Visual imitation learning (VIL) provides an efficient and intuitive strategy for robotic systems to acquire novel skills. Recent advancements in Vision Language Models (VLMs) have demonstrated remarkable performance in vision and language reasoning capabilities for VIL tasks. Despite the progress, current VIL methods naively employ VLMs to learn high-level plans from human videos, relying on pre-defined motion primitives for executing physical interactions, which remains a major bottleneck. In this work, we present VLMimic, a novel paradigm that harnesses VLMs to directly learn even fine-grained action levels, only given a limited number of human videos. Specifically, VLMimic first grounds object-centric movements from human videos, and learns skills using hierarchical constraint representations, facilitating the derivation of skills with fine-grained action levels from limited human videos. These skills are refined and updated through an iterative comparison strategy, enabling efficient adaptation to unseen environments. Our extensive experiments exhibit that our VLMimic, using only 5 human videos, yields significant improvements of over 27% and 21% in RLBench and real-world manipulation tasks, and surpasses baselines by over 37% in long-horizon tasks. Code and videos are available at our home page.

Recent advances in large language models have demonstrated promising capabilities in following simple instructions through instruction tuning. However, real-world tasks often involve complex, multi-step instructions that remain challenging for current NLP systems. Despite growing interest in this area, there lacks a comprehensive survey that systematically analyzes the landscape of complex instruction understanding and processing. Through a systematic review of the literature, we analyze available resources, representation schemes, and downstream tasks related to instructional text. Our study examines 177 papers, identifying trends, challenges, and opportunities in this emerging field. We provide AI/NLP researchers with essential background knowledge and a unified view of various approaches to complex instruction understanding, bridging gaps between different research directions and highlighting future research opportunities.

Artificial Intelligence is currently and rapidly changing the way organizations and businesses operate. Ethical leadership has become significantly important since organizations and businesses across various sectors are evolving with AI. Organizations and businesses may be facing several challenges and potential opportunities when using AI. Ethical leadership plays a central role in guiding organizations in facing those challenges and maximizing on those opportunities. This article explores the essence of ethical leadership in the age of AI, starting with a simplified introduction of ethical leadership and AI, then dives into an understanding of ethical leadership, its characteristics and importance, the ethical challenges AI causes including bias in AI algorithms. The opportunities for ethical leadership in the age of AI answers the question: What actionable strategies can leaders employ to address the challenges and leverage opportunities? and describes the benefits for organizations through these opportunities. A proposed framework for ethical leadership is presented in this article, incorporating the core components: fairness, transparency, sustainability etc. Through the importance of interdisciplinary collaboration, case studies of ethical leadership in AI, and recommendations, this article emphasizes that ethical leadership in the age of AI is morally essential and strategically advantageous.

Knowledge distillation (KD) is widely used to train small, high-performing student language models (LMs) using large teacher LMs. While effective in fine-tuning, KD during pre-training faces challenges in efficiency, flexibility, and effectiveness. Existing methods either incur high computational costs due to online teacher inference, require tokenization matching between teacher and student LMs, or risk losing the difficulty and diversity of the teacher-generated training data. To address these issues, we propose MiniPLM, a KD framework for pre-training LMs by refining the training data distribution with the teacher's knowledge. For efficiency, MiniPLM performs offline teacher LM inference, allowing KD for multiple student LMs without adding training-time costs. For flexibility, MiniPLM operates solely on the training corpus, enabling KD across model families. For effectiveness, MiniPLM leverages the differences between large and small LMs to enhance the difficulty and diversity of the training data, helping student LMs acquire versatile and sophisticated knowledge. Extensive experiments demonstrate that MiniPLM boosts the student LMs' performance on 9 widely used downstream tasks, improves the language modeling capabilities, and reduces pre-training computation. The benefit of MiniPLM extends to large pre-training scales, evidenced by the extrapolation of the scaling curves. Further analysis reveals that MiniPLM supports KD across model families and enhances the utilization of pre-training data. Our model, code, and data are available at https://github.com/thu-coai/MiniPLM.

As large language models (LLMs) are applied to more use cases, creating high quality, task-specific datasets for fine-tuning becomes a bottleneck for model improvement. Using high quality human data has been the most common approach to unlock model performance, but is prohibitively expensive in many scenarios. Several alternative methods have also emerged, such as generating synthetic or hybrid data, but the effectiveness of these approaches remain unclear, especially in resource-constrained scenarios and tasks that are not easily verified. To investigate this, we group various synthetic data generation strategies into three representative categories -- Answer Augmentation, Question Rephrase and New Question -- and study the performance of student LLMs trained under various constraints, namely seed instruction set size and query budget. We demonstrate that these strategies are not equally effective across settings. Notably, the optimal data generation strategy depends strongly on the ratio between the available teacher query budget and the size of the seed instruction set. When this ratio is low, generating new answers to existing questions proves most effective, but as this ratio increases, generating new questions becomes optimal. Across all tasks, we find that choice of augmentation method and other design choices matter substantially more in low to mid data regimes than in high data regimes. We provide a practical framework for selecting the appropriate augmentation method across settings, taking into account additional factors such as the scalability of each method, the importance of verifying synthetic data, and the use of different LLMs for synthetic data generation.

