This study investigates the acceptability of different artificial intelligence (AI) applications in education from a multi-stakeholder perspective, including students, teachers, and parents. Acknowledging the transformative potential of AI in education, it addresses concerns related to data privacy, AI agency, transparency, explainability and the ethical deployment of AI. Through a vignette methodology, participants were presented with four scenarios where AI's agency, transparency, explainability, and privacy were manipulated. After each scenario, participants completed a survey that captured their perceptions of AI's global utility, individual usefulness, justice, confidence, risk, and intention to use each scenario's AI if available. The data collection comprising a final sample of 1198 multi-stakeholder participants was distributed through a partner institution and social media campaigns and focused on individual responses to four AI use cases. A mediation analysis of the data indicated that acceptance and trust in AI varies significantly across stakeholder groups. We found that the key mediators between high and low levels of AI's agency, transparency, and explainability, as well as the intention to use the different educational AI, included perceived global utility, justice, and confidence. The study highlights that the acceptance of AI in education is a nuanced and multifaceted issue that requires careful consideration of specific AI applications and their characteristics, in addition to the diverse stakeholders' perceptions.

Deep Neural Nets (DNNs) have become a pervasive tool for solving many emerging problems. However, they tend to overfit to and memorize the training set. Memorization is of keen interest since it is closely related to several concepts such as generalization, noisy learning, and privacy. To study memorization, Feldman (2019) proposed a formal score, however its computational requirements limit its practical use. Recent research has shown empirical evidence linking input loss curvature (measured by the trace of the loss Hessian w.r.t inputs) and memorization. It was shown to be ~3 orders of magnitude more efficient than calculating the memorization score. However, there is a lack of theoretical understanding linking memorization with input loss curvature. In this paper, we not only investigate this connection but also extend our analysis to establish theoretical links between differential privacy, memorization, and input loss curvature. First, we derive an upper bound on memorization characterized by both differential privacy and input loss curvature. Second, we present a novel insight showing that input loss curvature is upper-bounded by the differential privacy parameter. Our theoretical findings are further empirically validated using deep models on CIFAR and ImageNet datasets, showing a strong correlation between our theoretical predictions and results observed in practice.

The emergence of Large Language Models (LLMs) has brought to light promising language generation capabilities, particularly in performing tasks like complex reasoning and creative writing. Consequently, distillation through imitation of teacher responses has emerged as a popular technique to transfer knowledge from LLMs to more accessible, Small Language Models (SLMs). While this works well for simpler tasks, there is a substantial performance gap on tasks requiring intricate language comprehension and creativity, such as humor generation. We hypothesize that this gap may stem from the fact that creative tasks might be hard to learn by imitation alone and explore whether an approach, involving supplementary guidance from the teacher, could yield higher performance. To address this, we study the effect of assigning a dual role to the LLM - as a "teacher" generating data, as well as a "critic" evaluating the student's performance. Our experiments on humor generation reveal that the incorporation of feedback significantly narrows the performance gap between SLMs and their larger counterparts compared to merely relying on imitation. As a result, our research highlights the potential of using feedback as an additional dimension to data when transferring complex language abilities via distillation.

Continual Learning (CL) aims to learn a sequence of problems (i.e., tasks and domains) by transferring knowledge acquired on previous problems, whilst avoiding forgetting of past ones. Different from previous approaches which focused on CL for one NLP task or domain in a specific use-case, in this paper, we address a more general CL setting to learn from a sequence of problems in a unique framework. Our method, HOP, permits to hop across tasks and domains by addressing the CL problem along three directions: (i) we employ a set of adapters to generalize a large pre-trained model to unseen problems, (ii) we compute high-order moments over the distribution of embedded representations to distinguish independent and correlated statistics across different tasks and domains, (iii) we process this enriched information with auxiliary heads specialized for each end problem. Extensive experimental campaign on 4 NLP applications, 5 benchmarks and 2 CL setups demonstrates the effectiveness of our HOP.

Autoregressive (AR) and Non-autoregressive (NAR) models are two types of generative models for Neural Machine Translation (NMT). AR models predict tokens in a word-by-word manner and can effectively capture the distribution of real translations. NAR models predict tokens by extracting bidirectional contextual information which can improve the inference speed but they suffer from performance degradation. Previous works utilized AR models to enhance NAR models by reducing the training data's complexity or incorporating the global information into AR models by virtue of NAR models. However, those investigated methods only take advantage of the contextual information of a single type of model while neglecting the diversity in the contextual information that can be provided by different types of models. In this paper, we propose a novel generic collaborative learning method, DCMCL, where AR and NAR models are treated as collaborators instead of teachers and students. To hierarchically leverage the bilateral contextual information, token-level mutual learning and sequence-level contrastive learning are adopted between AR and NAR models. Extensive experiments on four widely used benchmarks show that the proposed DCMCL method can simultaneously improve both AR and NAR models with up to 1.38 and 2.98 BLEU scores respectively, and can also outperform the current best-unified model with up to 0.97 BLEU scores for both AR and NAR decoding.

