With ubiquitous exposure of AI systems today, we believe AI development requires crucial considerations to be deemed trustworthy. While the potential of AI systems is bountiful, though, is still unknown-as are their risks. In this work, we offer a brief, high-level overview of societal impacts of AI systems. To do so, we highlight the requirement of multi-disciplinary governance and convergence throughout its lifecycle via critical systemic examinations (e.g., energy consumption), and later discuss induced effects on the environment (i.e., carbon footprint) and its users (i.e., social development). In particular, we consider these impacts from a multi-disciplinary perspective: computer science, sociology, environmental science, and so on to discuss its inter-connected societal risks and inability to simultaneously satisfy aspects of well-being. Therefore, we accentuate the necessity of holistically addressing pressing concerns of AI systems from a socioethical impact assessment perspective to explicate its harmful societal effects to truly enable humanity-centered Trustworthy AI.

In this work, we consider a sequence of stochastic optimization problems following a time-varying distribution via the lens of online optimization. Assuming that the loss function satisfies the Polyak-{\L}ojasiewicz condition, we apply online stochastic gradient descent and establish its dynamic regret bound that is composed of cumulative distribution drifts and cumulative gradient biases caused by stochasticity. The distribution metric we adopt here is Wasserstein distance, which is well-defined without the absolute continuity assumption or with a time-varying support set. We also establish a regret bound of online stochastic proximal gradient descent when the objective function is regularized. Moreover, we show that the above framework can be applied to the Conditional Value-at-Risk (CVaR) learning problem. Particularly, we improve an existing proof on the discovery of the PL condition of the CVaR problem, resulting in a regret bound of online stochastic gradient descent.

Recent research has shown that large language models rely on spurious correlations in the data for natural language understanding (NLU) tasks. In this work, we aim to answer the following research question: Can we reduce spurious correlations by modifying the ground truth labels of the training data? Specifically, we propose a simple yet effective debiasing framework, named Soft Label Encoding (SoftLE). We first train a teacher model with hard labels to determine each sample's degree of relying on shortcuts. We then add one dummy class to encode the shortcut degree, which is used to smooth other dimensions in the ground truth label to generate soft labels. This new ground truth label is used to train a more robust student model. Extensive experiments on two NLU benchmark tasks demonstrate that SoftLE significantly improves out-of-distribution generalization while maintaining satisfactory in-distribution accuracy.

Automated Short Answer Grading (ASAG) has been an active area of machine-learning research for over a decade. It promises to let educators grade and give feedback on free-form responses in large-enrollment courses in spite of limited availability of human graders. Over the years, carefully trained models have achieved increasingly higher levels of performance. More recently, pre-trained Large Language Models (LLMs) emerged as a commodity, and an intriguing question is how a general-purpose tool without additional training compares to specialized models. We studied the performance of GPT-4 on the standard benchmark 2-way and 3-way datasets SciEntsBank and Beetle, where in addition to the standard task of grading the alignment of the student answer with a reference answer, we also investigated withholding the reference answer. We found that overall, the performance of the pre-trained general-purpose GPT-4 LLM is comparable to hand-engineered models, but worse than pre-trained LLMs that had specialized training.

Automatically evaluate the correctness of programming assignments is rather straightforward using unit and integration tests. However, programming tasks can be solved in multiple ways, many of which, although correct, are inelegant. For instance, excessive branching, poor naming or repetitiveness make the code hard to understand and maintain. These subjective qualities of code are hard to automatically assess using current techniques. In this work we investigate the use of CodeBERT to automatically assign quality score to Java code. We experiment with different models and training paradigms. We explore the accuracy of the models on a novel dataset for code quality assessment. Finally, we assess the quality of the predictions using saliency maps. We find that code quality to some extent is predictable and that transformer based models using task adapted pre-training can solve the task more efficiently than other techniques.

Large language models (LLMs) have achieved remarkable success in NLP and multimodal tasks, among others. Despite these successes, two main challenges remain in developing LLMs: (i) high computational cost, and (ii) fair and objective evaluations. In this paper, we report a solution to significantly reduce LLM training cost through a growth strategy. We demonstrate that a 101B-parameter LLM with 0.31T tokens can be trained with a budget of 100K US dollars. Inspired by IQ tests, we also consolidate an additional range of evaluations on top of existing evaluations that focus on knowledge-oriented abilities. These IQ evaluations include symbolic mapping, rule understanding, pattern mining, and anti-interference. Such evaluations minimize the potential impact of memorization. Experimental results show that our model, named FLM-101B, trained with a budget of 100K US dollars, achieves performance comparable to powerful and well-known models, e.g., GPT-3 and GLM-130B, especially on the additional range of IQ evaluations. The checkpoint of FLM-101B is released at https://huggingface.co/CofeAI/FLM-101B.

