Generative artificial intelligence (GenAI), exemplified by ChatGPT, Midjourney, and other state-of-the-art large language models and diffusion models, holds significant potential for transforming education and enhancing human productivity. While the prevalence of GenAI in education has motivated numerous research initiatives, integrating these technologies within the learning analytics (LA) cycle and their implications for practical interventions remain underexplored. This paper delves into the prospective opportunities and challenges GenAI poses for advancing LA. We present a concise overview of the current GenAI landscape and contextualise its potential roles within Clow's generic framework of the LA cycle. We posit that GenAI can play pivotal roles in analysing unstructured data, generating synthetic learner data, enriching multimodal learner interactions, advancing interactive and explanatory analytics, and facilitating personalisation and adaptive interventions. As the lines blur between learners and GenAI tools, a renewed understanding of learners is needed. Future research can delve deep into frameworks and methodologies that advocate for human-AI collaboration. The LA community can play a pivotal role in capturing data about human and AI contributions and exploring how they can collaborate most effectively. As LA advances, it is essential to consider the pedagogical implications and broader socioeconomic impact of GenAI for ensuring an inclusive future.

Since the natural language processing (NLP) community started to make large language models (LLMs), such as GPT-4, act as a critic to evaluate the quality of generated texts, most of them only train a critique generation model of a specific scale on specific datasets. We argue that a comprehensive investigation on the key factor of LLM-based evaluation models, such as scaling properties, is lacking, so that it is still inconclusive whether these models have potential to replace GPT-4's evaluation in practical scenarios. In this paper, we propose a new critique generation model called CritiqueLLM, which includes a dialogue-based prompting method for high-quality referenced / reference-free evaluation data. Experimental results show that our model can achieve comparable evaluation performance to GPT-4 especially in system-level correlations, and even outperform GPT-4 in 3 out of 8 tasks in a challenging reference-free setting. We conduct detailed analysis to show promising scaling properties of our model in the quality of generated critiques. We also demonstrate that our generated critiques can act as scalable feedback to directly improve the generation quality of LLMs.

Recently, the visual programming framework (VisProg) has emerged as a significant framework for executing compositional visual tasks due to its interpretability and flexibility. However, the performance of VisProg on specific Visual Reasoning (VR) tasks is markedly inferior compared to well-trained task-specific models since its employed visual sub-modules have limited generalization capabilities. Due to the non-differentiability of VisProg, it is quite challenging to improve these visual sub-modules within VisProg for the specific VR task while maintaining their generalizability on the un-seen tasks. Attempt to overcome these difficulties, we propose CLVP, a Continuous Learning paradigm for VisProg across various visual reasoning tasks. Specifically, our CLVP distills the capabilities of well-trained task-specific models into the visual sub-modules in a stepwise and anti-forgetting manner. This can continually improve the performance of VisProg on multiple visual tasks while preserving the flexibility of VisProg. Extensive and comprehensive experimental results demonstrate that our CLVP obtains significant performance gains on specific VR benchmarks, i.e., GQA (+1.4%) and NLVRv2 (+5.6%), compared to the VisProg baseline, and also maintains a promising generalizability for VR on un-seen and previous learned tasks.

This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT)in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of automatic assessment tools among researchers and educators. We used a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses. We employed six prompt engineering strategies, combining zero-shot or few-shot learning with CoT, either alone or alongside item stem and scoring rubrics. Results indicated that few-shot (acc = .67) outperformed zero-shot learning (acc = .60), with 12.6\% increase. CoT, when used without item stem and scoring rubrics, did not significantly affect scoring accuracy (acc = .60). However, CoT prompting paired with contextual item stems and rubrics proved to be a significant contributor to scoring accuracy (13.44\% increase for zero-shot; 3.7\% increase for few-shot). Using a novel approach PPEAS, we found a more balanced accuracy across different proficiency categories, highlighting the importance of domain-specific reasoning in enhancing the effectiveness of LLMs in scoring tasks. Additionally, we also found that GPT-4 demonstrated superior performance over GPT-3.5 in various scoring tasks, showing 8.64\% difference. The study revealed that the single-call strategy with GPT-4, particularly using greedy sampling, outperformed other approaches, including ensemble voting strategies. This study demonstrates the potential of LLMs in facilitating automatic scoring, emphasizing that CoT enhances accuracy, particularly when used with item stem and scoring rubrics.

