Robotic systems for manipulation tasks are increasingly expected to be easy to configure for new tasks. While in the past, robot programs were often written statically and tuned manually, the current, faster transition times call for robust, modular and interpretable solutions that also allow a robotic system to learn how to perform a task. We propose the method Behavior-based Bayesian Optimization and Planning (BeBOP) that combines two approaches for generating behavior trees: we build the structure using a reactive planner and learn specific parameters with Bayesian optimization. The method is evaluated on a set of robotic manipulation benchmarks and is shown to outperform state-of-the-art reinforcement learning algorithms by being up to 46 times faster while simultaneously being less dependent on reward shaping. We also propose a modification to the uncertainty estimate for the random forest surrogate models that drastically improves the results.

Despite the growing consensus that stakeholders affected by AI systems should participate in their design, enormous variation and implicit disagreements exist among current approaches. For researchers and practitioners who are interested in taking a participatory approach to AI design and development, it remains challenging to assess the extent to which any participatory approach grants substantive agency to stakeholders. This article thus aims to ground what we dub the "participatory turn" in AI design by synthesizing existing theoretical literature on participation and through empirical investigation and critique of its current practices. Specifically, we derive a conceptual framework through synthesis of literature across technology design, political theory, and the social sciences that researchers and practitioners can leverage to evaluate approaches to participation in AI design. Additionally, we articulate empirical findings concerning the current state of participatory practice in AI design based on an analysis of recently published research and semi-structured interviews with 12 AI researchers and practitioners. We use these empirical findings to understand the current state of participatory practice and subsequently provide guidance to better align participatory goals and methods in a way that accounts for practical constraints.

Energy-based models (EBMs) are known in the Machine Learning community for decades. Since the seminal works devoted to EBMs dating back to the noughties, there have been a lot of efficient methods which solve the generative modelling problem by means of energy potentials (unnormalized likelihood functions). In contrast, the realm of Optimal Transport (OT) and, in particular, neural OT solvers is much less explored and limited by few recent works (excluding WGAN-based approaches which utilize OT as a loss function and do not model OT maps themselves). In our work, we bridge the gap between EBMs and Entropy-regularized OT. We present a novel methodology which allows utilizing the recent developments and technical improvements of the former in order to enrich the latter. From the theoretical perspective, we prove generalization bounds for our technique. In practice, we validate its applicability in toy 2D and image domains. To showcase the scalability, we empower our method with a pre-trained StyleGAN and apply it to high-res AFHQ $512\times 512$ unpaired I2I translation. For simplicity, we choose simple short- and long-run EBMs as a backbone of our Energy-guided Entropic OT approach, leaving the application of more sophisticated EBMs for future research. Our code is publicly available.

Recent advancements in artificial intelligence (AI) are fundamentally reshaping computing, with large language models (LLMs) now effectively being able to generate and interpret source code and natural language instructions. These emergent capabilities have sparked urgent questions in the computing education community around how educators should adapt their pedagogy to address the challenges and to leverage the opportunities presented by this new technology. In this working group report, we undertake a comprehensive exploration of LLMs in the context of computing education and make five significant contributions. First, we provide a detailed review of the literature on LLMs in computing education and synthesise findings from 71 primary articles. Second, we report the findings of a survey of computing students and instructors from across 20 countries, capturing prevailing attitudes towards LLMs and their use in computing education contexts. Third, to understand how pedagogy is already changing, we offer insights collected from in-depth interviews with 22 computing educators from five continents who have already adapted their curricula and assessments. Fourth, we use the ACM Code of Ethics to frame a discussion of ethical issues raised by the use of large language models in computing education, and we provide concrete advice for policy makers, educators, and students. Finally, we benchmark the performance of LLMs on various computing education datasets, and highlight the extent to which the capabilities of current models are rapidly improving. Our aim is that this report will serve as a focal point for both researchers and practitioners who are exploring, adapting, using, and evaluating LLMs and LLM-based tools in computing classrooms.

Large language models (LLMs) with billions of parameters have demonstrated outstanding performance on various natural language processing tasks. This report presents OpenBA, an open-sourced 15B bilingual asymmetric seq2seq model, to contribute an LLM variant to the Chinese-oriented open-source model community. We enhance OpenBA with effective and efficient techniques as well as adopt a three-stage training strategy to train the model from scratch. Our solution can also achieve very competitive performance with only 380B tokens, which is better than LLaMA-70B on the BELEBELE benchmark, BLOOM-176B on the MMLU benchmark, GLM-130B on the C-Eval (hard) benchmark. This report provides the main details to pre-train an analogous model, including pre-training data processing, Bilingual Flan data collection, the empirical observations that inspire our model architecture design, training objectives of different stages, and other enhancement techniques. Additionally, we also provide the fine-tuning details of OpenBA on four downstream tasks. We have refactored our code to follow the design principles of the Huggingface Transformers Library, making it more convenient for developers to use, and released checkpoints of different training stages at https://huggingface.co/openBA.

