The recent theoretical analysis of deep neural networks in their infinite-width limits has deepened our understanding of initialisation, feature learning, and training of those networks, and brought new practical techniques for finding appropriate hyperparameters, learning network weights, and performing inference. In this paper, we broaden this line of research by showing that this infinite-width analysis can be extended to the Jacobian of a deep neural network. We show that a multilayer perceptron (MLP) and its Jacobian at initialisation jointly converge to a Gaussian process (GP) as the widths of the MLP's hidden layers go to infinity and characterise this GP. We also prove that in the infinite-width limit, the evolution of the MLP under the so-called robust training (i.e., training with a regulariser on the Jacobian) is described by a linear first-order ordinary differential equation that is determined by a variant of the Neural Tangent Kernel. We experimentally show the relevance of our theoretical claims to wide finite networks, and empirically analyse the properties of kernel regression solution to obtain an insight into Jacobian regularisation.

As artificial intelligence (AI) challenges us to reimagine new ways of doing and being, Dr Marcel O'Gorman, professor of English Language and Literature, embraces emerging technologies and applies them to his pedagogy in the classroom. O'Gorman has published widely about the impacts of technology, and his most recent research focuses on how critical and inclusive design methods might help tackle some of the moral and ethical issues faced by contemporary technoculture. O'Gorman recently wrapped up teaching a fourth-year undergraduate course on techno-critical writing and design that focused on key issues around responsible innovation, such as algorithmic bias, conflict minerals and the colonial practices of big tech on the global stage. Students applied what they learned by writing and designing projects throughout the course. "They wrote stories in ChatGPT that tested the AI for gender bias. They generated images in DALL-E 2 that traced a racist history in the AI's training data," O'Gorman says.

We keep hearing about how AI is going to steal women's jobs, proliferate racial bias, make the rich richer and the poor poorer. And if we focus solely on that fear, it very well might. As the founder of Girls Who Code, I know as well as anyone the risks technology poses to the most vulnerable among us. But I've also seen how, when we're distracted by doomsday, we miss incredible opportunities to help those same communities. That's why I believe the next generation of AI will close inequality gaps--if we stop fixating on how it will widen them.

School districts across the country are turning to AI technology to keep their students and staff safe. WHITE CASTLE, La. – School districts nationwide are looking for new ways to protect their staff and students. In Louisiana's Iberville Parish, the district partnered with a software company to stop potential shootings before anyone gets hurt. Superintendent of Iberville Parish School District Louis Voiron said the district has committed to installing ZeroEyes gun detection artificial intelligence software into the schools' existing cameras. "There's no way with us having 800 cameras in our school district that one or two people can see what's happening on every single camera in the district," Voiron said.

Conversational question-answering (CQA) systems aim to create interactive search systems that effectively retrieve information by interacting with users. To replicate human-to-human conversations, existing work uses human annotators to play the roles of the questioner (student) and the answerer (teacher). Despite its effectiveness, challenges exist as human annotation is time-consuming, inconsistent, and not scalable. To address this issue and investigate the applicability of large language models (LLMs) in CQA simulation, we propose a simulation framework that employs zero-shot learner LLMs for simulating teacher-student interactions. Our framework involves two LLMs interacting on a specific topic, with the first LLM acting as a student, generating questions to explore a given search topic. The second LLM plays the role of a teacher by answering questions and is equipped with additional information, including a text on the given topic. We implement both the student and teacher by zero-shot prompting the GPT-4 model. To assess the effectiveness of LLMs in simulating CQA interactions and understand the disparities between LLM- and human-generated conversations, we evaluate the simulated data from various perspectives. We begin by evaluating the teacher's performance through both automatic and human assessment. Next, we evaluate the performance of the student, analyzing and comparing the disparities between questions generated by the LLM and those generated by humans. Furthermore, we conduct extensive analyses to thoroughly examine the LLM performance by benchmarking state-of-the-art reading comprehension models on both datasets. Our results reveal that the teacher LLM generates lengthier answers that tend to be more accurate and complete. The student LLM generates more diverse questions, covering more aspects of a given topic.

Federated Learning (FL) enables multiple clients to train machine learning models collaboratively without sharing the raw training data. However, for a given FL task, how to select a group of appropriate clients fairly becomes a challenging problem due to budget restrictions and client heterogeneity. In this paper, we propose a multi-criteria client selection and scheduling scheme with a fairness guarantee, comprising two stages: 1) preliminary client pool selection, and 2) per-round client scheduling. Specifically, we first define a client selection metric informed by several criteria, such as client resources, data quality, and client behaviors. Then, we formulate the initial client pool selection problem into an optimization problem that aims to maximize the overall scores of selected clients within a given budget and propose a greedy algorithm to solve it. To guarantee fairness, we further formulate the per-round client scheduling problem and propose a heuristic algorithm to divide the client pool into several subsets such that every client is selected at least once while guaranteeing that the `integrated' dataset in a subset is close to an independent and identical distribution (iid). Our experimental results show that our scheme can improve the model quality especially when data are non-iid.

