In a statement released on its website, OpenAI said this new model, which would replace GPT-4 technology, will bring the company closer to achieving "AGI," or artificial general intelligence, a hotly contested idea that refers to computers matching the power of human brains.

Clustering in education, particularly in large-scale online environments like MOOCs, is essential for understanding and adapting to diverse student needs. However, the effectiveness of clustering depends on its interpretability, which becomes challenging with high-dimensional data. Existing clustering approaches often neglect individual differences in feature importance and rely on a homogenized feature set. Addressing this gap, we introduce Interpret3C (Interpretable Conditional Computation Clustering), a novel clustering pipeline that incorporates interpretable neural networks (NNs) in an unsupervised learning context. This method leverages adaptive gating in NNs to select features for each student. Then, clustering is performed using the most relevant features per student, enhancing clusters' relevance and interpretability. We use Interpret3C to analyze the behavioral clusters considering individual feature importances in a MOOC with over 5, 000 students. This research contributes to the field by offering a scalable, robust clustering methodology and an educational case study that respects individual student differences and improves interpretability for high-dimensional data.

As the importance of comprehensive evaluation in workshop courses increases, there is a growing demand for efficient and fair assessment methods that reduce the workload for faculty members. This paper presents an evaluation conducted with Large Language Models (LLMs) using actual student essays in three scenarios: 1) without providing guidance such as rubrics, 2) with pre-specified rubrics, and 3) through pairwise comparison of essays. Quantitative analysis of the results revealed a strong correlation between LLM and faculty member assessments in the pairwise comparison scenario with pre-specified rubrics, although concerns about the quality and stability of evaluations remained. Therefore, we conducted a qualitative analysis of LLM assessment comments, showing that: 1) LLMs can match the assessment capabilities of faculty members, 2) variations in LLM assessments should be interpreted as diversity rather than confusion, and 3) assessments by humans and LLMs can differ and complement each other. In conclusion, this paper suggests that LLMs should not be seen merely as assistants to faculty members but as partners in evaluation committees and outlines directions for further research.

Online deep learning solves the problem of learning from streams of data, reconciling two opposing objectives: learn fast and learn deep. Existing work focuses almost exclusively on exploring pure deep learning solutions, which are much better suited to handle the "deep" than the "fast" part of the online learning equation. In our work, we propose a different paradigm, based on a hybrid multilearner approach. First, we develop a fast online logistic regression learner. This learner does not rely on backpropagation. Instead, it uses closed form recursive updates of model parameters, handling the fast learning part of the online learning problem. We then analyze the existing online deep learning theory and show that the widespread ODL approach, currently operating at complexity $O(L^2)$ in terms of the number of layers $L$, can be equivalently implemented in $O(L)$ complexity. This further leads us to the cascaded multilearner design, in which multiple shallow and deep learners are co-trained to solve the online learning problem in a cooperative, synergistic fashion. We show that this approach achieves state-of-the-art results on common online learning datasets, while also being able to handle missing features gracefully. Our code is publicly available at https://github.com/AntonValk/MODL.

Machine learning algorithms have become indispensable in today's world. They support and accelerate the way we make decisions based on the data at hand. This acceleration means that data structures that were valid at one moment could no longer be valid in the future. With these changing data structures, it is necessary to adapt machine learning (ML) systems incrementally to the new data. This is done with the use of online learning or continuous ML technologies. While deep learning technologies have shown exceptional performance on predefined datasets, they have not been widely applied to online, streaming, and continuous learning. In this retrospective of our tutorial titled Opportunities and Challenges of Online Deep Learning held at ECML PKDD 2023, we provide a brief overview of the opportunities but also the potential pitfalls for the application of neural networks in online learning environments using the frameworks River and Deep-River.

