Over-the-Air Federated Learning (AirFL) is an emerging paradigm that tightly integrates wireless signal processing and distributed machine learning to enable scalable AI at the network edge. By leveraging the superposition property of wireless signals, AirFL performs communication and model aggregation of the learning process simultaneously, significantly reducing latency, bandwidth, and energy consumption. This article offers a tutorial treatment of AirFL, presenting a novel classification into three design approaches: CSIT -aware, blind, and weighted AirFL. We provide a comprehensive guide to theoretical foundations, performance analysis, complexity considerations, practical limitations, and prospective research directions.

The full-day workshop on AI and Agile at XP 2025 convened a diverse group of researchers and industry practitioners to address the practical challenges and opportunities of integrating Artificial Intelligence into Agile software development. Through interactive sessions, participants identified shared frustrations related to integrating AI into Agile Software Development practices, including challenges with tooling, governance, data quality, and critical skill gaps. These challenges were systematically prioritized and analyzed to uncover root causes. The workshop culminated in the collaborative development of a research roadmap that pinpoints actionable directions for future work, including both immediate solutions and ambitious long-term goals. The key outcome is a structured agenda designed to foster joint industry-academic efforts to move from identified frustrations to successful implementation.

The globalization of education and rapid growth of online learning have made localizing educational content a critical challenge. Lecture materials are inherently multimodal, combining spoken audio with visual slides, which requires systems capable of processing multiple input modalities. To provide an accessible and complete learning experience, translations must preserve all modalities: text for reading, slides for visual understanding, and speech for auditory learning. We present \textbf{BOOM}, a multimodal multilingual lecture companion that jointly translates lecture audio and slides to produce synchronized outputs across three modalities: translated text, localized slides with preserved visual elements, and synthesized speech. This end-to-end approach enables students to access lectures in their native language while aiming to preserve the original content in its entirety. Our experiments demonstrate that slide-aware transcripts also yield cascading benefits for downstream tasks such as summarization and question answering. We release our Slide Translation code at https://github.com/saikoneru/image-translator and integrate it in Lecture Translator at https://gitlab.kit.edu/kit/isl-ai4lt/lt-middleware/ltpipeline}\footnote{All released code and models are licensed under the MIT License.

Building on this, we will examine joint text-speech pre-training (Chiu et al., 2022; Bar-rault et al., 2023; Chen et al., 2022) methods, This section will provide a comprehensive look at how state-of-the-art voice-interfaced LLMs (Reid et al., 2024; Chu et al., Current Trends The current work in AI virtual assistants builds upon the voice-only systems of the last decade by leveraging LLMs to significantly improve the coverage and robustness of the spoken language understanding and dialogue state tracking components, in addition to substantial advancements in spoken language generation. It highlights recent advancements in multi-turn dialogue systems, encompassing both LLM-based open-domain dialogue (ODD) and task-oriented dialogue (TOD) systems, as well as relevant datasets and evaluation metrics.

Reinforcement learning (RL) faces a persistent tension: policies that are stable to optimize are often too simple to represent the multimodal action distributions needed for complex control. Gaussian policies provide tractable likelihoods and smooth gradients, but their unimodal form limits expressiveness. Conversely, generative policies based on diffusion or flow matching can model rich multimodal behaviors; however, in online RL, they are frequently unstable due to intractable likelihoods and noisy gradients propagating through deep sampling chains. We address this tension with a key structural principle: decoupling optimization from generation. Building on this insight, we introduce GoRL (Generative Online Reinforcement Learning), a framework that optimizes a tractable latent policy while utilizing a conditional generative decoder to synthesize actions. A two-timescale update schedule enables the latent policy to learn stably while the decoder steadily increases expressiveness, without requiring tractable action likelihoods. Across a range of continuous-control tasks, GoRL consistently outperforms both Gaussian policies and recent generative-policy baselines. Notably, on the HopperStand task, it reaches a normalized return above 870, more than 3 times that of the strongest baseline. These results demonstrate that separating optimization from generation provides a practical path to policies that are both stable and highly expressive.

With the rapid development of the online education and large language model, the existing educational tools still suffer from incomplete service, insufficient performance and weak interactivity in terms of courseware generation, interactive notes and quality assurance of content. In particular, the proposed generative agent EZYer : 1) Teacher Module: Integrating the Text Corpus retrieval and in-depth generation technologies, it automatically generates structured teaching materials and LaTeX Beamer courseware in line with the high school mathematics syllabus and supports user-defined image insertion. 2) Student Module: Throughout the collaborative interaction of the four roles of Teacher, Assistant, Top Student and Struggling Student, Note Taker summarizes and generates academic notes to enhance the depth and interest of learning. 3) Controller: set up keyword filtering system, content scoring system, role co-validation system, and dynamic content correction system. This ensure academic strictness and pedagogical propriety of EZYer inputs and outputs. In order to evaluate EZYer, this paper designs five-dimensional evaluation indexes of content accuracy, knowledge coverage, usability, formatting correctness and visual design and appeal, and scores 100 Beamer and Notes generated by EZYer by five large language models, separately, and the results show that the quality of EZYer-generated content is excellent and has a good application prospect.

