Social media is a great source of data for users reporting information and regarding their health and how various things have had an effect on them. This paper presents various approaches using Transformers and Large Language Models and their ensembles, their performance along with advantages and drawbacks for various tasks of SMM4H'24 - Classifying texts on impact of nature and outdoor spaces on the author's mental health (Task 3), Binary classification of tweets reporting their children's health disorders like Asthma, Autism, ADHD and Speech disorder (task 5), Binary classification of users self-reporting their age (task 6).

Mislabeled examples are ubiquitous in real-world machine learning datasets, advocating the development of techniques for automatic detection. We show that most mislabeled detection methods can be viewed as probing trained machine learning models using a few core principles. We formalize a modular framework that encompasses these methods, parameterized by only 4 building blocks, as well as a Python library that demonstrates that these principles can actually be implemented. The focus is on classifier-agnostic concepts, with an emphasis on adapting methods developed for deep learning models to non-deep classifiers for tabular data. We benchmark existing methods on (artificial) Completely At Random (NCAR) as well as (realistic) Not At Random (NNAR) labeling noise from a variety of tasks with imperfect labeling rules. This benchmark provides new insights as well as limitations of existing methods in this setup.

The majority of online continual learning (CL) advocates single-epoch training and imposes restrictions on the size of replay memory. However, single-epoch training would incur a different amount of computations per CL algorithm, and the additional storage cost to store logit or model in addition to replay memory is largely ignored in calculating the storage budget. Arguing different computational and storage budgets hinder fair comparison among CL algorithms in practice, we propose to use floating point operations (FLOPs) and total memory size in Byte as a metric for computational and memory budgets, respectively, to compare and develop CL algorithms in the same 'total resource budget.' To improve a CL method in a limited total budget, we propose adaptive layer freezing that does not update the layers for less informative batches to reduce computational costs with a negligible loss of accuracy. In addition, we propose a memory retrieval method that allows the model to learn the same amount of knowledge as using random retrieval in fewer iterations. Empirical validations on the CIFAR-10/100, CLEAR-10/100, and ImageNet-1K datasets demonstrate that the proposed approach outperforms the state-of-the-art methods within the same total budget

As artificial intelligence (AI) becomes more integrated into educational environments, how can we ensure that these systems are both understandable and trustworthy? The growing demand for explainability in AI systems is a critical area of focus. This paper explores Human-Centric eXplainable AI (HCXAI) in the educational landscape, emphasizing its role in enhancing learning outcomes, fostering trust among users, and ensuring transparency in AI-driven tools, particularly through the innovative use of large language models (LLMs). What challenges arise in the implementation of explainable AI in educational contexts? It outlines comprehensive frameworks for developing HCXAI systems that prioritize user understanding and engagement, ensuring that educators and students can effectively interact with these technologies. Furthermore, what steps can educators, developers, and policymakers take to create more effective, inclusive, and ethically responsible AI solutions in education? The paper provides targeted recommendations to address this question, highlighting the necessity of prioritizing explainability. By doing so, how can we leverage AI's transformative potential to foster equitable and engaging educational experiences that support diverse learners? The rapid advancement of AI technologies has transformed various sectors, including education, by introducing innovative solutions that enhance teaching and learning experiences. In recent years, AI systems have increasingly been utilized for personalized learning, assessment, and feedback mechanisms (Maghsudi et al., 2021; Maity and Deroy, 2024a; Maity and Deroy, 2024b).

