Neovascular age-related macular degeneration (nAMD) is a leading cause of vision loss among older adults, where disease activity detection and progression prediction are critical for nAMD management in terms of timely drug administration and improving patient outcomes. Recent advancements in deep learning offer a promising solution for predicting changes in AMD from optical coherence tomography (OCT) retinal volumes. In this work, we proposed deep learning models for the two tasks of the public MARIO Challenge at MICCAI 2024, designed to detect and forecast changes in nAMD severity with longitudinal retinal OCT. For the first task, we employ a Vision Transformer (ViT) based Siamese Network to detect changes in AMD severity by comparing scan embeddings of a patient from different time points. To train a model to forecast the change after 3 months, we exploit, for the first time, an Earth Mover (Wasserstein) Distance-based loss to harness the ordinal relation within the severity change classes. Both models ranked high on the preliminary leaderboard, demonstrating that their predictive capabilities could facilitate nAMD treatment management.

In real-world settings, vision language models (VLMs) should robustly handle naturalistic, noisy visual content as well as domain-specific language and concepts. For example, K-12 educators using digital learning platforms may need to examine and provide feedback across many images of students' math work. To assess the potential of VLMs to support educators in settings like this one, we introduce DrawEduMath, an English-language dataset of 2,030 images of students' handwritten responses to K-12 math problems. Teachers provided detailed annotations, including free-form descriptions of each image and 11,661 question-answer (QA) pairs. These annotations capture a wealth of pedagogical insights, ranging from students' problem-solving strategies to the composition of their drawings, diagrams, and writing. We evaluate VLMs on teachers' QA pairs, as well as 44,362 synthetic QA pairs derived from teachers' descriptions using language models (LMs). We show that even state-of-the-art VLMs leave much room for improvement on DrawEduMath questions. We also find that synthetic QAs, though imperfect, can yield similar model rankings as teacher-written QAs. We release DrawEduMath to support the evaluation of VLMs' abilities to reason mathematically over images gathered with educational contexts in mind.

As a publicly funded body in the UK, Oak National Academy is in a unique position to innovate within this field as we have a comprehensive curriculum of approximately 13,000 open education resources (OER) for all National Curriculum subjects, designed and quality-assured by expert, human teachers. This has provided the corpus of content needed for building a high-quality AI-powered lesson planning tool, Aila, that is free to use and, therefore, accessible to all teachers across the country. Furthermore, using our evidence-informed curriculum principles, we have codified and exemplified each component of lesson design. To assess the quality of lessons produced by Aila at scale, we have developed an AI-powered auto-evaluation agent,facilitating informed improvements to enhance output quality. Through comparisons between human and auto-evaluations, we have begun to refine this agent further to increase its accuracy, measured by its alignment with an expert human evaluator. In this paper we present this iterative evaluation process through an illustrative case study focused on one quality benchmark - the level of challenge within multiple-choice quizzes. We also explore the contribution that this may make to similar projects and the wider sector.

Personalised education is one of the domains that can greatly benefit from the most recent advances in Artificial Intelligence (AI) and Large Language Models (LLM). However, it is also one of the most challenging applications due to the cognitive complexity of teaching effectively while personalising the learning experience to suit independent learners. We hypothesise that one promising approach to excelling in such demanding use cases is using a \emph{society of minds}. In this chapter, we present TrueReason, an exemplar personalised learning system that integrates a multitude of specialised AI models that can mimic micro skills that are composed together by a LLM to operationalise planning and reasoning. The architecture of the initial prototype is presented while describing two micro skills that have been incorporated in the prototype. The proposed system demonstrates the first step in building sophisticated AI systems that can take up very complex cognitive tasks that are demanded by domains such as education.

Collaboration is a crucial part of computing education. The increase Khan [28] has proposed an inspiring vision of how AI could in AI capabilities over the last couple of years is bound to profoundly help realize personalized individual tutors for every learner. Complementing affect all aspects of systems and software engineering, including this, an expert panel from 2020 [49] draws a scenario collaboration. In this position paper, we consider a scenario where where "AI supports orchestration of the multiple types of activities, AI agents would be able to take on any role in collaborative processes learning partners, and interaction patterns that can enrich a classroom". in computing education. We outline these roles, the activities We believe the possibilities are even broader, and to help and group dynamics that software development currently include, think about them, we propose a thought experiment that not only and discuss if and in what way AI could facilitate these roles and accommodates emerging practices and visions but also suggests activities. The goal of our work is to envision and critically examine new use cases in education that (to the best of our knowledge) have potential futures. We present scenarios suggesting how AI not yet been explored.

