Deep learning has achieved remarkable success in the field of bearing fault diagnosis. However, this success comes with larger models and more complex computations, which cannot be transferred into industrial fields requiring models to be of high speed, strong portability, and low power consumption. In this paper, we propose a lightweight and deployable model for bearing fault diagnosis, referred to as BearingPGA-Net, to address these challenges. Firstly, aided by a well-trained large model, we train BearingPGA-Net via decoupled knowledge distillation. Despite its small size, our model demonstrates excellent fault diagnosis performance compared to other lightweight state-of-the-art methods. Secondly, we design an FPGA acceleration scheme for BearingPGA-Net using Verilog. This scheme involves the customized quantization and designing programmable logic gates for each layer of BearingPGA-Net on the FPGA, with an emphasis on parallel computing and module reuse to enhance the computational speed. To the best of our knowledge, this is the first instance of deploying a CNN-based bearing fault diagnosis model on an FPGA. Experimental results reveal that our deployment scheme achieves over 200 times faster diagnosis speed compared to CPU, while achieving a lower-than-0.4\% performance drop in terms of F1, Recall, and Precision score on our independently-collected bearing dataset. Our code is available at \url{https://github.com/asdvfghg/BearingPGA-Net}.

Modeling and predicting the performance of students in collaborative learning paradigms is an important task. Most of the research presented in literature regarding collaborative learning focuses on the discussion forums and social learning networks. There are only a few works that investigate how students interact with each other in team projects and how such interactions affect their academic performance. In order to bridge this gap, we choose a software engineering course as the study subject. The students who participate in a software engineering course are required to team up and complete a software project together. In this work, we construct an interaction graph based on the activities of students grouped in various teams. Based on this student interaction graph, we present an extended graph transformer framework for collaborative learning (CLGT) for evaluating and predicting the performance of students. Moreover, the proposed CLGT contains an interpretation module that explains the prediction results and visualizes the student interaction patterns. The experimental results confirm that the proposed CLGT outperforms the baseline models in terms of performing predictions based on the real-world datasets. Moreover, the proposed CLGT differentiates the students with poor performance in the collaborative learning paradigm and gives teachers early warnings, so that appropriate assistance can be provided.

With their remarkable ability to generate code, large language models (LLMs) are a transformative technology for computing education practice. They have created an urgent need for educators to rethink pedagogical approaches and teaching strategies for newly emerging skill sets. Traditional approaches to learning programming have focused on frequent and repeated practice at writing code. The ease with which code can now be generated has resulted in a shift in focus towards reading, understanding and evaluating LLM-generated code. In parallel with this shift, a new essential skill is emerging -- the ability to construct good prompts for code-generating models. This paper introduces a novel pedagogical concept known as a `Prompt Problem', designed to help students learn how to craft effective prompts for LLMs. A Prompt Problem challenges a student to create a natural language prompt that leads an LLM to produce the correct code for a specific problem. To support the delivery of Prompt Problems at scale, in this paper we also present a novel tool called Promptly which hosts a repository of Prompt Problems and automates the evaluation of prompt-generated code. We report empirical findings from a field study in which Promptly was deployed in a first-year Python programming course (n=54). We explore student interactions with the tool and their perceptions of the Prompt Problem concept. We found that Promptly was largely well-received by students for its ability to engage their computational thinking skills and expose them to new programming constructs. We also discuss avenues for future work, including variations on the design of Prompt Problems and the need to study their integration into the curriculum and teaching practice.

Generative AI and large language models have the potential to drastically improve the landscape of computing education by automatically generating personalized feedback and content. Recent works have studied the capabilities of these models for different programming education scenarios; however, these works considered only text-based programming, in particular, Python programming. Consequently, they leave open the question of how well these models would perform in visual programming domains popularly used for K-8 programming education. The main research question we study is: Do state-of-the-art generative models show advanced capabilities in visual programming on par with their capabilities in text-based Python programming? In our work, we evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, in visual programming domains for various scenarios and assess performance using expert-based annotations. In particular, we base our evaluation using reference tasks from the domains of Hour of Code: Maze Challenge by Code-dot-org and Karel. Our results show that these models perform poorly and struggle to combine spatial, logical, and programming skills crucial for visual programming. These results also provide exciting directions for future work on developing techniques to improve the performance of generative models in visual programming.

Large Language Models (LLMs) such as ChatGPT have demonstrated remarkable performance across various tasks and have garnered significant attention from both researchers and practitioners. However, in an educational context, we still observe a performance gap in generating distractors -- i.e., plausible yet incorrect answers -- with LLMs for multiple-choice questions (MCQs). In this study, we propose a strategy for guiding LLMs such as ChatGPT, in generating relevant distractors by prompting them with question items automatically retrieved from a question bank as well-chosen in-context examples. We evaluate our LLM-based solutions using a quantitative assessment on an existing test set, as well as through quality annotations by human experts, i.e., teachers. We found that on average 53% of the generated distractors presented to the teachers were rated as high-quality, i.e., suitable for immediate use as is, outperforming the state-of-the-art model. We also show the gains of our approach 1 in generating high-quality distractors by comparing it with a zero-shot ChatGPT and a few-shot ChatGPT prompted with static examples.

