The advancements in systems deploying large language models (LLMs), as well as improvements in their ability to act as agents with predefined templates, provide an opportunity to conduct qualitative, individualized assessments, creating a bridge between qualitative and quantitative methods for candidates seeking career progression. In this paper, we develop a platform that allows candidates to run AI-led interviews to assess their current career stage and curate coursework to enable progression to the next level. Our approach incorporates predefined career trajectories, associated skills, and a method to recommend the best resources for gaining the necessary skills for advancement. We employ OpenAI API calls along with expertly compiled chat templates to assess candidate competence. Our platform is highly configurable due to the modularity of the development, is easy to deploy and use, and available as a web interface where the only requirement is candidate resumes in PDF format. We demonstrate a use-case centered on software engineering and intend to extend this platform to be domain-agnostic, requiring only regular updates to chat templates as industries evolve.

Academic choice is crucial in U.S. undergraduate education, allowing students significant freedom in course selection. However, navigating the complex academic environment is challenging due to limited information, guidance, and an overwhelming number of choices, compounded by time restrictions and the high demand for popular courses. Although career counselors exist, their numbers are insufficient, and course recommendation systems, though personalized, often lack insight into student perceptions and explanations to assess course relevance. In this paper, a deep learning-based concept extraction model is developed to efficiently extract relevant concepts from course descriptions to improve the recommendation process. Using this model, the study examines the effects of skill-based explanations within a serendipitous recommendation framework, tested through the AskOski system at the University of California, Berkeley. The findings indicate that these explanations not only increase user interest, particularly in courses with high unexpectedness, but also bolster decision-making confidence. This underscores the importance of integrating skill-related data and explanations into educational recommendation systems.

Prospective students face the challenging task of selecting a university program that will shape their academic and professional careers. For decision-makers and support services, it is often time-consuming and extremely difficult to match personal interests with suitable programs due to the vast and complex catalogue information available. This paper presents the first information system that provides students with efficient recommendations based on both program content and personal preferences. BERTopic, a powerful topic modeling algorithm, is used that leverages text embedding techniques to generate topic representations. It enables us to mine interest topics from all course descriptions, representing the full body of knowledge taught at the institution. Underpinned by the student's individual choice of topics, a shortlist of the most relevant programs is computed through statistical backtracking in the knowledge map, a novel characterization of the program-course relationship. This approach can be applied to a wide range of educational settings, including professional and vocational training. A case study at a post-secondary school with 80 programs and over 5,000 courses shows that the system provides immediate and effective decision support. The presented interest topics are meaningful, leading to positive effects such as serendipity, personalization, and fairness, as revealed by a qualitative study involving 65 students. Over 98% of users indicated that the recommendations aligned with their interests, and about 94% stated they would use the tool in the future. Quantitative analysis shows the system can be configured to ensure fairness, achieving 98% program coverage while maintaining a personalization score of 0.77. These findings suggest that this real-time, user-centered, data-driven system could improve the program selection process.

Course selection is a critical aspect of a student's academic journey, significantly impacting their educational experience and future career prospects [Bruch and Feinberg, 2017]. On large campuses such as the University of Michigan, a major public university that offers more than 10,000 courses each year, this process can be quite challenging and time consuming, especially for new students. Traditionally, students have relied on academic advisors and peer networks for guidance in course selection. However, this approach can lead to inequities in access to quality information, as different students may have varying levels of access to knowledgeable peers or experienced advisors [Lynch and O'riordan, 1998]. Traditional recommender systems, such as collaborative filtering, have been employed in various domains to provide personalized recommendations. However, these systems face several limitations when applied to course recommendations in higher education: 1. Lack of interactivity: Traditional systems typically provide static recommendations based on historical data, without the ability to engage in a dynamic dialogue with the user.

Current course recommender systems primarily leverage learner-course interactions, course content, learner preferences, and supplementary course details like instructor, institution, ratings, and reviews, to make their recommendation. However, these systems often overlook a critical aspect: the evolving skill demand of the job market. This paper focuses on the perspective of academic researchers, working in collaboration with the industry, aiming to develop a course recommender system that incorporates job market skill demands. In light of the job market's rapid changes and the current state of research in course recommender systems, we outline essential properties for course recommender systems to address these demands effectively, including explainable, sequential, unsupervised, and aligned with the job market and user's goals. Our discussion extends to the challenges and research questions this objective entails, including unsupervised skill extraction from job listings, course descriptions, and resumes, as well as predicting recommendations that align with learner objectives and the job market and designing metrics to evaluate this alignment. Furthermore, we introduce an initial system that addresses some existing limitations of course recommender systems using large Language Models (LLMs) for skill extraction and Reinforcement Learning (RL) for alignment with the job market. We provide empirical results using open-source data to demonstrate its effectiveness.

We use an LLM named PaLM 2 to generate training data given a noisy human-authored course description input as input. We use this data to train several different smaller language models to predict SDGs for university courses. This work contributes to better university level adaptation of SDGs. The best performing model in our experiments was BART with an F1-score of 0.786.

Artificial intelligence and semantic technologies are evolving and have been applied in various research areas, including the education domain. Higher Education institutions strive to improve students' academic performance. Early intervention to at-risk students and a reasonable curriculum is vital for students' success. Prior research opted for deploying traditional machine learning models to predict students' performance. In terms of curriculum semantic analysis, after conducting a comprehensive systematic review regarding the use of semantic technologies in the Computer Science curriculum, a major finding of the study is that technologies used to measure similarity have limitations in terms of accuracy and ambiguity in the representation of concepts, courses, etc. To fill these gaps, in this study, three implementations were developed, that is, to predict students' performance using marks from the previous semester, to model a course representation in a semantic way and compute the similarity, and to identify the prerequisite between two similar courses. Regarding performance prediction, we used the combination of Genetic Algorithm and Long-Short Term Memory (LSTM) on a dataset from a Brazilian university containing 248730 records. As for similarity measurement, we deployed BERT to encode the sentences and used cosine similarity to obtain the distance between courses. With respect to prerequisite identification, TextRazor was applied to extract concepts from course description, followed by employing SemRefD to measure the degree of prerequisite between two concepts. The outcomes of this study can be summarized as: (i) a breakthrough result improves Manrique's work by 2.5% in terms of accuracy in dropout prediction; (ii) uncover the similarity between courses based on course description; (iii) identify the prerequisite over three compulsory courses of School of Computing at ANU.

The machine learning field is quite interesting and is constantly evolving. In the modern world, you will find its application in every aspect of your lives starting from Facebook feed to Google Maps for navigation and so on. It is a subfield of artificial intelligence and involves learning computer algorithms that improve automatically through experience. Its demand is gradually rising because it can make high-value predictions to guide better decisions and smart actions in real-time without human intervention. So, to benefit our readers, we have created a comprehensive list of the best online machine learning courses and certifications from the leading educational platforms and renowned universities.