Artificial intelligence (AI) technologies have emerged as pivotal enablers across a multitude of industries, including consumer electronics, healthcare, and manufacturing, largely due to their resurgence over the past decade. The transformative power of AI is primarily derived from the utilization of deep neural networks (DNNs), which require extensive data for training and substantial computational resources for processing. Consequently, DNN models are typically trained and deployed on resource-rich cloud servers. However, due to potential latency issues associated with cloud communications, deep learning (DL) workflows are increasingly being transitioned to wireless edge networks near end-user devices (EUDs). This shift is designed to support latency-sensitive applications and has given rise to a new paradigm of edge AI, which will play a critical role in upcoming 6G networks to support ubiquitous AI applications. Despite its potential, edge AI faces substantial challenges, mostly due to the dichotomy between the resource limitations of wireless edge networks and the resource-intensive nature of DL. Specifically, the acquisition of large-scale data, as well as the training and inference processes of DNNs, can rapidly deplete the battery energy of EUDs. This necessitates an energy-conscious approach to edge AI to ensure both optimal and sustainable performance. In this paper, we present a contemporary survey on green edge AI. We commence by analyzing the principal energy consumption components of edge AI systems to identify the fundamental design principles of green edge AI. Guided by these principles, we then explore energy-efficient design methodologies for the three critical tasks in edge AI systems, including training data acquisition, edge training, and edge inference. Finally, we underscore potential future research directions to further enhance the energy efficiency of edge AI.

The advent of Deep Learning (DL) has massively aided the Artificial Intelligence community, especially in the realm of object recognition. One of the critical reasons for the success of DL has been the availability of massive image datasets [1] and the computational power offered by modern Graphics Processing Units (GPUs) that are able to accommodate the large amounts of data required by Deep Networks. State-of-the-art image recognition networks like the ResNet family [2], VGG networks [3], EfficientNet models [4] and the recently introduced Vision Transformers [5] require extremely large amounts of data compared to their classical Machine Learning (ML) counterparts [6]. This characteristic requirement for large amounts of data becomes a problem in fields where data availability is low like in medical fields [7]. A common approach to this problem is Transfer Learning [8] which consists of pre-training a network on a large dataset like ImageNet [1] and fine tune the network on a smaller dataset that is relevant to the recognition problem at hand.

General-purpose learning systems should improve themselves in open-ended fashion in ever-changing environments. Conventional learning algorithms for neural networks, however, suffer from catastrophic forgetting (CF)--previously acquired skills are forgotten when a new task is learned. Instead of hand-crafting new algorithms for avoiding CF, we propose Automated Continual Learning (ACL) to train self-referential neural networks to meta-learn their own in-context continual (meta-)learning algorithms. Our experiments demonstrate that ACL effectively solves "in-context catastrophic forgetting"; our ACL-learned algorithms outperform hand-crafted ones, e.g., on the Split-MNIST benchmark in the replay-free setting, and enables continual learning of diverse tasks consisting of multiple few-shot and standard image classification datasets. Enemies of memories are other memories (Eagleman, 2020). Continually-learning artificial neural networks (NNs) are memory systems in which their weights store memories of task-solving skills or programs, and their learning algorithm is responsible for memory read/write operations. Conventional learning algorithms--used to train NNs in the standard scenarios where all training data is available at once--are known to be inadequate for continual learning (CL) of multiple tasks where data for each task is available sequentially and exclusively, one at a time. They suffer from "catastrophic forgetting" (CF; McCloskey & Cohen (1989); Ratcliff (1990); French (1999); McClelland et al. (1995)); the NNs forget, or rather, the learning algorithm erases, previously acquired skills, in exchange of learning to solve a new task. Naturally, a certain degree of forgetting is unavoidable when the memory capacity is limited, and the amount of things to remember exceeds such an upper bound. In general, however, capacity is not the fundamental cause of CF; typically, the same NNs, suffering from CF when trained on two tasks sequentially, can perform well on both tasks when they are jointly trained on the two tasks at once instead (see, e.g., Irie et al. (2022a)). The real root of CF lies in the learning algorithm as a memory mechanism. A "good" CL algorithm should preserve previously acquired knowledge while also leveraging previous learning experiences to improve future learning, by maximally exploiting the limited memory space of model parameters. All of this is the decision-making problem of learning algorithms.

