Zhiyuan Liu

Jifan Yu, Zheyuan Zhang, Daniel Zhang-li et al.

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.

Joy Lim Jia Yin, Daniel Zhang-Li, Jifan Yu et al.

Evaluating the quality of slide-based multimedia instruction is challenging. Existing methods like manual assessment, reference-based metrics, and large language model evaluators face limitations in scalability, context capture, or bias. In this paper, we introduce LecEval, an automated metric grounded in Mayer's Cognitive Theory of Multimedia Learning, to evaluate multimodal knowledge acquisition in slide-based learning. LecEval assesses effectiveness using four rubrics: Content Relevance (CR), Expressive Clarity (EC), Logical Structure (LS), and Audience Engagement (AE). We curate a large-scale dataset of over 2,000 slides from more than 50 online course videos, annotated with fine-grained human ratings across these rubrics. A model trained on this dataset demonstrates superior accuracy and adaptability compared to existing metrics, bridging the gap between automated and human assessments. We release our dataset and toolkits at https://github.com/JoylimJY/LecEval.

Yuzhuang Xu, Xu Han, Zonghan Yang et al. · tsinghua

Model quantification uses low bit-width values to represent the weight matrices of existing models to be quantized, which is a promising approach to reduce both storage and computational overheads of deploying highly anticipated LLMs. However, current quantization methods suffer severe performance degradation when the bit-width is extremely reduced, and thus focus on utilizing 4-bit or 8-bit values to quantize models. This paper boldly quantizes the weight matrices of LLMs to 1-bit, paving the way for the extremely low bit-width deployment of LLMs. For this target, we introduce a 1-bit model compressing framework named OneBit, including a novel 1-bit parameter representation method to better quantize LLMs as well as an effective parameter initialization method based on matrix decomposition to improve the convergence speed of the quantization framework. Sufficient experimental results indicate that OneBit achieves good performance (at least 81% of the non-quantized performance on LLaMA models) with robust training processes when only using 1-bit weight matrices.