Daily Papers

Heterogeneous LLM serving stacks split scheduling into two layers that optimize in isolation: model routers pick a model from quality and cost signals while ignoring instance load, and serving load balancers optimize queues while ignoring quality. We present RouteBalance, a serving-aware scheduling layer that fuses both into a single online assignment over concrete model instances, jointly trading off quality, latency, and cost. A batched in-process predictor stack and dead-reckoned instance state keep the joint decision cheap on the request hot path (approx32 ms at 12 req/s). On a 13-instance, 28-GPU heterogeneous cluster serving four model sizes, a single deployed RouteBalance stack traces the upper region of the three-way quality-cost-throughput frontier. Sweeping one weight vector reaches both the highest routing-decision quality (DeepEval 0.419, +0.013 over the strongest baseline, 95% CI [{+}0.005,{+}0.022]; the ordering holds when a second judge re-scores the actually served text) and, at its cost-priority corner, per-request cost that ties the cheapest baseline. With router engineering equalized against concurrent-scoring baseline variants we build, its balanced preset serves at 2.8 s and 30 req/s, leading 2.6 to 4.1times ahead of enhanced BEST-Route at high load. (Deploying those routers as published, one serial scoring call per request, makes them collapse 23times under load, a deployment-architecture effect we isolate separately, not the routing result.) A four-arm isolation shows the benefit follows from pricing latency at model-selection time; the learned predictors contribute calibration and SLO headroom rather than the headline frontier. Code: https://github.com/AKafakA/route-balance

In this paper, we investigate a problem of actively learning threshold in latent space, where the unknown reward g(gamma, v) depends on the proposed threshold gamma and latent value v and it can be only achieved if the threshold is lower than or equal to the unknown latent value. This problem has broad applications in practical scenarios, e.g., reserve price optimization in online auctions, online task assignments in crowdsourcing, setting recruiting bars in hiring, etc. We first characterize the query complexity of learning a threshold with the expected reward at most epsilon smaller than the optimum and prove that the number of queries needed can be infinitely large even when g(gamma, v) is monotone with respect to both gamma and v. On the positive side, we provide a tight query complexity Theta(1/epsilon^3) when g is monotone and the CDF of value distribution is Lipschitz. Moreover, we show a tight Theta(1/epsilon^3) query complexity can be achieved as long as g satisfies one-sided Lipschitzness, which provides a complete characterization for this problem. Finally, we extend this model to an online learning setting and demonstrate a tight Theta(T^{2/3}) regret bound using continuous-arm bandit techniques and the aforementioned query complexity results.

Interactive programming with interleaved code snippet cells and natural language markdown is recently gaining popularity in the form of Jupyter notebooks, which accelerate prototyping and collaboration. To study code generation conditioned on a long context history, we present JuICe, a corpus of 1.5 million examples with a curated test set of 3.7K instances based on online programming assignments. Compared with existing contextual code generation datasets, JuICe provides refined human-curated data, open-domain code, and an order of magnitude more training data. Using JuICe, we train models for two tasks: (1) generation of the API call sequence in a code cell, and (2) full code cell generation, both conditioned on the NL-Code history up to a particular code cell. Experiments using current baseline code generation models show that both context and distant supervision aid in generation, and that the dataset is challenging for current systems.

When pretrained VLA policies are fine-tuned through online RL, each rollout episode produces only a single binary outcome (success or failure), yet the actor update requires per-transition supervision. Existing approaches commonly reduce this sparse outcome to a single scalar reward or advantage signal, which conflates distinct forms of transition-level feedback and provides limited guidance once basic task success becomes achievable. First, a single scalar signal conflates the two objectives of viability and efficiency; once basic success is achieved, the binary label provides no gradient to distinguish efficient completions from slow ones. Second, real-world rollouts mix autonomous and intervention segments; naively assigning episode outcomes across these boundaries introduces incorrect credit assignment. To address these issues, we propose Hierarchical Advantage-Weighted Behavior Cloning (HABC), which trains separate critic heads for these two objectives on different data subsets and combines their outputs with a state-adaptive balance. A state-adaptive gate g_t merges their one-step advantages, prioritizing viability when success is uncertain and shifting to efficiency only when viability is high, and converts the result into per-transition weights on the actor loss. Intervention-aware credit assignment further restricts outcome labels to segments executed by the current policy, preventing supervision from leaking across intervention boundaries. In real-robot experiments on three contact-rich bimanual tasks, HABC raises success from supervised fine-tuning (SFT) baselines of 36%, 44%, and 12% to 92%, 88%, and 38%.

Text-to-SQL maps natural language questions to executable SQL queries. Modern databases often contain large and complex schemas, making schema linking a critical step for accurate SQL generation. Existing methods either rely on full-schema generation, which leaves schema linking implicit within a large search space, or use a separate retriever trained with static gold-column supervision, whose targets may be suboptimal for the current generator policy. To address this issue, we propose Adaptive Co-optimization via Empirical Credit Assignment for Text-to-SQL (ACE-SQL), a reinforcement learning (RL) framework that jointly optimizes schema retrieval and SQL generation under execution feedback. ACE-SQL constructs an online column-set pool from generator rollouts and derives adaptive on-policy retrieval targets from the column set most frequently associated with execution-correct rollouts. This induces bidirectional adaptation, where the retriever adapts toward column sets that the generator can execute correctly, while the generator adapts to the retriever's evolving schema selections under execution feedback. With approximately 3k synthetic Text-to-SQL question-database pairs for RL training, ACE-SQL achieves 65.3% greedy execution accuracy on BIRD Dev while using 0.93k output tokens per query. The repository is available at https://github.com/xbchen1/ACE-SQL.

Large language models (LLMs) are increasingly trained with reinforcement learning (RL) as autonomous agents that reason and act over long horizons in interactive environments. However, sparse and sometimes unverifiable rewards make temporal credit assignment extremely challenging. Recent work attempts to integrate process supervision into agent learning but suffers from biased annotation, reward hacking, high-variance from overly fine-grained signals or failtures when state overlap is rare. We therefore introduce Online Process Reward Learning (OPRL), a general credit-assignment strategy for agentic RL that integrates seamlessly with standard on-policy algorithms without relying on additional rollouts or explicit step labels. In OPRL, we optimize an implicit process reward model (PRM) alternately with the agent's policy to transform trajectory preferences into implicit step rewards through a trajectory-based DPO objective. These step rewards are then used to compute step-level advantages, which are combined with episode-level advantages from outcome rewards for policy update, creating a self-reinforcing loop. Theoretical findings guarantee that the learned step rewards are consistent with trajectory preferences and act as potential-based shaping rewards, providing bounded gradients to stabilize training. Empirically, we evaluate OPRL on three distinct agent benmarks, including WebShop and VisualSokoban, as well as open-ended social interactions with unverfiable rewards in SOTOPIA. Crucially, OPRL shows superior performance over frontier LLMs and strong RL baselines across domains, achieving state-of-the-art results with higher sample-efficiency and lower variance during training. Further analysis also demonstrates the efficient exploration by OPRL using fewer actions, underscoring its potential for agentic learning in real-world scenarios.

In recent years, significant progress has been made in video instance segmentation (VIS), with many offline and online methods achieving state-of-the-art performance. While offline methods have the advantage of producing temporally consistent predictions, they are not suitable for real-time scenarios. Conversely, online methods are more practical, but maintaining temporal consistency remains a challenging task. In this paper, we propose a novel online method for video instance segmentation, called TCOVIS, which fully exploits the temporal information in a video clip. The core of our method consists of a global instance assignment strategy and a spatio-temporal enhancement module, which improve the temporal consistency of the features from two aspects. Specifically, we perform global optimal matching between the predictions and ground truth across the whole video clip, and supervise the model with the global optimal objective. We also capture the spatial feature and aggregate it with the semantic feature between frames, thus realizing the spatio-temporal enhancement. We evaluate our method on four widely adopted VIS benchmarks, namely YouTube-VIS 2019/2021/2022 and OVIS, and achieve state-of-the-art performance on all benchmarks without bells-and-whistles. For instance, on YouTube-VIS 2021, TCOVIS achieves 49.5 AP and 61.3 AP with ResNet-50 and Swin-L backbones, respectively. Code is available at https://github.com/jun-long-li/TCOVIS.

Joint clustering and feature learning methods have shown remarkable performance in unsupervised representation learning. However, the training schedule alternating between feature clustering and network parameters update leads to unstable learning of visual representations. To overcome this challenge, we propose Online Deep Clustering (ODC) that performs clustering and network update simultaneously rather than alternatingly. Our key insight is that the cluster centroids should evolve steadily in keeping the classifier stably updated. Specifically, we design and maintain two dynamic memory modules, i.e., samples memory to store samples labels and features, and centroids memory for centroids evolution. We break down the abrupt global clustering into steady memory update and batch-wise label re-assignment. The process is integrated into network update iterations. In this way, labels and the network evolve shoulder-to-shoulder rather than alternatingly. Extensive experiments demonstrate that ODC stabilizes the training process and boosts the performance effectively. Code: https://github.com/open-mmlab/OpenSelfSup.

Unsupervised image representations have significantly reduced the gap with supervised pretraining, notably with the recent achievements of contrastive learning methods. These contrastive methods typically work online and rely on a large number of explicit pairwise feature comparisons, which is computationally challenging. In this paper, we propose an online algorithm, SwAV, that takes advantage of contrastive methods without requiring to compute pairwise comparisons. Specifically, our method simultaneously clusters the data while enforcing consistency between cluster assignments produced for different augmentations (or views) of the same image, instead of comparing features directly as in contrastive learning. Simply put, we use a swapped prediction mechanism where we predict the cluster assignment of a view from the representation of another view. Our method can be trained with large and small batches and can scale to unlimited amounts of data. Compared to previous contrastive methods, our method is more memory efficient since it does not require a large memory bank or a special momentum network. In addition, we also propose a new data augmentation strategy, multi-crop, that uses a mix of views with different resolutions in place of two full-resolution views, without increasing the memory or compute requirements much. We validate our findings by achieving 75.3% top-1 accuracy on ImageNet with ResNet-50, as well as surpassing supervised pretraining on all the considered transfer tasks.

Online Reinforcement Learning (RL) offers a promising paradigm for enhancing GUI agents through direct environment interaction. However, its effectiveness is severely hindered by inefficient credit assignment in long-horizon tasks and repetitive errors across tasks due to the lack of experience transfer. To address these challenges, we propose UI-Mem, a novel framework that enhances GUI online RL with a Hierarchical Experience Memory. Unlike traditional replay buffers, our memory accumulates structured knowledge, including high-level workflows, subtask skills, and failure patterns. These experiences are stored as parameterized templates that enable cross-task and cross-application transfer. To effectively integrate memory guidance into online RL, we introduce Stratified Group Sampling, which injects varying levels of guidance across trajectories within each rollout group to maintain outcome diversity, driving the unguided policy toward internalizing guided behaviors. Furthermore, a Self-Evolving Loop continuously abstracts novel strategies and errors to keep the memory aligned with the agent's evolving policy. Experiments on online GUI benchmarks demonstrate that UI-Mem significantly outperforms traditional RL baselines and static reuse strategies, with strong generalization to unseen applications. Project page: https://ui-mem.github.io

Reinforcement learning (RL) post-training is crucial for aligning generative models with human preferences, but its prohibitive computational cost remains a major barrier to widespread adoption. We introduce TreeGRPO, a novel RL framework that dramatically improves training efficiency by recasting the denoising process as a search tree. From shared initial noise samples, TreeGRPO strategically branches to generate multiple candidate trajectories while efficiently reusing their common prefixes. This tree-structured approach delivers three key advantages: (1) High sample efficiency, achieving better performance under same training samples (2) Fine-grained credit assignment via reward backpropagation that computes step-specific advantages, overcoming the uniform credit assignment limitation of trajectory-based methods, and (3) Amortized computation where multi-child branching enables multiple policy updates per forward pass. Extensive experiments on both diffusion and flow-based models demonstrate that TreeGRPO achieves 2.4times faster training while establishing a superior Pareto frontier in the efficiency-reward trade-off space. Our method consistently outperforms GRPO baselines across multiple benchmarks and reward models, providing a scalable and effective pathway for RL-based visual generative model alignment. The project website is available at treegrpo.github.io.

In lung radiotherapy, infrared cameras can track reflective objects on the chest to estimate tumor motion due to breathing, but treatment system latencies hinder radiation beam precision. Real-time recurrent learning (RTRL) is a potential solution that can learn patterns within non-stationary respiratory data but has high complexity. This study assesses the capabilities of resource-efficient online RNN algorithms, namely unbiased online recurrent optimization (UORO), sparse-1 step approximation (SnAp-1), and decoupled neural interfaces (DNI) to forecast respiratory motion during radiotherapy treatment accurately. We use time series containing the 3D positions of external markers on the chest of healthy subjects. We propose efficient implementations for SnAp-1 and DNI that compress the influence and immediate Jacobian matrices and accurately update the linear coefficients used in credit assignment estimation, respectively. Data was originally sampled at 10Hz; we resampled it at 3.33Hz and 30Hz to analyze the effect of the sampling rate on performance. We use UORO, SnAp-1, and DNI to forecast each marker's 3D position with horizons h<=2.1s (the time interval in advance for which the prediction is made) and compare them with RTRL, least mean squares, kernel support vector regression, and linear regression. RNNs trained online achieved similar or better accuracy than most previous works using larger training databases and deep learning, even though we used only the first minute of each sequence to predict motion within that exact sequence. SnAp-1 had the lowest normalized root mean square errors (nRMSEs) averaged over the horizon values considered, equal to 0.335 and 0.157, at 3.33Hz and 10.0Hz, respectively. Similarly, UORO had the lowest nRMSE at 30Hz, equal to 0.086. DNI's inference time (6.8ms per time step at 30Hz, Intel Core i7-13700 CPU) was the lowest among the RNN methods.

