The rapid growth in natural language processing (NLP) over the last couple years has generated student interest and excitement in learning more about the field. In this paper, we present two types of students that NLP courses might want to train. First, an "NLP engineer" who is able to flexibly design, build and apply new technologies in NLP for a wide range of tasks. Second, an "NLP scholar" who is able to pose, refine and answer questions in NLP and how it relates to the society, while also learning to effectively communicate these answers to a broader audience. While these two types of skills are not mutually exclusive -- NLP engineers should be able to think critically, and NLP scholars should be able to build systems -- we think that courses can differ in the balance of these skills. As educators at Small Liberal Arts Colleges, the strengths of our students and our institution favors an approach that is better suited to train NLP scholars. In this paper we articulate what kinds of skills an NLP scholar should have, and then adopt a backwards design to propose course components that can aid the acquisition of these skills.

Medical imaging classifiers can achieve high predictive accuracy, but quantifying their uncertainty remains an unresolved challenge, which prevents their deployment in medical clinics. We present an algorithm that can modify any classifier to produce a prediction set containing the true label with a user-specified probability, such as 90%. We train a network to predict an instance-based version of the Conformal Prediction threshold. The threshold is then conformalized to ensure the required coverage. We applied the proposed algorithm to several standard medical imaging classification datasets. The experimental results demonstrate that our method outperforms current approaches in terms of smaller average size of the prediction set while maintaining the desired coverage.

Our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K problems labeled with these standards (MathFish). Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

In the information era, how learners find, evaluate, and effectively use information has become a challenging issue, especially with the added complexity of large language models (LLMs) that have further confused learners in their information retrieval and search activities. This study attempts to unpack this complexity by combining exploratory search strategies with the theories of exploratory learning to form a new theoretical model of exploratory learning from the perspective of students' learning. Our work adapts Kolb's learning model by incorporating high-frequency exploration and feedback loops, aiming to promote deep cognitive and higher-order cognitive skill development in students. Additionally, this paper discusses and suggests how advanced LLMs integrated into information retrieval and information theory can support students in their exploratory searches, contributing theoretically to promoting student-computer interaction and supporting their learning journeys in the new era with LLMs.

Online Imitation Learning methods struggle with the gap between extensive online exploration space and limited expert trajectories, which hinder efficient exploration due to inaccurate task-aware reward estimation. Inspired by the findings from cognitive neuroscience that task decomposition could facilitate cognitive processing for efficient learning, we hypothesize that an agent could estimate precise task-aware imitation rewards for efficient online exploration by decomposing the target task into the objectives of "what to do" and the mechanisms of "how to do". In this work, we introduce the hybrid Key-state guided Online Imitation (KOI) learning approach, which leverages the integration of semantic and motion key states as guidance for task-aware reward estimation. Initially, we utilize the visual-language models to segment the expert trajectory into semantic key states, indicating the objectives of "what to do". Within the intervals between semantic key states, optical flow is employed to capture motion key states to understand the process of "how to do". By integrating a thorough grasp of both semantic and motion key states, we refine the trajectory-matching reward computation, encouraging task-aware exploration for efficient online imitation learning. Our experiment results prove that our method is more sample efficient in the Meta-World and LIBERO environments. We also conduct real-world robotic manipulation experiments to validate the efficacy of our method, demonstrating the practical applicability of our KOI method.

Digital agents are considered a general-purpose technology. They spread quickly in private and organizational contexts, including education. Yet, research lacks a conceptual framing to describe interaction with such agents in a holistic manner. While focusing on the interaction with a pedagogical agent, i.e., a digital agent capable of natural-language interaction with a learner, we propose a model of learning activity based on activity theory. We use this model and a review of prior research on digital agents in education to analyze how various characteristics of the activity, including features of a pedagogical agent or learner, influence learning outcomes. The analysis leads to identification of IS research directions and guidance for developers of pedagogical agents and digital agents in general. We conclude by extending the activity theory-based model beyond the context of education and show how it helps designers and researchers ask the right questions when creating a digital agent.

We are interested in automating reasoning with and about study regulations, catering to various stakeholders, ranging from administrators, over faculty, to students at different stages. Our work builds on an extensive analysis of various study programs at the University of Potsdam. The conceptualization of the underlying principles provides us with a formal account of study regulations. In particular, the formalization reveals the properties of admissible study plans. With these at end, we propose an encoding of study regulations in Answer Set Programming that produces corresponding study plans. Finally, we show how this approach can be extended to a generic user interface for exploring study plans.

Spectral techniques are popular and robust approaches to data analysis. A prominent example is the use of eigenvectors of a Laplacian, constructed from data affinities, to identify natural data groupings or clusters, or to produce a simplified representation of data lying on a manifold. This tutorial concerns the dynamic Laplacian, which is a natural generalisation of the Laplacian to handle data that has a time component and lies on a time-evolving manifold. In this dynamic setting, clusters correspond to long-lived ``coherent'' collections. We begin with a gentle recap of spectral geometry before describing the dynamic generalisations. We also discuss computational methods and the automatic separation of many distinct features through the SEBA algorithm. The purpose of this tutorial is to bring together many results from the dynamic Laplacian literature into a single short document, written in an accessible style.

For example, one line of work extends traditional fairness in LLMs involves unique backgrounds, taxonomies, and fairness notions--individual fairness and group fairness--to these fulfillment techniques. This tutorial provides a systematic overview models[6]. Specifically, individual fairness seeks to ensure similar of recent advances in the literature concerning fair LLMs, beginning outcomes for similar individuals [13, 49], while group fairness focuses with real-world case studies to introduce LLMs, followed by on equalizing outcome statistics across subgroups defined by an analysis of bias causes therein. The concept of fairness in LLMs sensitive attributes [18, 44-46] (e.g., gender or race). While these is then explored, summarizing the strategies for evaluating bias classification-based fairness notions are adept at evaluating bias in and the algorithms designed to promote fairness. Additionally, resources LLM's classification results[6], they fall short in addressing biases for assessing bias in LLMs, including toolkits and datasets, that arise during the LLM generation process[20].

This study explores the integration of real-world machine learning (ML) projects using human-computer interfaces (HCI) datasets in college-level courses to enhance both teaching and learning experiences. Employing a comprehensive literature review, course websites analysis, and a detailed case study, the research identifies best practices for incorporating HCI datasets into project-based ML education. Key findings demonstrate increased student engagement, motivation, and skill development through hands-on projects, while instructors benefit from effective tools for teaching complex concepts. The study also addresses challenges such as data complexity and resource allocation, offering recommendations for future improvements. These insights provide a valuable framework for educators aiming to bridge the gap between theoretical knowledge and practical application in ML education.