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.

Thompson sampling (TS) has attracted a lot of interest in the bandit area.

Intelligent analysis of medical imaging plays a crucial role in assisting clinical diagnosis. However, achieving efficient and high-accuracy image classification in resource-constrained computational environments remains challenging. This study proposes a medical image classification method based on an improved ConvNeXt-Tiny architecture. Through structural optimization and loss function design, the proposed method enhances feature extraction capability and classification performance while reducing computational complexity. Specifically, the method introduces a dual global pooling (Global Average Pooling and Global Max Pooling) feature fusion strategy into the ConvNeXt-Tiny backbone to simultaneously preserve global statistical features and salient response information. A lightweight channel attention module, termed Squeeze-and-Excitation Vector (SEVector), is designed to improve the adaptive allocation of channel weights while minimizing parameter overhead. Additionally, a Feature Smoothing Loss is incorporated into the loss function to enhance intra-class feature consistency and suppress intra-class variance. Under CPU-only conditions (8 threads), the method achieves a maximum classification accuracy of 89.10% on the test set within 10 training epochs, exhibiting a stable convergence trend in loss values. Experimental results demonstrate that the proposed method effectively improves medical image classification performance in resource-limited settings, providing a feasible and efficient solution for the deployment and promotion of medical imaging analysis models.

Many real-world data are sequentially collected over time and often exhibit skewed class distributions, resulting in imbalanced data streams. While existing approaches have explored several strategies, such as resampling and reweighting, for imbalanced data stream learning, our work distinguishes itself by addressing the imbalance problem through training modification, particularly focusing on gradient descent techniques. We introduce the harmonized gradient descent (HGD) algorithm, which aims to equalize the norms of gradients across different classes. By ensuring the gradient norm balance, HGD mitigates under-fitting for minor classes and achieves balanced online learning. Notably, HGD operates in a streamlined implementation process, requiring no data-buffer, extra parameters, or prior knowledge, making it applicable to any learning models utilizing gradient descent for optimization. Theoretical analysis, based on a few common and mild assumptions, shows that HGD achieves a satisfied sub-linear regret bound. The proposed algorithm are compared with the commonly used online imbalance learning methods under several imbalanced data stream scenarios. Extensive experimental evaluations demonstrate the efficiency and effectiveness of HGD in learning imbalanced data streams.