Academic writing is an indispensable yet laborious part of the research enterprise. This Perspective maps out principles and methods for using generative artificial intelligence (AI), specifically large language models (LLMs), to elevate the quality and efficiency of academic writing. We introduce a human-AI collaborative framework that delineates the rationale (why), process (how), and nature (what) of AI engagement in writing. The framework pinpoints both short-term and long-term reasons for engagement and their underlying mechanisms (e.g., cognitive offloading and imaginative stimulation). It reveals the role of AI throughout the writing process, conceptualized through a two-stage model for human-AI collaborative writing, and the nature of AI assistance in writing, represented through a model of writing-assistance types and levels. Building on this framework, we describe effective prompting techniques for incorporating AI into the writing routine (outlining, drafting, and editing) as well as strategies for maintaining rigorous scholarship, adhering to varied journal policies, and avoiding overreliance on AI. Ultimately, the prudent integration of AI into academic writing can ease the communication burden, empower authors, accelerate discovery, and promote diversity in science.
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Recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in coming decades. GenAI offers transformative pedagogical opportunities, while simultaneously posing ethical and academic challenges. Against this backdrop, we outline a practical, simple, and sufficiently comprehensive tool to allow for the integration of GenAI tools into educational assessment: the AI Assessment Scale (AIAS). The AIAS empowers educators to select the appropriate level of GenAI usage in assessments based on the learning outcomes they seek to address. The AIAS offers greater clarity and transparency for students and educators, provides a fair and equitable policy tool for institutions to work with, and offers a nuanced approach which embraces the opportunities of GenAI while recognising that there are instances where such tools may not be pedagogically appropriate or necessary. By adopting a practical, flexible approach that can be implemented quickly, the AIAS can form a much-needed starting point to address the current uncertainty and anxiety regarding GenAI in education. As a secondary objective, we engage with the current literature and advocate for a refocused discourse on GenAI tools in education, one which foregrounds how technologies can help support and enhance teaching and learning, which contrasts with the current focus on GenAI as a facilitator of academic misconduct.
This work studies the global convergence and implicit bias of Gauss Newton's (GN) when optimizing over-parameterized one-hidden layer networks in the mean-field regime. We first establish a global convergence result for GN in the continuous-time limit exhibiting a faster convergence rate compared to GD due to improved conditioning. We then perform an empirical study on a synthetic regression task to investigate the implicit bias of GN's method. While GN is consistently faster than GD in finding a global optimum, the learned model generalizes well on test data when starting from random initial weights with a small variance and using a small step size to slow down convergence. Specifically, our study shows that such a setting results in a hidden learning phenomenon, where the dynamics are able to recover features with good generalization properties despite the model having sub-optimal training and test performances due to an under-optimized linear layer. This study exhibits a trade-off between the convergence speed of GN and the generalization ability of the learned solution.
Lifelong learning requires appropriate solutions, especially for corporate training. Workers usually have difficulty combining training and their normal work. In this context, micro-learning emerges as a suitable solution, since it is based on breaking down new concepts into small fragments or pills of content, which can be consumed in short periods of time. The purpose of this paper is twofold. First, we offer an updated overview of the research on this training paradigm, as well as the different technologies leading to potential commercial solutions. Second, we introduce a proposal to add micro-learning content to more formal distance learning environments (traditional Learning Management Systems or LMS), with the aim of taking advantage of both learning philosophies. Our approach is based on a Service-Oriented Architecture (SOA) that is deployed in the cloud. In order to ensure the full integration of the micro-learning approach in traditional LMSs, we have used two well-known standards in the distance learning field: LTI (Learning Tools Interoperability) and LIS (Learning Information Service). The combination of these two technologies allows the exchange of data with the LMS to monitor the student's activity and results. Finally, we have collected the opinion of lectures from different countries in order to know their thoughts about the potential of this new approach in higher education, obtaining positive feedback.
This work introduces UstanceBR, a multimodal corpus in the Brazilian Portuguese Twitter domain for target-based stance prediction. The corpus comprises 86.8 k labelled stances towards selected target topics, and extensive network information about the users who published these stances on social media. In this article we describe the corpus multimodal data, and a number of usage examples in both in-domain and zero-shot stance prediction based on text- and network-related information, which are intended to provide initial baseline results for future studies in the field.
We adopt the integral definition of the fractional Laplace operator and study an optimal control problem on Lipschitz domains that involves a fractional elliptic partial differential equation (PDE) as state equation and a control variable that enters the state equation as a coefficient; pointwise constraints on the control variable are considered as well. We establish the existence of optimal solutions and analyze first and, necessary and sufficient, second order optimality conditions. Regularity estimates for optimal variables are also analyzed. We develop two finite element discretization strategies: a semidiscrete scheme in which the control variable is not discretized, and a fully discrete scheme in which the control variable is discretized with piecewise constant functions. For both schemes, we analyze the convergence properties of discretizations and derive error estimates.
