As the categories of named entities rapidly increase, the deployed NER models are required to keep updating toward recognizing more entity types, creating a demand for class-incremental learning for NER. Considering the privacy concerns and storage constraints, the standard paradigm for class-incremental NER updates the models with training data only annotated with the new classes, yet the entities from other entity classes are unlabeled, regarded as "Non-entity" (or "O"). In this work, we conduct an empirical study on the "Unlabeled Entity Problem" and find that it leads to severe confusion between "O" and entities, decreasing class discrimination of old classes and declining the model's ability to learn new classes. To solve the Unlabeled Entity Problem, we propose a novel representation learning method to learn discriminative representations for the entity classes and "O". Specifically, we propose an entity-aware contrastive learning method that adaptively detects entity clusters in "O". Furthermore, we propose two effective distance-based relabeling strategies for better learning the old classes. We introduce a more realistic and challenging benchmark for class-incremental NER, and the proposed method achieves up to 10.62\% improvement over the baseline methods.

Learning mappings between infinite-dimensional function spaces has achieved empirical success in many disciplines of machine learning, including generative modeling, functional data analysis, causal inference, and multi-agent reinforcement learning. In this paper, we study the statistical limit of learning a Hilbert-Schmidt operator between two infinite-dimensional Sobolev reproducing kernel Hilbert spaces. We establish the information-theoretic lower bound in terms of the Sobolev Hilbert-Schmidt norm and show that a regularization that learns the spectral components below the bias contour and ignores the ones that are above the variance contour can achieve the optimal learning rate. At the same time, the spectral components between the bias and variance contours give us flexibility in designing computationally feasible machine learning algorithms. Based on this observation, we develop a multilevel kernel operator learning algorithm that is optimal when learning linear operators between infinite-dimensional function spaces.

Commonly, introductory programming courses in higher education institutions have hundreds of participating students eager to learn to program. The manual effort for reviewing the submitted source code and for providing feedback can no longer be managed. Manually reviewing the submitted homework can be subjective and unfair, particularly if many tutors are responsible for grading. Different autograders can help in this situation; however, there is a lack of knowledge about how autograders can impact students' overall perception of programming classes and teaching. This is relevant for course organizers and institutions to keep their programming courses attractive while coping with increasing students. This paper studies the answers to the standardized university evaluation questionnaires of multiple large-scale foundational computer science courses which recently introduced autograding. The differences before and after this intervention are analyzed. By incorporating additional observations, we hypothesize how the autograder might have contributed to the significant changes in the data, such as, improved interactions between tutors and students, improved overall course quality, improved learning success, increased time spent, and reduced difficulty. This qualitative study aims to provide hypotheses for future research to define and conduct quantitative surveys and data analysis. The autograder technology can be validated as a teaching method to improve student satisfaction with programming courses.

Japanese education services company Benesse will offer a new service to help elementary school students with their research projects using generative artificial intelligence during the summer break. The service, which will be provided for free on its website for parents, will make suggestions and offer tips to help students search research themes and compile their findings, the company said in a recent press release. For example, if one asks "How can I study the biology of dinosaurs?" the AI would give such advice as "How about finding out what they ate?" without giving exact answers, the company said. This could be due to a conflict with your ad-blocking or security software. Please add japantimes.co.jp and piano.io to your list of allowed sites.

Machine Learning (ML) models are ubiquitous in real-world applications and are a constant focus of research. Modern ML models have become more complex, deeper, and harder to reason about. At the same time, the community has started to realize the importance of protecting the privacy of the training data that goes into these models. Differential Privacy (DP) has become a gold standard for making formal statements about data anonymization. However, while some adoption of DP has happened in industry, attempts to apply DP to real world complex ML models are still few and far between. The adoption of DP is hindered by limited practical guidance of what DP protection entails, what privacy guarantees to aim for, and the difficulty of achieving good privacy-utility-computation trade-offs for ML models. Tricks for tuning and maximizing performance are scattered among papers or stored in the heads of practitioners, particularly with respect to the challenging task of hyperparameter tuning. Furthermore, the literature seems to present conflicting evidence on how and whether to apply architectural adjustments and which components are “safe” to use with DP. In this survey paper, we attempt to create a self-contained guide that gives an in-depth overview of the field of DP ML. We aim to assemble information about achieving the best possible DP ML model with rigorous privacy guarantees. Our target audience is both researchers and practitioners. Researchers interested in DP for ML will benefit from a clear overview of current advances and areas for improvement. We also include theory-focused sections that highlight important topics such as privacy accounting and convergence. For a practitioner, this survey provides a background in DP theory and a clear step-by-step guide for choosing an appropriate privacy definition and approach, implementing DP training, potentially updating the model architecture, and tuning hyperparameters. For both researchers and practitioners, consistently and fully reporting privacy guarantees is critical, so we propose a set of specific best practices for stating guarantees. With sufficient computation and a sufficiently large training set or supplemental nonprivate data, both good accuracy (that is, almost as good as a non-private model) and good privacy can often be achievable. And even when computation and dataset size are limited, there are advantages to training with even a weak (but still finite) formal DP guarantee. Hence, we hope this work will facilitate more widespread deployments of DP ML models.