We introduce RealitySummary, a mixed reality reading assistant that can enhance any printed or digital document using on-demand text extraction, summarization, and augmentation. While augmented reading tools promise to enhance physical reading experiences with overlaid digital content, prior systems have typically required pre-processed documents, which limits their generalizability and real-world use cases. In this paper, we explore on-demand document augmentation by leveraging large language models. To understand generalizable techniques for diverse documents, we first conducted an exploratory design study which identified five categories of document enhancements (summarization, augmentation, navigation, comparison, and extraction). Based on this, we developed a proof-of-concept system that can automatically extract and summarize text using Google Cloud OCR and GPT-4, then embed information around documents using a Microsoft Hololens 2 and Apple Vision Pro. We demonstrate real-time examples of six specific document augmentations: 1) summaries, 2) comparison tables, 3) timelines, 4) keyword lists, 5) summary highlighting, and 6) information cards. Results from a usability study (N=12) and in-the-wild study (N=11) highlight the potential benefits of on-demand MR document enhancement and opportunities for future research.

We introduce Augmented Physics, a machine learning-powered tool designed for creating interactive physics simulations from static textbook diagrams. Leveraging computer vision techniques, such as Segment Anything and OpenCV, our web-based system enables users to semi-automatically extract diagrams from physics textbooks and then generate interactive simulations based on the extracted content. These interactive diagrams are seamlessly integrated into scanned textbook pages, facilitating interactive and personalized learning experiences across various physics concepts, including gravity, optics, circuits, and kinematics. Drawing on an elicitation study with seven physics instructors, we explore four key augmentation techniques: 1) augmented experiments, 2) animated diagrams, 3) bi-directional manipulatives, and 4) parameter visualization. We evaluate our system through technical evaluation, a usability study (N=12), and expert interviews (N=12). The study findings suggest that our system can facilitate more engaging and personalized learning experiences in physics education.

Lifelong learning aims to train a model with good performance for new tasks while retaining the capacity of previous tasks. However, some practical scenarios require the system to forget undesirable knowledge due to privacy issues, which is called selective forgetting. The joint task of the two is dubbed Learning with Selective Forgetting (LSF). In this paper, we propose a new framework based on contrastive strategy for LSF. Specifically, for the preserved classes (tasks), we make features extracted from different samples within a same class compacted. And for the deleted classes, we make the features from different samples of a same class dispersed and irregular, i.e., the network does not have any regular response to samples from a specific deleted class as if the network has no training at all. Through maintaining or disturbing the feature distribution, the forgetting and memory of different classes can be or independent of each other. Experiments are conducted on four benchmark datasets, and our method acieves new state-of-the-art.

This paper introduces a novel theoretical simplification of the Diffusion Schr\"odinger Bridge (DSB) that facilitates its unification with Score-based Generative Models (SGMs), addressing the limitations of DSB in complex data generation and enabling faster convergence and enhanced performance. By employing SGMs as an initial solution for DSB, our approach capitalizes on the strengths of both frameworks, ensuring a more efficient training process and improving the performance of SGM. We also propose a reparameterization technique that, despite theoretical approximations, practically improves the network's fitting capabilities. Our extensive experimental evaluations confirm the effectiveness of the simplified DSB, demonstrating its significant improvements. We believe the contributions of this work pave the way for advanced generative modeling. The code is available at https://github.com/checkcrab/SDSB.

Workshop courses designed to foster creativity are gaining popularity. However, achieving a holistic evaluation that accommodates diverse perspectives is challenging, even for experienced faculty teams. Adequate discussion is essential to integrate varied assessments, but faculty often lack the time for such deliberations. Deriving an average score without discussion undermines the purpose of a holistic evaluation. This paper explores the use of a Large Language Model (LLM) as a facilitator to integrate diverse faculty assessments. Scenario-based experiments were conducted to determine if the LLM could synthesize diverse evaluations and explain the underlying theories to faculty. The results were noteworthy, showing that the LLM effectively facilitated faculty discussions. Additionally, the LLM demonstrated the capability to generalize and create evaluation criteria from a single scenario based on its learned domain knowledge.