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Human-generated Spatial-Temporal Data (HSTD), represented as trajectory sequences, has undergone a data revolution, thanks to advances in mobile sensing, data mining, and AI. Previous studies have revealed the effectiveness of employing attention mechanisms to analyze massive HSTD. However, traditional attention models face challenges when managing lengthy and noisy trajectories as their computation comes with large memory overheads. Furthermore, attention scores within HSTD trajectories are sparse (i.e., most of the scores are zeros), and clustered with varying lengths (i.e., consecutive tokens clustered with similar scores). To address these challenges, we introduce an innovative strategy named Memory-efficient Trajectory Attention (MeTA). We leverage complicated spatial-temporal features (e.g., traffic speed, proximity to PoIs) and design an innovative feature-based trajectory partition technique to shrink trajectory length. Additionally, we present a learnable dynamic sorting mechanism, with which attention is only computed between sub-trajectories that have prominent correlations. Empirical validations using real-world HSTD demonstrate that our approach not only yields competitive results but also significantly lowers memory usage compared with state-of-the-art methods. Our approach presents innovative solutions for memory-efficient trajectory attention, offering valuable insights for handling HSTD efficiently. 

The importance of machine learning (ML) in scientific discovery is growing. In order to prepare the next generation for a future dominated by data and artificial intelligence, we need to study how ML can improve K-12 students’ scientific discovery in STEM learning and how to assist K-12 teachers in designing ML-based scientific discovery (SD) learning activities. This study proposes research ideas and provides initial findings on the relationship between different ML components and young learners’ scientific investigation behaviors. Results show that cluster analysis is promising for supporting pattern interpretation and scientific communication behaviors. The levels of cognitive complexity are associated with different ML-powered SD and corresponding learning support is needed. The next steps include a further co-design study between K-12 STEM teachers and ML experts and a plan for collecting and analyzing data to further understand the connection between ML and SD. 

Machine Learning (ML) technologies have been increasingly adopted in Medical Cyber-Physical Systems (MCPS) to enable smart healthcare. Assuring the safety and effectiveness of learning-enabled MCPS is challenging, as such systems must account for diverse patient profiles and physiological dynamics and handle operational uncertainties. In this paper, we develop a safety assurance case for ML controllers in learning-enabled MCPS, with an emphasis on establishing confidence in the ML-based predictions. We present the safety assurance case in detail for Artificial Pancreas Systems (APS) as a representative application of learning-enabled MCPS, and provide a detailed analysis by implementing a deep neural network for the prediction in APS. We check the sufficiency of the ML data and analyze the correctness of the ML-based prediction using formal verification. Finally, we outline open research problems based on our experience in this paper. 

AI curricula are being developed and tested in classrooms, but wider adoption is premised by teacher professional development and buy-in. When engaging in professional development, curricula are treated as set in stone, static and educators are prepared to offer the curriculum as written instead of empowered to be lead- ers in efforts to spread and sustain AI education. This limits the degree to which teachers tailor new curricula to student needs and interests, ultimately distancing students from new and potentially relevant content. This paper describes an AI Educator Make-a-Thon, a two-day gathering of 34 educators from across the United States that centered co-design of AI literacy materials as the culminat- ing experience of a year-long professional development program called Everyday AI (EdAI) in which educators studied and prac- ticed implementing an innovative curriculum for Developing AI Literacy (DAILy) in their classrooms. Inspired by the energizing and empowering experiences of Hack-a-Thons, the Make-a-Thon was designed to increase the depth and longevity of the educators’ investment in AI education by positively impacting their sense of belonging to the AI community, AI content knowledge, and their self confidence as AI curriculum designers. In this paper we de- scribe the Make-a-Thon design, findings, and recommendations for future educator-centered Make-a-Thons.