Light Detection and Ranging (LiDAR) are fast emerging sensors in the field of Earth Observation. It is a remote sensing technology that utilizes laser beams to measure distances and create detailed three-dimensional representations of objects and environments. The potential of Full Waveform LiDAR is much greater than just height estimation and 3D reconstruction only. Overall shape of signal provides important information about properties of water body. However, the shape of FWL is unexplored as most LiDAR software work on point cloud by utilizing the maximum value within the waveform. Existing techniques in the field of LiDAR data analysis include depth estimation through inverse modeling and regression of logarithmic intensity and depth for approximating the attenuation coefficient. However, these methods suffer from limitations in accuracy. Depth estimation through inverse modeling provides only approximate values and does not account for variations in surface properties, while the regression approach for the attenuation coefficient is only able to generalize a value through several data points which lacks precision and may lead to significant errors in estimation. Additionally, there is currently no established modeling method available for predicting bottom reflectance. This research proposed a novel solution based on neural networks for parameter estimation in LIDAR data analysis. By leveraging the power of neural networks, the proposed solution successfully learned the inversion model, was able to do prediction of parameters such as depth, attenuation coefficient, and bottom reflectance. Performance of model was validated by testing it on real LiDAR data. In future, more data availability would enable more accuracy and reliability of such models.

Artificial intelligence (AI) stands out as a game-changer in today's technology landscape. However, the integration of AI education in classroom curricula currently lags behind, leaving teenagers inadequately prepared for an imminent AI-driven future. In this pilot study, we designed a three-day bootcamp offered in the summer of 2023 to a cohort of 60 high school students. The curriculum was delivered in person through animated video content, easy-to-follow slides, interactive playgrounds, and quizzes. These were packaged in the early version of an online learning platform we are developing. Results from the post-bootcamp survey conveyed a 91.4% overall satisfaction. Despite the short bootcamp duration, 88.5% and 71.4% of teenagers responded that they had an improved understanding of AI concepts and programming, respectively. Overall, we found that employing diverse modalities effectively engaged students, and building foundational modules proved beneficial for introducing more complex topics. Furthermore, using Google Colab notebooks for coding assignments proved challenging to most students. Students' activity on the platform and their answers to quizzes showed proficient engagement and a grasp of the material. Our results strongly highlight the need for compelling and accessible AI education methods for the next generation and the potential for informal learning to fill the gap of providing early AI education to teenagers.

There is a constant need for educators to develop and maintain effective up-to-date assessments. While there is a growing body of research in computing education on utilizing large language models (LLMs) in generation and engagement with coding exercises, the use of LLMs for generating programming MCQs has not been extensively explored. We analyzed the capability of GPT-4 to produce multiple-choice questions (MCQs) aligned with specific learning objectives (LOs) from Python programming classes in higher education. Specifically, we developed an LLM-powered (GPT-4) system for generation of MCQs from high-level course context and module-level LOs. We evaluated 651 LLM-generated and 449 human-crafted MCQs aligned to 246 LOs from 6 Python courses. We found that GPT-4 was capable of producing MCQs with clear language, a single correct choice, and high-quality distractors. We also observed that the generated MCQs appeared to be well-aligned with the LOs. Our findings can be leveraged by educators wishing to take advantage of the state-of-the-art generative models to support MCQ authoring efforts.

Continual learning (CL) trains NN models incrementally from a continuous stream of tasks. To remember previously learned knowledge, prior studies store old samples over a memory hierarchy and replay them when new tasks arrive. Edge devices that adopt CL to preserve data privacy are typically energy-sensitive and thus require high model accuracy while not compromising energy efficiency, i.e., cost-effectiveness. Our work is the first to explore the design space of hierarchical memory replay-based CL to gain insights into achieving cost-effectiveness on edge devices. We present Miro, a novel system runtime that carefully integrates our insights into the CL framework by enabling it to dynamically configure the CL system based on resource states for the best cost-effectiveness. To reach this goal, Miro also performs online profiling on parameters with clear accuracy-energy trade-offs and adapts to optimal values with low overhead. Extensive evaluations show that Miro significantly outperforms baseline systems we build for comparison, consistently achieving higher cost-effectiveness.