Today's machine learning In this paper, we overview one promising avenue landscape is dominated by deep (neural) networks, of progress at the mathematical foundation of deep which are compositions of a large number of learning: the connection between deep networks and simple parameterized linear and nonlinear operators.

As AI chips incorporate numerous parallelized cores to scale deep learning (DL) computing, inter-core communication is enabled recently by employing high-bandwidth and low-latency interconnect links on the chip (e.g., Graphcore IPU). It allows each core to directly access the fast scratchpad memory in other cores, which enables new parallel computing paradigms. However, without proper support for the scalable inter-core connections in current DL compilers, it is hard for developers to exploit the benefits of this new architecture. We present T10, the first DL compiler to exploit the inter-core communication bandwidth and distributed on-chip memory on AI chips. To formulate the computation and communication patterns of tensor operators in this new architecture, T10 introduces a distributed tensor abstraction rTensor. T10 maps a DNN model to execution plans with a generalized compute-shift pattern, by partitioning DNN computation into sub-operators and mapping them to cores, so that the cores can exchange data following predictable patterns. T10 makes globally optimized trade-offs between on-chip memory consumption and inter-core communication overhead, selects the best execution plan from a vast optimization space, and alleviates unnecessary inter-core communications. Our evaluation with a real inter-core connected AI chip, the Graphcore IPU, shows up to 3.3$\times$ performance improvement, and scalability support for larger models, compared to state-of-the-art DL compilers and vendor libraries.

Digital agents are considered a general-purpose technology. They spread quickly in private and organizational contexts, including education. Yet, research lacks a conceptual framing to describe interaction with such agents in a holistic manner. While focusing on the interaction with a pedagogical agent, i.e., a digital agent capable of natural-language interaction with a learner, we propose a model of learning activity based on activity theory. We use this model and a review of prior research on digital agents in education to analyze how various characteristics of the activity, including features of a pedagogical agent or learner, influence learning outcomes. The analysis leads to identification of IS research directions and guidance for developers of pedagogical agents and digital agents in general. We conclude by extending the activity theory-based model beyond the context of education and show how it helps designers and researchers ask the right questions when creating a digital agent.

Zero-shot coordination (ZSC) remains a major challenge in the cooperative AI field, which aims to learn an agent to cooperate with an unseen partner in training environments or even novel environments. In recent years, a popular ZSC solution paradigm has been deep reinforcement learning (DRL) combined with advanced self-play or population-based methods to enhance the neural policy's ability to handle unseen partners. Despite some success, these approaches usually rely on black-box neural networks as the policy function. However, neural networks typically lack interpretability and logic, making the learned policies difficult for partners (e.g., humans) to understand and limiting their generalization ability. These shortcomings hinder the application of reinforcement learning methods in diverse cooperative scenarios.We suggest to represent the agent's policy with an interpretable program. Unlike neural networks, programs contain stable logic, but they are non-differentiable and difficult to optimize.To automatically learn such programs, we introduce Knowledge-driven Programmatic reinforcement learning for zero-shot Coordination (KnowPC). We first define a foundational Domain-Specific Language (DSL), including program structures, conditional primitives, and action primitives. A significant challenge is the vast program search space, making it difficult to find high-performing programs efficiently. To address this, KnowPC integrates an extractor and an reasoner. The extractor discovers environmental transition knowledge from multi-agent interaction trajectories, while the reasoner deduces the preconditions of each action primitive based on the transition knowledge.

We are interested in automating reasoning with and about study regulations, catering to various stakeholders, ranging from administrators, over faculty, to students at different stages. Our work builds on an extensive analysis of various study programs at the University of Potsdam. The conceptualization of the underlying principles provides us with a formal account of study regulations. In particular, the formalization reveals the properties of admissible study plans. With these at end, we propose an encoding of study regulations in Answer Set Programming that produces corresponding study plans. Finally, we show how this approach can be extended to a generic user interface for exploring study plans.

