Artificial Intelligence is rapidly embedding itself within militaries, economies, and societies, reshaping their very foundations. Given the depth and breadth of its consequences, it has never been more pressing to understand how to ensure that AI systems are safe, ethical, and have a positive societal impact. This book aims to provide a comprehensive approach to understanding AI risk. Our primary goals include consolidating fragmented knowledge on AI risk, increasing the precision of core ideas, and reducing barriers to entry by making content simpler and more comprehensible. The book has been designed to be accessible to readers from diverse backgrounds. You do not need to have studied AI, philosophy, or other such topics. The content is skimmable and somewhat modular, so that you can choose which chapters to read. We introduce mathematical formulas in a few places to specify claims more precisely, but readers should be able to understand the main points without these.

Multiple Instance Learning (MIL) is widely used in medical imaging classification to reduce the labeling effort. While only bag labels are available for training, one typically seeks predictions at both bag and instance levels (classification and localization tasks, respectively). Early MIL methods treated the instances in a bag independently. Recent methods account for global and local dependencies among instances. Although they have yielded excellent results in classification, their performance in terms of localization is comparatively limited. We argue that these models have been designed to target the classification task, while implications at the instance level have not been deeply investigated. Motivated by a simple observation -- that neighboring instances are likely to have the same label -- we propose a novel, principled, and flexible mechanism to model local dependencies. It can be used alone or combined with any mechanism to model global dependencies (e.g., transformers). A thorough empirical validation shows that our module leads to state-of-the-art performance in localization while being competitive or superior in classification. Our code is at https://github.com/Franblueee/SmMIL.

In the Architecture Engineering & Construction (AEC) industry, how design behaviors impact design quality remains unclear. This study proposes a novel approach, which, for the first time, identifies and quantitatively describes the relationship between design behaviors and quality of design based on Building Information Modeling (BIM). Real-time collection and log mining are integrated to collect raw data of design behaviors. Feature engineering and various machine learning models are then utilized for quantitative modeling and interpretation. Results confirm an existing quantifiable relationship which can be learned by various models. The best-performing model using Extremely Random Trees achieved an R2 value of 0.88 on the test set. Behavioral features related to designer's skill level and changes of design intentions are identified to have significant impacts on design quality. These findings deepen our understanding of the design process and help forming BIM designs with better quality.

This paper presents a variant of the Multinomial mixture model tailored for the unsupervised classification of short text data. Traditionally, the Multinomial probability vector in this hierarchical model is assigned a Dirichlet prior distribution. Here, however, we explore an alternative prior--the Beta-Liouville distribution--which offers a more flexible correlation structure than the Dirichlet. We examine the theoretical properties of the Beta-Liouville distribution, focusing on its conjugacy with the Multinomial likelihood. This property enables the derivation of update equations for a CAVI (Coordinate Ascent Variational Inference) variational algorithm, facilitating the approximate posterior estimation of model parameters. Additionally, we propose a stochastic variant of the CAVI algorithm that enhances scalability. The paper concludes with data examples that demonstrate effective strategies for setting the Beta-Liouville hyperparameters.

On Friday 22 November, IEEE Robotics and Automation Society will be hosting an online science communication training session for robotics and AI researchers. The tutorial will introduce you to science communication and help you create your own story through hands-on activities. It helps demystify robotics and AI for a broad range of people including policy makers, business leaders, and the public. As a researcher, mastering this skill can not only enhance your communication abilities but also expand your network and increase the visibility and impact of your work. In this three-hour session, leading science communicators in robotics and AI will teach you how to clearly and concisely explain your research to non-specialists.

