We investigate the multilingual and multimodal performance of a large language model-based artificial intelligence (AI) system, GPT-4o, on a diverse set of physics concept inventories spanning multiple languages and subject areas. The inventories taken from the PhysPort website cover the classical physics topics of mechanics, electromagnetism, optics, and thermodynamics as well as relativity, quantum mechanics, astronomy, mathematics, and laboratory skills. Unlike previous text-only studies, we uploaded the inventories as images mirroring what a student would see on paper, assessing the system's multimodal functionality. The AI is prompted in English and autonomously chooses the language of its response - either remaining in the nominal language of the test, switching entirely to English, or mixing languages - revealing adaptive behavior dependent on linguistic complexity and data availability. Our results indicate some variation in performance across subject areas, with laboratory skills standing out as the area of poorest performance. Furthermore, the AI's performance on questions that require visual interpretation of images is worse than on purely text-based questions. Questions that are difficult for the AI tend to be that way invariably of the inventory language. We also find large variations in performance across languages, with some appearing to benefit substantially from language switching, a phenomenon similar to code-switching ofhuman speakers. Overall, comparing the obtained AI results to the existing literature, we find that the AI system outperforms average undergraduate students post-instruction in all subject areas but laboratory skills.

A teacher's knowledge base consists of knowledge of mathematics content, knowledge of student epistemology, and pedagogical knowledge. It has severe implications on the understanding of student's knowledge of content, and the learning context in general. The necessity to formalize the different content knowledge in approximate senses is recognized in the education research literature. A related problem is that of coherent formalizability. Existing responsive or smart AI-based software systems do not concern themselves with meaning, and trained ones are replete with their own issues. In the present research, many issues in modeling teachers' understanding of content are identified, and a two-tier rough set-based model is proposed by the present author for the purpose of developing software that can aid the varied tasks of a teacher. The main advantage of the proposed approach is in its ability to coherently handle vagueness, granularity and multi-modality. An extended example to equational reasoning is used to demonstrate these. The paper is meant for rough set researchers intending to build logical models or develop meaning-aware AI-software to aid teachers, and education research experts.

The evolution of workforce opportunity in the United States depends on the future of education and our commitment to far-reaching, equitable federal reform. Unfortunately, policy conversations at the federal and state levels about transforming education systems to meet future workforce demands have focused disproportionately on a skills agenda, largely ignoring behavioral competencies that often complement and enhance the value of technical skills. This misguided approach equates 21st-century workforce development with skills acquisition, which only serves to reinforce a two-tiered workforce: those who are best positioned to acquire and monetize their skills will be granted mobility and long-term security while all others continue to be stranded on the bottom rung of the socioeconomic ladder. Developing intelligent policies to combat workforce inequality requires acknowledging that employer demand for "skills" actually refers to a constellation of content knowledge, technical abilities, and applied intelligence. Per the National Association of Colleges and Employers' 2018 Job Outlook survey, eight out of 10 employers reported that applicants' problem-solving and teamwork abilities influenced hiring decisions; only six out of 10 employers reported the same for technical skills.

In this Tim Talks I discuss with Neill Horie @NeillHorie and DLA's AI expert, Katie King @katieeking on how AI will impact an organisation the challenges as well as the opportunities. For example AL can be a unifying technology for the silos of marketing, SEO, social, customer support etc.

Existing robot guides are able to offer a tour of a building, such as a museum, bank, science center, to a single person or to a group of participants. Usually the tours are predefined and there is no support for dynamic interactions between multiple robots. This paper focuses on distributed collaboration between several robot guides providing a building tour to groups of participants. Semantic techniques are adopted in order to formally define the tour topics, available content on a specific topic, and the robot and human profiles including their interests and content knowledge. The robot guides select different topics depending on their participants' interests and prior knowledge. Optimization of the topics of interests is achieved through exchange of participants between the robot guides whenever in each others neighborhood. Evaluation of the implemented algorithms presents a 90% content coverage of relevant topics for the individual participants.