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.

Recent advancements in robotics, including applications like self-driving cars, unmanned systems, and medical robots, have had a significant impact on the job market. On one hand, big robotics companies offer training programs based on the job requirements. However, these training programs may not be as beneficial as general robotics programs offered by universities or community colleges. On the other hand, community colleges and universities face challenges with required resources, especially qualified instructors, to offer students advanced robotics education. Furthermore, the diverse backgrounds of undergraduate students present additional challenges. Some students bring extensive industry experiences, while others are newcomers to the field. To address these challenges, we propose a student-centered personalized learning framework for robotics. This framework allows a general instructor to teach undergraduate-level robotics courses by breaking down course topics into smaller components with well-defined topic dependencies, structured as a graph. This modular approach enables students to choose their learning path, catering to their unique preferences and pace. Moreover, our framework's flexibility allows for easy customization of teaching materials to meet the specific needs of host institutions. In addition to teaching materials, a frequently-asked-questions document would be prepared for a general instructor. If students' robotics questions cannot be answered by the instructor, the answers to these questions may be included in this document. For questions not covered in this document, we can gather and address them through collaboration with the robotics community and course content creators. Our user study results demonstrate the promise of this method in delivering undergraduate-level robotics education tailored to individual learning outcomes and preferences.

The task of the challenge is to develop a voice anonymization system for speech data which conceals the speaker's voice identity while protecting linguistic content and emotional states. The organizers provide development and evaluation datasets and evaluation scripts, as well as baseline anonymization systems and a list of training resources formed on the basis of the participants' requests. Participants apply their developed anonymization systems, run evaluation scripts and submit evaluation results and anonymized speech data to the organizers. Results will be presented at a workshop held in conjunction with Interspeech 2024 to which all participants are invited to present their challenge systems and to submit additional workshop papers.

The year 2023 marked a significant surge in the exploration of applying large language model (LLM) chatbots, notably ChatGPT, across various disciplines. We surveyed the applications of ChatGPT in bioinformatics and biomedical informatics throughout the year, covering omics, genetics, biomedical text mining, drug discovery, biomedical image understanding, bioinformatics programming, and bioinformatics education. Our survey delineates the current strengths and limitations of this chatbot in bioinformatics and offers insights into potential avenues for future developments.

Offline reinforcement learning (RL) allows learning sequential behavior from fixed datasets. Since offline datasets do not cover all possible situations, many methods collect additional data during online fine-tuning to improve performance. In general, these methods assume that the transition dynamics remain the same during both the offline and online phases of training. However, in many real-world applications, such as outdoor construction and navigation over rough terrain, it is common for the transition dynamics to vary between the offline and online phases. Moreover, the dynamics may vary during the online fine-tuning. To address this problem of changing dynamics from offline to online RL we propose a residual learning approach that infers dynamics changes to correct the outputs of the offline solution. At the online fine-tuning phase, we train a context encoder to learn a representation that is consistent inside the current online learning environment while being able to predict dynamic transitions. Experiments in D4RL MuJoCo environments, modified to support dynamics' changes upon environment resets, show that our approach can adapt to these dynamic changes and generalize to unseen perturbations in a sample-efficient way, whilst comparison methods cannot.

Programming skills are typically developed through completing various hands-on exercises. Such programming problems can be contextualized to students' interests and cultural backgrounds. Prior research in educational psychology has demonstrated that context personalization of exercises stimulates learners' situational interests and positively affects their engagement. However, creating a varied and comprehensive set of programming exercises for students to practice on is a time-consuming and laborious task for computer science educators. Previous studies have shown that large language models can generate conceptually and contextually relevant programming exercises. Thus, they offer a possibility to automatically produce personalized programming problems to fit students' interests and needs. This article reports on a user study conducted in an elective introductory programming course that included contextually personalized programming exercises created with GPT-4. The quality of the exercises was evaluated by both the students and the authors. Additionally, this work investigated student attitudes towards the created exercises and their engagement with the system. The results demonstrate that the quality of exercises generated with GPT-4 was generally high. What is more, the course participants found them engaging and useful. This suggests that AI-generated programming problems can be a worthwhile addition to introductory programming courses, as they provide students with a practically unlimited pool of practice material tailored to their personal interests and educational needs.

This paper provides a structured and practical roadmap for practitioners to integrate Learning from Demonstration (LfD ) into manufacturing tasks, with a specific focus on industrial manipulators. Motivated by the paradigm shift from mass production to mass customization, it is crucial to have an easy-to-follow roadmap for practitioners with moderate expertise, to transform existing robotic processes to customizable LfD-based solutions. To realize this transformation, we devise the key questions of "What to Demonstrate", "How to Demonstrate", "How to Learn", and "How to Refine". To follow through these questions, our comprehensive guide offers a questionnaire-style approach, highlighting key steps from problem definition to solution refinement. The paper equips both researchers and industry professionals with actionable insights to deploy LfD-based solutions effectively. By tailoring the refinement criteria to manufacturing settings, the paper addresses related challenges and strategies for enhancing LfD performance in manufacturing contexts.