Le Huy Khiem

Si Chen, Le Huy Khiem, Annalisa Szymanski et al.

Open-ended question answering (QA) evaluates a model's ability to perform contextualized reasoning beyond factual recall. This challenge is especially acute in practice-based domains, where knowledge is procedural and grounded in professional judgment, while most existing LLM benchmarks depend on pre-existing human exam datasets that are often unavailable in such settings. We introduce a framework for automated benchmark generation from expert-authored guidelines informed by Bloom's Taxonomy. It converts expert practices into implicit violation-based scenarios and expands them into auto-graded multiple-choice questions (MCQs) and multi-turn dialogues across four cognitive levels, enabling deterministic, reproducible, and scalable evaluation. Applied to three applied domains: teaching, dietetics, and caregiving, we find differences between model and human-like reasoning: LLMs sometimes perform relatively better on higher-order reasoning (Analyze) but fail more frequently on lower-level items (Remember). We produce large-scale, psychometrically informed benchmarks that surface these non-intuitive model behaviors and enable evaluation of contextualized reasoning in real-world settings.

Thinh Nguyen, Le Huy Khiem, Van-Tuan Tran et al.

Federated Learning (FL) enables collaborative model training across distributed clients without sharing raw data, offering a significant privacy benefit. However, most existing Personalized Federated Learning (pFL) methods assume a static client participation, which does not reflect real-world scenarios where new clients may continuously join the federated system (i.e., dynamic client onboarding). In this paper, we explore a practical scenario in which a new batch of clients is introduced incrementally while the learning task remains unchanged. This dynamic environment poses various challenges, including preserving performance for existing clients without retraining and enabling efficient knowledge transfer between client batches. To address these issues, we propose Personalized Federated Data-Free Sub-Hypernetwork (pFedDSH), a novel framework based on a central hypernetwork that generates personalized models for each client via embedding vectors. To maintain knowledge stability for existing clients, pFedDSH incorporates batch-specific masks, which activate subsets of neurons to preserve knowledge. Furthermore, we introduce a data-free replay strategy motivated by DeepInversion to facilitate backward transfer, enhancing existing clients' performance without compromising privacy. Extensive experiments conducted on CIFAR-10, CIFAR-100, and Tiny-ImageNet demonstrate that pFedDSH outperforms the state-of-the-art pFL and Federated Continual Learning baselines in our investigation scenario. Our approach achieves robust performance stability for existing clients, as well as adaptation for new clients and efficient utilization of neural resources.

Si Chen, Izzy Molnar, Ting Hua et al.

High-quality, multi-turn instructional dialogues between novices and experts are essential for developing AI systems that support teaching, learning, and decision-making. These dialogues often involve scaffolding -- the process by which an expert supports a novice's thinking through questions, feedback, and step-by-step guidance. However, such data are scarce due to privacy concerns in recording and the vulnerability inherent in help-seeking. We present SimInstruct, a scalable, expert-in-the-loop tool for collecting scaffolding dialogues. Using teaching development coaching as an example domain, SimInstruct simulates novice instructors via LLMs, varying their teaching challenges and LLM's persona traits, while human experts provide multi-turn feedback, reasoning, and instructional support. This design enables the creation of realistic, pedagogically rich dialogues without requiring real novice participants. Our results reveal that persona traits, such as extroversion and introversion, meaningfully influence how experts engage. Compared to real mentoring recordings, SimInstruct dialogues demonstrate comparable pedagogical relevance and cognitive depth. Experts also reported the process as engaging and reflective, improving both data quality and their own professional insight. We further fine-tuned a LLaMA model to be an expert model using the augmented dataset, which outperformed GPT-4o in instructional quality. Our analysis highlights GPT-4o's limitations in weak reflective questioning, overuse of generic praise, a condescending tone, and a tendency to overwhelm novices with excessive suggestions.