Linking a claim to grounded references is a critical ability to fulfill human demands for authentic and reliable information. Current studies are limited to specific tasks like information retrieval or semantic matching, where the claim-reference relationships are unique and fixed, while the referential knowledge linking (RKL) in real-world can be much more diverse and complex. In this paper, we propose universal referential knowledge linking (URL), which aims to resolve diversified referential knowledge linking tasks by one unified model. To this end, we propose a LLM-driven task-instructed representation compression, as well as a multi-view learning approach, in order to effectively adapt the instruction following and semantic understanding abilities of LLMs to referential knowledge linking. Furthermore, we also construct a new benchmark to evaluate ability of models on referential knowledge linking tasks across different scenarios. Experiments demonstrate that universal RKL is challenging for existing approaches, while the proposed framework can effectively resolve the task across various scenarios, and therefore outperforms previous approaches by a large margin.

Simulated Patients (SPs) play a crucial role in clinical medical education by providing realistic scenarios for student practice. However, the high cost of training and hiring qualified SPs, along with the heavy workload and potential risks they face in consistently portraying actual patients, limit students' access to this type of clinical training. Consequently, the integration of computer program-based simulated patients has emerged as a valuable educational tool in recent years. With the rapid development of Large Language Models (LLMs), their exceptional capabilities in conversational artificial intelligence and role-playing have been demonstrated, making them a feasible option for implementing Virtual Simulated Patient (VSP). In this paper, we present an integrated model-agnostic framework called CureFun that harnesses the potential of LLMs in clinical medical education. This framework facilitates natural conversations between students and simulated patients, evaluates their dialogue, and provides suggestions to enhance students' clinical inquiry skills. Through comprehensive evaluations, our approach demonstrates more authentic and professional SP-scenario dialogue flows compared to other LLM-based chatbots, thus proving its proficiency in simulating patients. Additionally, leveraging CureFun's evaluation ability, we assess several medical LLMs and discuss the possibilities and limitations of using LLMs as virtual doctors from the perspective of their diagnostic abilities.

Students at Columbia University have been instructed that classes have shifted to virtual or hybrid amid ongoing safety concerns stemming from anti-Israel protests. The new guidelines said all courses on the Morningside main campus have moved to hybrid learning "until the end of each school's Spring 2024 semester." "Safety is our highest priority as we strive to support our students' learning and all the required academic operations," the school's Provost Angela Olinto wrote in a statement released early Tuesday morning. "It's vital that teaching and learning continue during this time." The announcement comes amid continued antisemitic protests on the New York City campus and just a day after classes were made virtual on Monday.

This paper explores how instructors can leverage generative AI to create personalized learning experiences for students that transform teaching and learning. We present a range of AI-based exercises that enable novel forms of practice and application including simulations, mentoring, coaching, and co-creation. For each type of exercise, we provide prompts that instructors can customize, along with guidance on classroom implementation, assessment, and risks to consider. We also provide blueprints, prompts that help instructors create their own original prompts. Instructors can leverage their content and pedagogical expertise to design these experiences, putting them in the role of builders and innovators. We argue that this instructor-driven approach has the potential to democratize the development of educational technology by enabling individual instructors to create AI exercises and tools tailored to their students' needs. While the exercises in this paper are a starting point, not a definitive solutions, they demonstrate AI's potential to expand what is possible in teaching and learning.

Artificial Intelligence (AI), with ChatGPT as a prominent example, has recently taken center stage in various domains including higher education, particularly in Computer Science and Engineering (CSE). The AI revolution brings both convenience and controversy, offering substantial benefits while lacking formal guidance on their application. The primary objective of this work is to comprehensively analyze the pedagogical potential of ChatGPT in CSE education, understanding its strengths and limitations from the perspectives of educators and learners. We employ a systematic approach, creating a diverse range of educational practice problems within CSE field, focusing on various subjects such as data science, programming, AI, machine learning, networks, and more. According to our examinations, certain question types, like conceptual knowledge queries, typically do not pose significant challenges to ChatGPT, and thus, are excluded from our analysis. Alternatively, we focus our efforts on developing more in-depth and personalized questions and project-based tasks. These questions are presented to ChatGPT, followed by interactions to assess its effectiveness in delivering complete and meaningful responses. To this end, we propose a comprehensive five-factor reliability analysis framework to evaluate the responses. This assessment aims to identify when ChatGPT excels and when it faces challenges. Our study concludes with a correlation analysis, delving into the relationships among subjects, task types, and limiting factors. This analysis offers valuable insights to enhance ChatGPT's utility in CSE education, providing guidance to educators and students regarding its reliability and efficacy.