Reinforcement Learning with Verifiable Rewards (RLVR) has improved the reasoning abilities of Large Language Models (LLMs) by using rule-based binary feedback, helping to mitigate reward hacking. However, current RLVR methods typically treat whole responses as single actions, assigning the same reward to every token. This coarse-grained feedback hampers precise credit assignment, making it hard for models to identify which reasoning steps lead to success or failure, and often results in suboptimal policies and inefficient learning. Methods like PPO provide credit assignment through value estimation, but often yield inaccurate and unverifiable signals due to limited sampling. On the other hand, methods using Process Reward Models can provide step-by-step judgments for each reasoning step, but they require high-quality process supervision labels and are time-consuming when applied in online reinforcement learning (RL). To overcome these limitations, we introduce a simple but efficient method Credit Assignment Policy Optimization (CAPO). Given a reasoning response rollout from the policy model, CAPO directly leverages an off-the-shelf, general-purpose LLM as a Generative Process Reward Model (LLM-as-GenPRM) to generate all step-wise critique by one pass, thereby providing verifiable token-level rewards to refine the tokens that were originally assigned identical rule-based rewards. This enables more fine-grained credit assignment in an effective way. Furthermore, to enhance the accuracy and robustness of CAPO, we employ voting mechanisms that scale with the number of generated critiques. Extensive experiments using different backbones like Llama and Qwen models and in different sizes show that CAPO consistently outperforms supervised learning-based and RL-based fine-tuning methods across six challenging mathematical benchmarks and three out-of-domain benchmarks.

Large Language Models (LLMs) have recently demonstrated strong potential in generating 'believable human-like' behavior in web environments. Prior work has explored augmenting training data with LLM-synthesized rationales and applying supervised fine-tuning (SFT) to enhance reasoning ability, which in turn can improve downstream action prediction. However, the performance of such approaches remains inherently bounded by the reasoning capabilities of the model used to generate the rationales. In this paper, we introduce Shop-R1, a novel reinforcement learning (RL) framework aimed at enhancing the reasoning ability of LLMs for simulation of real human behavior in online shopping environments Specifically, Shop-R1 decomposes the human behavior simulation task into two stages: rationale generation and action prediction, each guided by distinct reward signals. For rationale generation, we leverage internal model signals (e.g., logit distributions) to guide the reasoning process in a self-supervised manner. For action prediction, we propose a hierarchical reward structure with difficulty-aware scaling to prevent reward hacking and enable fine-grained reward assignment. This design evaluates both high-level action types and the correctness of fine-grained sub-action details (attributes and values), rewarding outputs proportionally to their difficulty. Experimental results show that our method achieves a relative improvement of over 65% compared to the baseline.

Agentic retrieval-augmented generation (RAG) formulates question answering as a multi-step interaction between reasoning and information retrieval, and has recently been advanced by reinforcement learning (RL) with outcome-based supervision. While effective, relying solely on sparse final rewards limits step-wise credit assignment and provides weak guidance for intermediate reasoning and actions. Recent efforts explore process-level supervision, but typically depend on offline constructed training data, which risks distribution shift, or require costly intermediate annotations. We present TreePS-RAG, an online, tree-based RL framework for agentic RAG that enables step-wise credit assignment while retaining standard outcome-only rewards. Our key insight is to model agentic RAG reasoning as a rollout tree, where each reasoning step naturally maps to a node. This tree structure allows step utility to be estimated via Monte Carlo estimation over its descendant outcomes, yielding fine-grained process advantages without requiring intermediate labels. To make this paradigm practical, we introduce an efficient online tree construction strategy that preserves exploration diversity under a constrained computational budget. With a rollout cost comparable to strong baselines like Search-R1, experiments on seven multi-hop and general QA benchmarks across multiple model scales show that TreePS-RAG consistently and significantly outperforms both outcome-supervised and leading process-supervised RL methods.

Massive open online courses (MOOCs) unlock the doors to free education for anyone around the globe with access to a computer and the internet. Despite this democratization of learning, the massive enrollment in these courses means it is almost impossible for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, using 18 distinct settings, we explore the feasibility of leveraging large language models (LLMs) to replace peer grading in MOOCs. Specifically, we focus on two state-of-the-art LLMs: GPT-4 and GPT-3.5, across three distinct courses: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on a variant of the zero-shot chain-of-thought (Zero-shot-CoT) prompting technique: Zero-shot-CoT combined with instructor-provided correct answers; Zero-shot-CoT in conjunction with both instructor-formulated answers and rubrics; and Zero-shot-CoT with instructor-offered correct answers and LLM-generated rubrics. Our results show that Zero-shot-CoT, when integrated with instructor-provided answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. However, the History and Philosophy of Astronomy course proves to be more challenging in terms of grading as opposed to other courses. Finally, our study reveals a promising direction for automating grading systems for MOOCs, especially in subjects with well-defined rubrics.

Machine learning is the science of credit assignment: finding patterns in observations that predict the consequences of actions and help to improve future performance. Credit assignment is also required for human understanding of how the world works, not only for individuals navigating daily life, but also for academic professionals like historians who interpret the present in light of past events. Here I focus on the history of modern artificial intelligence (AI) which is dominated by artificial neural networks (NNs) and deep learning, both conceptually closer to the old field of cybernetics than to what's been called AI since 1956 (e.g., expert systems and logic programming). A modern history of AI will emphasize breakthroughs outside of the focus of traditional AI text books, in particular, mathematical foundations of today's NNs such as the chain rule (1676), the first NNs (linear regression, circa 1800), and the first working deep learners (1965-). From the perspective of 2022, I provide a timeline of the -- in hindsight -- most important relevant events in the history of NNs, deep learning, AI, computer science, and mathematics in general, crediting those who laid foundations of the field. The text contains numerous hyperlinks to relevant overview sites from my AI Blog. It supplements my previous deep learning survey (2015) which provides hundreds of additional references. Finally, to round it off, I'll put things in a broader historic context spanning the time since the Big Bang until when the universe will be many times older than it is now.

We study the problem of online prediction, in which at each time step t, an individual x_t arrives, whose label we must predict. Each individual is associated with various groups, defined based on their features such as age, sex, race etc., which may intersect. Our goal is to make predictions that have regret guarantees not just overall but also simultaneously on each sub-sequence comprised of the members of any single group. Previous work such as [Blum & Lykouris] and [Lee et al] provide attractive regret guarantees for these problems; however, these are computationally intractable on large model classes. We show that a simple modification of the sleeping experts technique of [Blum & Lykouris] yields an efficient reduction to the well-understood problem of obtaining diminishing external regret absent group considerations. Our approach gives similar regret guarantees compared to [Blum & Lykouris]; however, we run in time linear in the number of groups, and are oracle-efficient in the hypothesis class. This in particular implies that our algorithm is efficient whenever the number of groups is polynomially bounded and the external-regret problem can be solved efficiently, an improvement on [Blum & Lykouris]'s stronger condition that the model class must be small. Our approach can handle online linear regression and online combinatorial optimization problems like online shortest paths. Beyond providing theoretical regret bounds, we evaluate this algorithm with an extensive set of experiments on synthetic data and on two real data sets -- Medical costs and the Adult income dataset, both instantiated with intersecting groups defined in terms of race, sex, and other demographic characteristics. We find that uniformly across groups, our algorithm gives substantial error improvements compared to running a standard online linear regression algorithm with no groupwise regret guarantees.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

Online education platforms, leveraging the internet to distribute education resources, seek to provide convenient education but often fall short in real-time communication with students. They often struggle to offer personalized education resources due to the challenge of addressing the diverse obstacles students encounter throughout their learning journey. Recently, the emergence of large language models (LLMs), such as ChatGPT, offers the possibility for resolving this issue by comprehending individual requests. Although LLMs have been successful in various fields, creating an LLM-based education system is still challenging for the wide range of educational skills required. This paper reviews the recently emerged LLM researches related to educational capabilities, including mathematics, writing, programming, reasoning, and knowledge-based question answering, with the aim to explore their potential in constructing the next-generation intelligent education system. Based on the current development status, we further outline two approaches for an LLM-based education system: a unified approach and a mixture-of-expert (MoE) approach. Finally, we explore the challenges and future directions, providing new research opportunities and perspectives on adapting LLMs for education.

We explore the use of large language models (LLMs) for music generation using a retrieval system to select relevant examples. We find promising initial results for music generation in a dialogue with the user, especially considering the ease with which such a system can be implemented. The code is available online.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

We study the problem of online clustering where a clustering algorithm has to assign a new point that arrives to one of k clusters. The specific formulation we use is the k-means objective: At each time step the algorithm has to maintain a set of k candidate centers and the loss incurred is the squared distance between the new point and the closest center. The goal is to minimize regret with respect to the best solution to the k-means objective (C) in hindsight. We show that provided the data lies in a bounded region, an implementation of the Multiplicative Weights Update Algorithm (MWUA) using a discretized grid achieves a regret bound of O(T) in expectation. We also present an online-to-offline reduction that shows that an efficient no-regret online algorithm (despite being allowed to choose a different set of candidate centres at each round) implies an offline efficient algorithm for the k-means problem. In light of this hardness, we consider the slightly weaker requirement of comparing regret with respect to (1 + ε) C and present a no-regret algorithm with runtime Oleft(T(poly(log(T),k,d,1/ε)^{k(d+O(1))}right). Our algorithm is based on maintaining an incremental coreset and an adaptive variant of the MWUA. We show that naïve online algorithms, such as Follow The Leader, fail to produce sublinear regret in the worst case. We also report preliminary experiments with synthetic and real-world data.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

We study the polynomial-time approximability of the optimal online stochastic bipartite matching algorithm, initiated by Papadimitriou et al. (EC'21). Here, nodes on one side of the graph are given upfront, while at each time t, an online node and its edge weights are drawn from a time-dependent distribution. The optimal algorithm is PSPACE-hard to approximate within some universal constant. We refer to this optimal algorithm, which requires time to think (compute), as a philosopher, and refer to polynomial-time online approximations of the above as philosopher inequalities. The best known philosopher inequality for online matching yields a 0.652-approximation. In contrast, the best possible prophet inequality, or approximation of the optimum offline solution, is 0.5. Our main results are a 0.678-approximate algorithm and a 0.685-approximation for a vertex-weighted special case. Notably, both bounds exceed the 0.666-approximation of the offline optimum obtained by Tang, Wu, and Wu (STOC'22) for the vertex-weighted problem. Building on our algorithms and the recent black-box reduction of Banihashem et al. (SODA'24), we provide polytime (pricing-based) truthful mechanisms which 0.678-approximate the social welfare of the optimal online allocation for bipartite matching markets. Our online allocation algorithm relies on the classic pivotal sampling algorithm (Srinivasan FOCS'01, Gandhi et al. J.ACM'06), along with careful discarding to obtain negative correlations between offline nodes. Consequently, the analysis boils down to examining the distribution of a weighted sum X of negatively correlated Bernoulli variables, specifically lower bounding its mass below a threshold, E[min(1,X)], of possible independent interest. Interestingly, our bound relies on an imaginary invocation of pivotal sampling.

Teaching Computer Science (CS) by having students write programs by hand on paper has key pedagogical advantages: It allows focused learning and requires careful thinking compared to the use of Integrated Development Environments (IDEs) with intelligent support tools or "just trying things out". The familiar environment of pens and paper also lessens the cognitive load of students with no prior experience with computers, for whom the mere basic usage of computers can be intimidating. Finally, this teaching approach opens learning opportunities to students with limited access to computers. However, a key obstacle is the current lack of teaching methods and support software for working with and running handwritten programs. Optical character recognition (OCR) of handwritten code is challenging: Minor OCR errors, perhaps due to varied handwriting styles, easily make code not run, and recognizing indentation is crucial for languages like Python but is difficult to do due to inconsistent horizontal spacing in handwriting. Our approach integrates two innovative methods. The first combines OCR with an indentation recognition module and a language model designed for post-OCR error correction without introducing hallucinations. This method, to our knowledge, surpasses all existing systems in handwritten code recognition. It reduces error from 30\% in the state of the art to 5\% with minimal hallucination of logical fixes to student programs. The second method leverages a multimodal language model to recognize handwritten programs in an end-to-end fashion. We hope this contribution can stimulate further pedagogical research and contribute to the goal of making CS education universally accessible. We release a dataset of handwritten programs and code to support future research at https://github.com/mdoumbouya/codeocr

In online learning environments, students often lack personalized peer interactions, which are crucial for cognitive development and learning engagement. Although previous studies have employed large language models (LLMs) to simulate interactive learning environments, these interactions are limited to conversational exchanges, failing to adapt to learners' individualized cognitive and psychological states. As a result, students' engagement is low and they struggle to gain inspiration. To address this challenge, we propose OnlineMate, a multi-agent learning companion system driven by LLMs integrated with Theory of Mind (ToM). OnlineMate simulates peer-like roles, infers learners' psychological states such as misunderstandings and confusion during collaborative discussions, and dynamically adjusts interaction strategies to support higher-order thinking. Comprehensive evaluations, including simulation-based experiments, human assessments, and real classroom trials, demonstrate that OnlineMate significantly promotes deep learning and cognitive engagement by elevating students' average cognitive level while substantially improving emotional engagement scores.

