Procedure Planning in instructional videos entails generating a sequence of action steps based on visual observations of the initial and target states. Despite the rapid progress in this task, there remain several critical challenges to be solved: (1) Adaptive procedures: Prior works hold an unrealistic assumption that the number of action steps is known and fixed, leading to non-generalizable models in real-world scenarios where the sequence length varies. (2) Temporal relation: Understanding the step temporal relation knowledge is essential in producing reasonable and executable plans. (3) Annotation cost: Annotating instructional videos with step-level labels (i.e., timestamp) or sequence-level labels (i.e., action category) is demanding and labor-intensive, limiting its generalizability to large-scale datasets.In this work, we propose a new and practical setting, called adaptive procedure planning in instructional videos, where the procedure length is not fixed or pre-determined. To address these challenges we introduce Retrieval-Augmented Planner (RAP) model. Specifically, for adaptive procedures, RAP adaptively determines the conclusion of actions using an auto-regressive model architecture. For temporal relation, RAP establishes an external memory module to explicitly retrieve the most relevant state-action pairs from the training videos and revises the generated procedures. To tackle high annotation cost, RAP utilizes a weakly-supervised learning manner to expand the training dataset to other task-relevant, unannotated videos by generating pseudo labels for action steps. Experiments on CrossTask and COIN benchmarks show the superiority of RAP over traditional fixed-length models, establishing it as a strong baseline solution for adaptive procedure planning.

We investigate the problem of supporting Industrial Internet of Things user equipment (IIoT UEs) with intent (i.e., requested quality of service (QoS)) and random traffic arrival. A deep reinforcement learning (DRL) based centralized dynamic scheduler for time-frequency resources is proposed to learn how to schedule the available communication resources among the IIoT UEs. The proposed scheduler leverages an RL framework to adapt to the dynamic changes in the wireless communication system and traffic arrivals. Moreover, a graph-based reduction scheme is proposed to reduce the state and action space of the RL framework to allow fast convergence and a better learning strategy. Simulation results demonstrate the effectiveness of the proposed intelligent scheduler in guaranteeing the expressed intent of IIoT UEs compared to several traditional scheduling schemes, such as round-robin, semi-static, and heuristic approaches. The proposed scheduler also outperforms the contention-free and contention-based schemes in maximizing the number of successfully computed tasks.

The current study proposes an innovative methodology for the profiling of psychological traits of Operations Management (OM) and Supply Chain Management (SCM) professionals. We use innovative methods and tools of text mining and social network analysis to map the demand for relevant skills from a set of job descriptions, with a focus on psychological characteristics. The proposed approach aims to evaluate the market demand for specific traits by combining relevant psychological constructs, text mining techniques, and an innovative measure, namely, the Semantic Brand Score. We apply the proposed methodology to a dataset of job descriptions for OM and SCM professionals, with the objective of providing a mapping of their relevant required skills, including psychological characteristics. In addition, the analysis is then detailed by considering the region of the organization that issues the job description, its organizational size, and the seniority level of the open position in order to understand their nuances. Finally, topic modeling is used to examine key components and their relative significance in job descriptions. By employing a novel methodology and considering contextual factors, we provide an innovative understanding of the attitudinal traits that differentiate professionals. This research contributes to talent management, recruitment practices, and professional development initiatives, since it provides new figures and perspectives to improve the effectiveness and success of Operations Management and Supply Chain Management professionals.

Quickly understanding lengthy lecture videos is essential for learners with limited time and interest in various topics to improve their learning efficiency. To this end, video summarization has been actively researched to enable users to view only important scenes from a video. However, these studies focus on either the visual or audio information of a video and extract important segments in the video. Therefore, there is a risk of missing important information when both the teacher's speech and visual information on the blackboard or slides are important, such as in a lecture video. To tackle this issue, we propose FastPerson, a video summarization approach that considers both the visual and auditory information in lecture videos. FastPerson creates summary videos by utilizing audio transcriptions along with on-screen images and text, minimizing the risk of overlooking crucial information for learners. Further, it provides a feature that allows learners to switch between the summary and original videos for each chapter of the video, enabling them to adjust the pace of learning based on their interests and level of understanding. We conducted an evaluation with 40 participants to assess the effectiveness of our method and confirmed that it reduced viewing time by 53\% at the same level of comprehension as that when using traditional video playback methods.

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.