In the last few years, the formulation of real-world optimization problems and their efficient solution via metaheuristic algorithms has been a catalyst for a myriad of research studies. In spite of decades of historical advancements on the design and use of metaheuristics, large difficulties still remain in regards to the understandability, algorithmic design uprightness, and performance verifiability of new technical achievements. A clear example stems from the scarce replicability of works dealing with metaheuristics used for optimization, which is often infeasible due to ambiguity and lack of detail in the presentation of the methods to be reproduced. Additionally, in many cases, there is a questionable statistical significance of their reported results. This work aims at providing the audience with a proposal of good practices which should be embraced when conducting studies about metaheuristics methods used for optimization in order to provide scientific rigor, value and transparency. To this end, we introduce a step by step methodology covering every research phase that should be followed when addressing this scientific field. Specifically, frequently overlooked yet crucial aspects and useful recommendations will be discussed in regards to the formulation of the problem, solution encoding, implementation of search operators, evaluation metrics, design of experiments, and considerations for real-world performance, among others. Finally, we will outline important considerations, challenges, and research directions for the success of newly developed optimization metaheuristics in their deployment and operation over real-world application environments.

Subset selection, which is the task of finding a small subset of representative items from a large ground set, finds numerous applications in different areas. Sequential data, including time-series and ordered data, contain important structural relationships among items, imposed by underlying dynamic models of data, that should play a vital role in the selection of representatives. However, nearly all existing subset selection techniques ignore underlying dynamics of data and treat items independently, leading to incompatible sets of representatives. In this paper, we develop a new framework for sequential subset selection that finds a set of representatives compatible with the dynamic models of data. To do so, we equip items with transition dynamic models and pose the problem as an integer binary optimization over assignments of sequential items to representatives, that leads to high encoding, diversity and transition potentials. Our formulation generalizes the well-known facility location objective to deal with sequential data, incorporating transition dynamics among facilities. As the proposed formulation is non-convex, we derive a max-sum message passing algorithm to solve the problem efficiently. Experiments on synthetic and real data, including instructional video summarization, show that our sequential subset selection framework not only achieves better encoding and diversity than the state of the art, but also successfully incorporates dynamics of data, leading to compatible representatives.

By lifting the ReLU function into a higher dimensional space, we develop a smooth multi-convex formulation for training feed-forward deep neural networks (DNNs). This allows us to develop a block coordinate descent (BCD) training algorithm consisting of a sequence of numerically well-behaved convex optimizations. Using ideas from proximal point methods in convex analysis, we prove that this BCD algorithm will converge globally to a stationary point with R-linear convergence rate of order one. In experiments with the MNIST database, DNNs trained with this BCD algorithm consistently yielded better test-set error rates than identical DNN architectures trained via all the stochastic gradient descent (SGD) variants in the Caffe toolbox.

We study online reinforcement learning in average-reward stochastic games (SGs). An SG models a two-player zero-sum game in a Markov environment, where state transitions and one-step payoffs are determined simultaneously by a learner and an adversary. We propose the UCSG algorithm that achieves a sublinear regret compared to the game value when competing with an arbitrary opponent. This result improves previous ones under the same setting. The regret bound has a dependency on the diameter, which is an intrinsic value related to the mixing property of SGs. If we let the opponent play an optimistic best response to the learner, UCSG finds an ε-maximin stationary policy with a sample complexity of Õ (poly(1/ε)), where ε is the gap to the best policy.

Online kernel learning (OKL) is a flexible framework for prediction problems, since the large approximation space provided by reproducing kernel Hilbert spaces often contains an accurate function for the problem. Nonetheless, optimizing over this space is computationally expensive. Not only first order methods accumulate O( T) more loss than the optimal function, but the curse of kernelization results in a O(t) per-step complexity.

