Workshop Goals This workshop aimed to identify initial challenges and opportunities for national resources for AI research (e.g., compute, data, models, etc.) and to facilitate planning for the envisioned National AI Research Resource (NAIRR). Participants included AI and cyberinfrastructure (CI) experts. Significant Findings 1. AI researchers confront unprecedented scale that goes well beyond generative AI 2. National investments in AI research resources have been insufficient 3. The suboptimal usability of current resources is compromising AI investigation topics 4. The cadence and intensity of AI conference publications is unlike other research areas 5. Better practices for managing local resources are needed 6. Access to AI research resources is very uneven for different institutions 7. There is an opportunity for greater alignment between CI and AI efforts 8. AI research needs warrant unique approaches to CI and to national shared resources Critical Needs Participants identified ten prototypical AI workflows in two major areas with an immediate need for large-scale resources.

Advanced applied mathematics problems are underrepresented in existing Large Language Model (LLM) benchmark datasets. To address this, we introduce HARDMath, a dataset inspired by a graduate course on asymptotic methods, featuring challenging applied mathematics problems that require analytical approximation techniques. These problems demand a combination of mathematical reasoning, computational tools, and subjective judgment, making them difficult for LLMs. Our framework auto-generates a large number of problems with solutions validated against numerical ground truths. We evaluate both open- and closed-source LLMs on HARDMath-mini, a sub-sampled test set of 366 problems, as well as on 40 word problems formulated in applied science contexts. Even leading closed-source models like GPT-4 achieve only 43.8% overall accuracy with few-shot Chain-of-Thought prompting, and all models demonstrate significantly lower performance compared to results on existing mathematics benchmark datasets. We additionally conduct a detailed error analysis to gain insights into the failure cases of LLMs. These results demonstrate limitations of current LLM performance on advanced graduate-level applied math problems and underscore the importance of datasets like HARDMath to advance mathematical abilities of LLMs.

The role of multiple-choice questions (MCQs) as effective learning tools has been debated in past research. While MCQs are widely used due to their ease in grading, open response questions are increasingly used for instruction, given advances in large language models (LLMs) for automated grading. This study evaluates MCQs effectiveness relative to open-response questions, both individually and in combination, on learning. These activities are embedded within six tutor lessons on advocacy. Using a posttest-only randomized control design, we compare the performance of 234 tutors (790 lesson completions) across three conditions: MCQ only, open response only, and a combination of both. We find no significant learning differences across conditions at posttest, but tutors in the MCQ condition took significantly less time to complete instruction. These findings suggest that MCQs are as effective, and more efficient, than open response tasks for learning when practice time is limited. To further enhance efficiency, we autograded open responses using GPT-4o and GPT-4-turbo. GPT models demonstrate proficiency for purposes of low-stakes assessment, though further research is needed for broader use. This study contributes a dataset of lesson log data, human annotation rubrics, and LLM prompts to promote transparency and reproducibility.

This study introduces DK-PRACTICE (Dynamic Knowledge Prediction and Educational Content Recommendation System), an intelligent online platform that leverages machine learning to provide personalized learning recommendations based on student knowledge state. Students participate in a short, adaptive assessment using the question-and-answer method regarding key concepts in a specific knowledge domain. The system dynamically selects the next question for each student based on the correctness and accuracy of their previous answers. After the test is completed, DK-PRACTICE analyzes students' interaction history to recommend learning materials to empower the student's knowledge state in identified knowledge gaps. Both question selection and learning material recommendations are based on machine learning models trained using anonymized data from a real learning environment. To provide self-assessment and monitor learning progress, DK-PRACTICE allows students to take two tests: one pre-teaching and one post-teaching. After each test, a report is generated with detailed results. In addition, the platform offers functions to visualize learning progress based on recorded test statistics. DK-PRACTICE promotes adaptive and personalized learning by empowering students with self-assessment capabilities and providing instructors with valuable information about students' knowledge levels. DK-PRACTICE can be extended to various educational environments and knowledge domains, provided the necessary data is available according to the educational topics. A subsequent paper will present the methodology for the experimental application and evaluation of the platform.

Graphical User Interface (GUI) agents hold great potential for automating complex tasks across diverse digital environments, from web applications to desktop software. However, the development of such agents is hindered by the lack of high-quality, multi-step trajectory data required for effective training. Existing approaches rely on expensive and labor-intensive human annotation, making them unsustainable at scale. To address this challenge, we propose AgentTrek, a scalable data synthesis pipeline that generates high-quality GUI agent trajectories by leveraging web tutorials. Our method automatically gathers tutorial-like texts from the internet, transforms them into task goals with step-by-step instructions, and employs a visual-language model agent to simulate their execution in a real digital environment. A VLM-based evaluator ensures the correctness of the generated trajectories. We demonstrate that training GUI agents with these synthesized trajectories significantly improves their grounding and planning performance over the current models. Moreover, our approach is more cost-efficient compared to traditional human annotation methods. This work underscores the potential of guided replay with web tutorials as a viable strategy for large-scale GUI agent training, paving the way for more capable and autonomous digital agents.

