Artificial intelligence's (AI) progress holds great promise in tackling pressing societal concerns such as health and climate. Large Language Models (LLM) and the derived chatbots, like ChatGPT, have highly improved the natural language processing capabilities of AI systems allowing them to process an unprecedented amount of unstructured data. However, the ensuing excitement has led to negative sentiments, even as AI methods demonstrate remarkable contributions (e.g. in health and genetics). A key factor contributing to this sentiment is the misleading perception that LLMs can effortlessly provide solutions across domains, ignoring their limitations such as hallucinations and reasoning constraints. Acknowledging AI fallibility is crucial to address the impact of dogmatic overconfidence in possibly erroneous suggestions generated by LLMs. At the same time, it can reduce fear and other negative attitudes toward AI. This necessitates comprehensive AI literacy interventions that educate the public about LLM constraints and effective usage techniques, i.e prompting strategies. With this aim, a pilot educational intervention was performed in a high school with 21 students. It involved presenting high-level concepts about intelligence, AI, and LLMs, followed by practical exercises involving ChatGPT in creating natural educational conversations and applying established prompting strategies. Encouraging preliminary results emerged, including high appreciation of the activity, improved interaction quality with the LLM, reduced negative AI sentiments, and a better grasp of limitations, specifically unreliability, limited understanding of commands leading to unsatisfactory responses, and limited presentation flexibility. Our aim is to explore AI acceptance factors and refine this approach for more controlled future studies.

The recent deployment of multi-agent systems in a wide range of scenarios has enabled the solution of learning problems in a distributed fashion. In this context, agents are tasked with collecting local data and then cooperatively train a model, without directly sharing the data. While distributed learning offers the advantage of preserving agents' privacy, it also poses several challenges in terms of designing and analyzing suitable algorithms. This work focuses specifically on the following challenges motivated by practical implementation: (i) online learning, where the local data change over time; (ii) asynchronous agent computations; (iii) unreliable and limited communications; and (iv) inexact local computations. To tackle these challenges, we introduce the Distributed Operator Theoretical (DOT) version of the Alternating Direction Method of Multipliers (ADMM), which we call the DOT-ADMM Algorithm. We prove that it converges with a linear rate for a large class of convex learning problems (e.g., linear and logistic regression problems) toward a bounded neighborhood of the optimal time-varying solution, and characterize how the neighborhood depends on~$\text{(i)--(iv)}$. We corroborate the theoretical analysis with numerical simulations comparing the DOT-ADMM Algorithm with other state-of-the-art algorithms, showing that only the proposed algorithm exhibits robustness to (i)--(iv).

Science is facing a reproducibility crisis. Previous work has proposed incorporating data analysis replications into classrooms as a potential solution. However, despite the potential benefits, it is unclear whether this approach is feasible, and if so, what the involved stakeholders-students, educators, and scientists-should expect from it. Can students perform a data analysis replication over the course of a class? What are the costs and benefits for educators? And how can this solution help benchmark and improve the state of science? In the present study, we incorporated data analysis replications in the project component of the Applied Data Analysis course (CS-401) taught at EPFL (N=354 students). Here we report pre-registered findings based on surveys administered throughout the course. First, we demonstrate that students can replicate previously published scientific papers, most of them qualitatively and some exactly. We find discrepancies between what students expect of data analysis replications and what they experience by doing them along with changes in expectations about reproducibility, which together serve as evidence of attitude shifts to foster students' critical thinking. Second, we provide information for educators about how much overhead is needed to incorporate replications into the classroom and identify concerns that replications bring as compared to more traditional assignments. Third, we identify tangible benefits of the in-class data analysis replications for scientific communities, such as a collection of replication reports and insights about replication barriers in scientific work that should be avoided going forward. Overall, we demonstrate that incorporating replication tasks into a large data science class can increase the reproducibility of scientific work as a by-product of data science instruction, thus benefiting both science and students.

In this paper we consider online distributed learning problems. Online distributed learning refers to the process of training learning models on distributed data sources. In our setting a set of agents need to cooperatively train a learning model from streaming data. Differently from federated learning, the proposed approach does not rely on a central server but only on peer-to-peer communications among the agents. This approach is often used in scenarios where data cannot be moved to a centralized location due to privacy, security, or cost reasons. In order to overcome the absence of a central server, we propose a distributed algorithm that relies on a quantized, finite-time coordination protocol to aggregate the locally trained models. Furthermore, our algorithm allows for the use of stochastic gradients during local training. Stochastic gradients are computed using a randomly sampled subset of the local training data, which makes the proposed algorithm more efficient and scalable than traditional gradient descent. In our paper, we analyze the performance of the proposed algorithm in terms of the mean distance from the online solution. Finally, we present numerical results for a logistic regression task.

