Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

Optimal transport (OT) has an important role in transforming data distributions in a manner which engenders fairness. Typically, the OT operators are learnt from the unfair attribute-labelled data, and then used for their repair. Two significant limitations of this approach are as follows: (i) the OT operators for underrepresented subgroups are poorly learnt (i.e. they are susceptible to representation bias); and (ii) these OT repairs cannot be effected on identically distributed but out-of-sample (i.e.\ archival) data. In this paper, we address both of these problems by adopting a Bayesian nonparametric stopping rule for learning each attribute-labelled component of the data distribution. The induced OT-optimal quantization operators can then be used to repair the archival data. We formulate a novel definition of the fair distributional target, along with quantifiers that allow us to trade fairness against damage in the transformed data. These are used to reveal excellent performance of our representation-bias-tolerant scheme in simulated and benchmark data sets.

Visual document understanding (VDU) is a challenging task that involves understanding documents across various modalities (text and image) and layouts (forms, tables, etc.). This study aims to enhance generalizability of small VDU models by distilling knowledge from LLMs. We identify that directly prompting LLMs often fails to generate informative and useful data. In response, we present a new framework (called DocKD) that enriches the data generation process by integrating external document knowledge. Specifically, we provide an LLM with various document elements like key-value pairs, layouts, and descriptions, to elicit open-ended answers. Our experiments show that DocKD produces high-quality document annotations and surpasses the direct knowledge distillation approach that does not leverage external document knowledge. Moreover, student VDU models trained with solely DocKD-generated data are not only comparable to those trained with human-annotated data on in-domain tasks but also significantly excel them on out-of-domain tasks.

This paper explores the transformative impact of Generative Artificial Intelligence (GenAI) on teachers' roles and agencies in education, presenting a comprehensive framework that addresses teachers' perceptions, knowledge, acceptance, and practices of GenAI. As GenAI technologies, such as ChatGPT, become increasingly integrated into educational settings, teachers are required to adapt to evolving classroom dynamics, where AI plays a significant role in content creation, personalized learning, and student engagement. However, existing literature often treats these factors in isolation, overlooking how they collectively influence teachers' ability to effectively integrate GenAI into their pedagogical practices. This paper fills this gap by proposing a framework that categorizes teachers into four roles -- Observer, Adopter, Collaborator, and Innovator -- each representing different levels of GenAI engagement, outlining teachers' agencies in GenAI classrooms. By highlighting the need for continuous professional development and institutional support, we demonstrate how teachers can evolve from basic GenAI users to co-creators of knowledge alongside GenAI systems. The findings emphasize that for GenAI to reach its full educational potential, teachers must not only accept and understand its capabilities but also integrate it deeply into their teaching strategies. This study contributes to the growing literature on GenAI in education, offering practical implications for supporting teachers in navigating the complexities of GenAI adoption.

Online hate speech has become increasingly prevalent on social media platforms, causing harm to individuals and society. While efforts have been made to combat this issue through content moderation, the potential of user-driven counterspeech as an alternative solution remains underexplored. Existing counterspeech methods often face challenges such as fear of retaliation and skill-related barriers. To address these challenges, we introduce CounterQuill, an AI-mediated system that assists users in composing effective and empathetic counterspeech. CounterQuill provides a three-step process: (1) a learning session to help users understand hate speech and counterspeech; (2) a brainstorming session that guides users in identifying key elements of hate speech and exploring counterspeech strategies; and (3) a co-writing session that enables users to draft and refine their counterspeech with CounterQuill. We conducted a within-subjects user study with 20 participants to evaluate CounterQuill in comparison to ChatGPT. Results show that CounterQuill's guidance and collaborative writing process provided users a stronger sense of ownership over their co-authored counterspeech. Users perceived CounterQuill as a writing partner and thus were more willing to post the co-written counterspeech online compared to the one written with ChatGPT.

Drawing on the experiences of facilitators who have overseen 43 games over a four-year period, we illuminate recurring patterns, strategies, and decision-making processes observed during gameplay. Our analysis reveals key strategic considerations about AI development trajectories in this simulated environment, including: the destabilising effects of AI races, the crucial role of international cooperation in mitigating catastrophic risks, the challenges of aligning corporate and national interests, and the potential for rapid, transformative change in AI capabilities. We highlight places where we believe the game has been effective in exposing participants to the complexities and uncertainties inherent in AI governance. Key recurring gameplay themes include the emergence of international agreements, challenges to the robustness of such agreements, the critical role of cybersecurity in AI development, and the potential for unexpected crises to dramatically alter AI trajectories. By documenting these insights, we aim to provide valuable foresight for policymakers, industry leaders, and researchers navigating the complex landscape of AI development and governance.

