Massive open online courses (MOOCs) offer free education globally to anyone with a computer and internet access. Despite this democratization of learning, the massive enrollment in these courses makes it impractical for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, we explore the feasibility of using large language models (LLMs) to replace peer grading in MOOCs. Specifically, we use two LLMs, GPT-4 and GPT-3.5, across three MOOCs: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on the zero-shot chain-of-thought (ZCoT) prompting technique: (1) ZCoT with instructor-provided correct answers, (2) ZCoT with both instructor-provided correct answers and rubrics, and (3) ZCoT with instructor-provided correct answers and LLM-generated rubrics. Tested on 18 settings, our results show that ZCoT, when augmented with instructor-provided correct answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. Finally, our findings indicate a promising potential for automated grading systems in MOOCs, especially in subjects with well-defined rubrics, to improve the learning experience for millions of online learners worldwide.

The Segment Anything Model (SAM) exhibits impressive capabilities in zero-shot segmentation for natural images. Recently, SAM has gained a great deal of attention for its applications in medical image segmentation. However, to our best knowledge, no studies have shown how to harness the power of SAM for medical image classification. To fill this gap and make SAM a true ``foundation model'' for medical image analysis, it is highly desirable to customize SAM specifically for medical image classification. In this paper, we introduce SAMAug-C, an innovative augmentation method based on SAM for augmenting classification datasets by generating variants of the original images. The augmented datasets can be used to train a deep learning classification model, thereby boosting the classification performance. Furthermore, we propose a novel framework that simultaneously processes raw and SAMAug-C augmented image input, capitalizing on the complementary information that is offered by both. Experiments on three public datasets validate the effectiveness of our new approach.

Recently, Multimodal Large Language Models (MLLMs) have been used as agents to control keyboard and mouse inputs by directly perceiving the Graphical User Interface (GUI) and generating corresponding code. However, current agents primarily exhibit excellent understanding capabilities in static environments and are predominantly applied in relatively simple domains, such as Web or mobile interfaces. We argue that a robust GUI agent should be capable of perceiving temporal information on the GUI, including dynamic Web content and multi-step tasks. Additionally, it should possess a comprehensive understanding of various GUI scenarios, including desktop software and multi-window interactions. To this end, this paper introduces a new dataset, termed GUI-World, which features meticulously crafted Human-MLLM annotations, extensively covering six GUI scenarios and eight types of GUI-oriented questions in three formats. We evaluate the capabilities of current state-of-the-art MLLMs, including ImageLLMs and VideoLLMs, in understanding various types of GUI content, especially dynamic and sequential content. Our findings reveal that ImageLLMs struggle with dynamic GUI content without manually annotated keyframes or operation history. On the other hand, VideoLLMs fall short in all GUI-oriented tasks given the sparse GUI video dataset. Based on GUI-World, we take the initial step of leveraging a fine-tuned VideoLLM as a GUI agent, demonstrating an improved understanding of various GUI tasks. However, due to the limitations in the performance of base LLMs, we conclude that using VideoLLMs as GUI agents remains a significant challenge. We believe our work provides valuable insights for future research in dynamic GUI content understanding. The code and dataset are publicly available at our project homepage: https://gui-world.github.io/.

It is becoming increasingly important that physics educators equip their students with the skills to work with data effectively. However, many educators may lack the necessary training and expertise in data science to teach these skills. To address this gap, we created the Data Science Education Community of Practice (DSECOP), bringing together graduate students and physics educators from different institutions and backgrounds to share best practices and lessons learned from integrating data science into undergraduate physics education. In this article we present insights and experiences from this community of practice, highlighting key strategies and challenges in incorporating data science into the introductory physics curriculum. Our goal is to provide guidance and inspiration to educators who seek to integrate data science into their teaching, helping to prepare the next generation of physicists for a data-driven world.

Artificial intelligence (AI) as a disruptive technology is not new. However, its recent evolution, engineered by technological transformation, big data analytics, and quantum computing, produces conversational and generative AI (CGAI/GenAI) and human-like chatbots that disrupt conventional operations and methods in different fields. This study investigates the scientific landscape of CGAI and human-chatbot interaction/collaboration and evaluates use cases, benefits, challenges, and policy implications for multidisciplinary education and allied industry operations. The publications trend showed that just 4% (n=75) occurred during 2006-2018, while 2019-2023 experienced astronomical growth (n=1763 or 96%). The prominent use cases of CGAI (e.g., ChatGPT) for teaching, learning, and research activities occurred in computer science [multidisciplinary and AI] (32%), medical/healthcare (17%), engineering (7%), and business fields (6%). The intellectual structure shows strong collaboration among eminent multidisciplinary sources in business, Information Systems, and other areas. The thematic structure of SLP highlights prominent CGAI use cases, including improved user experience in human-computer interaction, computer programs/code generation, and systems creation. Widespread CGAI usefulness for teachers, researchers, and learners includes syllabi/course content generation, testing aids, and academic writing. The concerns about abuse and misuse (plagiarism, academic integrity, privacy violations) and issues about misinformation, danger of self-diagnoses, and patient privacy in medical/healthcare applications are prominent. Formulating strategies and policies to address potential CGAI challenges in teaching/learning and practice are priorities. Developing discipline-based automatic detection of GenAI contents to check abuse is proposed.

