Offline-to-online Reinforcement Learning (O2O RL) aims to improve the performance of offline pretrained policy using only a few online samples. Built on offline RL algorithms, most O2O methods focus on the balance between RL objective and pessimism, or the utilization of offline and online samples. In this paper, from a novel perspective, we systematically study the challenges that remain in O2O RL and identify that the reason behind the slow improvement of the performance and the instability of online finetuning lies in the inaccurate Q-value estimation inherited from offline pretraining. Specifically, we demonstrate that the estimation bias and the inaccurate rank of Q-value cause a misleading signal for the policy update, making the standard offline RL algorithms, such as CQL and TD3-BC, ineffective in the online finetuning. Based on this observation, we address the problem of Q-value estimation by two techniques: (1) perturbed value update and (2) increased frequency of Q-value updates. The first technique smooths out biased Q-value estimation with sharp peaks, preventing early-stage policy exploitation of sub-optimal actions. The second one alleviates the estimation bias inherited from offline pretraining by accelerating learning. Extensive experiments on the MuJoco and Adroit environments demonstrate that the proposed method, named SO2, significantly alleviates Q-value estimation issues, and consistently improves the performance against the state-of-the-art methods by up to 83.1%.

The Internet of Medical Things (IoMT) has dramatically benefited medical professionals that patients and physicians can access from all regions. Although the automatic detection and prediction of diseases such as melanoma and leukemia is still being researched and studied in IoMT, existing approaches are not able to achieve a high degree of efficiency. Thus, with a new approach that provides better results, patients would access the adequate treatments earlier and the death rate would be reduced. Therefore, this paper introduces an IoMT proposal for medical images classification that may be used anywhere, i.e. it is an ubiquitous approach. It was design in two stages: first, we employ a Transfer Learning (TL)-based method for feature extraction, which is carried out using MobileNetV3; second, we use the Chaos Game Optimization (CGO) for feature selection, with the aim of excluding unnecessary features and improving the performance, which is key in IoMT. Our methodology was evaluated using ISIC-2016, PH2, and Blood-Cell datasets. The experimental results indicated that the proposed approach obtained an accuracy of 88.39% on ISIC-2016, 97.52% on PH2, and 88.79% on Blood-cell. Moreover, our approach had successful performances for the metrics employed compared to other existing methods.

Recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in coming decades. GenAI offers transformative pedagogical opportunities, while simultaneously posing ethical and academic challenges. Against this backdrop, we outline a practical, simple, and sufficiently comprehensive tool to allow for the integration of GenAI tools into educational assessment: the AI Assessment Scale (AIAS). The AIAS empowers educators to select the appropriate level of GenAI usage in assessments based on the learning outcomes they seek to address. The AIAS offers greater clarity and transparency for students and educators, provides a fair and equitable policy tool for institutions to work with, and offers a nuanced approach which embraces the opportunities of GenAI while recognising that there are instances where such tools may not be pedagogically appropriate or necessary. By adopting a practical, flexible approach that can be implemented quickly, the AIAS can form a much-needed starting point to address the current uncertainty and anxiety regarding GenAI in education. As a secondary objective, we engage with the current literature and advocate for a refocused discourse on GenAI tools in education, one which foregrounds how technologies can help support and enhance teaching and learning, which contrasts with the current focus on GenAI as a facilitator of academic misconduct.

This paper presents a comprehensive examination of how multimodal artificial intelligence (AI) approaches are paving the way towards the realization of Artificial General Intelligence (AGI) in educational contexts. It scrutinizes the evolution and integration of AI in educational systems, emphasizing the crucial role of multimodality, which encompasses auditory, visual, kinesthetic, and linguistic modes of learning. This research delves deeply into the key facets of AGI, including cognitive frameworks, advanced knowledge representation, adaptive learning mechanisms, strategic planning, sophisticated language processing, and the integration of diverse multimodal data sources. It critically assesses AGI's transformative potential in reshaping educational paradigms, focusing on enhancing teaching and learning effectiveness, filling gaps in existing methodologies, and addressing ethical considerations and responsible usage of AGI in educational settings. The paper also discusses the implications of multimodal AI's role in education, offering insights into future directions and challenges in AGI development. This exploration aims to provide a nuanced understanding of the intersection between AI, multimodality, and education, setting a foundation for future research and development in AGI.

In this paper, we study the mistake bound of online kernel learning on a budget. We propose a new budgeted online kernel learning model, called Ahpatron, which significantly improves the mistake bound of previous work and resolves the open problem posed by Dekel, Shalev-Shwartz, and Singer (2005). We first present an aggressive variant of Perceptron, named AVP, a model without budget, which uses an active updating rule. Then we design a new budget maintenance mechanism, which removes a half of examples,and projects the removed examples onto a hypothesis space spanned by the remaining examples. Ahpatron adopts the above mechanism to approximate AVP. Theoretical analyses prove that Ahpatron has tighter mistake bounds, and experimental results show that Ahpatron outperforms the state-of-the-art algorithms on the same or a smaller budget.

