The astonishing growth of generative tools in recent years has empowered many exciting applications in text-to-image generation and text-to-video generation. The underlying principle behind these generative tools is the concept of diffusion, a particular sampling mechanism that has overcome some shortcomings that were deemed difficult in the previous approaches. The goal of this tutorial is to discuss the essential ideas underlying the diffusion models. The target audience of this tutorial includes undergraduate and graduate students who are interested in doing research on diffusion models or applying these models to solve other problems.

As artificial intelligence continues to advance, there are more and more consumer-friendly tools at your disposal. Still, each has a learning curve, and if you really want to leverage AI to enhance your creativity and increase your productivity, The 2024 Complete ChatGPT & Gemini AI Advanced E-Degree can help. This course is led by Eduonix Learning Solutions (4.0/5-star instructor rating), a leader in online education. Here, you'll get ten hours of hands-on content that investigates a range of generative AI tools. You'll explore creative tools like ChatGPT, Gemini AI, GPT 3.5, GPT 4, Bard, DALL-E 2, and more as you learn how to leverage these tools to boost your productivity in text, image, video, and audio formats.

This study evaluates the performance of ChatGPT variants, GPT-3.5 and GPT-4, both with and without prompt engineering, against solely student work and a mixed category containing both student and GPT-4 contributions in university-level physics coding assignments using the Python language. Comparing 50 student submissions to 50 AI-generated submissions across different categories, and marked blindly by three independent markers, we amassed $n = 300$ data points. Students averaged 91.9% (SE:0.4), surpassing the highest performing AI submission category, GPT-4 with prompt engineering, which scored 81.1% (SE:0.8) - a statistically significant difference (p = $2.482 \times 10^{-10}$). Prompt engineering significantly improved scores for both GPT-4 (p = $1.661 \times 10^{-4}$) and GPT-3.5 (p = $4.967 \times 10^{-9}$). Additionally, the blinded markers were tasked with guessing the authorship of the submissions on a four-point Likert scale from `Definitely AI' to `Definitely Human'. They accurately identified the authorship, with 92.1% of the work categorized as 'Definitely Human' being human-authored. Simplifying this to a binary `AI' or `Human' categorization resulted in an average accuracy rate of 85.3%. These findings suggest that while AI-generated work closely approaches the quality of university students' work, it often remains detectable by human evaluators.

Knowledge concept tagging for questions plays a crucial role in contemporary intelligent educational applications, including learning progress diagnosis, practice question recommendations, and course content organization. Traditionally, these annotations have been conducted manually with help from pedagogical experts, as the task requires not only a strong semantic understanding of both question stems and knowledge definitions but also deep insights into connecting question-solving logic with corresponding knowledge concepts. In this paper, we explore automating the tagging task using Large Language Models (LLMs), in response to the inability of prior manual methods to meet the rapidly growing demand for concept tagging in questions posed by advanced educational applications. Moreover, the zero/few-shot learning capability of LLMs makes them well-suited for application in educational scenarios, which often face challenges in collecting large-scale, expertise-annotated datasets. By conducting extensive experiments with a variety of representative LLMs, we demonstrate that LLMs are a promising tool for concept tagging in math questions. Furthermore, through case studies examining the results from different LLMs, we draw some empirical conclusions about the key factors for success in applying LLMs to the automatic concept tagging task.

We propose a novel differentially private algorithm for online federated learning that employs temporally correlated noise to improve the utility while ensuring the privacy of the continuously released models. To address challenges stemming from DP noise and local updates with streaming noniid data, we develop a perturbed iterate analysis to control the impact of the DP noise on the utility. Moreover, we demonstrate how the drift errors from local updates can be effectively managed under a quasi-strong convexity condition. Subject to an $(\epsilon, \delta)$-DP budget, we establish a dynamic regret bound over the entire time horizon that quantifies the impact of key parameters and the intensity of changes in dynamic environments. Numerical experiments validate the efficacy of the proposed algorithm.

Second language acquisition (SLA) is a complex and dynamic process. Many SLA studies that have attempted to record and analyze this process have typically focused on a single modality (e.g., textual output of learners), covered only a short period of time, and/or lacked control (e.g., failed to capture every aspect of the learning process). In Project MOSLA (Moments of Second Language Acquisition), we have created a longitudinal, multimodal, multilingual, and controlled dataset by inviting participants to learn one of three target languages (Arabic, Spanish, and Chinese) from scratch over a span of two years, exclusively through online instruction, and recording every lesson using Zoom. The dataset is semi-automatically annotated with speaker/language IDs and transcripts by both human annotators and fine-tuned state-of-the-art speech models. Our experiments reveal linguistic insights into learners' proficiency development over time, as well as the potential for automatically detecting the areas of focus on the screen purely from the unannotated multimodal data. Our dataset is freely available for research purposes and can serve as a valuable resource for a wide range of applications, including but not limited to SLA, proficiency assessment, language and speech processing, pedagogy, and multimodal learning analytics.

