Intent is defined for understanding spoken language in existing works. Both textual features and acoustic features involved in medical speech contain intent, which is important for symptomatic diagnosis. In this paper, we propose a medical speech classification model named DRSC that automatically learns to disentangle intent and content representations from textual-acoustic data for classification. The intent representations of the text domain and the Mel-spectrogram domain are extracted via intent encoders, and then the reconstructed text feature and the Mel-spectrogram feature are obtained through two exchanges. After combining the intent from two domains into a joint representation, the integrated intent representation is fed into a decision layer for classification. Experimental results show that our model obtains an average accuracy rate of 95% in detecting 25 different medical symptoms.

[Abridged Abstract] Recent technological advances underscore labor market dynamics, yielding significant consequences for employment prospects and increasing job vacancy data across platforms and languages. Aggregating such data holds potential for valuable insights into labor market demands, new skills emergence, and facilitating job matching for various stakeholders. However, despite prevalent insights in the private sector, transparent language technology systems and data for this domain are lacking. This thesis investigates Natural Language Processing (NLP) technology for extracting relevant information from job descriptions, identifying challenges including scarcity of training data, lack of standardized annotation guidelines, and shortage of effective extraction methods from job ads. We frame the problem, obtaining annotated data, and introducing extraction methodologies. Our contributions include job description datasets, a de-identification dataset, and a novel active learning algorithm for efficient model training. We propose skill extraction using weak supervision, a taxonomy-aware pre-training methodology adapting multilingual language models to the job market domain, and a retrieval-augmented model leveraging multiple skill extraction datasets to enhance overall performance. Finally, we ground extracted information within a designated taxonomy.

Robots can use Visual Imitation Learning (VIL) to learn everyday tasks from video demonstrations. However, translating visual observations into actionable robot policies is challenging due to the high-dimensional nature of video data. This challenge is further exacerbated by the morphological differences between humans and robots, especially when the video demonstrations feature humans performing tasks. To address these problems we introduce Visual Imitation lEarning with Waypoints (VIEW), an algorithm that significantly enhances the sample efficiency of human-to-robot VIL. VIEW achieves this efficiency using a multi-pronged approach: extracting a condensed prior trajectory that captures the demonstrator's intent, employing an agent-agnostic reward function for feedback on the robot's actions, and utilizing an exploration algorithm that efficiently samples around waypoints in the extracted trajectory. VIEW also segments the human trajectory into grasp and task phases to further accelerate learning efficiency. Through comprehensive simulations and real-world experiments, VIEW demonstrates improved performance compared to current state-of-the-art VIL methods. VIEW enables robots to learn a diverse range of manipulation tasks involving multiple objects from arbitrarily long video demonstrations. Additionally, it can learn standard manipulation tasks such as pushing or moving objects from a single video demonstration in under 30 minutes, with fewer than 20 real-world rollouts. Code and videos here: https://collab.me.vt.edu/view/

In this paper, we explore the potential of Large Language Models (LLMs) with assertions to mitigate imbalances in educational datasets. Traditional models often fall short in such contexts, particularly due to the complexity and nuanced nature of the data. This issue is especially prominent in the education sector, where cognitive engagement levels among students show significant variation in their open responses. To test our hypothesis, we utilized an existing technology for assertion-based prompt engineering through an 'Iterative - ICL PE Design Process' comparing traditional Machine Learning (ML) models against LLMs augmented with assertions (N=135). Further, we conduct a sensitivity analysis on a subset (n=27), examining the variance in model performance concerning classification metrics and cognitive engagement levels in each iteration. Our findings reveal that LLMs with assertions significantly outperform traditional ML models, particularly in cognitive engagement levels with minority representation, registering up to a 32% increase in F1-score. Additionally, our sensitivity study indicates that incorporating targeted assertions into the LLM tested on the subset enhances its performance by 11.94%. This improvement primarily addresses errors stemming from the model's limitations in understanding context and resolving lexical ambiguities in student responses.

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.