Assessing writing in large classes for formal or informal learners presents a significant challenge. Consequently, most large classes, particularly in science, rely on objective assessment tools such as multiple-choice quizzes, which have a single correct answer. The rapid development of AI has introduced the possibility of using large language models (LLMs) to evaluate student writing. An experiment was conducted using GPT-4 to determine if machine learning methods based on LLMs can match or exceed the reliability of instructor grading in evaluating short writing assignments on topics in astronomy. The audience consisted of adult learners in three massive open online courses (MOOCs) offered through Coursera. One course was on astronomy, the second was on astrobiology, and the third was on the history and philosophy of astronomy. The results should also be applicable to non-science majors in university settings, where the content and modes of evaluation are similar. The data comprised answers from 120 students to 12 questions across the three courses. GPT-4 was provided with total grades, model answers, and rubrics from an instructor for all three courses. In addition to evaluating how reliably the LLM reproduced instructor grades, the LLM was also tasked with generating its own rubrics. Overall, the LLM was more reliable than peer grading, both in aggregate and by individual student, and approximately matched instructor grades for all three online courses. The implication is that LLMs may soon be used for automated, reliable, and scalable grading of student science writing.

Machine learning is now widely applied across various domains, including industry, engineering, and research. While numerous mature machine learning models have been open-sourced on platforms like GitHub, their deployment often requires writing scripts in specific programming languages, such as Python, C++, or MATLAB. This dependency on particular languages creates a barrier for professionals outside the field of machine learning, making it challenging to integrate these algorithms into their workflows. To address this limitation, we propose GPgym in [1, 2], a remote service node based on Gaussian process regression. GPgym enables experts from diverse fields to seamlessly and flexibly incorporate machine learning techniques into their existing specialized software, without needing to write or manage complex script code.

The ability to accurately predict and analyze student performance in online education, both at the outset and throughout the semester, is vital. Most of the published studies focus on binary classification (Fail or Pass) but there is still a significant research gap in predicting students' performance across multiple categories. This study introduces a novel neural network-based approach capable of accurately predicting student performance and identifying vulnerable students at early stages of the online courses. The Open University Learning Analytics (OULA) dataset is employed to develop and test the proposed model, which predicts outcomes in Distinction, Fail, Pass, and Withdrawn categories. The OULA dataset is preprocessed to extract features from demographic data, assessment data, and clickstream interactions within a Virtual Learning Environment (VLE). Comparative simulations indicate that the proposed model significantly outperforms existing baseline models including Artificial Neural Network Long Short Term Memory (ANN-LSTM), Random Forest (RF) 'gini', RF 'entropy' and Deep Feed Forward Neural Network (DFFNN) in terms of accuracy, precision, recall, and F1-score. The results indicate that the prediction accuracy of the proposed method is about 25% more than the existing state-of-the-art. Furthermore, compared to existing methodologies, the model demonstrates superior predictive capability across temporal course progression, achieving superior accuracy even at the initial 20% phase of course completion.

We study the problem of finding an $\epsilon$-first-order stationary point (FOSP) of a smooth function, given access only to gradient information. The best-known gradient query complexity for this task, assuming both the gradient and Hessian of the objective function are Lipschitz continuous, is ${O}(\epsilon^{-7/4})$. In this work, we propose a method with a gradient complexity of ${O}(d^{1/4}\epsilon^{-13/8})$, where $d$ is the problem dimension, leading to an improved complexity when $d = {O}(\epsilon^{-1/2})$. To achieve this result, we design an optimization algorithm that, underneath, involves solving two online learning problems. Specifically, we first reformulate the task of finding a stationary point for a nonconvex problem as minimizing the regret in an online convex optimization problem, where the loss is determined by the gradient of the objective function. Then, we introduce a novel optimistic quasi-Newton method to solve this online learning problem, with the Hessian approximation update itself framed as an online learning problem in the space of matrices. Beyond improving the complexity bound for achieving an $\epsilon$-FOSP using a gradient oracle, our result provides the first guarantee suggesting that quasi-Newton methods can potentially outperform gradient descent-type methods in nonconvex settings.

This study explores how the Rashomon effect influences variable importance in the context of student demographics used for academic outcomes prediction. Our research follows the way machine learning algorithms are employed in Educational Data Mining, focusing on highlighting the so-called Rashomon effect. The study uses the Rashomon set of simple-yet-accurate models trained using decision trees, random forests, light GBM, and XGBoost algorithms with the Open University Learning Analytics Dataset. We found that the Rashomon set improves the predictive accuracy by 2-6%. Variable importance analysis revealed more consistent and reliable results for binary classification than multiclass classification, highlighting the complexity of predicting multiple outcomes. Key demographic variables imd_band and highest_education were identified as vital, but their importance varied across courses, especially in course DDD. These findings underscore the importance of model choice and the need for caution in generalizing results, as different models can lead to different variable importance rankings. The codes for reproducing the experiments are available in the repository: https://anonymous.4open.science/r/JEDM_paper-DE9D.

