There is a parameter ubiquitous throughout the deep learning world: learning rate. There is likewise a ubiquitous question: what should that learning rate be? The true answer to this question is often tedious and time consuming to obtain, and a great deal of arcane knowledge has accumulated in recent years over how to pick and modify learning rates to achieve optimal training performance. Moreover, the long hours spent carefully crafting the perfect learning rate can come to nothing the moment your network architecture, optimizer, dataset, or initial conditions change ever so slightly. But it need not be this way. We propose a new answer to the great learning rate question: the Autonomous Learning Rate Controller. Find it at https://github.com/fastestimator/ARC/tree/v2.0

The disruptive application of ChatGPT (GPT-3.5, GPT-4) to a variety of domains has become a topic of much discussion in the scientific community and society at large. Large Language Models (LLMs), e.g., BERT, Bard, Generative Pre-trained Transformers (GPTs), LLaMA, etc., have the ability to take instructions, or prompts, from users and generate answers and solutions based on very large volumes of text-based training data. This paper assesses the impact and potential impact of ChatGPT on the field of digital forensics, specifically looking at its latest pre-trained LLM, GPT-4. A series of experiments are conducted to assess its capability across several digital forensic use cases including artefact understanding, evidence searching, code generation, anomaly detection, incident response, and education. Across these topics, its strengths and risks are outlined and a number of general conclusions are drawn. Overall this paper concludes that while there are some potential low-risk applications of ChatGPT within digital forensics, many are either unsuitable at present, since the evidence would need to be uploaded to the service, or they require sufficient knowledge of the topic being asked of the tool to identify incorrect assumptions, inaccuracies, and mistakes. However, to an appropriately knowledgeable user, it could act as a useful supporting tool in some circumstances.

Written reflective practice is a regular exercise pre-service teachers perform during their higher education. Usually, their lecturers are expected to provide individual feedback, which can be a challenging task to perform on a regular basis. In this paper, we present the first open-source automated feedback tool based on didactic theory and implemented as a hybrid AI system. We describe the components and discuss the advantages and disadvantages of our system compared to the state-of-art generative large language models. The main objective of our work is to enable better learning outcomes for students and to complement the teaching activities of lecturers.

Assuming that the term 'metaverse' could be understood as a computer-based implementation of multiverse applications, we started to look in the present work for a logic that would be powerful enough to handle the situations arising both in the real and in the fictional underlying application domains. Realizing that first-order logic fails to account for the unstable behavior of even the most simpleminded information system domains, we resorted to non-conventional extensions, in an attempt to sketch a minimal composite logic strategy. The discussion was kept at a rather informal level, always trying to convey the intuition behind the theoretical notions in natural language terms, and appealing to an AI agent, namely ChatGPT, in the hope that algorithmic and common-sense approaches can be usefully combined.

We consider the problem of Imitation Learning (IL) by actively querying noisy expert for feedback. While imitation learning has been empirically successful, much of prior work assumes access to noiseless expert feedback which is not practical in many applications. In fact, when one only has access to noisy expert feedback, algorithms that rely on purely offline data (non-interactive IL) can be shown to need a prohibitively large number of samples to be successful. In contrast, in this work, we provide an interactive algorithm for IL that uses selective sampling to actively query the noisy expert for feedback. Our contributions are twofold: First, we provide a new selective sampling algorithm that works with general function classes and multiple actions, and obtains the best-known bounds for the regret and the number of queries. Next, we extend this analysis to the problem of IL with noisy expert feedback and provide a new IL algorithm that makes limited queries. Our algorithm for selective sampling leverages function approximation, and relies on an online regression oracle w.r.t.~the given model class to predict actions, and to decide whether to query the expert for its label. On the theoretical side, the regret bound of our algorithm is upper bounded by the regret of the online regression oracle, while the query complexity additionally depends on the eluder dimension of the model class. We complement this with a lower bound that demonstrates that our results are tight. We extend our selective sampling algorithm for IL with general function approximation and provide bounds on both the regret and the number of queries made to the noisy expert. A key novelty here is that our regret and query complexity bounds only depend on the number of times the optimal policy (and not the noisy expert, or the learner) go to states that have a small margin.

