This paper presents a shared task that we organized at the Foundations of Language Technology (FoLT) course in 2023/2024 at the Technical University of Darmstadt, which focuses on evaluating the output of Large Language Models (LLMs) in generating harmful answers to health-related clinical questions. We describe the task design considerations and report the feedback we received from the students. We expect the task and the findings reported in this paper to be relevant for instructors teaching natural language processing (NLP) and designing course assignments.

Visual place recognition (VPR) is an essential component of many autonomous and augmented/virtual reality systems. It enables the systems to robustly localize themselves in large-scale environments. Existing VPR methods demonstrate attractive performance at the cost of heavy pre-training and limited generalizability. When deployed in unseen environments, these methods exhibit significant performance drops. Targeting this issue, we present VIPeR, a novel approach for visual incremental place recognition with the ability to adapt to new environments while retaining the performance of previous environments. We first introduce an adaptive mining strategy that balances the performance within a single environment and the generalizability across multiple environments. Then, to prevent catastrophic forgetting in lifelong learning, we draw inspiration from human memory systems and design a novel memory bank for our VIPeR. Our memory bank contains a sensory memory, a working memory and a long-term memory, with the first two focusing on the current environment and the last one for all previously visited environments. Additionally, we propose a probabilistic knowledge distillation to explicitly safeguard the previously learned knowledge. We evaluate our proposed VIPeR on three large-scale datasets, namely Oxford Robotcar, Nordland, and TartanAir. For comparison, we first set a baseline performance with naive finetuning. Then, several more recent lifelong learning methods are compared. Our VIPeR achieves better performance in almost all aspects with the biggest improvement of 13.65% in average performance.

These notes are based on lectures I gave at TASI 2024 on Physics for Machine Learning. The focus is on neural network theory, organized according to network expressivity, statistics, and dynamics. I present classic results such as the universal approximation theorem and neural network / Gaussian process correspondence, and also more recent results such as the neural tangent kernel, feature learning with the maximal update parameterization, and Kolmogorov-Arnold networks. The exposition on neural network theory emphasizes a field theoretic perspective familiar to theoretical physicists. I elaborate on connections between the two, including a neural network approach to field theory.

Abstract--Contribution: This paper identifies four critical ethical considerations for implementing generative AI tools to provide automated feedback to students. Background: Providing rich feedback to students is essential for supporting student learning. Recent advances in generative AI, particularly with large language models (LLMs), provide the opportunity to deliver repeatable, scalable and instant automatically generated feedback to students, making abundant a previously scarce and expensive learning resource. A visualisation of Bloom's revised taxonomy, modified from [6]. Intended Outcomes: The goal of this work is to enable the use of AI systems to automate mundane assessment and feedback tasks, without introducing a "tyranny of the majority", where HE release of powerful language technology tools based on generative language modelling (e.g., ChatGPT, GPT-are going to use AI tools in their working lives, we should 4(o), Claude, Gemini, Llama; [1]-[3]), marked a significant aim to train them in their use. For example, While assessment is a clear space of development for days after the release of ChatGPT, students, educators, and this type of educational technology, we argue that the real the public alike discovered the potential of the application potential of generative language modelling can be found in for assisting with a range of teaching and learning tasks, but student feedback. E. D. Lindsay is with the UNESCO Centre for Problem Based Learning M. Zhang is with the Department of Computer Science, Aalborg University, A.C. Meyers Vænge 15, 2450 København SV, Denmark. A. Johri is the Director of the Technocritical Research on AI, Learning J. Bjerva is with the Department of Computer Science, Aalborg University, Manuscript revised on July 31, 2024. Hence, this current state has common patterns of student answers and standardize responses effectively locked some engineering courses into a focus, to them, rather than having to make bespoke responses to where a particular set of questions are iterated over.

Prompt engineering is critical for effective interaction with large language models (LLMs) such as ChatGPT. However, efforts to teach this skill to students have been limited. This study designed and implemented a prompt engineering intervention, examining its influence on undergraduate students' AI self-efficacy, AI knowledge, and proficiency in creating effective prompts. The intervention involved 27 students who participated in a 100-minute workshop conducted during their history course at a university in Hong Kong. During the workshop, students were introduced to prompt engineering strategies, which they applied to plan the course's final essay task. Multiple data sources were collected, including students' responses to pre- and post-workshop questionnaires, pre- and post-workshop prompt libraries, and written reflections. The study's findings revealed that students demonstrated a higher level of AI self-efficacy, an enhanced understanding of AI concepts, and improved prompt engineering skills because of the intervention. These findings have implications for AI literacy education, as they highlight the importance of prompt engineering training for specific higher education use cases. This is a significant shift from students haphazardly and intuitively learning to engineer prompts. Through prompt engineering education, educators can faciitate students' effective navigation and leverage of LLMs to support their coursework.

