The integration of artificial intelligence (AI) into education has the potential to transform the way we learn and teach. In this paper, we examine the current state of AI in education and explore the potential benefits and challenges of incorporating this technology into the classroom. The approaches currently available for AI education often present students with experiences only focusing on discrete computer science concepts agnostic to a larger curriculum. However, teaching AI must not be siloed or interdisciplinary. Rather, AI instruction ought to be transdisciplinary, including connections to the broad curriculum and community in which students are learning. This paper delves into the AI program currently in development for Neom Community School and the larger Education, Research, and Innovation Sector in Neom, Saudi Arabia s new megacity under development. In this program, AI is both taught as a subject and to learn other subjects within the curriculum through the school systems International Baccalaureate (IB) approach, which deploys learning through Units of Inquiry. This approach to education connects subjects across a curriculum under one major guiding question at a time. The proposed method offers a meaningful approach to introducing AI to students throughout these Units of Inquiry, as it shifts AI from a subject that students like or not like to a subject that is taught throughout the curriculum.

Online continual learning is a challenging problem where models must learn from a non-stationary data stream while avoiding catastrophic forgetting. Inter-class imbalance during training has been identified as a major cause of forgetting, leading to model prediction bias towards recently learned classes. In this paper, we theoretically analyze that inter-class imbalance is entirely attributed to imbalanced class-priors, and the function learned from intra-class intrinsic distributions is the Bayes-optimal classifier. To that end, we present that a simple adjustment of model logits during training can effectively resist prior class bias and pursue the corresponding Bayes-optimum. Our proposed method, Logit Adjusted Softmax, can mitigate the impact of inter-class imbalance not only in class-incremental but also in realistic general setups, with little additional computational cost. We evaluate our approach on various benchmarks and demonstrate significant performance improvements compared to prior arts. For example, our approach improves the best baseline by 4.6% on CIFAR10.

To handle the scarcity and heterogeneity of electroencephalography (EEG) data for Brain-Computer Interface (BCI) tasks, and to harness the power of large publicly available data sets, we propose Neuro-GPT, a foundation model consisting of an EEG encoder and a GPT model. The foundation model is pre-trained on a large-scale data set using a self-supervised task that learns how to reconstruct masked EEG segments. We then fine-tune the model on a Motor Imagery Classification task to validate its performance in a low-data regime (9 subjects). Our experiments demonstrate that applying a foundation model can significantly improve classification performance compared to a model trained from scratch, which provides evidence for the generalizability of the foundation model and its ability to address challenges of data scarcity and heterogeneity in EEG.

While deep learning models have achieved remarkable success across a range of medical image analysis tasks, deployment of these models in real clinical contexts requires that they be robust to variability in the acquired images. While many methods apply predefined transformations to augment the training data to enhance test-time robustness, these transformations may not ensure the model's robustness to the diverse variability seen in patient images. In this paper, we introduce a novel three-stage approach based on transformers coupled with conditional diffusion models, with the goal of improving model robustness to the kinds of imaging variability commonly encountered in practice without the need for pre-determined data augmentation strategies. To this end, multiple image encoders first learn hierarchical feature representations to build discriminative latent spaces. Next, a reverse diffusion process, guided by the latent code, acts on an informative prior and proposes prediction candidates in a generative manner. Finally, several prediction candidates are aggregated in a bi-level aggregation protocol to produce the final output. Through extensive experiments on medical imaging benchmark datasets, we show that our method improves upon state-of-the-art methods in terms of robustness and confidence calibration. Additionally, we introduce a strategy to quantify the prediction uncertainty at the instance level, increasing their trustworthiness to clinicians using them in clinical practice.

For middle-school math students, interactive question-answering (QA) with tutors is an effective way to learn. The flexibility and emergent capabilities of generative large language models (LLMs) has led to a surge of interest in automating portions of the tutoring process - including interactive QA to support conceptual discussion of mathematical concepts. However, LLM responses to math questions can be incorrect or mismatched to the educational context - such as being misaligned with a school's curriculum. One potential solution is retrieval-augmented generation (RAG), which involves incorporating a vetted external knowledge source in the LLM prompt to increase response quality. In this paper, we designed prompts that retrieve and use content from a high-quality open-source math textbook to generate responses to real student questions. We evaluate the efficacy of this RAG system for middle-school algebra and geometry QA by administering a multi-condition survey, finding that humans prefer responses generated using RAG, but not when responses are too grounded in the textbook content. We argue that while RAG is able to improve response quality, designers of math QA systems must consider trade-offs between generating responses preferred by students and responses closely matched to specific educational resources.

