Our study introduces an automated system leveraging large language models (LLMs) to assess the effectiveness of five key tutoring strategies: 1. giving effective praise, 2. reacting to errors, 3. determining what students know, 4. helping students manage inequity, and 5. responding to negative self-talk. Using a public dataset from the Teacher-Student Chatroom Corpus, our system classifies each tutoring strategy as either being employed as desired or undesired. Our study utilizes GPT-3.5 with few-shot prompting to assess the use of these strategies and analyze tutoring dialogues. The results show that for the five tutoring strategies, True Negative Rates (TNR) range from 0.655 to 0.738, and Recall ranges from 0.327 to 0.432, indicating that the model is effective at excluding incorrect classifications but struggles to consistently identify the correct strategy. The strategy \textit{helping students manage inequity} showed the highest performance with a TNR of 0.738 and Recall of 0.432. The study highlights the potential of LLMs in tutoring strategy analysis and outlines directions for future improvements, including incorporating more advanced models for more nuanced feedback.

AI, especially Large Language Models (LLMs) like ChatGPT, have rapidly developed and gained widespread adoption in the past five years, shifting user preference from traditional search engines. However, the generative nature of LLMs raises concerns about presenting misinformation as fact. To address this, we developed a web-based application that helps K-12 students enhance critical thinking by identifying misleading information in LLM responses about major historical figures. In this paper, we describe the implementation and design details of the DoYouTrustAI tool, which can be used to provide an interactive lesson which teaches students about the dangers of misinformation and how believable generative AI can make it seem. The DoYouTrustAI tool utilizes prompt engineering to present the user with AI generated summaries about the life of a historical figure. These summaries can be either accurate accounts of that persons life, or an intentionally misleading alteration of their history. The user is tasked with determining the validity of the statement without external resources. Our research questions for this work were:(RQ1) How can we design a tool that teaches students about the dangers of misleading information and of how misinformation can present itself in LLM responses? (RQ2) Can we present prompt engineering as a topic that is easily understandable for students? Our findings highlight the need to correct misleading information before users retain it. Our tool lets users select familiar individuals for testing to reduce random guessing and presents misinformation alongside known facts to maintain believability. It also provides pre-configured prompt instructions to show how different prompts affect AI responses. Together, these features create a controlled environment where users learn the importance of verifying AI responses and understanding prompt engineering.

Intent detection, a critical component in task-oriented dialogue (TOD) systems, faces significant challenges in adapting to the rapid influx of integrable tools with complex interrelationships. Existing approaches, such as zero-shot reformulations and LLM-based dynamic recognition, struggle with performance degradation when encountering unseen intents, leading to erroneous task routing. To enhance the model's generalization performance on unseen tasks, we employ Reinforcement Learning (RL) combined with a Reward-based Curriculum Sampling (RCS) during Group Relative Policy Optimization (GRPO) training in intent detection tasks. Experiments demonstrate that RL-trained models substantially outperform supervised fine-tuning (SFT) baselines in generalization. Besides, the introduction of the RCS, significantly bolsters the effectiveness of RL in intent detection by focusing the model on challenging cases during training. Moreover, incorporating Chain-of-Thought (COT) processes in RL notably improves generalization in complex intent detection tasks, underscoring the importance of thought in challenging scenarios. This work advances the generalization of intent detection tasks, offering practical insights for deploying adaptable dialogue systems.

Retrieval-Augmented Generation (RAG) enhances Large Language Models (LLMs) by retrieving relevant document from external knowledge sources. By referencing this external knowledge, RAG effectively reduces the generation of factually incorrect content and addresses hallucination issues within LLMs. Recently, there has been growing attention to improving the performance and efficiency of RAG systems from various perspectives. While these advancements have yielded significant results, the application of RAG in domains with considerable societal implications raises a critical question about fairness: What impact does the introduction of the RAG paradigm have on the fairness of LLMs? To address this question, we conduct extensive experiments by varying the LLMs, retrievers, and retrieval sources. Our experimental analysis reveals that the scale of the LLMs plays a significant role in influencing fairness outcomes within the RAG framework. When the model scale is smaller than 8B, the integration of retrieval mechanisms often exacerbates unfairness in small-scale LLMs (e.g., LLaMA3.2-1B, Mistral-7B, and LLaMA3-8B). To mitigate the fairness issues introduced by RAG for small-scale LLMs, we propose two approaches, FairFT and FairFilter. Specifically, in FairFT, we align the retriever with the LLM in terms of fairness, enabling it to retrieve documents that facilitate fairer model outputs. In FairFilter, we propose a fairness filtering mechanism to filter out biased content after retrieval. Finally, we validate our proposed approaches on real-world datasets, demonstrating their effectiveness in improving fairness while maintaining performance.

As machine learning models are increasingly used in educational settings, from detecting at-risk students to predicting student performance, algorithmic bias and its potential impacts on students raise critical concerns about algorithmic fairness. Although group fairness is widely explored in education, works on individual fairness in a causal context are understudied, especially on counterfactual fairness. This paper explores the notion of counterfactual fairness for educational data by conducting counterfactual fairness analysis of machine learning models on benchmark educational datasets. We demonstrate that counterfactual fairness provides meaningful insight into the causality of sensitive attributes and causal-based individual fairness in education.

