EduDial is a large-scale multi-turn teacher‑student dialogue corpus covering 345 core knowledge points and 34,250 dialogue sessions, designed around Bloom’s taxonomy and ten questioning strategies such as situational, ZPD, and metacognitive questioning. The dataset includes differentiated teaching strategies for students at varying cognitive levels to provide targeted guidance. Using EduDial, the authors trained EduDial‑LLM 32B and introduced an 11‑dimensional evaluation framework that measures teaching quality and content quality, showing that most mainstream LLMs struggle with student‑centered teaching while EduDial‑LLM outperforms all baselines across all metrics.
By Shouang Wei, Min Zhang, Xin Lin, Bo Jiang, Zhongxiang Dai, Kun Kuang
arXiv:2606. 11744v1 Announce Type: cross Abstract: Large language models are now widely used for everyday learning, but the underlying interactions are typically unstructured chats rather than following a curriculum.
By Sidney Tio, Arunesh Sinha, Pradeep Varakantham
arXiv:2608.30426v1 Announce Type: new
Abstract: Current dialogue systems struggle with dynamic information retrieval, often leading to hallucinations and lower response accuracy. We address this by a...
By Markel Ferro, Oier Lopez de Lacalle
The paper proposes Layer-Informed Fine-Tuning (LIFT), a method that identifies and updates only the most functionally critical layers of large language models (LLMs) using a bottleneck identification mechanism based on sensitivity analysis. By focusing on layers that handle conceptualization, reasoning, and textualization, LIFT aims to accelerate training and enhance performance on reasoning tasks. Experiments demonstrate that this selective fine-tuning approach both speeds up the training process and yields significant performance gains.
By Junning Shao, Siwei Wang, Zhixuan Fang
arXiv:2607. 06160v1 Announce Type: cross Abstract: Synthesizing long-context supervised fine-tuning (SFT) data is a scalable way to enhance the long-context understanding of large language models (LLMs), yet existing approaches share three limitations: narrow task coverage, insufficient instruction difficulty, and a lack of faithfulness supervision.
By Chenhao Yuan, Yinhao Xu, Shuwen Xu, Xizhi Yang, Jiaxiang Liu, Chenxi Zhou, Shaoping Huang, Haolin Ren, Pengfei Cao, Jun Zhao, Kang Liu
arXiv:2608. 07509v1 Announce Type: cross Abstract: LLMs are increasingly used for conversational tutoring, but effective tutoring requires more than correct answers.
By Fares Fawzi, Jiaxu Zhao, Tanya Nazaretsky, Tanja K\"aser