We Are All Creators: Generative AI, Collective Knowledge, and the Path Towards Human-AI Synergy

Generative AI presents a profound challenge to traditional notions of human uniqueness, particularly in creativity. Fueled by neural network based foundation models, these systems demonstrate remarkable content generation capabilities, sparking intense debates about authorship, copyright, and intelligence itself. This paper argues that generative AI represents an alternative form of intelligence and creativity, operating through mathematical pattern synthesis rather than biological understanding or verbatim replication. The fundamental differences between artificial and biological neural networks reveal AI learning as primarily statistical pattern extraction from vast datasets crystallized forms of collective human knowledge scraped from the internet. This perspective complicates copyright theft narratives and highlights practical challenges in attributing AI outputs to individual sources. Rather than pursuing potentially futile legal restrictions, we advocate for human AI synergy. By embracing generative AI as a complementary tool alongside human intuition, context, and ethical judgment, society can unlock unprecedented innovation, democratize creative expression, and address complex challenges. This collaborative approach, grounded in realistic understanding of AIs capabilities and limitations, offers the most promising path forward. Additionally, recognizing these models as products of collective human knowledge raises ethical questions about accessibility ensuring equitable access to these tools could prevent widening societal divides and leverage their full potential for collective benefit.

Enhanced Question-Answering for Skill-based learning using Knowledge-based AI and Generative AI

Supporting learners' understanding of taught skills in online settings is a longstanding challenge. While exercises and chat-based agents can evaluate understanding in limited contexts, this challenge is magnified when learners seek explanations that delve into procedural knowledge (how things are done) and reasoning (why things happen). We hypothesize that an intelligent agent's ability to understand and explain learners' questions about skills can be significantly enhanced using the TMK (Task-Method-Knowledge) model, a Knowledge-based AI framework. We introduce Ivy, an intelligent agent that leverages an LLM and iterative refinement techniques to generate explanations that embody teleological, causal, and compositional principles. Our initial evaluation demonstrates that this approach goes beyond the typical shallow responses produced by an agent with access to unstructured text, thereby substantially improving the depth and relevance of feedback. This can potentially ensure learners develop a comprehensive understanding of skills crucial for effective problem-solving in online environments.

A taxonomy of epistemic injustice in the context of AI and the case for generative hermeneutical erasure

Whether related to machine learning models' epistemic opacity, algorithmic classification systems' discriminatory automation of testimonial prejudice, the distortion of human beliefs via the 'hallucinations' of generative AI, the inclusion of the global South in global AI governance, the execution of bureaucratic violence via algorithmic systems, or located in the interaction with conversational artificial agents epistemic injustice related to AI is a growing concern. Based on a proposed general taxonomy of epistemic injustice, this paper first sketches a taxonomy of the types of epistemic injustice in the context of AI, relying on the work of scholars from the fields of philosophy of technology, political philosophy and social epistemology. Secondly, an additional perspective on epistemic injustice in the context of AI: generative hermeneutical erasure. I argue that this injustice that can come about through the application of Large Language Models (LLMs) and contend that generative AI, when being deployed outside of its Western space of conception, can have effects of conceptual erasure, particularly in the epistemic domain, followed by forms of conceptual disruption caused by a mismatch between AI system and the interlocutor in terms of conceptual frameworks. AI systems' 'view from nowhere' epistemically inferiorizes non-Western epistemologies and thereby contributes to the erosion of their epistemic particulars, gradually contributing to hermeneutical erasure. This work's relevance lies in proposal of a taxonomy that allows epistemic injustices to be mapped in the AI domain and the proposal of a novel form of AI-related epistemic injustice.

Synthesizing High-Quality Programming Tasks with LLM-based Expert and Student Agents

Generative AI is transforming computing education by enabling the automatic generation of personalized content and feedback. We investigate its capabilities in providing high-quality programming tasks to students. Despite promising advancements in task generation, a quality gap remains between AI-generated and expert-created tasks. The AI-generated tasks may not align with target programming concepts, could be incomprehensible for students to solve, or may contain critical issues such as incorrect tests. Existing works often require interventions from human teachers for validation. We address these challenges by introducing PyTaskSyn, a novel synthesis technique that first generates a programming task and then decides whether it meets certain quality criteria to be given to students. The key idea is to break this process into multiple stages performed by expert and student agents simulated using both strong and weaker generative models. Through extensive evaluation, we show that PyTaskSyn significantly improves task quality compared to baseline techniques and showcases the importance of each specialized agent type in our validation pipeline. Additionally, we conducted user studies using our publicly available web application and show that PyTaskSyn can deliver high-quality programming tasks comparable to expert-designed ones while reducing workload and costs, and being more engaging than programming tasks that are available in online resources.

Generative AI Enhanced Financial Risk Management Information Retrieval

Risk management in finance involves recognizing, evaluating, and addressing financial risks to maintain stability and ensure regulatory compliance. Extracting relevant insights from extensive regulatory documents is a complex challenge requiring advanced retrieval and language models. This paper introduces RiskData, a dataset specifically curated for finetuning embedding models in risk management, and RiskEmbed, a finetuned embedding model designed to improve retrieval accuracy in financial question-answering systems. The dataset is derived from 94 regulatory guidelines published by the Office of the Superintendent of Financial Institutions (OSFI) from 1991 to 2024. We finetune a state-of-the-art sentence BERT embedding model to enhance domain-specific retrieval performance typically for Retrieval-Augmented Generation (RAG) systems. Experimental results demonstrate that RiskEmbed significantly outperforms general-purpose and financial embedding models, achieving substantial improvements in ranking metrics. By open-sourcing both the dataset and the model, we provide a valuable resource for financial institutions and researchers aiming to develop more accurate and efficient risk management AI solutions.