Several initiatives have been undertaken to conceptually model the domain of scholarly data using ontologies and to create respective Knowledge Graphs. Yet, the full potential seems unleashed, as automated means for automatic population of said ontologies are lacking, and respective initiatives from the Semantic Web community are not necessarily connected: we propose to make scholarly data more sustainably accessible by leveraging Wikidata's infrastructure and automating its population in a sustainable manner through LLMs by tapping into unstructured sources like conference Web sites and proceedings texts as well as already existing structured conference datasets. While an initial analysis shows that Semantic Web conferences are only minimally represented in Wikidata, we argue that our methodology can help to populate, evolve and maintain scholarly data as a community within Wikidata. Our main contributions include (a) an analysis of ontologies for representing scholarly data to identify gaps and relevant entities/properties in Wikidata, (b) semi-automated extraction -- requiring (minimal) manual validation -- of conference metadata (e.g., acceptance rates, organizer roles, programme committee members, best paper awards, keynotes, and sponsors) from websites and proceedings texts using LLMs. Finally, we discuss (c) extensions to visualization tools in the Wikidata context for data exploration of the generated scholarly data. Our study focuses on data from 105 Semantic Web-related conferences and extends/adds more than 6000 entities in Wikidata. It is important to note that the method can be more generally applicable beyond Semantic Web-related conferences for enhancing Wikidata's utility as a comprehensive scholarly resource. Source Repository: https://github.com/scholarly-wikidata/ DOI: https://doi.org/10.5281/zenodo.10989709 License: Creative Commons CC0 (Data), MIT (Code)

Classroom dialogue plays a crucial role in fostering student engagement and deeper learning. However, analysing dialogue sequences has traditionally relied on either theoretical frameworks or empirical descriptions of practice, with limited integration between the two. This study addresses this gap by developing a comprehensive rule base of dialogue sequences and an Artificial Intelligence (AI) agent that combines expert-informed rule-based systems with a large language model (LLM). The agent applies expert knowledge while adapting to the complexities of natural language, enabling accurate and flexible categorisation of classroom dialogue sequences. By synthesising findings from over 30 studies, we established a comprehensive framework for dialogue analysis. The agent was validated against human expert coding, achieving high levels of precision and reliability. The results demonstrate that the agent provides theory-grounded and adaptive functions, tremendously enhancing the efficiency and scalability of classroom dialogue analysis, offering significant potential in improving classroom teaching practices and supporting teacher professional development.

Investigation of students' perceptions and opinions on the use of generative artificial intelligence (GenAI) in education is a topic gaining much interest. Studies addressing this are typically conducted with large heterogeneous groups, at one moment in time. However, how students perceive and use GenAI tools can potentially depend on many factors, including their background knowledge, familiarity with the tools, and the learning goals and policies of the courses they are taking. In this study we explore how students following computing courses use GenAI for programming-related tasks across different programs and courses: Bachelor and Master, in courses in which learning programming is the learning goal, courses that require programming as a means to achieve another goal, and in courses in which programming is optional, but can be useful. We are also interested in changes over time, since GenAI capabilities are changing at a fast pace, and users are adopting GenAI increasingly. We conducted three consecutive surveys (fall `23, winter `23, and spring `24) among students of all computing programs of a large European research university. We asked questions on the use in education, ethics, and job prospects, and we included specific questions on the (dis)allowed use of GenAI tools in the courses they were taking at the time. We received 264 responses, which we quantitatively and qualitatively analyzed, to find out how students have employed GenAI tools across 59 different computing courses, and whether the opinion of an average student about these tools evolves over time. Our study contributes to the emerging discussion of how to differentiate GenAI use across different courses, and how to align its use with the learning goals of a computing course.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

This research introduces an innovative artificial intelligence-driven educational concept designed to optimize self-directed learning through personalized course delivery and automated teaching assistance. The system leverages fine-tuned AI models to create an adaptive learning environment that encompasses customized roadmaps, automated presentation generation, and three-dimensional modeling for complex concept visualization. By integrating real-time virtual assistance for doubt resolution, the platform addresses the immediate educational needs of learners while promoting autonomous learning practices. This study explores the psychological advantages of self-directed learning and demonstrates how AI automation can enhance educational outcomes through personalized content delivery and interactive support mechanisms. The research contributes to the growing field of educational technology by presenting a comprehensive framework that combines automated content generation, visual learning aids, and intelligent tutoring to create an efficient, scalable solution for modern educational needs. Preliminary findings suggest that this approach not only accommodates diverse learning styles but also strengthens student engagement and knowledge retention through its emphasis on self-paced, independent learning methodologies.