Diffusion models have shown exceptional capabilities in generating realistic videos. Yet, their training has been predominantly confined to offline environments where models can repeatedly train on i.i.d. data to convergence. This work explores the feasibility of training diffusion models from a semantically continuous video stream, where correlated video frames sequentially arrive one at a time. To investigate this, we introduce two novel continual video generative modeling benchmarks, Lifelong Bouncing Balls and Windows 95 Maze Screensaver, each containing over a million video frames generated from navigating stationary environments. Surprisingly, our experiments show that diffusion models can be effectively trained online using experience replay, achieving performance comparable to models trained with i.i.d. samples given the same number of gradient steps.

The integration of generative artificial intelligence (GenAI) tools into education has been a game-changer for teaching and assessment practices, bringing new opportunities, but also novel challenges which need to be dealt with. This paper presents the Comprehensive AI Assessment Framework (CAIAF), an evolved version of the AI Assessment Scale (AIAS) by Perkins, Furze, Roe, and MacVaugh, targeted toward the ethical integration of AI into educational assessments. This is where the CAIAF differs, as it incorporates stringent ethical guidelines, with clear distinctions based on educational levels, and advanced AI capabilities of real-time interactions and personalized assistance. The framework developed herein has a very intuitive use, mainly through the use of a color gradient that enhances the user-friendliness of the framework. Methodologically, the framework has been developed through the huge support of a thorough literature review and practical insight into the topic, becoming a dynamic tool to be used in different educational settings. The framework will ensure better learning outcomes, uphold academic integrity, and promote responsible use of AI, hence the need for this framework in modern educational practice.

Large language models have demonstrated impressive capabilities across various natural language processing tasks, especially in solving mathematical problems. However, large language models are not good at math theorem proving using formal languages like Lean. A significant challenge in this area is the scarcity of training data available in these formal languages. To address this issue, we propose a novel pipeline that iteratively generates and filters synthetic data to translate natural language mathematical problems into Lean 4 statements, and vice versa. Our results indicate that the synthetic data pipeline can provide useful training data and improve the performance of LLMs in translating and understanding complex mathematical problems and proofs. Our final dataset contains about 57K formal-informal question pairs along with searched proof from the math contest forum and 21 new IMO questions.

Publications proposing novel machine learning methods are often primarily rated by exhibited predictive performance on selected problems. In this position paper we argue that predictive performance alone is not a good indicator for the worth of a publication. Using it as such even fosters problems like inefficiencies of the machine learning research community as a whole and setting wrong incentives for researchers. We therefore put out a call for the publication of "negative" results, which can help alleviate some of these problems and improve the scientific output of the machine learning research community. To substantiate our position, we present the advantages of publishing negative results and provide concrete measures for the community to move towards a paradigm where their publication is normalized.

Motivated by the large progress made by large language models (LLMs), we introduce the framework of verbalized machine learning (VML). In contrast to conventional machine learning models that are typically optimized over a continuous parameter space, VML constrains the parameter space to be human-interpretable natural language. Such a constraint leads to a new perspective of function approximation, where an LLM with a text prompt can be viewed as a function parameterized by the text prompt. Guided by this perspective, we revisit classical machine learning problems, such as regression and classification, and find that these problems can be solved by an LLM-parameterized learner and optimizer. The major advantages of VML include (1) easy encoding of inductive bias: prior knowledge about the problem and hypothesis class can be encoded in natural language and fed into the LLM-parameterized learner; (2) automatic model class selection: the optimizer can automatically select a concrete model class based on data and verbalized prior knowledge, and it can update the model class during training; and (3) interpretable learner updates: the LLM-parameterized optimizer can provide explanations for why each learner update is performed. We conduct several studies to empirically evaluate the effectiveness of VML, and hope that VML can serve as a stepping stone to stronger interpretability and trustworthiness in ML.

