Image set classification (ISC), which can be viewed as a task of comparing similarities between sets consisting of unordered heterogeneous images with variable quantities and qualities, has attracted growing research attention in recent years. How to learn effective feature representations and how to explore the similarities between different image sets are two key yet challenging issues in this field. However, existing traditional ISC methods classify image sets based on raw pixel features, ignoring the importance of feature learning. Existing deep ISC methods can learn deep features, but they fail to adaptively adjust the features when measuring set distances, resulting in limited performance in few-shot ISC. To address the above issues, this paper combines traditional ISC methods with deep models and proposes a novel few-shot ISC approach called Deep Class-specific Collaborative Representation (DCSCR) network to simultaneously learn the frame- and concept-level feature representations of each image set and the distance similarities between different sets. Specifically, DCSCR consists of a fully convolutional deep feature extractor module, a global feature learning module, and a class-specific collaborative representation-based metric learning module. The deep feature extractor and global feature learning modules are used to learn (local and global) frame-level feature representations, while the class-specific collaborative representation-based metric learning module is exploit to adaptively learn the concept-level feature representation of each image set and thus obtain the distance similarities between different sets by developing a new CSCR-based contrastive loss function. Extensive experiments on several well-known few-shot ISC datasets demonstrate the effectiveness of the proposed method compared with some state-of-the-art image set classification algorithms.

This paper introduces RLNVR (Reinforcement Learning from Non-Verified Rewards), a framework for training language models using noisy, real-world feedback signals without requiring explicit human verification. Traditional RLHF requires expensive, verified reward signals that are impractical in many real-world domains. RLNVR addresses this challenge through baseline normalization and semantic similarity-based reward transfer. We demonstrate RLNVR through Walter, a prototype system that optimizes social media content generation using actual engagement data from Bluesky. Our experimental results show significant improvements in content quality and training stability, with comprehensive evaluation planned for future work. Positioning: We present a practical framework that combines RLNVR with GSPO (Group Sequence Policy Optimization) and an optional UED (Unsupervised Environment Design) curriculum to improve stability and diversity under noisy, implicit rewards. To our knowledge, combining GSPO-style normalization with a UED-style curriculum for LLM content generation from implicit social engagement has not been previously documented in this applied setting; we frame this as an applied integration rather than a new algorithm.

The development of artificial intelligence (AI) agents--autonomous systems capable of perceiving their surroundings, reasoning about possible courses of action, and executing decisions--has evolved significantly in recent decades. Early AI agents, rooted in the symbolic reasoning systems of the 1950s and 1960s, relied on hand-crafted rules and logic-based methods, excelling in constrained domains but struggling with adaptability and uncertainty[1, 2]. The introduction of statistical learning and probabilistic reasoning in the 1980s and 1990s enhanced reliability, while the rise of reinforcement learning (RL) allowed agents to learn policies through trial-and-error interactions [3, 4, 5, 6]. The integration of deep neural networks with RL (DeepRL) led to breakthroughs such as superhuman performance in Atari games and Go [7, 8]. With growing computational power, recent advancements in statistical methods and machine learning, AI agents have incorporated advanced perception, natural language sequence modeling, and cognitive-inspired principles, enabling them to adapt, collaborate, and mirror aspects of human reasoning in dynamic environments [2, 9, 10, 11, 12, 13, 14]. Contemporary AI agents are increasingly deployed in high-stakes, real-world contexts: self-driving cars navigating congested urban environments [15, 16], autonomous laboratories accelerating scientific discovery [17, 18], virtual assistants managing complex user queries [19], and automated trading agents operating in financial markets [20].

In practical teaching, we observe that few students thoroughly read or fully comprehend the information provided in traditional, text-based course syllabi. As a result, essential details, such as course policies and learning outcomes, are frequently overlooked. To address this challenge, in this paper, we propose a novel approach leveraging AI-generated singing and virtual avatars to present syllabi in a format that is more visually appealing, engaging, and memorable. Especially, we leveraged the open-source tool, HeyGem, to transform textual syllabi into audiovisual presentations, in which digital avatars perform the syllabus content as songs. The proposed approach aims to stimulate students' curiosity, foster emotional connection, and enhance retention of critical course information. Student feedback indicated that AI-sung syllabi significantly improved awareness and recall of key course information.

Traditional end-of-quarter surveys often fail to provide instructors with timely, detailed, and actionable feedback about their teaching. In this paper, we explore how Large Language Model (LLM)-powered chatbots can reimagine the classroom feedback process by engaging students in reflective, conversational dialogues. Through the design and deployment of a three-part system-PromptDesigner, FeedbackCollector, and FeedbackAnalyzer-we conducted a pilot study across two graduate courses at UC Santa Cruz. Our findings suggest that LLM-based feedback systems offer richer insights, greater contextual relevance, and higher engagement compared to standard survey tools. Instructors valued the system's adaptability, specificity, and ability to support mid-course adjustments, while students appreciated the conversational format and opportunity for elaboration. We conclude by discussing the design implications of using AI to facilitate more meaningful and responsive feedback in higher education.

This paper explores integrating microlearning strategies into university curricula, particularly in computer science education, to counteract the decline in class attendance and engagement in US universities after COVID. As students increasingly opt for remote learning and recorded lectures, traditional educational approaches struggle to maintain engagement and effectiveness. Microlearning, which breaks complex subjects into manageable units, is proposed to address shorter attention spans and enhance educational outcomes. It uses interactive formats such as videos, quizzes, flashcards, and scenario-based exercises, which are especially beneficial for topics like algorithms and programming logic requiring deep understanding and ongoing practice. Adoption of microlearning is often limited by the effort needed to create such materials. This paper proposes leveraging AI tools, specifically ChatGPT, to reduce the workload for educators by automating the creation of supplementary materials. While AI can automate certain tasks, educators remain essential in guiding and shaping the learning process. This AI-enhanced approach ensures course content is kept current with the latest research and technology, with educators providing context and insights. By examining AI capabilities in microlearning, this study shows the potential to transform educational practices and outcomes in computer science, offering a practical model for combining advanced technology with established teaching methods.

Generative artificial intelligence (GenAI) is transforming education, redefining the role of trainers and coaches in learning environments. In our study, we explore how AI integrates into the design process of learning materials, assessing its impact on efficiency, pedagogical quality, and the evolving role of human trainers and coaches. Through qualitative interviews with professionals in education and corporate training, we identify the following key topics: trainers and coaches increasingly act as facilitators and content moderators rather than primary creators, efficiency gains allow for a stronger strategic focus but at the same time the new tools require new skills. Additionally, we analyze how the anthropomorphism of AI shapes user trust and expectations. From these insights, we derive how tools based on GenAI can successfully be implemented for trainers and coaches on an individual, organizational, systemic, and strategic level.

The integration of AI tools into programming education has become increasingly prevalent in recent years, transforming the way programming is taught and learned. This paper provides a review of the state - of - the - art AI tools available for teaching and learn ing programming, particularly in the context of introductory courses. It highlights the challenges on course design, learning objectives, course delivery and formative and summative assessment, as well as the misuse of such tools by the students. We discus s ways of re - designing an existing course, re - shaping assignments and pedagogy to address the current AI technologies challenges. This example can serve as a guideline for policies for institutions and teachers involved in teaching programming, aiming to m aximize the benefits of AI tools while addressing the associated challenges and concerns.

We consider the problem of multi-class classification, where a stream of adversari-ally chosen queries arrive and must be assigned a label online.

We consider the problem of multi-class classification, where a stream of adversari-ally chosen queries arrive and must be assigned a label online.