Tech research company OpenAI has just released an updated version of its text-generating artificial intelligence program, called GPT-4, and demonstrated some of the language model's new abilities. Not only can GPT-4 produce more natural-sounding text and solve problems more accurately than its predecessor. It can also process images in addition to text. But the AI is still vulnerable to some of the same problems that plagued earlier GPT models: displaying bias, overstepping the guardrails intended to prevent it from saying offensive or dangerous things and "hallucinating," or confidently making up falsehoods not found in its training data. On Twitter, OpenAI CEO Sam Altman described the model as the company's "most capable and aligned" to date.

The Institute of project management (2019) review proves that artificial intelligence (AI) is disruptive – eighty-one % of five hundred and fifty-one respondents tell that their r and d center is influenced by AI technology. AI is a parasol course for any technology that imitates a human-like mind. Gartner sets AI as the app of high-level analytics and thought techniques, including machine education, to play functions, support, and automatized choices and behaviors. People give the basic info or "intelligence," and then AI can implement that deduction to a virtually infinite volume of info. Uniting duty states to create situation comes per week, accounting budgetary indications of range and plan progress, and chance forming are all features that AI technology can try in your program command software.

The literature on machine teaching, machine education, and curriculum design for machines is in its infancy with sparse papers on the topic primarily focusing on data and model engineering factors to improve machine learning. In this paper, we first discuss selected attempts to date on machine teaching and education. We then bring theories and methodologies together from human education to structure and mathematically define the core problems in lesson design for machine education and the modelling approaches required to support the steps for machine education. Last, but not least, we offer an ontology-based methodology to guide the development of lesson plans to produce transparent and explainable modular learning machines, including neural networks.

Machine education is an emerging research field that focuses on the problem which is inverse to machine learning. To date, the literature on educating machines is still in its infancy. A fairly low number of methodology and method papers are scattered throughout various formal and informal publication avenues, mainly because the field is not yet well coalesced (with no well established discussion forums or investigation pathways), but also due to the breadth of its potential ramifications and research directions. In this study we bring together the existing literature and organise the discussion into a small number of research directions (out of many) which are to date sufficiently explored to form a minimal critical mass that can push the machine education concept further towards a standalone research field status.

Swarm control is a difficult problem due to the need to guide a large number of agents simultaneously. We cast the problem as a shepherding problem, similar to biological dogs guiding a group of sheep towards a goal. The shepherd needs to deal with complex and dynamic environments and make decisions in order to direct the swarm from one location to another. In this paper, we design a novel curriculum to teach an artificial intelligence empowered agent to shepherd in the presence of the large state space associated with the shepherding problem and in a transparent manner. The results show that a properly designed curriculum could indeed enhance the speed of learning and the complexity of learnt behaviours.