Federated Learning (FL) is a decentralized machine learning approach that has gained attention for its potential to enable collaborative model training across clients while protecting data privacy, making it an attractive solution for the chemical industry. This work aims to provide the chemical engineering community with an accessible introduction to the discipline. Supported by a hands-on tutorial and a comprehensive collection of examples, it explores the application of FL in tasks such as manufacturing optimization, multimodal data integration, and drug discovery while addressing the unique challenges of protecting proprietary information and managing distributed datasets. The tutorial was built using key frameworks such as $\texttt{Flower}$ and $\texttt{TensorFlow Federated}$ and was designed to provide chemical engineers with the right tools to adopt FL in their specific needs. We compare the performance of FL against centralized learning across three different datasets relevant to chemical engineering applications, demonstrating that FL will often maintain or improve classification performance, particularly for complex and heterogeneous data. We conclude with an outlook on the open challenges in federated learning to be tackled and current approaches designed to remediate and improve this framework.

Multimodal Learning Analytics (MMLA) leverages advanced sensing technologies and artificial intelligence to capture complex learning processes, but integrating diverse data sources into cohesive insights remains challenging. This study introduces a novel methodology for integrating latent class analysis (LCA) within MMLA to map monomodal behavioural indicators into parsimonious multimodal ones. Using a high-fidelity healthcare simulation context, we collected positional, audio, and physiological data, deriving 17 monomodal indicators. LCA identified four distinct latent classes: Collaborative Communication, Embodied Collaboration, Distant Interaction, and Solitary Engagement, each capturing unique monomodal patterns. Epistemic network analysis compared these multimodal indicators with the original monomodal indicators and found that the multimodal approach was more parsimonious while offering higher explanatory power regarding students' task and collaboration performances. The findings highlight the potential of LCA in simplifying the analysis of complex multimodal data while capturing nuanced, cross-modality behaviours, offering actionable insights for educators and enhancing the design of collaborative learning interventions. This study proposes a pathway for advancing MMLA, making it more parsimonious and manageable, and aligning with the principles of learner-centred education.

This paper proposes a novel analytical framework: Transition Network Analysis (TNA), an approach that integrates Stochastic Process Mining and probabilistic graph representation to model, visualize, and identify transition patterns in the learning process data. Combining the relational and temporal aspects into a single lens offers capabilities beyond either framework, including centralities to capture important learning events, community finding to identify patterns of behavior, and clustering to reveal temporal patterns. This paper introduces the theoretical and mathematical foundations of TNA. To demonstrate the functionalities of TNA, we present a case study with students (n=191) engaged in small-group collaboration to map patterns of group dynamics using the theories of co-regulation and socially-shared regulated learning. The analysis revealed that TNA could reveal the regulatory processes and identify important events, temporal patterns and clusters. Bootstrap validation established the significant transitions and eliminated spurious transitions. In doing so, we showcase TNA's utility to capture learning dynamics and provide a robust framework for investigating the temporal evolution of learning processes. Future directions include advancing estimation methods, expanding reliability assessment, exploring longitudinal TNA, and comparing TNA networks using permutation tests.

This paper introduces Open-Amp, a synthetic data framework for generating large-scale and diverse audio effects data. Audio effects are relevant to many musical audio processing and Music Information Retrieval (MIR) tasks, such as modelling of analog audio effects, automatic mixing, tone matching and transcription. Existing audio effects datasets are limited in scope, usually including relatively few audio effects processors and a limited amount of input audio signals. Our proposed framework overcomes these issues, by crowdsourcing neural network emulations of guitar amplifiers and effects, created by users of open-source audio effects emulation software. This allows users of Open-Amp complete control over the input signals to be processed by the effects models, as well as providing high-quality emulations of hundreds of devices. Open-Amp can render audio online during training, allowing great flexibility in data augmentation. Our experiments show that using Open-Amp to train a guitar effects encoder achieves new state-of-the-art results on multiple guitar effects classification tasks. Furthermore, we train a one-to-many guitar effects model using Open-Amp, and use it to emulate unseen analog effects via manipulation of its learned latent space, indicating transferability to analog guitar effects data.

Cognitive diagnosis (CD) aims to reveal students' proficiency in specific knowledge concepts. With the increasing adoption of intelligent education applications, accurately assessing students' knowledge mastery has become an urgent challenge. Although existing cognitive diagnosis frameworks enhance diagnostic accuracy by analyzing students' explicit response records, they primarily focus on individual knowledge state, failing to adequately reflect the relative ability performance of students within hierarchies. To address this, we propose the Hierarchy Constraint-Aware Cognitive Diagnosis Framework (HCD), designed to more accurately represent student ability performance within real educational contexts. Specifically, the framework introduces a hierarchy mapping layer to identify students' levels. It then employs a hierarchy convolution-enhanced attention layer for in-depth analysis of knowledge concepts performance among students at the same level, uncovering nuanced differences. A hierarchy inter-sampling attention layer captures performance differences across hierarchies, offering a comprehensive understanding of the relationships among students' knowledge state. Finally, through personalized diagnostic enhancement, the framework integrates hierarchy constraint perception features with existing models, improving the representation of both individual and group characteristics. This approach enables precise inference of students' knowledge state. Research shows that this framework not only reasonably constrains changes in students' knowledge states to align with real educational settings, but also supports the scientific rigor and fairness of educational assessments, thereby advancing the field of cognitive diagnosis.

