This article proposes a roadmap to address the current challenges in small-scale testbeds for Connected and Automated Vehicles (CAVs) and robot swarms. The roadmap is a joint effort of participants in the workshop "1st Workshop on Small-Scale Testbeds for Connected and Automated Vehicles and Robot Swarms," held on June 2 at the IEEE Intelligent Vehicles Symposium (IV) 2024 in Jeju, South Korea. The roadmap contains three parts: 1) enhancing accessibility and diversity, especially for underrepresented communities, 2) sharing best practices for the development and maintenance of testbeds, and 3) connecting testbeds through an abstraction layer to support collaboration. The workshop features eight invited speakers, four contributed papers [1]-[4], and a presentation of a survey paper on testbeds [5]. The survey paper provides an online comparative table of more than 25 testbeds, available at https://bassamlab.github.io/testbeds-survey. The workshop's own website is available at https://cpm-remote.lrt.unibw-muenchen.de/iv24-workshop.

The AI revolution is gathering momentum at an unprecedented rate. Over the past decade, we have witnessed a seemingly inevitable integration of AI in every facet of our lives. Much has been written about the potential revolutionary impact of AI in education. AI has the potential to completely revolutionise the educational landscape as we could see entire courses and degrees developed by programs such as ChatGPT. AI has the potential to develop courses, set assignments, grade and provide feedback to students much faster than a team of teachers. In addition, because of its dynamic nature, it has the potential to continuously improve its content. In certain fields such as computer science, where technology is continuously evolving, AI based applications can provide dynamically changing, relevant material to students. AI has the potential to replace entire degrees and may challenge the concept of higher education institutions. We could also see entire new disciplines emerge as a consequence of AI. This paper examines the practical impact of ChatGPT and why it is believed that its implementation is a critical step towards a new era of education. We investigate the impact that ChatGPT will have on learning, problem solving skills and cognitive ability of students. We examine the positives, negatives and many other aspects of AI and its applications throughout this paper.

For a given base class of sequence-to-next-token generators, we consider learning prompt-to-answer mappings obtained by iterating a fixed, time-invariant generator for multiple steps, thus generating a chain-of-thought, and then taking the final token as the answer. We formalize the learning problems both when the chain-of-thought is observed and when training only on prompt-answer pairs, with the chain-of-thought latent. We analyze the sample and computational complexity both in terms of general properties of the base class (e.g. its VC dimension) and for specific base classes such as linear thresholds. We present a simple base class that allows for universal representability and computationally tractable chain-of-thought learning. Central to our development is that time invariance allows for sample complexity that is independent of the length of the chain-of-thought. Attention arises naturally in our construction.

We study the sample complexity of pure exploration in an online learning problem with a feedback graph. This graph dictates the feedback available to the learner, covering scenarios between full-information, pure bandit feedback, and settings with no feedback on the chosen action. While variants of this problem have been investigated for regret minimization, no prior work has addressed the pure exploration setting, which is the focus of our study. We derive an instance-specific lower bound on the sample complexity of learning the best action with fixed confidence, even when the feedback graph is unknown and stochastic, and present unidentifiability results for Bernoulli rewards. Additionally, our findings reveal how the sample complexity scales with key graph-dependent quantities. Lastly, we introduce TaS-FG (Track and Stop for Feedback Graphs), an asymptotically optimal algorithm, and demonstrate its efficiency across different graph configurations.

Network reconstruction is the task of inferring the unseen interactions between elements of a system, based only on their behavior or dynamics. This inverse problem is in general ill-posed, and admits many solutions for the same observation. Nevertheless, the vast majority of statistical methods proposed for this task -- formulated as the inference of a graphical generative model -- can only produce a ``point estimate,'' i.e. a single network considered the most likely. In general, this can give only a limited characterization of the reconstruction, since uncertainties and competing answers cannot be conveyed, even if their probabilities are comparable, while being structurally different. In this work we present an efficient MCMC algorithm for sampling from posterior distributions of reconstructed networks, which is able to reveal the full population of answers for a given reconstruction problem, weighted according to their plausibilities. Our algorithm is general, since it does not rely on specific properties of particular generative models, and is specially suited for the inference of large and sparse networks, since in this case an iteration can be performed in time $O(N\log^2 N)$ for a network of $N$ nodes, instead of $O(N^2)$, as would be the case for a more naive approach. We demonstrate the suitability of our method in providing uncertainties and consensus of solutions (which provably increases the reconstruction accuracy) in a variety of synthetic and empirical cases.

