There are many existing resources for learning diffusion models. Why did we write another? Our goal was to teach diffusion as simply as possible, with minimal mathematical and machine learning prerequisites, but in enough detail to reason about its correctness. Unlike most tutorials on this subject, we take neither a Variational Auto Encoder (VAE) nor an Stochastic Differential Equations (SDE) approach. In fact, for the core ideas we will not need any SDEs, Evidence-Based-Lower-Bounds (ELBOs), Langevin dynamics, or even the notion of a score.

Compared to the wide array of advanced Monte Carlo methods supported by modern probabilistic programming languages (PPLs), PPL support for variational inference (VI) is less developed: users are typically limited to a predefined selection of variational objectives and gradient estimators, which are implemented monolithically (and without formal correctness arguments) in PPL backends. In this paper, we propose a more modular approach to supporting variational inference in PPLs, based on compositional program transformation. In our approach, variational objectives are expressed as programs, that may employ first-class constructs for computing densities of and expected values under user-defined models and variational families. We then transform these programs systematically into unbiased gradient estimators for optimizing the objectives they define. Our design enables modular reasoning about many interacting concerns, including automatic differentiation, density accumulation, tracing, and the application of unbiased gradient estimation strategies. Additionally, relative to existing support for VI in PPLs, our design increases expressiveness along three axes: (1) it supports an open-ended set of user-defined variational objectives, rather than a fixed menu of options; (2) it supports a combinatorial space of gradient estimation strategies, many not automated by today's PPLs; and (3) it supports a broader class of models and variational families, because it supports constructs for approximate marginalization and normalization (previously introduced only for Monte Carlo inference). We implement our approach in an extension to the Gen probabilistic programming system (genjax.vi, implemented in JAX), and evaluate on several deep generative modeling tasks, showing minimal performance overhead vs. hand-coded implementations and performance competitive with well-established open-source PPLs.

The increasing demand for programming language education and growing class sizes require immediate and personalized feedback. However, traditional code review methods have limitations in providing this level of feedback. As the capabilities of Large Language Models (LLMs) like GPT for generating accurate solutions and timely code reviews are verified, this research proposes a system that employs GPT-4 to offer learner-friendly code reviews and minimize the risk of AI-assist cheating. To provide learner-friendly code reviews, a dataset was collected from an online judge system, and this dataset was utilized to develop and enhance the system's prompts. In addition, to minimize AI-assist cheating, the system flow was designed to provide code reviews only for code submitted by a learner, and a feature that highlights code lines to fix was added. After the initial system was deployed on the web, software education experts conducted usability test. Based on the results, improvement strategies were developed to improve code review and code correctness check module, thereby enhancing the system. The improved system underwent evaluation by software education experts based on four criteria: strict code correctness checks, response time, lower API call costs, and the quality of code reviews. The results demonstrated a performance to accurately identify error types, shorten response times, lower API call costs, and maintain high-quality code reviews without major issues. Feedback from participants affirmed the tool's suitability for teaching programming to primary and secondary school students. Given these benefits, the system is anticipated to be a efficient learning tool in programming language learning for educational settings.

Data assimilation is a central problem in many geophysical applications, such as weather forecasting. It aims to estimate the state of a potentially large system, such as the atmosphere, from sparse observations, supplemented by prior physical knowledge. The size of the systems involved and the complexity of the underlying physical equations make it a challenging task from a computational point of view. Neural networks represent a promising method of emulating the physics at low cost, and therefore have the potential to considerably improve and accelerate data assimilation. In this work, we introduce a deep learning approach where the physical system is modeled as a sequence of coarse-to-fine Gaussian prior distributions parametrized by a neural network. This allows us to define an assimilation operator, which is trained in an end-to-end fashion to minimize the reconstruction error on a dataset with different observation processes. We illustrate our approach on chaotic dynamical physical systems with sparse observations, and compare it to traditional variational data assimilation methods.

We evaluate the effectiveness of GPT-4 Turbo in generating educational questions from NCERT textbooks in zero-shot mode. Our study highlights GPT-4 Turbo's ability to generate questions that require higher-order thinking skills, especially at the "understanding" level according to Bloom's Revised Taxonomy. While we find a notable consistency between questions generated by GPT-4 Turbo and those assessed by humans in terms of complexity, there are occasional differences. Our evaluation also uncovers variations in how humans and machines evaluate question quality, with a trend inversely related to Bloom's Revised Taxonomy levels. These findings suggest that while GPT-4 Turbo is a promising tool for educational question generation, its efficacy varies across different cognitive levels, indicating a need for further refinement to fully meet educational standards.