This study presents a thorough examination of various Generative Pretrained Transformer (GPT) methodologies in sentiment analysis, specifically in the context of Task 4 on the SemEval 2017 dataset. Three primary strategies are employed: 1) prompt engineering using the advanced GPT-3.5 Turbo, 2) fine-tuning GPT models, and 3) an inventive approach to embedding classification. The research yields detailed comparative insights among these strategies and individual GPT models, revealing their unique strengths and potential limitations. Additionally, the study compares these GPT-based methodologies with other current, high-performing models previously used with the same dataset. The results illustrate the significant superiority of the GPT approaches in terms of predictive performance, more than 22\% in F1-score compared to the state-of-the-art. Further, the paper sheds light on common challenges in sentiment analysis tasks, such as understanding context and detecting sarcasm. It underscores the enhanced capabilities of the GPT models to effectively handle these complexities. Taken together, these findings highlight the promising potential of GPT models in sentiment analysis, setting the stage for future research in this field. The code can be found at https://github.com/DSAatUSU/SentimentGPT

Forgetting refers to the loss or deterioration of previously acquired information or knowledge. While the existing surveys on forgetting have primarily focused on continual learning, forgetting is a prevalent phenomenon observed in various other research domains within deep learning. Forgetting manifests in research fields such as generative models due to generator shifts, and federated learning due to heterogeneous data distributions across clients. Addressing forgetting encompasses several challenges, including balancing the retention of old task knowledge with fast learning of new tasks, managing task interference with conflicting goals, and preventing privacy leakage, etc. Moreover, most existing surveys on continual learning implicitly assume that forgetting is always harmful. In contrast, our survey argues that forgetting is a double-edged sword and can be beneficial and desirable in certain cases, such as privacy-preserving scenarios. By exploring forgetting in a broader context, we aim to present a more nuanced understanding of this phenomenon and highlight its potential advantages. Through this comprehensive survey, we aspire to uncover potential solutions by drawing upon ideas and approaches from various fields that have dealt with forgetting. By examining forgetting beyond its conventional boundaries, in future work, we hope to encourage the development of novel strategies for mitigating, harnessing, or even embracing forgetting in real applications. A comprehensive list of papers about forgetting in various research fields is available at \url{https://github.com/EnnengYang/Awesome-Forgetting-in-Deep-Learning}.

Learning-based grasping can afford real-time grasp motion planning of multi-fingered robotics hands thanks to its high computational efficiency. However, learning-based methods are required to explore large search spaces during the learning process. The search space causes low learning efficiency, which has been the main barrier to its practical adoption. In addition, the trained policy lacks a generalizable outcome unless objects are identical to the trained objects. In this work, we develop a novel Physics-Guided Deep Reinforcement Learning with a Hierarchical Reward Mechanism to improve learning efficiency and generalizability for learning-based autonomous grasping. Unlike conventional observation-based grasp learning, physics-informed metrics are utilized to convey correlations between features associated with hand structures and objects to improve learning efficiency and outcomes. Further, the hierarchical reward mechanism enables the robot to learn prioritized components of the grasping tasks. Our method is validated in robotic grasping tasks with a 3-finger MICO robot arm. The results show that our method outperformed the standard Deep Reinforcement Learning methods in various robotic grasping tasks.

Advancements in generative artificial intelligence (AI) and large language models (LLMs) have fueled the development of many educational technology innovations that aim to automate the often time-consuming and laborious tasks of generating and analysing textual content (e.g., generating open-ended questions and analysing student feedback survey) (Kasneci et al., 2023; Wollny et al., 2021; Leiker et al., 2023). LLMs are generative artificial intelligence models that have been trained on an extensive amount of text data, capable of generating human-like text content based on natural language inputs. Specifically, these LLMs, such as Bidirectional Encoder Representations from Transformers (BERT) (Devlin et al., 2018) and Generative Pre-trained Transformer (GPT) (Brown et al., 2020), utilise deep learning and self-attention mechanisms (Vaswani et al., 2017) to selectively attend to the different parts of input texts, depending on the focus of the current tasks, allowing the model to learn complex patterns and relationships among textual contents, such as their semantic, contextual, and syntactic relationships (Min et al., 2021; Liu et al., 2023). As several LLMs (e.g., GPT-3 and Codex) have been pre-trained on massive amounts of data across multiple disciplines, they are capable of completing natural language processing tasks with little (few-shot learning) or no additional training (zero-shot learning) (Brown et al., 2020; Wu et al., 2023). This could lower the technological barriers to LLMs-based innovations as researchers and practitioners can develop new educational technologies by fine-tuning LLMs on specific educational tasks without starting from scratch (Caines et al., 2023; Sridhar et al., 2023). The recent release of ChatGPT, an LLMs-based generative AI chatbot that requires only natural language prompts without additional model training or fine-tuning (OpenAI, 2023), has further lowered the barrier for individuals without technological background to leverage the generative powers of LLMs. Although educational research that leverages LLMs to develop technological innovations for automating educational tasks is yet to achieve its full potential (i.e., most works have focused on improving model performances (Kurdi et al., 2020; Ramesh and Sanampudi, 2022)), a growing body of literature hints at how different stakeholders could potentially benefit from such innovations.

In this position paper, we advocate for the idea that courses and exams in the AI era have to be designed based on two factors: (1) the strengths and limitations of AI, and (2) the pedagogical educational objectives. Based on insights from the Delors report on education [1], we first address the role of education and recall the main objectives that educational institutes must strive to achieve independently of any technology. We then explore the strengths and limitations of AI, based on current advances in AI. We explain how courses and exams can be designed based on these strengths and limitations of AI, providing different examples in the IT, English, and Art domains. We show how we adopted a pedagogical approach that is inspired from the Socratic teaching method from January 2023 to May 2023. Then, we present the data analysis results of seven ChatGPT-authorized exams conducted between December 2022 and March 2023. Our exam data results show that there is no correlation between students' grades and whether or not they use ChatGPT to answer their exam questions. Finally, we present a new exam system that allows us to apply our pedagogical approach in the AI era.