Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, in human education, teaching enhances not only the students but also the teachers by fostering more rigorous and clearer reasoning, as well as deeper knowledge building. We ask: Can LLMs also learn by teaching (LbT) for better reasoning? If the answer is yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this question. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and bring improvements.

Increased training parameters have enabled large pre-trained models to excel in various downstream tasks. Nevertheless, the extensive computational requirements associated with these models hinder their widespread adoption within the community. We focus on Knowledge Distillation (KD), where a compact student model is trained to mimic a larger teacher model, facilitating the transfer of knowledge of large models. In contrast to much of the previous work, we scale up the parameters of the student model during training, to benefit from overparameterization without increasing the inference latency. In particular, we propose a tensor decomposition strategy that effectively over-parameterizes the relatively small student model through an efficient and nearly lossless decomposition of its parameter matrices into higher-dimensional tensors. To ensure efficiency, we further introduce a tensor constraint loss to align the high-dimensional tensors between the student and teacher models.

We study online classification under smoothed adversaries. In this setting, at each time point, the adversary draws an example from a distribution that has a bounded density with respect to a fixed base measure, which is known apriori to the learner. For binary classification and scalar-valued regression, previous works [Haghtalab et al., 2020, Block et al., 2022] have shown that smoothed online learning is as easy as learning in the iid batch setting under PAC model. However, we show that smoothed online classification can be harder than the iid batch classification when the label space is unbounded. In particular, we construct a hypothesis class that is learnable in the iid batch setting under the PAC model but is not learnable under the smoothed online model. Finally, we identify a condition that ensures that the PAC learnability of a hypothesis class is sufficient for its smoothed online learnability.

We study online classification when the learner has access to predictions about future examples. We design an online learner whose expected regret is never worse than the worst-case regret, gracefully improves with the quality of the predictions, and can be significantly better than the worst-case regret when the predictions of future examples are accurate. As a corollary, we show that if the learner is always guaranteed to observe data where future examples are easily predictable, then online learning can be as easy as transductive online learning. Our results complement recent work in online algorithms with predictions and smoothed online classification, which go beyond a worse-case analysis by using machine-learned predictions and distributional assumptions respectively.

Clustering is a ubiquitous task in data science. Compared to the commonly used k-means clustering, k-medoids clustering requires the cluster centers to be actual data points and supports arbitrary distance metrics, which permits greater interpretability and the clustering of structured objects. Current state-of-the-art k-medoids clustering algorithms, such as Partitioning Around Medoids (PAM), are iterative and are quadratic in the dataset size n for each iteration, being prohibitively expensive for large datasets.

Clustering is a ubiquitous task in data science. Compared to the commonly used k-means clustering, k-medoids clustering requires the cluster centers to be actual data points and supports arbitrary distance metrics, which permits greater interpretability and the clustering of structured objects. Current state-of-the-art k-medoids clustering algorithms, such as Partitioning Around Medoids (PAM), are iterative and are quadratic in the dataset size n for each iteration, being prohibitively expensive for large datasets.

Online Class Incremental Learning (OCIL) aims to train models incrementally, where data arrive in mini-batches, and previous data are not accessible. A major challenge in OCIL is Catastrophic Forgetting, i.e., the loss of previously learned knowledge. Among existing baselines, replay-based methods show competitive results but requires extra memory for storing exemplars, while exemplar-free (i.e., data need not be stored for replay in production) methods are resourcefriendly but often lack accuracy. In this paper, we propose an exemplar-free approach--Forward-only Online Analytic Learning (F-OAL). Unlike traditional methods, F-OAL does not rely on back-propagation and is forward-only, significantly reducing memory usage and computational time. Cooperating with a pre-trained frozen encoder with Feature Fusion, F-OAL only needs to update a linear classifier by recursive least square. This approach simultaneously achieves high accuracy and low resource consumption. Extensive experiments on benchmark datasets demonstrate F-OAL's robust performance in OCIL scenarios.

In this paper, we explore how we can build upon the data and models of Internet images and use them to adapt to robot vision without requiring any extra labels. We present a framework called Self-supervised Embodied Active Learning (SEAL). It utilizes perception models trained on internet images to learn an active exploration policy. The observations gathered by this exploration policy are labelled using 3D consistency and used to improve the perception model. We build and utilize 3D semantic maps to learn both action and perception in a completely self-supervised manner. The semantic map is used to compute an intrinsic motivation reward for training the exploration policy and for labelling the agent observations using spatio-temporal 3D consistency and label propagation. We demonstrate that the SEAL framework can be used to close the action-perception loop: it improves object detection and instance segmentation performance of a pretrained perception model by just moving around in training environments and the improved perception model can be used to improve Object Goal Navigation.

Generative AI and large language models hold great promise in enhancing programming education by generating individualized feedback and hints for learners. Recent works have primarily focused on improving the quality of generated feedback to achieve human tutors' quality. While quality is an important performance criterion, it is not the only criterion to optimize for real-world educational deployments.

Generative AI and large language models hold great promise in enhancing programming education by generating individualized feedback and hints for learners. Recent works have primarily focused on improving the quality of generated feedback to achieve human tutors' quality. While quality is an important performance criterion, it is not the only criterion to optimize for real-world educational deployments.