Large language models (LLMs) have demonstrated proficiency across various natural language processing (NLP) tasks but often require additional training, such as continual pre-training and supervised fine-tuning. However, the costs associated with this, primarily due to their large parameter count, remain high. This paper proposes leveraging \emph{sparsity} in pre-trained LLMs to expedite this training process. By observing sparsity in activated neurons during forward iterations, we identify the potential for computational speed-ups by excluding inactive neurons. We address associated challenges by extending existing neuron importance evaluation metrics and introducing a ladder omission rate scheduler. Our experiments on Llama-2 demonstrate that Sparsity-Accelerated Training (SAT) achieves comparable or superior performance to standard training while significantly accelerating the process. Specifically, SAT achieves a $45\%$ throughput improvement in continual pre-training and saves $38\%$ training time in supervised fine-tuning in practice. It offers a simple, hardware-agnostic, and easily deployable framework for additional LLM training. Our code is available at https://github.com/OpenDFM/SAT.

Training autonomous agents with sparse rewards is a long-standing problem in online reinforcement learning (RL), due to low data efficiency. Prior work overcomes this challenge by extracting useful knowledge from offline data, often accomplished through the learning of action distribution from offline data and utilizing the learned distribution to facilitate online RL. However, since the offline data are given and fixed, the extracted knowledge is inherently limited, making it difficult to generalize to new tasks. We propose a novel approach that leverages offline data to learn a generative diffusion model, coined as Adaptive Trajectory Diffuser (ATraDiff). This model generates synthetic trajectories, serving as a form of data augmentation and consequently enhancing the performance of online RL methods. The key strength of our diffuser lies in its adaptability, allowing it to effectively handle varying trajectory lengths and mitigate distribution shifts between online and offline data. Because of its simplicity, ATraDiff seamlessly integrates with a wide spectrum of RL methods. Empirical evaluation shows that ATraDiff consistently achieves state-of-the-art performance across a variety of environments, with particularly pronounced improvements in complicated settings. Our code and demo video are available at https://atradiff.github.io .

We build interpretable and lightweight transformer-like neural networks by unrolling iterative optimization algorithms that minimize graph smoothness priors -- the quadratic graph Laplacian regularizer (GLR) and the $\ell_1$-norm graph total variation (GTV) -- subject to an interpolation constraint. The crucial insight is that a normalized signal-dependent graph learning module amounts to a variant of the basic self-attention mechanism in conventional transformers. Unlike "black-box" transformers that require learning of large key, query and value matrices to compute scaled dot products as affinities and subsequent output embeddings, resulting in huge parameter sets, our unrolled networks employ shallow CNNs to learn low-dimensional features per node to establish pairwise Mahalanobis distances and construct sparse similarity graphs. At each layer, given a learned graph, the target interpolated signal is simply a low-pass filtered output derived from the minimization of an assumed graph smoothness prior, leading to a dramatic reduction in parameter count. Experiments for two image interpolation applications verify the restoration performance, parameter efficiency and robustness to covariate shift of our graph-based unrolled networks compared to conventional transformers.

A good teacher should not only be knowledgeable; but should be able to communicate in a way that the student understands -- to share the student's representation of the world. In this work, we integrate insights from machine teaching and pragmatic communication with the burgeoning literature on representational alignment to characterize a utility curve defining a relationship between representational alignment and teacher capability for promoting student learning. To explore the characteristics of this utility curve, we design a supervised learning environment that disentangles representational alignment from teacher accuracy. We conduct extensive computational experiments with machines teaching machines, complemented by a series of experiments in which machines teach humans. Drawing on our findings that improved representational alignment with a student improves student learning outcomes (i.e., task accuracy), we design a classroom matching procedure that assigns students to teachers based on the utility curve. If we are to design effective machine teachers, it is not enough to build teachers that are accurate -- we want teachers that can align, representationally, to their students too.

Educational Data Mining has become extremely popular among researchers in last decade. Prior effort in this area was only directed towards prediction of academic performance of a student. Very less number of researches are directed towards predicting employability of a student i.e. prediction of students performance in campus placements at an early stage of enrollment. Furthermore, existing researches on students employability prediction are not universal in approach and is either based upon only one type of course or University/Institute. Henceforth, is not scalable from one context to another. With the necessity of unification, data of professional technical courses namely Bachelor in Engineering/Technology and Masters in Computer Applications students have been collected from 17 states of India. To deal with such a data, a unified predictive model has been developed and applied on 17 states datasets. The research done in this paper proves that model has universal application and can be applied to various states and institutes pan India with different cultural background and course structure. This paper also explores and proves statistically that there is no significant difference in Indian Education System with respect to states as far as prediction of employability of students is concerned. Model provides a generalized solution for student employability prediction in Indian Scenario.