Course Outcome (CO) and Program Outcome (PO)/Program-Specific Outcome (PSO) alignment is a crucial task for ensuring curriculum coherence and assessing educational effectiveness. The construction of a Course Articulation Matrix (CAM), which quantifies the relationship between COs and POs/PSOs, typically involves assigning numerical values (0, 1, 2, 3) to represent the degree of alignment. In this study, We experiment with four models from the BERT family: BERT Base, DistilBERT, ALBERT, and RoBERTa, and use multiclass classification to assess the alignment between CO and PO/PSO pairs. We first evaluate traditional machine learning classifiers, such as Decision Tree, Random Forest, and XGBoost, and then apply transfer learning to evaluate the performance of the pretrained BERT models. To enhance model interpretability, we apply Explainable AI technique, specifically Local Interpretable Model-agnostic Explanations (LIME), to provide transparency into the decision-making process. Our system achieves accuracy, precision, recall, and F1-score values of 98.66%, 98.67%, 98.66%, and 98.66%, respectively. This work demonstrates the potential of utilizing transfer learning with BERT-based models for the automated generation of CAMs, offering high performance and interpretability in educational outcome assessment.

Image generation has shown remarkable results in generating high-fidelity realistic images, in particular with the advancement of diffusion-based models. However, the prevalence of AI-generated images may have side effects for the machine learning community that are not clearly identified. Meanwhile, the success of deep learning in computer vision is driven by the massive dataset collected on the Internet. The extensive quantity of synthetic data being added to the Internet would become an obstacle for future researchers to collect "clean" datasets without AI-generated content. Prior research has shown that using datasets contaminated by synthetic images may result in performance degradation when used for training. In this paper, we investigate the potential impact of contaminated datasets on Online Continual Learning (CL) research. We experimentally show that contaminated datasets might hinder the training of existing online CL methods. Also, we propose Entropy Selection with Real-synthetic similarity Maximization (ESRM), a method to alleviate the performance deterioration caused by synthetic images when training online CL models. Experiments show that our method can significantly alleviate performance deterioration, especially when the contamination is severe.

Apple has released its latest iOS 18.1.1 In a post on its security website, the tech giant says the update fixes two vulnerabilities which have already been'actively exploited' by hackers. According to security experts, these bugs could be used to remotely compromise a user's device and even gain access to their online accounts. While the security weaknesses have only been exploited on Mac so far, waiting too long could leave your iPhone vulnerable to being hacked. Michael Covington, VP of strategy at cybersecurity firm Jamf, says: 'The fixes provided by Apple introduce stronger checks to detect and prevent malicious activity, as well as improve how devices manage and track data during web browsing.

We introduce MecQaBot, an open-source, affordable, and modular autonomous mobile robotics framework developed for education and research at Macquarie University, School of Engineering, since 2019. This platform aims to provide students and researchers with an accessible means for exploring autonomous robotics and fostering hands-on learning and innovation. Over the five years, the platform has engaged more than 240 undergraduate and postgraduate students across various engineering disciplines. The framework addresses the growing need for practical robotics training in response to the expanding robotics field and its increasing relevance in industry and academia. The platform facilitates teaching critical concepts in sensing, programming, hardware-software integration, and autonomy within real-world contexts, igniting student interest and engagement. We describe the design and evolution of the MecQaBot framework and the underlying principles of scalability and flexibility, which are keys to its success. Complete documentation: https://github.com/AliceJames-1/MecQaBot

This paper aims to uncover needs of adult learners when using pedagogical technologies such as intelligent tutoring systems. Further, our aim with this work is to understand the usability challenges when deploying tutors at scale within the adult learning audience. As educational technologies become more ubiquitous within k-12 education, this paper aims to bridge the gap in understanding on how adult users might utilize intelligent tutors. In pursuit of this, we built four intelligent tutors, and deployed them to 110 classrooms at a state technical college for an entire academic year. Following this deployment, we conducted focus groups amongst users to gather data to understand how learners perceived the optional educational technology during their academic journey. We further analyzed this data using foundational HCI methodologies to extract leanings and design recommendations on how developers might craft educational technologies for adoption at scale for the adult learning population.