Predicting multiple real-world tasks in a single model often requires a particularly diverse feature space. Multimodal (MM) models aim to extract the synergistic predictive potential of multiple data types to create a shared feature space with aligned semantic meaning across inputs of drastically varying sizes (i.e. images, text, sound). Most current MM architectures fuse these representations in parallel, which not only limits their interpretability but also creates a dependency on modality availability. We present MultiModN, a multimodal, modular network that fuses latent representations in a sequence of any number, combination, or type of modality while providing granular real-time predictive feedback on any number or combination of predictive tasks. MultiModN's composable pipeline is interpretable-by-design, as well as innately multi-task and robust to the fundamental issue of biased missingness. We perform four experiments on several benchmark MM datasets across 10 real-world tasks (predicting medical diagnoses, academic performance, and weather), and show that MultiModN's sequential MM fusion does not compromise performance compared with a baseline of parallel fusion. By simulating the challenging bias of missing not-at-random (MNAR), this work shows that, contrary to MultiModN, parallel fusion baselines erroneously learn MNAR and suffer catastrophic failure when faced with different patterns of MNAR at inference. To the best of our knowledge, this is the first inherently MNAR-resistant approach to MM modeling. In conclusion, MultiModN provides granular insights, robustness, and flexibility without compromising performance.

It often feels like we're living in the future with technologies like artificial intelligence being so readily accessible. Nowhere is it more obvious than with ChatGPT, the consumer-facing AI that has simplified work and school for millions of people. And if you want to better understand ChatGPT and other AI technologies, The 2023 Ultimate AI ChatGPT & Python Programming Bundle can help. Between November 1st and 9th, you can get this 14-course bundle for an extra $10 off at just $29.97. This bundle offers introductory courses on Python, the world's most popular programming language and a core tool for artificial intelligence coding.

A robot deployed in a home over long stretches of time faces a true lifelong learning problem. As it seeks to provide assistance to its users, the robot should leverage any accumulated experience to improve its own knowledge and proficiency. We formalize this setting with a novel formulation of lifelong learning for task and motion planning (TAMP), which endows our learner with the compositionality of TAMP systems. Exploiting the modularity of TAMP, we develop a mixture of generative models that produces candidate continuous parameters for a planner. Whereas most existing lifelong learning approaches determine a priori how data is shared across various models, our approach learns shared and non-shared models and determines which to use online during planning based on auxiliary tasks that serve as a proxy for each model's understanding of a state. Our method exhibits substantial improvements (over time and compared to baselines) in planning success on 2D and BEHAVIOR domains.

Over the past few years, significant advancements have been made in the field of machine learning (ML) to address resource management, interference management, autonomy, and decision-making in wireless networks. Traditional ML approaches rely on centralized methods, where data is collected at a central server for training. However, this approach poses a challenge in terms of preserving the data privacy of devices. To address this issue, federated learning (FL) has emerged as an effective solution that allows edge devices to collaboratively train ML models without compromising data privacy. In FL, local datasets are not shared, and the focus is on learning a global model for a specific task involving all devices. However, FL has limitations when it comes to adapting the model to devices with different data distributions. In such cases, meta learning is considered, as it enables the adaptation of learning models to different data distributions using only a few data samples. In this tutorial, we present a comprehensive review of FL, meta learning, and federated meta learning (FedMeta). Unlike other tutorial papers, our objective is to explore how FL, meta learning, and FedMeta methodologies can be designed, optimized, and evolved, and their applications over wireless networks. We also analyze the relationships among these learning algorithms and examine their advantages and disadvantages in real-world applications.

Reviews and ratings are pervasive in many online platforms. A customer consults reviews/ratings, then chooses a product and then (often) leaves feedback, which is aggregated by the platform and served to future customers. Collectively, customers face a tradeoff between exploration and exploitation, i.e., between acquiring new information while making potentially suboptimal decisions and making optimal decisions using available information. However, individual customers tend to act myopically and favor exploitation, without regards to exploration for the sake of the others. On a high level, we ask whether/how the myopic behavior interferes with efficient exploration. We are particularly interested in learning failures when only a few agents choose an optimal action.

