The absence of explicitly tailored, accessible annotated datasets for educational purposes presents a notable obstacle for NLP tasks in languages with limited resources.This study initially explores the feasibility of using machine translation (MT) to convert an existing dataset into a Tigrinya dataset in SQuAD format. As a result, we present TIGQA, an expert annotated educational dataset consisting of 2.68K question-answer pairs covering 122 diverse topics such as climate, water, and traffic. These pairs are from 537 context paragraphs in publicly accessible Tigrinya and Biology books. Through comprehensive analyses, we demonstrate that the TIGQA dataset requires skills beyond simple word matching, requiring both single-sentence and multiple-sentence inference abilities. We conduct experiments using state-of-the art MRC methods, marking the first exploration of such models on TIGQA. Additionally, we estimate human performance on the dataset and juxtapose it with the results obtained from pretrained models.The notable disparities between human performance and best model performance underscore the potential for further enhancements to TIGQA through continued research. Our dataset is freely accessible via the provided link to encourage the research community to address the challenges in the Tigrinya MRC.

An online decision-making problem is a learning problem in which a player repeatedly makes decisions in order to minimize the long-term loss. These problems that emerge in applications often have nonlinear combinatorial objective functions, and developing algorithms for such problems has attracted considerable attention. An existing general framework for dealing with such objective functions is the online submodular minimization. However, practical problems are often out of the scope of this framework, since the domain of a submodular function is limited to a subset of the unit hypercube. To manage this limitation of the existing framework, we in this paper introduce the online $\mathrm{L}^{\natural}$-convex minimization, where an $\mathrm{L}^{\natural}$-convex function generalizes a submodular function so that the domain is a subset of the integer lattice. We propose computationally efficient algorithms for the online $\mathrm{L}^{\natural}$-convex function minimization in two major settings: the full information and the bandit settings. We analyze the regrets of these algorithms and show in particular that our algorithm for the full information setting obtains a tight regret bound up to a constant factor. We also demonstrate several motivating examples that illustrate the usefulness of the online $\mathrm{L}^{\natural}$-convex minimization.

Making online decisions can be challenging when features are sparse and orthogonal to historical ones, especially when the optimal policy is learned through collaborative filtering. We formulate the problem as a matrix completion bandit (MCB), where the expected reward under each arm is characterized by an unknown low-rank matrix. The $\epsilon$-greedy bandit and the online gradient descent algorithm are explored. Policy learning and regret performance are studied under a specific schedule for exploration probabilities and step sizes. A faster decaying exploration probability yields smaller regret but learns the optimal policy less accurately. We investigate an online debiasing method based on inverse propensity weighting (IPW) and a general framework for online policy inference. The IPW-based estimators are asymptotically normal under mild arm-optimality conditions. Numerical simulations corroborate our theoretical findings. Our methods are applied to the San Francisco parking pricing project data, revealing intriguing discoveries and outperforming the benchmark policy.

Fully supervised models are predominant in Bayesian active learning. We argue that their neglect of the information present in unlabelled data harms not just predictive performance but also decisions about what data to acquire. Our proposed solution is a simple framework for semi-supervised Bayesian active learning. We find it produces better-performing models than either conventional Bayesian active learning or semi-supervised learning with randomly acquired data. It is also easier to scale up than the conventional approach. As well as supporting a shift towards semi-supervised models, our findings highlight the importance of studying models and acquisition methods in conjunction.

Cleanlab hopes that its tool will make large language models more attractive to businesses worried about how much stuff they invent. "I think people know LLMs will change the world, but they've just got hung up on the damn hallucinations," says Cleanlab CEO Curtis Northcutt. Chatbots are quickly becoming the dominant way people look up information on a computer. Search engines are being redesigned around the technology. Office software used by billions of people every day to create everything from school assignments to marketing copy to financial reports now comes with chatbots built in.

Large Language Models have demonstrated remarkable performance across various tasks, exhibiting the capacity to swiftly acquire new skills, such as through In-Context Learning (ICL) with minimal demonstration examples. In this work, we present a comprehensive framework for investigating Multimodal ICL (M-ICL) in the context of Large Multimodal Models. We consider the best open-source multimodal models (e.g., IDEFICS, OpenFlamingo) and a wide range of multimodal tasks. Our study unveils several noteworthy findings: (1) M-ICL primarily relies on text-driven mechanisms, showing little to no influence from the image modality. (2) When used with advanced-ICL strategy (like RICES), M-ICL is not better than a simple strategy based on majority voting over context examples. Moreover, we identify several biases and limitations of M-ICL that warrant consideration prior to deployment. Code available at https://gitlab.com/folbaeni/multimodal-icl