In this work, we provide a systematic analysis of how large language models (LLMs) contribute to solving planning problems. In particular, we examine how LLMs perform when they are used as problem solver, solution verifier, and heuristic guidance to improve intermediate solutions. Our analysis reveals that although it is difficult for LLMs to generate correct plans out-of-the-box, LLMs are much better at providing feedback signals to intermediate/incomplete solutions in the form of comparative heuristic functions. This evaluation framework provides insights into how future work may design better LLM-based tree-search algorithms to solve diverse planning and reasoning problems. We also propose a novel benchmark to evaluate LLM's ability to learn user preferences on the fly, which has wide applications in practical settings.

This research presents preliminary work to address the challenge of identifying at-risk students using supervised machine learning and three unique data categories: engagement, demographics, and performance data collected from Fall 2023 using Canvas and the California State University, Fullerton dashboard. We aim to tackle the persistent challenges of higher education retention and student dropout rates by screening for at-risk students and building a high-risk identification system. By focusing on previously overlooked behavioral factors alongside traditional metrics, this work aims to address educational gaps, enhance student outcomes, and significantly boost student success across disciplines at the University. Pre-processing steps take place to establish a target variable, anonymize student information, manage missing data, and identify the most significant features. Given the mixed data types in the datasets and the binary classification nature of this study, this work considers several machine learning models, including Support Vector Machines (SVM), Naive Bayes, K-nearest neighbors (KNN), Decision Trees, Logistic Regression, and Random Forest. These models predict at-risk students and identify critical periods of the semester when student performance is most vulnerable. We will use validation techniques such as train test split and k-fold cross-validation to ensure the reliability of the models. Our analysis indicates that all algorithms generate an acceptable outcome for at-risk student predictions, while Naive Bayes performs best overall.

Students' answers to tasks provide a valuable source of information in teaching as they result from applying cognitive processes to a learning content addressed in the task. Due to steadily increasing course sizes, analyzing student answers is frequently the only means of obtaining evidence about student performance. However, in many cases, resources are limited, and when evaluating exams, the focus is solely on identifying correct or incorrect answers. This overlooks the value of analyzing incorrect answers, which can help improve teaching strategies or identify misconceptions to be addressed in the next cohort. In teacher training for secondary education, assessment guidelines are mandatory for every exam, including anticipated errors and misconceptions. We applied this concept to a university exam with 462 students and 41 tasks. For each task, the instructors developed answer classes -- classes of expected responses, to which student answers were mapped during the exam correction process. The experiment resulted in a shift in mindset among the tutors and instructors responsible for the course: after initially having great reservations about whether the significant additional effort would yield an appropriate benefit, the procedure was subsequently found to be extremely valuable. The concept presented, and the experience gained from the experiment were cast into a system with which it is possible to correct paper-based exams on the basis of answer classes. This updated version of the paper provides an overview and new potential in the course of using the digital version of the approach.

Current RLHF frameworks for aligning large language models (LLMs) typically assume a fixed prompt distribution, which is sub-optimal and limits the scalability of alignment and generalizability of models. To address this, we introduce a general open-ended RLHF framework that casts alignment as an asymmetric game between two players: (i) a creator that generates increasingly informative prompt distributions using reward signals, and (ii) a solver that learns to produce more preferred responses on prompts produced by the creator. This framework of Evolving Alignment via Asymmetric Self-Play (eva), results in a simple and efficient approach that can utilize any existing RLHF algorithm for scalable alignment. eva outperforms state-of-the-art methods on widely-used benchmarks, without the need of any additional human crafted prompts. Specifically, eva improves the win rate of Gemma-2-9B-it on Arena-Hard from 51.6% to 60.1% with DPO, from 55.7% to 58.9% with SPPO, from 52.3% to 60.7% with SimPO, and from 54.8% to 60.3% with ORPO, surpassing its 27B version and matching claude-3-opus. This improvement is persistent even when new human crafted prompts are introduced. Finally, we show eva is effective and robust under various ablation settings.

Federated learning (FL) enables collaborative learning among decentralized clients while safeguarding the privacy of their local data. Existing studies on FL typically assume offline labeled data available at each client when the training starts. Nevertheless, the training data in practice often arrive at clients in a streaming fashion without ground-truth labels. Given the expensive annotation cost, it is critical to identify a subset of informative samples for labeling on clients. However, selecting samples locally while accommodating the global training objective presents a challenge unique to FL. In this work, we tackle this conundrum by framing the data querying process in FL as a collaborative decentralized decision-making problem and proposing an effective solution named LeaDQ, which leverages multi-agent reinforcement learning algorithms. In particular, under the implicit guidance from global information, LeaDQ effectively learns the local policies for distributed clients and steers them towards selecting samples that can enhance the global model's accuracy. Extensive simulations on image and text tasks show that LeaDQ advances the model performance in various FL scenarios, outperforming the benchmarking algorithms.