We investigate how to use AI-based analytics to support design education. The analytics at hand measure multiscale design, that is, students' use of space and scale to visually and conceptually organize their design work. With the goal of making the analytics intelligible to instructors, we developed a research artifact integrating a design analytics dashboard with design instances, and the design environment that students use to create them. We theorize about how Suchman's notion of mutual intelligibility requires contextualized investigation of AI in order to develop findings about how analytics work for people. We studied the research artifact in 5 situated course contexts, in 3 departments. A total of 236 students used the multiscale design environment. The 9 instructors who taught those students experienced the analytics via the new research artifact. We derive findings from a qualitative analysis of interviews with instructors regarding their experiences. Instructors reflected on how the analytics and their presentation in the dashboard have the potential to affect design education. We develop research implications addressing: (1) how indexing design analytics in the dashboard to actual design work instances helps design instructors reflect on what they mean and, more broadly, is a technique for how AI-based design analytics can support instructors' assessment and feedback experiences in situated course contexts; and (2) how multiscale design analytics, in particular, have the potential to support design education. By indexing, we mean linking which provides context, here connecting the numbers of the analytics with visually annotated design work instances.

Higher-order logic, also known as simple type theory [3], has been described as the combination of functional programming and logic [9], and has proved a very powerful tool for the formalization of mathematics and computer science. It is an expressive enough logic to cover a wide array of fields, while still being built on relatively simple principles, and a number of proof assistants based on higher-order logic are available. We consider formal reasoning in the generic proof assistant Isabelle [10, 11]. In the present paper we are taking advantage of the genericity of Isabelle, but we also find that Isabelle is at least as user-friendly and intuitive as other proof assistants of comparable power. Although Isabelle is generic and comes with a number of object logics like first-order logic (FOL) and axiomatic set theory (ZF), the default object logic is higher-order logic, called Isabelle/HOL.

Forthcoming in Collaborative Intelligence: How Humans and AI are Transforming our World, Arathi Sethumadhavan and Mira Lane (eds.), Seth Lazar, Australian National University Man, a child in understanding of himself, has placed in his hands physical tools of incalculable power. He plays with them like a child, and whether they work harm or good is largely a matter of accident. The instrumentality becomes a master and works fatally as if possessed of a will of its own-- not because it has a will but because man has not. Introduction As rapid advances in Artificial Intelligence and the rise of some of history's most potent corporations meet the diminished neoliberal state, people are increasingly subject to power exercised by means of automated systems. Machine learning, big data, and related computational technologies now underpin vital government services from criminal justice to tax auditing, public health to social services, immigration to defence (Citron, 2008; Calo and Citron, 2020; Engstrom et al., 2020). Google and Amazon connect consumers and producers in new algorithmic markets (Nadler and Cicilline, 2020). Google's search algorithm--and possibly in the near future OpenAI's GPT-4 or another large language model--determines, for many, how they find out about everything from how to vote to where to get vaccinated. Meta, Twitter, TikTok, Google and others algorithmically decide whose speech is amplified, reduced, or restricted (Vaidhyanathan, 2011; Pasquale, 2015; Gillespie, 2018; Suzor, 2019). And a new wave of products based on rapid advances in Large Language Models (LLMs) have the potential to further transform our economic and political lives. Automatic Authorities are automated computational systems used to exercise power over us by substantially determining what we may know, what we may have, and what our options will be. This chapter is based on, and substantially revises, my'Power and AI: Nature and Justification', in the Oxford Handbook of AI Governance (Justin Bullock et al., eds). My thanks to the publisher for their permission to use this material. But what normative lessons should we draw from these analyses? Power is everywhere, and is not necessarily bad.

Training new engineers in digital design is a challenge, particularly when it comes to teaching the complex electronic design automation (EDA) tooling used in this domain. Learners will typically deploy designs in the Verilog and VHDL hardware description languages to Field Programmable Gate Arrays (FPGAs) from Altera (Intel) and Xilinx (AMD) via proprietary closed-source toolchains (Quartus Prime and Vivado, respectively). These tools are complex and difficult to use -- yet, as they are the tools used in industry, they are an essential first step in this space. In this work, we examine how recent advances in artificial intelligence may be leveraged to address aspects of this challenge. Specifically, we investigate if Large Language Models (LLMs), which have demonstrated text comprehension and question-answering capabilities, can be used to generate novice-friendly explanations of compile-time synthesis error messages from Quartus Prime and Vivado. To perform this study we generate 936 error message explanations using three OpenAI LLMs over 21 different buggy code samples. These are then graded for relevance and correctness, and we find that in approximately 71% of cases the LLMs give correct & complete explanations suitable for novice learners.

