As artificial intelligence (AI) is playing an increasingly important role in our society and global economy, AI education and literacy have become necessary components in college and K-12 education to prepare students for an AI-powered society. However, current AI curricula have not yet been made accessible and engaging enough for students and schools from all socio-economic backgrounds with different educational goals. In this work, we developed an open-source learning module for college and high school students, which allows students to build their own robot companion from the ground up. This open platform can be used to provide hands-on experience and introductory knowledge about various aspects of AI, including robotics, machine learning (ML), software engineering, and mechanical engineering. Because of the social and personal nature of a socially assistive robot companion, this module also puts a special emphasis on human-centered AI, enabling students to develop a better understanding of human-AI interaction and AI ethics through hands-on learning activities. With open-source documentation, assembling manuals and affordable materials, students from different socio-economic backgrounds can personalize their learning experience based on their individual educational goals. To evaluate the student-perceived quality of our module, we conducted a usability testing workshop with 15 college students recruited from a minority-serving institution. Our results indicate that our AI module is effective, easy-to-follow, and engaging, and it increases student interest in studying AI/ML and robotics in the future. We hope that this work will contribute toward accessible and engaging AI education in human-AI interaction for college and high school students.

The rapid advancement of artificial intelligence (AI) techniques has opened up new opportunities to revolutionize various fields, including operations research (OR). This survey paper explores the integration of AI within the OR process (AI4OR) to enhance its effectiveness and efficiency across multiple stages, such as parameter generation, model formulation, and model optimization. By providing a comprehensive overview of the state-of-the-art and examining the potential of AI to transform OR, this paper aims to inspire further research and innovation in the development of AI-enhanced OR methods and tools. The synergy between AI and OR is poised to drive significant advancements and novel solutions in a multitude of domains, ultimately leading to more effective and efficient decision-making.

Machine learning (ML) has demonstrated remarkable capabilities across many real-world systems, from predictive modeling to intelligent automation. However, the widespread integration of machine learning also makes it necessary to ensure machine learning-driven decision-making systems do not violate ethical principles and values of society in which they operate. As ML-driven decisions proliferate, particularly in cases involving sensitive attributes such as gender, race, and age, to name a few, the need for equity and impartiality has emerged as a fundamental concern. In situations demanding real-time decision-making, fairness objectives become more nuanced and complex: instantaneous fairness to ensure equity in every time slot, and long-term fairness to ensure fairness over a period of time. There is a growing awareness that real-world systems that operate over long periods and require fairness over different timelines. However, existing approaches mainly address dynamic costs with time-invariant fairness constraints, often disregarding the challenges posed by time-varying fairness constraints. To bridge this gap, this work introduces a framework for ensuring long-term fairness within dynamic decision-making systems characterized by time-varying fairness constraints. We formulate the decision problem with fairness constraints over a period as a constrained online optimization problem. A novel online algorithm, named LoTFair, is presented that solves the problem 'on the fly'. We prove that LoTFair can make overall fairness violations negligible while maintaining the performance over the long run.

Using learning analytics to investigate and support collaborative learning has been explored for many years. Recently, automated approaches with various artificial intelligence approaches have provided promising results for modelling and predicting student engagement and performance in collaborative learning tasks. However, due to the lack of transparency and interpretability caused by the use of "black box" approaches in learning analytics design and implementation, guidance for teaching and learning practice may become a challenge. On the one hand, the black box created by machine learning algorithms and models prevents users from obtaining educationally meaningful learning and teaching suggestions. On the other hand, focusing on group and cohort level analysis only can make it difficult to provide specific support for individual students working in collaborative groups. This paper proposes a transparent approach to automatically detect student's individual engagement in the process of collaboration. The results show that the proposed approach can reflect student's individual engagement and can be used as an indicator to distinguish students with different collaborative learning challenges (cognitive, behavioural and emotional) and learning outcomes. The potential of the proposed collaboration analytics approach for scaffolding collaborative learning practice in face-to-face contexts is discussed and future research suggestions are provided.

Knowledge of the medical decision process, which can be modeled as medical decision trees (MDTs), is critical to build clinical decision support systems. However, the current MDT construction methods rely heavily on time-consuming and laborious manual annotation. In this work, we propose a novel task, Text2MDT, to explore the automatic extraction of MDTs from medical texts such as medical guidelines and textbooks. We normalize the form of the MDT and create an annotated Text-to-MDT dataset in Chinese with the participation of medical experts. We investigate two different methods for the Text2MDT tasks: (a) an end-to-end framework which only relies on a GPT style large language models (LLM) instruction tuning to generate all the node information and tree structures. (b) The pipeline framework which decomposes the Text2MDT task to three subtasks. Experiments on our Text2MDT dataset demonstrate that: (a) the end-to-end method basd on LLMs (7B parameters or larger) show promising results, and successfully outperform the pipeline methods. (b) The chain-of-thought (COT) prompting method \cite{Wei2022ChainOT} can improve the performance of the fine-tuned LLMs on the Text2MDT test set. (c) the lightweight pipelined method based on encoder-based pretrained models can perform comparably with LLMs with model complexity two magnititudes smaller. Our Text2MDT dataset is open-sourced at \url{https://tianchi.aliyun.com/dataset/95414}, and the source codes are open-sourced at \url{https://github.com/michael-wzhu/text2dt}.

