The world around us has undergone a radical transformation due to rapid technological advancement in recent decades. The industry of the future generation is evolving, and artificial intelligence is the following change in the making popularly known as Industry 4.0. Indeed, experts predict that artificial intelligence(AI) will be the main force behind the following significant virtual shift in the way we stay, converse, study, live, communicate and conduct business. All facets of our social connection are being transformed by this growing technology. One of the newest areas of educational technology is Artificial Intelligence in the field of Education(AIEd).This study emphasizes the different applications of artificial intelligence in education from both an industrial and academic standpoint. It highlights the most recent contextualized learning novel transformative evaluations and advancements in sophisticated tutoring systems. It analyses the AIEd's ethical component and the influence of the transition on people, particularly students and instructors as well. Finally, this article touches on AIEd's potential future research and practices. The goal of this study is to introduce the present-day applications to its intended audience.

Learning effective reinforcement learning (RL) policies to solve real-world complex tasks can be quite challenging without a high-fidelity simulation environment. In most cases, we are only given imperfect simulators with simplified dynamics, which inevitably lead to severe sim-to-real gaps in RL policy learning. The recently emerged field of offline RL provides another possibility to learn policies directly from pre-collected historical data. However, to achieve reasonable performance, existing offline RL algorithms need impractically large offline data with sufficient state-action space coverage for training. This brings up a new question: is it possible to combine learning from limited real data in offline RL and unrestricted exploration through imperfect simulators in online RL to address the drawbacks of both approaches? In this study, we propose the Dynamics-Aware Hybrid Offline-and-Online Reinforcement Learning (H2O) framework to provide an affirmative answer to this question. H2O introduces a dynamics-aware policy evaluation scheme, which adaptively penalizes the Q function learning on simulated state-action pairs with large dynamics gaps, while also simultaneously allowing learning from a fixed real-world dataset. Through extensive simulation and real-world tasks, as well as theoretical analysis, we demonstrate the superior performance of H2O against other cross-domain online and offline RL algorithms. H2O provides a brand new hybrid offline-and-online RL paradigm, which can potentially shed light on future RL algorithm design for solving practical real-world tasks.

Artificial intelligence (AI), in particular Machine Learning (ML), promises great advances for digitization, modeling, and optimization of chemical industrial processes. We are seeking a highly motivated Postdoc to work on the combination of process optimization (i.e., Process Systems Engineering (PSE)) and the ML domain. In this postdoc project, you will develop novel tools for the optimization of chemical processes. The project is part of a direct collaboration with a leading energy company that provides process design data. You are leading this collaboration and you will possibly co-supervise an associated PhD project.

Created by Alexander Hanneman 1.5 hours on-demand video course You're here, so you've probably heard about ChatGPT and how it's going to change the world. This course is designed for those who are interested in leveraging A.I ChatGPT in their specific domain or niche. Whether you're a marketer, business strategist, finance professional, teacher or student, or a creative artist – this course goes over dozens of examples on how to get the most out of ChatGPT. Even if you're a writer, or a tradesperson – this class can still be of great use to you. The entire world will use this tool within a matter of months.

This dissertation proposes a framework of user-centered security in Natural Language Processing (NLP), and demonstrates how it can improve the accessibility of related research. Accordingly, it focuses on two security domains within NLP with great public interest. First, that of author profiling, which can be employed to compromise online privacy through invasive inferences. Without access and detailed insight into these models' predictions, there is no reasonable heuristic by which Internet users might defend themselves from such inferences. Secondly, that of cyberbullying detection, which by default presupposes a centralized implementation; i.e., content moderation across social platforms. As access to appropriate data is restricted, and the nature of the task rapidly evolves (both through lexical variation, and cultural shifts), the effectiveness of its classifiers is greatly diminished and thereby often misrepresented. Under the proposed framework, we predominantly investigate the use of adversarial attacks on language; i.e., changing a given input (generating adversarial samples) such that a given model does not function as intended. These attacks form a common thread between our user-centered security problems; they are highly relevant for privacy-preserving obfuscation methods against author profiling, and adversarial samples might also prove useful to assess the influence of lexical variation and augmentation on cyberbullying detection.

