Proof Blocks is a software tool that allows students to practice writing mathematical proofs by dragging and dropping lines instead of writing proofs from scratch. Proof Blocks offers the capability of assigning partial credit and providing solution quality feedback to students. This is done by computing the edit distance from a student's submission to some predefined set of solutions. In this work, we propose an algorithm for the edit distance problem that significantly outperforms the baseline procedure of exhaustively enumerating over the entire search space. Our algorithm relies on a reduction to the minimum vertex cover problem. We benchmark our algorithm on thousands of student submissions from multiple courses, showing that the baseline algorithm is intractable, and that our proposed algorithm is critical to enable classroom deployment. Our new algorithm has also been used for problems in many other domains where the solution space can be modeled as a DAG, including but not limited to Parsons Problems for writing code, helping students understand packet ordering in networking protocols, and helping students sketch solution steps for physics problems. Integrated into multiple learning management systems, the algorithm serves thousands of students each year.

Instruction tuning has been shown to be able to improve cross-task generalization of language models. However, it is still challenging for language models to complete the target tasks following the instructions, as the instructions are general and lack intermediate steps. To address this problem, we propose to incorporate the step-by-step instructions to help language models to decompose the tasks, which can provide the detailed and specific procedures for completing the target tasks. The step-by-step instructions are obtained automatically by prompting ChatGPT, which are further combined with the original instructions to tune language models. The extensive experiments on SUP-NATINST show that the high-quality step-by-step instructions can improve cross-task generalization across different model sizes. Moreover, the further analysis indicates the importance of the order of steps of the step-by-step instruction for the improvement. To facilitate future research, we release the step-by-step instructions and their human quality evaluation results.

A professor says AI chatbot software, such as ChatGPT, could restructure postsecondary education by replacing some textbooks and promoting critical thinking. AI software like ChatGPT could be used to replace some university textbooks, transforming higher education and demanding a greater focus on critical thinking, a college professor told Fox News. "Certainly for an introductory undergraduate course, ChatGPT could be used to produce excellent course materials," said Terence Day, a geography professor at Okanagan College in British Columbia. "Essentially, it could substitute for a textbook." AI chatbots could make curricula less rigid and drive down college costs, since students wouldn't have to shell out hefty sums for textbooks, according to Day.

The research creates a professional certification survey to test large language models and evaluate their employable skills. It compares the performance of two AI models, GPT-3 and Turbo-GPT3.5, on a benchmark dataset of 1149 professional certifications, emphasizing vocational readiness rather than academic performance. GPT-3 achieved a passing score (>70% correct) in 39% of the professional certifications without fine-tuning or exam preparation. The models demonstrated qualifications in various computer-related fields, such as cloud and virtualization, business analytics, cybersecurity, network setup and repair, and data analytics. Turbo-GPT3.5 scored 100% on the valuable Offensive Security Certified Professional (OSCP) exam. The models also displayed competence in other professional domains, including nursing, licensed counseling, pharmacy, and teaching. Turbo-GPT3.5 passed the Financial Industry Regulatory Authority (FINRA) Series 6 exam with a 70% grade without preparation. Interestingly, Turbo-GPT3.5 performed well on customer service tasks, suggesting potential applications in human augmentation for chatbots in call centers and routine advice services. The models also score well on sensory and experience-based tests such as wine sommelier, beer taster, emotional quotient, and body language reader. The OpenAI model improvement from Babbage to Turbo resulted in a median 60% better-graded performance in less than a few years. This progress suggests that focusing on the latest model's shortcomings could lead to a highly performant AI capable of mastering the most demanding professional certifications. We open-source the benchmark to expand the range of testable professional skills as the models improve or gain emergent capabilities.

Federated Learning (FL) is an emerging domain in the broader context of artificial intelligence research. Methodologies pertaining to FL assume distributed model training, consisting of a collection of clients and a server, with the main goal of achieving optimal global model with restrictions on data sharing due to privacy concerns. It is worth highlighting that the diverse existing literature in FL mostly assume stationary data generation processes; such an assumption is unrealistic in real-world conditions where concept drift occurs due to, for instance, seasonal or period observations, faults in sensor measurements. In this paper, we introduce a multiscale algorithmic framework which combines theoretical guarantees of \textit{FedAvg} and \textit{FedOMD} algorithms in near stationary settings with a non-stationary detection and adaptation technique to ameliorate FL generalization performance in the presence of concept drifts. We present a multi-scale algorithmic framework leading to $\Tilde{\mathcal{O}} ( \min \{ \sqrt{LT} , \Delta^{\frac{1}{3}}T^{\frac{2}{3}} + \sqrt{T} \})$ \textit{dynamic regret} for $T$ rounds with an underlying general convex loss function, where $L$ is the number of times non-stationary drifts occurred and $\Delta$ is the cumulative magnitude of drift experienced within $T$ rounds.

We have researched the organic semiconductor's enigmas through the material informatics approach. By applying diverse neural network topologies, logical axiom, and inferencing information science, we have developed data-driven procedures for novel organic semiconductor discovery for the semiconductor industry and knowledge extraction for the material science community. We have reviewed and corresponded with various algorithms for the neural network design topology for the material informatics dataset, as shown in Figure 1, a generalized neural network topology. We have used four chemical compound space databases for model training and validation in this research notebook. The first one is the general quantum chemistry structures and properties of 134-kilo molecules (QM9) of computed geometric, energetic, electronic, and thermodynamic properties for 134-kilo stable small organic molecules made up of C, H, O, N, F for the novel design of new drugs and materials.

