India has a rich linguistic landscape with languages from 4 major language families spoken by over a billion people. 22 of these languages are listed in the Constitution of India (referred to as scheduled languages) are the focus of this work. Given the linguistic diversity, high-quality and accessible Machine Translation (MT) systems are essential in a country like India. Prior to this work, there was (i) no parallel training data spanning all 22 languages, (ii) no robust benchmarks covering all these languages and containing content relevant to India, and (iii) no existing translation models which support all the 22 scheduled languages of India. In this work, we aim to address this gap by focusing on the missing pieces required for enabling wide, easy, and open access to good machine translation systems for all 22 scheduled Indian languages. We identify four key areas of improvement: curating and creating larger training datasets, creating diverse and high-quality benchmarks, training multilingual models, and releasing models with open access. Our first contribution is the release of the Bharat Parallel Corpus Collection (BPCC), the largest publicly available parallel corpora for Indic languages. BPCC contains a total of 230M bitext pairs, of which a total of 126M were newly added, including 644K manually translated sentence pairs created as part of this work. Our second contribution is the release of the first n-way parallel benchmark covering all 22 Indian languages, featuring diverse domains, Indian-origin content, and source-original test sets. Next, we present IndicTrans2, the first model to support all 22 languages, surpassing existing models on multiple existing and new benchmarks created as a part of this work. Lastly, to promote accessibility and collaboration, we release our models and associated data with permissive licenses at https://github.com/AI4Bharat/IndicTrans2.

Large Language Models (LLMs) [27], including Generative Pre-trained Transformer (GPT) [6] and Bidirectional Encoder Representations from Transformers (BERT) [13], have achieved state-of-theart performance on a wide range of Natural Language Processing (NLP) tasks. LLMs are gaining popularity and receiving increasing attention for their significant applications in knowledge reasoning [12, 52, 57]. ChatGPT is one of the LLMs applications, and probably the application, in the limelight. ChatGPT was used for collating literature and writing professional papers in fields like law [9], and medical education [30, 16]. OpenAI announced GPT-4 in March 2023 that can pass some of the bar exams to AP Biology [39]. These successful stories demonstrate that people have already gained experience in using LLMs, for their performance in handling complex content due to their massive training datasets and model capacity to process and learn from data, enabling their potential for complex tasks that require domain expert knowledge [38]. Given this, as researchers in the field of safety-critical systems, we pose a question: Can safety analysis make use of LLMs?

Slow concept drift is a ubiquitous, yet under-studied problem in practical machine learning systems. In such settings, although recent data is more indicative of future data, naively prioritizing recent instances runs the risk of losing valuable information from the past. We propose an optimization-driven approach towards balancing instance importance over large training windows. First, we model instance relevance using a mixture of multiple timescales of decay, allowing us to capture rich temporal trends. Second, we learn an auxiliary scorer model that recovers the appropriate mixture of timescales as a function of the instance itself. Finally, we propose a nested optimization objective for learning the scorer, by which it maximizes forward transfer for the learned model. Experiments on a large real-world dataset of 39M photos over a 9 year period show upto 15% relative gains in accuracy compared to other robust learning baselines. We replicate our gains on two collections of real-world datasets for non-stationary learning, and extend our work to continual learning settings where, too, we beat SOTA methods by large margins.

The resolution of intelligence tests, in particular numerical sequences, has been of great interest in the evaluation of AI systems. We present a new computational model called KitBit that uses a reduced set of algorithms and their combinations to build a predictive model that finds the underlying pattern in numerical sequences, such as those included in IQ tests and others of much greater complexity. We present the fundamentals of the model and its application in different cases. First, the system is tested on a set of number series used in IQ tests collected from various sources. Next, our model is successfully applied on the sequences used to evaluate the models reported in the literature. In both cases, the system is capable of solving these types of problems in less than a second using standard computing power. Finally, KitBit's algorithms have been applied for the first time to the complete set of entire sequences of the well-known OEIS database. We find a pattern in the form of a list of algorithms and predict the following terms in the largest number of series to date. These results demonstrate the potential of KitBit to solve complex problems that could be represented numerically.

Canonical correlation analysis (CCA) is a classic statistical method for discovering latent co-variation that underpins two or more observed random vectors. Several extensions and variations of CCA have been proposed that have strengthened our capabilities in terms of revealing common random factors from multiview datasets. In this work, we first revisit the most recent deterministic extensions of deep CCA and highlight the strengths and limitations of these state-of-the-art methods. Some methods allow trivial solutions, while others can miss weak common factors. Others overload the problem by also seeking to reveal what is not common among the views -- i.e., the private components that are needed to fully reconstruct each view. The latter tends to overload the problem and its computational and sample complexities. Aiming to improve upon these limitations, we design a novel and efficient formulation that alleviates some of the current restrictions. The main idea is to model the private components as conditionally independent given the common ones, which enables the proposed compact formulation. In addition, we also provide a sufficient condition for identifying the common random factors. Judicious experiments with synthetic and real datasets showcase the validity of our claims and the effectiveness of the proposed approach.