In recent times, online education and the usage of video-conferencing platforms have experienced massive growth. Due to the limited scope of a virtual classroom, it may become difficult for instructors to analyze learners' attention and comprehension in real time while teaching. In the digital mode of education, it would be beneficial for instructors to have an automated feedback mechanism to be informed regarding learners' attentiveness at any given time. This research presents a novel computer vision-based approach to analyze and quantify learners' attentiveness, engagement, and other affective states within online learning scenarios. This work presents the development of a multiclass multioutput classification method using convolutional neural networks on a publicly available dataset - DAiSEE. A machine learning-based algorithm is developed on top of the classification model that outputs a comprehensive attentiveness index of the learners. Furthermore, an end-to-end pipeline is proposed through which learners' live video feed is processed, providing detailed attentiveness analytics of the learners to the instructors. By comparing the experimental outcomes of the proposed method against those of previous methods, it is demonstrated that the proposed method exhibits better attentiveness detection than state-of-the-art methods. The proposed system is a comprehensive, practical, and real-time solution that is deployable and easy to use. The experimental results also demonstrate the system's efficiency in gauging learners' attentiveness.

Modern recommendation systems frequently employ online learning to dynamically update their models with freshly collected data. The most commonly used optimizer for updating neural networks in these contexts is the Adam optimizer, which integrates momentum ($m_t$) and adaptive learning rate ($v_t$). However, the volatile nature of online learning data, characterized by its frequent distribution shifts and presence of noises, poses significant challenges to Adam's standard optimization process: (1) Adam may use outdated momentum and the average of squared gradients, resulting in slower adaptation to distribution changes, and (2) Adam's performance is adversely affected by data noise. To mitigate these issues, we introduce CAdam, a confidence-based optimization strategy that assesses the consistence between the momentum and the gradient for each parameter dimension before deciding on updates. If momentum and gradient are in sync, CAdam proceeds with parameter updates according to Adam's original formulation; if not, it temporarily withholds updates and monitors potential shifts in data distribution in subsequent iterations. This method allows CAdam to distinguish between the true distributional shifts and mere noise, and adapt more quickly to new data distributions. Our experiments with both synthetic and real-world datasets demonstrate that CAdam surpasses other well-known optimizers, including the original Adam, in efficiency and noise robustness. Furthermore, in large-scale A/B testing within a live recommendation system, CAdam significantly enhances model performance compared to Adam, leading to substantial increases in the system's gross merchandise volume (GMV).

Multimodal Learning Analytics (MMLA) leverages advanced sensing technologies and artificial intelligence to capture complex learning processes, but integrating diverse data sources into cohesive insights remains challenging. This study introduces a novel methodology for integrating latent class analysis (LCA) within MMLA to map monomodal behavioural indicators into parsimonious multimodal ones. Using a high-fidelity healthcare simulation context, we collected positional, audio, and physiological data, deriving 17 monomodal indicators. LCA identified four distinct latent classes: Collaborative Communication, Embodied Collaboration, Distant Interaction, and Solitary Engagement, each capturing unique monomodal patterns. Epistemic network analysis compared these multimodal indicators with the original monomodal indicators and found that the multimodal approach was more parsimonious while offering higher explanatory power regarding students' task and collaboration performances. The findings highlight the potential of LCA in simplifying the analysis of complex multimodal data while capturing nuanced, cross-modality behaviours, offering actionable insights for educators and enhancing the design of collaborative learning interventions. This study proposes a pathway for advancing MMLA, making it more parsimonious and manageable, and aligning with the principles of learner-centred education.

In the contemporary landscape of big data and cloud computing, the efficient management of storage resources has emerged as a paramount concern. One of the most critical aspects of this challenge is the accurate identification of data's "cold" and "hot" states. Data is classified as "hot" if it is frequently accessed, necessitating fast and readily available storage solutions. Conversely, "cold" data, which is rarely accessed, can be stored more cost-effectively in slower, less expensive storage mediums. Effective hot-cold identification not only optimizes storage costs but also enhances system performance by ensuring that the most relevant data is quickly accessible[1, 2, 3].

For reasons of computational constraint, most global ocean circulation models used for Earth System Modeling still rely on parameterizations of sub-grid processes, and limitations in these parameterizations affect the modeled ocean circulation and impact on predictive skill. An increasingly popular approach is to leverage machine learning approaches for parameterizations, regressing for a map between the resolved state and missing feedbacks in a fluid system as a supervised learning task. However, the learning is often performed in an `offline' fashion, without involving the underlying fluid dynamical model during the training stage. Here, we explore the `online' approach that involves the fluid dynamical model during the training stage for the learning of baroclinic turbulence and its parameterization, with reference to ocean eddy parameterization. Two online approaches are considered: a full adjoint-based online approach, related to traditional adjoint optimization approaches that require a `differentiable' dynamical model, and an approximately online approach that approximates the adjoint calculation and does not require a differentiable dynamical model. The online approaches are found to be generally more skillful and numerically stable than offline approaches. Others details relating to online training, such as window size, machine learning model set up and designs of the loss functions are detailed to aid in further explorations of the online training methodology for Earth System Modeling.