This is what Aïcha – a fictional Master's student in AI – and her friend Félix discover in Utop'IA an educational (French language) graphic novel developed in association with author and illustrator Herji as part of a project initiated by LEARN. "Exploring AI through an environmental lens brings its physical, tangible side into sharp focus," says Sonia Agrebi, an expert in digital sociology and a LEARN projects manager. "Utop'IA examines how AI can make both a positive and negative impact on the environment. As a society, we use AI without realizing the repercussions. Our aim isn't to moralize or point the finger of blame, but rather to challenge perceptions and explain concepts to raise awareness of the issues surrounding AI." Utop'IA is backed by solid scientific reasoning and evidence, since every detail was reviewed by a committee of EPFL experts in AI, sustainability and learning science. "AI is playing an increasingly important role in our everyday lives, but I find it alarming that so little is said about its environmental impact. Utop'IA offers digestible insights into this complex subject."

Inference making is an essential but complex skill in reading comprehension (RC). Some inferences require resolving references across sentences, and some rely on using prior knowledge to fill in the detail that is not explicitly written in the text. Diagnostic RC questions can help educators provide more effective and targeted reading instruction and interventions for school-age students. We introduce a taxonomy of inference types for RC and use it to analyze the distribution of items within a diagnostic RC item bank. Next, we present experiments using GPT-4o to generate bridging-inference RC items for given reading passages via few-shot prompting, comparing conditions with and without chain-of-thought prompts. Generated items were evaluated on three aspects: overall item quality, appropriate inference type, and LLM reasoning, achieving high inter-rater agreements above 0.90. Our results show that GPT-4o produced 93.8% good-quality questions suitable for operational use in grade 3-12 contexts; however, only 42.6% of the generated questions accurately matched the targeted inference type. We conclude that combining automatic item generation with human judgment offers a promising path toward scalable, high-quality diagnostic RC assessments.

The performance of an optimizer on large-scale deep learning models depends critically on fine-tuning the learning rate, often requiring an extensive grid search over base learning rates, schedules, and other hyperparameters. In this paper, we propose a principled framework called GALA (Gradient Alignment-based Learning rate Adaptation), which dynamically adjusts the learning rate by tracking the alignment between consecutive gradients and using a local curvature estimate. Guided by the convergence analysis, we formulate the problem of selecting the learning rate as a one-dimensional online learning problem. When paired with an online learning algorithm such as Follow-the-Regularized-Leader, our method produces a flexible, adaptive learning rate schedule that tends to increase when consecutive gradients are aligned and decrease otherwise. We establish a data-adaptive convergence rate for normalized SGD equipped with GALA in the smooth, nonconvex setting. Empirically, common optimizers such as SGD and Adam, when augmented with GALA, demonstrate robust performance across a wide range of initial learning rates and perform competitively without the need for tuning.

In this paper, we address the problem of identifying the Pareto Set under feasibility constraints in a multivariate bandit setting. Specifically, given a $K$-armed bandit with unknown means $μ_1, \dots, μ_K \in \mathbb{R}^d$, the goal is to identify the set of arms whose mean is not uniformly worse than that of another arm (i.e., not smaller for all objectives), while satisfying some known set of linear constraints, expressing, for example, some minimal performance on each objective. Our focus lies in fixed-confidence identification, for which we introduce an algorithm that significantly outperforms racing-like algorithms and the intuitive two-stage approach that first identifies feasible arms and then their Pareto Set. We further prove an information-theoretic lower bound on the sample complexity of any algorithm for constrained Pareto Set identification, showing that the sample complexity of our approach is near-optimal. Our theoretical results are supported by an extensive empirical evaluation on a series of benchmarks.

This book offers a hands-on introduction to building and understanding federated learning (FL) systems. FL enables multiple devices -- such as smartphones, sensors, or local computers -- to collaboratively train machine learning (ML) models, while keeping their data private and local. It is a powerful solution when data cannot or should not be centralized due to privacy, regulatory, or technical reasons. The book is designed for students, engineers, and researchers who want to learn how to design scalable, privacy preserving FL systems. Our main focus is on personalization: enabling each device to train its own model while still benefiting from collaboration with relevant devices. This is achieved by leveraging similarities between (the learning tasks associated with) devices that are encoded by the weighted edges (or links) of a federated learning network (FL network). The key idea is to represent real-world FL systems as networks of devices, where nodes correspond to device and edges represent communication links and data similarities between them. The training of personalized models for these devices can be naturally framed as a distributed optimization problem. This optimization problem is referred to as generalized total variation minimization (GTVMin) and ensures that devices with similar learning tasks learn similar model parameters. Our approach is both mathematically principled and practically motivated. While we introduce some advanced ideas from optimization theory and graph-based learning, we aim to keep the book accessible. Readers are guided through the core ideas step by step, with intuitive explanations.

