More Like this

1. The Effectiveness of Synchronous vs Asynchronous Modes of Instruction in an Online Flipped Design Thinking Course

   Mohandas, L. ( July 2021 , 2021 ASEE Annual Conference & Exposition)

   Motivation: This is a complete paper. There was a sudden shift from traditional learning to online learning in Spring 2020 with the outbreak of COVID-19. Although online learning is not a new topic of discussion, universities, faculty, and students were not prepared for this sudden change in learning. According to a recent article in ‘The Chronicle of Higher Education, “even under the best of circumstances, virtual learning requires a different, carefully crafted approach to engagement”. The Design Thinking course under study is a required freshmen level course offered in a Mid-western University. The Design Thinking course is offered in a flipped format where all the content to be learned is given to students beforehand and the in-class session is used for active discussions and hands-on learning related to the content provided at the small group level. The final learning objective of the course is a group project where student groups are expected to come up with functional prototypes to solve a real-world problem following the Design Thinking process. There were eighteen sections of the Design Thinking course offered in Spring 2020, and with the outbreak of COVID-19, a few instructors decided to offer synchronous online classes (where instructors were presentmore »online during class time and provided orientation and guidance just like a normal class) and a few others decided to offer asynchronous online classes (where orientation from the instructor was delivered asynchronous and the instructor was online during officially scheduled class time but interactions were more like office hours). Students were required to be present synchronously at the team level during the class time in a synchronous online class. In an asynchronous online class, students could be synchronous at the team level to complete their assignment any time prior to the deadline such that they could work during class time but they were not required to work at that time. Through this complete paper, we are trying to understand student learning, social presence and learner satisfaction with respect to different modes of instruction in a freshmen level Design Thinking course. Background: According to literature, synchronous online learning has advantages such as interaction, a classroom environment, and better course quality whereas asynchronous online learning has advantages such as self-controlled and self-directed learning. The disadvantages of synchronous online learning include the learning process, technology issues, and distraction. Social isolation, lack of interaction, and technology issue are a few disadvantages related to asynchronous online learning. Problem Being Addressed: There is a limited literature base investigating different modes of online instruction in a Design Thinking course. Through this paper, we are trying to understand and share the effectiveness of synchronous and asynchronous modes of instruction in an online Flipped Design Thinking Course. The results of the paper could also help in this time of pandemic by shedding light on the more effective way to teach highly active group-based classrooms for better student learning, social presence, and learner satisfaction. Method/Assessment: An end of semester survey was monitored in Spring 2020 to understand student experiences in synchronous and asynchronous Design Thinking course sections. The survey was sent to 720 students enrolled in the course in Spring 2020 and 324 students responded to the survey. Learning was measured using the survey instrument developed by Walker (2003) and the social presence and learner satisfaction was measured by the survey modified by Richardson and Swan (2003). Likert scale was used to measure survey responses. Anticipated Results: Data would be analyzed and the paper would be completed by draft paper submission. As the course under study is a flipped and active course with a significant component of group work, the anticipated results after analysis could be that one mode of instruction has higher student learning, social presence, and learner satisfaction compared to the other.« less
2. Few shot domain adaptation for in situ macromolecule structural classification in cryoelectron tomograms

   https://doi.org/10.1093/bioinformatics/btaa671  

   Yu, Liangyong ; Li, Ran ; Zeng, Xiangrui ; Wang, Hongyi ; Jin, Jie ; Ge, Yang ; Jiang, Rui ; Xu, Min ( July 2020 , Bioinformatics)

   Elofsson, Arne (Ed.)

