Many engineering systems require accurate simulations of complex physical systems. Yet, analytical solutions are only available for simple problems, necessitating numerical approximations such as the Finite Element Method (FEM). The cost and accuracy of the FEM scale with the resolution of the underlying computational mesh. To balance computational speed and accuracy meshes with adaptive resolution are used, allocating more resources to critical parts of the geometry. Currently, practitioners often resort to hand-crafted meshes, which require extensive expert knowledge and are thus costly to obtain. Our approach, Adaptive Meshing By Expert Reconstruction (AMBER), views mesh generation as an imitation learning problem. AMBER combines a graph neural network with an online data acquisition scheme to predict the projected sizing field of an expert mesh on a given intermediate mesh, creating a more accurate subsequent mesh. This iterative process ensures efficient and accurate imitation of expert mesh resolutions on arbitrary new geometries during inference. We experimentally validate AMBER on heuristic 2D meshes and 3D meshes provided by a human expert, closely matching the provided demonstrations and outperforming a single-step CNN baseline.

Training on model-generated synthetic data is a promising approach for finetuning LLMs, but it remains unclear when it helps or hurts. In this paper, we investigate this question for math reasoning via an empirical study, followed by building a conceptual understanding of our observations. First, we find that while the typical approach of finetuning a model on synthetic correct or positive problem-solution pairs generated by capable models offers modest performance gains, sampling more correct solutions from the finetuned learner itself followed by subsequent fine-tuning on this self-generated data $\textbf{doubles}$ the efficiency of the same synthetic problems. At the same time, training on model-generated positives can amplify various spurious correlations, resulting in flat or even inverse scaling trends as the amount of data increases. Surprisingly, we find that several of these issues can be addressed if we also utilize negative responses, i.e., model-generated responses that are deemed incorrect by a final answer verifier. Crucially, these negatives must be constructed such that the training can appropriately recover the utility or advantage of each intermediate step in the negative response. With this per-step scheme, we are able to attain consistent gains over only positive data, attaining performance similar to amplifying the amount of synthetic data by $\mathbf{8 \times}$. We show that training on per-step negatives can help to unlearn spurious correlations in the positive data, and is equivalent to advantage-weighted reinforcement learning (RL), implying that it inherits robustness benefits of RL over imitating positive data alone.

Rolling bearing fault detection has developed rapidly in the field of fault diagnosis technology, and it occupies a very important position in this field. Deep learning-based bearing fault diagnosis models have achieved significant success. At the same time, with the continuous improvement of new signal processing technologies such as Fourier transform, wavelet transform and empirical mode decomposition, the fault diagnosis technology of rolling bearings has also been greatly developed, and it can be said that it has entered a new research stage. However, most of the existing methods are limited to varying degrees in the industrial field. The main ones are fast feature extraction and computational complexity. The key to this paper is to propose a lightweight bearing fault diagnosis model DKDL-Net to solve these challenges. The model is trained on the CWRU data set by decoupling knowledge distillation and low rank adaptive fine tuning. Specifically, we built and trained a teacher model based on a 6-layer neural network with 69,626 trainable parameters, and on this basis, using decoupling knowledge distillation (DKD) and Low-Rank adaptive (LoRA) fine-tuning, we trained the student sag model DKDL-Net, which has only 6838 parameters. Experiments show that DKDL-Net achieves 99.48% accuracy in computational complexity on the test set while maintaining model performance, which is 0.58% higher than the state-of-the-art (SOTA) model, and our model has lower parameters. Our code is available at Github link: https://github.com/SPBU-LiPengyi/DKDL-Net.git.

Eliciting "chain of thought" (CoT) rationales -- sequences of token that convey a "reasoning" process -- has been shown to consistently improve LLM performance on tasks like question answering. More recent efforts have shown that such rationales can also be used for model distillation: Including CoT sequences (elicited from a large "teacher" model) in addition to target labels when fine-tuning a small student model yields (often substantial) improvements. In this work we ask: Why and how does this additional training signal help in model distillation? We perform ablations to interrogate this, and report some potentially surprising results. Specifically: (1) Placing CoT sequences after labels (rather than before) realizes consistently better downstream performance -- this means that no student "reasoning" is necessary at test time to realize gains. (2) When rationales are appended in this way, they need not be coherent reasoning sequences to yield improvements; performance increases are robust to permutations of CoT tokens, for example. In fact, (3) a small number of key tokens are sufficient to achieve improvements equivalent to those observed when full rationales are used in model distillation.

Job shop scheduling problems (JSSPs) represent a critical and challenging class of combinatorial optimization problems. Recent years have witnessed a rapid increase in the application of graph neural networks (GNNs) to solve JSSPs, albeit lacking a systematic survey of the relevant literature. This paper aims to thoroughly review prevailing GNN methods for different types of JSSPs and the closely related flow-shop scheduling problems (FSPs), especially those leveraging deep reinforcement learning (DRL). We begin by presenting the graph representations of various JSSPs, followed by an introduction to the most commonly used GNN architectures. We then review current GNN-based methods for each problem type, highlighting key technical elements such as graph representations, GNN architectures, GNN tasks, and training algorithms. Finally, we summarize and analyze the advantages and limitations of GNNs in solving JSSPs and provide potential future research opportunities. We hope this survey can motivate and inspire innovative approaches for more powerful GNN-based approaches in tackling JSSPs and other scheduling problems.