Despite strong performance in many sequence-to-sequence tasks, autoregressive models trained with maximum likelihood estimation suffer from exposure bias, i.e. the discrepancy between the ground-truth prefixes used during training and the model-generated prefixes used at inference time. Scheduled sampling is a simple and empirically successful approach which addresses this issue by incorporating model-generated prefixes into training. However, it has been argued that it is an inconsistent training objective leading to models ignoring the prefixes altogether. In this paper, we conduct systematic experiments and find that scheduled sampling, while it ameliorates exposure bias by increasing model reliance on the input sequence, worsens performance when the prefix at inference time is correct, a form of catastrophic forgetting. We propose to use Elastic Weight Consolidation to better balance mitigating exposure bias with retaining performance. Experiments on four IWSLT'14 and WMT'14 translation datasets demonstrate that our approach alleviates catastrophic forgetting and significantly outperforms maximum likelihood estimation and scheduled sampling baselines.

In this paper, we propose an AI based approach to Trailer Generation in the form of short videos for online educational courses. Trailers give an overview of the course to the learners and help them make an informed choice about the courses they want to learn. It also helps to generate curiosity and interest among the learners and encourages them to pursue a course. While it is possible to manually generate the trailers, it requires extensive human efforts and skills over a broad spectrum of design, span selection, video editing, domain knowledge, etc., thus making it time-consuming and expensive, especially in an academic setting. The framework we propose in this work is a template based method for video trailer generation, where most of the textual content of the trailer is auto-generated and the trailer video is automatically generated, by leveraging Machine Learning and Natural Language Processing techniques. The proposed trailer is in the form of a timeline consisting of various fragments created by selecting, para-phrasing or generating content using various proposed techniques. The fragments are further enhanced by adding voice-over text, subtitles, animations, etc., to create a holistic experience. Finally, we perform user evaluation with 63 human evaluators for evaluating the trailers generated by our system and the results obtained were encouraging.

Recently, there have been increasing calls for computer science curricula to complement existing technical training with topics related to Fairness, Accountability, Transparency, and Ethics. In this paper, we present Value Card, an educational toolkit to inform students and practitioners of the social impacts of different machine learning models via deliberation. This paper presents an early use of our approach in a college-level computer science course. Through an in-class activity, we report empirical data for the initial effectiveness of our approach. Our results suggest that the use of the Value Cards toolkit can improve students' understanding of both the technical definitions and trade-offs of performance metrics and apply them in real-world contexts, help them recognize the significance of considering diverse social values in the development of deployment of algorithmic systems, and enable them to communicate, negotiate and synthesize the perspectives of diverse stakeholders. Our study also demonstrates a number of caveats we need to consider when using the different variants of the Value Cards toolkit. Finally, we discuss the challenges as well as future applications of our approach.

Traditional English readability formulas, or equations, were largely developed in the 20th century. Nonetheless, many researchers still rely on them for various NLP applications. This phenomenon is presumably due to the convenience and straightforwardness of readability formulas. In this work, we contribute to the NLP community by 1. introducing New English Readability Formula (NERF), 2. recalibrating the coefficients of old readability formulas (Flesch-Kincaid Grade Level, Fog Index, SMOG Index, Coleman-Liau Index, and Automated Readability Index), 3. evaluating the readability formulas, for use in text simplification studies and medical texts, and 4. developing a Python-based program for the wide application to various NLP projects.

2048 is a single-player stochastic puzzle game. This intriguing and addictive game has been popular worldwide and has attracted researchers to develop game-playing programs. Due to its simplicity and complexity, 2048 has become an interesting and challenging platform for evaluating the effectiveness of machine learning methods. This dissertation conducts comprehensive research on reinforcement learning and computer game algorithms for 2048. First, this dissertation proposes optimistic temporal difference learning, which significantly improves the quality of learning by employing optimistic initialization to encourage exploration for 2048. Furthermore, based on this approach, a state-of-the-art program for 2048 is developed, which achieves the highest performance among all learning-based programs, namely an average score of 625377 points and a rate of 72% for reaching 32768-tiles. Second, this dissertation investigates several techniques related to 2048, including the n-tuple network ensemble learning, Monte Carlo tree search, and deep reinforcement learning. These techniques are promising for further improving the performance of the current state-of-the-art program. Finally, this dissertation discusses pedagogical applications related to 2048 by proposing course designs and summarizing the teaching experience. The proposed course designs adopt 2048-like games as materials for beginners to learn reinforcement learning and computer game algorithms. The courses have been successfully applied to graduate-level students and received well by student feedback.