In practice, we usually need to build variable-sized models adapting for diverse resource constraints in different application scenarios, where weight initialization is an important step prior to training. The Learngene framework, introduced recently, firstly learns one compact part termed as learngene from a large well-trained model, after which learngene is expanded to initialize variable-sized models. In this paper, we start from analysing the importance of guidance for the expansion of well-trained learngene layers, inspiring the design of a simple but highly effective Learngene approach termed SWS (Stage-wise Weight Sharing), where both learngene layers and their learning process critically contribute to providing knowledge and guidance for initializing models at varying scales. Specifically, to learn learngene layers, we build an auxiliary model comprising multiple stages where the layer weights in each stage are shared, after which we train it through distillation. Subsequently, we expand these learngene layers containing stage information at their corresponding stage to initialize models of variable depths. Extensive experiments on ImageNet-1K demonstrate that SWS achieves consistent better performance compared to many models trained from scratch, while reducing around 6.6x total training costs. In some cases, SWS performs better only after 1 epoch tuning. When initializing variable-sized models adapting for different resource constraints, SWS achieves better results while reducing around 20x parameters stored to initialize these models and around 10x pre-training costs, in contrast to the pre-training and fine-tuning approach.

Large language models (LLMs) are quickly being adopted in a wide range of learning experiences, especially via ubiquitous and broadly accessible chat interfaces like ChatGPT and Copilot. This type of interface is readily available to students and teachers around the world, yet relatively little research has been done to assess the impact of such generic tools on student learning. Coding education is an interesting test case, both because LLMs have strong performance on coding tasks, and because LLM-powered support tools are rapidly becoming part of the workflow of professional software engineers. To help understand the impact of generic LLM use on coding education, we conducted a large-scale randomized control trial with 5,831 students from 146 countries in an online coding class in which we provided some students with access to a chat interface with GPT-4. We estimate positive benefits on exam performance for adopters, the students who used the tool, but over all students, the advertisement of GPT-4 led to a significant average decrease in exam participation. We observe similar decreases in other forms of course engagement. However, this decrease is modulated by the student's country of origin. Offering access to LLMs to students from low human development index countries increased their exam participation rate on average. Our results suggest there may be promising benefits to using LLMs in an introductory coding class, but also potential harms for engagement, which makes their longer term impact on student success unclear. Our work highlights the need for additional investigations to help understand the potential impact of future adoption and integration of LLMs into classrooms.

The advent of generative AI models holds tremendous potential for aiding teachers in the generation of pedagogical materials. However, numerous knowledge gaps concerning the behavior of these models obfuscate the generation of research-informed guidance for their effective usage. Here we assess trends in prompt specificity, variability, and weaknesses in foreign language teacher lesson plans generated by zero-shot prompting in ChatGPT. Iterating a series of prompts that increased in complexity, we found that output lesson plans were generally high quality, though additional context and specificity to a prompt did not guarantee a concomitant increase in quality. Additionally, we observed extreme cases of variability in outputs generated by the same prompt. In many cases, this variability reflected a conflict between 20th century versus 21st century pedagogical practices. These results suggest that the training of generative AI models on classic texts concerning pedagogical practices may represent a currently underexplored topic with the potential to bias generated content towards teaching practices that have been long refuted by research. Collectively, our results offer immediate translational implications for practicing and training foreign language teachers on the use of AI tools. More broadly, these findings reveal the existence of generative AI output trends that have implications for the generation of pedagogical materials across a diversity of content areas.

Decentralized Federated Learning (DFL) has become popular due to its robustness and avoidance of centralized coordination. In this paradigm, clients actively engage in training by exchanging models with their networked neighbors. However, DFL introduces increased costs in terms of training and communication. Existing methods focus on minimizing communication often overlooking training efficiency and data heterogeneity. To address this gap, we propose a novel \textit{sparse-to-sparser} training scheme: DA-DPFL. DA-DPFL initializes with a subset of model parameters, which progressively reduces during training via \textit{dynamic aggregation} and leads to substantial energy savings while retaining adequate information during critical learning periods. Our experiments showcase that DA-DPFL substantially outperforms DFL baselines in test accuracy, while achieving up to $5$ times reduction in energy costs. We provide a theoretical analysis of DA-DPFL's convergence by solidifying its applicability in decentralized and personalized learning. The code is available at:https://github.com/EricLoong/da-dpfl