   Abstract Motivation Cryoelectron tomography (cryo-ET) visualizes structure and spatial organization of macromolecules and their interactions with other subcellular components inside single cells in the close-to-native state at submolecular resolution. Such information is critical for the accurate understanding of cellular processes. However, subtomogram classification remains one of the major challenges for the systematic recognition and recovery of the macromolecule structures in cryo-ET because of imaging limits and data quantity. Recently, deep learning has significantly improved the throughput and accuracy of large-scale subtomogram classification. However, often it is difficult to get enough high-quality annotated subtomogram data for supervised training due to the enormous expense of labeling. To tackle this problem, it is beneficial to utilize another already annotated dataset to assist the training process. However, due to the discrepancy of image intensity distribution between source domain and target domain, the model trained on subtomograms in source domain may perform poorly in predicting subtomogram classes in the target domain. Results In this article, we adapt a few shot domain adaptation method for deep learning-based cross-domain subtomogram classification. The essential idea of our method consists of two parts: (i) take full advantage of the distribution of plentiful unlabeled target domain data, and (ii) exploitmore »the correlation between the whole source domain dataset and few labeled target domain data. Experiments conducted on simulated and real datasets show that our method achieves significant improvement on cross domain subtomogram classification compared with baseline methods. Availability and implementation Software is available online https://github.com/xulabs/aitom. Supplementary information Supplementary data are available at Bioinformatics online.« less
3. Few-Shot Fine-Grained Entity Typing with Automatic Label Interpretation and Instance Generation

   https://doi.org/10.1145/3534678.3539443  

   Huang, Jiaxin ; Meng, Yu ; Han, Jiawei ( August 2022 , KDD'22:The 28th {ACM} {SIGKDD} Conference on Knowledge Discovery and Data Mining, August 14-18, 2021)

   We study the problem of few-shot Fine-grained Entity Typing (FET), where only a few annotated entity mentions with contexts are given for each entity type. Recently, prompt-based tuning has demonstrated superior performance to standard fine-tuning in few-shot scenarios by formulating the entity type classification task as a “fill-in-the-blank” problem. This allows effective utilization of the strong language modeling capability of Pre-trained Language Models (PLMs). Despite the success of current prompt-based tuning approaches, two major challenges remain: (1) the verbalizer in prompts is either manually designed or constructed from external knowledge bases, without considering the target corpus and label hierarchy information, and (2) current approaches mainly utilize the representation power of PLMs, but have not explored their generation power acquired through extensive general-domain pre-training. In this work, we propose a novel framework for fewshot FET consisting of two modules: (1) an entity type label interpretation module automatically learns to relate type labels to the vocabulary by jointly leveraging few-shot instances and the label hierarchy, and (2) a type-based contextualized instance generator produces new instances based on given instances to enlarge the training set for better generalization. On three benchmark datasets, our model outperforms existing methods by significant margins.
4. Few-shot Node Classification with Extremely Weak Supervision

   https://doi.org/10.1145/3539597.3570435  

   Wang, Song ; Dong, Yushun ; Ding, Kaize ; Chen, Chen ; Li, Jundong ( February 2023 , Proceedings of the Sixteenth ACM International Conference on Web Search and Data Mining)

   Few-shot node classification aims at classifying nodes with limited labeled nodes as references. Recent few-shot node classification methods typically learn from classes with abundant labeled nodes (i.e., meta-training classes) and then generalize to classes with limited labeled nodes (i.e., meta-test classes). Nevertheless, on real-world graphs, it is usually difficult to obtain abundant labeled nodes for many classes. In practice, each meta-training class can only consist of several labeled nodes, known as the extremely weak supervision problem. In few-shot node classification, with extremely limited labeled nodes for meta-training, the generalization gap between meta-training and meta-test will become larger and thus lead to suboptimal performance. To tackle this issue, we study a novel problem of few-shot node classification with extremely weak supervision and propose a principled framework X-FNC under the prevalent meta-learning framework. Specifically, our goal is to accumulate meta-knowledge across different meta-training tasks with extremely weak supervision and generalize such knowledge to meta-test tasks. To address the challenges resulting from extremely scarce labeled nodes, we propose two essential modules to obtain pseudo-labeled nodes as extra references and effectively learn from extremely limited supervision information. We further conduct extensive experiments on four node classification datasets with extremely weak supervision to validate themore »superiority of our framework compared to the state-of-the-art baselines.« less
5. The Deep Learning Epilepsy Detection Challenge: Design, Implementation, and Test of a New Crowd-Sourced AI Challenge Ecosystem

