Oral assessments, more security checks and speedier marking are all on the cards as generative artificial intelligence (AI) could transform exams for the next generation of students. As the 2025 exam season drew to a close with GCSE students picking up their results on Thursday, after mostly sitting traditional pen and paper exams, AI is already changing the landscape. Exam preparation is undergoing a revolution, with students increasingly creating personal AI tutors, available around the clock to generate learning materials to suit individual needs that potentially lead to better results. "Using AI can give a student a much better understanding of a subject because they can ask those questions they wouldn't ask in class, or at odd hours, without being judged," said Dr Andrew Rogoyski of the Surrey Institute for People-Centred AI. "It really took off this summer," said Sandra Leaton Gray, a professor of education futures at University College London's Institute of Education. "So they're able to talk to it about the marking frameworks that are in use and upload those, and then they're able to do sample answers on their own. And then they're able to say to the AI: 'How would you improve the answer?' It's like having a tireless tutor."

Neural Information Processing Systems http://nips.cc/

Neural Information Processing Systems http://nips.cc/

As Artificial Intelligence (AI) increasingly impacts professional practice, there is a growing need to AI-related competencies into higher education curricula. However, research on the implementation of AI education within study programs remains limited and requires new forms of collaboration across disciplines. This study addresses this gap and explores perspectives on interdisciplinary curriculum development through the lens of different stakeholders. In particular, we examine the case of curriculum development for a novel undergraduate program in AI in engineering. The research uses a mixed methods approach, combining quantitative curriculum mapping with qualitative focus group interviews. In addition to assessing the alignment of the curriculum with the targeted competencies, the study also examines the perceived quality, consistency, practicality and effectiveness from both academic and industry perspectives, as well as differences in perceptions between educators who were involved in the development and those who were not. The findings provide a practical understanding of the outcomes of interdisciplinary AI curriculum development and contribute to a broader understanding of how educator participation in curriculum development influences perceptions of quality aspects. It also advances the field of AI education by providing a reference point and insights for further interdisciplinary curriculum developments in response to evolving industry needs.

Extracting meaning from uncertain, noisy data is a fundamental problem across time series analysis, pattern recognition, and language modeling. This survey presents a unified mathematical framework that connects classical estimation theory, statistical inference, and modern machine learning, including deep learning and large language models. By analyzing how techniques such as maximum likelihood estimation, Bayesian inference, and attention mechanisms address uncertainty, the paper illustrates that many AI methods are rooted in shared probabilistic principles. Through illustrative scenarios including system identification, image classification, and language generation, we show how increasingly complex models build upon these foundations to tackle practical challenges like overfitting, data sparsity, and interpretability. In other words, the work demonstrates that maximum likelihood, MAP estimation, Bayesian classification, and deep learning all represent different facets of a shared goal: inferring hidden causes from noisy and/or biased observations. It serves as both a theoretical synthesis and a practical guide for students and researchers navigating the evolving landscape of machine learning.

In contrast, the goal of A-CMDP is to optimize the expected reward while guaranteeing a bounded cost in each round of any episode against a policy prior.

In contrast, the goal of A-CMDP is to optimize the expected reward while guaranteeing a bounded cost in each round of any episode against a policy prior.

Despite the high demand for manually annotated image data, managing complex and costly annotation projects remains under-discussed. This is partly due to the fact that leading such projects requires dealing with a set of diverse and interconnected challenges which often fall outside the expertise of specific domain experts, leaving practical guidelines scarce. These challenges range widely from data collection to resource allocation and recruitment, from mitigation of biases to effective training of the annotators. This paper provides a domain-agnostic preparation guide for annotation projects, with a focus on scientific imagery. Drawing from the authors' extensive experience in managing a large manual annotation project, it addresses fundamental concepts including success measures, annotation subjects, project goals, data availability, and essential team roles. Additionally, it discusses various human biases and recommends tools and technologies to improve annotation quality and efficiency. The goal is to encourage further research and frameworks for creating a comprehensive knowledge base to reduce the costs of manual annotation projects across various fields.

This report provides practical guidance to teams designing or developing AI-enabled systems for how to promote trustworthiness during the data curation phase of development. In this report, the authors first define data, the data curation phase, and trustworthiness. We then describe a series of steps that the development team, especially data scientists, can take to build a trustworthy AI-enabled system. We enumerate the sequence of core steps and trace parallel paths where alternatives exist. The descriptions of these steps include strengths, weaknesses, preconditions, outcomes, and relevant open-source software tool implementations. In total, this report is a synthesis of data curation tools and approaches from relevant academic literature, and our goal is to equip readers with a diverse yet coherent set of practices for improving AI trustworthiness.

Users often take notes for instructional videos to access key knowledge later without revisiting long videos. Automated note generation tools enable users to obtain informative notes efficiently. However, notes generated by existing research or off-the-shelf tools fail to preserve the information conveyed in the original videos comprehensively, nor can they satisfy users' expectations for diverse presentation formats and interactive features when using notes digitally. In this work, we present NoteIt, a system, which automatically converts instructional videos to interactable notes using a novel pipeline that faithfully extracts hierarchical structure and multimodal key information from videos. With NoteIt's interface, users can interact with the system to further customize the content and presentation formats of the notes according to their preferences. We conducted both a technical evaluation and a comparison user study (N=36). The solid performance in objective metrics and the positive user feedback demonstrated the effectiveness of the pipeline and the overall usability of NoteIt. Project website: https://zhaorunning.github.io/NoteIt/