1,165 research outputs found

    Self-supervised learning for transferable representations

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    Machine learning has undeniably achieved remarkable advances thanks to large labelled datasets and supervised learning. However, this progress is constrained by the labour-intensive annotation process. It is not feasible to generate extensive labelled datasets for every problem we aim to address. Consequently, there has been a notable shift in recent times toward approaches that solely leverage raw data. Among these, self-supervised learning has emerged as a particularly powerful approach, offering scalability to massive datasets and showcasing considerable potential for effective knowledge transfer. This thesis investigates self-supervised representation learning with a strong focus on computer vision applications. We provide a comprehensive survey of self-supervised methods across various modalities, introducing a taxonomy that categorises them into four distinct families while also highlighting practical considerations for real-world implementation. Our focus thenceforth is on the computer vision modality, where we perform a comprehensive benchmark evaluation of state-of-the-art self supervised models against many diverse downstream transfer tasks. Our findings reveal that self-supervised models often outperform supervised learning across a spectrum of tasks, albeit with correlations weakening as tasks transition beyond classification, particularly for datasets with distribution shifts. Digging deeper, we investigate the influence of data augmentation on the transferability of contrastive learners, uncovering a trade-off between spatial and appearance-based invariances that generalise to real-world transformations. This begins to explain the differing empirical performances achieved by self-supervised learners on different downstream tasks, and it showcases the advantages of specialised representations produced with tailored augmentation. Finally, we introduce a novel self-supervised pre-training algorithm for object detection, aligning pre-training with downstream architecture and objectives, leading to reduced localisation errors and improved label efficiency. In conclusion, this thesis contributes a comprehensive understanding of self-supervised representation learning and its role in enabling effective transfer across computer vision tasks

    Learning recommender systems from biased user interactions

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    Recommender systems have been widely deployed to help users quickly find what they need from a collection of items. Predominant recommendation methods rely on supervised learning models to predict user ratings on items or the probabilities of users interacting with items. In addition, reinforcement learning models are crucial in improving long-term user engagement within recommender systems. In practice, both of these recommendation methods are commonly trained on logged user interactions and, therefore, subject to bias present in logged user interactions. This thesis concerns complex forms of bias in real-world user behaviors and aims to mitigate the effect of bias on reinforcement learning-based recommendation methods. The first part of the thesis consists of two research chapters, each dedicated to tackling a specific form of bias: dynamic selection bias and multifactorial bias. To mitigate the effect of dynamic selection bias and multifactorial bias, we propose a bias propensity estimation method for each. By incorporating the results from the bias propensity estimation methods, the widely used inverse propensity scoring-based debiasing method can be extended to correct for the corresponding bias. The second part of the thesis consists of two chapters that concern the effect of bias on reinforcement learning-based recommendation methods. Its first chapter focuses on mitigating the effect of bias on simulators, which enables the learning and evaluation of reinforcement learning-based recommendation methods. Its second chapter further explores different state encoders for reinforcement learning-based recommendation methods when learning and evaluating with the proposed debiased simulator

    Modern computing: Vision and challenges

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    Over the past six decades, the computing systems field has experienced significant transformations, profoundly impacting society with transformational developments, such as the Internet and the commodification of computing. Underpinned by technological advancements, computer systems, far from being static, have been continuously evolving and adapting to cover multifaceted societal niches. This has led to new paradigms such as cloud, fog, edge computing, and the Internet of Things (IoT), which offer fresh economic and creative opportunities. Nevertheless, this rapid change poses complex research challenges, especially in maximizing potential and enhancing functionality. As such, to maintain an economical level of performance that meets ever-tighter requirements, one must understand the drivers of new model emergence and expansion, and how contemporary challenges differ from past ones. To that end, this article investigates and assesses the factors influencing the evolution of computing systems, covering established systems and architectures as well as newer developments, such as serverless computing, quantum computing, and on-device AI on edge devices. Trends emerge when one traces technological trajectory, which includes the rapid obsolescence of frameworks due to business and technical constraints, a move towards specialized systems and models, and varying approaches to centralized and decentralized control. This comprehensive review of modern computing systems looks ahead to the future of research in the field, highlighting key challenges and emerging trends, and underscoring their importance in cost-effectively driving technological progress

    LIPIcs, Volume 251, ITCS 2023, Complete Volume

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    LIPIcs, Volume 251, ITCS 2023, Complete Volum

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Regulating ChatGPT and other Large Generative AI Models

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    Large generative AI models (LGAIMs), such as ChatGPT or Stable Diffusion, are rapidly transforming the way we communicate, illustrate, and create. However, AI regulation, in the EU and beyond, has primarily focused on conventional AI models, not LGAIMs. This paper will situate these new generative models in the current debate on trustworthy AI regulation, and ask how the law can be tailored to their capabilities. After laying technical foundations, the legal part of the paper proceeds in four steps, covering (1) direct regulation, (2) data protection, (3) content moderation, and (4) policy proposals. It suggests a novel terminology to capture the AI value chain in LGAIM settings by differentiating between LGAIM developers, deployers, professional and non-professional users, as well as recipients of LGAIM output. We tailor regulatory duties to these different actors along the value chain and suggest four strategies to ensure that LGAIMs are trustworthy and deployed for the benefit of society at large. Rules in the AI Act and other direct regulation must match the specificities of pre-trained models. In particular, regulation should focus on concrete high-risk applications, and not the pre-trained model itself, and should include (i) obligations regarding transparency and (ii) risk management. Non-discrimination provisions (iii) may, however, apply to LGAIM developers. Lastly, (iv) the core of the DSA content moderation rules should be expanded to cover LGAIMs. This includes notice and action mechanisms, and trusted flaggers. In all areas, regulators and lawmakers need to act fast to keep track with the dynamics of ChatGPT et al.Comment: under revie

    NEMISA Digital Skills Conference (Colloquium) 2023

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    The purpose of the colloquium and events centred around the central role that data plays today as a desirable commodity that must become an important part of massifying digital skilling efforts. Governments amass even more critical data that, if leveraged, could change the way public services are delivered, and even change the social and economic fortunes of any country. Therefore, smart governments and organisations increasingly require data skills to gain insights and foresight, to secure themselves, and for improved decision making and efficiency. However, data skills are scarce, and even more challenging is the inconsistency of the associated training programs with most curated for the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Nonetheless, the interdisciplinary yet agnostic nature of data means that there is opportunity to expand data skills into the non-STEM disciplines as well.College of Engineering, Science and Technolog

    Synthetic Data and Public Policy: supporting real-world policymakers with algorithmically generated data

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    Good policy is best developed by drawing on a wide array of high-quality evidence. The rapid growth of data science and the emergence of big datasets has materially advanced the supply and use of quantitative evidence. However, some key constraints remain, including that available datasets are still not big enough for some analytical purposes. There are also privacy and data security risks. Synthetic data is an emerging area of data science that can potentially support policy decision making through enabling research to work faster and with fewer errors while also ensuring privacy and security
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