Consider the domain of multiclass classification within the adversarial online setting. What is the price of relying on bandit feedback as opposed to full information? To what extent can an adaptive adversary amplify the loss compared to an oblivious one? To what extent can a randomized learner reduce the loss compared to a deterministic one? We study these questions in the mistake bound model and provide nearly tight answers. We demonstrate that the optimal mistake bound under bandit feedback is at most $O(k)$ times higher than the optimal mistake bound in the full information case, where $k$ represents the number of labels. This bound is tight and provides an answer to an open question previously posed and studied by Daniely and Helbertal ['13] and by Long ['17, '20], who focused on deterministic learners. Moreover, we present nearly optimal bounds of $\tilde{\Theta}(k)$ on the gap between randomized and deterministic learners, as well as between adaptive and oblivious adversaries in the bandit feedback setting. This stands in contrast to the full information scenario, where adaptive and oblivious adversaries are equivalent, and the gap in mistake bounds between randomized and deterministic learners is a constant multiplicative factor of $2$. In addition, our results imply that in some cases the optimal randomized mistake bound is approximately the square-root of its deterministic parallel. Previous results show that this is essentially the smallest it can get.

Retrieval pipelines-an integral component of many machine learning systems-perform poorly in domains where documents are long (e.g., 10K tokens or more) and where identifying the relevant document requires synthesizing information across the entire text. Developing long-context retrieval encoders suitable for these domains raises three challenges: (1) how to evaluate long-context retrieval performance, (2) how to pretrain a base language model to represent both short contexts (corresponding to queries) and long contexts (corresponding to documents), and (3) how to fine-tune this model for retrieval under the batch size limitations imposed by GPU memory constraints. To address these challenges, we first introduce LoCoV1, a novel 12 task benchmark constructed to measure long-context retrieval where chunking is not possible or not effective. We next present the M2-BERT retrieval encoder, an 80M parameter state-space encoder model built from the Monarch Mixer architecture, capable of scaling to documents up to 32K tokens long. We describe a pretraining data mixture which allows this encoder to process both short and long context sequences, and a finetuning approach that adapts this base model to retrieval with only single-sample batches. Finally, we validate the M2-BERT retrieval encoder on LoCoV1, finding that it outperforms competitive baselines by up to 23.3 points, despite containing 5-90x fewer parameters.

SALAD is an AI-driven language-learning application designed to help foreigners learn Japanese. It offers translations in Kanji-Kana-Romaji, speech recognition, translated audio, vocabulary tracking, grammar explanations, and songs generated from newly learned words. The app targets beginners and intermediate learners, aiming to make language acquisition more accessible and enjoyable. SALAD uses daily translations to enhance fluency and comfort in communication with native speakers. The primary objectives include effective Japanese language learning, user engagement, and progress tracking. A survey by us found that 39% of foreigners in Japan face discomfort in conversations with Japanese speakers. Over 60% of foreigners expressed confidence in SALAD's ability to enhance their Japanese language skills. The app uses large language models, speech recognition, and diffusion models to bridge the language gap and foster a more inclusive community in Japan.

Neural operators have recently grown in popularity as Partial Differential Equation (PDEs) surrogate models. Learning solution functionals, rather than functions, has proven to be a powerful approach to calculate fast, accurate solutions to complex PDEs. While much work has been done evaluating neural operator performance on a wide variety of surrogate modeling tasks, these works normally evaluate performance on a single equation at a time. In this work, we develop a novel contrastive pretraining framework utilizing Generalized Contrastive Loss that improves neural operator generalization across multiple governing equations simultaneously. Governing equation coefficients are used to measure ground-truth similarity between systems. A combination of physics-informed system evolution and latent-space model output are anchored to input data and used in our distance function. We find that physics-informed contrastive pretraining improves both accuracy and generalization for the Fourier Neural Operator in fixed-future task, with comparable performance on the autoregressive rollout, and superresolution tasks for the 1D Heat, Burgers', and linear advection equations.

X (Twitter): ZLinPsy Acknowledgments The writing was supported by the National Key R&D Program of China STI2030 Major Projects (2021ZD0204200), National Natural Science Foundation of China (32071045),and Shenzhen Fundamental Research Program (JCYJ20210324134603010). ETHICAL AI IN SCIENCE 2 Abstract Generative artificial intelligence (AI) tools like large language models (LLMs) are rapidly transforming academic research and real-world applications. However, discussions on ethical guidelines for generative AI in science remain fragmented, underscoring the urgent need for consensus-based standards. Common scenarios are outlined to demonstrate potential ethical violations. We argue that global consensus coupled with targeted training and enforcement are critical to promoting AI's benefits while safeguarding research integrity. Keywords: generative AI, science, applications, transparency, reproducibility ETHICAL AI IN SCIENCE 3 Generative AI tools, including large language models (LLMs) like ChatGPT and Bard, are rapidly infiltrating academic corridors, aiding in diverse tasks such as writing, coding, idea generation, material creation, and data analysis(1, 2).