The mental health assessment of middle school students has always been one of the focuses in the field of education. This paper introduces a new ensemble learning network based on BERT, employing the concept of enhancing model performance by integrating multiple classifiers. We trained a range of BERT-based learners, which combined using the majority voting method. We collect social network text data of middle school students through China's Weibo and apply the method to the task of classifying emotional tendencies in middle school students' social network texts. Experimental results suggest that the ensemble learning network has a better performance than the base model and the performance of the ensemble learning model, consisting of three single-layer BERT models, is barely the same as a three-layer BERT model but requires 11.58% more training time. Therefore, in terms of balancing prediction effect and efficiency, the deeper BERT network should be preferred for training. However, for interpretability, network ensembles can provide acceptable solutions.

But questions of Large language models (LLMs) have demonstrated human values and the answerability of the query generalization capabilities across NLP tasks such itself are difficult to model in terms of model confidence as question answering (QA) (Wei et al., 2022; (Yang et al., 2023). Chowdhery et al., 2022), abstractive summarization (Zhang et al., 2023a), and dialogue generation While prior work demonstrates the potential of (Yi et al., 2024). But these models are also unreliable, abstention in enhancing model safety and reliability having a tendency to "hallucinate" false information (Varshney et al., 2023; Wang et al., 2024c; in their responses (Ji et al., 2023b), generate Zhang et al., 2024a), the study of abstention has overly certain or authoritative responses (Zhou also been constrained to specific QA tasks. This et al., 2024b), answer with incomplete information task-specific approach limits the broader applicability (Zhou et al., 2023b), or produce harmful or of abstention strategies across the diverse dangerous responses (Anwar et al., 2024). In these range of scenarios encountered by general-purpose situations, the model should ideally abstain: to chatbots engaging in open-domain interactions.

According to the World Health Organization (WHO), suicide was the fourth leading cause of death in the world for individuals aged 15 to 29 in 2019. Given the rapid increase in mental health issues, providing psychological support is both crucial and urgent. In this paper: (1) we propose S\'olo Esc\'uchame, the first open-source Spanish emotional assistance chatbot, based on LLaMA-2-7b-Chat. (2) We introduced the HEAR (Hispanic Emotional Accompaniment Responses) dataset, compiled from multiple English sources translated into Spanish, as well as generic data generated using ChatGPT-3.5-Turbo. Finally, (3) we propose an evaluation metric based on two semi-automatic assessment methods. Our system outperforms a range of state-of-the-art models in providing psychological assistance in Spanish. Our models and datasets are publicly available to facilitate reproducibility.

This paper presents a study on the growing threat of "sleeper social bots," AI-driven social bots in the political landscape, created to spread disinformation and manipulate public opinion. We based the name sleeper social bots on their ability to pass as humans on social platforms, where they're embedded like political "sleeper" agents, making them harder to detect and more disruptive. To illustrate the threat these bots pose, our research team at the University of Southern California constructed a demonstration using a private Mastodon server, where ChatGPT-driven bots, programmed with distinct personalities and political viewpoints, engaged in discussions with human participants about a fictional electoral proposition. Our preliminary findings suggest these bots can convincingly pass as human users, actively participate in conversations, and effectively disseminate disinformation. Moreover, they can adapt their arguments based on the responses of human interlocutors, showcasing their dynamic and persuasive capabilities. College students participating in initial experiments failed to identify our bots, underscoring the urgent need for increased awareness and education about the dangers of AI-driven disinformation, and in particular, disinformation spread by bots. The implications of our research point to the significant challenges posed by social bots in the upcoming 2024 U.S. presidential election and beyond.

AI assistants are being increasingly used by students enrolled in higher education institutions. While these tools provide opportunities for improved teaching and education, they also pose significant challenges for assessment and learning outcomes. We conceptualize these challenges through the lens of vulnerability, the potential for university assessments and learning outcomes to be impacted by student use of generative AI. We investigate the potential scale of this vulnerability by measuring the degree to which AI assistants can complete assessment questions in standard university-level STEM courses. Specifically, we compile a novel dataset of textual assessment questions from 50 courses at EPFL and evaluate whether two AI assistants, GPT-3.5 and GPT-4 can adequately answer these questions. We use eight prompting strategies to produce responses and find that GPT-4 answers an average of 65.8% of questions correctly, and can even produce the correct answer across at least one prompting strategy for 85.1% of questions. When grouping courses in our dataset by degree program, these systems already pass non-project assessments of large numbers of core courses in various degree programs, posing risks to higher education accreditation that will be amplified as these models improve. Our results call for revising program-level assessment design in higher education in light of advances in generative AI.