Consider a multi-class labelling problem, where the labels can take values in $[k]$, and a predictor predicts a distribution over the labels. In this work, we study the following foundational question: Are there notions of multi-class calibration that give strong guarantees of meaningful predictions and can be achieved in time and sample complexities polynomial in $k$? Prior notions of calibration exhibit a tradeoff between computational efficiency and expressivity: they either suffer from having sample complexity exponential in $k$, or needing to solve computationally intractable problems, or give rather weak guarantees. Our main contribution is a notion of calibration that achieves all these desiderata: we formulate a robust notion of projected smooth calibration for multi-class predictions, and give new recalibration algorithms for efficiently calibrating predictors under this definition with complexity polynomial in $k$. Projected smooth calibration gives strong guarantees for all downstream decision makers who want to use the predictor for binary classification problems of the form: does the label belong to a subset $T \subseteq [k]$: e.g. is this an image of an animal? It ensures that the probabilities predicted by summing the probabilities assigned to labels in $T$ are close to some perfectly calibrated binary predictor for that task. We also show that natural strengthenings of our definition are computationally hard to achieve: they run into information theoretic barriers or computational intractability. Underlying both our upper and lower bounds is a tight connection that we prove between multi-class calibration and the well-studied problem of agnostic learning in the (standard) binary prediction setting.

This is an expository article on the score-based diffusion models, with a particular focus on the formulation via stochastic differential equations (SDE). After a gentle introduction, we discuss the two pillars in the diffusion modeling -- sampling and score matching, which encompass the SDE/ODE sampling, score matching efficiency, the consistency model, and reinforcement learning. Short proofs are given to illustrate the main idea of the stated results. The article is primarily for introducing the beginners to the field, and practitioners may also find some analysis useful in designing new models or algorithms.

We present a novel statistical approach to incorporating uncertainty awareness in model-free distributional reinforcement learning involving quantile regression-based deep Q networks. The proposed algorithm, $\textit{Calibrated Evidential Quantile Regression in Deep Q Networks (CEQR-DQN)}$, aims to address key challenges associated with separately estimating aleatoric and epistemic uncertainty in stochastic environments. It combines deep evidential learning with quantile calibration based on principles of conformal inference to provide explicit, sample-free computations of $\textit{global}$ uncertainty as opposed to $\textit{local}$ estimates based on simple variance, overcoming limitations of traditional methods in computational and statistical efficiency and handling of out-of-distribution (OOD) observations. Tested on a suite of miniaturized Atari games (i.e., MinAtar), CEQR-DQN is shown to surpass similar existing frameworks in scores and learning speed. Its ability to rigorously evaluate uncertainty improves exploration strategies and can serve as a blueprint for other algorithms requiring uncertainty awareness.

The explosive growth of online education environments is generating a massive volume of data, specially in text format from forums, chats, social networks, assessments, essays, among others. It produces exciting challenges on how to mine text data in order to find useful knowledge for educational stakeholders. Despite the increasing number of educational applications of text mining published recently, we have not found any paper surveying them. In this line, this work presents a systematic overview of the current status of the Educational Text Mining field. Our final goal is to answer three main research questions: Which are the text mining techniques most used in educational environments? Which are the most used educational resources? And which are the main applications or educational goals? Finally, we outline the conclusions and the more interesting future trends.

Content assessment has broadly improved in e-learning scenarios in recent decades. However, the eLearning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students' acquisition of core skills such as self-regulated learning. Our objective was to discover students' self-regulated learning processes during an eLearning course by using Process Mining Techniques. We applied a new algorithm in the educational domain called Inductive Miner over the interaction traces from 101 university students in a course given over one semester on the Moodle 2.0 platform. Data was extracted from the platform's event logs with 21629 traces in order to discover students' self-regulation models that contribute to improving the instructional process. The Inductive Miner algorithm discovered optimal models in terms of fitness for both Pass and Fail students in this dataset, as well as models at a certain level of granularity that can be interpreted in educational terms, which are the most important achievement in model discovery. We can conclude that although students who passed did not follow the instructors' suggestions exactly, they did follow the logic of a successful self-regulated learning process as opposed to their failing classmates. The Process Mining models also allow us to examine which specific actions the students performed, and it was particularly interesting to see a high presence of actions related to forum-supported collaborative learning in the Pass group and an absence of those in the Fail group.