We provide a complete characterization of the entire regularization curve of a modified two-part-code Minimum Description Length (MDL) learning rule for binary classification, based on an arbitrary prior or description language. Grunwald and Langford [2004] previously established the lack of asymptotic consistency, from an agnostic PAC (frequentist worst case) perspective, of the MDL rule with a penalty parameter of $\lambda=1$, suggesting that it underegularizes. Driven by interest in understanding how benign or catastrophic under-regularization and overfitting might be, we obtain a precise quantitative description of the worst case limiting error as a function of the regularization parameter $\lambda$ and noise level (or approximation error), significantly tightening the analysis of Grunwald and Langford for $\lambda=1$ and extending it to all other choices of $\lambda$.

How can we build generalist robot systems? Scale may not be enough due to the significant multimodality of robotics tasks, lack of easily accessible data and the challenges of deploying on physical hardware. Meanwhile, most deployed robotic systems today are inherently modular and can leverage the independent generalization capabilities of each module to perform well. Therefore, this thesis seeks to tackle the task of building generalist robot agents by integrating these components into one: combining modularity with large-scale learning for general purpose robot control. The first question we consider is: how can we build modularity and hierarchy into learning systems? Our key insight is that rather than having the agent learn hierarchy and low-level control end-to-end, we can enforce modularity via planning to enable more efficient and capable robot learners. Next, we come to the role of scale in building generalist robot systems. To scale, neural networks require vast amounts of diverse data, expressive architectures to fit the data and a source of supervision to generate the data. We leverage a powerful supervision source: classical planning, which can generalize, but is expensive to run and requires access to privileged information to perform well in practice. We use these planners to supervise large-scale policy learning in simulation to produce generalist agents. Finally, we consider how to unify modularity with large-scale policy learning to build real-world robot systems capable of performing zero-shot manipulation. We do so by tightly integrating key ingredients of modular high and mid-level planning, learned local control, procedural scene generation and large-scale policy learning for sim2real transfer. We demonstrate that this recipe can produce a single, generalist agent that can solve challenging long-horizon manipulation tasks in the real world.

We compare the effectiveness of zero-shot Chain-of-Thought (CoT) prompting in Japanese and English using ChatGPT-3.5 and 4o-mini. The technique of zero-shot CoT, which involves appending a phrase such as "Let's think step by step" to a prompt to encourage reasoning before answering, has been shown to offer LLM performance improvements in mathematical and reasoning tasks, particularly in English. We investigate how these effects transfer to Japanese using the Japanese Multi-task Language Understanding Benchmark (JMMLU) and the Multi-task Language Understanding Benchmark (MMLU). Our results show that while zero-shot CoT prompting can lead to notable performance gains for some prompt categories in GPT-3.5, its impact in GPT-4o-mini is associated with significant performance declines. However, for Japanese prompts there remain certain categories, such as college mathematics and abstract algebra, that still exhibit improvements, despite the broader trend of diminishing effectiveness in more advanced models.

The rise of online programming education has necessitated more effective, personalized interactions, a gap that PythonPal aims to fill through its innovative learning system integrated with a chatbot. This research delves into PythonPal's potential to enhance the online learning experience, especially in contexts with high student-to-teacher ratios where there is a need for personalized feedback. PythonPal's design, featuring modules for conversation, tutorials, and exercises, was evaluated through student interactions and feedback. Key findings reveal PythonPal's proficiency in syntax error recognition and user query comprehension, with its intent classification model showing high accuracy. The system's performance in error feedback, though varied, demonstrates both strengths and areas for enhancement. Student feedback indicated satisfactory query understanding and feedback accuracy but also pointed out the need for faster responses and improved interaction quality. PythonPal's deployment promises to significantly enhance online programming education by providing immediate, personalized feedback and interactive learning experiences, fostering a deeper understanding of programming concepts among students. These benefits mark a step forward in addressing the challenges of distance learning, making programming education more accessible and effective.

Computer programming represents a rapidly evolving and sought-after career path in the 21st century. Nevertheless, novice learners may find the process intimidating for several reasons, such as limited and highly competitive career opportunities, peer and parental pressure for academic success, and course difficulties. These factors frequently contribute to anxiety and eventual dropout as a result of fear. Furthermore, research has demonstrated that beginners are significantly deterred by the fear of failure, which results in programming anxiety and and a sense of being overwhelmed by intricate topics, ultimately leading to dropping out. This project undertakes an exploration beyond the scope of conventional code learning platforms by identifying and utilising effective and personalised strategies of learning. The proposed solution incorporates features such as AI-generated challenging questions, mindfulness quotes, and tips to motivate users, along with an AI chatbot that functions as a motivational aid. In addition, the suggested solution integrates personalized roadmaps and gamification elements to maintain user involvement. The project aims to systematically monitor the progress of novice programmers and enhance their knowledge of coding with a personalised, revised curriculum to help mitigate the fear of coding and boost confidence.