Fast and effective incident response is essential to prevent adversarial cyberattacks. Autonomous Cyber Defense (ACD) aims to automate incident response through Artificial Intelligence (AI) agents that plan and execute actions. Most ACD approaches focus on single-agent scenarios and leverage Reinforcement Learning (RL). However, ACD RL-trained agents depend on costly training, and their reasoning is not always explainable or transferable. Large Language Models (LLMs) can address these concerns by providing explainable actions in general security contexts. Researchers have explored LLM agents for ACD but have not evaluated them on multi-agent scenarios or interacting with other ACD agents. In this paper, we show the first study on how LLMs perform in multi-agent ACD environments by proposing a new integration to the CybORG CAGE 4 environment. We examine how ACD teams of LLM and RL agents can interact by proposing a novel communication protocol. Our results highlight the strengths and weaknesses of LLMs and RL and help us identify promising research directions to create, train, and deploy future teams of ACD agents.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.