This research paper will bring forth the innovative pedagogical approach in computer science education, which uses a combination of methodologies borrowed from Artificial Intelligence (AI) and DevOps to enhance the learning experience in Content Management Systems (CMS) Development. It has been done over three academic years, comparing the traditional way of teaching with the lately introduced AI-supported techniques. This had three structured sprints, each one of them covering the major parts of the sprint: object-oriented PHP, theme development, and plugin development. In each sprint, the student deals with part of the theoretical content and part of the practical task, using ChatGPT as an auxiliary tool. In that sprint, the model will provide solutions in code debugging and extensions of complex problems. The course includes practical examples like code replication with PHP, functionality expansion of the CMS, even development of custom plugins, and themes. The course practice includes versions' control with Git repositories. Efficiency will touch the theme and plugin output rates during development and mobile/web application development. Comparative analysis indicates that there is a marked increase in efficiency and shows effectiveness with the proposed AI- and DevOps-supported methodology. The study is very informative since education in computer science and its landscape change embodies an emerging technology that could have transformation impacts on amplifying the potential for scalable and adaptive learning approaches.

We study continual offline reinforcement learning, a practical paradigm that facilitates forward transfer and mitigates catastrophic forgetting to tackle sequential offline tasks. We propose a dual generative replay framework that retains previous knowledge by concurrent replay of generated pseudo-data. First, we decouple the continual learning policy into a diffusion-based generative behavior model and a multi-head action evaluation model, allowing the policy to inherit distributional expressivity for encompassing a progressive range of diverse behaviors. Second, we train a task-conditioned diffusion model to mimic state distributions of past tasks. Generated states are paired with corresponding responses from the behavior generator to represent old tasks with high-fidelity replayed samples. Finally, by interleaving pseudo samples with real ones of the new task, we continually update the state and behavior generators to model progressively diverse behaviors, and regularize the multi-head critic via behavior cloning to mitigate forgetting. Experiments demonstrate that our method achieves better forward transfer with less forgetting, and closely approximates the results of using previous ground-truth data due to its high-fidelity replay of the sample space. Our code is available at \href{https://github.com/NJU-RL/CuGRO}{https://github.com/NJU-RL/CuGRO}.

New Intent Discovery (NID) strives to identify known and reasonably deduce novel intent groups in the open-world scenario. But current methods face issues with inaccurate pseudo-labels and poor representation learning, creating a negative feedback loop that degrades overall model performance, including accuracy and the adjusted rand index. To address the aforementioned challenges, we propose a Robust New Intent Discovery (RoNID) framework optimized by an EM-style method, which focuses on constructing reliable pseudo-labels and obtaining cluster-friendly discriminative representations. RoNID comprises two main modules: reliable pseudo-label generation module and cluster-friendly representation learning module. Specifically, the pseudo-label generation module assigns reliable synthetic labels by solving an optimal transport problem in the E-step, which effectively provides high-quality supervised signals for the input of the cluster-friendly representation learning module. To learn cluster-friendly representation with strong intra-cluster compactness and large inter-cluster separation, the representation learning module combines intra-cluster and inter-cluster contrastive learning in the M-step to feed more discriminative features into the generation module. RoNID can be performed iteratively to ultimately yield a robust model with reliable pseudo-labels and cluster-friendly representations. Experimental results on multiple benchmarks demonstrate our method brings substantial improvements over previous state-of-the-art methods by a large margin of +1 +4 points.

The burgeoning landscape of text-to-image models, exemplified by innovations such as Midjourney and DALLE 3, has revolutionized content creation across diverse sectors. However, these advancements bring forth critical ethical concerns, particularly with the misuse of open-source models to generate content that violates societal norms. Addressing this, we introduce Ethical-Lens, a framework designed to facilitate the value-aligned usage of text-to-image tools without necessitating internal model revision. Ethical-Lens ensures value alignment in text-to-image models across toxicity and bias dimensions by refining user commands and rectifying model outputs. Systematic evaluation metrics, combining GPT4-V, HEIM, and FairFace scores, assess alignment capability. Our experiments reveal that Ethical-Lens enhances alignment capabilities to levels comparable with or superior to commercial models like DALLE 3, ensuring user-generated content adheres to ethical standards while maintaining image quality. This study indicates the potential of Ethical-Lens to ensure the sustainable development of open-source text-to-image tools and their beneficial integration into society. Our code is available at https://github.com/yuzhu-cai/Ethical-Lens.

Global conflicts and trouble spots have thrown the world into turmoil. Intelligence services have never been as necessary as they are today when it comes to providing political decision-makers with concrete, accurate, and up-to-date decision-making knowledge. This requires a common co-operation, a common working language and a common understanding of each other. The best way to create this "intelligence community" is through a harmonized intelligence education. In this paper, we show how joint intelligence education can succeed. We draw on the experience of Germany, where all intelligence services and the Bundeswehr are academically educated together in a single degree program that lays the foundations for a common working language. We also show how these experiences have been successfully transferred to a European level, namely to ICE, the Intelligence College in Europe. Our experience has shown that three aspects are particularly important: firstly, interdisciplinarity or better, transdisciplinarity, secondly, the integration of IT knowhow and thirdly, the development and learning of methodological skills. Using the example of the cyber intelligence module with a special focus on data-driven decision support, additionally with its many points of reference to numerous other academic modules, we show how the specific analytic methodology presented is embedded in our specific European teaching context.

