Fox News Washington-based correspondent Mark Meredith breaks down which jobs are most at risk during the AI revolution on'Special Report.' AI-powered chatbot tutors will likely revolutionize traditional education and benefit students with one-on-one training, according to a University of California, Berkeley professor of computer science. ChatGPT has already made its mark among students, as younger generations rushed to use the chatbot that can mimic human conversation when it was released last year. Berkeley professor and leading AI expert Stuart Russell speculates that as the technology evolves, it could revolutionize traditional education with ChatGPT-style personalized tutors. "Education is the biggest benefit that we can look for in the next few years," Russell told the Guardian of AI's potential impact on education.

Recent advances in natural language processing and machine learning have led to the development of chatbot models, such as ChatGPT, that can engage in conversational dialogue with human users. However, the ability of these models to generate toxic or harmful responses during a non-toxic multi-turn conversation remains an open research question. Existing research focuses on single-turn sentence testing, while we find that 82\% of the individual non-toxic sentences that elicit toxic behaviors in a conversation are considered safe by existing tools. In this paper, we design a new attack, \toxicbot, by fine-tuning a chatbot to engage in conversation with a target open-domain chatbot. The chatbot is fine-tuned with a collection of crafted conversation sequences. Particularly, each conversation begins with a sentence from a crafted prompt sentences dataset. Our extensive evaluation shows that open-domain chatbot models can be triggered to generate toxic responses in a multi-turn conversation. In the best scenario, \toxicbot achieves a 67\% activation rate. The conversation sequences in the fine-tuning stage help trigger the toxicity in a conversation, which allows the attack to bypass two defense methods. Our findings suggest that further research is needed to address chatbot toxicity in a dynamic interactive environment. The proposed \toxicbot can be used by both industry and researchers to develop methods for detecting and mitigating toxic responses in conversational dialogue and improve the robustness of chatbots for end users.

We propose Information Lattice Learning (ILL) as a general framework to learn rules of a signal (e.g., an image or a probability distribution). In our definition, a rule is a coarsened signal used to help us gain one interpretable insight about the original signal. To make full sense of what might govern the signal’s intrinsic structure, we seek multiple disentangled rules arranged in a hierarchy, called a lattice. Compared to representation/rule-learning models optimized for a specific task (e.g., classification), ILL focuses on explainability: it is designed to mimic human experiential learning and discover rules akin to those humans can distill and comprehend. This paper details the math and algorithms of ILL, and illustrates how it addresses the fundamental question “what makes X an X” by creating rule-based explanations designed to help humans understand. Our focus is on explaining X rather than (re)generating it. We present applications in knowledge discovery, using ILL to distill music theory from scores and chemical laws from molecules and further revealing connections between them. We show ILL’s efficacy and interpretability on benchmarks and assessments, as well as a demonstration of ILL-enhanced classifiers achieving human-level digit recognition using only one or a few MNIST training examples (1–10 per class).

This study applies Activity Theory and investigates the attitudes and contradictions of 67 English as a foreign language (EFL) students from four Hong Kong secondary schools towards machine-in-the-loop writing, where artificial intelligence (AI) suggests ideas during composition. Students answered an open-ended question about their feelings on writing with AI. Results revealed mostly positive attitudes, with some negative or mixed feelings. From a thematic analysis, contradictions or points of tension between students and AI stemmed from AI inadequacies, students' balancing enthusiasm with preference, and their striving for language autonomy. The research highlights the benefits and challenges of implementing machine-in-the-loop writing in EFL classrooms, suggesting educators align activity goals with students' values, language abilities, and AI capabilities to enhance students' activity systems.

Hands-on cybersecurity training allows students and professionals to practice various tools and improve their technical skills. The training occurs in an interactive learning environment that enables completing sophisticated tasks in full-fledged operating systems, networks, and applications. During the training, the learning environment allows collecting data about trainees' interactions with the environment, such as their usage of command-line tools. These data contain patterns indicative of trainees' learning processes, and revealing them allows to assess the trainees and provide feedback to help them learn. However, automated analysis of these data is challenging. The training tasks feature complex problem-solving, and many different solution approaches are possible. Moreover, the trainees generate vast amounts of interaction data. This paper explores a dataset from 18 cybersecurity training sessions using data mining and machine learning techniques. We employed pattern mining and clustering to analyze 8834 commands collected from 113 trainees, revealing their typical behavior, mistakes, solution strategies, and difficult training stages. Pattern mining proved suitable in capturing timing information and tool usage frequency. Clustering underlined that many trainees often face the same issues, which can be addressed by targeted scaffolding. Our results show that data mining methods are suitable for analyzing cybersecurity training data. Educational researchers and practitioners can apply these methods in their contexts to assess trainees, support them, and improve the training design. Artifacts associated with this research are publicly available.