Across the African continent, students grapple with various educational challenges, including limited access to essential resources such as computers, internet connectivity, reliable electricity, and a shortage of qualified teachers. Despite these challenges, recent advances in AI such as BERT, and GPT-4 have demonstrated their potential for advancing education. Yet, these AI tools tend to be deployed and evaluated predominantly within the context of Western educational settings, with limited attention directed towards the unique needs and challenges faced by students in Africa. In this book chapter, we describe our works developing and deploying AI in Education tools in Africa: (1) SuaCode, an AI-powered app that enables Africans to learn to code using their smartphones, (2) AutoGrad, an automated grading, and feedback tool for graphical and interactive coding assignments, (3) a tool for code plagiarism detection that shows visual evidence of plagiarism, (4) Kwame, a bilingual AI teaching assistant for coding courses, (5) Kwame for Science, a web-based AI teaching assistant that provides instant answers to students' science questions and (6) Brilla AI, an AI contestant for the National Science and Maths Quiz competition. We discuss challenges and potential opportunities to use AI to advance science and computing education across Africa.

The vast majority of discourse around AI development assumes that subservient, "moral" models aligned with "human values" are universally beneficial -- in short, that good AI is sycophantic AI. We explore the shadow of the sycophantic paradigm, a design space we term antagonistic AI: AI systems that are disagreeable, rude, interrupting, confrontational, challenging, etc. -- embedding opposite behaviors or values. Far from being "bad" or "immoral," we consider whether antagonistic AI systems may sometimes have benefits to users, such as forcing users to confront their assumptions, build resilience, or develop healthier relational boundaries. Drawing from formative explorations and a speculative design workshop where participants designed fictional AI technologies that employ antagonism, we lay out a design space for antagonistic AI, articulating potential benefits, design techniques, and methods of embedding antagonistic elements into user experience. Finally, we discuss the many ethical challenges of this space and identify three dimensions for the responsible design of antagonistic AI -- consent, context, and framing.

The aim of this paper is to categorize and describe different types of learners in massive open online courses (MOOCs) by means of a subgroup discovery approach based on MapReduce. The final objective is to discover IF-THEN rules that appear in different MOOCs. The proposed subgroup discovery approach, which is an extension of the well-known FP-Growth algorithm, considers emerging parallel methodologies like MapReduce to be able to cope with extremely large datasets. As an additional feature, the proposal includes a threshold value to denote the number of courses that each discovered rule should satisfy. A post-processing step is also included so redundant subgroups can be removed. The experimental stage is carried out by considering de-identified data from the first year of 16 MITx and HarvardX courses on the edX platform. Experimental results demonstrate that the proposed MapReduce approach outperforms traditional sequential subgroup discovery approaches, achieving a runtime that is almost constant for different courses. Additionally, thanks to the final post-processing step, only interesting and not-redundant rules are discovered, hence reducing the number of subgroups in one or two orders of magnitude. Finally, the discovered subgroups are easily used by courses' instructors not only for descriptive purposes but also for additional tasks such as recommendation or personalization.

The rapid growth of technology has meant that computer learning has increasingly integrated artificial intelligence techniques in order to develop more personalized educational systems. These systems are known as Intelligent Tutoring systems (ITS). MetaTutorES (Cerezo, Esteban, et al., 2020; Cerezo, Fernández, et al., 2020), a Spanish adaptation of MetaTutor (Azevedo, 2009) is an ITS designed to detect, model, trace, and foster students' self-regulated learning while learning various science topics (e.g., by modeling and scaffolding metacognitive monitoring, facilitating the use of effective learning strategies, and setting and coordinating relevant learning goals). The system uses human-like avatar technology that allows pedagogical agents to track student behavior and provide interaction on this basis. Tracking students' behavior is also a powerful research tool used to collect data on students' cognitive, metacognitive, affective, and motivational processes deployed during learning (Azevedo et al., 2011; Greene & Azevedo, 2010; Harley et al., 2014). These different data sources can be fused and mined to to reveal learning-related information such as student performance.

Education systems are dynamically changing to accommodate technological advances, industrial and societal needs, and to enhance students' learning journeys. Curriculum specialists and educators constantly revise taught subjects across educational grades to identify gaps, introduce new learning topics, and enhance the learning outcomes. This process is usually done within the same subjects (e.g. math) or across related subjects (e.g. math and physics) considering the same and different educational levels, leading to massive multi-layer comparisons. Having nuanced data about subjects, topics, and learning outcomes structured within a dataset, empowers us to leverage data science to better understand the progression of various learning topics. In this paper, Bidirectional Encoder Representations from Transformers (BERT) topic modeling was used to extract topics from the curriculum, which were then used to identify relationships between subjects, track their progression, and identify conceptual gaps. We found that grouping learning outcomes by common topics helped specialists reduce redundancy and introduce new concepts in the curriculum. We built a dashboard to avail the methodology to curriculum specials. Finally, we tested the validity of the approach with subject matter experts.