Often times in imitation learning (IL), the environment we collect expert demonstrations in and the environment we want to deploy our learned policy in aren't exactly the same (e.g. demonstrations collected in simulation but deployment in the real world). Compared to policy-centric approaches to IL like behavioural cloning, reward-centric approaches like inverse reinforcement learning (IRL) often better replicate expert behaviour in new environments. This transfer is usually performed by optimising the recovered reward under the dynamics of the target environment. However, (a) we find that modern deep IL algorithms frequently recover rewards which induce policies far weaker than the expert, even in the same environment the demonstrations were collected in. Furthermore, (b) these rewards are often quite poorly shaped, necessitating extensive environment interaction to optimise effectively. We provide simple and scalable fixes to both of these concerns. For (a), we find that reward model ensembles combined with a slightly different training objective significantly improves re-training and transfer performance. For (b), we propose a novel evolution-strategies based method EvIL to optimise for a reward-shaping term that speeds up re-training in the target environment, closing a gap left open by the classical theory of IRL. On a suite of continuous control tasks, we are able to re-train policies in target (and source) environments more interaction-efficiently than prior work.

This paper critically discusses how generative artificial intelligence (GenAI) might impose Western ideologies on non-Western societies, perpetuating digital neocolonialism in education through its inherent biases. It further suggests strategies for local and global stakeholders to mitigate these effects. Our discussions demonstrated that GenAI can foster cultural imperialism by generating content that primarily incorporates cultural references and examples relevant to Western students, thereby alienating students from non-Western backgrounds. Also, the predominant use of Western languages by GenAI can marginalize non-dominant languages, making educational content less accessible to speakers of indigenous languages and potentially impacting their ability to learn in their first language. Additionally, GenAI often generates content and curricula that reflect the perspectives of technologically dominant countries, overshadowing marginalized indigenous knowledge and practices. Moreover, the cost of access to GenAI intensifies educational inequality and the control of GenAI data could lead to commercial exploitation without benefiting local students and their communities. We propose human-centric reforms to prioritize cultural diversity and equity in GenAI development; a liberatory design to empower educators and students to identify and dismantle the oppressive structures within GenAI applications; foresight by design to create an adjustable GenAI system to meet future educational needs; and finally, effective prompting skills to reduce the retrieval of neocolonial outputs.

OBJECTIVE: Ensuring that machine learning (ML) algorithms are safe and effective within all patient groups, and do not disadvantage particular patients, is essential to clinical decision making and preventing the reinforcement of existing healthcare inequities. The objective of this tutorial is to introduce the medical informatics community to the common notions of fairness within ML, focusing on clinical applications and implementation in practice. TARGET AUDIENCE: As gaps in fairness arise in a variety of healthcare applications, this tutorial is designed to provide an understanding of fairness, without assuming prior knowledge, to researchers and clinicians who make use of modern clinical data. SCOPE: We describe the fundamental concepts and methods used to define fairness in ML, including an overview of why models in healthcare may be unfair, a summary and comparison of the metrics used to quantify fairness, and a discussion of some ongoing research. We illustrate some of the fairness methods introduced through a case study of mortality prediction in a publicly available electronic health record dataset. Finally, we provide a user-friendly R package for comprehensive group fairness evaluation, enabling researchers and clinicians to assess fairness in their own ML work.

This spring, the Los Angeles Unified School District--the second-largest public school district in the United States--introduced students and parents to a new "educational friend" named Ed. A learning platform that includes a chatbot represented by a small illustration of a smiling sun, Ed is being tested in 100 schools within the district and is accessible at all hours through a website. It can answer questions about a child's courses, grades, and attendance, and point users to optional activities. As Superintendent Alberto M. Carvalho put it to me, "AI is here to stay. If you don't master it, it will master you." Carvalho says he wants to empower teachers and students to learn to use AI safely.

The advent of Large Language Models (LLMs) and Artificial Intelligence (AI) tools has revolutionized various facets of our lives, particularly in the realm of social media. For students, these advancements have unlocked unprecedented opportunities for learning, collaboration, and personal growth. AI-driven applications are transforming how students interact with social media, offering personalized content and recommendations, and enabling smarter, more efficient communication. Recent studies utilizing data from UniversityCube underscore the profound impact of AI tools on students' academic and social experiences. These studies reveal that students engaging with AI-enhanced social media platforms report higher academic performance, enhanced critical thinking skills, and increased engagement in collaborative projects. Moreover, AI tools assist in filtering out distracting content, allowing students to concentrate more on educational materials and pertinent discussions. The integration of LLMs in social media has further facilitated improved peer-to-peer communication and mentorship opportunities. AI algorithms effectively match students based on shared academic interests and career goals, fostering a supportive and intellectually stimulating online community, thereby contributing to increased student satisfaction and retention rates. In this article, we delve into the data provided by UniversityCube to explore how LLMs and AI tools are specifically transforming social media for students. Through case studies and statistical analyses, we offer a comprehensive understanding of the educational and social benefits these technologies offer. Our exploration highlights the potential of AI-driven tools to create a more enriched, efficient, and supportive educational environment for students in the digital age.