The way of understanding online higher education has greatly changed due to the worldwide pandemic situation. Teaching is undertaken remotely, and the faculty incorporate lecture audio recordings as part of the teaching material. This new online teaching-learning setting has largely impacted university classes. While online teaching technology that enriches virtual classrooms has been abundant over the past two years, the same has not occurred in supporting students during online learning. {To overcome this limitation, our aim is to work toward enabling students to easily access the piece of the lesson recording in which the teacher explains a theoretical concept, solves an exercise, or comments on organizational issues of the course. To that end, we present a multimodal classification algorithm that identifies the type of activity that is being carried out at any time of the lesson by using a transformer-based language model that exploits features from the audio file and from the automated lecture transcription. The experimental results will show that some academic activities are more easily identifiable with the audio signal while resorting to the text transcription is needed to identify others. All in all, our contribution aims to recognize the academic activities of a teacher during a lesson.

Learning-outcome prediction (LOP) is a long-standing and critical problem in educational routes. Many studies have contributed to developing effective models while often suffering from data shortage and low generalization to various institutions due to the privacy-protection issue. To this end, this study proposes a distributed grade prediction model, dubbed FecMap, by exploiting the federated learning (FL) framework that preserves the private data of local clients and communicates with others through a global generalized model. FecMap considers local subspace learning (LSL), which explicitly learns the local features against the global features, and multi-layer privacy protection (MPP), which hierarchically protects the private features, including model-shareable features and not-allowably shared features, to achieve client-specific classifiers of high performance on LOP per institution. FecMap is then achieved in an iteration manner with all datasets distributed on clients by training a local neural network composed of a global part, a local part, and a classification head in clients and averaging the global parts from clients on the server. To evaluate the FecMap model, we collected three higher-educational datasets of student academic records from engineering majors. Experiment results manifest that FecMap benefits from the proposed LSL and MPP and achieves steady performance on the task of LOP, compared with the state-of-the-art models. This study makes a fresh attempt at the use of federated learning in the learning-analytical task, potentially paving the way to facilitating personalized education with privacy protection.

The challenges inherent to long-horizon tasks in robotics persist due to the typical inefficient exploration and sparse rewards in traditional reinforcement learning approaches. To alleviate these challenges, we introduce a novel algorithm, Variational Autoencoder-based Subgoal Inference (VAESI), to accomplish long-horizon tasks through a divide-and-conquer manner. VAESI consists of three components: a Variational Autoencoder (VAE)-based Subgoal Generator, a Hindsight Sampler, and a Value Selector. The VAE-based Subgoal Generator draws inspiration from the human capacity to infer subgoals and reason about the final goal in the context of these subgoals. It is composed of an explicit encoder model, engineered to generate subgoals, and an implicit decoder model, designed to enhance the quality of the generated subgoals by predicting the final goal. Additionally, the Hindsight Sampler selects valid subgoals from an offline dataset to enhance the feasibility of the generated subgoals. The Value Selector utilizes the value function in reinforcement learning to filter the optimal subgoals from subgoal candidates. To validate our method, we conduct several long-horizon tasks in both simulation and the real world, including one locomotion task and three manipulation tasks. The obtained quantitative and qualitative data indicate that our approach achieves promising performance compared to other baseline methods. These experimental results can be seen in the website \url{https://sites.google.com/view/vaesi/home}.

The advancement in healthcare has shifted focus toward patient-centric approaches, particularly in self-care and patient education, facilitated by access to Electronic Health Records (EHR). However, medical jargon in EHRs poses significant challenges in patient comprehension. To address this, we introduce a new task of automatically generating lay definitions, aiming to simplify complex medical terms into patient-friendly lay language. We first created the README dataset, an extensive collection of over 20,000 unique medical terms and 300,000 mentions, each offering context-aware lay definitions manually annotated by domain experts. We have also engineered a data-centric Human-AI pipeline that synergizes data filtering, augmentation, and selection to improve data quality. We then used README as the training data for models and leveraged a Retrieval-Augmented Generation (RAG) method to reduce hallucinations and improve the quality of model outputs. Our extensive automatic and human evaluations demonstrate that open-source mobile-friendly models, when fine-tuned with high-quality data, are capable of matching or even surpassing the performance of state-of-the-art closed-source large language models like ChatGPT. This research represents a significant stride in closing the knowledge gap in patient education and advancing patient-centric healthcare solutions

Problem definition: Supply chains are constantly evolving networks. Reinforcement learning is increasingly proposed as a solution to provide optimal control of these networks. Academic/practical: However, learning in continuously varying environments remains a challenge in the reinforcement learning literature. Methodology: This paper therefore seeks to address whether agents can control varying supply chain problems, transferring learning between environments that require different strategies and avoiding catastrophic forgetting of tasks that have not been seen in a while. To evaluate this approach, two state-of-the-art Reinforcement Learning (RL) algorithms are compared: an actor-critic learner, Proximal Policy Optimisation (PPO), and a Recurrent Proximal Policy Optimisation (RPPO), PPO with a Long Short-Term Memory (LSTM) layer, which is showing popularity in online learning environments. Results: First these methods are compared on six sets of environments with varying degrees of stochasticity. The results show that more lean strategies adopted in Batch environments are different from those adopted in Stochastic environments with varying products. The methods are also compared on various continuous supply chain scenarios, where the PPO agents are shown to be able to adapt through continuous learning when the tasks are similar but show more volatile performance when changing between the extreme tasks. However, the RPPO, with an ability to remember histories, is able to overcome this to some extent and takes on a more realistic strategy. Managerial implications: Our results provide a new perspective on the continuously varying supply chain, the cooperation and coordination of agents are crucial for improving the overall performance in uncertain and semi-continuous non-stationary supply chain environments without the need to retrain the environment as the demand changes.