Rubrics provide a flexible way to train LLMs on open-ended long-form answers where verifiable rewards are not applicable and human preferences provide coarse signals. Prior work shows that reinforcement learning with rubric-based rewards leads to consistent gains in LLM post-training. Most existing approaches rely on rubrics that remain static over the course of training. Such static rubrics, however, are vulnerable to reward-hacking type behaviors and fail to capture emergent desiderata that arise during training. We introduce Online Rubrics Elicitation (OnlineRubrics), a method that dynamically curates evaluation criteria in an online manner through pairwise comparisons of responses from current and reference policies. This online process enables continuous identification and mitigation of errors as training proceeds. Empirically, this approach yields consistent improvements of up to 8% over training exclusively with static rubrics across AlpacaEval, GPQA, ArenaHard as well as the validation sets of expert questions and rubrics. We qualitatively analyze the elicited criteria and identify prominent themes such as transparency, practicality, organization, and reasoning.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

We introduce AI University (AI-U), a flexible framework for AI-driven course content delivery that adapts to instructors' teaching styles. At its core, AI-U fine-tunes a large language model (LLM) with retrieval-augmented generation (RAG) to generate instructor-aligned responses from lecture videos, notes, and textbooks. Using a graduate-level finite-element-method (FEM) course as a case study, we present a scalable pipeline to systematically construct training data, fine-tune an open-source LLM with Low-Rank Adaptation (LoRA), and optimize its responses through RAG-based synthesis. Our evaluation - combining cosine similarity, LLM-based assessment, and expert review - demonstrates strong alignment with course materials. We also have developed a prototype web application, available at https://my-ai-university.com, that enhances traceability by linking AI-generated responses to specific sections of the relevant course material and time-stamped instances of the open-access video lectures. Our expert model is found to have greater cosine similarity with a reference on 86% of test cases. An LLM judge also found our expert model to outperform the base Llama 3.2 model approximately four times out of five. AI-U offers a scalable approach to AI-assisted education, paving the way for broader adoption in higher education. Here, our framework has been presented in the setting of a class on FEM - a subject that is central to training PhD and Master students in engineering science. However, this setting is a particular instance of a broader context: fine-tuning LLMs to research content in science.

Online allocation problems with resource constraints are central problems in revenue management and online advertising. In these problems, requests arrive sequentially during a finite horizon and, for each request, a decision maker needs to choose an action that consumes a certain amount of resources and generates reward. The objective is to maximize cumulative rewards subject to a constraint on the total consumption of resources. In this paper, we consider a data-driven setting in which the reward and resource consumption of each request are generated using an input model that is unknown to the decision maker. We design a general class of algorithms that attain good performance in various input models without knowing which type of input they are facing. In particular, our algorithms are asymptotically optimal under independent and identically distributed inputs as well as various non-stationary stochastic input models, and they attain an asymptotically optimal fixed competitive ratio when the input is adversarial. Our algorithms operate in the Lagrangian dual space: they maintain a dual multiplier for each resource that is updated using online mirror descent. By choosing the reference function accordingly, we recover the dual sub-gradient descent and dual multiplicative weights update algorithm. The resulting algorithms are simple, fast, and do not require convexity in the revenue function, consumption function and action space, in contrast to existing methods for online allocation problems. We discuss applications to network revenue management, online bidding in repeated auctions with budget constraints, online proportional matching with high entropy, and personalized assortment optimization with limited inventory.

We present a shared data model for enabling data science in Massive Open Online Courses (MOOCs). The model captures students interactions with the online platform. The data model is platform agnostic and is based on some basic core actions that students take on an online learning platform. Students usually interact with the platform in four different modes: Observing, Submitting, Collaborating and giving feedback. In observing mode students are simply browsing the online platform, watching videos, reading material, reading book or watching forums. In submitting mode, students submit information to the platform. This includes submissions towards quizzes, homeworks, or any assessment modules. In collaborating mode students interact with other students or instructors on forums, collaboratively editing wiki or chatting on google hangout or other hangout venues. With this basic definitions of activities, and a data model to store events pertaining to these activities, we then create a common terminology to map Coursera and edX data into this shared data model. This shared data model called MOOCdb becomes the foundation for a number of collaborative frameworks that enable progress in data science without the need to share the data.

The web provides a rich, open-domain environment with textual, structural, and spatial properties. We propose a new task for grounding language in this environment: given a natural language command (e.g., "click on the second article"), choose the correct element on the web page (e.g., a hyperlink or text box). We collected a dataset of over 50,000 commands that capture various phenomena such as functional references (e.g. "find who made this site"), relational reasoning (e.g. "article by john"), and visual reasoning (e.g. "top-most article"). We also implemented and analyzed three baseline models that capture different phenomena present in the dataset.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

Over the last decade, online lecture videos have become increasingly popular and have experienced a meteoric rise during the pandemic. However, video-language research has primarily focused on instructional videos or movies, and tools to help students navigate the growing online lectures are lacking. Our first contribution is to facilitate research in the educational domain, by introducing AVLectures, a large-scale dataset consisting of 86 courses with over 2,350 lectures covering various STEM subjects. Each course contains video lectures, transcripts, OCR outputs for lecture frames, and optionally lecture notes, slides, assignments, and related educational content that can inspire a variety of tasks. Our second contribution is introducing video lecture segmentation that splits lectures into bite-sized topics that show promise in improving learner engagement. We formulate lecture segmentation as an unsupervised task that leverages visual, textual, and OCR cues from the lecture, while clip representations are fine-tuned on a pretext self-supervised task of matching the narration with the temporally aligned visual content. We use these representations to generate segments using a temporally consistent 1-nearest neighbor algorithm, TW-FINCH. We evaluate our method on 15 courses and compare it against various visual and textual baselines, outperforming all of them. Our comprehensive ablation studies also identify the key factors driving the success of our approach.

Blended learning is generally defined as the combination of traditional face-to-face learning and online learning. This learning mode has been widely used in advanced education across the globe due to the COVID-19 pandemic's social distance restriction as well as the development of technology. Online learning plays an important role in blended learning, and as it requires more student autonomy, the quality of blended learning in advanced education has been a persistent concern. Existing literature offers several elements and frameworks regarding evaluating the quality of blended learning. However, most of them either have different favours for evaluation perspectives or simply offer general guidance for evaluation, reducing the completeness, objectivity and practicalness of related works. In order to carry out a more intuitive and comprehensive evaluation framework, this paper proposes a hierarchy-based analysis approach. Applying gradient boosting model and feature importance evaluation method, this approach mainly analyses student engagement and its three identified dimensions (behavioral engagement, emotional engagement, cognitive engagement) to eliminate some existing stubborn problems when it comes to blended learning evaluation. The results show that cognitive engagement and emotional engagement play a more important role in blended learning evaluation, implying that these two should be considered to improve for better learning as well as teaching quality.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

A major challenge in the field of education is providing review schedules that present learned items at appropriate intervals to each student so that memory is retained over time. In recent years, attempts have been made to formulate item reviews as sequential decision-making problems to realize adaptive instruction based on the knowledge state of students. It has been reported previously that reinforcement learning can help realize mathematical models of students learning strategies to maintain a high memory rate. However, optimization using reinforcement learning requires a large number of interactions, and thus it cannot be applied directly to actual students. In this study, we propose a framework for optimizing teaching strategies by constructing a virtual model of the student while minimizing the interaction with the actual teaching target. In addition, we conducted an experiment considering actual instructions using the mathematical model and confirmed that the model performance is comparable to that of conventional teaching methods. Our framework can directly substitute mathematical models used in experiments with human students, and our results can serve as a buffer between theoretical instructional optimization and practical applications in e-learning systems.

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.

Online active learning is a paradigm in machine learning that aims to select the most informative data points to label from a data stream. The problem of minimizing the cost associated with collecting labeled observations has gained a lot of attention in recent years, particularly in real-world applications where data is only available in an unlabeled form. Annotating each observation can be time-consuming and costly, making it difficult to obtain large amounts of labeled data. To overcome this issue, many active learning strategies have been proposed in the last decades, aiming to select the most informative observations for labeling in order to improve the performance of machine learning models. These approaches can be broadly divided into two categories: static pool-based and stream-based active learning. Pool-based active learning involves selecting a subset of observations from a closed pool of unlabeled data, and it has been the focus of many surveys and literature reviews. However, the growing availability of data streams has led to an increase in the number of approaches that focus on online active learning, which involves continuously selecting and labeling observations as they arrive in a stream. This work aims to provide an overview of the most recently proposed approaches for selecting the most informative observations from data streams in real time. We review the various techniques that have been proposed and discuss their strengths and limitations, as well as the challenges and opportunities that exist in this area of research.

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a scientific and reproducible literature search strategy based on the PRISMA process using explicit inclusion and exclusion criteria to study text-based automatic assessment systems in post-secondary education, screening 838 papers and synthesizing 93 studies. To understand how text-based automatic assessment systems have been developed and applied in education in recent years, three research questions are considered. All included studies are summarized and categorized according to a proposed comprehensive framework, including the input and output of the system, research motivation, and research outcomes, aiming to answer the research questions accordingly. Additionally, the typical studies of automated assessment systems, research methods, and application domains in these studies are investigated and summarized. This systematic review provides an overview of recent educational applications of text-based assessment systems for understanding the latest AI/NLP developments assisting in text-based assessments in higher education. Findings will particularly benefit researchers and educators incorporating LLMs such as ChatGPT into their educational activities.

Online exams are more attractive after the Covid-19 pandemic. Furthermore, during recruitment, online exams are used. However, there are more cheating possibilities for online exams. Assigning a proctor for each exam increases cost. At this point, automatic proctor systems detect possible cheating status. This article proposes an end-to-end system and submodules to get better results for online proctoring. Object detection, face recognition, human voice detection, and segmentation are used in our system. Furthermore, our proposed model works on the PCs of users, meaning a client-based system. So, server cost is eliminated. As far as we know, it is the first time the client-based online proctoring system has been used for recruitment. Online exams are more attractive after the Covid-19 pandemic. Furthermore, during recruitment, online exams are used. However, there are more cheating possibilities for online exams. Assigning a proctor for each exam increases cost. At this point, automatic proctor systems detect possible cheating status. This article proposes an end-to-end system and submodules to get better results for online proctoring. Object detection, face recognition, human voice detection, and segmentation are used in our system. Furthermore, our proposed model works on the PCs of users, meaning a client-based system. So, server cost is eliminated. As far as we know, it is the first time the client-based online proctoring system has been used for recruitment. Furthermore, this cheating system works at https://www.talent-interview.com/tr/.

This report details the development and key achievements of our latest language model designed for custom large language models. The advancements introduced include a novel Online Data Scheduler that supports flexible training data adjustments and curriculum learning. The model's architecture is fortified with state-of-the-art techniques such as Rotary Positional Embeddings, QK-LayerNorm, and a specially crafted multilingual tokenizer to enhance stability and performance. Moreover, our robust training framework incorporates advanced monitoring and rapid recovery features to ensure optimal efficiency. Our Wonton 7B model has demonstrated competitive performance on a range of multilingual and English benchmarks. Future developments will prioritize narrowing the performance gap with more extensively trained models, thereby enhancing the model's real-world efficacy and adaptability.GitHub: https://github.com/nyonicai/nyonic-public

Online advertising has recently grown into a highly competitive and complex multi-billion-dollar industry, with advertisers bidding for ad slots at large scales and high frequencies. This has resulted in a growing need for efficient "auto-bidding" algorithms that determine the bids for incoming queries to maximize advertisers' targets subject to their specified constraints. This work explores efficient online algorithms for a single value-maximizing advertiser under an increasingly popular constraint: Return-on-Spend (RoS). We quantify efficiency in terms of regret relative to the optimal algorithm, which knows all queries a priori. We contribute a simple online algorithm that achieves near-optimal regret in expectation while always respecting the specified RoS constraint when the input sequence of queries are i.i.d. samples from some distribution. We also integrate our results with the previous work of Balseiro, Lu, and Mirrokni [BLM20] to achieve near-optimal regret while respecting both RoS and fixed budget constraints. Our algorithm follows the primal-dual framework and uses online mirror descent (OMD) for the dual updates. However, we need to use a non-canonical setup of OMD, and therefore the classic low-regret guarantee of OMD, which is for the adversarial setting in online learning, no longer holds. Nonetheless, in our case and more generally where low-regret dynamics are applied in algorithm design, the gradients encountered by OMD can be far from adversarial but influenced by our algorithmic choices. We exploit this key insight to show our OMD setup achieves low regret in the realm of our algorithm.

