Culture and language evolve together. The old literary form of Tamil is used commonly for writing and the contemporary colloquial Tamil is used for speaking. Human-computer interaction applications require Colloquial Tamil (CT) to make it more accessible and easy for the everyday user and, it requires Literary Tamil (LT) when information is needed in a formal written format. Continuing the use of LT alongside CT in computer aided language learning applications will both preserve LT, and provide ease of use via CT, at the same time. Hence there is a need for the conversion between LT and CT dialects, which demands as a first step, dialect identification. Dialect Identification (DID) of LT and CT is an unexplored area of research. In the current work, keeping the nuances of both these dialects in mind, five methods are explored which include two implicit methods - Gaussian Mixture Model (GMM) and Convolutional Neural Network (CNN); two explicit methods - Parallel Phone Recognition (PPR) and Parallel Large Vocabulary Continuous Speech Recognition (P-LVCSR); two versions of the proposed explicit Unified Phone Recognition method (UPR-1 and UPR-2). These methods vary based on: the need for annotated data, the size of the unit, the way in which modelling is carried out, and the way in which the final decision is made. Even though the average duration of the test utterances is less - 4.9s for LT and 2.5s for CT - the systems performed well, offering the following identification accuracies: 87.72% (GMM), 93.97% (CNN), 89.24% (PPR), 94.21% (P-LVCSR), 88.57% (UPR-1), 93.53% (UPR-1 with P-LVCSR), 94.55% (UPR-2), and 95.61% (UPR-2 with P-LVCSR).

In online continual learning (CL), models trained on changing distributions easily forget previously learned knowledge and bias toward newly received tasks. To address this issue, we present Continual Bias Adaptor (CBA), a bi-level framework that augments the classification network to adapt to catastrophic distribution shifts during training, enabling the network to achieve a stable consolidation of all seen tasks. However, the CBA module adjusts distribution shifts in a class-specific manner, exacerbating the stability gap issue and, to some extent, fails to meet the need for continual testing in online CL. To mitigate this challenge, we further propose a novel class-agnostic CBA module that separately aggregates the posterior probabilities of classes from new and old tasks, and applies a stable adjustment to the resulting posterior probabilities. We combine the two kinds of CBA modules into a unified Dual-CBA module, which thus is capable of adapting to catastrophic distribution shifts and simultaneously meets the real-time testing requirements of online CL. Besides, we propose Incremental Batch Normalization (IBN), a tailored BN module to re-estimate its population statistics for alleviating the feature bias arising from the inner loop optimization problem of our bi-level framework. To validate the effectiveness of the proposed method, we theoretically provide some insights into how it mitigates catastrophic distribution shifts, and empirically demonstrate its superiority through extensive experiments based on four rehearsal-based baselines and three public continual learning benchmarks.

This paper explores the transformative potential of quantum computing in the realm of personalized learning. Traditional machine learning models and GPU-based approaches have long been utilized to tailor educational experiences to individual student needs. However, these methods face significant challenges in terms of scalability, computational efficiency, and real-time adaptation to the dynamic nature of educational data. This study proposes leveraging quantum computing to address these limitations. We review existing personalized learning systems, classical machine learning methods, and emerging quantum computing applications in education. We then outline a protocol for data collection, privacy preservation using quantum techniques, and preprocessing, followed by the development and implementation of quantum algorithms specifically designed for personalized learning. Our findings indicate that quantum algorithms offer substantial improvements in efficiency, scalability, and personalization quality compared to classical methods. This paper discusses the implications of integrating quantum computing into educational systems, highlighting the potential for enhanced teaching methodologies, curriculum design, and overall student experiences. We conclude by summarizing the advantages of quantum computing in education and suggesting future research directions.

These notes are based on a lecture delivered by NC on March 2021, as part of an advanced course in Princeton University on the mathematical understanding of deep learning. They present a theory (developed by NC, NR and collaborators) of linear neural networks -- a fundamental model in the study of optimization and generalization in deep learning. Practical applications born from the presented theory are also discussed. The theory is based on mathematical tools that are dynamical in nature. It showcases the potential of such tools to push the envelope of our understanding of optimization and generalization in deep learning. The text assumes familiarity with the basics of statistical learning theory. Exercises (without solutions) are included.

Parents are starting to fret about lunch packs, school uniforms and schoolbooks. School leavers who have university places are wondering what freshers' week will be like. And some university professors, especially in the humanities, will be apprehensively pondering how to deal with students who are already more adept users of large language models (LLMs) than they are. They're right to be concerned. As Ian Bogost, a professor of film and media and computer science at Washington University in St Louis, puts it: "If the first year of AI college ended in a feeling of dismay, the situation has now devolved into absurdism. Teachers struggle to continue teaching even as they wonder whether they are grading students or computers; in the meantime, an endless AI cheating and detection arms race plays out in the background."

