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.

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.