On-device intelligence (ODI) enables artificial intelligence (AI) applications to run on end devices, providing real-time and customized AI inference without relying on remote servers. However, training models for on-device deployment face significant challenges due to the decentralized and privacy-sensitive nature of users' data, along with end-side constraints related to network connectivity, computation efficiency, etc. Existing training paradigms, such as cloud-based training, federated learning, and transfer learning, fail to sufficiently address these practical constraints that are prevalent for devices. To overcome these challenges, we propose Privacy-Enhanced Training-as-a-Service (PTaaS), a novel service computing paradigm that provides privacy-friendly, customized AI model training for end devices. PTaaS outsources the core training process to remote and powerful cloud or edge servers, efficiently developing customized on-device models based on uploaded anonymous queries, enhancing data privacy while reducing the computation load on individual devices. We explore the definition, goals, and design principles of PTaaS, alongside emerging technologies that support the PTaaS paradigm. An architectural scheme for PTaaS is also presented, followed by a series of open problems that set the stage for future research directions in the field of PTaaS.

Seven years ago (2016), we began integrating Robotics into our Computer Science curriculum. This paper explores the mission, initial goals and objectives, specific choices we made along the way, and why and outcomes. Of course, we were not the first to do so. Our contribution in this paper is to describe a seven-year experience in the hope that others going down this road will benefit, perhaps avoiding some missteps and dead-ends. We offer our answers to many questions that anyone undertaking bootstrapping a new robotics program may have to deal with. At the end of the paper, we discuss a set of lessons learned, including striking the right balance between depth and breadth in syllabus design and material organization, the significance of utilizing physical robots and criteria for selecting a suitable robotics platform, insights into the scope and design of a robotics lab, the necessity of standardizing hardware and software configurations, along with implementation methods, and strategies for preparing students for the steep learning curve.

Google announced Friday that it is releasing a course aimed at teaching one million Americans how to use artificial intelligence tools. As part of the rollout, the tech giant also announced that its charitable arm, Google.org, The new AI skills course will be available for 49 on Coursera, a for-profit online course provider. The announcement comes after Google scrapped its rules requiring suppliers and staffing firms it works with to provide good pay and benefits to their employees - along with laying off thousands of employees despite turning record profits. Google announced two new initiatives: One is a self-paced course on AI skills, the other is a grant program for AI job skills training.

We use the process and findings from a case study of design educators' practices of assessment and feedback to fuel theorizing about how to make AI useful in service of human experience. We build on Suchman's theory of situated actions. We perform a qualitative study of 11 educators in 5 fields, who teach design processes situated in project-based learning contexts. Through qualitative data gathering and analysis, we derive codes: design process; assessment and feedback challenges; and computational support. We twice invoke creative cognition's family resemblance principle. First, to explain how design instructors already use assessment rubrics and second, to explain the analogous role for design creativity analytics: no particular trait is necessary or sufficient; each only tends to indicate good design work. Human teachers remain essential. We develop a set of situated design creativity analytics--Fluency, Flexibility, Visual Consistency, Multiscale Organization, and Legible Contrast--to support instructors' efforts, by providing on-demand, learning objectives-based assessment and feedback to students. We theorize a methodology, which we call situating analytics, firstly because making AI support living human activity depends on aligning what analytics measure with situated practices. Further, we realize that analytics can become most significant to users by situating them through interfaces that integrate them into the material contexts of their use. Here, this means situating design creativity analytics into actual design environments. Through the case study, we identify situating analytics as a methodology for explaining analytics to users, because the iterative process of alignment with practice has the potential to enable data scientists to derive analytics that make sense as part of and support situated human experiences.

In programming education, providing manual feedback is essential but labour-intensive, posing challenges in consistency and timeliness. We introduce ECHO, a machine learning method to automate the reuse of feedback in educational code reviews by analysing patterns in abstract syntax trees. This study investigates two primary questions: whether ECHO can predict feedback annotations to specific lines of student code based on previously added annotations by human reviewers (RQ1), and whether its training and prediction speeds are suitable for using ECHO for real-time feedback during live code reviews by human reviewers (RQ2). Our results, based on annotations from both automated linting tools and human reviewers, show that ECHO can accurately and quickly predict appropriate feedback annotations. Its efficiency in processing and its flexibility in adapting to feedback patterns can significantly reduce the time and effort required for manual feedback provisioning in educational settings.

