., 2015a) provides an attractive solution. At the time of late 2023, deep neural networks achieve accurate predictions for image classification (Dehghani et al., 2023), segmentation (Kirillov et al., 2023) and speech recognition tasks (Zhang et al., 2023). Meanwhile they have also demonstrated an astonishing capability for generating photo-realistic and/or artistic images (Rombach et al., 2022), music (Agostinelli et al., 2023) and videos (Liang et al., 2022). Nowadays deep neural networks have become a standard modeling tool for many of the applications in AI and related fields, and the success of deep learning so far are based on training deterministic deep neural networks on big data. So one might ask: is there a place for Bayesian computation in modern deep learning?

Applying large language models (LLMs) to assist in psycho-counseling is an emerging and meaningful approach, driven by the significant gap between patient needs and the availability of mental health support. However, current LLMs struggle to consistently provide effective responses to client speeches, largely due to the lack of supervision from high-quality real psycho-counseling data, whose content is typically inaccessible due to client privacy concerns. Furthermore, the quality of therapists' responses in available sessions can vary significantly based on their professional training and experience. Assessing the quality of therapists' responses remains an open challenge. In this work, we address these challenges by first proposing a set of professional and comprehensive principles to evaluate therapists' responses to client speeches. Using these principles, we create a preference dataset, PsychoCounsel-Preference, which contains 36k high-quality preference comparison pairs. This dataset aligns with the preferences of professional psychotherapists, providing a robust foundation for evaluating and improving LLMs in psycho-counseling. Experiments on reward modeling and preference learning demonstrate that PsychoCounsel-Preference is an excellent resource for LLMs to acquire essential skills for responding to clients in a counseling session. Our best-aligned model, PsychoCounsel-Llama3-8B, achieves an impressive win rate of 87% against GPT-4o. We release PsychoCounsel-Preference, PsychoCounsel-Llama3-8B and the reward model PsychoCounsel Llama3-8B-Reward to facilitate the research of psycho-counseling with LLMs at: https://hf.co/Psychotherapy-LLM.