Providing computer science (CS) offerings in the K-12 education system is often limited by the lack of experienced teachers, especially in small or rural underserved school districts. By helping teachers in underserved areas develop CS curriculum and helping them become certified to teach CS courses, more young people in underserved areas are aware of IT-career opportunities, and prepared for CS education at the university level, which ultimately helps tackle the IT workforce deficit in the United States. This paper discusses a successful implementation of a Google CS4HS grant to a rural underserved area, as well as lessons learned through the implementation of the program. Key elements in the implementation included a face-to-face hands-on workshop, followed by a seven week graduate-level online summer course for the teachers to learn and develop curriculum that covers the CS concepts they will be teaching. The teachers were supported with an online community of practice for the year as they implemented the curriculum.

We introduce LiveVQA, an automatically collected dataset of latest visual knowledge from the Internet with synthesized VQA problems. LiveVQA consists of 3,602 single- and multi-hop visual questions from 6 news websites across 14 news categories, featuring high-quality image-text coherence and authentic information. Our evaluation across 15 MLLMs (e.g., GPT-4o, Gemma-3, and Qwen-2.5-VL family) demonstrates that stronger models perform better overall, with advanced visual reasoning capabilities proving crucial for complex multi-hop questions. Despite excellent performance on textual problems, models with tools like search engines still show significant gaps when addressing visual questions requiring latest visual knowledge, highlighting important areas for future research.

Deep Neural Networks (DNNs) are typically trained by backpropagation in a batch learning setting, which requires the entire training data to be made available prior to the learning task. This is not scalable for many real-world scenarios where new data arrives sequentially in a stream form. We aim to address an open challenge of "Online Deep Learning" (ODL) for learning DNNs on the fly in an online setting. Unlike traditional online learning that often optimizes some convex objective function with respect to a shallow model (e.g., a linear/kernel-based hypothesis), ODL is significantly more challenging since the optimization of the DNN objective function is non-convex, and regular backpropagation does not work well in practice, especially for online learning settings. In this paper, we present a new online deep learning framework that attempts to tackle the challenges by learning DNN models of adaptive depth from a sequence of training data in an online learning setting. In particular, we propose a novel Hedge Backpropagation (HBP) method for online updating the parameters of DNN effectively, and validate the efficacy of our method on large-scale data sets, including both stationary and concept drifting scenarios.

To fulfill user instructions, autonomous web agents must contend with the inherent complexity and volatile nature of real-world websites. Conventional paradigms predominantly rely on Supervised Fine-Tuning (SFT) or Offline Reinforcement Learning (RL) using static datasets. However, these methods suffer from severe distributional shifts, as offline trajectories fail to capture the stochastic state transitions and real-time feedback of unconstrained wide web environments. In this paper, we propose a robust Online Reinforcement Learning WebAgent, designed to optimize its policy through direct, iterative interactions with unconstrained wide websites. Our approach comprises three core innovations: 1) Hierarchical Multi-Task Fine-tuning: We curate a comprehensive mixture of datasets categorized by functional primitives -- Planning, Acting, and Grounding -- establishing a Vision-Language Model (VLM) with strong instruction-following capabilities for Web GUI tasks. 2) Online Agentic RL in the Wild: We develop an online interaction environment and fine-tune the VLM using a specialized RL pipeline. We introduce a Hybrid Reward Mechanism that combines a ground-truth-agnostic WebJudge for holistic outcome assessment with a Rule-based Decision Tree (RDT) for progress reward. This system effectively mitigates the credit assignment challenge in long-horizon navigation. Notably, our RL-enhanced model achieves a 38.1\% success rate (pass@5) on WebArena, outperforming all existing monolithic baselines. 3) Operator Agent: We introduce a modular agentic framework, namely OpAgent, orchestrating a Planner, Grounder, Reflector, and Summarizer. This synergy enables robust error recovery and self-correction, elevating the agent's performance to a new State-of-the-Art (SOTA) success rate of 71.6\%.

The largest store of continually updating knowledge on our planet can be accessed via internet search. In this work we study giving access to this information to conversational agents. Large language models, even though they store an impressive amount of knowledge within their weights, are known to hallucinate facts when generating dialogue (Shuster et al., 2021); moreover, those facts are frozen in time at the point of model training. In contrast, we propose an approach that learns to generate an internet search query based on the context, and then conditions on the search results to finally generate a response, a method that can employ up-to-the-minute relevant information. We train and evaluate such models on a newly collected dataset of human-human conversations whereby one of the speakers is given access to internet search during knowledgedriven discussions in order to ground their responses. We find that search-query based access of the internet in conversation provides superior performance compared to existing approaches that either use no augmentation or FAISS-based retrieval (Lewis et al., 2020).

Direct alignment from preferences (DAP) has emerged as a promising paradigm for aligning large language models (LLMs) to human desiderata from pre-collected, offline preference datasets. While recent studies indicate that existing offline DAP methods can directly benefit from online training samples, we highlight the need to develop specific online DAP algorithms to fully harness the power of online training. Specifically, we identify that the learned LLM should adhere to the proximity of the behavior LLM, which collects the training samples. To this end, we propose online Preference Optimization in proximity to the Behavior LLM (BPO), emphasizing the importance of constructing a proper trust region for LLM alignment. We conduct extensive experiments to validate the effectiveness and applicability of our approach by integrating it with various DAP methods, resulting in significant performance improvements across a wide range of tasks when training with the same amount of preference data. Even when only introducing one additional data collection phase, our online BPO improves its offline DAP baseline from 72.0% to 80.2% on TL;DR and from 82.2% to 89.1% on Anthropic Helpfulness in terms of win rate against human reference text.

Data from online job postings are difficult to access and are not built in a standard or transparent manner. Data included in the standard taxonomy and occupational information database (O*NET) are updated infrequently and based on small survey samples. We adopt O*NET as a framework for building natural language processing tools that extract structured information from job postings. We publish the Job Ad Analysis Toolkit (JAAT), a collection of open-source tools built for this purpose, and demonstrate its reliability and accuracy in out-of-sample and LLM-as-a-Judge testing. We extract more than 10 billion data points from more than 155 million online job ads provided by the National Labor Exchange (NLx) Research Hub, including O*NET tasks, occupation codes, tools, and technologies, as well as wages, skills, industry, and more features. We describe the construction of a dataset of occupation, state, and industry level features aggregated by monthly active jobs from 2015 - 2025. We illustrate the potential for research and future uses in education and workforce development.

In recent years, researchers have increasingly been interested in how to enable Multimodal Large Language Models (MLLM) to possess spatial understanding and reasoning capabilities. However, most existing methods overlook the importance of the ability to continuously work in an ever-changing world, and lack the possibility of deployment on embodied systems in real-world environments. In this work, we introduce OnlineSI, a framework that can continuously improve its spatial understanding of its surroundings given a video stream. Our core idea is to maintain a finite spatial memory to retain past observations, ensuring the size of the spatial memory does not increase as the input accumulates. We further integrate 3D point cloud information with semantic information, helping MLLM to better locate and identify objects in the scene. To evaluate our method, we introduce the Fuzzy F_1-Score to mitigate ambiguity, and test our method on two representative datasets. Experiments demonstrate the effectiveness of our method, paving the way towards real-world embodied systems.

We continue the investigation into the power of smaller Transformer-based language models as initiated by TinyStories -- a 10 million parameter model that can produce coherent English -- and the follow-up work on phi-1, a 1.3 billion parameter model with Python coding performance close to the state-of-the-art. The latter work proposed to use existing Large Language Models (LLMs) to generate ``textbook quality" data as a way to enhance the learning process compared to traditional web data. We follow the ``Textbooks Are All You Need" approach, focusing this time on common sense reasoning in natural language, and create a new 1.3 billion parameter model named phi-1.5, with performance on natural language tasks comparable to models 5x larger, and surpassing most non-frontier LLMs on more complex reasoning tasks such as grade-school mathematics and basic coding. More generally, phi-1.5 exhibits many of the traits of much larger LLMs, both good -- such as the ability to ``think step by step" or perform some rudimentary in-context learning -- and bad, including hallucinations and the potential for toxic and biased generations -- encouragingly though, we are seeing improvement on that front thanks to the absence of web data. We open-source phi-1.5 to promote further research on these urgent topics.

This publication describes the motivation and generation of Q_{bias}, a large dataset of Google and Bing search queries, a scraping tool and dataset for biased news articles, as well as language models for the investigation of bias in online search. Web search engines are a major factor and trusted source in information search, especially in the political domain. However, biased information can influence opinion formation and lead to biased opinions. To interact with search engines, users formulate search queries and interact with search query suggestions provided by the search engines. A lack of datasets on search queries inhibits research on the subject. We use Q_{bias} to evaluate different approaches to fine-tuning transformer-based language models with the goal of producing models capable of biasing text with left and right political stance. Additionally to this work we provided datasets and language models for biasing texts that allow further research on bias in online information search.

Online continual learning (CL) studies the problem of learning continuously from a single-pass data stream while adapting to new data and mitigating catastrophic forgetting. Recently, by storing a small subset of old data, replay-based methods have shown promising performance. Unlike previous methods that focus on sample storage or knowledge distillation against catastrophic forgetting, this paper aims to understand why the online learning models fail to generalize well from a new perspective of shortcut learning. We identify shortcut learning as the key limiting factor for online CL, where the learned features may be biased, not generalizable to new tasks, and may have an adverse impact on knowledge distillation. To tackle this issue, we present the online prototype learning (OnPro) framework for online CL. First, we propose online prototype equilibrium to learn representative features against shortcut learning and discriminative features to avoid class confusion, ultimately achieving an equilibrium status that separates all seen classes well while learning new classes. Second, with the feedback of online prototypes, we devise a novel adaptive prototypical feedback mechanism to sense the classes that are easily misclassified and then enhance their boundaries. Extensive experimental results on widely-used benchmark datasets demonstrate the superior performance of OnPro over the state-of-the-art baseline methods. Source code is available at https://github.com/weilllllls/OnPro.

Using LLMs to give educational feedback to students for their assignments has attracted much attention in the AI in Education field. Yet, there is currently no large-scale open-source dataset of student assignments that includes detailed assignment descriptions, rubrics, and student submissions across various courses. As a result, research on generalisable methodology for automatic generation of effective and responsible educational feedback remains limited. In the current study, we constructed a large-scale dataset of Synthetic Computer science Assignments for LLM-generated Educational Feedback research (SCALEFeedback). We proposed a Sophisticated Assignment Mimicry (SAM) framework to generate the synthetic dataset by one-to-one LLM-based imitation from real assignment descriptions, student submissions to produce their synthetic versions. Our open-source dataset contains 10,000 synthetic student submissions spanning 155 assignments across 59 university-level computer science courses. Our synthetic submissions achieved BERTScore F1 0.84, PCC of 0.62 for assignment marks and 0.85 for length, compared to the corresponding real-world assignment dataset, while ensuring perfect protection of student private information. All these results of our SAM framework outperformed results of a naive mimicry method baseline. The LLM-generated feedback for our synthetic assignments demonstrated the same level of effectiveness compared to that of real-world assignment dataset. Our research showed that one-to-one LLM imitation is a promising method for generating open-source synthetic educational datasets that preserve the original dataset's semantic meaning and student data distribution, while protecting student privacy and institutional copyright. SCALEFeedback enhances our ability to develop LLM-based generalisable methods for offering high-quality, automated educational feedback in a scalable way.

We investigate the effectiveness of reinforcement learning methods for finetuning large language models when transitioning from offline to semi-online to fully online regimes for both verifiable and non-verifiable tasks. Our experiments cover training on verifiable math as well as non-verifiable instruction following with a set of benchmark evaluations for both. Across these settings, we extensively compare online and semi-online Direct Preference Optimization and Group Reward Policy Optimization objectives, and surprisingly find similar performance and convergence between these variants, which all strongly outperform offline methods. We provide a detailed analysis of the training dynamics and hyperparameter selection strategies to achieve optimal results. Finally, we show that multi-tasking with verifiable and non-verifiable rewards jointly yields improved performance across both task types.

Training large language models with data collected from various domains can improve their performance on downstream tasks. However, given a fixed training budget, the sampling proportions of these different domains significantly impact the model's performance. How can we determine the domain weights across different data domains to train the best-performing model within constrained computational resources? In this paper, we provide a comprehensive overview of existing data mixture methods. First, we propose a fine-grained categorization of existing methods, extending beyond the previous offline and online classification. Offline methods are further grouped into heuristic-based, algorithm-based, and function fitting-based methods. For online methods, we categorize them into three groups: online min-max optimization, online mixing law, and other approaches by drawing connections with the optimization frameworks underlying offline methods. Second, we summarize the problem formulations, representative algorithms for each subtype of offline and online methods, and clarify the relationships and distinctions among them. Finally, we discuss the advantages and disadvantages of each method and highlight key challenges in the field of data mixture.