   Kiral, Isabell ; Roy, Subhrajit ; Mummert, Todd ; Braz, Alan ; Tsay, Jason ; Tang, Jianbin ; Asif, Umar ; Schaffter, Thomas ; Mehmet, Eren ; Picone, Joseph ; et al ( April 2019 , Challenges in Machine Learning Competitions for All (CiML))

   The DeepLearningEpilepsyDetectionChallenge: design, implementation, andtestofanewcrowd-sourced AIchallengeecosystem Isabell Kiral*, Subhrajit Roy*, Todd Mummert*, Alan Braz*, Jason Tsay, Jianbin Tang, Umar Asif, Thomas Schaffter, Eren Mehmet, The IBM Epilepsy Consortium◊ , Joseph Picone, Iyad Obeid, Bruno De Assis Marques, Stefan Maetschke, Rania Khalaf†, Michal Rosen-Zvi† , Gustavo Stolovitzky† , Mahtab Mirmomeni† , Stefan Harrer† * These authors contributed equally to this work † Corresponding authors: rkhalaf@us.ibm.com, rosen@il.ibm.com, gustavo@us.ibm.com, mahtabm@au1.ibm.com, sharrer@au.ibm.com ◊ Members of the IBM Epilepsy Consortium are listed in the Acknowledgements section J. Picone and I. Obeid are with Temple University, USA. T. Schaffter is with Sage Bionetworks, USA. E. Mehmet is with the University of Illinois at Urbana-Champaign, USA. All other authors are with IBM Research in USA, Israel and Australia. Introduction This decade has seen an ever-growing number of scientific fields benefitting from the advances in machine learning technology and tooling. More recently, this trend reached the medical domain, with applications reaching from cancer diagnosis [1] to the development of brain-machine-interfaces [2]. While Kaggle has pioneered the crowd-sourcing of machine learning challenges to incentivise data scientists from around the world to advance algorithm and model design, the increasing complexity of problem statements demands of participants to be expert datamore »scientists, deeply knowledgeable in at least one other scientific domain, and competent software engineers with access to large compute resources. People who match this description are few and far between, unfortunately leading to a shrinking pool of possible participants and a loss of experts dedicating their time to solving important problems. Participation is even further restricted in the context of any challenge run on confidential use cases or with sensitive data. Recently, we designed and ran a deep learning challenge to crowd-source the development of an automated labelling system for brain recordings, aiming to advance epilepsy research. A focus of this challenge, run internally in IBM, was the development of a platform that lowers the barrier of entry and therefore mitigates the risk of excluding interested parties from participating. The challenge: enabling wide participation With the goal to run a challenge that mobilises the largest possible pool of participants from IBM (global), we designed a use case around previous work in epileptic seizure prediction [3]. In this “Deep Learning Epilepsy Detection Challenge”, participants were asked to develop an automatic labelling system to reduce the time a clinician would need to diagnose patients with epilepsy. Labelled training and blind validation data for the challenge were generously provided by Temple University Hospital (TUH) [4]. TUH also devised a novel scoring metric for the detection of seizures that was used as basis for algorithm evaluation [5]. In order to provide an experience with a low barrier of entry, we designed a generalisable challenge platform under the following principles: 1. No participant should need to have in-depth knowledge of the specific domain. (i.e. no participant should need to be a neuroscientist or epileptologist.) 2. No participant should need to be an expert data scientist. 3. No participant should need more than basic programming knowledge. (i.e. no participant should need to learn how to process fringe data formats and stream data efficiently.) 4. No participant should need to provide their own computing resources. In addition to the above, our platform should further • guide participants through the entire process from sign-up to model submission, • facilitate collaboration, and • provide instant feedback to the participants through data visualisation and intermediate online leaderboards. The platform The architecture of the platform that was designed and developed is shown in Figure 1. The entire system consists of a number of interacting components. (1) A web portal serves as the entry point to challenge participation, providing challenge information, such as timelines and challenge rules, and scientific background. The portal also facilitated the formation of teams and provided participants with an intermediate leaderboard of submitted results and a final leaderboard at the end of the challenge. (2) IBM Watson Studio [6] is