Large Language Models (LLMs) have taken the field of AI by storm, but their adoption in the field of Artificial Life (ALife) has been, so far, relatively reserved. In this work we investigate the potential synergies between LLMs and ALife, drawing on a large body of research in the two fields. We explore the potential of LLMs as tools for ALife research, for example, as operators for evolutionary computation or the generation of open-ended environments. Reciprocally, principles of ALife, such as self-organization, collective intelligence and evolvability can provide an opportunity for shaping the development and functionalities of LLMs, leading to more adaptive and responsive models. By investigating this dynamic interplay, the paper aims to inspire innovative crossover approaches for both ALife and LLM research. Along the way, we examine the extent to which LLMs appear to increasingly exhibit properties such as emergence or collective intelligence, expanding beyond their original goal of generating text, and potentially redefining our perception of lifelike intelligence in artificial systems.

In an October 2023 executive order (EO), President Biden issued a detailed but largely aspirational road map for the safe and responsible development and use of artificial intelligence (AI). The challenge for the January 24-25, 2024 workshop was to transform those aspirations regarding one specific but crucial issue -- the ability of individuals to challenge government decisions made about themselves -- into actionable guidance enabling agencies to develop, procure, and use genuinely contestable advanced automated decision-making systems. While the Administration has taken important steps since the October 2023 EO, the insights garnered from our workshop remain highly relevant, as the requirements for contestability of advanced decision-making systems are not yet fully defined or implemented. The workshop brought together technologists, members of government agencies and civil society organizations, litigators, and researchers in an intensive two-day meeting that examined the challenges that users, developers, and agencies faced in enabling contestability in light of advanced automated decision-making systems. To ensure a free and open flow of discussion, the meeting was held under a modified version of the Chatham House rule. Participants were free to use any information or details that they learned, but they may not attribute any remarks made at the meeting by the identity or the affiliation of the speaker. Thus, the workshop summary that follows anonymizes speakers and their affiliation. Where an identification of an agency, company, or organization is made, it is done from a public, identified resource and does not necessarily reflect statements made by participants at the workshop. This document is a report of that workshop, along with recommendations and explanatory material.

Graphical User Interface (GUI) automation holds significant promise for enhancing human productivity by assisting with computer tasks. Existing task formulations primarily focus on simple tasks that can be specified by a single, language-only instruction, such as "Insert a new slide." In this work, we introduce VideoGUI, a novel multi-modal benchmark designed to evaluate GUI assistants on visual-centric GUI tasks. Sourced from high-quality web instructional videos, our benchmark focuses on tasks involving professional and novel software (e.g., Adobe Photoshop or Stable Diffusion WebUI) and complex activities (e.g., video editing). VideoGUI evaluates GUI assistants through a hierarchical process, allowing for identification of the specific levels at which they may fail: (i) high-level planning: reconstruct procedural subtasks from visual conditions without language descriptions; (ii) middle-level planning: generate sequences of precise action narrations based on visual state (i.e., screenshot) and goals; (iii) atomic action execution: perform specific actions such as accurately clicking designated elements. For each level, we design evaluation metrics across individual dimensions to provide clear signals, such as individual performance in clicking, dragging, typing, and scrolling for atomic action execution. Our evaluation on VideoGUI reveals that even the SoTA large multimodal model GPT4o performs poorly on visual-centric GUI tasks, especially for high-level planning.

Novel view acoustic synthesis (NVAS) aims to render binaural audio at any target viewpoint, given a mono audio emitted by a sound source at a 3D scene. Existing methods have proposed NeRF-based implicit models to exploit visual cues as a condition for synthesizing binaural audio. However, in addition to low efficiency originating from heavy NeRF rendering, these methods all have a limited ability of characterizing the entire scene environment such as room geometry, material properties, and the spatial relation between the listener and sound source. To address these issues, we propose a novel Audio-Visual Gaussian Splatting (AV-GS) model. To obtain a material-aware and geometry-aware condition for audio synthesis, we learn an explicit point-based scene representation with an audio-guidance parameter on locally initialized Gaussian points, taking into account the space relation from the listener and sound source. To make the visual scene model audio adaptive, we propose a point densification and pruning strategy to optimally distribute the Gaussian points, with the per-point contribution in sound propagation (e.g., more points needed for texture-less wall surfaces as they affect sound path diversion).

Most public instruction finetuning datasets are relatively small compared to the closed source datasets used to train industry models. To study questions about finetuning at scale, such as curricula and learning rate cooldown schedules, there is a need for industrial-scale datasets. However, this scale necessitates a data generation process that is almost entirely automated. In this work, we study methods for generating large instruction datasets from a single prompt. With little human oversight, we get LLMs to write diverse sets of instruction examples ranging from simple completion tasks to complex multi-turn dialogs across a variety of subject areas. When finetuning a Llama-3 8B base model, our dataset meets or exceeds both WizardLM and Ultrachat on both knowledge-intensive leaderboard tasks as well as conversational evaluations. We release our dataset, the "generator" prompts that created it, and our finetuned model checkpoints.