Mixture-of-Experts (MoE) has successfully scaled up models while maintaining nearly constant computing costs. By employing a gating network to route input tokens, it selectively activates a subset of expert networks to process the corresponding token embeddings. However, in practice, the efficiency of MoE is challenging to achieve due to two key reasons: imbalanced expert activation, which leads to substantial idle time during model or expert parallelism, and insufficient capacity utilization; massive communication overhead, induced by numerous expert routing combinations in expert parallelism at the system level. Previous works typically formulate it as the load imbalance issue characterized by the gating network favoring certain experts over others or attribute it to static execution which fails to adapt to the dynamic expert workload at runtime. In this paper, we exploit it from a brand new perspective, a higher-order view and analysis of MoE routing policies: expert collaboration and specialization where some experts tend to activate broadly with others (collaborative), while others are more likely to activate only with a specific subset of experts (specialized). Our experiments reveal that most experts tend to be overly collaborative, leading to increased communication overhead from repeatedly sending tokens to different accelerators. To this end, we propose a novel collaboration-constrained routing (C2R) strategy to encourage more specialized expert groups, as well as to improve expert utilization, and present an efficient implementation of MoE that further leverages expert specialization. We achieve an average performance improvement of 0.51% and 0.33% on LLaMA-MoE and Qwen-MoE respectively across ten downstream NLP benchmarks, and reduce the all2all communication costs between GPUs, bringing an extra 20%-30% total running time savings on top of the existing SoTA, i.e. MegaBlocks.

This thesis employs a hybrid CNN-Transformer architecture, alongside a detailed anthropological framework, to investigate potential historical connections between the visual morphology of the Indus Valley script and pictographic systems of the Tibetan-Yi Corridor. Through an ensemble methodology of three target scripts across 15 independently trained models, we demonstrate that Tibetan-Yi Corridor scripts exhibit approximately six-fold higher visual similarity to the Indus script (0.635) than to the Bronze Age Proto-Cuneiform (0.102) or Proto-Elamite (0.078). Contrary to expectations, when measured through direct script-to-script embedding comparisons, the Indus script maps closer to Tibetan-Yi Corridor scripts with a mean cosine similarity of 0.930 (CI: [0.917, 0.942]) than to contemporaneous West Asian signaries, which recorded mean similarities of 0.887 (CI: [0.863, 0.911]) and 0.855 (CI: [0.818, 0.891]). Across dimensionality reduction and clustering methods, the Indus script consistently clusters closest to Tibetan-Yi Corridor scripts. These computational findings align with observed pictorial parallels in numeral systems, gender markers, and iconographic elements. Archaeological evidence of contact networks along the ancient Shu-Shendu road, coinciding with the Indus Civilization's decline, provides a plausible transmission pathway. While alternate explanations cannot be ruled out, the specificity and consistency of similarities suggest more complex cultural transmission networks between South and East Asia than previously recognized.

In recent years, representation learning has become the research focus of the machine learning community. Large-scale neural networks are a crucial step toward achieving general intelligence, with their success largely attributed to their ability to learn abstract representations of data. Several learning fields are actively discussing how to learn representations, yet there is a lack of a unified perspective. We convert the representation learning problem under different tasks into a ranking problem. By adopting the ranking problem as a unified perspective, representation learning tasks can be solved in a unified manner by optimizing the ranking loss. Experiments under various learning tasks, such as classification, retrieval, multi-label learning, and regression, prove the superiority of the representation learning by ranking framework. Furthermore, experiments under self-supervised learning tasks demonstrate the significant advantage of the ranking framework in processing unsupervised training data, with data augmentation techniques further enhancing its performance.

Finals season looks different this year. Across college campuses, students are slogging their way through exams with all-nighters and lots of caffeine, just as they always have. Through the end of May, OpenAI is offering students two months of free access to ChatGPT Plus, which normally costs 20 a month. It's a compelling deal for students who want help cramming--or cheating--their way through finals: Rather than firing up the free version of ChatGPT to outsource essay writing or work through a practice chemistry exam, students are now able to access the company's most advanced models, as well as its "deep research" tool, which can quickly synthesize hundreds of digital sources into analytical reports. The OpenAI deal is just one of many such AI promotions going around campuses.

But AI is a tool; like any tool, it is only as good as the person wielding it. Now's the time to get the upper hand on AI and learn how to use tools like ChatGPT and automation platforms to work for you. The ChatGPT & Automation E-Degree from Eduonix Learning Solutions gives you the knowledge to stay on top for just 29.99 (MSRP 790) The course includes 12 modules and 25 hours of content you can move through at your own pace, and they never expire. You'll learn how to automate workflows, streamline repetitive tasks, and get AI to handle the boring stuff while you take credit for the results. It also dives into prompt engineering, real-world use cases, and customizing ChatGPT to fit your job, industry, or hustle.