Multimodal medical imaging plays a pivotal role in clinical diagnosis and research, as it combines information from various imaging modalities to provide a more comprehensive understanding of the underlying pathology. Recently, deep learning-based multimodal fusion techniques have emerged as powerful tools for improving medical image classification. This review offers a thorough analysis of the developments in deep learning-based multimodal fusion for medical classification tasks. We explore the complementary relationships among prevalent clinical modalities and outline three main fusion schemes for multimodal classification networks: input fusion, intermediate fusion (encompassing single-level fusion, hierarchical fusion, and attention-based fusion), and output fusion. By evaluating the performance of these fusion techniques, we provide insight into the suitability of different network architectures for various multimodal fusion scenarios and application domains. Furthermore, we delve into challenges related to network architecture selection, handling incomplete multimodal data management, and the potential limitations of multimodal fusion. Finally, we spotlight the promising future of Transformer-based multimodal fusion techniques and give recommendations for future research in this rapidly evolving field.

We use an LLM named PaLM 2 to generate training data given a noisy human-authored course description input as input. We use this data to train several different smaller language models to predict SDGs for university courses. This work contributes to better university level adaptation of SDGs. The best performing model in our experiments was BART with an F1-score of 0.786.

Teleoperation is a popular solution to remotely support highly automated vehicles through a human remote operator whenever a disengagement of the automated driving system is present. The remote operator wirelessly connects to the vehicle and solves the disengagement through support or substitution of automated driving functions and therefore enables the vehicle to resume automation. There are different approaches to support automated driving functions on various levels, commonly known as teleoperation concepts. A variety of teleoperation concepts is described in the literature, yet there has been no comprehensive and structured comparison of these concepts, and it is not clear what subset of teleoperation concepts is suitable to enable safe and efficient remote support of highly automated vehicles in a broad spectrum of disengagements. The following work establishes a basis for comparing teleoperation concepts through a literature overview on automated vehicle disengagements and on already conducted studies on the comparison of teleoperation concepts and metrics used to evaluate teleoperation performance. An evaluation of the teleoperation concepts is carried out in an expert workshop, comparing different teleoperation concepts using a selection of automated vehicle disengagement scenarios and metrics. Based on the workshop results, a set of teleoperation concepts is derived that can be used to address a wide variety of automated vehicle disengagements in a safe and efficient way.

Teaching robots novel skills with demonstrations via human-in-the-loop data collection techniques like kinesthetic teaching or teleoperation puts a heavy burden on human supervisors. In contrast to this paradigm, it is often significantly easier to provide raw, action-free visual data of tasks being performed. Moreover, this data can even be mined from video datasets or the web. Ideally, this data can serve to guide robot learning for new tasks in novel environments, informing both "what" to do and "how" to do it. A powerful way to encode both the "what" and the "how" is to infer a well-shaped reward function for reinforcement learning. The challenge is determining how to ground visual demonstration inputs into a well-shaped and informative reward function. We propose a technique Rank2Reward for learning behaviors from videos of tasks being performed without access to any low-level states and actions. We do so by leveraging the videos to learn a reward function that measures incremental "progress" through a task by learning how to temporally rank the video frames in a demonstration. By inferring an appropriate ranking, the reward function is able to guide reinforcement learning by indicating when task progress is being made. This ranking function can be integrated into an adversarial imitation learning scheme resulting in an algorithm that can learn behaviors without exploiting the learned reward function. We demonstrate the effectiveness of Rank2Reward at learning behaviors from raw video on a number of tabletop manipulation tasks in both simulations and on a real-world robotic arm. We also demonstrate how Rank2Reward can be easily extended to be applicable to web-scale video datasets.

Surrogate models provide a quick-to-evaluate approximation to complex computational models and are essential for multi-query problems like design optimisation. The inputs of current computational models are usually high-dimensional and uncertain. We consider Bayesian inference for constructing statistical surrogates with input uncertainties and intrinsic dimensionality reduction. The surrogates are trained by fitting to data from prevalent deterministic computational models. The assumed prior probability density of the surrogate is a Gaussian process. We determine the respective posterior probability density and parameters of the posited statistical model using variational Bayes. The non-Gaussian posterior is approximated by a simpler trial density with free variational parameters and the discrepancy between them is measured using the Kullback-Leibler (KL) divergence. We employ the stochastic gradient method to compute the variational parameters and other statistical model parameters by minimising the KL divergence. We demonstrate the accuracy and versatility of the proposed reduced dimension variational Gaussian process (RDVGP) surrogate on illustrative and robust structural optimisation problems with cost functions depending on a weighted sum of the mean and standard deviation of model outputs.