The recent breakthrough in large language models (LLMs) such as ChatGPT has revolutionized every industry at an unprecedented pace. Alongside this progress also comes mounting concerns about LLMs' susceptibility to jailbreaking attacks, which leads to the generation of harmful or unsafe content. While safety alignment measures have been implemented in LLMs to mitigate existing jailbreak attempts and force them to become increasingly complicated, it is still far from perfect. In this paper, we analyze the common pattern of the current safety alignment and show that it is possible to exploit such patterns for jailbreaking attacks by simultaneous obfuscation in queries and responses. Specifically, we propose WordGame attack, which replaces malicious words with word games to break down the adversarial intent of a query and encourage benign content regarding the games to precede the anticipated harmful content in the response, creating a context that is hardly covered by any corpus used for safety alignment. Extensive experiments demonstrate that WordGame attack can break the guardrails of the current leading proprietary and open-source LLMs, including the latest Claude 3, GPT 4, and Llama 3 models more effectively than existing attacks efficiently. Further ablation studies on such simultaneous obfuscation in query and response provide evidence of the merits of the attack strategy beyond an individual attack. Warning: The paper contains unfiltered text generated by LLMs which can be offensive.

We propose an actor-critic algorithm for a family of complex problems arising in algebraic statistics and discrete optimization. The core task is to produce a sample from a finite subset of the non-negative integer lattice defined by a high-dimensional polytope. We translate the problem into a Markov decision process and devise an actor-critic reinforcement learning (RL) algorithm to learn a set of good moves that can be used for sampling. We prove that the actor-critic algorithm converges to an approximately optimal sampling policy. To tackle complexity issues that typically arise in these sampling problems, and to allow the RL to function at scale, our solution strategy takes three steps: decomposing the starting point of the sample, using RL on each induced subproblem, and reconstructing to obtain a sample in the original polytope. In this setup, the proof of convergence applies to each subproblem in the decomposition. We test the method in two regimes. In statistical applications, a high-dimensional polytope arises as the support set for the reference distribution in a model/data fit test for a broad family of statistical models for categorical data. We demonstrate how RL can be used for model fit testing problems for data sets for which traditional MCMC samplers converge too slowly due to problem size and sparsity structure. To test the robustness of the algorithm and explore its generalization properties, we apply it to synthetically generated data of various sizes and sparsity levels.

Microsoft and non-profit educational organization Khan Academy have formed a partnership that will allow all K-12 educators in the US to access the pilot version of Khanmigo for Teachers at no cost. Khanmigo is an AI-powered teaching assistant that can help teachers find ways to make lessons more fun and engaging. The tool can also quickly create lesson plans and suggest student groups for team activities. Khan Academy says Khanmigo can save teachers an average of five working hours every week. The service previously cost educators 4 a month, but Khan Academy has dropped those fees since its Microsoft partnership allows it to use the Azure OpenAI Service to power Khanmigo for free.

A major challenge facing the world is the provision of equitable and universal access to quality education. Recent advances in generative AI (gen AI) have created excitement about the potential of new technologies to offer a personal tutor for every learner and a teaching assistant for every teacher. The full extent of this dream, however, has not yet materialised. We argue that this is primarily due to the difficulties with verbalising pedagogical intuitions into gen AI prompts and the lack of good evaluation practices, reinforced by the challenges in defining excellent pedagogy. Here we present our work collaborating with learners and educators to translate high level principles from learning science into a pragmatic set of seven diverse educational benchmarks, spanning quantitative, qualitative, automatic and human evaluations; and to develop a new set of fine-tuning datasets to improve the pedagogical capabilities of Gemini, introducing LearnLM-Tutor. Our evaluations show that LearnLM-Tutor is consistently preferred over a prompt tuned Gemini by educators and learners on a number of pedagogical dimensions. We hope that this work can serve as a first step towards developing a comprehensive educational evaluation framework, and that this can enable rapid progress within the AI and EdTech communities towards maximising the positive impact of gen AI in education.

Biased information (recently termed bisinformation) continues to be taught in medical curricula, often long after having been debunked. In this paper, we introduce BRICC, a firstin-class initiative that seeks to mitigate medical bisinformation using machine learning to systematically identify and flag text with potential biases, for subsequent review in an expert-in-the-loop fashion, thus greatly accelerating an otherwise labor-intensive process. A gold-standard BRICC dataset was developed throughout several years, and contains over 12K pages of instructional materials. Medical experts meticulously annotated these documents for bias according to comprehensive coding guidelines, emphasizing gender, sex, age, geography, ethnicity, and race. Using this labeled dataset, we trained, validated, and tested medical bias classifiers. We test three classifier approaches: a binary type-specific classifier, a general bias classifier; an ensemble combining bias type-specific classifiers independently-trained; and a multitask learning (MTL) model tasked with predicting both general and type-specific biases. While MTL led to some improvement on race bias detection in terms of F1-score, it did not outperform binary classifiers trained specifically on each task. On general bias detection, the binary classifier achieves up to 0.923 of AUC, a 27.8% improvement over the baseline. This work lays the foundations for debiasing medical curricula by exploring a novel dataset and evaluating different training model strategies. Hence, it offers new pathways for more nuanced and effective mitigation of bisinformation.