Recently, multiple applications of machine learning have been introduced. They include various possibilities arising when image analysis methods are applied to, broadly understood, video streams. In this context, a novel tool, developed for academic educators to enhance the teaching process by automating, summarizing, and offering prompt feedback on conducting lectures, has been developed. The implemented prototype utilizes machine learning-based techniques to recognise selected didactic and behavioural teachers' features within lecture video recordings. Specifically, users (teachers) can upload their lecture videos, which are preprocessed and analysed using machine learning models. Next, users can view summaries of recognized didactic features through interactive charts and tables. Additionally, stored ML-based prediction results support comparisons between lectures based on their didactic content. In the developed application text-based models trained on lecture transcriptions, with enhancements to the transcription quality, by adopting an automatic speech recognition solution are applied. Furthermore, the system offers flexibility for (future) integration of new/additional machine-learning models and software modules for image and video analysis.

There has been significant interest in the development of personalized and adaptive educational tools that cater to a student's individual learning progress. A crucial aspect in developing such tools is in exploring how mastery can be achieved across a diverse yet related range of content in an efficient manner. While Reinforcement Learning and Multi-armed Bandits have shown promise in educational settings, existing works often assume the independence of learning content, neglecting the prevalent interdependencies between such content. In response, we introduce Education Network Restless Multi-armed Bandits (EdNetRMABs), utilizing a network to represent the relationships between interdependent arms. Subsequently, we propose EduQate, a method employing interdependency-aware Q-learning to make informed decisions on arm selection at each time step. We establish the optimality guarantee of EduQate and demonstrate its efficacy compared to baseline policies, using students modeled from both synthetic and real-world data.

Learning generalizable visual dynamic representation across different embodied environments is crucial for real-world robotic manipulation. As the scale and diversity of robot demonstration data are limited, recent works have turned to large-scale pre-training using human data. However, the morphological differences between humans and robots introduce a significant human-robot domain discrepancy, challenging the generalization of these human-data pre-trained models to downstream manipulation tasks. To address this, we propose a novel adaptation paradigm that utilizes readily available paired human-robot video data to bridge the discrepancy. Following this paradigm, our method exploits a human-robot contrastive alignment loss to align the semantics of human and robot videos, adapting pre-trained models to the robotic domain in a parameter-efficient manner. The experiments demonstrate significant improvements on 25 tasks across three different benchmarks, where the single-task, language-conditioned multi-task settings are covered, and two different pre-trained models are evaluated. On the large RLBench benchmark, our adaptation method achieves an average improvement of $8.9\%$ in success rate over the pre-trained R3M model across multiple tasks. We will release the code and models upon acceptance.

Dialogue-based Intelligent Tutoring Systems (ITSs) have significantly advanced adaptive and personalized learning by automating sophisticated human tutoring strategies within interactive dialogues. However, replicating the nuanced patterns of expert human communication remains a challenge in Natural Language Processing (NLP). Recent advancements in NLP, particularly Large Language Models (LLMs) such as OpenAI's GPT-4, offer promising solutions by providing human-like and context-aware responses based on extensive pre-trained knowledge. Motivated by the effectiveness of LLMs in various educational tasks (e.g., content creation and summarization, problem-solving, and automated feedback provision), our study introduces the Socratic Playground for Learning (SPL), a dialogue-based ITS powered by the GPT-4 model, which employs the Socratic teaching method to foster critical thinking among learners. Through extensive prompt engineering, SPL can generate specific learning scenarios and facilitates efficient multi-turn tutoring dialogues. The SPL system aims to enhance personalized and adaptive learning experiences tailored to individual needs, specifically focusing on improving critical thinking skills. Our pilot experimental results from essay writing tasks demonstrate SPL has the potential to improve tutoring interactions and further enhance dialogue-based ITS functionalities. Our study, exemplified by SPL, demonstrates how LLMs enhance dialogue-based ITSs and expand the accessibility and efficacy of educational technologies.

As Large Language Models (LLMs) perform (and sometimes excel at) more and more complex cognitive tasks, a natural question is whether AI really understands. The study of understanding in LLMs is in its infancy, and the community has yet to incorporate well-trodden research in philosophy, psychology, and education. We initiate this, specifically focusing on understanding algorithms, and propose a hierarchy of levels of understanding. We use the hierarchy to design and conduct a study with human subjects (undergraduate and graduate students) as well as large language models (generations of GPT), revealing interesting similarities and differences. We expect that our rigorous criteria will be useful to keep track of AI's progress in such cognitive domains.