In order for autonomous mobile robots to navigate in human spaces, they must abide by our social norms. Reinforcement learning (RL) has emerged as an effective method to train sequential decision-making policies that are able to respect these norms. However, a large portion of existing work in the field conducts both RL training and testing in simplistic environments. This limits the generalization potential of these models to unseen environments, and the meaningfulness of their reported results. We propose a method to improve the generalization performance of RL social navigation methods using curriculum learning. By employing multiple environment types and by modeling pedestrians using multiple dynamics models, we are able to progressively diversify and escalate difficulty in training. Our results show that the use of curriculum learning in training can be used to achieve better generalization performance than previous training methods. We also show that results presented in many existing state-of-the-art RL social navigation works do not evaluate their methods outside of their training environments, and thus do not reflect their policies' failure to adequately generalize to out-of-distribution scenarios. In response, we validate our training approach on larger and more crowded testing environments than those used in training, allowing for more meaningful measurements of model performance.

Employing Large Language Models (LLM) in various downstream applications such as classification is crucial, especially for smaller companies lacking the expertise and resources required for fine-tuning a model. Fairness in LLMs helps ensure inclusivity, equal representation based on factors such as race, gender and promotes responsible AI deployment. As the use of LLMs has become increasingly prevalent, it is essential to assess whether LLMs can generate fair outcomes when subjected to considerations of fairness. In this study, we introduce a framework outlining fairness regulations aligned with various fairness definitions, with each definition being modulated by varying degrees of abstraction. We explore the configuration for in-context learning and the procedure for selecting in-context demonstrations using RAG, while incorporating fairness rules into the process. Experiments conducted with different LLMs indicate that GPT-4 delivers superior results in terms of both accuracy and fairness compared to other models. This work is one of the early attempts to achieve fairness in prediction tasks by utilizing LLMs through in-context learning.

Reinforcement Learning from Human Feedback (RLHF) is commonly utilized to improve the alignment of Large Language Models (LLMs) with human preferences. Given the evolving nature of human preferences, continual alignment becomes more crucial and practical in comparison to traditional static alignment. Nevertheless, making RLHF compatible with Continual Learning (CL) is challenging due to its complex process. Meanwhile, directly learning new human preferences may lead to Catastrophic Forgetting (CF) of historical preferences, resulting in helpless or harmful outputs. To overcome these challenges, we propose the Continual Optimal Policy Regularization (COPR) method, which draws inspiration from the optimal policy theory. COPR utilizes a sampling distribution as a demonstration and regularization constraints for CL. It adopts the Lagrangian Duality (LD) method to dynamically regularize the current policy based on the historically optimal policy, which prevents CF and avoids over-emphasizing unbalanced objectives. We also provide formal proof for the learnability of COPR. The experimental results show that COPR outperforms strong CL baselines on our proposed benchmark, in terms of reward-based, GPT-4 evaluations and human assessment. Furthermore, we validate the robustness of COPR under various CL settings, including different backbones, replay memory sizes, and learning orders.

Robotics sets have been successfully used in elementary and secondary schools in conformance with the 'learning through play' philosophy fostered by LEGO Education, while utilizing the Constructionism didactic approach. Learners discover and acquire knowledge through first-hand tangible experiences, building their own representations in a constructivist learning process. Usual pedagogical goals of the activities include introduction to the principles of control, mechanics, programming, and robotics [1]. They are organized as hands-on learning situations with teamwork cooperation of learners, project-based learning, sharing and presentations of the learners group experiences. Arriving from this tradition, we focus on a slightly different scenarios: employing the robotics sets and the named approaches when learning Physics, Mathematics, Art, Science, and other subjects. In carefully designed projects, learners build interactive models that demonstrate concepts, principles, and phenomena, perform experiments, and modify them in elaboration phases with the aim to connect, create associations and links to the actual underlying theoretical curriculum. In this way, they are collecting practical experiences which are prerequisite to successful learning process. Based on feedback from children, we continue upon two previous sets of activities that focused on Physics and Mathematics, this time with projects built around games. Learners play various games with physical artifacts in the real-world - with the models they build. They acquire skills while playing the games, analyze them, and learn about the underlying principles. They modify the game rules, strategies, create extensions, and interact with each other in an entertaining and engaging settings. This time we have designed the activities together with the children, students of applied robotics seminar, and a student of Applied Informatics.

Named Entity Recognition (NER) serves as a fundamental task in natural language understanding, bearing direct implications for web content analysis, search engines, and information retrieval systems. Fine-tuned NER models exhibit satisfactory performance on standard NER benchmarks. However, due to limited fine-tuning data and lack of knowledge, it performs poorly on unseen entity recognition. As a result, the usability and reliability of NER models in web-related applications are compromised. Instead, Large Language Models (LLMs) like GPT-4 possess extensive external knowledge, but research indicates that they lack specialty for NER tasks. Furthermore, non-public and large-scale weights make tuning LLMs difficult. To address these challenges, we propose a framework that combines small fine-tuned models with LLMs (LinkNER) and an uncertainty-based linking strategy called RDC that enables fine-tuned models to complement black-box LLMs, achieving better performance. We experiment with both standard NER test sets and noisy social media datasets. LinkNER enhances NER task performance, notably surpassing SOTA models in robustness tests. We also quantitatively analyze the influence of key components like uncertainty estimation methods, LLMs, and in-context learning on diverse NER tasks, offering specific web-related recommendations.