The Teacher-Student Chatroom Corpus (TSCC) is a collection of written conversations captured during one-to-one lessons between teachers and learners of English. The lessons took place in an online chatroom and therefore involve more interactive, immediate and informal language than might be found in asynchronous exchanges such as email correspondence. The fact that the lessons were one-to-one means that the teacher was able to focus exclusively on the linguistic abilities and errors of the student, and to offer personalised exercises, scaffolding and correction. The TSCC contains more than one hundred lessons between two teachers and eight students, amounting to 13.5K conversational turns and 133K words: it is freely available for research use. We describe the corpus design, data collection procedure and annotations added to the text. We perform some preliminary descriptive analyses of the data and consider possible uses of the TSCC.

Direct alignment from preferences (DAP) methods, such as DPO, have recently emerged as efficient alternatives to reinforcement learning from human feedback (RLHF), that do not require a separate reward model. However, the preference datasets used in DAP methods are usually collected ahead of training and never updated, thus the feedback is purely offline. Moreover, responses in these datasets are often sampled from a language model distinct from the one being aligned, and since the model evolves over training, the alignment phase is inevitably off-policy. In this study, we posit that online feedback is key and improves DAP methods. Our method, online AI feedback (OAIF), uses an LLM as annotator: on each training iteration, we sample two responses from the current model and prompt the LLM annotator to choose which one is preferred, thus providing online feedback. Despite its simplicity, we demonstrate via human evaluation in several tasks that OAIF outperforms both offline DAP and RLHF methods. We further show that the feedback leveraged in OAIF is easily controllable, via instruction prompts to the LLM annotator.

We present an online method for estimating the cost of solving SAT problems. Modern SAT solvers present several challenges to estimate search cost including non-chronological backtracking, learning and restarts. Our method uses a linear model trained on data gathered at the start of search. We show the effectiveness of this method using random and structured problems. We demonstrate that predictions made in early restarts can be used to improve later predictions. We also show that we can use such cost estimations to select a solver from a portfolio.

We develop an online learning algorithm that dramatically improves the data efficiency of reinforcement learning from human feedback (RLHF). Our algorithm incrementally updates reward and language models as choice data is received. The reward model is fit to the choice data, while the language model is updated by a variation of reinforce, with reinforcement signals provided by the reward model. Several features enable the efficiency gains: a small affirmative nudge added to each reinforcement signal, an epistemic neural network that models reward uncertainty, and information-directed exploration. With Gemma large language models (LLMs), our algorithm matches the performance of offline RLHF trained on 200K labels using fewer than 20K labels, representing more than a 10x gain in data efficiency. Extrapolating from our results, we expect our algorithm trained on 1M labels to match offline RLHF trained on 1B labels. This represents a 1,000x gain. To our knowledge, these are the first results to demonstrate that such large improvements are possible.

One of the burning problems lately in Japan has been cyber-bullying, or slandering and bullying people online. The problem has been especially noticed on unofficial Web sites of Japanese schools. Volunteers consisting of school personnel and PTA (Parent-Teacher Association) members have started Online Patrol to spot malicious contents within Web forums and blogs. In practise, Online Patrol assumes reading through the whole Web contents, which is a task difficult to perform manually. With this paper we introduce a research intended to help PTA members perform Online Patrol more efficiently. We aim to develop a set of tools that can automatically detect malicious entries and report them to PTA members. First, we collected cyber-bullying data from unofficial school Web sites. Then we performed analysis of this data in two ways. Firstly, we analysed the entries with a multifaceted affect analysis system in order to find distinctive features for cyber-bullying and apply them to a machine learning classifier. Secondly, we applied a SVM based machine learning method to train a classifier for detection of cyber-bullying. The system was able to classify cyber-bullying entries with 88.2% of balanced F-score.

Mehta and Panigrahi (2012) proposed Online Matching with Stochastic Rewards, which generalizes the Online Bipartite Matching problem of Karp, Vazirani, and Vazirani (1990) by associating the edges with success probabilities. This new feature captures the pay-per-click model in online advertising. Recently, Huang and Zhang (2020) studied this problem under the online primal dual framework using the Configuration Linear Program (LP), and got the best known competitive ratios of the Stochastic Balance algorithm. Their work suggests that the more expressive Configuration LP is more suitable for this problem than the Matching LP. This paper advances the theory of Configuration LP in two directions. Our technical contribution includes a characterization of the joint matching outcome of an offline vertex and all its neighbors. This characterization may be of independent interest, and is aligned with the spirit of Configuration LP. By contrast, previous analyses of Ranking generally focus on only one neighbor. Second, we designed a Stochastic Configuration LP that captures a stochastic benchmark proposed by Goyal and Udwani (2020), who used a Path-based LP. The Stochastic Configuration LP is smaller and simpler than the Path-based LP. Moreover, using the new LP we improved the competitive ratio of Stochastic Balance from 0.596 to 0.611 when the success probabilities are infinitesimal, and to 0.613 when the success probabilities are further equal.

This study examines the efficacy of two SOTA large language models (LLMs), namely ChatGPT and Microsoft Bing Chat (BingChat), in catering to the needs of Vietnamese students. Although ChatGPT exhibits proficiency in multiple disciplines, Bing Chat emerges as the more advantageous option. We conduct a comparative analysis of their academic achievements in various disciplines, encompassing mathematics, literature, English language, physics, chemistry, biology, history, geography, and civic education. The results of our study suggest that BingChat demonstrates superior performance compared to ChatGPT across a wide range of subjects, with the exception of literature, where ChatGPT exhibits better performance. Additionally, BingChat utilizes the more advanced GPT-4 technology in contrast to ChatGPT, which is built upon GPT-3.5. This allows BingChat to improve to comprehension, reasoning and generation of creative and informative text. Moreover, the fact that BingChat is accessible in Vietnam and its integration of hyperlinks and citations within responses serve to reinforce its superiority. In our analysis, it is evident that while ChatGPT exhibits praiseworthy qualities, BingChat presents a more apdated solutions for Vietnamese students.

We study the incentivized information acquisition problem, where a principal hires an agent to gather information on her behalf. Such a problem is modeled as a Stackelberg game between the principal and the agent, where the principal announces a scoring rule that specifies the payment, and then the agent then chooses an effort level that maximizes her own profit and reports the information. We study the online setting of such a problem from the principal's perspective, i.e., designing the optimal scoring rule by repeatedly interacting with the strategic agent. We design a provably sample efficient algorithm that tailors the UCB algorithm (Auer et al., 2002) to our model, which achieves a sublinear T^{2/3}-regret after T iterations. Our algorithm features a delicate estimation procedure for the optimal profit of the principal, and a conservative correction scheme that ensures the desired agent's actions are incentivized. Furthermore, a key feature of our regret bound is that it is independent of the number of states of the environment.

We study the process through which reasoning models trained with reinforcement learning on verifiable rewards (RLVR) can learn to solve new problems. We find that RLVR drives performance in two main ways: (1) by compressing pass@k into pass@1 and (2) via "capability gain" in which models learn to solve new problems that they previously could not solve even at high k. We find that while capability gain exists across model scales, learning to solve new problems is primarily driven through self-distillation. We demonstrate these findings across model scales ranging from 0.5B to 72B parameters on >500,000 reasoning problems with prompts and verifiable final answers across math, science, and code domains. We further show that we can significantly improve pass@k rates by leveraging natural language guidance for the model to consider within context while still requiring the model to derive a solution chain from scratch. Based of these insights, we derive Guide -- a new class of online training algorithms. Guide adaptively incorporates hints into the model's context on problems for which all rollouts were initially incorrect and adjusts the importance sampling ratio for the "off-policy" trajectories in order to optimize the policy for contexts in which the hints are no longer present. We describe variants of Guide for GRPO and PPO and empirically show that Guide-GRPO on 7B and 32B parameter models improves generalization over its vanilla counterpart with up to 4% macro-average improvement across math benchmarks. We include careful ablations to analyze Guide's components and theoretically analyze Guide's learning efficiency.

Automatic Short Answer Grading (ASAG) is the process of grading the student answers by computational approaches given a question and the desired answer. Previous works implemented the methods of concept mapping, facet mapping, and some used the conventional word embeddings for extracting semantic features. They extracted multiple features manually to train on the corresponding datasets. We use pretrained embeddings of the transfer learning models, ELMo, BERT, GPT, and GPT-2 to assess their efficiency on this task. We train with a single feature, cosine similarity, extracted from the embeddings of these models. We compare the RMSE scores and correlation measurements of the four models with previous works on Mohler dataset. Our work demonstrates that ELMo outperformed the other three models. We also, briefly describe the four transfer learning models and conclude with the possible causes of poor results of transfer learning models.

Today, most newsreaders read the online version of news articles rather than traditional paper-based newspapers. Also, news media publishers rely heavily on the income generated from subscriptions and website visits made by newsreaders. Thus, online user engagement is a very important issue for online newspapers. Much effort has been spent on writing interesting headlines to catch the attention of online users. On the other hand, headlines should not be misleading (e.g., clickbaits); otherwise, readers would be disappointed when reading the content. In this paper, we propose four indicators to determine the quality of published news headlines based on their click count and dwell time, which are obtained by website log analysis. Then, we use soft target distribution of the calculated quality indicators to train our proposed deep learning model which can predict the quality of unpublished news headlines. The proposed model not only processes the latent features of both headline and body of the article to predict its headline quality but also considers the semantic relation between headline and body as well. To evaluate our model, we use a real dataset from a major Canadian newspaper. Results show our proposed model outperforms other state-of-the-art NLP models.

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

Efficient use of large language models (LLMs) is critical for deployment at scale: without adaptive routing, systems either overpay for strong models or risk poor performance from weaker ones. Selecting the right LLM for each query is fundamentally an online decision problem: models differ in strengths, prices fluctuate, and users value accuracy and cost differently. Yet most routers are trained offline with labels for all candidate models, an assumption that breaks in deployment, where only the outcome of the chosen model is observed. We bridge this gap with BaRP, a Bandit-feedback Routing with Preferences approach that trains under the same partial-feedback restriction as deployment, while supporting preference-tunable inference: operators can dial the performance/cost trade-off at test time without retraining. Framed as a contextual bandit over prompt features and a user preference vector, our method simulates an online feedback setting during training and adapts its routing decisions to each new prompt, rather than depending on full-information offline supervision. Comprehensive experiments show that our method consistently outperforms strong offline routers by at least 12.46% and the largest LLM by at least 2.45%, and generalizes robustly for unseen tasks.

We introduce KazQAD -- a Kazakh open-domain question answering (ODQA) dataset -- that can be used in both reading comprehension and full ODQA settings, as well as for information retrieval experiments. KazQAD contains just under 6,000 unique questions with extracted short answers and nearly 12,000 passage-level relevance judgements. We use a combination of machine translation, Wikipedia search, and in-house manual annotation to ensure annotation efficiency and data quality. The questions come from two sources: translated items from the Natural Questions (NQ) dataset (only for training) and the original Kazakh Unified National Testing (UNT) exam (for development and testing). The accompanying text corpus contains more than 800,000 passages from the Kazakh Wikipedia. As a supplementary dataset, we release around 61,000 question-passage-answer triples from the NQ dataset that have been machine-translated into Kazakh. We develop baseline retrievers and readers that achieve reasonable scores in retrieval (NDCG@10 = 0.389 MRR = 0.382), reading comprehension (EM = 38.5 F1 = 54.2), and full ODQA (EM = 17.8 F1 = 28.7) settings. Nevertheless, these results are substantially lower than state-of-the-art results for English QA collections, and we think that there should still be ample room for improvement. We also show that the current OpenAI's ChatGPTv3.5 is not able to answer KazQAD test questions in the closed-book setting with acceptable quality. The dataset is freely available under the Creative Commons licence (CC BY-SA) at https://github.com/IS2AI/KazQAD.

People increasingly search online for answers to their medical questions but the rate at which medical questions are asked online significantly exceeds the capacity of qualified people to answer them. This leaves many questions unanswered or inadequately answered. Many of these questions are not unique, and reliable identification of similar questions would enable more efficient and effective question answering schema. COVID-19 has only exacerbated this problem. Almost every government agency and healthcare organization has tried to meet the informational need of users by building online FAQs, but there is no way for people to ask their question and know if it is answered on one of these pages. While many research efforts have focused on the problem of general question similarity, these approaches do not generalize well to domains that require expert knowledge to determine semantic similarity, such as the medical domain. In this paper, we show how a double fine-tuning approach of pretraining a neural network on medical question-answer pairs followed by fine-tuning on medical question-question pairs is a particularly useful intermediate task for the ultimate goal of determining medical question similarity. While other pretraining tasks yield an accuracy below 78.7% on this task, our model achieves an accuracy of 82.6% with the same number of training examples, an accuracy of 80.0% with a much smaller training set, and an accuracy of 84.5% when the full corpus of medical question-answer data is used. We also describe a currently live system that uses the trained model to match user questions to COVID-related FAQs.

