arXiv:2506.10054v4 Announce Type: replace-cross Abstract: Direct Preference Optimization (DPO) has emerged as a cornerstone of reinforcement learning from human feedback (RLHF) due to its simplicity and efficiency. However, existing DPO-based methods typically treat all preference pairs equally, overlooking substantial variations in data quality and learning difficulty, which leads to inefficient data utilization and suboptimal performance. To address this limitation, we propose Uni-DPO, a unified dynamic preference optimization framework that jointly considers (a) the inherent quality of preference pairs and (b) the model's evolving performance during training. By adaptively reweighting samples based on both factors, Uni-DPO enables more effective use of preference data and achieves superior performance. Extensive experiments across models and benchmarks demonstrate the effectiveness and generalization of Uni-DPO. On textual tasks, Gemma-2-9B-IT fine-tuned with Uni-DPO surpasses the leading LLM, Claude 3 Opus, by 6.7 points on Arena-Hard. On mathematical and multimodal tasks, Uni-DPO consistently outperforms baseline methods across all benchmarks, providing strong empirical evidence of its effectiveness and robustness.

arXiv:2508.11872v3 Announce Type: replace-cross Abstract: Traditional syllabi often function as static reference documents rather than engaging introductions to a course. In practical teaching, we observe that few students thoroughly read or fully comprehend the information provided in traditional, text-based course syllabi, which can leave essential information underused. This paper reframes syllabus communication as a design problem and documents an AI-assisted workflow for transforming a traditional syllabus into a musical, video-based, and avatar-enhanced learning artifact. The paper traces the process of lyrical adaptation, music generation, video composition, avatar synthesis, and optional browser-based interaction. And the paper contributes a reproducible workflow and a concrete example of syllabus reauthoring. The discussion in this paper positions the singing syllabus as a supplement to, not a replacement for, the formal written syllabus and identifies future directions for empirical evaluation. The complete implementation described in this paper is publicly available at https://github.com/xinxingwu-uk/SSVA

arXiv:2604.23703v2 Announce Type: replace-cross Abstract: Slide-based teaching is widely used in higher education, yet in online, hybrid, and asynchronous contexts, slides often lose instructor presence, narrative continuity, and expressive framing that help learners connect with course content. Full lecture video can partly restore these qualities, but it is time-consuming to record, revise, and reuse. This study presents a practice-based implementation and analytic reflection of an open-source workflow for creating talking slide avatars. The workflow integrates OpenVoice for text-to-speech and authorized voice-style conversion with Ditto-TalkingHead for audio-driven talking-image synthesis, enabling instructors to transform a short script and an authorized or synthetic portrait image into a narrated video for slide decks or HTML-based lecture materials. Rather than treating this workflow only as a technical solution, the study frames talking slide avatars as multimodal communication artifacts at the intersection of digital pedagogy, aesthetic education, and art-technology practice. The paper documents the production pipeline, analyzes communicative and aesthetic affordances, and proposes practical guidelines for script length, image selection, pacing, disclosure, accessibility, consent, and ethical use. Its contribution is not a validated learning intervention, but an educator-oriented open-source production model and communication-design framework. The study concludes that short, transparent, and carefully designed avatars may provide a reusable communication layer for introductions, transitions, reminders, and recaps when used selectively and with appropriate ethical safeguards.