BACKGROUND David A. Shamma is a distinguished industry scientist researching people, AI, and HCI. As a curious child armed with a screwdriver, I disassembled things. I was interested in seeing how devices clicked together. On more than one occasion, a random spring would jettison out of the device and get me in trouble. Other times, I hoped my experiments went unnoticed.

Drought is a complex environmental phenomenon that affects millions of people and communities all over the globe and is too elusive to be accurately predicted. This is mostly due to the scalability and variability of the web of environmental parameters that directly/indirectly causes the onset of different categories of drought. Since the dawn of man, efforts have been made to uniquely understand the natural indicators that provide signs of likely environmental events. These indicators/signs in the form of indigenous knowledge system have been used for generations. The intricate complexity of drought has, however, always been a major stumbling block for accurate drought prediction and forecasting systems. Recently, scientists in the field of agriculture and environmental monitoring have been discussing the integration of indigenous knowledge and scientific knowledge for a more accurate environmental forecasting system in order to incorporate diverse environmental information for a reliable drought forecast. Hence, in this research, the core objective is the development of a semantics-based data integration middleware that encompasses and integrates heterogeneous data models of local indigenous knowledge and sensor data towards an accurate drought forecasting system for the study areas. The local indigenous knowledge on drought gathered from the domain experts is transformed into rules to be used for performing deductive inference in conjunction with sensors data for determining the onset of drought through an automated inference generation module of the middleware. The semantic middleware incorporates, inter alia, a distributed architecture that consists of a streaming data processing engine based on Apache Kafka for real-time stream processing; a rule-based reasoning module; an ontology module for semantic representation of the knowledge bases.

Thanks to the explosive developments of data-driven learning methodologies recently, reinforcement learning (RL) emerges as a promising solution to address the legged locomotion problem in robotics. In this manuscript, we propose a novel concurrent teacher-student reinforcement learning architecture for legged locomotion over challenging terrains, based only on proprioceptive measurements in real-world deployment. Different from convectional teacher-student architecture that trains the teacher policy via RL and transfers the knowledge to the student policy through supervised learning, our proposed architecture trains teacher and student policy networks concurrently under the reinforcement learning paradigm. To achieve this, we develop a new training scheme based on conventional proximal policy gradient (PPO) method to accommodate the interaction between teacher policy network and student policy network. The effectiveness of the proposed architecture as well as the new training scheme is demonstrated through extensive indoor and outdoor experiments on quadrupedal robots and point-foot bipedal robot, showcasing robust locomotion over challenging terrains and improved performance compared to two-stage training methods.

In light of recent breakthroughs in large language models (LLMs) that have revolutionized natural language processing (NLP), there is an urgent need for new benchmarks to keep pace with the fast development of LLMs. In this paper, we propose CFLUE, the Chinese Financial Language Understanding Evaluation benchmark, designed to assess the capability of LLMs across various dimensions. Specifically, CFLUE provides datasets tailored for both knowledge assessment and application assessment. In knowledge assessment, it consists of 38K+ multiple-choice questions with associated solution explanations. These questions serve dual purposes: answer prediction and question reasoning. In application assessment, CFLUE features 16K+ test instances across distinct groups of NLP tasks such as text classification, machine translation, relation extraction, reading comprehension, and text generation. Upon CFLUE, we conduct a thorough evaluation of representative LLMs. The results reveal that only GPT-4 and GPT-4-turbo achieve an accuracy exceeding 60\% in answer prediction for knowledge assessment, suggesting that there is still substantial room for improvement in current LLMs. In application assessment, although GPT-4 and GPT-4-turbo are the top two performers, their considerable advantage over lightweight LLMs is noticeably diminished. The datasets and scripts associated with CFLUE are openly accessible at https://github.com/aliyun/cflue.

The rapid development of Large Language Models (LLMs) demonstrates remarkable multilingual capabilities in natural language processing, attracting global attention in both academia and industry. To mitigate potential discrimination and enhance the overall usability and accessibility for diverse language user groups, it is important for the development of language-fair technology. Despite the breakthroughs of LLMs, the investigation into the multilingual scenario remains insufficient, where a comprehensive survey to summarize recent approaches, developments, limitations, and potential solutions is desirable. To this end, we provide a survey with multiple perspectives on the utilization of LLMs in the multilingual scenario. We first rethink the transitions between previous and current research on pre-trained language models. Then we introduce several perspectives on the multilingualism of LLMs, including training and inference methods, model security, multi-domain with language culture, and usage of datasets. We also discuss the major challenges that arise in these aspects, along with possible solutions. Besides, we highlight future research directions that aim at further enhancing LLMs with multilingualism. The survey aims to help the research community address multilingual problems and provide a comprehensive understanding of the core concepts, key techniques, and latest developments in multilingual natural language processing based on LLMs.