Online learning methods, like the seminal Passive-Aggressive (PA) classifier, are still highly effective for high-dimensional streaming data, out-of-core processing, and other throughput-sensitive applications. Many such algorithms rely on fast adaptation to individual errors as a key to their convergence. While such algorithms enjoy low theoretical regret, in real-world deployment they can be sensitive to individual outliers that cause the algorithm to over-correct. When such outliers occur at the end of the data stream, this can cause the final solution to have unexpectedly low accuracy. We design a weighted reservoir sampling (WRS) approach to obtain a stable ensemble model from the sequence of solutions without requiring additional passes over the data, hold-out sets, or a growing amount of memory. Our key insight is that good solutions tend to be error-free for more iterations than bad solutions, and thus, the number of passive rounds provides an estimate of a solution's relative quality. Our reservoir thus contains $K$ previous intermediate weight vectors with high survival times. We demonstrate our WRS approach on the Passive-Aggressive Classifier (PAC) and First-Order Sparse Online Learning (FSOL), where our method consistently and significantly outperforms the unmodified approach. We show that the risk of the ensemble classifier is bounded with respect to the regret of the underlying online learning method.

Hyperparameters are configuration variables controlling the behavior of machine learning algorithms. They are ubiquitous in machine learning and artificial intelligence and the choice of their values determine the effectiveness of systems based on these technologies. Manual hyperparameter search is often unsatisfactory and becomes unfeasible when the number of hyperparameters is large. Automating the search is an important step towards automating machine learning, freeing researchers and practitioners alike from the burden of finding a good set of hyperparameters by trial and error. In this survey, we present a unified treatment of hyperparameter optimization, providing the reader with examples and insights into the state-of-the-art. We cover the main families of techniques to automate hyperparameter search, often referred to as hyperparameter optimization or tuning, including random and quasi-random search, bandit-, model- and gradient- based approaches. We further discuss extensions, including online, constrained, and multi-objective formulations, touch upon connections with other fields such as meta-learning and neural architecture search, and conclude with open questions and future research directions.

The identifiability analysis of linear Ordinary Differential Equation (ODE) systems is a necessary prerequisite for making reliable causal inferences about these systems. While identifiability has been well studied in scenarios where the system is fully observable, the conditions for identifiability remain unexplored when latent variables interact with the system. This paper aims to address this gap by presenting a systematic analysis of identifiability in linear ODE systems incorporating hidden confounders. Specifically, we investigate two cases of such systems. In the first case, latent confounders exhibit no causal relationships, yet their evolution adheres to specific functional forms, such as polynomial functions of time $t$. Subsequently, we extend this analysis to encompass scenarios where hidden confounders exhibit causal dependencies, with the causal structure of latent variables described by a Directed Acyclic Graph (DAG). The second case represents a more intricate variation of the first case, prompting a more comprehensive identifiability analysis. Accordingly, we conduct detailed identifiability analyses of the second system under various observation conditions, including both continuous and discrete observations from single or multiple trajectories. To validate our theoretical results, we perform a series of simulations, which support and substantiate our findings.

Audits contribute to the trustworthiness of Learning Analytics (LA) systems that integrate Artificial Intelligence (AI) and may be legally required in the future. We argue that the efficacy of an audit depends on the auditability of the audited system. Therefore, systems need to be designed with auditability in mind. We present a framework for assessing the auditability of AI-integrating systems that consists of three parts: (1) Verifiable claims about the validity, utility and ethics of the system, (2) Evidence on subjects (data, models or the system) in different types (documentation, raw sources and logs) to back or refute claims, (3) Evidence must be accessible to auditors via technical means (APIs, monitoring tools, explainable AI, etc.). We apply the framework to assess the auditability of Moodle's dropout prediction system and a prototype AI-based LA. We find that Moodle's auditability is limited by incomplete documentation, insufficient monitoring capabilities and a lack of available test data. The framework supports assessing the auditability of AI-based LA systems in use and improves the design of auditable systems and thus of audits.

Self-supervised training of language models (LMs) has seen great success for protein sequences in learning meaningful representations and for generative drug design. Most protein LMs are based on the Transformer architecture trained on individual proteins with short context lengths. Such protein LMs cannot extrapolate to longer proteins and protein complexes well. They also fail to account for the underlying biological mechanisms carried out by biomolecular interactions and dynamics i.e., proteins often interact with other proteins, molecules, and pathways in complex biological systems. In this work, we propose LC-PLM based on an alternative protein LM architecture, BiMamba-S, built off selective structured state-space models, to learn high-quality universal protein representations at the amino acid token level using masked language modeling. We also introduce its graph-contextual variant, LC-PLM-G, which contextualizes protein-protein interaction (PPI) graphs for a second stage of training. LC-PLM demonstrates favorable neural scaling laws, better length extrapolation capability, and a 7% to 34% improvement on protein downstream tasks than Transformer-based ESM-2. LC-PLM-G further trained within the context of PPI graphs shows promising results on protein structure and function prediction tasks. Our study demonstrates the benefit of increasing the context size with computationally efficient LM architecture (e.g. structured state space models) in learning universal protein representations and incorporating molecular interaction context contained in biological graphs.