Online education platforms are powered by various NLP pipelines, which utilize models like BERT to aid in content curation. Since the inception of the pre-trained language models like BERT, there have also been many efforts toward adapting these pre-trained models to specific domains. However, there has not been a model specifically adapted for the education domain (particularly K-12) across subjects to the best of our knowledge. In this work, we propose to train a language model on a corpus of data curated by us across multiple subjects from various sources for K-12 education. We also evaluate our model, K12-BERT, on downstream tasks like hierarchical taxonomy tagging.

Online resources such as WikiHow compile a wide range of scripts for performing everyday tasks, which can assist models in learning to reason about procedures. However, the scripts are always presented in a linear manner, which does not reflect the flexibility displayed by people executing tasks in real life. For example, in the CrossTask Dataset, 64.5% of consecutive step pairs are also observed in the reverse order, suggesting their ordering is not fixed. In addition, each step has an average of 2.56 frequent next steps, demonstrating "branching". In this paper, we propose the new challenging task of non-sequential graph script induction, aiming to capture optional and interchangeable steps in procedural planning. To automate the induction of such graph scripts for given tasks, we propose to take advantage of loosely aligned videos of people performing the tasks. In particular, we design a multimodal framework to ground procedural videos to WikiHow textual steps and thus transform each video into an observed step path on the latent ground truth graph script. This key transformation enables us to train a script knowledge model capable of both generating explicit graph scripts for learnt tasks and predicting future steps given a partial step sequence. Our best model outperforms the strongest pure text/vision baselines by 17.52% absolute gains on F1@3 for next step prediction and 13.8% absolute gains on Acc@1 for partial sequence completion. Human evaluation shows our model outperforming the WikiHow linear baseline by 48.76% absolute gains in capturing sequential and non-sequential step relationships.

There are substantial instructional videos on the Internet, which provide us tutorials for completing various tasks. Existing instructional video datasets only focus on specific steps at the video level, lacking experiential guidelines at the task level, which can lead to beginners struggling to learn new tasks due to the lack of relevant experience. Moreover, the specific steps without guidelines are trivial and unsystematic, making it difficult to provide a clear tutorial. To address these problems, we present the GUIDE (Guideline-Guided) dataset, which contains 3.5K videos of 560 instructional tasks in 8 domains related to our daily life. Specifically, we annotate each instructional task with a guideline, representing a common pattern shared by all task-related videos. On this basis, we annotate systematic specific steps, including their associated guideline steps, specific step descriptions and timestamps. Our proposed benchmark consists of three sub-tasks to evaluate comprehension ability of models: (1) Step Captioning: models have to generate captions for specific steps from videos. (2) Guideline Summarization: models have to mine the common pattern in task-related videos and summarize a guideline from them. (3) Guideline-Guided Captioning: models have to generate captions for specific steps under the guide of guideline. We evaluate plenty of foundation models with GUIDE and perform in-depth analysis. Given the diversity and practicality of GUIDE, we believe that it can be used as a better benchmark for instructional video comprehension.

Background: Recently, ChatGPT and similar generative AI models have attracted hundreds of millions of users and become part of the public discourse. Many believe that such models will disrupt society and will result in a significant change in the education system and information generation in the future. So far, this belief is based on either colloquial evidence or benchmarks from the owners of the models -- both lack scientific rigour. Objective: Through a large-scale study comparing human-written versus ChatGPT-generated argumentative student essays, we systematically assess the quality of the AI-generated content. Methods: A large corpus of essays was rated using standard criteria by a large number of human experts (teachers). We augment the analysis with a consideration of the linguistic characteristics of the generated essays. Results: Our results demonstrate that ChatGPT generates essays that are rated higher for quality than human-written essays. The writing style of the AI models exhibits linguistic characteristics that are different from those of the human-written essays, e.g., it is characterized by fewer discourse and epistemic markers, but more nominalizations and greater lexical diversity. Conclusions: Our results clearly demonstrate that models like ChatGPT outperform humans in generating argumentative essays. Since the technology is readily available for anyone to use, educators must act immediately. We must re-invent homework and develop teaching concepts that utilize these AI models in the same way as math utilized the calculator: teach the general concepts first and then use AI tools to free up time for other learning objectives.

In online ad markets, a rising number of advertisers are employing bidding agencies to participate in ad auctions. These agencies are specialized in designing online algorithms and bidding on behalf of their clients. Typically, an agency usually has information on multiple advertisers, so she can potentially coordinate bids to help her clients achieve higher utilities than those under independent bidding. In this paper, we study coordinated online bidding algorithms in repeated second-price auctions with budgets. We propose algorithms that guarantee every client a higher utility than the best she can get under independent bidding. We show that these algorithms achieve maximal coalition welfare and discuss bidders' incentives to misreport their budgets, in symmetric cases. Our proofs combine the techniques of online learning and equilibrium analysis, overcoming the difficulty of competing with a multi-dimensional benchmark. The performance of our algorithms is further evaluated by experiments on both synthetic and real data. To the best of our knowledge, we are the first to consider bidder coordination in online repeated auctions with constraints.

Terms of service of on-line platforms too often contain clauses that are potentially unfair to the consumer. We present an experimental study where machine learning is employed to automatically detect such potentially unfair clauses. Results show that the proposed system could provide a valuable tool for lawyers and consumers alike.

Online shopping is a complex multi-task, few-shot learning problem with a wide and evolving range of entities, relations, and tasks. However, existing models and benchmarks are commonly tailored to specific tasks, falling short of capturing the full complexity of online shopping. Large Language Models (LLMs), with their multi-task and few-shot learning abilities, have the potential to profoundly transform online shopping by alleviating task-specific engineering efforts and by providing users with interactive conversations. Despite the potential, LLMs face unique challenges in online shopping, such as domain-specific concepts, implicit knowledge, and heterogeneous user behaviors. Motivated by the potential and challenges, we propose Shopping MMLU, a diverse multi-task online shopping benchmark derived from real-world Amazon data. Shopping MMLU consists of 57 tasks covering 4 major shopping skills: concept understanding, knowledge reasoning, user behavior alignment, and multi-linguality, and can thus comprehensively evaluate the abilities of LLMs as general shop assistants. With Shopping MMLU, we benchmark over 20 existing LLMs and uncover valuable insights about practices and prospects of building versatile LLM-based shop assistants. Shopping MMLU can be publicly accessed at https://github.com/KL4805/ShoppingMMLU. In addition, with Shopping MMLU, we host a competition in KDD Cup 2024 with over 500 participating teams. The winning solutions and the associated workshop can be accessed at our website https://amazon-kddcup24.github.io/.

While the rise of large language models (LLMs) has created rich new opportunities to learn about digital technology, many on the margins of this technology struggle to gain and maintain competency due to lexical or conceptual barriers that prevent them from asking appropriate questions. Although there have been many efforts to understand factuality of LLM-created content and ability of LLMs to answer questions, it is not well understood how unclear or nonstandard language queries affect the model outputs. We propose the creation of a dataset that captures questions of digital newcomers and outsiders, utilizing data we have compiled from a decade's worth of one-on-one tutoring. In this paper we lay out our planned efforts and some potential uses of this dataset.

The online knapsack problem is a classic problem in the field of online algorithms. Its canonical version asks how to pack items of different values and weights arriving online into a capacity-limited knapsack so as to maximize the total value of the admitted items. Although optimal competitive algorithms are known for this problem, they may be fundamentally unfair, i.e., individual items may be treated inequitably in different ways. We formalize a practically-relevant notion of time fairness which effectively models a trade off between static and dynamic pricing in a motivating application such as cloud resource allocation, and show that existing algorithms perform poorly under this metric. We propose a parameterized deterministic algorithm where the parameter precisely captures the Pareto-optimal trade-off between fairness (static pricing) and competitiveness (dynamic pricing). We show that randomization is theoretically powerful enough to be simultaneously competitive and fair; however, it does not work well in experiments. To further improve the trade-off between fairness and competitiveness, we develop a nearly-optimal learning-augmented algorithm which is fair, consistent, and robust (competitive), showing substantial performance improvements in numerical experiments.

Most learning algorithms with formal regret guarantees assume that no mistake is irreparable and essentially rely on trying all possible behaviors. This approach is problematic when some mistakes are catastrophic, i.e., irreparable. We propose an online learning problem where the goal is to minimize the chance of catastrophe. Specifically, we assume that the payoff in each round represents the chance of avoiding catastrophe that round and aim to maximize the product of payoffs (the overall chance of avoiding catastrophe) while allowing a limited number of queries to a mentor. We first show that in general, any algorithm either constantly queries the mentor or is nearly guaranteed to cause catastrophe. However, in settings where the mentor policy class is learnable in the standard online learning model, we provide an algorithm whose regret and rate of querying the mentor both approach 0 as the time horizon grows. Conceptually, if a policy class is learnable in the absence of catastrophic risk, it is learnable in the presence of catastrophic risk if the agent can ask for help.

Automatic essay grading (AEG) is a process in which machines assign a grade to an essay written in response to a topic, called the prompt. Zero-shot AEG is when we train a system to grade essays written to a new prompt which was not present in our training data. In this paper, we describe a solution to the problem of zero-shot automatic essay grading, using cognitive information, in the form of gaze behaviour. Our experiments show that using gaze behaviour helps in improving the performance of AEG systems, especially when we provide a new essay written in response to a new prompt for scoring, by an average of almost 5 percentage points of QWK.

We introduce a large scale MAchine Reading COmprehension dataset, which we name MS MARCO. The dataset comprises of 1,010,916 anonymized questions---sampled from Bing's search query logs---each with a human generated answer and 182,669 completely human rewritten generated answers. In addition, the dataset contains 8,841,823 passages---extracted from 3,563,535 web documents retrieved by Bing---that provide the information necessary for curating the natural language answers. A question in the MS MARCO dataset may have multiple answers or no answers at all. Using this dataset, we propose three different tasks with varying levels of difficulty: (i) predict if a question is answerable given a set of context passages, and extract and synthesize the answer as a human would (ii) generate a well-formed answer (if possible) based on the context passages that can be understood with the question and passage context, and finally (iii) rank a set of retrieved passages given a question. The size of the dataset and the fact that the questions are derived from real user search queries distinguishes MS MARCO from other well-known publicly available datasets for machine reading comprehension and question-answering. We believe that the scale and the real-world nature of this dataset makes it attractive for benchmarking machine reading comprehension and question-answering models.

Frozen models trained to mimic static datasets can never improve their performance. Models that can employ internet-retrieval for up-to-date information and obtain feedback from humans during deployment provide the promise of both adapting to new information, and improving their performance. In this work we study how to improve internet-driven conversational skills in such a learning framework. We collect deployment data, which we make publicly available, of human interactions, and collect various types of human feedback -- including binary quality measurements, free-form text feedback, and fine-grained reasons for failure. We then study various algorithms for improving from such feedback, including standard supervised learning, rejection sampling, model-guiding and reward-based learning, in order to make recommendations on which type of feedback and algorithms work best. We find the recently introduced Director model (Arora et al., '22) shows significant improvements over other existing approaches.

Online learning is a rapidly growing industry due to its convenience. However, a major challenge in online learning is whether students are as engaged as they are in face-to-face classes. An engagement recognition system can significantly improve the learning experience in online classes. Current challenges in engagement detection involve poor label quality in the dataset, intra-class variation, and extreme data imbalance. To address these problems, we present the CMOSE dataset, which contains a large number of data in different engagement levels and high-quality labels generated according to the psychological advice. We demonstrate the advantage of transferability by analyzing the model performance on other engagement datasets. We also developed a training mechanism, MocoRank, to handle the intra-class variation, the ordinal relationship between different classes, and the data imbalance problem. MocoRank outperforms prior engagement detection losses, achieving a 1.32% enhancement in overall accuracy and 5.05% improvement in average accuracy. We further demonstrate the effectiveness of multi-modality by conducting ablation studies on features such as pre-trained video features, high-level facial features, and audio features.

This paper surveys and organizes research works in a new paradigm in natural language processing, which we dub "prompt-based learning". Unlike traditional supervised learning, which trains a model to take in an input x and predict an output y as P(y|x), prompt-based learning is based on language models that model the probability of text directly. To use these models to perform prediction tasks, the original input x is modified using a template into a textual string prompt x' that has some unfilled slots, and then the language model is used to probabilistically fill the unfilled information to obtain a final string x, from which the final output y can be derived. This framework is powerful and attractive for a number of reasons: it allows the language model to be pre-trained on massive amounts of raw text, and by defining a new prompting function the model is able to perform few-shot or even zero-shot learning, adapting to new scenarios with few or no labeled data. In this paper we introduce the basics of this promising paradigm, describe a unified set of mathematical notations that can cover a wide variety of existing work, and organize existing work along several dimensions, e.g.the choice of pre-trained models, prompts, and tuning strategies. To make the field more accessible to interested beginners, we not only make a systematic review of existing works and a highly structured typology of prompt-based concepts, but also release other resources, e.g., a website http://pretrain.nlpedia.ai/ including constantly-updated survey, and paperlist.