Developmental AI is a bootstrapping approach where embodied AIs start with innate competences and learn by interacting with the world. They develop abilities in small steps along a bio-inspired trajectory. However, developmental AIs have not yet reached the abilities of young children. In contrast, mainstream approaches for creating AIs have led to valuable AI systems and impressive feats. These approaches include deep learning and generative approaches (e.g., large language models) and manually constructed symbolic approaches. Manually constructed AIs are brittle even in circumscribed domains. Generative AIs are helpful on average, but they can make strange mistakes and not notice them. They sometimes lack common sense and social alignment. This position paper lays out prospects, gaps, and challenges for augmenting AI mainstream approaches with developmental AI. The ambition is to create data-rich experientially based foundation models and human-compatible, resilient, and trustworthy AIs. This research aims to produce AIs that learn to communicate, establish common ground, read critically, consider the provenance of information, test hypotheses, and collaborate. A virtuous multidisciplinary research cycle has led to developmental AIs with capabilities for multimodal perception, object recognition, and manipulation. Computational models for hierarchical planning, abstraction discovery, curiosity, and language acquisition exist but need to be adapted to an embodied learning approach. They need to bridge competence gaps involving nonverbal communication, speech, reading, and writing. Aspirationally, developmental AIs would learn, share what they learn, and collaborate to achieve high standards. The approach would make the creation of AIs more democratic, enabling more people to train, test, build on, and replicate AIs.

The explosive growth of online education environments is generating a massive volume of data, specially in text format from forums, chats, social networks, assessments, essays, among others. It produces exciting challenges on how to mine text data in order to find useful knowledge for educational stakeholders. Despite the increasing number of educational applications of text mining published recently, we have not found any paper surveying them. In this line, this work presents a systematic overview of the current status of the Educational Text Mining field. Our final goal is to answer three main research questions: Which are the text mining techniques most used in educational environments? Which are the most used educational resources? And which are the main applications or educational goals? Finally, we outline the conclusions and the more interesting future trends.

Content assessment has broadly improved in e-learning scenarios in recent decades. However, the eLearning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students' acquisition of core skills such as self-regulated learning. Our objective was to discover students' self-regulated learning processes during an eLearning course by using Process Mining Techniques. We applied a new algorithm in the educational domain called Inductive Miner over the interaction traces from 101 university students in a course given over one semester on the Moodle 2.0 platform. Data was extracted from the platform's event logs with 21629 traces in order to discover students' self-regulation models that contribute to improving the instructional process. The Inductive Miner algorithm discovered optimal models in terms of fitness for both Pass and Fail students in this dataset, as well as models at a certain level of granularity that can be interpreted in educational terms, which are the most important achievement in model discovery. We can conclude that although students who passed did not follow the instructors' suggestions exactly, they did follow the logic of a successful self-regulated learning process as opposed to their failing classmates. The Process Mining models also allow us to examine which specific actions the students performed, and it was particularly interesting to see a high presence of actions related to forum-supported collaborative learning in the Pass group and an absence of those in the Fail group.

Across the African continent, students grapple with various educational challenges, including limited access to essential resources such as computers, internet connectivity, reliable electricity, and a shortage of qualified teachers. Despite these challenges, recent advances in AI such as BERT, and GPT-4 have demonstrated their potential for advancing education. Yet, these AI tools tend to be deployed and evaluated predominantly within the context of Western educational settings, with limited attention directed towards the unique needs and challenges faced by students in Africa. In this book chapter, we describe our works developing and deploying AI in Education tools in Africa: (1) SuaCode, an AI-powered app that enables Africans to learn to code using their smartphones, (2) AutoGrad, an automated grading, and feedback tool for graphical and interactive coding assignments, (3) a tool for code plagiarism detection that shows visual evidence of plagiarism, (4) Kwame, a bilingual AI teaching assistant for coding courses, (5) Kwame for Science, a web-based AI teaching assistant that provides instant answers to students' science questions and (6) Brilla AI, an AI contestant for the National Science and Maths Quiz competition. We discuss challenges and potential opportunities to use AI to advance science and computing education across Africa.

The vast majority of discourse around AI development assumes that subservient, "moral" models aligned with "human values" are universally beneficial -- in short, that good AI is sycophantic AI. We explore the shadow of the sycophantic paradigm, a design space we term antagonistic AI: AI systems that are disagreeable, rude, interrupting, confrontational, challenging, etc. -- embedding opposite behaviors or values. Far from being "bad" or "immoral," we consider whether antagonistic AI systems may sometimes have benefits to users, such as forcing users to confront their assumptions, build resilience, or develop healthier relational boundaries. Drawing from formative explorations and a speculative design workshop where participants designed fictional AI technologies that employ antagonism, we lay out a design space for antagonistic AI, articulating potential benefits, design techniques, and methods of embedding antagonistic elements into user experience. Finally, we discuss the many ethical challenges of this space and identify three dimensions for the responsible design of antagonistic AI -- consent, context, and framing.