This paper explores the transformative impact of Generative Artificial Intelligence (GenAI) on teachers' roles and agencies in education, presenting a comprehensive framework that addresses teachers' perceptions, knowledge, acceptance, and practices of GenAI. As GenAI technologies, such as ChatGPT, become increasingly integrated into educational settings, teachers are required to adapt to evolving classroom dynamics, where AI plays a significant role in content creation, personalized learning, and student engagement. However, existing literature often treats these factors in isolation, overlooking how they collectively influence teachers' ability to effectively integrate GenAI into their pedagogical practices. This paper fills this gap by proposing a framework that categorizes teachers into four roles -- Observer, Adopter, Collaborator, and Innovator -- each representing different levels of GenAI engagement, outlining teachers' agencies in GenAI classrooms. By highlighting the need for continuous professional development and institutional support, we demonstrate how teachers can evolve from basic GenAI users to co-creators of knowledge alongside GenAI systems. The findings emphasize that for GenAI to reach its full educational potential, teachers must not only accept and understand its capabilities but also integrate it deeply into their teaching strategies. This study contributes to the growing literature on GenAI in education, offering practical implications for supporting teachers in navigating the complexities of GenAI adoption.

Drawing on the experiences of facilitators who have overseen 43 games over a four-year period, we illuminate recurring patterns, strategies, and decision-making processes observed during gameplay. Our analysis reveals key strategic considerations about AI development trajectories in this simulated environment, including: the destabilising effects of AI races, the crucial role of international cooperation in mitigating catastrophic risks, the challenges of aligning corporate and national interests, and the potential for rapid, transformative change in AI capabilities. We highlight places where we believe the game has been effective in exposing participants to the complexities and uncertainties inherent in AI governance. Key recurring gameplay themes include the emergence of international agreements, challenges to the robustness of such agreements, the critical role of cybersecurity in AI development, and the potential for unexpected crises to dramatically alter AI trajectories. By documenting these insights, we aim to provide valuable foresight for policymakers, industry leaders, and researchers navigating the complex landscape of AI development and governance.

Introductory programming courses often emphasize mastering syntax and basic constructs before progressing to more complex and interesting programs. This bottom-up approach can be frustrating for novices, shifting the focus away from problem solving and potentially making computing less appealing to a broad range of students. The rise of generative AI for code production could partially address these issues by fostering new skills via interaction with AI models, including constructing high-level prompts and evaluating code that is automatically generated. In this experience report, we explore the inclusion of two prompt-focused activities in an introductory course, implemented across four labs in a six-week module. The first requires students to solve computational problems by writing natural language prompts, emphasizing problem-solving over syntax. The second involves students crafting prompts to generate code equivalent to provided fragments, to foster an understanding of the relationship between prompts and code. Most of the students in the course had reported finding programming difficult to learn, often citing frustrations with syntax and debugging. We found that self-reported difficulty with learning programming had a strong inverse relationship with performance on traditional programming assessments such as tests and projects, as expected. However, performance on the natural language tasks was less strongly related to self-reported difficulty, suggesting they may target different skills. Learning how to communicate with AI coding models is becoming an important skill, and natural language prompting tasks may appeal to a broad range of students.

Few-shot learning refers to understanding new concepts from only a few examples. We propose an information retrieval-inspired approach for this problem that is motivated by the increased importance of maximally leveraging all the available information in this low-data regime. We define a training objective that aims to extract as much information as possible from each training batch by effectively optimizing over all relative orderings of the batch points simultaneously. In particular, we view each batch point as a'query' that ranks the remaining ones based on its predicted relevance to them and we define a model within the framework of structured prediction to optimize mean Average Precision over these rankings. Our method achieves impressive results on the standard few-shot classification benchmarks while is also capable of few-shot retrieval.

Deductive coding is a common discourse analysis method widely used by learning science and learning analytics researchers for understanding teaching and learning interactions. It often requires researchers to manually label all discourses to be analyzed according to a theoretically guided coding scheme, which is time-consuming and labor-intensive. The emergence of large language models such as GPT has opened a new avenue for automatic deductive coding to overcome the limitations of traditional deductive coding. To evaluate the usefulness of large language models in automatic deductive coding, we employed three different classification methods driven by different artificial intelligence technologies, including the traditional text classification method with text feature engineering, BERT-like pretrained language model and GPT-like pretrained large language model (LLM). We applied these methods to two different datasets and explored the potential of GPT and prompt engineering in automatic deductive coding. By analyzing and comparing the accuracy and Kappa values of these three classification methods, we found that GPT with prompt engineering outperformed the other two methods on both datasets with limited number of training samples. By providing detailed prompt structures, the reported work demonstrated how large language models can be used in the implementation of automatic deductive coding.