3D spot beamfocusing (SBF), in contrast to conventional angular-domain beamforming, concentrates radiating power within very small volume in both radial and angular domains in the near-field zone. Recently the implementation of channel-state-information (CSI)-independent machine learning (ML)-based approaches have been developed for effective SBF using extremely-largescale-programable-metasurface (ELPMs). These methods involve dividing the ELPMs into subarrays and independently training them with Deep Reinforcement Learning to jointly focus the beam at the Desired Focal Point (DFP). This paper explores near-field SBF using ELPMs, addressing challenges associated with lengthy training times resulting from independent training of subarrays. To achieve a faster CSIindependent solution, inspired by the correlation between the beamfocusing matrices of the subarrays, we leverage transfer learning techniques. First, we introduce a novel similarity criterion based on the Phase Distribution Image of subarray apertures. Then we devise a subarray policy propagation scheme that transfers the knowledge from trained to untrained subarrays. We further enhance learning by introducing Quasi-Liquid-Layers as a revised version of the adaptive policy reuse technique. We show through simulations that the proposed scheme improves the training speed about 5 times. Furthermore, for dynamic DFP management, we devised a DFP policy blending process, which augments the convergence rate up to 8-fold.

Online programming videos, including tutorials and streamcasts, are widely popular and contain a wealth of expert knowledge. However, effectively utilizing these resources to achieve targeted learning goals can be challenging. Unlike direct tutoring, video content lacks tailored guidance based on individual learning paces, personalized feedback, and interactive engagement necessary for support and monitoring. Our work transforms programming videos into one-on-one tutoring experiences using the cognitive apprenticeship framework. Tutorly, developed as a JupyterLab Plugin, allows learners to (1) set personalized learning goals, (2) engage in learning-by-doing through a conversational LLM-based mentor agent, (3) receive guidance and feedback based on a student model that steers the mentor moves. In a within-subject study with 16 participants learning exploratory data analysis from a streamcast, Tutorly significantly improved their performance from 61.9% to 76.6% based on a post-test questionnaire. Tutorly demonstrates the potential for enhancing programming video learning experiences with LLM and learner modeling.

Research on jailbreaking has been valuable for testing and understanding the safety and security issues of large language models (LLMs). In this paper, we introduce Iterative Refinement Induced Self-Jailbreak (IRIS), a novel approach that leverages the reflective capabilities of LLMs for jailbreaking with only black-box access. Unlike previous methods, IRIS simplifies the jailbreaking process by using a single model as both the attacker and target. This method first iteratively refines adversarial prompts through self-explanation, which is crucial for ensuring that even well-aligned LLMs obey adversarial instructions. IRIS then rates and enhances the output given the refined prompt to increase its harmfulness. We find IRIS achieves jailbreak success rates of 98% on GPT-4 and 92% on GPT-4 Turbo in under 7 queries. It significantly outperforms prior approaches in automatic, black-box and interpretable jailbreaking, while requiring substantially fewer queries, thereby establishing a new standard for interpretable jailbreaking methods.

Transformer architectures contribute to managing long-term dependencies for Natural Language Processing, representing one of the most recent changes in the field. These architectures are the basis of the innovative, cutting-edge Large Language Models (LLMs) that have produced a huge buzz in several fields and industrial sectors, among the ones education stands out. Accordingly, these generative Artificial Intelligence-based solutions have directed the change in techniques and the evolution in educational methods and contents, along with network infrastructure, towards high-quality learning. Given the popularity of LLMs, this review seeks to provide a comprehensive overview of those solutions designed specifically to generate and evaluate educational materials and which involve students and teachers in their design or experimental plan. To the best of our knowledge, this is the first review of educational applications (e.g., student assessment) of LLMs. As expected, the most common role of these systems is as virtual tutors for automatic question generation. Moreover, the most popular models are GTP-3 and BERT. However, due to the continuous launch of new generative models, new works are expected to be published shortly.

Integrating generative AI (GAI) into higher education is crucial for preparing a future generation of GAI-literate students. Yet a thorough understanding of the global institutional adoption policy remains absent, with most of the prior studies focused on the Global North and the promises and challenges of GAI, lacking a theoretical lens. This study utilizes the Diffusion of Innovations Theory to examine GAI adoption strategies in higher education across 40 universities from six global regions. It explores the characteristics of GAI innovation, including compatibility, trialability, and observability, and analyses the communication channels and roles and responsibilities outlined in university policies and guidelines. The findings reveal a proactive approach by universities towards GAI integration, emphasizing academic integrity, teaching and learning enhancement, and equity. Despite a cautious yet optimistic stance, a comprehensive policy framework is needed to evaluate the impacts of GAI integration and establish effective communication strategies that foster broader stakeholder engagement. The study highlights the importance of clear roles and responsibilities among faculty, students, and administrators for successful GAI integration, supporting a collaborative model for navigating the complexities of GAI in education. This study contributes insights for policymakers in crafting detailed strategies for its integration.