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.

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.