In the rapidly evolving research on artificial intelligence (AI) the demand for fast, computationally efficient, and scalable solutions has increased in recent years. The problem of optimizing the computing resources for distributed machine learning (ML) and optimization is considered in this paper. Given a set of data distributed over a network of computing-nodes/servers, the idea is to optimally assign the CPU (central processing unit) usage while simultaneously training each computing node locally via its own share of data. This formulates the problem as a co-optimization setup to (i) optimize the data processing and (ii) optimally allocate the computing resources. The information-sharing network among the nodes might be time-varying, but with balanced weights to ensure consensus-type convergence of the algorithm. The algorithm is all-time feasible, which implies that the computing resource-demand balance constraint holds at all iterations of the proposed solution. Moreover, the solution allows addressing possible log-scale quantization over the information-sharing channels to exchange log-quantized data. For some example applications, distributed support-vector-machine (SVM) and regression are considered as the ML training models. Results from perturbation theory, along with Lyapunov stability and eigen-spectrum analysis, are used to prove the convergence towards the optimal case. As compared to existing CPU scheduling solutions, the proposed algorithm improves the cost optimality gap by more than $50\%$.

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

Training reasoning language models (LMs) with reinforcement learning (RL) for one-hot correctness inherently relies on the LM being able to explore and solve its task with some chance at initialization. Furthermore, a key use case of reasoning LMs is to act as teachers for distilling new students and cold-starting future RL iterations rather than being deployed themselves. From these considerations, we introduce a new framework that avoids RL's exploration challenge by training a new class of Reinforcement-Learned Teachers (RLTs) focused on yielding the most effective downstream distillation. RLTs are prompted with both the question and solution to each problem, and tasked to simply "connect-the-dots" with detailed explanations tailored for their students. We train RLTs with dense rewards obtained by feeding each explanation to the student and testing its understanding of the problem's solution. In practice, the raw outputs of a 7B RLT provide higher final performance on competition and graduate-level tasks than existing distillation and cold-starting pipelines that collect and postprocess the reasoning traces of orders of magnitude larger LMs. Furthermore, RLTs maintain their effectiveness when training larger students and when applied zero-shot to out-of-distribution tasks, unlocking new levels of efficiency and re-usability for the RL reasoning framework. Code available at: https://github.com/SakanaAI/RLT

In this paper, we introduce Online Multimodal Conversational Response Generation (OMCRG), a novel task designed to produce synchronized verbal and non-verbal listener feedback online, based on the speaker's multimodal inputs. OMCRG captures natural dyadic interactions and introduces new challenges in aligning generated audio with listeners' facial responses. To tackle these challenges, we incorporate text as an intermediate modality to connect audio and facial responses. We propose OmniResponse, a Multimodal Large Language Model (MLLM) that autoregressively generates accurate multimodal listener responses. OmniResponse leverages a pretrained LLM enhanced with two core components: Chrono-Text Markup, which precisely timestamps generated text tokens, and TempoVoice, a controllable online text-to-speech (TTS) module that outputs speech synchronized with facial responses. To advance OMCRG research, we offer ResponseNet, a dataset of 696 detailed dyadic interactions featuring synchronized split-screen videos, multichannel audio, transcripts, and annotated facial behaviors. Comprehensive evaluations on ResponseNet demonstrate that OmniResponse outperforms baseline models in terms of semantic speech content, audio-visual synchronization, and generation quality. Our dataset, code, and models are publicly available.

This paper introduces a novel multi-object tracking (MOT) method, dubbed GenTrack, whose main contributions include: a hybrid tracking approach employing both stochastic and deterministic manners to robustly handle unknown and time-varying numbers of targets, particularly in maintaining target identity (ID) consistency and managing nonlinear dynamics, leveraging particle swarm optimization (PSO) with some proposed fitness measures to guide stochastic particles toward their target distribution modes, enabling effective tracking even with weak and noisy object detectors, integration of social interactions among targets to enhance PSO-guided particles as well as improve continuous updates of both strong (matched) and weak (unmatched) tracks, thereby reducing ID switches and track loss, especially during occlusions, a GenTrack-based redefined visual MOT baseline incorporating a comprehensive state and observation model based on space consistency, appearance, detection confidence, track penalties, and social scores for systematic and efficient target updates, and the first-ever publicly available source-code reference implementation with minimal dependencies, featuring three variants, including GenTrack Basic, PSO, and PSO-Social, facilitating flexible reimplementation. Experimental results have shown that GenTrack provides superior performance on standard benchmarks and real-world scenarios compared to state-of-the-art trackers, with integrated implementations of baselines for fair comparison. Potential directions for future work are also discussed. The source-code reference implementations of both the proposed method and compared-trackers are provided on GitHub: https://github.com/SDU-VelKoTek/GenTrack

This study uses double/debiased machine learning (DML) to evaluate the impact of transitioning from lecture-based blended teaching to a flipped classroom concept. Our findings indicate effects on students' self-conception, procrastination, and enjoyment. We do not find significant positive effects on exam scores, passing rates, or knowledge retention. This can be explained by the insufficient use of the instructional approach that we can identify with uniquely detailed usage data and highlights the need for additional teaching strategies. Methodologically, we propose a powerful DML approach that acknowledges the latent structure inherent in Likert scale variables and, hence, aligns with psychometric principles.