In the era of exponential technology growth, one unexpected guest has claimed a seat in classrooms worldwide, Artificial Intelligence. Generative AI, such as ChatGPT, promises a revolution in education, yet it arrives with a double-edged sword. Its potential for personalized learning is offset by issues of cheating, inaccuracies, and educators struggling to incorporate it effectively into their lesson design. We are standing on the brink of this educational frontier, and it is clear that we need to navigate this terrain with a lot of care. This is a major challenge that could undermine the integrity and value of our educational process. So, how can we turn these challenges into opportunities? When used inappropriately, AI tools can become the perfect tool for the cut copy paste mentality, and quickly begin to corrode critical thinking, creativity, and deep understanding, the most important skills in our rapidly changing world. Teachers feel that they are not equipped to leverage this technology, widening the digital divide among educators and institutions. Addressing these concerns calls for an in depth research approach. We will employ empirical research, drawing on the Technology Acceptance Model, to assess the attitudes toward generative AI among educators and students. Understanding their perceptions, usage patterns, and hurdles is the first crucial step in creating an effective solution. The present study will be used as a process manual for future researchers to apply, running their own data, based on the steps explained here

Building fair deep neural networks (DNNs) is a crucial step towards achieving trustworthy artificial intelligence. Delving into deeper factors that affect the fairness of DNNs is paramount and serves as the foundation for mitigating model biases. However, current methods are limited in accurately predicting DNN biases, relying solely on the number of training samples and lacking more precise measurement tools. Here, we establish a geometric perspective for analyzing the fairness of DNNs, comprehensively exploring how DNNs internally shape the intrinsic geometric characteristics of datasets-the intrinsic dimensions (IDs) of perceptual manifolds, and the impact of IDs on the fairness of DNNs. Based on multiple findings, we propose Intrinsic Dimension Regularization (IDR), which enhances the fairness and performance of models by promoting the learning of concise and ID-balanced class perceptual manifolds. In various image recognition benchmark tests, IDR significantly mitigates model bias while improving its performance.

One of the keys to the success of collaborative learning is balanced participation by all learners, but this does not always happen naturally. Pedagogical robots have the potential to facilitate balance. However, it remains unclear what participation balance robots should aim at; various metrics have been proposed, but it is still an open question whether we should balance human participation in human-human interactions (HHI) or human-robot interactions (HRI) and whether we should consider robots' participation in collaborative learning involving multiple humans and a robot. This paper examines collaborative learning between a pair of students and a teachable robot that acts as a peer tutee to answer the aforementioned question. Through an exploratory study, we hypothesize which balance metrics in the literature and which portions of dialogues (including vs. excluding robots' participation and human participation in HHI vs. HRI) will better predict learning as a group. We test the hypotheses with another study and replicate them with automatically obtained units of participation to simulate the information available to robots when they adaptively fix imbalances in real-time. Finally, we discuss recommendations on which metrics learning science researchers should choose when trying to understand how to facilitate collaboration.

In this paper, we introduce the first comprehensive multilingual sign language dataset named Prompt2Sign, which builds from public data including American Sign Language (ASL) and seven others. Our dataset transforms a vast array of videos into a streamlined, model-friendly format, optimized for training with translation models like seq2seq and text2text. Building on this new dataset, we propose SignLLM, the first multilingual Sign Language Production (SLP) model, which includes two novel multilingual SLP modes that allow for the generation of sign language gestures from input text or prompt. Both of the modes can use a new loss and a module based on reinforcement learning, which accelerates the training by enhancing the model's capability to autonomously sample high-quality data. We present benchmark results of SignLLM, which demonstrate that our model achieves state-of-the-art performance on SLP tasks across eight sign languages. More code and materials are available at https://signllm.github.io/.

Our ongoing development and deployment of an online robotics education platform highlighted a gap in providing an interactive, feedback-rich learning environment essential for mastering programming concepts in robotics, which they were not getting with the traditional code-simulate-turn in workflow. Since teaching resources are limited, students would benefit from feedback in real-time to find and fix their mistakes in the programming assignments. To address these concerns, this paper will focus on creating a system for unit testing while integrating it into the course workflow. We facilitate this real-time feedback by including unit testing in the design of programming assignments so students can understand and fix their errors on their own and without the prior help of instructors/TAs serving as a bottleneck. In line with the framework's personalized student-centered approach, this method makes it easier for students to revise, and debug their programming work, encouraging hands-on learning. The course workflow updated to include unit tests will strengthen the learning environment and make it more interactive so that students can learn how to program robots in a self-guided fashion.