The Fourth Industrial Revolution (4IR) is transforming the way we live and work, and education is no exception. To cope with the challenges of 4IR, there is a need for innovative and sustainable teaching and learning tools. AI and block chain technologies hold great promise in this regard, with potential benefits such as personalized learning, secure credentialing, and decentralized learning networks. This paper presents a review of existing research on AI and block chain in education, analyzing case studies and exploring the potential benefits and challenges of these technologies. The paper also suggests a unique model for integrating AI and block chain into sustainable teaching and learning practices. Future research directions are discussed, including the need for more empirical studies and the exploration of ethical and social implications. The key summary of this discussion is that, by enhancing accessibility, efficacy, and security in education, AI and blockchain have the potential to revolutionise the field. In order to ensure that students can benefit from these potentially game-changing technologies as technology develops, it will be crucial to find ways to harness its power while minimising hazards. Overall, this paper highlights the potential of AI and block chain as sustainable tools for teaching and learning in the 4IR era and their respective advantages, issues and future prospects have been discussed in this writing.

The software engineering community recently has witnessed widespread deployment of AI programming assistants, such as GitHub Copilot. However, in practice, developers do not accept AI programming assistants' initial suggestions at a high frequency. This leaves a number of open questions related to the usability of these tools. To understand developers' practices while using these tools and the important usability challenges they face, we administered a survey to a large population of developers and received responses from a diverse set of 410 developers. Through a mix of qualitative and quantitative analyses, we found that developers are most motivated to use AI programming assistants because they help developers reduce key-strokes, finish programming tasks quickly, and recall syntax, but resonate less with using them to help brainstorm potential solutions. We also found the most important reasons why developers do not use these tools are because these tools do not output code that addresses certain functional or non-functional requirements and because developers have trouble controlling the tool to generate the desired output. Our findings have implications for both creators and users of AI programming assistants, such as designing minimal cognitive effort interactions with these tools to reduce distractions for users while they are programming.

Nowadays many research articles are prefaced with research highlights to summarize the main findings of the paper. Highlights not only help researchers precisely and quickly identify the contributions of a paper, they also enhance the discoverability of the article via search engines. We aim to automatically construct research highlights given certain segments of a research paper. We use a pointer-generator network with coverage mechanism and a contextual embedding layer at the input that encodes the input tokens into SciBERT embeddings. We test our model on a benchmark dataset, CSPubSum, and also present MixSub, a new multi-disciplinary corpus of papers for automatic research highlight generation. For both CSPubSum and MixSub, we have observed that the proposed model achieves the best performance compared to related variants and other models proposed in the literature. On the CSPubSum dataset, our model achieves the best performance when the input is only the abstract of a paper as opposed to other segments of the paper. It produces ROUGE-1, ROUGE-2 and ROUGE-L F1-scores of 38.26, 14.26 and 35.51, respectively, METEOR score of 32.62, and BERTScore F1 of 86.65 which outperform all other baselines. On the new MixSub dataset, where only the abstract is the input, our proposed model (when trained on the whole training corpus without distinguishing between the subject categories) achieves ROUGE-1, ROUGE-2 and ROUGE-L F1-scores of 31.78, 9.76 and 29.3, respectively, METEOR score of 24.00, and BERTScore F1 of 85.25.

We study the problem of teaching via demonstrations in sequential decision-making tasks. In particular, we focus on the situation when the teacher has no access to the learner's model and policy, and the feedback from the learner is limited to trajectories that start from states selected by the teacher. The necessity to select the starting states and infer the learner's policy creates an opportunity for using the methods of inverse reinforcement learning and active learning by the teacher. In this work, we formalize the teaching process with limited feedback and propose an algorithm that solves this teaching problem. The algorithm uses a modified version of the active value-at-risk method to select the starting states, a modified maximum causal entropy algorithm to infer the policy, and the difficulty score ratio method to choose the teaching demonstrations. We test the algorithm in a synthetic car driving environment and conclude that the proposed algorithm is an effective solution when the learner's feedback is limited.