This study aims to develop an AI education policy for higher education by examining the perceptions and implications of text generative AI technologies. Data was collected from 457 students and 180 teachers and staff across various disciplines in Hong Kong universities, using both quantitative and qualitative research methods. Based on the findings, the study proposes an AI Ecological Education Policy Framework to address the multifaceted implications of AI integration in university teaching and learning. This framework is organized into three dimensions: Pedagogical, Governance, and Operational. The Pedagogical dimension concentrates on using AI to improve teaching and learning outcomes, while the Governance dimension tackles issues related to privacy, security, and accountability. The Operational dimension addresses matters concerning infrastructure and training. The framework fosters a nuanced understanding of the implications of AI integration in academic settings, ensuring that stakeholders are aware of their responsibilities and can take appropriate actions accordingly. Keywords: AI Policy Framework; Artificial Intelligence; ChatGPT; Ethics; Assessment 1. Introduction In recent months, there has been a growing concern in the academic settings about the use of text generative artificial intelligence (AI), such as ChatGPT, Bing and the latest, Co-Pilot integrated within the Microsoft Office suite. One of the main concerns is that students may use generative AI tools to cheat or plagiarise their written assignments and exams. In fact, a recent survey of university students found that nearly one in three students had used a form of AI, such as essay-generating software, to complete their coursework (Intelligent.com, About one-third of college students surveyed (sample size 1000) in the US have utilized the AI chatbot such as ChatGPT to complete written homework assignments, with 60% using the programme on more than half of their assignments. ChatGPT types of generative AI tools is capable of imitating human writing, with some students using it to cheat. The study found that 75% of students believe that using the programme for cheating is wrong but still do it, and nearly 30% believe their professors are unaware of their use of the tool. The study also noted that some professors are considering whether to include ChatGPT in their lessons or join calls to ban it, with 46% of students saying their professors or institutions have banned the tool for homework. This has led to calls for stricter regulations and penalties for academic misconduct involving AI.

This study explores university students' perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potential for personalized learning support, writing and brainstorming assistance, and research and analysis capabilities. However, concerns about accuracy, privacy, ethical issues, and the impact on personal development, career prospects, and societal values were also expressed. According to John Biggs' 3P model, student perceptions significantly influence learning approaches and outcomes. By understanding students' perceptions, educators and policymakers can tailor GenAI technologies to address needs and concerns while promoting effective learning outcomes. Insights from this study can inform policy development around the integration of GenAI technologies into higher education. By understanding students' perceptions and addressing their concerns, policymakers can create well-informed guidelines and strategies for the responsible and effective implementation of GenAI tools, ultimately enhancing teaching and learning experiences in higher education.

Grammatical Error Correction (GEC) is the task of automatically detecting and correcting errors in text. The task not only includes the correction of grammatical errors, such as missing prepositions and mismatched subject-verb agreement, but also orthographic and semantic errors, such as misspellings and word choice errors respectively. The field has seen significant progress in the last decade, motivated in part by a series of five shared tasks, which drove the development of rule-based methods, statistical classifiers, statistical machine translation, and finally neural machine translation systems which represent the current dominant state of the art. In this survey paper, we condense the field into a single article and first outline some of the linguistic challenges of the task, introduce the most popular datasets that are available to researchers (for both English and other languages), and summarise the various methods and techniques that have been developed with a particular focus on artificial error generation. We next describe the many different approaches to evaluation as well as concerns surrounding metric reliability, especially in relation to subjective human judgements, before concluding with an overview of recent progress and suggestions for future work and remaining challenges. We hope that this survey will serve as comprehensive resource for researchers who are new to the field or who want to be kept apprised of recent developments.

A geography professor shared his method to detect AI-generated plagiarism with Fox News. He developed it after noticing that ChatGPT produced fake citations. A college professor said he found an easy way to catch AI-generated plagiarism after finding phony citations in some of ChatGPT's content. "It's very easy to identify the fake references," said Terence Day, a physical geography professor at Okanagan College in British Columbia. "All you need to do, really, is to check them up on the internet."

Artificial intelligence is changing the game on education as many students and even professors embrace platforms such as ChatGPT for classwork. Other students, however, are shunning the tech for school, citing the risks of getting caught using the platforms outweigh the benefits. OpenAI released ChatGPT, a chatbot that can mimic human conversations based on prompts it is given, in November, and it quickly became the fastest-growing user base with 100 million monthly active users in January. With the release of the tech came concerns from some educators, ranging from grade schools to the college level, that students would use the platform to plagiarize or cheat. Some college students report they are policing themselves away from using artificial intelligence to complete coursework.