This paper examines how the sequencing of images and text within multi-modal prompts influences the reasoning performance of large language models (LLMs). We performed empirical evaluations using three commercial LLMs. Our results demonstrate that the order in which modalities are presented can significantly affect performance, particularly in tasks of varying complexity. For simpler tasks involving a single image, modality sequencing had a clear impact on accuracy. However, in more complex tasks involving multiple images and intricate reasoning steps, the effect of sequencing diminished, likely due to the increased cognitive demands of the task. Our findings also highlight the importance of question/prompt structure. In nested and multi-step reasoning tasks, modality sequencing played a key role in shaping model performance. While LLMs excelled in the initial stages of reasoning, they struggled to re-incorporate earlier information, underscoring the challenges of multi-hop reasoning within transformer architectures. This suggests that aligning the sequence of modalities with the logical flow of reasoning steps is more critical than modality order alone. These insights offer valuable implications for improving multi-modal prompt design, with broader applications across fields such as education, medical imaging, and cross-modal learning.

Deep neural networks (DNNs) can deteriorate in accuracy when deployment data differs from training data. While performing online training at all timesteps can improve accuracy, it is computationally expensive. We propose DecTrain, a new algorithm that decides when to train a monocular depth DNN online using self-supervision with low overhead. To make the decision at each timestep, DecTrain compares the cost of training with the predicted accuracy gain. We evaluate DecTrain on out-of-distribution data, and find DecTrain maintains accuracy compared to online training at all timesteps, while training only 44% of the time on average. We also compare the recovery of a low inference cost DNN using DecTrain and a more generalizable high inference cost DNN on various sequences. DecTrain recovers the majority (97%) of the accuracy gain of online training at all timesteps while reducing computation compared to the high inference cost DNN which recovers only 66%. With an even smaller DNN, we achieve 89% recovery while reducing computation by 56%. DecTrain enables low-cost online training for a smaller DNN to have competitive accuracy with a larger, more generalizable DNN at a lower overall computational cost.

Introductory programming courses often emphasize mastering syntax and basic constructs before progressing to more complex and interesting programs. This bottom-up approach can be frustrating for novices, shifting the focus away from problem solving and potentially making computing less appealing to a broad range of students. The rise of generative AI for code production could partially address these issues by fostering new skills via interaction with AI models, including constructing high-level prompts and evaluating code that is automatically generated. In this experience report, we explore the inclusion of two prompt-focused activities in an introductory course, implemented across four labs in a six-week module. The first requires students to solve computational problems by writing natural language prompts, emphasizing problem-solving over syntax. The second involves students crafting prompts to generate code equivalent to provided fragments, to foster an understanding of the relationship between prompts and code. Most of the students in the course had reported finding programming difficult to learn, often citing frustrations with syntax and debugging. We found that self-reported difficulty with learning programming had a strong inverse relationship with performance on traditional programming assessments such as tests and projects, as expected. However, performance on the natural language tasks was less strongly related to self-reported difficulty, suggesting they may target different skills. Learning how to communicate with AI coding models is becoming an important skill, and natural language prompting tasks may appeal to a broad range of students.

Hanoi, Vietnam Nguyen H. Tran Khoi Do In personalized Federated Learning (pFL), high data heterogeneity can cause significant gradient divergence across devices, adversely affecting the learning process. This divergence, especially when gradients from different users form an obtuse angle during aggregation, can negate progress, leading to severe weight and gradient update degradation. To address this issue, we introduce a new approach to pFL design, namely Federated Learning with Layer-wise Aggregation via Gradient Analysis (FedLAG), utilizing the concept of gradient conflict at the layer level. Specifically, when layer-wise gradients of different clients form acute angles, those gradients align in the same direction, enabling updates across different clients toward identifying client-invariant features. Conversely, when layer-wise gradient pairs make create obtuse angles, the layers tend to focus on client-specific tasks. In hindsights, FedLAG assigns layers for personalization based on the extent of layer-wise gradient conflicts. Specifically, layers with gradient conflicts are excluded from the global aggregation process. The theoretical evaluation demonstrates that when integrated into other pFL baselines, FedLAG enhances pFL performance by a certain margin. Therefore, our proposed method achieves superior convergence behavior compared with other baselines. Extensive experiments show that our FedLAG outperforms several state-of-the-art methods and can be easily incorporated with many existing methods to further enhance performance. The challenge of non-independent and non-identically distributed (non-IID) data significantly impacts personalized Federated Learning (pFL).