The behaviour of multi-agent learning in competitive network games is often studied within the context of zero-sum games, in which convergence guarantees may be obtained. However, outside of this class the behaviour of learning is known to display complex behaviours and convergence cannot be always guaranteed. Nonetheless, in order to develop a complete picture of the behaviour of multi-agent learning in competitive settings, the zero-sum assumption must be lifted. Motivated by this we study the Q-Learning dynamics, a popular model of exploration and exploitation in multi-agent learning, in competitive network games. We determine how the degree of competition, exploration rate and network connectivity impact the convergence of Q-Learning. To study generic competitive games, we parameterise network games in terms of correlations between agent payoffs and study the average behaviour of the Q-Learning dynamics across all games drawn from a choice of this parameter. This statistical approach establishes choices of parameters for which Q-Learning dynamics converge to a stable fixed point. Differently to previous works, we find that the stability of Q-Learning is explicitly dependent only on the network connectivity rather than the total number of agents. Our experiments validate these findings and show that, under certain network structures, the total number of agents can be increased without increasing the likelihood of unstable or chaotic behaviours.

We present a novel methodology aimed at optimizing the application of frozen large language models (LLMs) for resource-intensive vision-language (VL) pre-training. The current paradigm uses visual features as prompts to guide language models, with a focus on determining the most relevant visual features for corresponding text. Our approach diverges by concentrating on the language component, specifically identifying the optimal prompts to align with visual features. We introduce the Prompt-Transformer (P-Former), a model that predicts these ideal prompts, which is trained exclusively on linguistic data, bypassing the need for image-text pairings. This strategy subtly bifurcates the end-to-end VL training process into an additional, separate stage. Our experiments reveal that our framework significantly enhances the performance of a robust image-to-text baseline (BLIP-2), and effectively narrows the performance gap between models trained with either 4M or 129M image-text pairs. Importantly, our framework is modality-agnostic and flexible in terms of architectural design, as validated by its successful application in a video learning task using varied base modules. The code will be made available at https://github.com/yiren-jian/BLIText.

This research aims to demonstrate that AI can function not only as a tool for learning, but also as an intelligent agent with which humans can engage in collaborative learning (CL) to change epistemic practices in science classrooms. We adopted a design and development research approach, following the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model, to prototype a tangible instructional system called Collaborative Learning with AI Speakers (CLAIS). The CLAIS system is designed to have 3-4 human learners join an AI speaker to form a small group, where humans and AI are considered as peers participating in the Jigsaw learning process. The development was carried out using the NUGU AI speaker platform. The CLAIS system was successfully implemented in a Science Education course session with 15 pre-service elementary science teachers. The participants evaluated the CLAIS system through mixed methods surveys as teachers, learners, peers, and users. Quantitative data showed that the participants' Intelligent-Technological, Pedagogical, And Content Knowledge was significantly increased after the CLAIS session, the perception of the CLAIS learning experience was positive, the peer assessment on AI speakers and human peers was different, and the user experience was ambivalent. Qualitative data showed that the participants anticipated future changes in the epistemic process in science classrooms, while acknowledging technical issues such as speech recognition performance and response latency. This study highlights the potential of Human-AI Collaboration for knowledge co-construction in authentic classroom settings and exemplify how AI could shape the future landscape of epistemic practices in the classroom.

Assessing student's answers and in particular natural language answers is a crucial challenge in the field of education. Advances in machine learning, including transformer-based models such as Large Language Models(LLMs), have led to significant progress in various natural language tasks. Nevertheless, amidst the growing trend of evaluating LLMs across diverse tasks, evaluating LLMs in the realm of automated answer assesment has not received much attention. To address this gap, we explore the potential of using LLMs for automated assessment of student's short and open-ended answer. Particularly, we use LLMs to compare students' explanations with expert explanations in the context of line-by-line explanations of computer programs. For comparison purposes, we assess both Large Language Models (LLMs) and encoder-based Semantic Textual Similarity (STS) models in the context of assessing the correctness of students' explanation of computer code. Our findings indicate that LLMs, when prompted in few-shot and chain-of-thought setting perform comparable to fine-tuned encoder-based models in evaluating students' short answers in programming domain.

The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but also raises concerns about data privacy and agency. Excluding stakeholders -- like students and teachers -- from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights about i) the current state of human-centred LA/AIED research; ii) the extent to which educational stakeholders have contributed to the design process of human-centred LA/AIED systems; iii) the current balance between human control and computer automation of such systems; and iv) the extent to which safety, reliability and trustworthiness have been considered in the literature. Results indicate some consideration of human control in LA/AIED system design, but limited end-user involvement in actual design. Based on these findings, we recommend: 1) carefully balancing stakeholders' involvement in designing and deploying LA/AIED systems throughout all design phases, 2) actively involving target end-users, especially students, to delineate the balance between human control and automation, and 3) exploring safety, reliability, and trustworthiness as principles in future human-centred LA/AIED systems.