As robots become more adaptable, responsive, and capable of interacting with humans, the design of effective human-robot collaboration becomes critical. Yet, this design process is typically led by monodisciplinary approaches, often overlooking interdisciplinary knowledge and the experiential knowledge of workers who will ultimately share tasks with these systems. To address this gap, we introduce the robotic capabilities framework, a vocabulary that enables transdisciplinary collaborations to meaningfully shape the future of work when robotic systems are integrated into the workplace. Rather than focusing on the internal workings of robots, the framework centers discussion on high-level capabilities, supporting dialogue around which elements of a task should remain human-led and which can be delegated to robots. We developed the framework through reflexive and iterative processes, and applied it in two distinct settings: by engaging roboticists in describing existing commercial robots using its vocabulary, and through a design activity with students working on robotics-related projects. The framework emerges as an intermediate-level knowledge artifact and a boundary object that bridges technical and experiential domains, guiding designers, empowering workers, and contributing to more just and collaborative futures of work.

Educators frequently rely on diagrams to explain complex concepts during lectures, yet creating clear and complete visual representations in real time while simultaneously speaking can be cognitively demanding. Incomplete or unclear diagrams may hinder student comprehension, as learners must mentally reconstruct missing information while following the verbal explanation. Inspired by advances in code completion tools, we introduce DrawDash, an AI-powered white-board assistant that proactively completes and refines educational diagrams through multimodal understanding. Draw-Dash adopts a T AB-completion interaction model: it listens to spoken explanations, detects intent, and dynamically suggests refinements that can be accepted with a single keystroke. We demonstrate DrawDash across four diverse teaching scenarios--spanning topics from computer science and web development to biology. This work represents an early exploration into reducing instructors' cognitive load and improving diagram-based pedagogy through real-time, speech-driven visual assistance, and concludes with a discussion of current limitations and directions for formal classroom evaluation.

Academic advising is critical to student success in higher education, yet high student-to-advisor ratios limit advisors' capacity to provide timely support, particularly during peak periods. Recent advances in Large Language Models (LLMs) present opportunities to enhance the advising process. We present AdvisingWise, a multi-agent system that automates time-consuming tasks, such as information retrieval and response drafting, while preserving human oversight. AdvisingWise leverages authoritative institutional resources and adaptively prompts students about their academic backgrounds to generate reliable, personalized responses. All system responses undergo human advisor validation before delivery to students. We evaluate AdvisingWise through a mixed-methods approach: (1) expert evaluation on responses of 20 sample queries, (2) LLM-as-a-judge evaluation of the information retrieval strategy, and (3) a user study with 8 academic advisors to assess the system's practical utility. Our evaluation shows that AdvisingWise produces accurate, personalized responses. Advisors reported increasingly positive perceptions after using AdvisingWise, as their initial concerns about reliability and personalization diminished. We conclude by discussing the implications of human-AI synergy on the practice of academic advising.

Despite significant advancements in AI-driven educational systems and ongoing calls for responsible AI for education, several critical issues remain unresolved -- acting as the elephant in the room within AI in education, learning analytics, educational data mining, learning sciences, and educational psychology communities. This critical analysis identifies and examines nine persistent challenges that continue to undermine the fairness, transparency, and effectiveness of current AI methods and applications in education. These include: (1) the lack of clarity around what AI for education truly means -- often ignoring the distinct purposes, strengths, and limitations of different AI families -- and the trend of equating it with domain-agnostic, company-driven large language models; (2) the widespread neglect of essential learning processes such as motivation, emotion, and (meta)cognition in AI-driven learner modelling and their contextual nature; (3) limited integration of domain knowledge and lack of stakeholder involvement in AI design and development; (4) continued use of non-sequential machine learning models on temporal educational data; (5) misuse of non-sequential metrics to evaluate sequential models; (6) use of unreliable explainable AI methods to provide explanations for black-box models; (7) ignoring ethical guidelines in addressing data inconsistencies during model training; (8) use of mainstream AI methods for pattern discovery and learning analytics without systematic benchmarking; and (9) overemphasis on global prescriptions while overlooking localised, student-specific recommendations. Supported by theoretical and empirical research, we demonstrate how hybrid AI methods -- specifically neural-symbolic AI -- can address the elephant in the room and serve as the foundation for responsible, trustworthy AI systems in education.