Recently emerged technologies based on Deep Learning (DL) achieved outstanding results on a variety of tasks in the field of Artificial Intelligence (AI). However, these encounter several challenges related to robustness to adversarial inputs, ecological impact, and the necessity of huge amounts of training data. In response, researchers are focusing more and more interest on biologically grounded mechanisms, which are appealing due to the impressive capabilities exhibited by biological brains. This survey explores a range of these biologically inspired models of synaptic plasticity, their application in DL scenarios, and the connections with models of plasticity in Spiking Neural Networks (SNNs). Overall, Bio-Inspired Deep Learning (BIDL) represents an exciting research direction, aiming at advancing not only our current technologies but also our understanding of intelligence.

Indeed, biological brains exhibit extraordinary capabilities in terms of energy efficiency, supporting advanced cognitive functions while consuming only 20W [89]. It is believed that the key to the energy efficient computation of biological neurons lies in the particular coding paradigm based on short pulses, or spikes [61]. SNN models aim at simulating the behavior of biological neurons more realistically, compared to traditional DNNs. As a result, SNNs are well suited for energy-efficient implementations in neuromorphic [84, 174, 186, 190, 229] or biological [92, 111, 176] hardware. This makes SNNs a promising direction toward energy-efficient DL. Unfortunately, training SNNs is not trivial, as traditional optimization based on the backpropagation algorithm (backprop) is not directly applicable [165]. In fact, the biological plausibility of backprop - the workhorse of DL - is questioned by neuroscientists [73, 113, 130, 157, 172]. Therefore, researchers took again inspiration from biology, in order to find new learning solutions as alternatives to backprop. The goal was not only to address the problem of SNN training [33, 148], but also to discover novel approaches to the learning problem [77, 139, 182], and possibly more data efficient strategies [69, 90, 105-107, 110].

Combining computational technologies and humanities is an ongoing effort aimed at making resources such as texts, images, audio, video, and other artifacts digitally available, searchable, and analyzable. In recent years, deep neural networks (DNN) dominate the field of automatic text analysis and natural language processing (NLP), in some cases presenting a super-human performance. DNNs are the state-of-the-art machine learning algorithms solving many NLP tasks that are relevant for Digital Humanities (DH) research, such as spell checking, language detection, entity extraction, author detection, question answering, and other tasks. These supervised algorithms learn patterns from a large number of "right" and "wrong" examples and apply them to new examples. However, using DNNs for analyzing the text resources in DH research presents two main challenges: (un)availability of training data and a need for domain adaptation. This paper explores these challenges by analyzing multiple use-cases of DH studies in recent literature and their possible solutions and lays out a practical decision model for DH experts for when and how to choose the appropriate deep learning approaches for their research. Moreover, in this paper, we aim to raise awareness of the benefits of utilizing deep learning models in the DH community.

In real-world multi-agent reinforcement learning (MARL) applications, agents may not have perfect state information (e.g., due to inaccurate measurement or malicious attacks), which challenges the robustness of agents' policies. Though robustness is getting important in MARL deployment, little prior work has studied state uncertainties in MARL, neither in problem formulation nor algorithm design. Motivated by this robustness issue and the lack of corresponding studies, we study the problem of MARL with state uncertainty in this work. We provide the first attempt to the theoretical and empirical analysis of this challenging problem. We first model the problem as a Markov Game with state perturbation adversaries (MG-SPA) by introducing a set of state perturbation adversaries into a Markov Game. We then introduce robust equilibrium (RE) as the solution concept of an MG-SPA. We conduct a fundamental analysis regarding MG-SPA such as giving conditions under which such a robust equilibrium exists. Then we propose a robust multi-agent Q-learning (RMAQ) algorithm to find such an equilibrium, with convergence guarantees. To handle high-dimensional state-action space, we design a robust multi-agent actor-critic (RMAAC) algorithm based on an analytical expression of the policy gradient derived in the paper. Our experiments show that the proposed RMAQ algorithm converges to the optimal value function; our RMAAC algorithm outperforms several MARL and robust MARL methods in multiple multi-agent environments when state uncertainty is present. The source code is public on \url{https://github.com/sihongho/robust_marl_with_state_uncertainty}.

A fundamental task in robotics is to navigate between two locations. In particular, real-world navigation can require long-horizon planning using high-dimensional RGB images, which poses a substantial challenge for end-to-end learning-based approaches. Current semi-parametric methods instead achieve long-horizon navigation by combining learned modules with a topological memory of the environment, often represented as a graph over previously collected images. However, using these graphs in practice requires tuning a number of pruning heuristics. These heuristics are necessary to avoid spurious edges, limit runtime memory usage and maintain reasonably fast graph queries in large environments. In this work, we present One-4-All (O4A), a method leveraging self-supervised and manifold learning to obtain a graph-free, end-to-end navigation pipeline in which the goal is specified as an image. Navigation is achieved by greedily minimizing a potential function defined continuously over image embeddings. Our system is trained offline on non-expert exploration sequences of RGB data and controls, and does not require any depth or pose measurements. We show that O4A can reach long-range goals in 8 simulated Gibson indoor environments and that resulting embeddings are topologically similar to ground truth maps, even if no pose is observed. We further demonstrate successful real-world navigation using a Jackal UGV platform.