The increasing need for competent computing graduates proficient in programming, software development, and related technical competencies [Ca17] is one of the factors exacerbating pressure on higher education institutions to offer high quality, competency-based education [Ra21]. However, the latter requires extensive resources, mentoring, and, for example, formative feedback for learners, especially in introductory programming classes [Je22; Lo24]. This is due to the fact that novices experience a number of challenges in the process, which have been subject to extensive research in the past decades [Du86; Lu18; SS86]. Among them are cognitively demanding competencies [Ki20; Ki24], such as problem understanding, designing and writing algorithms, debugging, and understanding error messages [Du86; ER16; Ki20; Lu18; SS86]). Educators' expectations towards novice learners and what they can achieve in their first semester(s) seem to be too high and unrealistic [Lu16; Lu18; WCL07]. Moreover, the student-educator ratio in introductory programming classes keeps increasing in German higher education institutions, thereby limiting resources to provide feedback and hints, and adequately address heterogeneous prior knowledge and diverse educational biographies [Pe16; SB22].

Designing Reinforcement Learning (RL) solutions for real-life problems remains a significant challenge. A major area of concern is safety. "Shielding" is a popular technique to enforce safety in RL by turning user-defined safety specifications into safe agent behavior. However, these methods either suffer from extreme learning delays, demand extensive human effort in designing models and safe domains in the problem, or require pre-computation. In this paper, we propose a new permissibility-based framework to deal with safety and shield construction. Permissibility was originally designed for eliminating (non-permissible) actions that will not lead to an optimal solution to improve RL training efficiency. This paper shows that safety can be naturally incorporated into this framework, i.e. extending permissibility to include safety, and thereby we can achieve both safety and improved efficiency. Experimental evaluation using three standard RL applications shows the effectiveness of the approach.

The International Classification of Diseases (ICD) is an authoritative medical classification system of different diseases and conditions for clinical and management purposes. ICD indexing assigns a subset of ICD codes to a medical record. Since human coding is labour-intensive and error-prone, many studies employ machine learning to automate the coding process. ICD coding is a challenging task, as it needs to assign multiple codes to each medical document from an extremely large hierarchically organized collection. In this paper, we propose a novel approach for ICD indexing that adopts three ideas: (1) we use a multi-level deep dilated residual convolution encoder to aggregate the information from the clinical notes and learn document representations across different lengths of the texts; (2) we formalize the task of ICD classification with auxiliary knowledge of the medical records, which incorporates not only the clinical texts but also different clinical code terminologies and drug prescriptions for better inferring the ICD codes; and (3) we introduce a graph convolutional network to leverage the co-occurrence patterns among ICD codes, aiming to enhance the quality of label representations. Experimental results show the proposed method achieves state-of-the-art performance on a number of measures.

The advent of Artificial Intelligence is expected to imply profound changes in the short-term. It is therefore imperative for Academia, and particularly for the Computer Science scope, to develop cross-disciplinary tools that bond AI developments to their social dimension. To this aim, we introduce the Challenge-Device-Synthesis methodology (CDS), in which a specific challenge is presented to the students of AI, who are required to develop a device as a solution for the challenge. The device becomes the object of study for the different dimensions of social transformation, and the conclusions addressed by the students during the discussion around the device are presented in a synthesis piece in the shape of a 10-page scientific paper. The latter is evaluated taking into account both the depth of analysis and the level to which it genuinely reflects the social transformations associated with the proposed AI-based device. We provide data obtained during the pilot for the implementation phase of CDS within the subject of Social Innovation, a 6-ECTS subject from the 6th semester of the Degree of Artificial Intelligence, UAB-Barcelona. We provide details on temporalisation, task distribution, methodological tools used and assessment delivery procedure, as well as qualitative analysis of the results obtained.

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.