This research article highlights the potential of AI-powered chatbots in education and presents the results of using ChatGPT, a large language model, to complete the Vietnamese National High School Graduation Examination (VNHSGE). The study dataset included 30 essays in the literature test case and 1,700 multiple-choice questions designed for other subjects. The results showed that ChatGPT was able to pass the examination with an average score of 6-7, demonstrating the technology's potential to revolutionize the educational landscape. The analysis of ChatGPT performance revealed its proficiency in a range of subjects, including mathematics, English, physics, chemistry, biology, history, geography, civic education, and literature, which suggests its potential to provide effective support for learners. However, further research is needed to assess ChatGPT performance on more complex exam questions and its potential to support learners in different contexts. As technology continues to evolve and improve, we can expect to see the use of AI tools like ChatGPT become increasingly common in educational settings, ultimately enhancing the educational experience for both students and educators.

Online reinforcement learning (RL) is increasingly used for realizing adaptive systems in the presence of design time uncertainty. Online RL facilitates learning from actual operational data and thereby leverages feedback only available at runtime. However, Online RL requires the definition of an effective and correct reward function, which quantifies the feedback to the RL algorithm and thereby guides learning. With Deep RL gaining interest, the learned knowledge is no longer explicitly represented, but is represented as a neural network. For a human, it becomes practically impossible to relate the parametrization of the neural network to concrete RL decisions. Deep RL thus essentially appears as a black box, which severely limits the debugging of adaptive systems. We previously introduced the explainable RL technique XRL-DINE, which provides visual insights into why certain decisions were made at important time points. Here, we introduce an empirical user study involving 54 software engineers from academia and industry to assess (1) the performance of software engineers when performing different tasks using XRL-DINE and (2) the perceived usefulness and ease of use of XRL-DINE.

In natural language processing (NLP) we always rely on human judgement as the golden quality evaluation method. However, there has been an ongoing debate on how to better evaluate inter-rater reliability (IRR) levels for certain evaluation tasks, such as translation quality evaluation (TQE), especially when the data samples (observations) are very scarce. In this work, we first introduce the study on how to estimate the confidence interval for the measurement value when only one data (evaluation) point is available. Then, this leads to our example with two human-generated observational scores, for which, we introduce ``Student's \textit{t}-Distribution'' method and explain how to use it to measure the IRR score using only these two data points, as well as the confidence intervals (CIs) of the quality evaluation. We give quantitative analysis on how the evaluation confidence can be greatly improved by introducing more observations, even if only one extra observation. We encourage researchers to report their IRR scores in all possible means, e.g. using Student's \textit{t}-Distribution method whenever possible; thus making the NLP evaluation more meaningful, transparent, and trustworthy. This \textit{t}-Distribution method can be also used outside of NLP fields to measure IRR level for trustworthy evaluation of experimental investigations, whenever the observational data is scarce. Keywords: Inter-Rater Reliability (IRR); Scarce Observations; Confidence Intervals (CIs); Natural Language Processing (NLP); Translation Quality Evaluation (TQE); Student's \textit{t}-Distribution

In this paper, we study the problem where a group of agents aim to collaboratively learn a common static latent function through streaming data. We propose a lightweight distributed Gaussian process regression (GPR) algorithm that is cognizant of agents' limited capabilities in communication, computation and memory. Each agent independently runs agent-based GPR using local streaming data to predict test points of interest; then the agents collaboratively execute distributed GPR to obtain global predictions over a common sparse set of test points; finally, each agent fuses results from distributed GPR with agent-based GPR to refine its predictions. By quantifying the transient and steady-state performances in predictive variance and error, we show that limited inter-agent communication improves learning performances in the sense of Pareto. Monte Carlo simulation is conducted to evaluate the developed algorithm.

Deep model-based reinforcement learning methods offer a conceptually simple approach to the decision-making and control problem: use learning for the purpose of estimating an approximate dynamics model, and offload the rest of the work to classical trajectory optimization. However, this combination has a number of empirical shortcomings, limiting the usefulness of model-based methods in practice. The dual purpose of this thesis is to study the reasons for these shortcomings and to propose solutions for the uncovered problems. We begin by generalizing the dynamics model itself, replacing the standard single-step formulation with a model that predicts over probabilistic latent horizons. The resulting model, trained with a generative reinterpretation of temporal difference learning, leads to infinite-horizon variants of the procedures central to model-based control, including the model rollout and model-based value estimation.