Incorporating Generative AI (GenAI) and Large Language Models (LLMs) in education can enhance teaching efficiency and enrich student learning. Current LLM usage involves conversational user interfaces (CUIs) for tasks like generating materials or providing feedback. However, this presents challenges including the need for educator expertise in AI and CUIs, ethical concerns with high-stakes decisions, and privacy risks. CUIs also struggle with complex tasks. To address these, we propose transitioning from CUIs to user-friendly applications leveraging LLMs via API calls. We present a framework for ethically incorporating GenAI into educational tools and demonstrate its application in our tool, Feedback Copilot, which provides personalized feedback on student assignments. Our evaluation shows the effectiveness of this approach, with implications for GenAI researchers, educators, and technologists. This work charts a course for the future of GenAI in education.

Cognitive diagnosis aims to gauge students' mastery levels based on their response logs. Serving as a pivotal module in web-based online intelligent education systems (WOIESs), it plays an upstream and fundamental role in downstream tasks like learning item recommendation and computerized adaptive testing. WOIESs are open learning environment where numerous new students constantly register and complete exercises. In WOIESs, efficient cognitive diagnosis is crucial to fast feedback and accelerating student learning. However, the existing cognitive diagnosis methods always employ intrinsically transductive student-specific embeddings, which become slow and costly due to retraining when dealing with new students who are unseen during training. To this end, this paper proposes an inductive cognitive diagnosis model (ICDM) for fast new students' mastery levels inference in WOIESs. Specifically, in ICDM, we propose a novel student-centered graph (SCG). Rather than inferring mastery levels through updating student-specific embedding, we derive the inductive mastery levels as the aggregated outcomes of students' neighbors in SCG. Namely, SCG enables to shift the task from finding the most suitable student-specific embedding that fits the response logs to finding the most suitable representations for different node types in SCG, and the latter is more efficient since it no longer requires retraining. To obtain this representation, ICDM consists of a construction-aggregation-generation-transformation process to learn the final representation of students, exercises and concepts. Extensive experiments across real-world datasets show that, compared with the existing cognitive diagnosis methods that are always transductive, ICDM is much more faster while maintains the competitive inference performance for new students.

Online learning has soared in popularity in the educational landscape of COVID-19 and carries the benefits of increased flexibility and access to far-away training resources. However, it also restricts communication between peers and teachers, limits physical interactions and confines learning to the computer screen and keyboard. In this project, we designed a novel way to engage students in collaborative online learning by using haptic-enabled tangible robots, Cellulo. We built a library which connects two robots remotely for a learning activity based around the structure of a biological cell. To discover how separate modes of haptic feedback might differentially affect collaboration, two modes of haptic force-feedback were implemented (haptic co-location and haptic consensus). With a case study, we found that the haptic co-location mode seemed to stimulate collectivist behaviour to a greater extent than the haptic consensus mode, which was associated with individualism and less interaction. While the haptic co-location mode seemed to encourage information pooling, participants using the haptic consensus mode tended to focus more on technical co-ordination. This work introduces a novel system that can provide interesting insights on how to integrate haptic feedback into collaborative remote learning activities in future.

Generative Artificial Intelligence (GAI) models such as ChatGPT have experienced a surge in popularity, attracting 100 million active users in 2 months and generating an estimated 10 million daily queries. Despite this remarkable adoption, there remains a limited understanding to which extent this innovative technology influences higher education. This research paper investigates the impact of GAI on university students and Higher Education Institutions (HEIs). The study adopts a mixed-methods approach, combining a comprehensive survey with scenario analysis to explore potential benefits, drawbacks, and transformative changes the new technology brings. Using an online survey with 130 participants we assessed students' perspectives and attitudes concerning present ChatGPT usage in academics. Results show that students use the current technology for tasks like assignment writing and exam preparation and believe it to be a effective help in achieving academic goals. The scenario analysis afterwards projected potential future scenarios, providing valuable insights into the possibilities and challenges associated with incorporating GAI into higher education. The main motivation is to gain a tangible and precise understanding of the potential consequences for HEIs and to provide guidance responding to the evolving learning environment. The findings indicate that irresponsible and excessive use of the technology could result in significant challenges. Hence, HEIs must develop stringent policies, reevaluate learning objectives, upskill their lecturers, adjust the curriculum and reconsider examination approaches.

Building socially-intelligent AI agents (Social-AI) is a multidisciplinary, multimodal research goal that involves creating agents that can sense, perceive, reason about, learn from, and respond to affect, behavior, and cognition of other agents (human or artificial). Progress towards Social-AI has accelerated in the past decade across several computing communities, including natural language processing, machine learning, robotics, human-machine interaction, computer vision, and speech. Natural language processing, in particular, has been prominent in Social-AI research, as language plays a key role in constructing the social world. In this position paper, we identify a set of underlying technical challenges and open questions for researchers across computing communities to advance Social-AI. We anchor our discussion in the context of social intelligence concepts and prior progress in Social-AI research.