Issue resolution and bug-fixing processes are essential in the development of machine-learning libraries, similar to software development, to ensure well-optimized functions. Understanding the issue resolution and bug-fixing process of machine-learning libraries can help developers identify areas for improvement and optimize their strategies for issue resolution and bug-fixing. However, detailed studies on this topic are lacking. Therefore, we investigated the effectiveness of issue resolution for bug-fixing processes in six machine-learning libraries: Tensorflow, Keras, Theano, Pytorch, Caffe, and Scikit-learn. We addressed seven research questions (RQs) using 16,921 issues extracted from the GitHub repository via the GitHub Rest API. We employed several quantitative methods of data analysis, including correlation, OLS regression, percentage and frequency count, and heatmap to analyze the RQs. We found the following through our empirical investigation: (1) The most common categories of issues that arise in machine-learning libraries are bugs, documentation, optimization, crashes, enhancement, new feature requests, build/CI, support, and performance. (2) Effective strategies for addressing these problems include fixing critical bugs, optimizing performance, and improving documentation. (3) These categorized issues are related to testing and runtime and are common among all six machine-learning libraries. (4) Monitoring the total number of comments on issues can provide insights into the duration of the issues. (5) It is crucial to strike a balance between prioritizing critical issues and addressing other issues in a timely manner. Therefore, this study concludes that efficient issue-tracking processes, effective communication, and collaboration are vital for effective resolution of issues and bug fixing processes in machine-learning libraries.
This study elaborates a text-based metric to quantify the unique position of stylized scientific research, characterized by its innovative integration of diverse knowledge components and potential to pivot established scientific paradigms. Our analysis reveals a concerning decline in stylized research, highlighted by its comparative undervaluation in terms of citation counts and protracted peer-review duration. Despite facing these challenges, the disruptive potential of stylized research remains robust, consistently introducing groundbreaking questions and theories. This paper posits that substantive reforms are necessary to incentivize and recognize the value of stylized research, including optimizations to the peer-review process and the criteria for evaluating scientific impact. Embracing these changes may be imperative to halt the downturn in stylized research and ensure enduring scholarly exploration in endless frontiers.
This paper presents a critical analysis of generative Artificial Intelligence (AI) detection tools in higher education assessments. The rapid advancement and widespread adoption of generative AI, particularly in education, necessitates a reevaluation of traditional academic integrity mechanisms. We explore the effectiveness, vulnerabilities, and ethical implications of AI detection tools in the context of preserving academic integrity. Our study synthesises insights from various case studies, newspaper articles, and student testimonies to scrutinise the practical and philosophical challenges associated with AI detection. We argue that the reliance on detection mechanisms is misaligned with the educational landscape, where AI plays an increasingly widespread role. This paper advocates for a strategic shift towards robust assessment methods and educational policies that embrace generative AI usage while ensuring academic integrity and authenticity in assessments.
Deep learning methods are emerging as popular computational tools for solving forward and inverse problems in traffic flow. In this paper, we study a neural operator framework for learning solutions to nonlinear hyperbolic partial differential equations with applications in macroscopic traffic flow models. In this framework, an operator is trained to map heterogeneous and sparse traffic input data to the complete macroscopic traffic state in a supervised learning setting. We chose a physics-informed Fourier neural operator ($\pi$-FNO) as the operator, where an additional physics loss based on a discrete conservation law regularizes the problem during training to improve the shock predictions. We also propose to use training data generated from random piecewise constant input data to systematically capture the shock and rarefied solutions. From experiments using the LWR traffic flow model, we found superior accuracy in predicting the density dynamics of a ring-road network and urban signalized road. We also found that the operator can be trained using simple traffic density dynamics, e.g., consisting of $2-3$ vehicle queues and $1-2$ traffic signal cycles, and it can predict density dynamics for heterogeneous vehicle queue distributions and multiple traffic signal cycles $(\geq 2)$ with an acceptable error. The extrapolation error grew sub-linearly with input complexity for a proper choice of the model architecture and training data. Adding a physics regularizer aided in learning long-term traffic density dynamics, especially for problems with periodic boundary data.
Machine-learning models have demonstrated great success in learning complex patterns that enable them to make predictions about unobserved data. In addition to using models for prediction, the ability to interpret what a model has learned is receiving an increasing amount of attention. However, this increased focus has led to considerable confusion about the notion of interpretability. In particular, it is unclear how the wide array of proposed interpretation methods are related, and what common concepts can be used to evaluate them. We aim to address these concerns by defining interpretability in the context of machine learning and introducing the Predictive, Descriptive, Relevant (PDR) framework for discussing interpretations. The PDR framework provides three overarching desiderata for evaluation: predictive accuracy, descriptive accuracy and relevancy, with relevancy judged relative to a human audience. Moreover, to help manage the deluge of interpretation methods, we introduce a categorization of existing techniques into model-based and post-hoc categories, with sub-groups including sparsity, modularity and simulatability. To demonstrate how practitioners can use the PDR framework to evaluate and understand interpretations, we provide numerous real-world examples. These examples highlight the often under-appreciated role played by human audiences in discussions of interpretability. Finally, based on our framework, we discuss limitations of existing methods and directions for future work. We hope that this work will provide a common vocabulary that will make it easier for both practitioners and researchers to discuss and choose from the full range of interpretation methods.
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