Humans acquire knowledge through three cognitive stages: perceiving information, comprehending knowledge, and adapting knowledge to solve novel problems. Videos serve as an effective medium for this learning process, facilitating a progression through these cognitive stages. However, existing video benchmarks fail to systematically evaluate the knowledge acquisition capabilities in Large Multimodal Models (LMMs). To address this gap, we introduce Video-MMMU, a multi-modal, multi-disciplinary benchmark designed to assess LMMs' ability to acquire and utilize knowledge from videos. Video-MMMU features a curated collection of 300 expert-level videos and 900 human-annotated questions across six disciplines, evaluating knowledge acquisition through stage-aligned question-answer pairs: Perception, Comprehension, and Adaptation. A proposed knowledge gain metric, {\Delta}knowledge, quantifies improvement in performance after video viewing. Evaluation of LMMs reveals a steep decline in performance as cognitive demands increase and highlights a significant gap between human and model knowledge acquisition, underscoring the need for methods to enhance LMMs' capability to learn and adapt from videos.

We study lifelong learning in linear bandits, where a learner interacts with a sequence of linear bandit tasks whose parameters lie in an $m$-dimensional subspace of $\mathbb{R}^d$, thereby sharing a low-rank representation. Current literature typically assumes that the tasks are diverse, i.e., their parameters uniformly span the $m$-dimensional subspace. This assumption allows the low-rank representation to be learned before all tasks are revealed, which can be unrealistic in real-world applications. In this work, we present the first nontrivial result for sequential multi-task linear bandits without the task diversity assumption. We develop an algorithm that efficiently learns and transfers low-rank representations. When facing $N$ tasks, each played over $\tau$ rounds, our algorithm achieves a regret guarantee of $\tilde{O}\big (Nm \sqrt{\tau} + N^{\frac{2}{3}} \tau^{\frac{2}{3}} d m^{\frac13} + Nd^2 + \tau m d \big)$ under the ellipsoid action set assumption. This result can significantly improve upon the baseline of $\tilde{O} \left (Nd \sqrt{\tau}\right)$ that does not leverage the low-rank structure when the number of tasks $N$ is sufficiently large and $m \ll d$. We also demonstrate empirically on synthetic data that our algorithm outperforms baseline algorithms, which rely on the task diversity assumption.

Learning Objects represent a widespread approach to structuring instructional materials in a large variety of educational contexts. The main aim of this work consists of analyzing from a qualitative point of view the process of generating reusable learning objects (RLOs) followed by Clavy, a tool that can be used to retrieve data from multiple medical knowledge sources and reconfigure such sources in diverse multimedia-based structures and organizations. From these organizations, Clavy is able to generate learning objects which can be adapted to various instructional healthcare scenarios with several types of user profiles and distinct learning requirements. Moreover, Clavy provides the capability of exporting these learning objects through educational standard specifications, which improves their reusability features. The analysis insights highlight the importance of having a tool able to transfer knowledge from the available digital medical collections to learning objects that can be easily accessed by medical students and healthcare practitioners through the most popular e-learning platforms.

Weaknesses: The linear combination of multi-source domain has been investigated in [a,b], which shoule be discussed. Multi-source Domain Adaptation for Face Recognition Multi-Source Domain Adaptation: A Causal View Using KL divergence or GAN to align many source domains is a quite common operation. The method seems like a simple combination of [37] and KL-divergence based alignment. Is the other divergence measure can be applied for this framework? The abstract claims that the medical image are usually heterogeneous, but the tested datasets are homogeneous.

Four knowledgeable reviewers have mixed opinions: R1 and R4 -- 'Marginally above the acceptance threshold', R3 -- 'Marginally above the acceptance threshold', and R2 -- 'Reject'. R2, who is the least confident among 4 reviewers, has a main concern about comparing with two works [a] Multi-source Domain Adaptation for Face Recognition and [b] Multi-Source Domain Adaptation: A Causal View. I read the paper and rebuttal and decide to downgrade this concern because the paper is mainly about domain generalization (DG), rather than domain adaptation (DA). There are quite differences between them and hence it is not fully necessary to compare the proposed DG approach with DA approaches thoroughly. Also, the authors agree to cite these works in future version, which to me is fine.