Requirements elicitation interviews are a widely adopted technique, where the interview success heavily depends on the interviewer's preparedness and communication skills. Students can enhance these skills through practice interviews. However, organizing practice interviews for many students presents scalability challenges, given the time and effort required to involve stakeholders in each session. To address this, we propose REIT, an extensible architecture for Requirements Elicitation Interview Training system based on emerging educational technologies. REIT has components to support both the interview phase, wherein students act as interviewers while the system assumes the role of an interviewee, and the feedback phase, during which the system assesses students' performance and offers contextual and behavioral feedback to enhance their interviewing skills. We demonstrate the applicability of REIT through two implementations: RoREIT with a physical robotic agent and VoREIT with a virtual voice-only agent. We empirically evaluated both instances with a group of graduate students. The participants appreciated both systems. They demonstrated higher learning gain when trained with RoREIT, but they found VoREIT more engaging and easier to use. These findings indicate that each system has distinct benefits and drawbacks, suggesting that REIT can be realized for various educational settings based on preferences and available resources.

A bipartisan panel of voters weighed in on the future of artificial intelligence and growing concerns surrounding the potential dangers of the emerging technology. A U.K.-based tech expert said he is not losing sleep at night over the recent growth of artificial intelligence but argued he does have concerns over AI potentially becoming a hellish boss that oversees an employee's every move. Michael Wooldridge is a professor of computer science at the University of Oxford who has been a leading expert on AI for at least 30 years. He spoke with The Guardian this month regarding upcoming lectures he will lead this winter to demystify artificial intelligence, while noting what concerns he does have with the tech. He told the outlet that he does not share the same worries as some AI experts who warn the powerful systems could one day lead to the downfall of humanity.

Existing information on AI-based facial emotion recognition (FER) is not easily comprehensible by those outside the field of computer science, requiring cross-disciplinary effort to determine a categorisation framework that promotes the understanding of this technology, and its impact on users. Most proponents classify FER in terms of methodology, implementation and analysis; relatively few by its application in education; and none by its users. This paper is concerned primarily with (potential) teacher-users of FER tools for education. It proposes a three-part classification of these teachers, by orientation, condition and preference, based on a classical taxonomy of affective educational objectives, and related theories. It also compiles and organises the types of FER solutions found in or inferred from the literature into "technology" and "applications" categories, as a prerequisite for structuring the proposed "teacher-user" category. This work has implications for proponents', critics', and users' understanding of the relationship between teachers and FER.

Benefiting from the powerful capabilities of large language models (LLMs), agents based on LLMs have shown the potential to address domain-specific tasks and emulate human behaviors. However, the content generated by these agents remains somewhat superficial, owing to their limited domain expertise and the absence of an effective cognitive architecture. To address this, we present the Configurable General Multi-Agent Interaction (CGMI) framework, designed to replicate human interactions in real-world scenarios. Specifically, we propose a tree-structured methodology for the assignment, detection, and maintenance of agent personality. Additionally, we designed a cognitive architecture equipped with a skill library based on the ACT* model, which contains memory, reflection, and planning modules. We have also integrated general agents to augment the virtual environment's realism. Using the CGMI framework, we simulated numerous classroom interactions between teacher and students. The experiments indicate that aspects such as the teaching methodology, curriculum, and student performance closely mirror real classroom settings. We will open source our work.

These lecture notes provide an overview of existing methodologies and recent developments for estimation and inference with high dimensional time series regression models. First, we present main limit theory results for high dimensional dependent data which is relevant to covariance matrix structures as well as to dependent time series sequences. Second, we present main aspects of the asymptotic theory related to time series regression models with many covariates. Third, we discuss various applications of statistical learning methodologies for time series analysis purposes.

Continual learning (CL) in deep neural networks (DNNs) involves incrementally accumulating knowledge in a DNN from a growing data stream. A major challenge in CL is that non-stationary data streams cause catastrophic forgetting of previously learned abilities. Rehearsal is a popular and effective way to mitigate this problem, which is storing past observations in a buffer and mixing them with new observations during learning. This leads to a question: Which stored samples should be selected for rehearsal? Choosing samples that are best for learning, rather than simply selecting them at random, could lead to significantly faster learning. For class incremental learning, prior work has shown that a simple class balanced random selection policy outperforms more sophisticated methods. Here, we revisit this question by exploring a new sample selection policy called GRASP. GRASP selects the most prototypical (class representative) samples first and then gradually selects less prototypical (harder) examples to update the DNN. GRASP has little additional compute or memory overhead compared to uniform selection, enabling it to scale to large datasets. We evaluate GRASP and other policies by conducting CL experiments on the large-scale ImageNet-1K and Places-LT image classification datasets. GRASP outperforms all other rehearsal policies. Beyond vision, we also demonstrate that GRASP is effective for CL on five text classification datasets.