Detecting AI-generated Artwork

The high efficiency and quality of artwork generated by Artificial Intelligence (AI) has created new concerns and challenges for human artists. In particular, recent improvements in generative AI have made it difficult for people to distinguish between human-generated and AI-generated art. In this research, we consider the potential utility of various types of Machine Learning (ML) and Deep Learning (DL) models in distinguishing AI-generated artwork from human-generated artwork. We focus on three challenging artistic styles, namely, baroque, cubism, and expressionism. The learning models we test are Logistic Regression (LR), Support Vector Machine (SVM), Multilayer Perceptron (MLP), and Convolutional Neural Network (CNN). Our best experimental results yield a multiclass accuracy of 0.8208 over six classes, and an impressive accuracy of 0.9758 for the binary classification problem of distinguishing AI-generated from human-generated art.

AI-Slop to AI-Polish? Aligning Language Models through Edit-Based Writing Rewards and Test-time Computation

AI-generated text is proliferating across domains, from creative writing and journalism to marketing content and scientific articles. Models can follow user-provided instructions to generate coherent and grammatically correct outputs but in this work, we study a more fundamental question: how do we evaluate and improve the writing quality of AI-generated text? Writing quality assessment has received less attention from the community, in part because it is fundamentally subjective and requires expertise. We first introduce the Writing Quality Benchmark (WQ) by consolidating five writing-preference datasets into 4,729 writing quality judgments. Our experiments show that competitive baselines, including state-of-the-art LLMs that excel at reasoning tasks, barely outperform random baselines on WQ. We then train specialized Writing Quality Reward Models (WQRM) of various sizes for writing quality assessment that demonstrate strong generalization on four out-of-distribution test sets and 74% accuracy on the WQ benchmark. To further show WQRM's practical benefits during inference, we leverage additional test-time compute to generate and rank multiple candidate revisions, allowing us to select higher-quality outputs from an initial draft. Human evaluation with 9 experienced writers confirm that WQRM-based selection produces writing samples preferred by experts 66% overall, and 72.2% when the reward gap is larger than 1 point. We release our datasets and models to encourage community engagement with writing quality assessment and development of AI writing systems better aligned with human preferences.

Enhancements for Developing a Comprehensive AI Fairness Assessment Standard

As AI systems increasingly influence critical sectors like telecommunications, finance, healthcare, and public services, ensuring fairness in decision-making is essential to prevent biased or unjust outcomes that disproportionately affect vulnerable entities or result in adverse impacts. This need is particularly pressing as the industry approaches the 6G era, where AI will drive complex functions like autonomous network management and hyper-personalized services. The TEC Standard for Fairness Assessment and Rating of AI Systems provides guidelines for evaluating fairness in AI, focusing primarily on tabular data and supervised learning models. However, as AI applications diversify, this standard requires enhancement to strengthen its impact and broaden its applicability. This paper proposes an expansion of the TEC Standard to include fairness assessments for images, unstructured text, and generative AI, including large language models, ensuring a more comprehensive approach that keeps pace with evolving AI technologies. By incorporating these dimensions, the enhanced framework will promote responsible and trustworthy AI deployment across various sectors.

Learning Universal Features for Generalizable Image Forgery Localization

In recent years, advanced image editing and generation methods have rapidly evolved, making detecting and locating forged image content increasingly challenging. Most existing image forgery detection methods rely on identifying the edited traces left in the image. However, because the traces of different forgeries are distinct, these methods can identify familiar forgeries included in the training data but struggle to handle unseen ones. In response, we present an approach for Generalizable Image Forgery Localization (GIFL). Once trained, our model can detect both seen and unseen forgeries, providing a more practical and efficient solution to counter false information in the era of generative AI. Our method focuses on learning general features from the pristine content rather than traces of specific forgeries, which are relatively consistent across different types of forgeries and therefore can be used as universal features to locate unseen forgeries. Additionally, as existing image forgery datasets are still dominated by traditional hand-crafted forgeries, we construct a new dataset consisting of images edited by various popular deep generative image editing methods to further encourage research in detecting images manipulated by deep generative models. Extensive experimental results show that the proposed approach outperforms state-of-the-art methods in the detection of unseen forgeries and also demonstrates competitive results for seen forgeries. The code and dataset are available at https://github.com/ZhaoHengrun/GIFL.

Beyond Tools: Generative AI as Epistemic Infrastructure in Education

As generative AI rapidly integrates into educational infrastructures worldwide, it transforms how knowledge gets created, validated, and shared, yet current discourse inadequately addresses its implications as epistemic infrastructure mediating teaching and learning. This paper investigates how AI systems function as epistemic infrastructures in education and their impact on human epistemic agency. Adopting a situated cognition perspective and following a value-sensitive design approach, the study conducts a technical investigation of two representative AI systems in educational settings, analyzing their impact on teacher practice across three dimensions: affordances for skilled epistemic actions, support for epistemic sensitivity, and implications for long-term habit formation. The analysis reveals that current AI systems inadequately support teachers' skilled epistemic actions, insufficiently foster epistemic sensitivity, and potentially cultivate problematic habits that prioritize efficiency over epistemic agency. To address these challenges, the paper recommends recognizing the infrastructural transformation occurring in education, developing AI environments that stimulate skilled actions while upholding epistemic norms, and involving educators in AI design processes -- recommendations aimed at fostering AI integration that aligns with core educational values and maintains human epistemic agency.