The recent surge in generative AI technologies, such as large language models and diffusion models, has boosted the development of AI applications in various domains, including science, finance, and education. Concurrently, adaptive learning, a concept that has gained substantial interest in the educational sphere, has proven its efficacy in enhancing students' learning efficiency. In this position paper, we aim to shed light on the intersectional studies of these two methods, which combine generative AI with adaptive learning concepts. By presenting discussions about the benefits, challenges, and potentials in this field, we argue that this union will contribute significantly to the development of the next-stage learning format in education.

Using the full potential of LLMs in higher education is hindered by challenges with access to LLMs. The two main access modes currently discussed are paying for a cloud-based LLM or providing a locally maintained open LLM. In this paper, we describe the current state of establishing an open LLM infrastructure at FernUniversit\"at in Hagen under the project name FLEXI (FernUni LLM Experimental Infrastructure). FLEXI enables experimentation within teaching and research with the goal of generating strongly needed evidence in favor (or against) the use of locally maintained open LLMs in higher education. The paper will provide some practical guidance for everyone trying to decide whether to run their own LLM server.

It is well-established that visualizations have advantages over text-based representations for a number of analysis tasks, since they more fully leverage our innate visual processing capabilities. However, it has also been found that visualizations can be well-supported by textual augmentations such as captions [1]. Further, recent advances in large language models (LLMs) have resulted in their incorporation into an unprecedented number of applications and domains. That being the case, this tutorial aims to provide: (1) an overview of captioning visualizations and key concepts in Information Visualization (InfoVis), (2) an introduction to neural networks and transformers, (3) an exploration of the limitations of LLMs and recent developments in the field, and (4) the latest research on InfoVis captioning using LLMs and Large Vision-Language Models (LVLMs). We will begin with an overview of key concepts in InfoVis and captioning visualizations, including marks, channels, and content characterization.

Cross-silo federated learning (FL) enables decentralized organizations to collaboratively train models while preserving data privacy and has made significant progress in medical image classification. One common assumption is task homogeneity where each client has access to all classes during training. However, in clinical practice, given a multi-label classification task, constrained by the level of medical knowledge and the prevalence of diseases, each institution may diagnose only partial categories, resulting in task heterogeneity. How to pursue effective multi-label medical image classification under task heterogeneity is under-explored. In this paper, we first formulate such a realistic label missing setting in the multi-label FL domain and propose a two-stage method FedMLP to combat class missing from two aspects: pseudo label tagging and global knowledge learning. The former utilizes a warmed-up model to generate class prototypes and select samples with high confidence to supplement missing labels, while the latter uses a global model as a teacher for consistency regularization to prevent forgetting missing class knowledge. Experiments on two publicly-available medical datasets validate the superiority of FedMLP against the state-of-the-art both federated semi-supervised and noisy label learning approaches under task heterogeneity. Code is available at https://github.com/szbonaldo/FedMLP.

The integration of Generative Artificial Intelligence (GAI) and Large Language Models (LLMs) in academia has spurred a global discourse on their potential pedagogical benefits and ethical considerations. Positive reactions highlight some potential, such as collaborative creativity, increased access to education, and empowerment of trainers and trainees. However, negative reactions raise concerns about ethical complexities, balancing innovation and academic integrity, unequal access, and misinformation risks. Through a systematic survey and text-mining-based analysis of global and national directives, insights from independent research, and eighty university-level guidelines, this study provides a nuanced understanding of the opportunities and challenges posed by GAI and LLMs in education. It emphasizes the importance of balanced approaches that harness the benefits of these technologies while addressing ethical considerations and ensuring equitable access and educational outcomes. The paper concludes with recommendations for fostering responsible innovation and ethical practices to guide the integration of GAI and LLMs in academia.

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.

Understanding commonsense causality is a unique mark of intelligence for humans. It helps people understand the principles of the real world better and benefits the decision-making process related to causation. For instance, commonsense causality is crucial in judging whether a defendant's action causes the plaintiff's loss in determining legal liability. Despite its significance, a systematic exploration of this topic is notably lacking. Our comprehensive survey bridges this gap by focusing on taxonomies, benchmarks, acquisition methods, qualitative reasoning, and quantitative measurements in commonsense causality, synthesizing insights from over 200 representative articles. Our work aims to provide a systematic overview, update scholars on recent advancements, provide a pragmatic guide for beginners, and highlight promising future research directions in this vital field.

This research introduces an innovative mathematical learning approach that integrates generative AI to cultivate a structured learning rather than quick solution. Our method combines chatbot capabilities and generative AI to offer interactive problem-solving exercises, enhancing learning through a stepby-step approach for varied problems, advocating for the responsible use of AI in education. Our approach emphasizes that immediate answers from ChatGPT can impede real learning. We introduce a reward-based system that requires students to solve mathematical problems effectively to receive the final answer. This encourages a progressive learning path from basic to complex problems, rewarding mastery with final solutions. The goal is to transition students from seeking quick fixes to engaging actively in a comprehensive learning experience.

Motion segmentation from a single moving camera presents a significant challenge in the field of computer vision. This challenge is compounded by the unknown camera movements and the lack of depth information of the scene. While deep learning has shown impressive capabilities in addressing these issues, supervised models require extensive training on massive annotated datasets, and unsupervised models also require training on large volumes of unannotated data, presenting significant barriers for both. In contrast, traditional methods based on optical flow do not require training data, however, they often fail to capture object-level information, leading to over-segmentation or under-segmentation. In addition, they also struggle in complex scenes with substantial depth variations and non-rigid motion, due to the overreliance of optical flow. To overcome these challenges, we propose an innovative hybrid approach that leverages the advantages of both deep learning methods and traditional optical flow based methods to perform dense motion segmentation without requiring any training. Our method initiates by automatically generating object proposals for each frame using foundation models. These proposals are then clustered into distinct motion groups using both optical flow and relative depth maps as motion cues. The integration of depth maps derived from state-of-the-art monocular depth estimation models significantly enhances the motion cues provided by optical flow, particularly in handling motion parallax issues. Our method is evaluated on the DAVIS-Moving and YTVOS-Moving datasets, and the results demonstrate that our method outperforms the best unsupervised method and closely matches with the state-of-theart supervised methods.