Offline-to-online reinforcement learning (O2O RL) aims to obtain a continually improving policy as it interacts with the environment, while ensuring the initial behaviour is satisficing. This satisficing behaviour is necessary for robotic manipulation where random exploration can be costly due to catastrophic failures and time. O2O RL is especially compelling when we can only obtain a scarce amount of (potentially suboptimal) demonstrations$\unicode{x2014}$a scenario where behavioural cloning (BC) is known to suffer from distribution shift. Previous works have outlined the challenges in applying O2O RL algorithms under the image-based environments. In this work, we propose a novel O2O RL algorithm that can learn in a real-life image-based robotic vacuum grasping task with a small number of demonstrations where BC fails majority of the time. The proposed algorithm replaces the target network in off-policy actor-critic algorithms with a regularization technique inspired by neural tangent kernel. We demonstrate that the proposed algorithm can reach above 90% success rate in under two hours of interaction time, with only 50 human demonstrations, while BC and two commonly-used RL algorithms fail to achieve similar performance.

Guiding users through complex procedural plans is an inherently multimodal task in which having visually illustrated plan steps is crucial to deliver an effective plan guidance. However, existing works on plan-following language models (LMs) often are not capable of multimodal input and output. In this work, we present MM-PlanLLM, the first multimodal LLM designed to assist users in executing instructional tasks by leveraging both textual plans and visual information. Specifically, we bring cross-modality through two key tasks: Conversational Video Moment Retrieval, where the model retrieves relevant step-video segments based on user queries, and Visually-Informed Step Generation, where the model generates the next step in a plan, conditioned on an image of the user's current progress. MM-PlanLLM is trained using a novel multitask-multistage approach, designed to gradually expose the model to multimodal instructional-plans semantic layers, achieving strong performance on both multimodal and textual dialogue in a plan-grounded setting. Furthermore, we show that the model delivers cross-modal temporal and plan-structure representations aligned between textual plan steps and instructional video moments.

There are obvious benefits to integrating generative AI (artificial intelligence) into language learning and teaching. Those include using AI as a language tutor, creating learning materials, or assessing learner output. However, due to how AI systems under-stand human language, based on a mathematical model using statistical probability, they lack the lived experience to be able to use language with the same social aware-ness as humans. Additionally, there are built-in linguistic and cultural biases based on their training data which is mostly in English and predominantly from Western sources. Those facts limit AI suitability for some language learning interactions. Stud-ies have clearly shown that systems such as ChatGPT often do not produce language that is pragmatically appropriate. The lack of linguistic and cultural authenticity has important implications for how AI is integrated into second language acquisition as well as in instruction targeting development of intercultural communication compe-tence.

This paper considers an online reinforcement learning algorithm that leverages pre-collected data (passive memory) from the environment for online interaction. We show that using passive memory improves performance and further provide theoretical guarantees for regret that turns out to be near-minimax optimal. Results show that the quality of passive memory determines sub-optimality of the incurred regret. The proposed approach and results hold in both continuous and discrete state-action spaces.

This paper introduces SELAR, a framework designed to effectively help teachers integrate artificial intelligence (AI) into their curriculum. The framework was designed by running workshops organized to gather lecturers' feedback. In this paper, we assess the effectiveness of the framework through additional workshops organized with lecturers from the Hague University of Applied Sciences. The workshops tested the application of the framework to adapt existing courses to leverage generative AI technology. Each participant was tasked to apply SELAR to one of their learning goals in order to evaluate AI integration potential and, if successful, to update the teaching methods accordingly. Findings show that teachers were able to effectively use the SELAR to integrate generative AI into their courses. Future work will focus on providing additional guidance and examples to use the framework more effectively.

With the increasing adoption of large language models (LLMs) in education, concerns about inherent biases in these models have gained prominence. We evaluate LLMs for bias in the personalized educational setting, specifically focusing on the models' roles as "teachers". We reveal significant biases in how models generate and select educational content tailored to different demographic groups, including race, ethnicity, sex, gender, disability status, income, and national origin. We introduce and apply two bias score metrics--Mean Absolute Bias (MAB) and Maximum Difference Bias (MDB)--to analyze 9 open and closed state-of-the-art LLMs. Our experiments, which utilize over 17,000 educational explanations across multiple difficulty levels and topics, uncover that models perpetuate both typical and inverted harmful stereotypes.