Generative artificial intelligence (GenAI) and large language models (LLMs) have simultaneously opened new avenues for enhancing human learning and increased the prevalence of poor-quality information in student response - termed'Botpoop'. This study introduces Professor Leodar, a custom-built, Singlish-speaking Retrieval Augmented Generation (RAG) chatbot designed to enhance educational while reducing Botpoop. Deployed at Nanyang Technological University, Singapore, Professor Leodar offers a glimpse into the future of AI-assisted learning, offering personalized guidance, 24/7 availability, and contextually relevant information. Through a mixed-methods approach, we examine the impact of Professor Leodar on learning, engagement, and exam preparedness, with 97.1% of participants reporting positive experiences. These findings help define possible roles of AI in education and highlight the potential of custom GenAI chatbots. Our combination of chatbot development, in-class deployment and outcomes study offers a benchmark for GenAI educational tools and is a stepping stone for redefining the interplay between AI and human learning.

Many engineering systems require accurate simulations of complex physical systems. Yet, analytical solutions are only available for simple problems, necessitating numerical approximations such as the Finite Element Method (FEM). The cost and accuracy of the FEM scale with the resolution of the underlying computational mesh. To balance computational speed and accuracy meshes with adaptive resolution are used, allocating more resources to critical parts of the geometry. Currently, practitioners often resort to hand-crafted meshes, which require extensive expert knowledge and are thus costly to obtain. Our approach, Adaptive Meshing By Expert Reconstruction (AMBER), views mesh generation as an imitation learning problem. AMBER combines a graph neural network with an online data acquisition scheme to predict the projected sizing field of an expert mesh on a given intermediate mesh, creating a more accurate subsequent mesh. This iterative process ensures efficient and accurate imitation of expert mesh resolutions on arbitrary new geometries during inference. We experimentally validate AMBER on heuristic 2D meshes and 3D meshes provided by a human expert, closely matching the provided demonstrations and outperforming a single-step CNN baseline.

Recently, multiple applications of machine learning have been introduced. They include various possibilities arising when image analysis methods are applied to, broadly understood, video streams. In this context, a novel tool, developed for academic educators to enhance the teaching process by automating, summarizing, and offering prompt feedback on conducting lectures, has been developed. The implemented prototype utilizes machine learning-based techniques to recognise selected didactic and behavioural teachers' features within lecture video recordings. Specifically, users (teachers) can upload their lecture videos, which are preprocessed and analysed using machine learning models. Next, users can view summaries of recognized didactic features through interactive charts and tables. Additionally, stored ML-based prediction results support comparisons between lectures based on their didactic content. In the developed application text-based models trained on lecture transcriptions, with enhancements to the transcription quality, by adopting an automatic speech recognition solution are applied. Furthermore, the system offers flexibility for (future) integration of new/additional machine-learning models and software modules for image and video analysis.

There has been significant interest in the development of personalized and adaptive educational tools that cater to a student's individual learning progress. A crucial aspect in developing such tools is in exploring how mastery can be achieved across a diverse yet related range of content in an efficient manner. While Reinforcement Learning and Multi-armed Bandits have shown promise in educational settings, existing works often assume the independence of learning content, neglecting the prevalent interdependencies between such content. In response, we introduce Education Network Restless Multi-armed Bandits (EdNetRMABs), utilizing a network to represent the relationships between interdependent arms. Subsequently, we propose EduQate, a method employing interdependency-aware Q-learning to make informed decisions on arm selection at each time step. We establish the optimality guarantee of EduQate and demonstrate its efficacy compared to baseline policies, using students modeled from both synthetic and real-world data.

Dialogue-based Intelligent Tutoring Systems (ITSs) have significantly advanced adaptive and personalized learning by automating sophisticated human tutoring strategies within interactive dialogues. However, replicating the nuanced patterns of expert human communication remains a challenge in Natural Language Processing (NLP). Recent advancements in NLP, particularly Large Language Models (LLMs) such as OpenAI's GPT-4, offer promising solutions by providing human-like and context-aware responses based on extensive pre-trained knowledge. Motivated by the effectiveness of LLMs in various educational tasks (e.g., content creation and summarization, problem-solving, and automated feedback provision), our study introduces the Socratic Playground for Learning (SPL), a dialogue-based ITS powered by the GPT-4 model, which employs the Socratic teaching method to foster critical thinking among learners. Through extensive prompt engineering, SPL can generate specific learning scenarios and facilitates efficient multi-turn tutoring dialogues. The SPL system aims to enhance personalized and adaptive learning experiences tailored to individual needs, specifically focusing on improving critical thinking skills. Our pilot experimental results from essay writing tasks demonstrate SPL has the potential to improve tutoring interactions and further enhance dialogue-based ITS functionalities. Our study, exemplified by SPL, demonstrates how LLMs enhance dialogue-based ITSs and expand the accessibility and efficacy of educational technologies.