Large language models show impressive results at predicting structured text such as code, but also commonly introduce errors and hallucinations in their output. When used to assist software developers, these models may make mistakes that users must go back and fix, or worse, introduce subtle bugs that users may miss entirely. We propose Randomized Utility-driven Synthesis of Uncertain REgions (R-U-SURE), an approach for building uncertainty-aware suggestions based on a decision-theoretic model of goal-conditioned utility, using random samples from a generative model as a proxy for the unobserved possible intents of the end user. Our technique combines minimum-Bayes-risk decoding, dual decomposition, and decision diagrams in order to efficiently produce structured uncertainty summaries, given only sample access to an arbitrary generative model of code and an optional AST parser. We demonstrate R-U-SURE on three developer-assistance tasks, and show that it can be applied different user interaction patterns without retraining the model and leads to more accurate uncertainty estimates than token-probability baselines. We also release our implementation as an open-source library at https://github.com/google-research/r_u_sure.

The field of machine learning (ML) has gained widespread adoption, leading to a significant demand for adapting ML to specific scenarios, which is yet expensive and non-trivial. The predominant approaches towards the automation of solving ML tasks (e.g., AutoML) are often time consuming and hard to understand for human developers. In contrast, though human engineers have the incredible ability to understand tasks and reason about solutions, their experience and knowledge are often sparse and difficult to utilize by quantitative approaches. In this paper, we aim to bridge the gap between machine intelligence and human knowledge by introducing a novel framework MLCopilot, which leverages the state-of-the-art LLMs to develop ML solutions for novel tasks. We showcase the possibility of extending the capability of LLMs to comprehend structured inputs and perform thorough reasoning for solving novel ML tasks. And we find that, after some dedicated design, the LLM can (i) observe from the existing experiences of ML tasks and (ii) reason effectively to deliver promising results for new tasks. The solution generated can be used directly to achieve high levels of competitiveness.

Edge Impulse is a cloud-based machine learning operations (MLOps) platform for developing embedded and edge ML (TinyML) systems that can be deployed to a wide range of hardware targets. Current TinyML workflows are plagued by fragmented software stacks and heterogeneous deployment hardware, making ML model optimizations difficult and unportable. We present Edge Impulse, a practical MLOps platform for developing TinyML systems at scale. Edge Impulse addresses these challenges and streamlines the TinyML design cycle by supporting various software and hardware optimizations to create an extensible and portable software stack for a multitude of embedded systems. As of Oct. 2022, Edge Impulse hosts 118,185 projects from 50,953 developers.

Graph Neural Networks (GNNs) are a form of deep learning that enable a wide range of machine learning applications on graph-structured data. The learning of GNNs, however, is known to pose challenges for memory-constrained devices such as GPUs. In this paper, we study exact compression as a way to reduce the memory requirements of learning GNNs on large graphs. In particular, we adopt a formal approach to compression and propose a methodology that transforms GNN learning problems into provably equivalent compressed GNN learning problems. In a preliminary experimental evaluation, we give insights into the compression ratios that can be obtained on real-world graphs and apply our methodology to an existing GNN benchmark.

Geometry problem solving (GPS) is a high-level mathematical reasoning requiring the capacities of multi-modal fusion and geometric knowledge application. Recently, neural solvers have shown great potential in GPS but still be short in diagram presentation and modal fusion. In this work, we convert diagrams into basic textual clauses to describe diagram features effectively, and propose a new neural solver called PGPSNet to fuse multi-modal information efficiently. Combining structural and semantic pre-training, data augmentation and self-limited decoding, PGPSNet is endowed with rich knowledge of geometry theorems and geometric representation, and therefore promotes geometric understanding and reasoning. In addition, to facilitate the research of GPS, we build a new large-scale and fine-annotated GPS dataset named PGPS9K, labeled with both fine-grained diagram annotation and interpretable solution program. Experiments on PGPS9K and an existing dataset Geometry3K validate the superiority of our method over the state-of-the-art neural solvers. Our code, dataset and appendix material are available at \url{https://github.com/mingliangzhang2018/PGPS}.