Effective collaboration requires groups to strategically regulate themselves to overcome challenges. Research has shown that groups may fail to regulate due to differences in members' perceptions of challenges which may benefit from external support. In this study, we investigated the potential of leveraging three distinct natural language processing models: an expert knowledge rule-based model, a supervised machine learning (ML) model and a Large Language model (LLM), in challenge detection and challenge dimension identification (cognitive, metacognitive, emotional and technical/other challenges) from student discourse, was investigated. The results show that the supervised ML and the LLM approaches performed considerably well in both tasks, in contrast to the rule-based approach, whose efficacy heavily relies on the engineered features by experts. The paper provides an extensive discussion of the three approaches' performance for automated detection and support of students' challenge moments in collaborative learning activities. It argues that, although LLMs provide many advantages, they are unlikely to be the panacea to issues of the detection and feedback provision of socially shared regulation of learning due to their lack of reliability, as well as issues of validity evaluation, privacy and confabulation. We conclude the paper with a discussion on additional considerations, including model transparency to explore feasible and meaningful analytical feedback for students and educators using LLMs.

Modern healthcare often utilises radiographic images alongside textual reports for diagnostics, encouraging the use of Vision-Language Self-Supervised Learning (VL-SSL) with large pre-trained models to learn versatile medical vision representations. However, most existing VL-SSL frameworks are trained end-to-end, which is computation-heavy and can lose vital prior information embedded in pre-trained encoders. To address both issues, we introduce the backbone-agnostic Adaptor framework, which preserves medical knowledge in pre-trained image and text encoders by keeping them frozen, and employs a lightweight Adaptor module for cross-modal learning. Experiments on medical image classification and segmentation tasks across three datasets reveal that our framework delivers competitive performance while cutting trainable parameters by over 90% compared to current pre-training approaches. Notably, when fine-tuned with just 1% of data, Adaptor outperforms several Transformer-based methods trained on full datasets in medical image segmentation.

The rapid evolution of artificial intelligence (AI), especially in the domain of Large Language Models (LLMs) and generative AI, has opened new avenues for application across various fields, yet its role in business education remains underexplored. This study introduces the first benchmark to assess the performance of seven major LLMs, OpenAI's models (GPT-3.5 Turbo, GPT-4, and GPT-4 Turbo), Google's models (PaLM 2, Gemini 1.0 Pro), and Anthropic's models (Claude 2 and Claude 2.1), on the GMAT, which is a key exam in the admission process for graduate business programs. Our analysis shows that most LLMs outperform human candidates, with GPT-4 Turbo not only outperforming the other models but also surpassing the average scores of graduate students at top business schools. Through a case study, this research examines GPT-4 Turbo's ability to explain answers, evaluate responses, identify errors, tailor instructions, and generate alternative scenarios. The latest LLM versions, GPT-4 Turbo, Claude 2.1, and Gemini 1.0 Pro, show marked improvements in reasoning tasks compared to their predecessors, underscoring their potential for complex problem-solving. While AI's promise in education, assessment, and tutoring is clear, challenges remain. Our study not only sheds light on LLMs' academic potential but also emphasizes the need for careful development and application of AI in education. As AI technology advances, it is imperative to establish frameworks and protocols for AI interaction, verify the accuracy of AI-generated content, ensure worldwide access for diverse learners, and create an educational environment where AI supports human expertise. This research sets the stage for further exploration into the responsible use of AI to enrich educational experiences and improve exam preparation and assessment methods.

The integration of Artificial Intelligence (AI), particularly Large Language Model (LLM)-based systems, in education has shown promise in enhancing teaching and learning experiences. However, the advent of Multimodal Large Language Models (MLLMs) like GPT-4 with vision (GPT-4V), capable of processing multimodal data including text, sound, and visual inputs, opens a new era of enriched, personalized, and interactive learning landscapes in education. Grounded in theory of multimedia learning, this paper explores the transformative role of MLLMs in central aspects of science education by presenting exemplary innovative learning scenarios. Possible applications for MLLMs could range from content creation to tailored support for learning, fostering competencies in scientific practices, and providing assessment and feedback. These scenarios are not limited to text-based and uni-modal formats but can be multimodal, increasing thus personalization, accessibility, and potential learning effectiveness. Besides many opportunities, challenges such as data protection and ethical considerations become more salient, calling for robust frameworks to ensure responsible integration. This paper underscores the necessity for a balanced approach in implementing MLLMs, where the technology complements rather than supplants the educator's role, ensuring thus an effective and ethical use of AI in science education. It calls for further research to explore the nuanced implications of MLLMs on the evolving role of educators and to extend the discourse beyond science education to other disciplines. Through the exploration of potentials, challenges, and future implications, we aim to contribute to a preliminary understanding of the transformative trajectory of MLLMs in science education and beyond.

Enterprise documents such as forms, invoices, receipts, reports, contracts, and other similar records, often carry rich semantics at the intersection of textual and spatial modalities. The visual cues offered by their complex layouts play a crucial role in comprehending these documents effectively. In this paper, we present DocLLM, a lightweight extension to traditional large language models (LLMs) for reasoning over visual documents, taking into account both textual semantics and spatial layout. Our model differs from existing multimodal LLMs by avoiding expensive image encoders and focuses exclusively on bounding box information to incorporate the spatial layout structure. Specifically, the cross-alignment between text and spatial modalities is captured by decomposing the attention mechanism in classical transformers to a set of disentangled matrices. Furthermore, we devise a pre-training objective that learns to infill text segments. This approach allows us to address irregular layouts and heterogeneous content frequently encountered in visual documents. The pre-trained model is fine-tuned using a large-scale instruction dataset, covering four core document intelligence tasks. We demonstrate that our solution outperforms SotA LLMs on 14 out of 16 datasets across all tasks, and generalizes well to 4 out of 5 previously unseen datasets.