اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدORES: Lowering Barriers with Participatory Machine Learning in Wikipedia
160
0
0.0
(
0
)
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
Algorithmic systems---from rule-based bots to machine learning classifiers---have a long history of supporting the essential work of content moderation and other curation work in peer production projects. From counter-vandalism to task routing, basic machine prediction has allowed open knowledge projects like Wikipedia to scale to the largest encyclopedia in the world, while maintaining quality and consistency. However, conversations about how quality control should work and what role algorithms should play have generally been led by the expert engineers who have the skills and resources to develop and modify these complex algorithmic systems. In this paper, we describe ORES: an algorithmic scoring service that supports real-time scoring of wiki edits using multiple independent classifiers trained on different datasets. ORES decouples several activities that have typically all been performed by engineers: choosing or curating training data, building models to serve predictions, auditing predictions, and developing interfaces or automated agents that act on those predictions. This meta-algorithmic system was designed to open up socio-technical conversations about algorithms in Wikipedia to a broader set of participants. In this paper, we discuss the theoretical mechanisms of social change ORES enables and detail case studies in participatory machine learning around ORES from the 5 years since its deployment.
قيم البحث
اقرأ أيضاً
Organizing complex peer production projects and advancing scientific knowledge of open collaboration each depend on the ability to measure quality. Article quality ratings on English language Wikipedia have been widely used by both Wikipedia communit
y members and academic researchers for purposes like tracking knowledge gaps and studying how political polarization shapes collaboration. Even so, measuring quality presents many methodological challenges. The most widely used systems use labels on discrete ordinal scales when assessing quality, but such labels can be inconvenient for statistics and machine learning. Prior work handles this by assuming that different levels of quality are evenly spaced from one another. This assumption runs counter to intuitions about the relative degrees of effort needed to raise Wikipedia encyclopedia articles to different quality levels. Furthermore, models from prior work are fit to datasets that oversample high-quality articles. This limits their accuracy for representative samples of articles or revisions. I describe a technique extending the Wikimedia Foundations ORES article quality model to address these limitations. My method uses weighted ordinal regression models to construct one-dimensional continuous measures of quality. While scores from my technique and from prior approaches are correlated, my approach improves accuracy for research datasets and provides evidence that the evenly spaced assumption is unfounded in practice on English Wikipedia. I conclude with recommendations for using quality scores in future research and include the full code, data, and models.
The first responder community has traditionally relied on calls from the public, officially-provided geographic information and maps for coordinating actions on the ground. The ubiquity of social media platforms created an opportunity for near real-t
ime sensing of the situation (e.g. unfolding weather events or crises) through volunteered geographic information. In this article, we provide an overview of the design process and features of the Social Media Analytics Reporting Toolkit (SMART), a visual analytics platform developed at Purdue University for providing first responders with real-time situational awareness. We attribute its successful adoption by many first responders to its user-centered design, interactive (geo)visualizations and interactive machine learning, giving users control over analysis.
Culture is core to human civilization, and is essential for human intellectual achievements in social context. Culture also influences how humans work together, perform particular task and overall lifestyle and dealing with other groups of civilizati
on. Thus, culture is concerned with establishing shared ideas, particularly those playing a key role in success. Does it impact on how two individuals can work together in achieving certain goals? In this paper, we establish a means to derive cultural association and map it to culturally mediated success. Human interactions with the environment are typically in the form of expressions. Association between culture and behavior produce similar beliefs which lead to common principles and actions, while cultural similarity as a set of common expressions and responses. To measure cultural association among different candidates, we propose the use of a Graphical Association Method (GAM). The behaviors of candidates are captured through series of expressions and represented in the graphical form. The association among corresponding node and core nodes is used for the same. Our approach provides a number of interesting results and promising avenues for future applications.
In this paper we report on a study conducted with a group of older adults in which they engaged in participatory design workshops to create a VR ATM training simulation. Based on observation, recordings and the developed VR application we present the
results of the workshops and offer considerations and recommendations for organizing opportunities for end users, in this case older adults, to directly engage in co-creation of cutting-edge ICT solutions. These include co-designing interfaces and interaction schemes for emerging technologies like VR and AR. We discuss such aspects as user engagement and hardware and software tools suitable for participatory prototyping of VR applications. Finally, we present ideas for further research in the area of VR participatory prototyping with users of various proficiency levels, taking steps towards developing a unified framework for co-design in AR and VR.
As more and more face-to-face classes move to online environments, it becomes increasingly important to explore any emerging barriers to students learning. This work focuses on characterizing student barriers to active learning in synchronous online
environments. The aim is to help novice educators develop a better understanding of those barriers and prepare more student-centered course plans for their active online classes. Towards this end, we adopt a qualitative research approach and study information from different sources: social media content, interviews, and surveys from students and expert educators. Through a thematic analysis, we craft a nuanced list of students online active learning barriers within the themes of human-side, technological, and environmental barriers. Each barrier is explored from the three aspects of frequency, importance, and exclusiveness to active online classes. Finally, we conduct a summative study with 12 novice educators and explain the benefits of using our barrier list for course planning in active online classes.
الأسئلة المقترحة
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