the umbrella term for a number of services offered by IBM. Upon creation of a user account through the web portal, an IBM Watson Studio account was automatically created for each participant that allowed users access to IBM's Data Science Experience (DSX), the analytics engine Watson Machine Learning (WML), and IBM's Cloud Object Storage (COS) [7], all of which will be described in more detail in further sections. (3) The user interface and starter kit were hosted on IBM's Data Science Experience platform (DSX) and formed the main component for designing and testing models during the challenge. DSX allows for real-time collaboration on shared notebooks between team members. A starter kit in the form of a Python notebook, supporting the popular deep learning libraries TensorFLow [8] and PyTorch [9], was provided to all teams to guide them through the challenge process. Upon instantiation, the starter kit loaded necessary python libraries and custom functions for the invisible integration with COS and WML. In dedicated spots in the notebook, participants could write custom pre-processing code, machine learning models, and post-processing algorithms. The starter kit provided instant feedback about participants' custom routines through data visualisations. Using the notebook only, teams were able to run the code on WML, making use of a compute cluster of IBM's resources. The starter kit also enabled submission of the final code to a data storage to which only the challenge team had access. (4) Watson Machine Learning provided access to shared compute resources (GPUs). Code was bundled up automatically in the starter kit and deployed to and run on WML. WML in turn had access to shared storage from which it requested recorded data and to which it stored the participant's code and trained models. (5) IBM's Cloud Object Storage held the data for this challenge. Using the starter kit, participants could investigate their results as well as data samples in order to better design custom algorithms. (6) Utility Functions were loaded into the starter kit at instantiation. This set of functions included code to pre-process data into a more common format, to optimise streaming through the use of the NutsFlow and NutsML libraries [10], and to provide seamless access to the all IBM services used. Not captured in the diagram is the final code evaluation, which was conducted in an automated way as soon as code was submitted though the starter kit, minimising the burden on the challenge organising team. Figure 1: High-level architecture of the challenge platform Measuring success The competitive phase of the "Deep Learning Epilepsy Detection Challenge" ran for 6 months. Twenty-five teams, with a total number of 87 scientists and software engineers from 14 global locations participated. All participants made use of the starter kit we provided and ran algorithms on IBM's infrastructure WML. Seven teams persisted until the end of the challenge and submitted final solutions. The best performing solutions reached seizure detection performances which allow to reduce hundred-fold the time eliptologists need to annotate continuous EEG recordings. Thus, we expect the developed algorithms to aid in the diagnosis of epilepsy by significantly shortening manual labelling time. Detailed results are currently in preparation for publication. Equally important to solving the scientific challenge, however, was to understand whether we managed to encourage participation from non-expert data scientists. Figure 2: Primary occupation as reported by challenge participants Out of the 40 participants for whom we have occupational information, 23 reported Data Science or AI as their main job description, 11 reported being a Software Engineer, and 2 people had expertise in Neuroscience. Figure 2 shows that participants had a variety of specialisations, including some that are in no way related to data science, software engineering, or neuroscience. No participant had deep knowledge and experience in data science, software engineering and neuroscience. Conclusion Given the growing complexity of data science problems and increasing dataset sizes, in order to solve these problems, it is imperative to enable collaboration between people with differences in expertise with a focus on inclusiveness and having a low barrier of entry. We designed, implemented, and tested a challenge platform to address exactly this. Using our platform, we ran a deep-learning challenge for epileptic seizure detection. 87 IBM employees from several business units including but not limited to IBM Research with a variety of skills, including sales and design, participated in this highly technical challenge.« less