The assignment due last Sunday night calls on 180 students to compose a question about contemporary medical challenges and ask ChatGPT to write an essay on it. Students must read what the robot produces, edit its response, track their changes and submit a final draft for marking. Brown said the assignment was testing students' ability to exercise judgment and be creative because those were skills that would be required in their professional lives, rather than simply collating information. "There are different types of knowing – one of the basic types is memorising and reproducing information or collating information – that is a stock-in-trade for universities but ChatGPT does that," Brown said. Successfully manipulating a question for ChatGPT to produce an optimal essay was one of the main criteria for success while the marker would also judge how they had edited the essay to an acceptable standard.

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The COVID-19 pandemic was a shock to higher education systems everywhere. But while some changes, like moving lectures online, were relatively easy to make, assessment posed a much bigger challenge. Assessment can take many forms, from essays to exams to experiments and more. They increased their use of programs like Turnitin to check for matched wording in students' assignments. And for closed-book, timed tests they used tools such as Proctorio, which monitor a student's computer or phone while they write exams.

When students make a mistake in an exercise, they can consolidate it by ``similar exercises'' which have the same concepts, purposes and methods. Commonly, for a certain subject and study stage, the size of the exercise bank is in the range of millions to even tens of millions, how to find similar exercises for a given exercise becomes a crucial technical problem. Generally, we can assign a variety of explicit labels to the exercise, and then query through the labels, but the label annotation is time-consuming, laborious and costly, with limited precision and granularity, so it is not feasible. In practice, we define ``similar exercises'' as a retrieval process of finding a set of similar exercises based on recall, ranking and re-rank procedures, called the \textbf{FSE} problem (Finding similar exercises). Furthermore, comprehensive representation of the semantic information of exercises was obtained through representation learning. In addition to the reasonable architecture, we also explore what kind of tasks are more conducive to the learning of exercise semantic information from pre-training and supervised learning. It is difficult to annotate similar exercises and the annotation consistency among experts is low. Therefore this paper also provides solutions to solve the problem of low-quality annotated data. Compared with other methods, this paper has obvious advantages in both architecture rationality and algorithm precision, which now serves the daily teaching of hundreds of schools.

Online Class-Incremental (OCI) learning has sparked new approaches to expand the previously trained model knowledge from sequentially arriving data streams with new classes. Unfortunately, OCI learning can suffer from catastrophic forgetting (CF) as the decision boundaries for old classes can become inaccurate when perturbated by new ones. Existing literature have applied the data augmentation (DA) to alleviate the model forgetting, while the role of DA in OCI has not been well understood so far. In this paper, we theoretically show that augmented samples with lower correlation to the original data are more effective in preventing forgetting. However, aggressive augmentation may also reduce the consistency between data and corresponding labels, which motivates us to exploit proper DA to boost the OCI performance and prevent the CF problem. We propose the Enhanced Mixup (EnMix) method that mixes the augmented samples and their labels simultaneously, which is shown to enhance the sample diversity while maintaining strong consistency with corresponding labels. Further, to solve the class imbalance problem, we design an Adaptive Mixup (AdpMix) method to calibrate the decision boundaries by mixing samples from both old and new classes and dynamically adjusting the label mixing ratio. Our approach is demonstrated to be effective on several benchmark datasets through extensive experiments, and it is shown to be compatible with other replay-based techniques.

Data-Free Knowledge Distillation (DFKD) has recently attracted growing attention in the academic community, especially with major breakthroughs in computer vision. Despite promising results, the technique has not been well applied to audio and signal processing. Due to the variable duration of audio signals, it has its own unique way of modeling. In this work, we propose feature-rich audio model inversion (FRAMI), a data-free knowledge distillation framework for general sound classification tasks. It first generates high-quality and feature-rich Mel-spectrograms through a feature-invariant contrastive loss. Then, the hidden states before and after the statistics pooling layer are reused when knowledge distillation is performed on these feature-rich samples. Experimental results on the Urbansound8k, ESC-50, and audioMNIST datasets demonstrate that FRAMI can generate feature-rich samples. Meanwhile, the accuracy of the student model is further improved by reusing the hidden state and significantly outperforms the baseline method.

One of the main motivations of studying continual learning is that the problem setting allows a model to accrue knowledge from past tasks to learn new tasks more efficiently. However, recent studies suggest that the key metric that continual learning algorithms optimize, reduction in catastrophic forgetting, does not correlate well with the forward transfer of knowledge. We believe that the conclusion previous works reached is due to the way they measure forward transfer. We argue that the measure of forward transfer to a task should not be affected by the restrictions placed on the continual learner in order to preserve knowledge of previous tasks. Instead, forward transfer should be measured by how easy it is to learn a new task given a set of representations produced by continual learning on previous tasks. Under this notion of forward transfer, we evaluate different continual learning algorithms on a variety of image classification benchmarks. Our results indicate that less forgetful representations lead to a better forward transfer suggesting a strong correlation between retaining past information and learning efficiency on new tasks. Further, we found less forgetful representations to be more diverse and discriminative compared to their forgetful counterparts.

Source code representation with deep learning techniques is an important research field. There have been many studies that learn sequential or structural information for code representation. But sequence-based models and non-sequence-models both have their limitations. Researchers attempt to incorporate structural information to sequence-based models, but they only mine part of token-level hierarchical structure information. In this paper, we analyze how the complete hierarchical structure influences the tokens in code sequences and abstract this influence as a property of code tokens called hierarchical embedding. The hierarchical embedding is further divided into statement-level global hierarchy and token-level local hierarchy. Furthermore, we propose the Hierarchy Transformer (HiT), a simple but effective sequence model to incorporate the complete hierarchical embeddings of source code into a Transformer model. We demonstrate the effectiveness of hierarchical embedding on learning code structure with an experiment on variable scope detection task. Further evaluation shows that HiT outperforms SOTA baseline models and show stable training efficiency on three source code-related tasks involving classification and generation tasks across 8 different datasets.

Autoregressive language models, which use deep learning to produce human-like texts, have become increasingly widespread. Such models are powering popular virtual assistants in areas like smart health, finance, and autonomous driving. While the parameters of these large language models are improving, concerns persist that these models might not work equally for all subgroups in society. Despite growing discussions of AI fairness across disciplines, there lacks systemic metrics to assess what equity means in dialogue systems and how to engage different populations in the assessment loop. Grounded in theories of deliberative democracy and science and technology studies, this paper proposes an analytical framework for unpacking the meaning of equity in human-AI dialogues. Using this framework, we conducted an auditing study to examine how GPT-3 responded to different sub-populations on crucial science and social topics: climate change and the Black Lives Matter (BLM) movement. Our corpus consists of over 20,000 rounds of dialogues between GPT-3 and 3290 individuals who vary in gender, race and ethnicity, education level, English as a first language, and opinions toward the issues. We found a substantively worse user experience with GPT-3 among the opinion and the education minority subpopulations; however, these two groups achieved the largest knowledge gain, changing attitudes toward supporting BLM and climate change efforts after the chat. We traced these user experience divides to conversational differences and found that GPT-3 used more negative expressions when it responded to the education and opinion minority groups, compared to its responses to the majority groups. We discuss the implications of our findings for a deliberative conversational AI system that centralizes diversity, equity, and inclusion.