Large language models (LLMs) achieve strong performance when all task-relevant information is available upfront, as in static prediction and instruction-following problems. However, many real-world decision-making tasks are inherently online: crucial information must be acquired through interaction, feedback is delayed, and effective behavior requires balancing information collection and exploitation over time. While in-context learning enables adaptation without weight updates, existing LLMs often struggle to reliably leverage in-context interaction experience in such settings. In this work, we show that this limitation can be addressed through training. We introduce ORBIT, a multi-task, multi-episode meta-reinforcement learning framework that trains LLMs to learn from interaction in context. After meta-training, a relatively small open-source model (Qwen3-14B) demonstrates substantially improved in-context online learning on entirely unseen environments, matching the performance of GPT-5.2 and outperforming standard RL fine-tuning by a large margin. Scaling experiments further reveal consistent gains with model size, suggesting significant headroom for learn-at-inference-time decision-making agents. Code reproducing the results in the paper can be found at https://github.com/XiaofengLin7/ORBIT.

We consider the problem of building an assistive robotic system that can help humans in daily household cleanup tasks. Creating such an autonomous system in real-world environments is inherently quite challenging, as a general solution may not suit the preferences of a particular customer. Moreover, such a system consists of multi-objective tasks comprising -- (i) Detection of misplaced objects and prediction of their potentially correct placements, (ii) Fine-grained manipulation for stable object grasping, and (iii) Room-to-room navigation for transferring objects in unseen environments. This work systematically tackles each component and integrates them into a complete object rearrangement pipeline. To validate our proposed system, we conduct multiple experiments on a real robotic platform involving multi-room object transfer, user preference-based placement, and complex pick-and-place tasks. Project page: https://sites.google.com/eng.ucsd.edu/home-robot

We introduce Olympus, a new approach that transforms Multimodal Large Language Models (MLLMs) into a unified framework capable of handling a wide array of computer vision tasks. Utilizing a controller MLLM, Olympus delegates over 20 specialized tasks across images, videos, and 3D objects to dedicated modules. This instruction-based routing enables complex workflows through chained actions without the need for training heavy generative models. Olympus easily integrates with existing MLLMs, expanding their capabilities with comparable performance. Experimental results demonstrate that Olympus achieves an average routing accuracy of 94.75% across 20 tasks and precision of 91.82% in chained action scenarios, showcasing its effectiveness as a universal task router that can solve a diverse range of computer vision tasks. Project page: http://yuanze-lin.me/Olympus_page/

Stochastic optimization is one of the central problems in Machine Learning and Theoretical Computer Science. In the standard model, the algorithm is given a fixed distribution known in advance. In practice though, one may acquire at a cost extra information to make better decisions. In this paper, we study how to buy information for stochastic optimization and formulate this question as an online learning problem. Assuming the learner has an oracle for the original optimization problem, we design a 2-competitive deterministic algorithm and a e/(e-1)-competitive randomized algorithm for buying information. We show that this ratio is tight as the problem is equivalent to a robust generalization of the ski-rental problem, which we call super-martingale stopping. We also consider an adaptive setting where the learner can choose to buy information after taking some actions for the underlying optimization problem. We focus on the classic optimization problem, Min-Sum Set Cover, where the goal is to quickly find an action that covers a given request drawn from a known distribution. We provide an 8-competitive algorithm running in polynomial time that chooses actions and decides when to buy information about the underlying request.

We introduce MathWriting, the largest online handwritten mathematical expression dataset to date. It consists of 230k human-written samples and an additional 400k synthetic ones. MathWriting can also be used for offline HME recognition and is larger than all existing offline HME datasets like IM2LATEX-100K. We introduce a benchmark based on MathWriting data in order to advance research on both online and offline HME recognition.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

We publicly release a new large-scale dataset, called SearchQA, for machine comprehension, or question-answering. Unlike recently released datasets, such as DeepMind CNN/DailyMail and SQuAD, the proposed SearchQA was constructed to reflect a full pipeline of general question-answering. That is, we start not from an existing article and generate a question-answer pair, but start from an existing question-answer pair, crawled from J! Archive, and augment it with text snippets retrieved by Google. Following this approach, we built SearchQA, which consists of more than 140k question-answer pairs with each pair having 49.6 snippets on average. Each question-answer-context tuple of the SearchQA comes with additional meta-data such as the snippet's URL, which we believe will be valuable resources for future research. We conduct human evaluation as well as test two baseline methods, one simple word selection and the other deep learning based, on the SearchQA. We show that there is a meaningful gap between the human and machine performances. This suggests that the proposed dataset could well serve as a benchmark for question-answering.

In this paper, we propose a multi-modal search engine for interior design that combines visual and textual queries. The goal of our engine is to retrieve interior objects, e.g. furniture or wall clocks, that share visual and aesthetic similarities with the query. Our search engine allows the user to take a photo of a room and retrieve with a high recall a list of items identical or visually similar to those present in the photo. Additionally, it allows to return other items that aesthetically and stylistically fit well together. To achieve this goal, our system blends the results obtained using textual and visual modalities. Thanks to this blending strategy, we increase the average style similarity score of the retrieved items by 11%. Our work is implemented as a Web-based application and it is planned to be opened to the public.

Selecting a sample generation scheme from multiple prompt-based generative models, including large language models (LLMs) and prompt-guided image and video generation models, is typically addressed by choosing the model that maximizes an averaged evaluation score. However, this score-based selection overlooks the possibility that different models achieve the best generation performance for different types of text prompts. An online identification of the best generation model for various input prompts can reduce the costs associated with querying sub-optimal models. In this work, we explore the possibility of varying rankings of text-based generative models for different text prompts and propose an online learning framework to predict the best data generation model for a given input prompt. The proposed PAK-UCB algorithm addresses a contextual bandit (CB) setting with shared context variables across the arms, utilizing the generated data to update kernel-based functions that predict the score of each model available for unseen text prompts. Additionally, we leverage random Fourier features (RFF) to accelerate the online learning process of PAK-UCB. Our numerical experiments on real and simulated text-to-image and image-to-text generative models show that RFF-UCB performs successfully in identifying the best generation model across different sample types. The code is available at: github.com/yannxiaoyanhu/dgm-online-select.

Language agents increasingly rely on reusable skills to improve multi-step web automation across related tasks. A growing line of work studies online skill learning, where agents continually induce skills from previous task trajectories and reuse them in future tasks on the fly. However, existing methods mainly reuse skills at the task-level: a fixed set of skills is retrieved based on the initial task instruction and then held fixed throughout execution. This static strategy is misaligned with web execution, where the appropriate next action depends not only on the task goal but also on the current webpage state, which often transitions into situations that the initial skills fail to cover. To address this gap, we propose State-Grounded Dynamic Retrieval (SGDR), an online skill learning method that enables stepwise skill reuse for web agents. SGDR consists of three components: a sliding-window extraction process that turns completed trajectories into reusable sub-procedures invokable at intermediate execution states, a dual text-code representation that connects skill retrieval with executable action, and a state-grounded dynamic retrieval mechanism that matches skills to both the task goal and the current webpage state. Experiments on WebArena across five domains show that SGDR consistently outperforms strong baselines, achieving average success rates of 37.5% with GPT-4.1 and 24.3% with Qwen3-4B, corresponding to relative gains of 10.6% and 10.0% over the strongest baseline, respectively. The code is available at https://github.com/plusnli/skill-dynamic-retrieval.

This paper studies the online node classification problem under a transductive learning setting. Current methods either invert a graph kernel matrix with O(n^3) runtime and O(n^2) space complexity or sample a large volume of random spanning trees, thus are difficult to scale to large graphs. In this work, we propose an improvement based on the online relaxation technique introduced by a series of works (Rakhlin et al.,2012; Rakhlin and Sridharan, 2015; 2017). We first prove an effective regret O(n^{1+gamma}) when suitable parameterized graph kernels are chosen, then propose an approximate algorithm FastONL enjoying O(kn^{1+gamma}) regret based on this relaxation. The key of FastONL is a generalized local push method that effectively approximates inverse matrix columns and applies to a series of popular kernels. Furthermore, the per-prediction cost is O(vol({S})log 1/epsilon) locally dependent on the graph with linear memory cost. Experiments show that our scalable method enjoys a better tradeoff between local and global consistency.

Online Normalization is a new technique for normalizing the hidden activations of a neural network. Like Batch Normalization, it normalizes the sample dimension. While Online Normalization does not use batches, it is as accurate as Batch Normalization. We resolve a theoretical limitation of Batch Normalization by introducing an unbiased technique for computing the gradient of normalized activations. Online Normalization works with automatic differentiation by adding statistical normalization as a primitive. This technique can be used in cases not covered by some other normalizers, such as recurrent networks, fully connected networks, and networks with activation memory requirements prohibitive for batching. We show its applications to image classification, image segmentation, and language modeling. We present formal proofs and experimental results on ImageNet, CIFAR, and PTB datasets.

HC4 is a new suite of test collections for ad hoc Cross-Language Information Retrieval (CLIR), with Common Crawl News documents in Chinese, Persian, and Russian, topics in English and in the document languages, and graded relevance judgments. New test collections are needed because existing CLIR test collections built using pooling of traditional CLIR runs have systematic gaps in their relevance judgments when used to evaluate neural CLIR methods. The HC4 collections contain 60 topics and about half a million documents for each of Chinese and Persian, and 54 topics and five million documents for Russian. Active learning was used to determine which documents to annotate after being seeded using interactive search and judgment. Documents were judged on a three-grade relevance scale. This paper describes the design and construction of the new test collections and provides baseline results for demonstrating their utility for evaluating systems.

The rise of Large Language Models (LLMs) such as ChatGPT and Gemini has posed new challenges for the academic community. With the help of these models, students can easily complete their assignments and exams, while educators struggle to detect AI-generated content. This has led to a surge in academic misconduct, as students present work generated by LLMs as their own, without putting in the effort required for learning. As AI tools become more advanced and produce increasingly human-like text, detecting such content becomes more challenging. This development has significantly impacted the academic world, where many educators are finding it difficult to adapt their assessment methods to this challenge. This research first demonstrates how LLMs have increased academic dishonesty, and then reviews state-of-the-art solutions for academic plagiarism in detail. A survey of datasets, algorithms, tools, and evasion strategies for plagiarism detection has been conducted, focusing on how LLMs and AI-generated content (AIGC) detection have affected this area. The survey aims to identify the gaps in existing solutions. Lastly, potential long-term solutions are presented to address the issue of academic plagiarism using LLMs based on AI tools and educational approaches in an ever-changing world.

The paper investigates using a Large Language Model (LLM) to automatically perform web software tasks using click, scroll, and text input operations. Previous approaches, such as reinforcement learning (RL) or imitation learning, are inefficient to train and task-specific. Our method uses filtered Document Object Model (DOM) elements as observations and performs tasks step-by-step, sequentially generating small programs based on the current observations. We use in-context learning, either benefiting from a single manually provided example, or an automatically generated example based on a successful zero-shot trial. We evaluate the proposed method on the MiniWob++ benchmark. With only one in-context example, our WebWISE method achieves similar or better performance than other methods that require many demonstrations or trials.

This study evaluates the effectiveness of various large language models (LLMs) in performing tasks common among undergraduate computer science students. Although a number of research studies in the computing education community have explored the possibility of using LLMs for a variety of tasks, there is a lack of comprehensive research comparing different LLMs and evaluating which LLMs are most effective for different tasks. Our research systematically assesses some of the publicly available LLMs such as Google Bard, ChatGPT(3.5), GitHub Copilot Chat, and Microsoft Copilot across diverse tasks commonly encountered by undergraduate computer science students in India. These tasks include code explanation and documentation, solving class assignments, technical interview preparation, learning new concepts and frameworks, and email writing. Evaluation for these tasks was carried out by pre-final year and final year undergraduate computer science students and provides insights into the models' strengths and limitations. This study aims to guide students as well as instructors in selecting suitable LLMs for any specific task and offers valuable insights on how LLMs can be used constructively by students and instructors.

Timely, personalized feedback is essential for students learning programming. LLM-powered tools like ChatGPT offer instant support, but reveal direct answers with code, which may hinder deep conceptual engagement. We developed CodeAid, an LLM-powered programming assistant delivering helpful, technically correct responses, without revealing code solutions. CodeAid answers conceptual questions, generates pseudo-code with line-by-line explanations, and annotates student's incorrect code with fix suggestions. We deployed CodeAid in a programming class of 700 students for a 12-week semester. A thematic analysis of 8,000 usages of CodeAid was performed, further enriched by weekly surveys, and 22 student interviews. We then interviewed eight programming educators to gain further insights. Our findings reveal four design considerations for future educational AI assistants: D1) exploiting AI's unique benefits; D2) simplifying query formulation while promoting cognitive engagement; D3) avoiding direct responses while encouraging motivated learning; and D4) maintaining transparency and control for students to asses and steer AI responses.