Many languages have vast amounts of handwritten texts, such as ancient scripts about folktale stories and historical narratives or contemporary documents and letters. Digitization of those texts has various applications, such as daily tasks, cultural studies, and historical research. Syriac is an ancient, endangered, and low-resourced language that has not received the attention it requires and deserves. This paper reports on a research project aimed at developing a optical character recognition (OCR) model based on the handwritten Syriac texts as a starting point to build more digital services for this endangered language. A dataset was created, KHAMIS (inspired by the East Syriac poet, Khamis bar Qardahe), which consists of handwritten sentences in the East Syriac script. We used it to fine-tune the Tesseract-OCR engine's pretrained Syriac model on handwritten data. The data was collected from volunteers capable of reading and writing in the language to create KHAMIS. KHAMIS currently consists of 624 handwritten Syriac sentences collected from 31 university students and one professor, and it will be partially available online and the whole dataset available in the near future for development and research purposes. As a result, the handwritten OCR model was able to achieve a character error rate of 1.097-1.610% and 8.963-10.490% on both training and evaluation sets, respectively, and both a character error rate of 18.89-19.71% and a word error rate of 62.83-65.42% when evaluated on the test set, which is twice as better than the default Syriac model of Tesseract.

Amidst the wide popularity of imitation learning algorithms in robotics, their properties regarding hyperparameter sensitivity, ease of training, data efficiency, and performance have not been well-studied in high-precision industry-inspired environments. In this work, we demonstrate the limitations and benefits of prominent imitation learning approaches and analyze their capabilities regarding these properties. We evaluate each algorithm on a complex bimanual manipulation task involving an over-constrained dynamics system in a setting involving multiple contacts between the manipulated object and the environment. While we find that imitation learning is well suited to solve such complex tasks, not all algorithms are equal in terms of handling environmental and hyperparameter perturbations, training requirements, performance, and ease of use. We investigate the empirical influence of these key characteristics by employing a carefully designed experimental procedure and learning environment. Paper website: https://bimanual-imitation.github.io/

Sign language translation has historically been peripheral to mainstream machine translation research. In order to help converge the fields, we introduce FLEURS-ASL, an extension of the multiway parallel benchmarks FLORES (for text) and FLEURS (for speech) to support their first sign language (as video), American Sign Language, translated by 5 Certified Deaf Interpreters. FLEURS-ASL can be used to evaluate a variety of tasks -- primarily sentence- and discourse-level translation -- between ASL and 200 other languages as text, or 102 languages as speech. We provide baselines for tasks from ASL to English text using a unified modeling approach that incorporates timestamp tokens and previous text tokens in a 34-second context window, trained on random video clips from YouTube-ASL. This model meets or exceeds the performance of phrase-level baselines while supporting a multitude of new tasks. We also use FLEURS-ASL to show that multimodal frontier models have virtually no understanding of ASL, underscoring the importance of including sign languages in standard evaluation suites.

In modern online platforms, incentives are essential factors that enhance user engagement and increase platform revenue. Over recent years, uplift modeling has been introduced as a strategic approach to assign incentives to individual customers. Especially in many real-world applications, online platforms can only incentivize customers with specific budget constraints. This problem can be reformulated as the multi-choice knapsack problem. This optimization aims to select the optimal incentive for each customer to maximize the return on investment. Recent works in this field frequently tackle the budget allocation problem using a two-stage approach. However, this solution is confronted with the following challenges: (1) The causal inference methods often ignore the domain knowledge in online marketing, where the expected response curve of a customer should be monotonic and smooth as the incentive increases. (2) An optimality gap between the two stages results in inferior sub-optimal allocation performance due to the loss of the incentive recommendation information for the uplift prediction under the limited budget constraint. To address these challenges, we propose a novel End-to-End Cost-Effective Incentive Recommendation (E3IR) model under budget constraints. Specifically, our methods consist of two modules, i.e., the uplift prediction module and the differentiable allocation module. In the uplift prediction module, we construct prediction heads to capture the incremental improvement between adjacent treatments with the marketing domain constraints (i.e., monotonic and smooth). We incorporate integer linear programming (ILP) as a differentiable layer input in the allocation module. Furthermore, we conduct extensive experiments on public and real product datasets, demonstrating that our E3IR improves allocation performance compared to existing two-stage approaches.

Evaluating different training interventions to determine which produce the best learning outcomes is one of the main challenges faced by instructional designers. Typically, these designers use A/B experiments to evaluate each intervention; however, it is costly and time consuming to run such studies. To address this issue, we explore how computational models of learning might support designers in reasoning causally about alternative interventions within a fractions tutor. We present an approach for automatically tuning models to specific individuals and show that personalized models make better predictions of students' behavior than generic ones. Next, we conduct simulations to generate counterfactual predictions of performance and learning for two students (high and low performing) in different versions of the fractions tutor. Our approach makes predictions that align with previous human findings, as well as testable predictions that might be evaluated with future human experiments.