This research paper contributes to the computing education research community's understanding of Generative AI (GenAI) in the context of introductory programming, and specifically, how students utilize related tools, such as ChatGPT. An increased understanding of students' use is mandatory for educators and higher education institutions, as GenAI is here to stay, and its performance is likely to improve rapidly in the near future. Learning about students' use patterns is not only crucial to support their learning, but to develop adequate forms of instruction and assessment. With the rapid advancement of AI, its broad availability, and ubiquitous presence in educational environments, elaborating how AI can enhance learning experiences, especially in courses such as introductory programming is important. To date, most studies have focused on the educator's perspective on GenAI, its performance, characteristics, and limitations. However, the student perspective, and how they actually use GenAI tools in course contexts, has not been subject to a great number of studies. Therefore, this study is guided by the following research questions: (1) What do students report on their use pattern of ChatGPT in the context of introductory programming exercises? and (2) How do students perceive ChatGPT in the context of introductory programming exercises? To address these questions, computing students at a large German university were asked to solve programming tasks with the assistance of ChatGPT as part of their introductory programming course. Students (n=298) provided information regarding the use of ChatGPT, and their evaluation of the tool via an online survey. This research provides a comprehensive evaluation of ChatGPT-3.5's application by novice programmers in a higher education context...

We propose and evaluate a question-answering system that uses decomposed prompting to classify and answer student questions on a course discussion board. Our system uses a large language model (LLM) to classify questions into one of four types: conceptual, homework, logistics, and not answerable. This enables us to employ a different strategy for answering questions that fall under different types. Using a variant of GPT-3, we achieve $81\%$ classification accuracy. We discuss our system's performance on answering conceptual questions from a machine learning course and various failure modes.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

Digital Simulations (DS) provide safe environments where users interact with an agent through conversational prompts, providing engaging learning experiences that can be used to train teacher candidates in realistic classroom scenarios. These simulations usually include open-ended questions, allowing teacher candidates to express their thoughts but complicating an automatic response analysis. To address this issue, we have evaluated Large Language Models (LLMs) to identify characteristics (user behaviors) in the responses of DS for teacher education. We evaluated the performance of DeBERTaV3 and Llama 3, combined with zero-shot, few-shot, and fine-tuning. Our experiments discovered a significant variation in the LLMs' performance depending on the characteristic to identify. Additionally, we noted that DeBERTaV3 significantly reduced its performance when it had to identify new characteristics. In contrast, Llama 3 performed better than DeBERTaV3 in detecting new characteristics and showing more stable performance. Therefore, in DS where teacher educators need to introduce new characteristics because they change depending on the simulation or the educational objectives, it is more recommended to use Llama 3. These results can guide other researchers in introducing LLMs to provide the highly demanded automatic evaluations in DS.

Since the public release of Chat Generative Pre-Trained Transformer (ChatGPT), extensive discourse has emerged concerning the potential advantages and challenges of integrating Generative Artificial Intelligence (GenAI) into education. In the realm of information systems, research on technology adoption is crucial for understanding the diverse factors influencing the uptake of specific technologies. Theoretical frameworks, refined and validated over decades, serve as guiding tools to elucidate the individual and organizational dynamics, obstacles, and perceptions surrounding technology adoption. However, while several models have been proposed, they often prioritize elucidating the factors that facilitate acceptance over those that impede it, typically focusing on the student perspective and leaving a gap in empirical evidence regarding educators viewpoints. Given the pivotal role educators play in higher education, this study aims to develop a theoretical model to empirically predict the barriers preventing educators from adopting GenAI in their classrooms. Acknowledging the lack of theoretical models tailored to identifying such barriers, our approach is grounded in the Innovation Resistance Theory (IRT) framework and augmented with constructs from the Technology-Organization-Environment (TOE) framework. This model is transformed into a measurement instrument employing a quantitative approach, complemented by a qualitative approach to enrich the analysis and uncover concerns related to GenAI adoption in the higher education domain.