This paper presents a multi-dimensional view of AI's role in learning and education, emphasizing the intricate interplay between AI, analytics, and the learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools, as exemplified in generative AI tools, and argue for the importance of alternative conceptualisations of AI for achieving human-AI hybrid intelligence. I highlight the differences between human intelligence and artificial information processing, the importance of hybrid human-AI systems to extend human cognition, and posit that AI can also serve as an instrument for understanding human learning. Early learning sciences and AI in Education research (AIED), which saw AI as an analogy for human intelligence, have diverged from this perspective, prompting a need to rekindle this connection. The paper presents three unique conceptualisations of AI: the externalization of human cognition, the internalization of AI models to influence human mental models, and the extension of human cognition via tightly coupled human-AI hybrid intelligence systems. Examples from current research and practice are examined as instances of the three conceptualisations in education, highlighting the potential value and limitations of each conceptualisation for education, as well as the perils of overemphasis on externalising human cognition. The paper concludes with advocacy for a broader approach to AIED that goes beyond considerations on the design and development of AI, but also includes educating people about AI and innovating educational systems to remain relevant in an AI-ubiquitous world.

Visually impaired people are a large group who can only use braille for reading and writing. However, the lack of special educational resources is the bottleneck for educating them. Educational equity is a reflection of the level of social civilization, cultural equality, and individual dignity. Facilitating and improving lifelong learning channels for the visually impaired is of great significance. Their written braille homework or exam papers cannot be understood by sighted teachers, because of the lack of a highly accurate braille translation system, especially in Chinese which has tone marks. braille writers often omit tone marks to save space, leading to confusion when braille with the same consonants and vowels is translated into Chinese. Previous algorithms were insufficient in extracting contextual information, resulting in low accuracy of braille translations into Chinese. This project informatively fine-tuned the mT5 model with an Encoder-decoder architecture for braille to Chinese character conversion. This research created a training set of braille and corresponding Chinese text from the Leipzig Corpora. This project significantly reduced the confusion in braille, achieving $62.4$ and $62.3$ BLEU scores in the validation and test sets, with a curriculum learning fine-tuning method. By incorporating the braille recognition algorithm, this project is the first publicly available braille translation system and can benefit lots of visually impaired students and families who are preparing for the Chinese College Test and help to propel their college dreams in the future. There is a demo on our homepage\footnote{\url{https://vision-braille.com/}}.

Doubly robust learning offers a robust framework for causal inference from observational data by integrating propensity score and outcome modeling. Despite its theoretical appeal, practical adoption remains limited due to perceived complexity and inaccessible software. This tutorial aims to demystify doubly robust methods and demonstrate their application using the EconML package. We provide an introduction to causal inference, discuss the principles of outcome modeling and propensity scores, and illustrate the doubly robust approach through simulated case studies. By simplifying the methodology and offering practical coding examples, we intend to make doubly robust learning accessible to researchers and practitioners in data science and statistics.

Cognitive diagnosis has been developed for decades as an effective measurement tool to evaluate human cognitive status such as ability level and knowledge mastery. It has been applied to a wide range of fields including education, sport, psychological diagnosis, etc. By providing better awareness of cognitive status, it can serve as the basis for personalized services such as well-designed medical treatment, teaching strategy and vocational training. This paper aims to provide a survey of current models for cognitive diagnosis, with more attention on new developments using machine learning-based methods. By comparing the model structures, parameter estimation algorithms, model evaluation methods and applications, we provide a relatively comprehensive review of the recent trends in cognitive diagnosis models. Further, we discuss future directions that are worthy of exploration. In addition, we release two Python libraries: EduData for easy access to some relevant public datasets we have collected, and EduCDM that implements popular CDMs to facilitate both applications and research purposes.

Using large language models (LLMs) for automatic evaluation has become an important evaluation method in NLP research. However, it is unclear whether these LLM-based evaluators can be applied in real-world classrooms to assess student assignments. This empirical report shares how we use GPT-4 as an automatic assignment evaluator in a university course with 1,028 students. Based on student responses, we find that LLM-based assignment evaluators are generally acceptable to students when students have free access to these LLM-based evaluators. However, students also noted that the LLM sometimes fails to adhere to the evaluation instructions. Additionally, we observe that students can easily manipulate the LLM-based evaluator to output specific strings, allowing them to achieve high scores without meeting the assignment rubric. Based on student feedback and our experience, we provide several recommendations for integrating LLM-based evaluators into future classrooms.