The randomly pivoted partial Cholesky algorithm (RPCholesky) computes a factorized rank-k approximation of an N x N positive-semidefinite (psd) matrix. RPCholesky requires only (k + 1) N entry evaluations and O(k^2 N) additional arithmetic operations, and it can be implemented with just a few lines of code. The method is particularly useful for approximating a kernel matrix. This paper offers a thorough new investigation of the empirical and theoretical behavior of this fundamental algorithm. For matrix approximation problems that arise in scientific machine learning, experiments show that RPCholesky matches or beats the performance of alternative algorithms. Moreover, RPCholesky provably returns low-rank approximations that are nearly optimal. The simplicity, effectiveness, and robustness of RPCholesky strongly support its use in scientific computing and machine learning applications.

The increasing availability of Massive Open Online Courses (MOOCs) has created a necessity for personalized course recommendation systems. These systems often combine neural networks with Knowledge Graphs (KGs) to achieve richer representations of learners and courses. While these enriched representations allow more accurate and personalized recommendations, explainability remains a significant challenge which is especially problematic for certain domains with significant impact such as education and online learning. Recently, a novel class of recommender systems that uses reinforcement learning and graph reasoning over KGs has been proposed to generate explainable recommendations in the form of paths over a KG. Despite their accuracy and interpretability on e-commerce datasets, these approaches have scarcely been applied to the educational domain and their use in practice has not been studied. In this work, we propose an explainable recommendation system for MOOCs that uses graph reasoning. To validate the practical implications of our approach, we conducted a user study examining user perceptions of our new explainable recommendations. We demonstrate the generalizability of our approach by conducting experiments on two educational datasets: COCO and Xuetang.

With the rapid development of Deep Learning, more and more applications on the cloud and edge tend to utilize large DNN (Deep Neural Network) models for improved task execution efficiency as well as decision-making quality. Due to memory constraints, models are commonly optimized using compression, pruning, and partitioning algorithms to become deployable onto resource-constrained devices. As the conditions in the computational platform change dynamically, the deployed optimization algorithms should accordingly adapt their solutions. To perform frequent evaluations of these solutions in a timely fashion, RMs (Regression Models) are commonly trained to predict the relevant solution quality metrics, such as the resulted DNN module inference latency, which is the focus of this paper. Existing prediction frameworks specify different RM training workflows, but none of them allow flexible configurations of the input parameters (e.g., batch size, device utilization rate) and of the selected RMs for different modules. In this paper, a deep learning module inference latency prediction framework is proposed, which i) hosts a set of customizable input parameters to train multiple different RMs per DNN module (e.g., convolutional layer) with self-generated datasets, and ii) automatically selects a set of trained RMs leading to the highest possible overall prediction accuracy, while keeping the prediction time / space consumption as low as possible. Furthermore, a new RM, namely MEDN (Multi-task Encoder-Decoder Network), is proposed as an alternative solution. Comprehensive experiment results show that MEDN is fast and lightweight, and capable of achieving the highest overall prediction accuracy and R-squared value. The Time/Space-efficient Auto-selection algorithm also manages to improve the overall accuracy by 2.5% and R-squared by 0.39%, compared to the MEDN single-selection scheme.

The recent evolution of generative artificial intelligence (GAI) leads to the emergence of groundbreaking applications such as ChatGPT, which not only enhances the efficiency of digital content production, such as text, audio, video, or even network traffic data, but also enriches its diversity. Beyond digital content creation, GAI's capability in analyzing complex data distributions offers great potential for wireless communications, particularly amidst a rapid expansion of new physical layer communication technologies. For example, the diffusion model can learn input signal distributions and use them to improve the channel estimation accuracy, while the variational autoencoder can model channel distribution and infer latent variables for blind channel equalization. Therefore, this paper presents a comprehensive investigation of GAI's applications for communications at the physical layer, ranging from traditional issues, including signal classification, channel estimation, and equalization, to emerging topics, such as intelligent reflecting surfaces and joint source channel coding. We also compare GAI-enabled physical layer communications with those supported by traditional AI, highlighting GAI's inherent capabilities and unique contributions in these areas. Finally, the paper discusses open issues and proposes several future research directions, laying a foundation for further exploration and advancement of GAI in physical layer communications.

In the evolving landscape of education, robotics has emerged as a powerful tool for fostering creativity, critical thinking, and problem-solving skills among students of all ages. This innovative approach to learning seamlessly integrates STEM (Science, Technology, Engineering, and Mathematics) concepts, creating an engaging and immersive learning experience. Educational robotics transcends traditional classroom settings, transforming learning into a hands-on, experiential endeavor. Students are actively involved in the design, construction, and programming of robots, allowing them to apply theoretical concepts to practical applications. This hands-on approach fosters deeper understanding and retention of knowledge, making learning more meaningful and enjoyable. In this paper, the potential of simulation robotics is evaluated as a hands on interactive learning experience that goes beyond traditional robotic classroom methods.