Louis Faucon

Lê-Nguyên Hoang, Louis Faucon, Aidan Jungo et al.

Today's large-scale algorithms have become immensely influential, as they recommend and moderate the content that billions of humans are exposed to on a daily basis. They are the de-facto regulators of our societies' information diet, from shaping opinions on public health to organizing groups for social movements. This creates serious concerns, but also great opportunities to promote quality information. Addressing the concerns and seizing the opportunities is a challenging, enormous and fabulous endeavor, as intuitively appealing ideas often come with unwanted {\it side effects}, and as it requires us to think about what we deeply prefer. Understanding how today's large-scale algorithms are built is critical to determine what interventions will be most effective. Given that these algorithms rely heavily on {\it machine learning}, we make the following key observation: \emph{any algorithm trained on uncontrolled data must not be trusted}. Indeed, a malicious entity could take control over the data, poison it with dangerously manipulative fabricated inputs, and thereby make the trained algorithm extremely unsafe. We thus argue that the first step towards safe and ethical large-scale algorithms must be the collection of a large, secure and trustworthy dataset of reliable human judgments. To achieve this, we introduce \emph{Tournesol}, an open source platform available at \url{https://tournesol.app}. Tournesol aims to collect a large database of human judgments on what algorithms ought to widely recommend (and what they ought to stop widely recommending). We outline the structure of the Tournesol database, the key features of the Tournesol platform and the main hurdles that must be overcome to make it a successful project. Most importantly, we argue that, if successful, Tournesol may then serve as the essential foundation for any safe and ethical large-scale algorithm.

Soufiane Amini, Yassine Benajiba, Cesare Bernardis et al. · ibm-research

The proliferation of agent frameworks has led to fragmentation in how agents are defined, executed, and evaluated. Existing systems differ in their abstractions, data flow semantics, and tool integrations, making it difficult to share or reproduce workflows. We introduce Open Agent Specification (Agent Spec), a declarative language that defines AI agents and agentic workflows in a way that is compatible across frameworks, promoting reusability, portability and interoperability of AI agents. Agent Spec defines a common set of components, control and data flow semantics, and schemas that allow an agent to be defined once and executed across different runtimes. Agent Spec also introduces a standardized Evaluation harness to assess agent behavior and agentic workflows across runtimes - analogous to how HELM and related harnesses standardized LLM evaluation - so that performance, robustness, and efficiency can be compared consistently across frameworks. We demonstrate this using four distinct runtimes (LangGraph, CrewAI, AutoGen, and WayFlow) evaluated over three different benchmarks (SimpleQA Verified, $τ^2$-Bench and BIRD-SQL). We provide accompanying toolsets: a Python SDK (PyAgentSpec), a reference runtime (WayFlow), and adapters for popular frameworks (e.g., LangGraph, AutoGen, CrewAI). Agent Spec bridges the gap between model-centric and agent-centric standardization & evaluation, laying the groundwork for reliable, reusable, and portable agentic systems.

Teresa Yeo, Parameswaran Kamalaruban, Adish Singla et al.

We consider the machine teaching problem in a classroom-like setting wherein the teacher has to deliver the same examples to a diverse group of students. Their diversity stems from differences in their initial internal states as well as their learning rates. We prove that a teacher with full knowledge about the learning dynamics of the students can teach a target concept to the entire classroom using O(min{d,N} log(1/eps)) examples, where d is the ambient dimension of the problem, N is the number of learners, and eps is the accuracy parameter. We show the robustness of our teaching strategy when the teacher has limited knowledge of the learners' internal dynamics as provided by a noisy oracle. Further, we study the trade-off between the learners' workload and the teacher's cost in teaching the target concept. Our experiments validate our theoretical results and suggest that appropriately partitioning the classroom into homogenous groups provides a balance between these two objectives.