The differentiable programming paradigm is a cornerstone of modern scientific computing. It refers to numerical methods for computing the gradient of a numerical model's output. Many scientific models are based on differential equations, where differentiable programming plays a crucial role in calculating model sensitivities, inverting model parameters, and training hybrid models that combine differential equations with data-driven approaches. Furthermore, recognizing the strong synergies between inverse methods and machine learning offers the opportunity to establish a coherent framework applicable to both fields. Differentiating functions based on the numerical solution of differential equations is non-trivial. Numerous methods based on a wide variety of paradigms have been proposed in the literature, each with pros and cons specific to the type of problem investigated. Here, we provide a comprehensive review of existing techniques to compute derivatives of numerical solutions of differential equations. We first discuss the importance of gradients of solutions of differential equations in a variety of scientific domains. Second, we lay out the mathematical foundations of the various approaches and compare them with each other. Third, we cover the computational considerations and explore the solutions available in modern scientific software. Last but not least, we provide best-practices and recommendations for practitioners. We hope that this work accelerates the fusion of scientific models and data, and fosters a modern approach to scientific modelling.

As generative AI continues to evolve, educators face the challenge of preparing students for a future where AI-assisted work is integral to professional success. This paper introduces ChatISA, an in-house, multi-model chatbot designed to support students in an Information Systems and Analytics department. ChatISA comprises four primary modules-Coding Companion, Project Coach, Exam Ally, and Interview Mentor-each tailored to enhance different aspects of the educational experience. Through iterative development, student feedback, and leveraging open-source frameworks, we created a robust tool that addresses coding inquiries, project management, exam preparation, and interview readiness. The implementation of ChatISA revealed significant insights and challenges, including the necessity of ethical guidelines and balancing AI usage with maintaining student agency. Our findings underscore the importance of adaptive pedagogy and proactive engagement with AI tools to maximize their educational benefits. To support broader adoption and innovation, all code for ChatISA is made publicly available on GitHub, enabling other institutions to customize and integrate similar AI-driven educational tools within their curricula.

The use of generative artificial intelligence (GenAI) in academia is a subjective and hotly debated topic. Currently, there are no agreed guidelines towards the usage of GenAI systems in higher education (HE) and, thus, it is still unclear how to make effective use of the technology for teaching and learning practice. This paper provides an overview of the current state of research on GenAI for teaching and learning in HE. To this end, this study conducted a systematic review of relevant studies indexed by Scopus, using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The search criteria revealed a total of 625 research papers, of which 355 met the final inclusion criteria. The findings from the review showed the current state and the future trends in documents, citations, document sources/authors, keywords, and co-authorship. The research gaps identified suggest that while some authors have looked at understanding the detection of AI-generated text, it may be beneficial to understand how GenAI can be incorporated into supporting the educational curriculum for assessments, teaching, and learning delivery. Furthermore, there is a need for additional interdisciplinary, multidimensional studies in HE through collaboration. This will strengthen the awareness and understanding of students, tutors, and other stakeholders, which will be instrumental in formulating guidelines, frameworks, and policies for GenAI usage.

Large Language Models (LLMs) have demonstrated surprising performance across various natural language processing tasks. Recently, medical LLMs enhanced with domain-specific knowledge have exhibited excellent capabilities in medical consultation and diagnosis. These models can smoothly simulate doctor-patient dialogues and provide professional medical advice. Most medical LLMs are developed through continued training of open-source general LLMs, which require significantly fewer computational resources than training LLMs from scratch. Additionally, this approach offers better protection of patient privacy compared to API-based solutions. This survey systematically explores how to train medical LLMs based on general LLMs. It covers: (a) how to acquire training corpus and construct customized medical training sets, (b) how to choose a appropriate training paradigm, (c) how to choose a suitable evaluation benchmark, and (d) existing challenges and promising future research directions are discussed. This survey can provide guidance for the development of LLMs focused on various medical applications, such as medical education, diagnostic planning, and clinical assistants.

Reinforcement Learning with Human Feedback (RLHF) is at the core of fine-tuning methods for generative AI models for language and images. Such feedback is often sought as rank or preference feedback from human raters, as opposed to eliciting scores since the latter tends to be very noisy. On the other hand, RL theory and algorithms predominantly assume that a reward feedback is available. In particular, approaches for online learning that can be helpful in adaptive data collection via active learning cannot incorporate offline preference data. In this paper, we adopt a finite-armed linear bandit model as a prototypical model of online learning. We consider an offline preference dataset to be available generated by an expert of unknown 'competence'. We propose $\texttt{warmPref-PS}$, a posterior sampling algorithm for online learning that can be warm-started with an offline dataset with noisy preference feedback. We show that by modeling the competence of the expert that generated it, we are able to use such a dataset most effectively. We support our claims with novel theoretical analysis of its Bayesian regret, as well as extensive empirical evaluation of an approximate algorithm which performs substantially better (almost 25 to 50% regret reduction in our studies) as compared to baselines.