Large Language Models (LLMs) have advanced rapidly in recent years. One application of LLMs is to support student learning in educational settings. However, prior work has shown that LLMs still struggle to answer questions accurately within university-level computer science courses. In this work, we investigate how incorporating university course materials can enhance LLM performance in this setting. A key challenge lies in leveraging diverse course materials such as lecture slides and transcripts, which differ substantially from typical textual corpora: slides also contain visual elements like images and formulas, while transcripts contain spoken, less structured language. We compare two strategies, Retrieval-Augmented Generation (RAG) and Continual Pre-Training (CPT), to extend LLMs with course-specific knowledge. For lecture slides, we further explore a multi-modal RAG approach, where we present the retrieved content to the generator in image form. Our experiments reveal that, given the relatively small size of university course materials, RAG is more effective and efficient than CPT. Moreover, incorporating slides as images in the multi-modal setting significantly improves performance over text-only retrieval. These findings highlight practical strategies for developing AI assistants that better support learning and teaching, and we hope they inspire similar efforts in other educational contexts.

Scaling language models unlocks impressive capabilities, but the accompanying computational and memory demands make both training and deployment expensive. Existing efficiency efforts typically target either parameter sharing or adaptive computation, leaving open the question of how to attain both simultaneously. We introduce Mixture-of-Recursions (MoR), a unified framework that combines the two axes of efficiency inside a single Recursive Transformer. MoR reuses a shared stack of layers across recursion steps to achieve parameter efficiency, while lightweight routers enable adaptive token-level thinking by dynamically assigning different recursion depths to individual tokens. This allows MoR to focus quadratic attention computation only among tokens still active at a given recursion depth, further improving memory access efficiency by selectively caching only their key-value pairs. Beyond these core mechanisms, we also propose a KV sharing variant that reuses KV pairs from the first recursion, specifically designed to further decrease memory footprint. Across model scales ranging from 135M to 1.7B parameters, MoR forms a new Pareto frontier: at equal training FLOPs and smaller model sizes, it significantly lowers validation perplexity and improves few-shot accuracy, while delivering higher throughput compared with vanilla and existing recursive baselines. These gains demonstrate that MoR is an effective path towards large-model quality without incurring large-model cost.

Machine learning has achieved remarkable successes, yet its deployment in safety-critical domains remains hindered by an inherent inability to manage uncertainty, resulting in overconfident and unreliable predictions when models encounter out-of-distribution data, adversarial perturbations, or naturally fluctuating environments. This thesis, titled Epistemic Deep Learning: Enabling Machine Learning Models to 'Know When They Do Not Know', addresses these critical challenges by advancing the paradigm of Epistemic Artificial Intelligence, which explicitly models and quantifies epistemic uncertainty: the uncertainty arising from limited, biased, or incomplete training data, as opposed to the irreducible randomness of aleatoric uncertainty, thereby empowering models to acknowledge their limitations and refrain from overconfident decisions when uncertainty is high. Central to this work is the development of the Random-Set Neural Network (RS-NN), a novel methodology that leverages random set theory to predict belief functions over sets of classes, capturing the extent of epistemic uncertainty through the width of associated credal sets, applications of RS-NN, including its adaptation to Large Language Models (LLMs) and its deployment in weather classification for autonomous racing. In addition, the thesis proposes a unified evaluation framework for uncertainty-aware classifiers. Extensive experiments validate that integrating epistemic awareness into deep learning not only mitigates the risks associated with overconfident predictions but also lays the foundation for a paradigm shift in artificial intelligence, where the ability to 'know when it does not know' becomes a hallmark of robust and dependable systems. The title encapsulates the core philosophy of this work, emphasizing that true intelligence involves recognizing and managing the limits of one's own knowledge.

The integration of Large Language Models into Intelligent Tutoring Systems presents significant challenges in aligning with diverse and often conflicting values from students, parents, teachers, and institutions. Existing architectures lack formal mechanis ms for negotiating these multi - stakeholder tensions, creating risks in accountability and bias. This paper introduces the Advisory Governance Layer (AGL), a non - intrusive, multi - agent framework designed to enable distributed stakeholder participation in AI governance. The AGL employs specialized agents representing stakeholder groups to evaluate pedagogical actions against their specific policies in a privacy - preserving manner, anticipating future advances in personal assistant technology that will enhance stakeholder value expression. Through a novel policy taxonomy and conflict - resolution protocols, the framework provides structured, auditable governance advice to the ITS without altering its core pedagogical decision - making. This work contributes a refere nce architecture and technical specifications for aligning educational AI with multi - stakeholder values, bridging the gap between high - level ethical principles and practical implementation.