Some students have been using ChatGPT, a text-based bot, to do their homework for them. Now, 22-year-old Edward Tian's new app is attracting educators working to combat AI plagiarism.

In this course, you will discover AI and the strategies that are used in transforming business in order to gain a competitive advantage. You will explore the multitude of uses for AI in an enterprise setting and the tools that are available to lower the barriers to AI use. You will get a closer look at the purpose, function, and use-cases for explainable AI. This course will also provide you with the tools to build responsible AI governance algorithms as faculty dive into the large datasets that you can expect to see in an enterprise setting and how that affects the business on a greater scale. Finally, you will examine AI in the organizational structure, how AI is playing a crucial role in change management, and the risks with AI processes.

You can see where this is headed. A writing assignment asks students to compare and contrast feminist themes in Jane Eyre and Wuthering Heights. Yup, it can do that. A political science exam requires short-essay responses to questions around the rise and fall of the Soviet Union. So what does this all mean for teaching?

I have been interested in Artificial Intelligence (AI) for a long time, ever since I started learning about technology, design, media, and gaming. In a previous post, I introduced Smart Home Technologies. Some subscribers asked my opinion about AI, so I decided to create this short post to respond to them. AI refers to the ability of computers or machines to perform tasks that would typically require human intelligence, such as learning, problem-solving, decision-making, and language understanding. Recently, I have come across different types of AI, including narrow AI and general AI.

Ensuring fairness is essential for every education system. Machine learning is increasingly supporting the education system and educational data science (EDS) domain, from decision support to educational activities and learning analytics. However, the machine learning-based decisions can be biased because the algorithms may generate the results based on students' protected attributes such as race or gender. Clustering is an important machine learning technique to explore student data in order to support the decision-maker, as well as support educational activities, such as group assignments. Therefore, ensuring high-quality clustering models along with satisfying fairness constraints are important requirements. This chapter comprehensively surveys clustering models and their fairness in EDS. We especially focus on investigating the fair clustering models applied in educational activities. It is believed that these models are practical tools for analyzing students' data and ensuring fairness in EDS.

Tiny Machine Learning (TinyML) is an upsurging research field that proposes to democratize the use of Machine Learning and Deep Learning on highly energy-efficient frugal Microcontroller Units. Considering the general assumption that TinyML can only run inference, growing interest in the domain has led to work that makes them reformable, i.e., solutions that permit models to improve once deployed. This work presents a survey on reformable TinyML solutions with the proposal of a novel taxonomy. Here, the suitability of each hierarchical layer for reformability is discussed. Furthermore, we explore the workflow of TinyML and analyze the identified deployment schemes, available tools and the scarcely available benchmarking tools. Finally, we discuss how reformable TinyML can impact a few selected industrial areas and discuss the challenges and future directions.

Keeping up with the research literature plays an important role in the workflow of scientists - allowing them to understand a field, formulate the problems they focus on, and develop the solutions that they contribute, which in turn shape the nature of the discipline. In this paper, we examine the literature review practices of data scientists. Data science represents a field seeing an exponential rise in papers, and increasingly drawing on and being applied in numerous diverse disciplines. Recent efforts have seen the development of several tools intended to help data scientists cope with a deluge of research and coordinated efforts to develop AI tools intended to uncover the research frontier. Despite these trends indicative of the information overload faced by data scientists, no prior work has examined the specific practices and challenges faced by these scientists in an interdisciplinary field with evolving scholarly norms. In this paper, we close this gap through a set of semi-structured interviews and think-aloud protocols of industry and academic data scientists (N = 20). Our results while corroborating other knowledge workers' practices uncover several novel findings: individuals (1) are challenged in seeking and sensemaking of papers beyond their disciplinary bubbles, (2) struggle to understand papers in the face of missing details and mathematical content, (3) grapple with the deluge by leveraging the knowledge context in code, blogs, and talks, and (4) lean on their peers online and in-person. Furthermore, we outline future directions likely to help data scientists cope with the burgeoning research literature.

Current language generation models suffer from issues such as repetition, incoherence, and hallucinations. An often-repeated hypothesis is that this brittleness of generation models is caused by the training and the generation procedure mismatch, also referred to as exposure bias. In this paper, we verify this hypothesis by analyzing exposure bias from an imitation learning perspective. We show that exposure bias leads to an accumulation of errors, analyze why perplexity fails to capture this accumulation, and empirically show that this accumulation results in poor generation quality. Source code to reproduce these experiments is available at https://github.com/kushalarora/quantifying_exposure_bias

Task-agnostic knowledge distillation attempts to address the problem of deploying large pretrained language model in resource-constrained scenarios by compressing a large pretrained model called teacher into a smaller one called student such that the student can be directly finetuned on downstream tasks and retains comparable performance. However, we empirically find that there is a generalization gap between the student and the teacher in existing methods. In this work, we show that we can leverage multi-task learning in task-agnostic distillation to advance the generalization of the resulted student. In particular, we propose Multi-task Infused Task-agnostic Knowledge Distillation (MITKD). We first enhance the teacher by multi-task training it on multiple downstream tasks and then perform distillation to produce the student. Experimental results demonstrate that our method yields a student with much better generalization, significantly outperforms existing baselines, and establishes a new state-of-the-art result on in-domain, out-domain, and low-resource datasets in the setting of task-agnostic distillation. Moreover, our method even exceeds an 8x larger BERT$_{\text{Base}}$ on SQuAD and four GLUE tasks. In addition, by combining ERNIE 3.0, our method achieves state-of-the-art results on 10 Chinese datasets.

Based on an annotated multimedia corpus, television series Mar{\=a}y{\=a} 2013, we dig into the question of ''automatic standardization'' of Arabic dialects for machine translation. Here we distinguish between rule-based machine translation and statistical machine translation. Machine translation from Arabic most of the time takes standard or modern Arabic as the source language and produces quite satisfactory translations thanks to the availability of the translation memories necessary for training the models. The case is different for the translation of Arabic dialects. The productions are much less efficient. In our research we try to apply machine translation methods to a dialect/standard (or modern) Arabic pair to automatically produce a standard Arabic text from a dialect input, a process we call ''automatic standardization''. we opt here for the application of ''statistical models'' because ''automatic standardization'' based on rules is more hard with the lack of ''diglossic'' dictionaries on the one hand and the difficulty of creating linguistic rules for each dialect on the other. Carrying out this research could then lead to combining ''automatic standardization'' software and automatic translation software so that we take the output of the first software and introduce it as input into the second one to obtain at the end a quality machine translation. This approach may also have educational applications such as the development of applications to help understand different Arabic dialects by transforming dialectal texts into standard Arabic.