Large language models exhibit enhanced zero-shot performance on various tasks when fine-tuned with instruction-following data. Multimodal instruction-following models extend these capabilities by integrating both text and images. However, existing models such as MiniGPT-4 face challenges in maintaining dialogue coherence in scenarios involving multiple images. A primary reason is the lack of a specialized dataset for this critical application. To bridge these gaps, we present SparklesChat, a multimodal instruction-following model for open-ended dialogues across multiple images. To support the training, we introduce SparklesDialogue, the first machine-generated dialogue dataset tailored for word-level interleaved multi-image and text interactions. Furthermore, we construct SparklesEval, a GPT-assisted benchmark for quantitatively assessing a model's conversational competence across multiple images and dialogue turns. Our experiments validate the effectiveness of SparklesChat in understanding and reasoning across multiple images and dialogue turns. Specifically, SparklesChat outperformed MiniGPT-4 on established vision-and-language benchmarks, including the BISON binary image selection task and the NLVR2 visual reasoning task. Moreover, SparklesChat scored 8.56 out of 10 on SparklesEval, substantially exceeding MiniGPT-4's score of 3.91 and nearing GPT-4's score of 9.26. Qualitative evaluations further demonstrate SparklesChat's generality in handling real-world applications. All resources are available at https://github.com/HYPJUDY/Sparkles.

Temporal abstraction and efficient planning pose significant challenges in offline reinforcement learning, mainly when dealing with domains that involve temporally extended tasks and delayed sparse rewards. Existing methods typically plan in the raw action space and can be inefficient and inflexible. Latent action spaces offer a more flexible paradigm, capturing only possible actions within the behavior policy support and decoupling the temporal structure between planning and modeling. However, current latent-action-based methods are limited to discrete spaces and require expensive planning. This paper presents a unified framework for continuous latent action space representation learning and planning by leveraging latent, score-based diffusion models. We establish the theoretical equivalence between planning in the latent action space and energy-guided sampling with a pretrained diffusion model and incorporate a novel sequence-level exact sampling method. Our proposed method, $\texttt{LatentDiffuser}$, demonstrates competitive performance on low-dimensional locomotion control tasks and surpasses existing methods in higher-dimensional tasks.

The rise in popularity of Large Language Models (LLMs) has prompted discussions in academic circles, with students exploring LLM-based tools for coursework inquiries and instructors exploring them for teaching and research. Even though a lot of work is underway to create LLM-based tools tailored for students and instructors, there is a lack of comprehensive user studies that capture the perspectives of students and instructors regarding LLMs. This paper addresses this gap by conducting surveys and interviews within undergraduate engineering universities in India. Using 1306 survey responses among students, 112 student interviews, and 27 instructor interviews around the academic usage of ChatGPT (a popular LLM), this paper offers insights into the current usage patterns, perceived benefits, threats, and challenges, as well as recommendations for enhancing the adoption of LLMs among students and instructors. These insights are further utilized to discuss the practical implications of LLMs in undergraduate engineering education and beyond.

Information extraction tasks such as event extraction require an in-depth understanding of the output structure and sub-task dependencies. They heavily rely on task-specific training data in the form of (passage, target structure) pairs to obtain reasonable performance. However, obtaining such data through human annotation is costly, leading to a pressing need for low-resource information extraction approaches that require minimal human labeling for real-world applications. Fine-tuning supervised models with synthesized training data would be a generalizable method, but the existing data generation methods either still rely on large-scale ground-truth data or cannot be applied to complicated IE tasks due to their poor performance. To address these challenges, we propose STAR, a data generation method that leverages Large Language Models (LLMs) to synthesize data instances given limited seed demonstrations, thereby boosting low-resource information extraction performance. Our approach involves generating target structures (Y) followed by generating passages (X), all accomplished with the aid of LLMs. We design fine-grained step-by-step instructions to obtain the initial data instances. We further reduce errors and improve data quality through self-reflection error identification and self-refinement with iterative revision. Our experiments show that the data generated by STAR significantly improves the performance of low-resource event extraction and relation extraction tasks, even surpassing the effectiveness of human-curated data. Human assessment of the data quality shows STAR-generated data exhibits higher passage quality and better align with the task definitions compared with the human-curated data.

The European Summer School on Artificial Intelligence (ESSAI) is a direct product of European AI research being increasingly coordinated and scaled up across projects, research organisations and countries. ESSAI's immediate predecessors are the Advanced Course on AI (ACAI), organised since 1985 under the auspices of the European Association for Artificial Intelligence (EurAI), and the TAILOR Summer School on Trustworthy AI organised since 2021 by the European ICT-48 Network of Excellence on Trustworthy AI through Integrating Learning, Optimisation and Reasoning. Last year, these two schools were already co-located in Barcelona with two parallel tracks as well as joint events.