Safety-critical control tasks with high levels of uncertainty are becoming increasingly common. Typically, techniques that guarantee safety during learning and control utilize constraint-based safety certificates, which can be leveraged to compute safe control inputs. However, excessive model uncertainty can render robust safety certification methods or infeasible, meaning no control input satisfies the constraints imposed by the safety certificate. This paper considers a learning-based setting with a robust safety certificate based on a control barrier function (CBF) second-order cone program. If the control barrier function certificate is feasible, our approach leverages it to guarantee safety. Otherwise, our method explores the system dynamics to collect data and recover the feasibility of the control barrier function constraint. To this end, we employ a method inspired by well-established tools from Bayesian optimization. We show that if the sampling frequency is high enough, we recover the feasibility of the robust CBF certificate, guaranteeing safety. Our approach requires no prior model and corresponds, to the best of our knowledge, to the first algorithm that guarantees safety in settings with occasionally infeasible safety certificates without requiring a backup non-learning-based controller.

As in many other areas of engineering and applied science, Machine Learning (ML) is having a profound impact in the domain of Weather and Climate Prediction. A very recent development in this area has been the emergence of fully data-driven ML prediction models which routinely claim superior performance to that of traditional physics-based models. In this work, we examine some aspects of the forecasts produced by an exemplar of the current generation of ML models, Pangu-Weather, with a focus on the fidelity and physical consistency of those forecasts and how these characteristics relate to perceived forecast performance. The main conclusion is that Pangu-Weather forecasts, and possibly those of similar ML models, do not have the fidelity and physical consistency of physics-based models and their advantage in accuracy on traditional deterministic metrics of forecast skill can be at least partly attributed to these peculiarities. Balancing forecast skill and physical consistency of ML-driven predictions will be an important consideration for future ML models. However, and similarly to other modern post-processing technologies, the current ML models appear to be already able to add value to standard NWP output for specific forecast applications and combined with their extremely low computational cost during deployment, are set to provide an additional, useful source of forecast information. .

Delivering personalised, formative feedback to multiple problem-based learning groups in a short time period can be almost impossible. We employed ChatGPT to provide personalised formative feedback in a one-hour Zoom break-out room activity that taught practicing health professionals how to formulate evaluation plans for digital health initiatives. Learners completed an evaluation survey that included Likert scales and open-ended questions that were analysed. Half of the 44 survey respondents had never used ChatGPT before. Overall, respondents found the feedback favourable, described a wide range of group dynamics, and had adaptive responses to the feedback, yet only three groups used the feedback loop to improve their evaluation plans. Future educators can learn from our experience including engineering prompts, providing instructions on how to use ChatGPT, and scaffolding optimal group interactions with ChatGPT. Future researchers should explore the influence of ChatGPT on group dynamics and derive design principles for the use of ChatGPT in collaborative learning.

Abstract: This study evaluates the efficacy of ChatGPT as an AI teaching and learning support tool in an integrated circuit systems course at a higher education institution in an Asian country. Various question types were completed, and ChatGPT responses were assessed to gain valuable insights for further investigation. The objective is to assess ChatGPT's ability to provide insights, personalized support, and interactive learning experiences in engineering education. The study includes the evaluation and reflection of different stakeholders: students, lecturers, and engineers. The findings of this study shed light on the benefits and limitations of ChatGPT as an AI tool, paving the way for innovative learning approaches in technical disciplines. Furthermore, the study contributes to our understanding of how digital transformation is likely to unfold in the education sector. ChatGPT, Generative AI, Digital transformation, engineering education, tutorial design, peer-assisted learning, AI-assisted learning, integrated circuit education. School of Science, Engineering, and Technology, RMIT University Vietnam e-mail: thanh.pham@rmit.edu.vn 1 BACKGROUND There is a growing interest in using artificial intelligence (AI) to improve teaching and learning [1, 2]. Generative AI tools like ChatGPT understand and generate human-like responses in real-time [3].

A lot of recent machine learning research papers have "Open-ended learning" in their title. But very few of them attempt to define what they mean when using the term. Even worse, when looking more closely there seems to be no consensus on what distinguishes open-ended learning from related concepts such as continual learning, lifelong learning or autotelic learning. In this paper, we contribute to fixing this situation. After illustrating the genealogy of the concept and more recent perspectives about what it truly means, we outline that open-ended learning is generally conceived as a composite notion encompassing a set of diverse properties. In contrast with these previous approaches, we propose to isolate a key elementary property of open-ended processes, which is to always produce novel elements from time to time over an infinite horizon. From there, we build the notion of open-ended learning problems and focus in particular on the subset of open-ended goal-conditioned reinforcement learning problems, as this framework facilitates the definition of learning a growing repertoire of skills. Finally, we highlight the work that remains to be performed to fill the gap between our elementary definition and the more involved notions of open-ended learning that developmental AI researchers may have in mind.