Label noise is a common issue in real-world datasets that inevitably impacts the generalization of models. This study focuses on robust classification tasks where the label noise is instance-dependent. Estimating the transition matrix accurately in this task is challenging, and methods based on sample selection often exhibit confirmation bias to varying degrees. Sparse over-parameterized training (SOP) has been theoretically effective in estimating and recovering label noise, offering a novel solution for noise-label learning. However, this study empirically observes and verifies a technical flaw of SOP: the lack of coordination between model predictions and noise recovery leads to increased generalization error. To address this, we propose a method called Coordinated Sparse Recovery (CSR). CSR introduces a collaboration matrix and confidence weights to coordinate model predictions and noise recovery, reducing error leakage. Based on CSR, this study designs a joint sample selection strategy and constructs a comprehensive and powerful learning framework called CSR+. CSR+ significantly reduces confirmation bias, especially for datasets with more classes and a high proportion of instance-specific noise. Experimental results on simulated and real-world noisy datasets demonstrate that both CSR and CSR+ achieve outstanding performance compared to methods at the same level.

We make Bayesian Additive Regression Networks (BARN) available as a Python package, \texttt{barmpy}, with documentation at \url{https://dvbuntu.github.io/barmpy/} for general machine learning practitioners. Our object-oriented design is compatible with SciKit-Learn, allowing usage of their tools like cross-validation. To ease learning to use \texttt{barmpy}, we produce a companion tutorial that expands on reference information in the documentation. Any interested user can \texttt{pip install barmpy} from the official PyPi repository. \texttt{barmpy} also serves as a baseline Python library for generic Bayesian Additive Regression Models.

People rely on social skills like conflict resolution to communicate effectively and to thrive in both work and personal life. However, practice environments for social skills are typically out of reach for most people. How can we make social skill training more available, accessible, and inviting? Drawing upon interdisciplinary research from communication and psychology, this perspective paper identifies social skill barriers to enter specialized fields. Then we present a solution that leverages large language models for social skill training via a generic framework. Our AI Partner, AI Mentor framework merges experiential learning with realistic practice and tailored feedback. This work ultimately calls for cross-disciplinary innovation to address the broader implications for workforce development and social equality.

Batteries are dynamic systems with complicated nonlinear aging, highly dependent on cell design, chemistry, manufacturing, and operational conditions. Prediction of battery cycle life and estimation of aging states is important to accelerate battery R&D, testing, and to further the understanding of how batteries degrade. Beyond testing, battery management systems rely on real-time models and onboard diagnostics and prognostics for safe operation. Estimating the state of health and remaining useful life of a battery is important to optimize performance and use resources optimally. This tutorial begins with an overview of first-principles, machine learning, and hybrid battery models. Then, a typical pipeline for the development of interpretable machine learning models is explained and showcased for cycle life prediction from laboratory testing data. We highlight the challenges of machine learning models, motivating the incorporation of physics in hybrid modeling approaches, which are needed to decipher the aging trajectory of batteries but require more data and further work on the physics of battery degradation. The tutorial closes with a discussion on generalization and further research directions.

Storytelling is an ancient and precious human ability that has been rejuvenated in the digital age. Over the last decade, there has been a notable surge in the recognition and application of data storytelling, both in academia and industry. Recently, the rapid development of generative AI has brought new opportunities and challenges to this field, sparking numerous new questions. These questions may not necessarily be quickly transformed into papers, but we believe it is necessary to promptly discuss them to help the community better clarify important issues and research agendas for the future. We thus invite you to join our workshop (Gen4DS) to discuss questions such as: How can generative AI facilitate the creation of data stories? How might generative AI alter the workflow of data storytellers? What are the pitfalls and risks of incorporating AI in storytelling? We have designed both paper presentations and interactive activities (including hands-on creation, group discussion pods, and debates on controversial issues) for the workshop. We hope that participants will learn about the latest advances and pioneering work in data storytelling, engage in critical conversations with each other, and have an enjoyable, unforgettable, and meaningful experience at the event.

The integration of ChatGPT as a supportive tool in education, notably in programming courses, addresses the unique challenges of programming education by providing assistance with debugging, code generation, and explanations. Despite existing research validating ChatGPT's effectiveness, its application in university-level programming education and a detailed understanding of student interactions and perspectives remain limited. This paper explores ChatGPT's impact on learning in a Python programming course tailored for first-year students over eight weeks. By analyzing responses from surveys, open-ended questions, and student-ChatGPT dialog data, we aim to provide a comprehensive view of ChatGPT's utility and identify both its advantages and limitations as perceived by students. Our study uncovers a generally positive reception toward ChatGPT and offers insights into its role in enhancing the programming education experience. These findings contribute to the broader discourse on AI's potential in education, suggesting paths for future research and application.