Machine Learning (ML) techniques are encountered nowadays across disciplines, from social sciences, through natural sciences to engineering. The broad application of ML and the accelerated pace of its evolution lead to an increasing need for dedicated teaching concepts aimed at making the application of this technology more reliable and responsible. However, teaching ML is a daunting task. Aside from the methodological complexity of ML algorithms, both with respect to theory and implementation, the interdisciplinary and empirical nature of the field need to be taken into consideration. This paper introduces the MachineLearnAthon format, an innovative didactic concept designed to be inclusive for students of different disciplines with heterogeneous levels of mathematics, programming and domain expertise. At the heart of the concept lie ML challenges, which make use of industrial data sets to solve real-world problems. These cover the entire ML pipeline, promoting data literacy and practical skills, from data preparation, through deployment, to evaluation.

Claim verification is an essential step in the automated fact-checking pipeline which assesses the veracity of a claim against a piece of evidence. In this work, we explore the potential of few-shot claim verification, where only very limited data is available for supervision. We propose MAPLE (Micro Analysis of Pairwise Language Evolution), a pioneering approach that explores the alignment between a claim and its evidence with a small seq2seq model and a novel semantic measure. Its innovative utilization of micro language evolution path leverages unlabelled pairwise data to facilitate claim verification while imposing low demand on data annotations and computing resources. MAPLE demonstrates significant performance improvements over SOTA baselines SEED, PET and LLaMA 2 across three fact-checking datasets: FEVER, Climate FEVER, and SciFact. Data and code are available here: https://github.com/XiaZeng0223/MAPLE

In learning-based functionality stealing, the attacker is trying to build a local model based on the victim's outputs. The attacker has to make choices regarding the local model's architecture, optimization method and, specifically for NLP models, subword vocabulary, such as BPE. On the machine translation task, we explore (1) whether the choice of the vocabulary plays a role in model stealing scenarios and (2) if it is possible to extract the victim's vocabulary. We find that the vocabulary itself does not have a large effect on the local model's performance. Given gray-box model access, it is possible to collect the victim's vocabulary by collecting the outputs (detokenized subwords on the output). The results of the minimum effect of vocabulary choice are important more broadly for black-box knowledge distillation.

The loss function plays an important role in optimizing the performance of a learning system. A crucial aspect of the loss function is the assignment of sample weights within a mini-batch during loss computation. In the context of continual learning (CL), most existing strategies uniformly treat samples when calculating the loss value, thereby assigning equal weights to each sample. While this approach can be effective in certain standard benchmarks, its optimal effectiveness, particularly in more complex scenarios, remains underexplored. This is particularly pertinent in training "in the wild," such as with self-training, where labeling is automated using a reference model. This paper introduces the Online Meta-learning for Sample Importance (OMSI) strategy that approximates sample weights for a mini-batch in an online CL stream using an inner- and meta-update mechanism. This is done by first estimating sample weight parameters for each sample in the mini-batch, then, updating the model with the adapted sample weights. We evaluate OMSI in two distinct experimental settings. First, we show that OMSI enhances both learning and retained accuracy in a controlled noisy-labeled data stream. Then, we test the strategy in three standard benchmarks and compare it with other popular replay-based strategies. This research aims to foster the ongoing exploration in the area of self-adaptive CL.

With the accelerating development of Large Language Models (LLMs), many LLMs are beginning to be used in the Chinese K-12 education domain. The integration of LLMs and education is getting closer and closer, however, there is currently no benchmark for evaluating LLMs that focuses on the Chinese K-12 education domain. Therefore, there is an urgent need for a comprehensive natural language processing benchmark to accurately assess the capabilities of various LLMs in the Chinese K-12 education domain. To address this, we introduce the E-EVAL, the first comprehensive evaluation benchmark specifically designed for the Chinese K-12 education field. The E-EVAL consists of 4,351 multiple-choice questions at the primary, middle, and high school levels across a wide range of subjects, including Chinese, English, Politics, History, Ethics, Physics, Chemistry, Mathematics, and Geography. We conducted a comprehensive evaluation of E-EVAL on advanced LLMs, including both English-dominant and Chinese-dominant models. Findings show that Chinese-dominant models perform well compared to English-dominant models, with many scoring even above the GPT 4.0. However, almost all models perform poorly in complex subjects such as mathematics. We also found that most Chinese-dominant LLMs did not achieve higher scores at the primary school level compared to the middle school level. We observe that the mastery of higher-order knowledge by the model does not necessarily imply the mastery of lower-order knowledge as well. Additionally, the experimental results indicate that the Chain of Thought (CoT) technique is effective only for the challenging science subjects, while Few-shot prompting is more beneficial for liberal arts subjects. With E-EVAL, we aim to analyze the strengths and limitations of LLMs in educational applications, and to contribute to the progress and development of Chinese K-12 education and LLMs.