Academic challenges comprise effective means for (i) advancing the state of the art, (ii) putting in the spotlight of a scientific community specific topics and problems, as well as (iii) closing the gap for under represented communities in terms of accessing and participating in the shaping of research fields. Competitions can be traced back for centuries and their achievements have had great influence in our modern world. Recently, they (re)gained popularity, with the overwhelming amounts of data that is being generated in different domains, as well as the need of pushing the barriers of existing methods, and available tools to handle such data. This chapter provides a survey of academic challenges in the context of machine learning and related fields. We review the most influential competitions in the last few years and analyze challenges per area of knowledge. The aims of scientific challenges, their goals, major achievements and expectations for the next few years are reviewed.

In this paper, we present a complete and efficient implementation of a knowledge-sharing augmented kinesthetic teaching approach for efficient task execution in robotics. Our augmented kinesthetic teaching method integrates intuitive human feedback, including verbal, gesture, gaze, and physical guidance, to facilitate the extraction of multiple layers of task information including control type, attention direction, input and output type, action state change trigger, etc., enhancing the adaptability and autonomy of robots during task execution. We propose an efficient Programming by Demonstration (PbD) framework for users with limited technical experience to teach the robot in an intuitive manner. The proposed framework provides an interface for such users to teach customized tasks using high-level commands, with the goal of achieving a smoother teaching experience and task execution. This is demonstrated with the sample task of pouring water.

Loss of plasticity is a phenomenon in which neural networks lose their ability to learn from new experience. Despite being empirically observed in several problem settings, little is understood about the mechanisms that lead to loss of plasticity. In this paper, we offer a consistent explanation for plasticity loss, based on an assertion that neural networks lose directions of curvature during training and that plasticity loss can be attributed to this reduction in curvature. To support such a claim, we provide a systematic empirical investigation of plasticity loss across several continual supervised learning problems. Our findings illustrate that curvature loss coincides with and sometimes precedes plasticity loss, while also showing that previous explanations are insufficient to explain loss of plasticity in all settings. Lastly, we show that regularizers which mitigate loss of plasticity also preserve curvature, motivating a simple distributional regularizer that proves to be effective across the problem settings considered. A longstanding goal of machine learning research is to develop algorithms that can learn continually and cope with unforeseen changes in their environment (Sutton et al., 2007). Current learning algorithms, however, struggle to learn from dynamically changing targets and are unable to adapt gracefully to unforeseen environment changes during the learning process (Abbas et al., 2023, Dohare et al., 2023a, Lyle et al., 2023, Zilly et al., 2021). Such limitations can be seen to be a byproduct of following a supervised learning paradigm that assumes the problem is stationary. Recently, there has been growing recognition of the fact that there are limitations to what can be learned from a fixed and unchanging dataset (Hoffmann et al., 2022) and that there are implicit non-stationarities in many learning problems of interest (Igl et al., 2021). The concept of plasticity has been receiving growing attention in the continual learning literature, where the loss of plasticity--a reduction in the ability to learn new things (Dohare et al., 2023a, Lyle et al., 2023)--has been noted as a critical shortcoming in current learning algorithms. That is, learning algorithms that are performant in the non-continual learning setting often struggle when applied to continual learning problems, exhibiting a striking loss of plasticity such that learning slows down or even halts after successive changes in the learning environment. Such a loss of plasticity can be readily observed in settings where a neural network must continue to learn after changes occur in the observations or targets.