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Sean Kross

Publications and source records attributed to Sean Kross.

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"Having Confidence in My Confidence Intervals": How Data Users Engage with Privacy-Protected Wikipedia Data

In response to calls for open data and growing privacy threats, organizations are increasingly adopting privacy-preserving techniques such as differential privacy (DP) that inject statistical noise when generating published datasets. These techniques are designed to protect privacy of data subjects while enabling useful analyses, but their reception by data users is under-explored. We developed documentation that presents the noise characteristics of two Wikipedia pageview datasets: one using rounding (heuristic privacy) and another using DP (formal privacy). After incorporating expert feedback (n=5), we used these documents to conduct a task-based contextual inquiry (n=15) exploring how data users--largely unfamiliar with these methods--perceive, interact with, and interpret privacy-preserving noise during data analysis. Participants readily used simple uncertainty metrics from the documentation, but struggled when asked to compute confidence intervals across multiple noisy estimates. They were better able to devise simulation-based approaches for computing uncertainty with DP data compared to rounded data. Surprisingly, several participants incorrectly believed DP's stronger utility implied weaker privacy protections. Based on our findings, we offer design recommendations for documentation and tools to better support data users working with privacy-noised data.

cs.HC

Orienting, Framing, Bridging, Magic, and Counseling: How Data Scientists Navigate the Outer Loop of Client Collaborations in Industry and Academia

Data scientists often collaborate with clients to analyze data to meet a client's needs. What does the end-to-end workflow of a data scientist's collaboration with clients look like throughout the lifetime of a project? To investigate this question, we interviewed ten data scientists (5 female, 4 male, 1 non-binary) in diverse roles across industry and academia. We discovered that they work with clients in a six-stage outer-loop workflow, which involves 1) laying groundwork by building trust before a project begins, 2) orienting to the constraints of the client's environment, 3) collaboratively framing the problem, 4) bridging the gap between data science and domain expertise, 5) the inner loop of technical data analysis work, 6) counseling to help clients emotionally cope with analysis results. This novel outer-loop workflow contributes to CSCW by expanding the notion of what collaboration means in data science beyond the widely-known inner-loop technical workflow stages of acquiring, cleaning, analyzing, modeling, and visualizing data. We conclude by discussing the implications of our findings for data science education, parallels to design work, and unmet needs for tool development.

cs.HC

Characterizing the Online Learning Landscape: What and How People Learn Online

Hundreds of millions of people learn something new online every day. Simultaneously, the study of online education has blossomed within the human computer interaction community, with new systems, experiments, and observations creating and exploring previously undiscovered online learning environments. In this study we endeavor to characterize this entire landscape of online learning experiences using a national survey of 2260 US adults who are balanced to match the demographics of the U.S. We examine the online learning resources that they consult, and we analyze the subjects that they pursue using those resources. Furthermore, we compare both formal and informal online learning experiences on a larger scale than has ever been done before, to our knowledge, to better understand which subjects people are seeking for intensive study. We find that there is a core set of online learning experiences that are central to other experiences and these are shared among the majority of people who learn online. We conclude by showing how looking outside of these core online learning experiences can reveal opportunities for innovation in online education.

cs.HC

Ari: The Automated R Instructor

We present the ari package for automatically generating technology-focused educational videos. The goal of the package is to create reproducible videos, with the ability to change and update video content seamlessly. We present several examples of generating videos including using R Markdown slide decks, PowerPoint slides, or simple images as source material. We also discuss how ari can help instructors reach new audiences through programmatically translating materials into other languages.

cs.MM

Tools for analyzing R code the tidy way

With the current emphasis on reproducibility and replicability, there is an increasing need to examine how data analyses are conducted. In order to analyze the between researcher variability in data analysis choices as well as the aspects within the data analysis pipeline that contribute to the variability in results, we have created two R packages: matahari and tidycode. These packages build on methods created for natural language processing; rather than allowing for the processing of natural language, we focus on R code as the substrate of interest. The matahari package facilitates the logging of everything that is typed in the R console or in an R script in a tidy data frame. The tidycode package contains tools to allow for analyzing R calls in a tidy manner. We demonstrate the utility of these packages as well as walk through two examples.

stat.CO