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Register a new userReproducedPapers.org: Openly teaching and structuring machine learning reproducibility
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Added by
Burak Yildiz
Publication date
2020
fields
Informatics Engineering
and research's language is
English
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No Arabic abstract
We present ReproducedPapers.org: an open online repository for teaching and structuring machine learning reproducibility. We evaluate doing a reproduction project among students and the added value of an online reproduction repository among AI researchers. We use anonymous self-assessment surveys and obtained 144 responses. Results suggest that students who do a reproduction project place more value on scientific reproductions and become more critical thinkers. Students and AI researchers agree that our online reproduction repository is valuable.
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Over the past decades, numerous practical applications of machine learning techniques have shown the potential of data-driven approaches in a large number of computing fields. Machine learning is increasingly included in computing curricula in higher education, and a quickly growing number of initiatives are expanding it in K-12 computing education, too. As machine learning enters K-12 computing education, understanding how intuition and agency in the context of such systems is developed becomes a key research area. But as schools and teachers are already struggling with integrating traditional computational thinking and traditional artificial intelligence into school curricula, understanding the challenges behind teaching machine learning in K-12 is an even more daunting challenge for computing education research. Despite the central position of machine learning in the field of modern computing, the computing education research body of literature contains remarkably few studies of how people learn to train, test, improve, and deploy machine learning systems. This is especially true of the K-12 curriculum space. This article charts the emerging trajectories in educational practice, theory, and technology related to teaching machine learning in K-12 education. The article situates the existing work in the context of computing education in general, and describes some differences that K-12 computing educators should take into account when facing this challenge. The article focuses on key aspects of the paradigm shift that will be required in order to successfully integrate machine learning into the broader K-12 computing curricula. A crucial step is abandoning the belief that rule-based traditional programming is a central aspect and building block in developing next generation computational thinking.
Recently, there have been increasing calls for computer science curricula to complement existing technical training with topics related to Fairness, Accountability, Transparency, and Ethics. In this paper, we present Value Card, an educational toolkit to inform students and practitioners of the social impacts of different machine learning models via deliberation. This paper presents an early use of our approach in a college-level computer science course. Through an in-class activity, we report empirical data for the initial effectiveness of our approach. Our results suggest that the use of the Value Cards toolkit can improve students understanding of both the technical definitions and trade-offs of performance metrics and apply them in real-world contexts, help them recognize the significance of considering diverse social values in the development of deployment of algorithmic systems, and enable them to communicate, negotiate and synthesize the perspectives of diverse stakeholders. Our study also demonstrates a number of caveats we need to consider when using the different variants of the Value Cards toolkit. Finally, we discuss the challenges as well as future applications of our approach.
Machine learning algorithms designed to characterize, monitor, and intervene on human health (ML4H) are expected to perform safely and reliably when operating at scale, potentially outside strict human supervision. This requirement warrants a stricter attention to issues of reproducibility than other fields of machine learning. In this work, we conduct a systematic evaluation of over 100 recently published ML4H research papers along several dimensions related to reproducibility. We find that the field of ML4H compares poorly to more established machine learning fields, particularly concerning data and code accessibility. Finally, drawing from success in other fields of science, we propose recommendations to data providers, academic publishers, and the ML4H research community in order to promote reproducible research moving forward.
Informal settlements are home to the most socially and economically vulnerable people on the planet. In order to deliver effective economic and social aid, non-government organizations (NGOs), such as the United Nations Childrens Fund (UNICEF), require detailed maps of the locations of informal settlements. However, data regarding informal and formal settlements is primarily unavailable and if available is often incomplete. This is due, in part, to the cost and complexity of gathering data on a large scale. To address these challenges, we, in this work, provide three contributions. 1) A brand new machine learning data-set, purposely developed for informal settlement detection. 2) We show that it is possible to detect informal settlements using freely available low-resolution (LR) data, in contrast to previous studies that use very-high resolution (VHR) satellite and aerial imagery, something that is cost-prohibitive for NGOs. 3) We demonstrate two effective classification schemes on our curated data set, one that is cost-efficient for NGOs and another that is cost-prohibitive for NGOs, but has additional utility. We integrate these schemes into a semi-automated pipeline that converts either a LR or VHR satellite image into a binary map that encodes the locations of informal settlements.
Learning to read words aloud is a major step towards becoming a reader. Many children struggle with the task because of the inconsistencies of English spelling-sound correspondences. Curricula vary enormously in how these patterns are taught. Children are nonetheless expected to master the system in limited time (by grade 4). We used a cognitively interesting neural network architecture to examine whether the sequence of learning trials could be structured to facilitate learning. This is a hard combinatorial optimization problem even for a modest number of learning trials (e.g., 10K). We show how this sequence optimization problem can be posed as optimizing over a time varying distribution i.e., defining probability distributions over words at different steps in training. We then use stochastic gradient descent to find an optimal time-varying distribution and a corresponding optimal training sequence. We observed significant improvement on generalization accuracy compared to baseline conditions (random sequences; sequences biased by word frequency). These findings suggest an approach to improving learning outcomes in domains where performance depends on ability to generalize beyond limited training experience.
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