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Nabeel Gillani

Publications and source records attributed to Nabeel Gillani.

22 records · Page 2Linked to original sources

Games for Fairness and Interpretability

As Machine Learning (ML) systems becomes more ubiquitous, ensuring the fair and equitable application of their underlying algorithms is of paramount importance. We argue that one way to achieve this is to proactively cultivate public pressure for ML developers to design and develop fairer algorithms -- and that one way to cultivate public pressure while simultaneously serving the interests and objectives of algorithm developers is through gameplay. We propose a new class of games -- ``games for fairness and interpretability'' -- as one example of an incentive-aligned approach for producing fairer and more equitable algorithms. Games for fairness and interpretability are carefully-designed games with mass appeal. They are inherently engaging, provide insights into how machine learning models work, and ultimately produce data that helps researchers and developers improve their algorithms. We highlight several possible examples of games, their implications for fairness and interpretability, how their proliferation could creative positive public pressure by narrowing the gap between algorithm developers and the general public, and why the machine learning community could benefit from them.

cs.CY↗

Understanding Communication Patterns in MOOCs: Combining Data Mining and qualitative methods

Massive Open Online Courses (MOOCs) offer unprecedented opportunities to learn at scale. Within a few years, the phenomenon of crowd-based learning has gained enormous popularity with millions of learners across the globe participating in courses ranging from Popular Music to Astrophysics. They have captured the imaginations of many, attracting significant media attention - with The New York Times naming 2012 "The Year of the MOOC." For those engaged in learning analytics and educational data mining, MOOCs have provided an exciting opportunity to develop innovative methodologies that harness big data in education.

cs.CY↗

Structural limitations of learning in a crowd: communication vulnerability and information diffusion in MOOCs

Massive Open Online Courses (MOOCs) bring together a global crowd of thousands of learners for several weeks or months. In theory, the openness and scale of MOOCs can promote iterative dialogue that facilitates group cognition and knowledge construction. Using data from two successive instances of a popular business strategy MOOC, we filter observed communication patterns to arrive at the "significant" interaction networks between learners and use complex network analysis to explore the vulnerability and information diffusion potential of the discussion forums. We find that different discussion topics and pedagogical practices promote varying levels of 1) "significant" peer-to-peer engagement, 2) participant inclusiveness in dialogue, and ultimately, 3) modularity, which impacts information diffusion to prevent a truly "global" exchange of knowledge and learning. These results indicate the structural limitations of large-scale crowd-based learning and highlight the different ways that learners in MOOCs leverage, and learn within, social contexts. We conclude by exploring how these insights may inspire new developments in online education.

physics.soc-ph↗

Communication Communities in MOOCs

Massive Open Online Courses (MOOCs) bring together thousands of people from different geographies and demographic backgrounds -- but to date, little is known about how they learn or communicate. We introduce a new content-analysed MOOC dataset and use Bayesian Non-negative Matrix Factorization (BNMF) to extract communities of learners based on the nature of their online forum posts. We see that BNMF yields a superior probabilistic generative model for online discussions when compared to other models, and that the communities it learns are differentiated by their composite students' demographic and course performance indicators. These findings suggest that computationally efficient probabilistic generative modelling of MOOCs can reveal important insights for educational researchers and practitioners and help to develop more intelligent and responsive online learning environments.

cs.CY↗