The true power of computational research typically can lay in either what it accomplishes or what it enables others to accomplish. In this work, both avenues are simultaneously embraced across several distinct efforts existing at three general scales of abstractions of what a material is - atomistic, physical, and design. At each, an efficient materials informatics infrastructure is being built from the ground up based on (1) the fundamental understanding of the underlying prior knowledge, including the data, (2) deployment routes that take advantage of it, and (3) pathways to extend it in an autonomous or semi-autonomous fashion, while heavily relying on artificial intelligence (AI) to guide well-established DFT-based ab initio and CALPHAD-based thermodynamic methods. The resulting multi-level discovery infrastructure is highly generalizable as it focuses on encoding problems to solve them easily rather than looking for an existing solution. To showcase it, this dissertation discusses the design of multi-alloy functionally graded materials (FGMs) incorporating ultra-high temperature refractory high entropy alloys (RHEAs) towards gas turbine and jet engine efficiency increase reducing CO2 emissions, as well as hypersonic vehicles. It leverages a new graph representation of underlying mathematical space using a newly developed algorithm based on combinatorics, not subject to many problems troubling the community. Underneath, property models and phase relations are learned from optimized samplings of the largest and highest quality dataset of HEA in the world, called ULTERA. At the atomistic level, a data ecosystem optimized for machine learning (ML) from over 4.5 million relaxed structures, called MPDD, is used to inform experimental observations and improve thermodynamic models by providing stability data enabled by a new efficient featurization framework.

We study a multi-round mechanism design problem, where we interact with a set of agents over a sequence of rounds. We wish to design an incentive-compatible (IC) online learning scheme to maximize an application-specific objective within a given class of mechanisms, without prior knowledge of the agents' type distributions. Even if each mechanism in this class is IC in a single round, if an algorithm naively chooses from this class on each round, the entire learning process may not be IC against non-myopic buyers who appear over multiple rounds. On each round, our method randomly chooses between the recommendation of a weakly differentially private online learning algorithm (e.g., Hedge), and a commitment mechanism which penalizes non-truthful behavior. Our method is IC and achieves $O(T^{\frac{1+h}{2}})$ regret for the application-specific objective in an adversarial setting, where $h$ quantifies the long-sightedness of the agents. When compared to prior work, our approach is conceptually simpler,it applies to general mechanism design problems (beyond auctions), and its regret scales gracefully with the size of the mechanism class.

The emergence of large language models (LLMs) has transformed research and practice in a wide range of domains. Within the computing education research (CER) domain, LLMs have received plenty of attention especially in the context of learning programming. Much of the work on LLMs in CER has however focused on applying and evaluating proprietary models. In this article, we evaluate the efficiency of open-source LLMs in generating high-quality feedback for programming assignments, and in judging the quality of the programming feedback, contrasting the results against proprietary models. Our evaluations on a dataset of students' submissions to Python introductory programming exercises suggest that the state-of-the-art open-source LLMs (Meta's Llama3) are almost on-par with proprietary models (GPT-4o) in both the generation and assessment of programming feedback. We further demonstrate the efficiency of smaller LLMs in the tasks, and highlight that there are a wide range of LLMs that are accessible even for free for educators and practitioners.

Massive Open Online Courses (MOOCs) have significantly enhanced educational accessibility by offering a wide variety of courses and breaking down traditional barriers related to geography, finance, and time. However, students often face difficulties navigating the vast selection of courses, especially when exploring new fields of study. Driven by this challenge, researchers have been exploring course recommender systems to offer tailored guidance that aligns with individual learning preferences and career aspirations. These systems face particular challenges in effectively addressing the ``cold start'' problem for new users. Recent advancements in recommender systems suggest integrating large language models (LLMs) into the recommendation process to enhance personalized recommendations and address the ``cold start'' problem. Motivated by these advancements, our study introduces RAMO (Retrieval-Augmented Generation for MOOCs), a system specifically designed to overcome the ``cold start'' challenges of traditional course recommender systems. The RAMO system leverages the capabilities of LLMs, along with Retrieval-Augmented Generation (RAG)-facilitated contextual understanding, to provide course recommendations through a conversational interface, aiming to enhance the e-learning experience.

Neural networks surround us, in the form of large language models, speech transcription systems, molecular discovery algorithms, robotics, and much more. Stripped of anything else, neural networks are compositions of differentiable primitives, and studying them means learning how to program and how to interact with these models, a particular example of what is called differentiable programming. This primer is an introduction to this fascinating field imagined for someone, like Alice, who has just ventured into this strange differentiable wonderland. I overview the basics of optimizing a function via automatic differentiation, and a selection of the most common designs for handling sequences, graphs, texts, and audios. The focus is on a intuitive, self-contained introduction to the most important design techniques, including convolutional, attentional, and recurrent blocks, hoping to bridge the gap between theory and code (PyTorch and JAX) and leaving the reader capable of understanding some of the most advanced models out there, such as large language models (LLMs) and multimodal architectures.