While unsupervised skill discovery has shown promise in autonomously acquiring behavioral primitives, there is still a large methodological disconnect between task-agnostic skill pretraining and downstream, task-aware finetuning. We present Intrinsic Reward Matching (IRM), which unifies these two phases of learning via the $\textit{skill discriminator}$, a pretraining model component often discarded during finetuning. Conventional approaches finetune pretrained agents directly at the policy level, often relying on expensive environment rollouts to empirically determine the optimal skill. However, often the most concise yet complete description of a task is the reward function itself, and skill learning methods learn an $\textit{intrinsic}$ reward function via the discriminator that corresponds to the skill policy. We propose to leverage the skill discriminator to $\textit{match}$ the intrinsic and downstream task rewards and determine the optimal skill for an unseen task without environment samples, consequently finetuning with greater sample-efficiency. Furthermore, we generalize IRM to sequence skills for complex, long-horizon tasks and demonstrate that IRM enables us to utilize pretrained skills far more effectively than previous skill selection methods on both the Fetch tabletop and Franka Kitchen robot manipulation benchmarks.

Sign language recognition and translation first uses a recognition module to generate glosses from sign language videos and then employs a translation module to translate glosses into spoken sentences. Most existing works focus on the recognition step, while paying less attention to sign language translation. In this work, we propose a task-aware instruction network, namely TIN-SLT, for sign language translation, by introducing the instruction module and the learning-based feature fuse strategy into a Transformer network. In this way, the pre-trained model's language ability can be well explored and utilized to further boost the translation performance. Moreover, by exploring the representation space of sign language glosses and target spoken language, we propose a multi-level data augmentation scheme to adjust the data distribution of the training set. We conduct extensive experiments on two challenging benchmark datasets, PHOENIX-2014-T and ASLG-PC12, on which our method outperforms former best solutions by 1.65 and 1.42 in terms of BLEU-4. Our code is published at https://github.com/yongcaoplus/TIN-SLT.

Knowledge distillation aims to enhance the performance of a lightweight student model by exploiting the knowledge from a pre-trained cumbersome teacher model. However, in the traditional knowledge distillation, teacher predictions are only used to provide the supervisory signal for the last layer of the student model, which may result in those shallow student layers lacking accurate training guidance in the layer-by-layer back propagation and thus hinders effective knowledge transfer. To address this issue, we propose Deeply-Supervised Knowledge Distillation (DSKD), which fully utilizes class predictions and feature maps of the teacher model to supervise the training of shallow student layers. A loss-based weight allocation strategy is developed in DSKD to adaptively balance the learning process of each shallow layer, so as to further improve the student performance. Extensive experiments on CIFAR-100 and TinyImageNet with various teacher-student models show significantly performance, confirming the effectiveness of our proposed method. Code is available at: $\href{https://github.com/luoshiya/DSKD}{https://github.com/luoshiya/DSKD}$

In the past few years we have seen the meteoric appearance of dozens of foundation models of the Transformer family, all of which have memorable and sometimes funny, but not self-explanatory, names. The goal of this paper is to offer a somewhat comprehensive but simple catalog and classification of the most popular Transformer models. The paper also includes an introduction to the most important aspects and innovations in Transformer models. Our catalog will include models that are trained using self-supervised learning (e.g., BERT or GPT3) as well as those that are further trained using a human-in-the-loop (e.g. the InstructGPT model used by ChatGPT).

Federated Learning (FL) is a decentralized learning method used to train machine learning algorithms. In FL, a global model iteratively collects the parameters of local models without accessing their local data. However, a significant challenge in FL is handling the heterogeneity of local data distribution, which often results in a drifted global model that is difficult to converge. To address this issue, current methods employ different strategies such as knowledge distillation, weighted model aggregation, and multi-task learning. These approaches are referred to as asynchronous FL, as they align user models either locally or post-hoc, where model drift has already occurred or has been underestimated. In this paper, we propose an active and synchronous correlation approach to address the challenge of user heterogeneity in FL. Specifically, our approach aims to approximate FL as standard deep learning by actively and synchronously scheduling user learning pace in each round with a dynamic multi-phase curriculum. A global curriculum is formed by an auto-regressive auto-encoder that integrates all user curricula on the server. This global curriculum is then divided into multiple phases and broadcast to users to measure and align the domain-agnostic learning pace. Empirical studies demonstrate that our approach outperforms existing asynchronous approaches in terms of generalization performance, even in the presence of severe user heterogeneity.

