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We address the problem of generating high-quality question-answer pairs for educational materials. Previous work on this problem showed that using summaries as input improves the quality of question generation (QG) over original textbook text and that human-written summaries result in higher quality QG than automatic summaries. In this paper, a) we show that advances in Large Language Models (LLMs) are not yet sufficient to generate quality summaries for QG and b) we introduce a new methodology for enhancing bullet point student notes into fully fledged summaries and find that our methodology yields higher quality QG. We conducted a large-scale human annotation study of generated question-answer pairs for the evaluation of our methodology. In order to aid in future research, we release a new dataset of 9.2K human annotations of generated questions. 

We introduce a novel technique for automatically summarizing lecture videos using large language models such as GPT-3 and we present a user study investigating the effects on the studying experience when automatic summaries are added to lecture videos. We test students under different conditions and find that the students who are shown a summary next to a lecture video perform better on quizzes designed to test the course materials than the students who have access only to the video or the summary. Our findings suggest that adding automatic summaries to lecture videos enhances the learning experience. Qualitatively, students preferred summaries when studying under time constraints. 

We consider the problem of Vision-and-Language Navigation (VLN). The majority of current methods for VLN are trained end-to-end using either unstructured memory such as LSTM, or using cross-modal attention over the egocentric observations of the agent. In contrast to other works, our key insight is that the association between language and vision is stronger when it occurs in explicit spatial representations. In this work, we propose a cross-modal map learning model for vision-and-language navigation that first learns to predict the top-down semantics on an egocentric map for both observed and unobserved regions, and then predicts a path towards the goal as a set of way-points. In both cases, the prediction is informed by the language through cross-modal attention mechanisms. We experimentally test the basic hypothesis that language-driven navigation can be solved given a map, and then show competitive results on the full VLN-CE benchmark. 

We conduct a feasibility study into the applicability of answer-agnostic question generation models to textbook passages. We show that a significant portion of errors in such systems arise from asking irrelevant or un-interpretable questions and that such errors can be ameliorated by providing summarized input. We find that giving these models human-written summaries instead of the original text results in a significant increase in acceptability of generated questions (33% → 83%) as determined by expert annotators. We also find that, in the absence of human-written summaries, automatic summarization can serve as a good middle ground.