This research-to-practice work-in-progress (WIP) paper presents an AI-enabled smart tutor designed to provide homework assessment and feedback for students in an undergraduate circuit analysis course. We detail the tutor's design philosophy and core components, including open-ended question answering and homework feedback generation. The prompts are carefully crafted to optimize responses across different problems. The smart tutor was deployed on the Microsoft Azure platform and is currently in use in an undergraduate circuit analysis course at the School of Electrical and Computer Engineering in a large, public, research-intensive institution in the Southeastern United States. Beyond offering personalized instruction and feedback, the tutor collects student interaction data, which is summarized and shared with the course instructor. To evaluate its effectiveness, we collected student feedback, with 90.9% of responses indicating satisfaction with the tutor. Additionally, we analyze a subset of collected data on preliminary circuit analysis topics to assess tutor usage frequency for each problem and identify frequently asked questions. These insights help instructors gain real-time awareness of student difficulties, enabling more targeted classroom instruction. In future work, we will release a full analysis once the complete dataset is available after the Spring 2025 semester. We also explore the potential applications of this smart tutor across a broader range of engineering disciplines by developing improved prompts, diagram-recognition methods, and database management strategies, which remain ongoing areas of research.

While large language models (LLMs) have achieved remarkable performance in various tasks including mathematical reasoning, their development typically demands prohibitive computational resources. Recent advancements have reduced costs for training capable models, yet even these approaches rely on high-end hardware clusters. In this paper, we demonstrate that a single average gaming GPU can train a solid mathematical reasoning model, by integrating reinforcement learning and memory optimization techniques. Specifically, we train a 1.5B parameter mathematical reasoning model on RTX 3080 Ti of 16GB memory that achieves comparable or better performance on mathematical reasoning benchmarks than models several times larger, in resource-constrained environments. Our results challenge the paradigm that state-of-the-art mathematical reasoning necessitates massive infrastructure, democratizing access to high-performance AI research. https://github.com/shinandrew/YouronMath.

Knowledge editing techniques for large language models (LLMs) can inject knowledge that is later reproducible verbatim, but they fall short on propagating that knowledge: models cannot answer questions that require reasoning with the injected knowledge. We present a hypernetwork-based approach for knowledge propagation, named PropMEND, where we meta-learn how to modify gradients of a language modeling loss to encourage injected information to propagate. Our approach extends the meta-objective of MEND [29] so that gradient updates on knowledge are transformed to enable answering multi-hop questions involving that knowledge. We show improved performance on the RippleEdit dataset, showing almost 2x accuracy on challenging multi-hop questions whose answers are not explicitly stated in the injected fact. We further introduce a new dataset, Controlled RippleEdit, to evaluate the generalization of our hypernetwork, testing knowledge propagation along relations and entities unseen during hypernetwork training. PropMEND still outperforms existing approaches in unseen entity-relation pairs, yet the performance gap decreases substantially, suggesting future work in propagating knowledge to a wide range of relations.

Recent advances of Reinforcement Learning (RL) have highlighted its potential in complex reasoning tasks, yet effective training often relies on external supervision, which limits the broader applicability. In this work, we propose a novel self-rewarding reinforcement learning framework to enhance Large Language Model (LLM) reasoning by leveraging the consistency of intermediate reasoning states across different reasoning trajectories. Our key insight is that correct responses often exhibit consistent trajectory patterns in terms of model likelihood: their intermediate reasoning states tend to converge toward their own final answers (high consistency) with minimal deviation toward other candidates (low volatility). Inspired by this observation, we introduce CoVo, an intrinsic reward mechanism that integrates Consistency and Volatility via a robust vector-space aggregation strategy, complemented by a curiosity bonus to promote diverse exploration. CoVo enables LLMs to perform RL in a self-rewarding manner, offering a scalable pathway for learning to reason without external supervision. Extensive experiments on diverse reasoning benchmarks show that CoVo achieves performance comparable to or even surpassing supervised RL. Our code is available at https://github.com/sastpg/CoVo.

In this article, we present a novel multimodal feedback framework called MOSAIC-F, an acronym for a data-driven Framework that integrates Multimodal Learning Analytics (MMLA), Observations, Sensors, Artificial Intelligence (AI), and Collaborative assessments for generating personalized feedback on student learning activities. This framework consists of four key steps. First, peers and professors' assessments are conducted through standardized rubrics (that include both quantitative and qualitative evaluations). Second, multimodal data are collected during learning activities, including video recordings, audio capture, gaze tracking, physiological signals (heart rate, motion data), and behavioral interactions. Third, personalized feedback is generated using AI, synthesizing human-based evaluations and data-based multimodal insights such as posture, speech patterns, stress levels, and cognitive load, among others. Finally, students review their own performance through video recordings and engage in self-assessment and feedback visualization, comparing their own evaluations with peers and professors' assessments, class averages, and AI-generated recommendations. By combining human-based and data-based evaluation techniques, this framework enables more accurate, personalized and actionable feedback. We tested MOSAIC-F in the context of improving oral presentation skills.