Large language models (LLMs) have emerged as powerful and general solutions to many natural language tasks. However, many of the most important applications of language generation are interactive, where an agent has to talk to a person to reach a desired outcome. For example, a teacher might try to understand their student's current comprehension level to tailor their instruction accordingly, and a travel agent might ask questions of their customer to understand their preferences in order to recommend activities they might enjoy. LLMs trained with supervised fine-tuning or "single-step" RL, as with standard RLHF, might struggle which tasks that require such goal-directed behavior, since they are not trained to optimize for overall conversational outcomes after multiple turns of interaction. In this work, we explore a new method for adapting LLMs with RL for such goal-directed dialogue. Our key insight is that, though LLMs might not effectively solve goal-directed dialogue tasks out of the box, they can provide useful data for solving such tasks by simulating suboptimal but human-like behaviors. Given a textual description of a goal-directed dialogue task, we leverage LLMs to sample diverse synthetic rollouts of hypothetical in-domain human-human interactions. Our algorithm then utilizes this dataset with offline reinforcement learning to train an interactive conversational agent that can optimize goal-directed objectives over multiple turns. In effect, the LLM produces examples of possible interactions, and RL then processes these examples to learn to perform more optimal interactions. Empirically, we show that our proposed approach achieves state-of-the-art performance in various goal-directed dialogue tasks that include teaching and preference elicitation.

In this study, we investigate the combination of indicators, including performance, behavioral engagement, and emotional engagement, to identify students experiencing difficulties. We analyzed data from two primary sources: digital traces extracted from th e Learning Management System (LMS) and images captured by students' webcams. The digital traces provided insights into students' interactions with the educational content, while the images were utilized to analyze their emotional expressions during learnin g activities. By utilizing real data collected from students at a French engineering school, recorded during the 2022 2023 academic year, we observed a correlation between positive emotional states and improved academic outcomes. These preliminary findings support the notion that emotions play a crucial role in differentiating between high achieving and low achieving students.

We present LongQLoRA, an efficient and effective method to extend context length of large language models with less training resources. LongQLoRA combines the advantages of Position Interpolation, QLoRA and Shift Short Attention of LongLoRA. With a single 32GB V100 GPU, LongQLoRA can extend the context length of LLaMA2 7B and 13B from 4096 to 8192 and even to 12k within 1000 finetuning steps. LongQLoRA achieves competitive perplexity performance on PG19 and Proof-pile datasets, our model outperforms LongLoRA and is very close to MPT-7B-8K within the evaluation context length of 8192. We collect and build 39k long instruction data to extend context length of Vicuna-13B from 4096 to 8192 and achieve good performance both in long and short context generation task. We also do some ablation experiments to study the effect of LoRA rank, finetuning steps and attention patterns in inference.The model weights, training data and code are avaliable at https://github.com/yangjianxin1/LongQLoRA.

Autoformalization is the task of translating natural language materials into machine-verifiable formalisations. Progress in autoformalization research is hindered by the lack of a sizeable dataset consisting of informal-formal pairs expressing the same essence. Existing methods tend to circumvent this challenge by manually curating small corpora or using few-shot learning with large language models. But these methods suffer from data scarcity and formal language acquisition difficulty. In this work, we create $\texttt{MMA}$, a large, flexible, multilingual, and multi-domain dataset of informal-formal pairs, by using a language model to translate in the reverse direction, that is, from formal mathematical statements into corresponding informal ones. Experiments show that language models fine-tuned on $\texttt{MMA}$ produce $16-18\%$ of statements acceptable with minimal corrections on the $\texttt{miniF2F}$ and $\texttt{ProofNet}$ benchmarks, up from $0\%$ with the base model. We demonstrate that fine-tuning on multilingual formal data results in more capable autoformalization models even when deployed on monolingual tasks.

Continual learning aims to empower artificial intelligence (AI) with strong adaptability to the real world. For this purpose, a desirable solution should properly balance memory stability with learning plasticity, and acquire sufficient compatibility to capture the observed distributions. Existing advances mainly focus on preserving memory stability to overcome catastrophic forgetting, but remain difficult to flexibly accommodate incremental changes as biological intelligence (BI) does. By modeling a robust Drosophila learning system that actively regulates forgetting with multiple learning modules, here we propose a generic approach that appropriately attenuates old memories in parameter distributions to improve learning plasticity, and accordingly coordinates a multi-learner architecture to ensure solution compatibility. Through extensive theoretical and empirical validation, our approach not only clearly enhances the performance of continual learning, especially over synaptic regularization methods in task-incremental settings, but also potentially advances the understanding of neurological adaptive mechanisms, serving as a novel paradigm to progress AI and BI together.