The fields of effective resistance and optimal transport on graphs are filled with rich connections to combinatorics, geometry, machine learning, and beyond. In this article we put forth a bold claim: that the two fields should be understood as one and the same, up to a choice of $p$. We make this claim precise by introducing the parameterized family of $p$-Beckmann distances for probability measures on graphs and relate them sharply to certain Wasserstein distances. Then, we break open a suite of results including explicit connections to optimal stopping times and random walks on graphs, graph Sobolev spaces, and a Benamou-Brenier type formula for $2$-Beckmann distance. We further explore empirical implications in the world of unsupervised learning for graph data and propose further study of the usage of these metrics where Wasserstein distance may produce computational bottlenecks.

Large Language Models (LLMs) like GPT and Bard are capable of producing code based on textual descriptions, with remarkable efficacy. Such technology will have profound implications for computing education, raising concerns about cheating, excessive dependence, and a decline in computational thinking skills, among others. There has been extensive research on how teachers should handle this challenge but it is also important to understand how students feel about this paradigm shift. In this research, 52 first-year CS students were surveyed in order to assess their views on technologies with code-generation capabilities, both from academic and professional perspectives. Our findings indicate that while students generally favor the academic use of GPT, they don't over rely on it, only mildly asking for its help. Although most students benefit from GPT, some struggle to use it effectively, urging the need for specific GPT training. Opinions on GPT's impact on their professional lives vary, but there is a consensus on its importance in academic practice.

Simulators are a pervasive tool in reinforcement learning, but most existing algorithms cannot efficiently exploit simulator access -- particularly in high-dimensional domains that require general function approximation. We explore the power of simulators through online reinforcement learning with {local simulator access} (or, local planning), an RL protocol where the agent is allowed to reset to previously observed states and follow their dynamics during training. We use local simulator access to unlock new statistical guarantees that were previously out of reach: - We show that MDPs with low coverability (Xie et al. 2023) -- a general structural condition that subsumes Block MDPs and Low-Rank MDPs -- can be learned in a sample-efficient fashion with only $Q^{\star}$-realizability (realizability of the optimal state-value function); existing online RL algorithms require significantly stronger representation conditions. - As a consequence, we show that the notorious Exogenous Block MDP problem (Efroni et al. 2022) is tractable under local simulator access. The results above are achieved through a computationally inefficient algorithm. We complement them with a more computationally efficient algorithm, RVFS (Recursive Value Function Search), which achieves provable sample complexity guarantees under a strengthened statistical assumption known as pushforward coverability. RVFS can be viewed as a principled, provable counterpart to a successful empirical paradigm that combines recursive search (e.g., MCTS) with value function approximation.

Jerome Pesenti has a few reasons to celebrate Meta's decision last week to release Llama 3, a powerful open source large language model that anyone can download, run, and build on. Pesenti used to be vice president of artificial intelligence at Meta and says he often pushed the company to consider releasing its technology for others to use and build on. But his main reason to rejoice is that his new startup will get access to an AI model that he says is very close in power to OpenAI's industry-leading text generator GPT-4, but considerably cheaper to run and more open to outside scrutiny and modification. "The release last Friday really feels like a game-changer," Pesenti says. His new company, Sizzle, an AI tutor, currently uses GPT-4 and other AI models, both closed and open, to craft problem sets and curricula for students.

Knowledge Tracing (KT) aims to trace changes in students' knowledge states throughout their entire learning process by analyzing their historical learning data and predicting their future learning performance. Existing forgetting curve theory based knowledge tracing models only consider the general forgetting caused by time intervals, ignoring the individualization of students and the causal relationship of the forgetting process. To address these problems, we propose a Concept-driven Personalized Forgetting knowledge tracing model (CPF) which integrates hierarchical relationships between knowledge concepts and incorporates students' personalized cognitive abilities. First, we integrate the students' personalized capabilities into both the learning and forgetting processes to explicitly distinguish students' individual learning gains and forgetting rates according to their cognitive abilities. Second, we take into account the hierarchical relationships between knowledge points and design a precursor-successor knowledge concept matrix to simulate the causal relationship in the forgetting process, while also integrating the potential impact of forgetting prior knowledge points on subsequent ones. The proposed personalized forgetting mechanism can not only be applied to the learning of specifc knowledge concepts but also the life-long learning process. Extensive experimental results on three public datasets show that our CPF outperforms current forgetting curve theory based methods in predicting student performance, demonstrating CPF can better simulate changes in students' knowledge status through the personalized forgetting mechanism.