Humans can learn incrementally, whereas neural networks forget previously acquired information catastrophically. Continual Learning (CL) approaches seek to bridge this gap by facilitating the transfer of knowledge to both previous tasks (backward transfer) and future ones (forward transfer) during training. Recent research has shown that self-supervision can produce versatile models that can generalize well to diverse downstream tasks. However, contrastive self-supervised learning (CSSL), a popular self-supervision technique, has limited effectiveness in online CL (OCL). OCL only permits one iteration of the input dataset, and CSSL's low sample efficiency hinders its use on the input data-stream. In this work, we propose Continual Learning via Equivariant Regularization (CLER), an OCL approach that leverages equivariant tasks for self-supervision, avoiding CSSL's limitations. Our method represents the first attempt at combining equivariant knowledge with CL and can be easily integrated with existing OCL methods. Extensive ablations shed light on how equivariant pretext tasks affect the network's information flow and its impact on CL dynamics.

This tutorial is an andragogical guide for students and practitioners seeking to understand the fundamentals and practice of linear programming. The exercises demonstrate how to solve classical optimization problems with an emphasis on spatial analysis in supply chain management and transport logistics. All exercises display the Python programs and optimization libraries used to solve them. The first chapter introduces key concepts in linear programming and contributes a new cognitive framework to help students and practitioners set up each optimization problem. The cognitive framework organizes the decision variables, constraints, the objective function, and variable bounds in a format for direct application to optimization software. The second chapter introduces two types of mobility optimization problems (shortest path in a network and minimum cost tour) in the context of delivery and service planning logistics. The third chapter introduces four types of spatial optimization problems (neighborhood coverage, flow capturing, zone heterogeneity, service coverage) and contributes a workflow to visualize the optimized solutions in maps. The workflow creates decision variables from maps by using the free geographic information systems (GIS) programs QGIS and GeoDA. The fourth chapter introduces three types of spatial logistical problems (spatial distribution, flow maximization, warehouse location optimization) and demonstrates how to scale the cognitive framework in software to reach solutions. The final chapter summarizes lessons learned and provides insights about how students and practitioners can modify the Phyton programs and GIS workflows to solve their own optimization problem and visualize the results.

Since its inception, the field of unbiased learning to rank (ULTR) has remained very active and has seen several impactful advancements in recent years. This tutorial provides both an introduction to the core concepts of the field and an overview of recent advancements in its foundations along with several applications of its methods. The tutorial is divided into four parts: Firstly, we give an overview of the different forms of bias that can be addressed with ULTR methods. Secondly, we present a comprehensive discussion of the latest estimation techniques in the ULTR field. Thirdly, we survey published results of ULTR in real-world applications. Fourthly, we discuss the connection between ULTR and fairness in ranking. We end by briefly reflecting on the future of ULTR research and its applications. This tutorial is intended to benefit both researchers and industry practitioners who are interested in developing new ULTR solutions or utilizing them in real-world applications.

The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and Millennial Generation teachers? Abstract This study aimed to explore the experiences, perceptions, knowledge, concerns, and intentions of Gen Z students with Gen X and Gen Y teachers regarding the use of generative AI (GenAI) in higher education. A sample of students and teachers were recruited to investigate the above using a survey consisting of both open and closed questions. The findings showed that Gen Z participants were generally optimistic about the potential benefits of GenAI, including enhanced productivity, efficiency, and personalized learning, and expressed intentions to use GenAI for various educational purposes. Gen X and Gen Y teachers acknowledged the potential benefits of GenAI but expressed heightened concerns about overreliance, ethical and pedagogical implications, emphasizing the need for proper guidelines and policies to ensure responsible use of the technology. The study highlighted the importance of combining technology with traditional teaching methods to provide a more effective learning experience. Implications of the findings include the need to develop evidence-based guidelines and policies for GenAI integration, foster critical thinking and digital literacy skills among students, and promote responsible use of GenAI technologies in higher education. Keywords: ChatGPT; Generative AI; AI Literacy; Risks; Advantages; Holistic competencies; Challenges; Benefits 1. Introduction Generation Z (Gen Z) students have largely replaced Millennials in undergraduate programmes, with institutions of higher education now primarily enrolling students from the former (Seemiller & Grace, 2016; Shatto & Erwin, 2016). With educators welcoming a new cohort of students to campus, there is a growing concern regarding how to effectively teach this'always-on' generation; for example, a study by Pearson (2018) showed that almost half of all Gen Z-ers (47%) spend a minimum of three hours daily on YouTube. The Gen Z population, much like its predecessors - the Silent and Baby Boomer generations, followed by Generation X (Gen X) and Generation Y (also known as Millennials) - has its own unique, distinct characteristics that have been shaped by information communication technologies, social and cultural shifts, and financial volatility. As such, it is crucial for higher education institutions to effectively engage with Gen Z, in order for scholars, teachers, and university staff to understand their aforementioned characteristics (Seemiller & Grace, 2017; Shatto & Erwin, 2016; Shorey et al., 2021) and in turn, effectively and ethically integrate generative AI (GenAI) technologies into the curriculum.