Recent works have shown a reduction from contextual bandits to online regression under a realizability assumption [Foster and Rakhlin, 2020, Foster and Krishnamurthy, 2021]. In this work, we investigate the use of neural networks for such online regression and associated Neural Contextual Bandits (NeuCBs). Using existing results for wide networks, one can readily show a {O}(T) regret for online regression with square loss, which via the reduction implies a {O}(K T^{3/4}) regret for NeuCBs. Departing from this standard approach, we first show a O(log T) regret for online regression with almost convex losses that satisfy QG (Quadratic Growth) condition, a generalization of the PL (Polyak-\L ojasiewicz) condition, and that have a unique minima. Although not directly applicable to wide networks since they do not have unique minima, we show that adding a suitable small random perturbation to the network predictions surprisingly makes the loss satisfy QG with unique minima. Based on such a perturbed prediction, we show a {O}(log T) regret for online regression with both squared loss and KL loss, and subsequently convert these respectively to mathcal{O}(KT) and mathcal{O}(KL^* + K) regret for NeuCB, where L^* is the loss of the best policy. Separately, we also show that existing regret bounds for NeuCBs are Omega(T) or assume i.i.d. contexts, unlike this work. Finally, our experimental results on various datasets demonstrate that our algorithms, especially the one based on KL loss, persistently outperform existing algorithms.

Increasing demand for Large Language Models (LLMs) services imposes substantial deployment and computation costs on providers. LLM routing offers a cost-efficient solution by directing queries to the optimal LLM based on model and query features. However, existing works primarily focus on offline scenarios and struggle to adapt to online settings with high query volume and constrained token budgets. In this work, we introduce the first training-free algorithm for online routing scenarios. Our algorithm leverages approximate nearest neighbor search to efficiently estimate query features and performs a one-time optimization over a small set of initial queries to learn a routing strategy that guides future routing. We provide theoretical guarantees demonstrating that our algorithm achieves a competitive ratio of 1 - o(1) under natural assumptions, which is further validated by extensive experiments across 3 benchmark datasets and 8 baselines, showing an average improvement of 3.55times in overall performance, 1.85times in cost efficiency, and nearly 4.25times in throughput. Our code is available at https://github.com/fzwark/PORT.

Text retrieval is a long-standing research topic on information seeking, where a system is required to return relevant information resources to user's queries in natural language. From classic retrieval methods to learning-based ranking functions, the underlying retrieval models have been continually evolved with the ever-lasting technical innovation. To design effective retrieval models, a key point lies in how to learn the text representation and model the relevance matching. The recent success of pretrained language models (PLMs) sheds light on developing more capable text retrieval approaches by leveraging the excellent modeling capacity of PLMs. With powerful PLMs, we can effectively learn the representations of queries and texts in the latent representation space, and further construct the semantic matching function between the dense vectors for relevance modeling. Such a retrieval approach is referred to as dense retrieval, since it employs dense vectors (a.k.a., embeddings) to represent the texts. Considering the rapid progress on dense retrieval, in this survey, we systematically review the recent advances on PLM-based dense retrieval. Different from previous surveys on dense retrieval, we take a new perspective to organize the related work by four major aspects, including architecture, training, indexing and integration, and summarize the mainstream techniques for each aspect. We thoroughly survey the literature, and include 300+ related reference papers on dense retrieval. To support our survey, we create a website for providing useful resources, and release a code repertory and toolkit for implementing dense retrieval models. This survey aims to provide a comprehensive, practical reference focused on the major progress for dense text retrieval.

In recent years, large-scale data collection efforts have prioritized the amount of data collected in order to improve the modeling capabilities of large language models. This prioritization, however, has resulted in concerns with respect to the rights of data subjects represented in data collections, particularly when considering the difficulty in interrogating these collections due to insufficient documentation and tools for analysis. Mindful of these pitfalls, we present our methodology for a documentation-first, human-centered data collection project as part of the BigScience initiative. We identified a geographically diverse set of target language groups (Arabic, Basque, Chinese, Catalan, English, French, Indic languages, Indonesian, Niger-Congo languages, Portuguese, Spanish, and Vietnamese, as well as programming languages) for which to collect metadata on potential data sources. To structure this effort, we developed our online catalogue as a supporting tool for gathering metadata through organized public hackathons. We present our development process; analyses of the resulting resource metadata, including distributions over languages, regions, and resource types; and our lessons learned in this endeavor.

Information seeking and integration is a complex cognitive task that consumes enormous time and effort. Inspired by the remarkable progress of Large Language Models, recent works attempt to solve this task by combining LLMs and search engines. However, these methods still obtain unsatisfying performance due to three challenges: (1) complex requests often cannot be accurately and completely retrieved by the search engine once (2) corresponding information to be integrated is spread over multiple web pages along with massive noise, and (3) a large number of web pages with long contents may quickly exceed the maximum context length of LLMs. Inspired by the cognitive process when humans solve these problems, we introduce MindSearch to mimic the human minds in web information seeking and integration, which can be instantiated by a simple yet effective LLM-based multi-agent framework. The WebPlanner models the human mind of multi-step information seeking as a dynamic graph construction process: it decomposes the user query into atomic sub-questions as nodes in the graph and progressively extends the graph based on the search result from WebSearcher. Tasked with each sub-question, WebSearcher performs hierarchical information retrieval with search engines and collects valuable information for WebPlanner. The multi-agent design of MindSearch enables the whole framework to seek and integrate information parallelly from larger-scale (e.g., more than 300) web pages in 3 minutes, which is worth 3 hours of human effort. MindSearch demonstrates significant improvement in the response quality in terms of depth and breadth, on both close-set and open-set QA problems. Besides, responses from MindSearch based on InternLM2.5-7B are preferable by humans to ChatGPT-Web and Perplexity.ai applications, which implies that MindSearch can already deliver a competitive solution to the proprietary AI search engine.

Vectors are universal mathematical objects that can represent text, images, speech, or a mix of these data modalities. That happens regardless of whether data is represented by hand-crafted features or learnt embeddings. Collect a large enough quantity of such vectors and the question of retrieval becomes urgently relevant: Finding vectors that are more similar to a query vector. This monograph is concerned with the question above and covers fundamental concepts along with advanced data structures and algorithms for vector retrieval. In doing so, it recaps this fascinating topic and lowers barriers of entry into this rich area of research.

Despite the critical need to align search targets with users' intention, retrievers often only prioritize query information without delving into the users' intended search context. Enhancing the capability of retrievers to understand intentions and preferences of users, akin to language model instructions, has the potential to yield more aligned search targets. Prior studies restrict the application of instructions in information retrieval to a task description format, neglecting the broader context of diverse and evolving search scenarios. Furthermore, the prevailing benchmarks utilized for evaluation lack explicit tailoring to assess instruction-following ability, thereby hindering progress in this field. In response to these limitations, we propose a novel benchmark,INSTRUCTIR, specifically designed to evaluate instruction-following ability in information retrieval tasks. Our approach focuses on user-aligned instructions tailored to each query instance, reflecting the diverse characteristics inherent in real-world search scenarios. Through experimental analysis, we observe that retrievers fine-tuned to follow task-style instructions, such as INSTRUCTOR, can underperform compared to their non-instruction-tuned counterparts. This underscores potential overfitting issues inherent in constructing retrievers trained on existing instruction-aware retrieval datasets.

This paper describes the iterative use of service learning to develop, review, and improve computing-based artifacts. It is well-known that computing students benefit from service-learning experiences as do the community partners. It is also well-known that computing artifacts rarely function well long-term without versioning and updates. Service-learning projects are often one-time engagements, completed by single teams of students over the course of a semester course. This limits the benefit for community partners that do not have the expertise or resources to review and update a project on their own. Over several years, teams of undergraduate students in a capstone course created tailored social media plans for numerous small rural organizations. The projects were required to meet client specific needs, with identified audiences, measurable goals, and strategies and tactics to reach the identified goals. This paper builds on previously results for 60 projects conducted over several years. Nine clients were selected to participate in the iterative follow-up process, where new student teams conducted client interviews, reviewed the initial plans, and analyzed metrics from the current strategies and tactics to provide updated, improved artifacts. Using ABET learning objectives as a basis, clients reviewed the student teams and artifacts. This longitudinal study discusses the impact of this intervention to increase implementation and sustained use rates of computing artifacts developed through service learning. Both students and clients reported high satisfaction levels, and clients were particularly satisfied with the iterative improvement process. This research demonstrates an innovative practice for creating and maintaining computing artifacts through iterative service learning, while addressing the resource constraints of small organizations.

The web is full of guidance on a wide variety of tasks, from changing the oil in your car to baking an apple pie. However, as content is created independently, a single task could have thousands of corresponding procedural texts. This makes it difficult for users to view the bigger picture and understand the multiple ways the task could be accomplished. In this work we propose an unsupervised learning approach for summarizing multiple procedural texts into an intuitive graph representation, allowing users to easily explore commonalities and differences. We demonstrate our approach on recipes, a prominent example of procedural texts. User studies show that our representation is intuitive and coherent and that it has the potential to help users with several sensemaking tasks, including adapting recipes for a novice cook and finding creative ways to spice up a dish.

The demand for efficient and accurate assessment methods has intensified as education systems transition to digital platforms. Providing feedback is essential in educational settings and goes beyond simply conveying marks as it justifies the assigned marks. In this context, we present a significant advancement in automated grading by introducing Engineering Short Answer Feedback (EngSAF) -- a dataset of 5.8k student answers accompanied by reference answers and questions for the Automatic Short Answer Grading (ASAG) task. The EngSAF dataset is meticulously curated to cover a diverse range of subjects, questions, and answer patterns from multiple engineering domains. We leverage state-of-the-art large language models' (LLMs) generative capabilities with our Label-Aware Synthetic Feedback Generation (LASFG) strategy to include feedback in our dataset. This paper underscores the importance of enhanced feedback in practical educational settings, outlines dataset annotation and feedback generation processes, conducts a thorough EngSAF analysis, and provides different LLMs-based zero-shot and finetuned baselines for future comparison. Additionally, we demonstrate the efficiency and effectiveness of the ASAG system through its deployment in a real-world end-semester exam at the Indian Institute of Technology Bombay (IITB), showcasing its practical viability and potential for broader implementation in educational institutions.

The usage and amount of information available on the internet increase over the past decade. This digitization leads to the need for automated answering system to extract fruitful information from redundant and transitional knowledge sources. Such systems are designed to cater the most prominent answer from this giant knowledge source to the user query using natural language understanding (NLU) and thus eminently depends on the Question-answering(QA) field. Question answering involves but not limited to the steps like mapping of user question to pertinent query, retrieval of relevant information, finding the best suitable answer from the retrieved information etc. The current improvement of deep learning models evince compelling performance improvement in all these tasks. In this review work, the research directions of QA field are analyzed based on the type of question, answer type, source of evidence-answer, and modeling approach. This detailing followed by open challenges of the field like automatic question generation, similarity detection and, low resource availability for a language. In the end, a survey of available datasets and evaluation measures is presented.

We study prompting-based approaches with Large Language Models (LLMs) for modifying documents so as to promote their ranking in a competitive search setting. Our methods are inspired by prior work on leveraging LLMs as rankers. We evaluate our approach by deploying it as a bot in previous ranking competitions and in competitions we organized. Our findings demonstrate that our approach effectively improves document ranking while preserving high levels of faithfulness to the original content and maintaining overall document quality.

The last decade has witnessed many successes of deep learning-based models for industry-scale recommender systems. These models are typically trained offline in a batch manner. While being effective in capturing users' past interactions with recommendation platforms, batch learning suffers from long model-update latency and is vulnerable to system biases, making it hard to adapt to distribution shift and explore new items or user interests. Although online learning-based approaches (e.g., multi-armed bandits) have demonstrated promising theoretical results in tackling these challenges, their practical real-time implementation in large-scale recommender systems remains limited. First, the scalability of online approaches in servicing a massive online traffic while ensuring timely updates of bandit parameters poses a significant challenge. Additionally, exploring uncertainty in recommender systems can easily result in unfavorable user experience, highlighting the need for devising intricate strategies that effectively balance the trade-off between exploitation and exploration. In this paper, we introduce Online Matching: a scalable closed-loop bandit system learning from users' direct feedback on items in real time. We present a hybrid "offline + online" approach for constructing this system, accompanied by a comprehensive exposition of the end-to-end system architecture. We propose Diag-LinUCB -- a novel extension of the LinUCB algorithm -- to enable distributed updates of bandits parameter in a scalable and timely manner. We conduct live experiments in YouTube and show that Online Matching is able to enhance the capabilities of fresh content discovery and item exploration in the present platform.

Recent large language models (LLMs) have shown indications of mathematical reasoning ability. However it has not been clear how they would fare on more challenging competition-level problems. And while self-generated verbalizations of intermediate reasoning steps (i.e., chain-of-thought prompting) have been shown to be helpful, whether LLMs can make use of helpful side information such as problem-specific hints has not been investigated before. In this paper, we propose a challenging benchmark dataset for enabling such analyses. The Concept and Hint-Annotated Math Problems (CHAMP) consists of high school math competition problems, annotated with concepts, or general math facts, and hints, or problem-specific tricks. These annotations allow us to explore the effects of additional information, such as relevant hints, misleading concepts, or related problems. This benchmark is difficult, with the best model only scoring 58.1% in standard settings. With concepts and hints, performance sometimes improves, indicating that some models can make use of such side information. We further annotate model-generated solutions for their correctness. Using this corpus, we find that models often arrive at the correct final answer through wrong reasoning steps. In addition, we test whether models are able to verify these solutions, and find that most models struggle. The dataset and code are available on the project website.