The increasing use of Artificial Intelligence (AI) by students in learning presents new challenges for assessing their learning outcomes in project-based learning (PBL). This paper introduces a co-design study to explore the potential of students' AI usage data as a novel material for PBL assessment. We conducted workshops with 18 college students, encouraging them to speculate an alternative world where they could freely employ AI in PBL while needing to report this process to assess their skills and contributions. Our workshops yielded various scenarios of students' use of AI in PBL and ways of analyzing these uses grounded by students' vision of education goal transformation. We also found students with different attitudes toward AI exhibited distinct preferences in how to analyze and understand the use of AI. Based on these findings, we discuss future research opportunities on student-AI interactions and understanding AI-enhanced learning.

Explanations of AI systems rarely address the information needs of people affected by algorithmic decision-making (ADM). This gap between conveyed information and information that matters to affected stakeholders can impede understanding and adherence to regulatory frameworks such as the AI Act. To address this gap, we present the "XAI Novice Question Bank": A catalog of affected stakeholders' information needs in two ADM use cases (employment prediction and health monitoring), covering the categories data, system context, system usage, and system specifications. Information needs were gathered in an interview study where participants received explanations in response to their inquiries. Participants further reported their understanding and decision confidence, showing that while confidence tended to increase after receiving explanations, participants also met understanding challenges, such as being unable to tell why their understanding felt incomplete. Explanations further influenced participants' perceptions of the systems' risks and benefits, which they confirmed or changed depending on the use case. When risks were perceived as high, participants expressed particular interest in explanations about intention, such as why and to what end a system was put in place. With this work, we aim to support the inclusion of affected stakeholders into explainability by contributing an overview of information and challenges relevant to them when deciding on the adoption of ADM systems. We close by summarizing our findings in a list of six key implications that inform the design of future explanations for affected stakeholder audiences.

As deep neural networks are more commonly deployed in high-stakes domains, their lack of interpretability makes uncertainty quantification challenging. We investigate the effects of presenting conformal prediction sets$\unicode{x2013}$a method for generating valid confidence sets in distribution-free uncertainty quantification$\unicode{x2013}$to express uncertainty in AI-advised decision-making. Through a large online experiment, we compare the utility of conformal prediction sets to displays of Top-$1$ and Top-$k$ predictions for AI-advised image labeling. We find that the utility of prediction sets for accuracy varies with the difficulty of the task: while they result in accuracy on par with or less than Top-$1$ and Top-$k$ displays for easy images, prediction sets excel at assisting humans in labeling out-of-distribution (OOD) images especially when the set size is small. Our results empirically pinpoint the practical challenges of conformal prediction sets and provide implications on how to incorporate them for real-world decision-making.

The present study puts forward a novel biographical knowledge graph (KG) on Prof. S. R. Ranganathan, one of the pioneering figures in the Library and Information Science (LIS) domain. It has been found that most of the relevant facts about Ranganathan exist in a variety of resources (e.g., books, essays, journal articles, websites, blogs, etc.), offering information in a fragmented and piecemeal way. With this dedicated KG (henceforth known as RKG), we hope to furnish a 360-degree view of his life and achievements. To the best of our knowledge, such a dedicated representation is unparalleled in its scope and coverage: using state-of-the-art technology for anyone to openly access, use/re-use, and contribute. Inspired by Ranganathan's theories and ideas, the KG was developed using a "facet-based methodology" at two levels: in the identification of the vital biographical aspects and the development of the ontological model. Finally, with this study, we call for a community-driven effort to enhance the KG and pay homage to the Father of Library Science on the hundredth anniversary of his revitalizing the LIS domain through his enduring participation.

Vocabulary tests, once a cornerstone of language modeling evaluation, have been largely overlooked in the current landscape of Large Language Models (LLMs) like Llama, Mistral, and GPT. While most LLM evaluation benchmarks focus on specific tasks or domain-specific knowledge, they often neglect the fundamental linguistic aspects of language understanding and production. In this paper, we advocate for the revival of vocabulary tests as a valuable tool for assessing LLM performance. We evaluate seven LLMs using two vocabulary test formats across two languages and uncover surprising gaps in their lexical knowledge. These findings shed light on the intricacies of LLM word representations, their learning mechanisms, and performance variations across models and languages. Moreover, the ability to automatically generate and perform vocabulary tests offers new opportunities to expand the approach and provide a more complete picture of LLMs' language skills.