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For decades, science fiction authors, futurists, and movie makers alike have been predicting the amazing (and sometimes catastrophic) changes that will arise with the advent of widespread artificial intelligence. So far, AI hasn't made any such crazy waves, and in many ways has quietly become ubiquitous in numerous aspects of our daily lives. From the intelligent sensors that help us take perfect pictures, to the automatic parking features in cars, to the sometimes frustrating personal assistants in smartphones, artificial intelligence of one kind of another is all around us, all the time. While we've yet to create self-aware robots like those that pepper popular movies like 2001: A Space Odyssey and Star Wars, we have made smart and often significant use of AI technology in a wide range of applications that, while not as mind-blowing as androids, still change our day-to-day lives. One place where artificial intelligence is poised to make big changes (and in some cases already is) is in education.

Graph Neural Networks (GNNs) are widely adopted in advanced AI systems due to their capability of representation learning on graph data. Even though GNN explanation is crucial to increase user trust in the systems, it is challenging due to the complexity of GNN execution. Lately, many works have been proposed to address some of the issues in GNN explanation. However, they lack generalization capability or suffer from computational burden when the size of graphs is enormous. To address these challenges, we propose a multi-level GNN explanation framework based on an observation that GNN is a multimodal learning process of multiple components in graph data. The complexity of the original problem is relaxed by breaking into multiple sub-parts represented as a hierarchical structure. The top-level explanation aims at specifying the contribution of each component to the model execution and predictions, while fine-grained levels focus on feature attribution and graph structure attribution analysis based on knowledge distillation. Student models are trained in standalone modes and are responsible for capturing different teacher behaviors, later used for particular component interpretation. Besides, we also aim for personalized explanations as the framework can generate different results based on user preferences. Finally, extensive experiments demonstrate the effectiveness and fidelity of our proposed approach.

We study the problem of actively learning a non-parametric choice model based on consumers' decisions. We present a negative result showing that such choice models may not be identifiable. To overcome the identifiability problem, we introduce a directed acyclic graph (DAG) representation of the choice model, which in a sense captures as much information about the choice model as could information-theoretically be identified. We then consider the problem of learning an approximation to this DAG representation in an active-learning setting. We design an efficient active-learning algorithm to estimate the DAG representation of the non-parametric choice model, which runs in polynomial time when the set of frequent rankings is drawn uniformly at random. Our algorithm learns the distribution over the most popular items of frequent preferences by actively and repeatedly offering assortments of items and observing the item chosen. We show that our algorithm can better recover a set of frequent preferences on both a synthetic and publicly available dataset on consumers' preferences, compared to the corresponding non-active learning estimation algorithms. This demonstrates the value of our algorithm and active-learning approaches more generally.

Task generalization has been a long-standing challenge in Natural Language Processing (NLP). Recent research attempts to improve the task generalization ability of pre-trained language models by mapping NLP tasks into human-readable prompted forms. However, these approaches require laborious and inflexible manual collection of prompts, and different prompts on the same downstream task may receive unstable performance. We propose Unified Schema Prompt, a flexible and extensible prompting method, which automatically customizes the learnable prompts for each task according to the task input schema. It models the shared knowledge between tasks, while keeping the characteristics of different task schema, and thus enhances task generalization ability. The schema prompt takes the explicit data structure of each task to formulate prompts so that little human effort is involved. To test the task generalization ability of schema prompt at scale, we conduct schema prompt-based multitask pre-training on a wide variety of general NLP tasks. The framework achieves strong zero-shot and few-shot generalization performance on 16 unseen downstream tasks from 8 task types (e.g., QA, NLI, etc). Furthermore, comprehensive analyses demonstrate the effectiveness of each component in the schema prompt, its flexibility in task compositionality, and its ability to improve performance under a full-data fine-tuning setting.

Visual question answering is an important task in both natural language and vision understanding. However, in most of the public visual question answering datasets such as VQA, CLEVR, the questions are human generated that specific to the given image, such as `What color are her eyes?'. The human generated crowdsourcing questions are relatively simple and sometimes have the bias toward certain entities or attributes. In this paper, we introduce a new question answering dataset based on image-ChiQA. It contains the real-world queries issued by internet users, combined with several related open-domain images. The system should determine whether the image could answer the question or not. Different from previous VQA datasets, the questions are real-world image-independent queries that are more various and unbiased. Compared with previous image-retrieval or image-caption datasets, the ChiQA not only measures the relatedness but also measures the answerability, which demands more fine-grained vision and language reasoning. ChiQA contains more than 40K questions and more than 200K question-images pairs. A three-level 2/1/0 label is assigned to each pair indicating perfect answer, partially answer and irrelevant. Data analysis shows ChiQA requires a deep understanding of both language and vision, including grounding, comparisons, and reading. We evaluate several state-of-the-art visual-language models such as ALBEF, demonstrating that there is still a large room for improvements on ChiQA.

The buzz around Artificial Intelligence (AI) has been growing steadily for years. Still, it has exploded in recent months as tech giants and startups alike have raced to develop new AI applications and capabilities. In Artificial Intelligence, a machine is given the ability to learn and work on its own, making decisions based on the data it is given. Although AI has many different definitions, in general, it can be summarized as a process of making a computer system "smart"--able to comprehend difficult tasks and execute complex commands. One of the primary reasons for AI's tremendously growing popularity is its ability to automate tasks that are time-consuming or exhausting for humans to do.

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Like many students around the world, Eithne, 14, in Chorley, United Kingdom, was struggling to keep up in math at school after more than a year of COVID-19 related disruptions. In June 2021, her parents signed her up for a summer program offered by Eedi, an online math tutoring service. "Just dealing with lockdown, she hadn't had enough of a really good background," said her mother, Arianna. "She missed most of the Year 7 Maths, then Year 8. So, we thought, 'Let's give it a go, let's see where she needs a bit of help.'" Newly enrolled students on Eedi are asked to take a dynamic quiz of 10 multiple choice diagnostic questions that the service uses to learn where students struggle most in math. This information allows the service to place students on a learning pathway to overcome those specific obstacles, or misconceptions.

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