ORC ID: 0000-0003-2376-4591 Abstract Text continues to remain a relevant form of representation for information. Text documents are created either in digital native platforms or through conversion of other media files such as images and speech. While the digital native text is invariably obtained through physical or virtual keyboards, technologies such as OCR & speech recognition are utilized to transform the images and speech signals to text content. All these variety of mechanisms of text generation also introduce error into the captured text. This project aims at analyzing different kinds of errors that occurs in text documents. The work employs two of the advanced deep neural network based language models, namely, BART and MarianMT, for rectifying the anomalies present in text. Transfer learning of these models with available dataset is performed to finetune their capacity for error correction. A comparative study is conducted to investigate the effectiveness of these models in handling each of the defined error categories. It is observed that while both the models are able to bring down the erroneous sentences by 20+%, BART is able to handle spelling errors far better (24.6%) than grammatical errors (8.8%). I. Introduction Text is a natural representation of all the existing languages in the world. Texts help one express and communicate with others. Handwritten texts have been part of the history for ages, while digital texts have evolved to keep up with the rapidly growing technology in day to day lives. It is due to texts that one can extend from their knowledge and memory beyond their body into the environment around [1]. Text is available in various forms, from handwritten manuscripts to This is a pre-print version of the paper. Texts can be utilized for personal reasons such as diary entry, blog, etc., as well as for professional purposes like advertising, surveying, etc. Right from the newspaper one reads in the morning to the social media scrolling before going to bed, people are surrounded by text. It is human nature to categorize any kind of data they receive. As there is so much text available around, it is obvious that humans tend to inspect and review the text they require. It is the process of scanning the textual data in order to derive some meaning and store information. Most businesses rely on text analysis to extract valuable insights from various raw sources. The feedback received from these sources such as emails, chat messages, social media posts, comments & statements and survey responses help them in their decision-making strategies.

The introduction of large language models (LLMs) has advanced natural language processing (NLP), but their effectiveness is largely dependent on pre-training resources. This is especially evident in low-resource languages, such as Sinhala, which face two primary challenges: the lack of substantial training data and limited benchmarking datasets. In response, this study introduces NSina, a comprehensive news corpus of over 500,000 articles from popular Sinhala news websites, along with three NLP tasks: news media identification, news category prediction, and news headline generation. The release of NSina aims to provide a solution to challenges in adapting LLMs to Sinhala, offering valuable resources and benchmarks for improving NLP in the Sinhala language. NSina is the largest news corpus for Sinhala, available up to date.

Visual detection of Micro Air Vehicles (MAVs) has attracted increasing attention in recent years due to its important application in various tasks. The existing methods for MAV detection assume that the training set and testing set have the same distribution. As a result, when deployed in new domains, the detectors would have a significant performance degradation due to domain discrepancy. In this paper, we study the problem of cross-domain MAV detection. The contributions of this paper are threefold. 1) We propose a Multi-MAV-Multi-Domain (M3D) dataset consisting of both simulation and realistic images. Compared to other existing datasets, the proposed one is more comprehensive in the sense that it covers rich scenes, diverse MAV types, and various viewing angles. A new benchmark for cross-domain MAV detection is proposed based on the proposed dataset. 2) We propose a Noise Suppression Network (NSN) based on the framework of pseudo-labeling and a large-to-small training procedure. To reduce the challenging pseudo-label noises, two novel modules are designed in this network. The first is a prior-based curriculum learning module for allocating adaptive thresholds for pseudo labels with different difficulties. The second is a masked copy-paste augmentation module for pasting truly-labeled MAVs on unlabeled target images and thus decreasing pseudo-label noises. 3) Extensive experimental results verify the superior performance of the proposed method compared to the state-of-the-art ones. In particular, it achieves mAP of 46.9%(+5.8%), 50.5%(+3.7%), and 61.5%(+11.3%) on the tasks of simulation-to-real adaptation, cross-scene adaptation, and cross-camera adaptation, respectively.

The adoption of Artificial Intelligence in Education (AIED) holds the promise of revolutionizing educational practices by offering personalized learning experiences, automating administrative and pedagogical tasks, and reducing the cost of content creation. However, the lack of standardized practices in the development and deployment of AIED solutions has led to fragmented ecosystems, which presents challenges in interoperability, scalability, and ethical governance. This article aims to address the critical need to develop and implement industry standards in AIED, offering a comprehensive analysis of the current landscape, challenges, and strategic approaches to overcome these obstacles. We begin by examining the various applications of AIED in various educational settings and identify key areas lacking in standardization, including system interoperability, ontology mapping, data integration, evaluation, and ethical governance. Then, we propose a multi-tiered framework for establishing robust industry standards for AIED. In addition, we discuss methodologies for the iterative development and deployment of standards, incorporating feedback loops from real-world applications to refine and adapt standards over time. The paper also highlights the role of emerging technologies and pedagogical theories in shaping future standards for AIED. Finally, we outline a strategic roadmap for stakeholders to implement these standards, fostering a cohesive and ethical AIED ecosystem. By establishing comprehensive industry standards, such as those by IEEE Artificial Intelligence Standards Committee (AISC) and International Organization for Standardization (ISO), we can accelerate and scale AIED solutions to improve educational outcomes, ensuring that technological advances align with the principles of inclusivity, fairness, and educational excellence.