ChatGPT, an AI-based chatbot, was released to provide coherent and useful replies based on analysis of large volumes of data. In this article, leading scientists, researchers and engineers discuss the transformative effects of ChatGPT on modern education. This research seeks to improve our knowledge of ChatGPT capabilities and its use in the education sector, identifying potential concerns and challenges. Our preliminary evaluation concludes that ChatGPT performed differently in each subject area including finance, coding and maths. While ChatGPT has the ability to help educators by creating instructional content, offering suggestions and acting as an online educator to learners by answering questions and promoting group work, there are clear drawbacks in its use, such as the possibility of producing inaccurate or false data and circumventing duplicate content (plagiarism) detectors where originality is essential. The often reported hallucinations within Generative AI in general, and also relevant for ChatGPT, can render its use of limited benefit where accuracy is essential. What ChatGPT lacks is a stochastic measure to help provide sincere and sensitive communication with its users. Academic regulations and evaluation practices used in educational institutions need to be updated, should ChatGPT be used as a tool in education. To address the transformative effects of ChatGPT on the learning environment, educating teachers and students alike about its capabilities and limitations will be crucial.

We introduce CONA, a novel context-aware instruction paradigm for effective knowledge dissemination using generative pre-trained transformer (GPT) models. CONA is a flexible framework designed to leverage the capabilities of Large Language Models (LLMs) and incorporate DIKW (Data, Information, Knowledge, Wisdom) hierarchy to automatically instruct and optimise presentation content, anticipate potential audience inquiries, and provide context-aware answers that adaptive to the knowledge level of the audience group. The unique aspect of the CONA paradigm lies in its combination of an independent advisory mechanism and a recursive feedback loop rooted on the DIKW hierarchy. This synergy significantly enhances context-aware contents, ensuring they are accessible and easily comprehended by the audience. This paradigm is an early pioneer to explore new methods for knowledge dissemination and communication in the LLM era, offering effective support for everyday knowledge sharing scenarios. We conduct experiments on a range of audience roles, along with materials from various disciplines using GPT4. Both quantitative and qualitative results demonstrated that the proposed CONA paradigm achieved remarkable performance compared to the outputs guided by conventional prompt engineering.

ACM A.M. Turing Award recipient Bob Metcalfe--engineer, entrepreneur, and Professor Emeritus at the University of Texas at Austin--is embarking on his sixth career, as a Computational Engineer at the Massachusetts Institute of Technology (MIT) Computer Science and Artificial Intelligence Laboratory (CSAIL). He is always willing to tell the story of his first career, as a researcher at the Xerox Palo Alto Research Center (PARC) where, in 1973, Metcalfe and then-graduate student David Boggs invented Ethernet, a standard for connecting computers over short distances. In the ensuing years, thanks in no small part to Metcalfe's entrepreneurship and advocacy, Ethernet has become the industry standard for local area networks. Leah Hoffmann spoke to Metcalfe about the development of Ethernet and what it has meant for the future of connectivity. You published your first paper about Ethernet in Communications in July 1976 (https://bit.ly/403Sxmm).

Thomas Haigh (thomas.haigh@gmail.com) is a professor of history at the University of Wisconsin--Milwaukee, WI, USA, and a Comenius visiting professor at Siegen University, Germany.

I recently asked Bard, Google's conversational chatbot, whether artificial intelligence would replace teachers. Here's what it said, "It is unlikely that AI will completely replace teachers in the near future." During a poetry night, I remember joking with a friend that it takes a broken heart to nurture and heal another heart. I added, "Until AI experiences heartbreaks, we must trust human teachers to nurture the hearts and minds of the next generation." Yet it's hard to ignore the growing questions and concerns emerging from -- and about -- the teaching community on the impact of AI on their jobs, their classrooms and their very vocation.