Ethics in AI has become a debated topic of public and expert discourse in recent years. But what do people who build AI - AI practitioners - have to say about their understanding of AI ethics and the challenges associated with incorporating it in the AI-based systems they develop? Understanding AI practitioners' views on AI ethics is important as they are the ones closest to the AI systems and can bring about changes and improvements. We conducted a survey aimed at understanding AI practitioners' awareness of AI ethics and their challenges in incorporating ethics. Based on 100 AI practitioners' responses, our findings indicate that majority of AI practitioners had a reasonable familiarity with the concept of AI ethics, primarily due to workplace rules and policies. Privacy protection and security was the ethical principle that majority of them were aware of. Formal education/training was considered somewhat helpful in preparing practitioners to incorporate AI ethics. The challenges that AI practitioners faced in the development of ethical AI-based systems included (i) general challenges, (ii) technology-related challenges and (iii) human-related challenges. We also identified areas needing further investigation and provided recommendations to assist AI practitioners and companies in incorporating ethics into AI development.

This paper investigates causal influences between agents linked by a social graph and interacting over time. In particular, the work examines the dynamics of social learning models and distributed decision-making protocols, and derives expressions that reveal the causal relations between pairs of agents and explain the flow of influence over the network. The results turn out to be dependent on the graph topology and the level of information that each agent has about the inference problem they are trying to solve. Using these conclusions, the paper proposes an algorithm to rank the overall influence between agents to discover highly influential agents. It also provides a method to learn the necessary model parameters from raw observational data. The results and the proposed algorithm are illustrated by considering both synthetic data and real Twitter data.

Policies often fail due to distribution shift -- changes in the state and reward that occur when a policy is deployed in new environments. Data augmentation can increase robustness by making the model invariant to task-irrelevant changes in the agent's observation. However, designers don't know which concepts are irrelevant a priori, especially when different end users have different preferences about how the task is performed. We propose an interactive framework to leverage feedback directly from the user to identify personalized task-irrelevant concepts. Our key idea is to generate counterfactual demonstrations that allow users to quickly identify possible task-relevant and irrelevant concepts. The knowledge of task-irrelevant concepts is then used to perform data augmentation and thus obtain a policy adapted to personalized user objectives. We present experiments validating our framework on discrete and continuous control tasks with real human users. Our method (1) enables users to better understand agent failure, (2) reduces the number of demonstrations required for fine-tuning, and (3) aligns the agent to individual user task preferences.

We study the problem of learning general (i.e., not necessarily homogeneous) halfspaces with Random Classification Noise under the Gaussian distribution. We establish nearly-matching algorithmic and Statistical Query (SQ) lower bound results revealing a surprising information-computation gap for this basic problem. Specifically, the sample complexity of this learning problem is $\widetilde{\Theta}(d/\epsilon)$, where $d$ is the dimension and $\epsilon$ is the excess error. Our positive result is a computationally efficient learning algorithm with sample complexity $\tilde{O}(d/\epsilon + d/(\max\{p, \epsilon\})^2)$, where $p$ quantifies the bias of the target halfspace. On the lower bound side, we show that any efficient SQ algorithm (or low-degree test) for the problem requires sample complexity at least $\Omega(d^{1/2}/(\max\{p, \epsilon\})^2)$. Our lower bound suggests that this quadratic dependence on $1/\epsilon$ is inherent for efficient algorithms.

Machine learning algorithms have become ubiquitous in a number of applications (e.g. image classification). However, due to the insufficient measurement of traditional metrics (e.g. the coarse-grained Accuracy of each classifier), substantial gaps are usually observed between the real-world performance of these algorithms and their scores in standardized evaluations. In this paper, inspired by the psychometric theories from human measurement, we propose a task-agnostic evaluation framework Camilla, where a multi-dimensional diagnostic metric Ability is defined for collaboratively measuring the multifaceted strength of each machine learning algorithm. Specifically, given the response logs from different algorithms to data samples, we leverage cognitive diagnosis assumptions and neural networks to learn the complex interactions among algorithms, samples and the skills (explicitly or implicitly pre-defined) of each sample. In this way, both the abilities of each algorithm on multiple skills and some of the sample factors (e.g. sample difficulty) can be simultaneously quantified. We conduct extensive experiments with hundreds of machine learning algorithms on four public datasets, and our experimental results demonstrate that Camilla not only can capture the pros and cons of each algorithm more precisely, but also outperforms state-of-the-art baselines on the metric reliability, rank consistency and rank stability.