The recently released Google Gemini class of models are the first to comprehensively report results that rival the OpenAI GPT series across a wide variety of tasks. In this paper, we do an in-depth exploration of Gemini's language abilities, making two contributions. First, we provide a third-party, objective comparison of the abilities of the OpenAI GPT and Google Gemini models with reproducible code and fully transparent results. Second, we take a closer look at the results, identifying areas where one of the two model classes excels. We perform this analysis over 10 datasets testing a variety of language abilities, including reasoning, answering knowledge-based questions, solving math problems, translating between languages, generating code, and acting as instruction-following agents. From this analysis, we find that Gemini Pro achieves accuracy that is close but slightly inferior to the corresponding GPT 3.5 Turbo on all English-language tasks that we benchmarked, but find that Gemini Pro excels in translation into other languages for the languages that it supports. We further provide explanations for some of the under-performing tasks, including failures in mathematical reasoning with many digits, sensitivity to multiple-choice answer ordering, and others. We also identify areas where Gemini Pro demonstrates comparably high performance, such as handling longer and more complex reasoning chains.

Few-shot prompting elicits the remarkable abilities of large language models by equipping them with a few demonstration examples in the input. However, the traditional method of providing large language models with all demonstration input-output pairs at once may not effectively guide large language models to learn the specific input-output mapping relationship. In this paper, inspired by the regulatory and supportive role of metacognition in students' learning, we propose a novel metacognition-enhanced few-shot prompting, which guides large language models to reflect on their thought processes to comprehensively learn the given demonstration examples. Furthermore, considering that positive reinforcement can improve students' learning motivation, we introduce positive reinforcement into our metacognition-enhanced few-shot prompting to promote the few-shot learning of large language models by providing response-based positive feedback. The experimental results on two real-world datasets show that our metacognition-enhanced few-shot prompting with positive reinforcement surpasses traditional few-shot prompting in classification accuracy and macro F1.

Deep learning-based solutions for semantic segmentation suffer from significant performance degradation when tested on data with different characteristics than what was used during the training. Adapting the models using annotated data from the new domain is not always practical. Unsupervised Domain Adaptation (UDA) approaches are crucial in deploying these models in the actual operating conditions. Recent state-of-the-art (SOTA) UDA methods employ a teacher-student self-training approach, where a teacher model is used to generate pseudo-labels for the new data which in turn guide the training process of the student model. Though this approach has seen a lot of success, it suffers from the issue of noisy pseudo-labels being propagated in the training process. To address this issue, we propose an auxiliary pseudo-label refinement network (PRN) for online refining of the pseudo labels and also localizing the pixels whose predicted labels are likely to be noisy. Being able to improve the quality of pseudo labels and select highly reliable ones, PRN helps self-training of segmentation models to be robust against pseudo label noise propagation during different stages of adaptation. We evaluate our approach on benchmark datasets with three different domain shifts, and our approach consistently performs significantly better than the previous state-of-the-art methods.

Knowledge tracing consists in predicting the performance of some students on new questions given their performance on previous questions, and can be a prior step to optimizing assessment and learning. Deep knowledge tracing (DKT) is a competitive model for knowledge tracing relying on recurrent neural networks, even if some simpler models may match its performance. However, little is known about why DKT works so well. In this paper, we frame deep knowledge tracing as a encoderdecoder architecture. This viewpoint not only allows us to propose better models in terms of performance, simplicity or expressivity but also opens up promising avenues for future research directions. In particular, we show on several small and large datasets that a simpler decoder, with possibly fewer parameters than the one used by DKT, can predict student performance better.

Language models have been increasingly popular for automatic creativity assessment, generating semantic distances to objectively measure the quality of creative ideas. However, there is currently a lack of an automatic assessment system for evaluating creative ideas in the Chinese language. To address this gap, we developed TransDis, a scoring system using transformer-based language models, capable of providing valid originality (quality) and flexibility (variety) scores for Alternative Uses Task (AUT) responses in Chinese. Study 1 demonstrated that the latent model-rated originality factor, comprised of three transformer-based models, strongly predicted human originality ratings, and the model-rated flexibility strongly correlated with human flexibility ratings as well. Criterion validity analyses indicated that model-rated originality and flexibility positively correlated to other creativity measures, demonstrating similar validity to human ratings. Study 2 & 3 showed that TransDis effectively distinguished participants instructed to provide creative vs. common uses (Study 2) and participants instructed to generate ideas in a flexible vs. persistent way (Study 3). Our findings suggest that TransDis can be a reliable and low-cost tool for measuring idea originality and flexibility in Chinese language, potentially paving the way for automatic creativity assessment in other languages. We offer an open platform to compute originality and flexibility for AUT responses in Chinese and over 50 other languages (https://osf.io/59jv2/).