Novel online Recommendation algorithm for Massive Open Online Courses (NoR-MOOCs)

Massive Open Online Courses (MOOCs) have gained in popularity over the last few years. The space of online learning resources has been increasing exponentially and has created a problem of information overload. To overcome this problem, recommender systems that can recommend learning resources to users according to their interests have been proposed. MOOCs contain a huge amount of data with the quantity of data increasing as new learners register. Traditional recommendation techniques suffer from scalability, sparsity and cold start problems resulting in poor quality recommendations. Furthermore, they cannot accommodate the incremental update of the model with the arrival of new data making them unsuitable for MOOCs dynamic environment. From this line of research, we propose a novel online recommender system, namely NoR-MOOCs, that is accurate, scales well with the data and moreover overcomes previously recorded problems with recommender systems. Through extensive experiments conducted over the COCO data-set, we have shown empirically that NoR-MOOCs significantly outperforms traditional KMeans and Collaborative Filtering algorithms in terms of predictive and classification accuracy metrics

El encuadre pedagógico de los algoritmos educativos basados en datos

Data from students and learning practices are essential for feeding the artificial intelligence systems used in education. Recurrent data trains the algorithms so that they can be adapted to new situations, either to optimize coursework or to manage repetitive tasks. As the algorithms spread in different learning contexts and the actions which they perform expand, pedagogical interpretative frameworks are required to use them properly. Based on case analyses and a literature review, the paper analyses the limits of learning practices based on the massive use of data from a pedagogical approach. The focus is on data capture, biases associated with datasets, and human intervention both in the training of artificial intelligence algorithms and in the design of machine learning pipelines. In order to facilitate the adequate use of data-driven learning practices, it is proposed to frame appropriate heuristics to determine the pedagogical suitability of artificial intelligence systems and also their evaluation both in terms of accountability and of the quality of the teaching-learning process. Thus, finally, a set of top-down proposed rules that can contribute to fill the identified gaps to improve the educational use of data-driven educational algorithms is discussed.Los datos procedentes de los estudiantes y de las prácticas de aprendizaje son esenciales para alimentar los sistemas de inteligencia artificial empleados en educación. Asimismo, los datos generados recurrentemente son fundamentales para entrenar los algoritmos, de manera que puedan adaptarse a nuevas situaciones, ya sea para mejorar el ciclo de aprendizaje en su conjunto o para gestionar tareas repetitivas. A medida que los algoritmos se propagan en diferentes contextos de aprendizaje y se amplía su capacidad de acción, se requieren marcos pedagógicos que ayuden a interpretarlos y que amparen su uso adecuado. Basándose en el análisis de casos y en una revisión de la literatura científica, en este artículo se analizan los límites de las prácticas de aprendizaje fundamentadas en el uso masivo de datos desde un enfoque pedagógico. Se toman en consideración procesos clave como la captura de los datos, los sesgos en las bases de datos y el factor humano que está presente en el diseño de algoritmos de inteligencia artificial y de sistemas de Aprendizaje Automático. Con el fin de facilitar la gestión adecuada de los algoritmos educativos basados en datos, se plantea la idoneidad de introducir un marco pedagógico que permita analizar la idoneidad de los sistemas de inteligencia artificial y apoyar su evaluación, considerando su impacto en el proceso de aprendizaje. En ese sentido, se propone finalmente un conjunto de reglas de enfoque heurístico con el fin de mejorar los vacíos pedagógicos identificados y que puedan apoyar el uso educativo de los algoritmos basados en datos

A Survey on Fairness-aware Recommender Systems

As information filtering services, recommender systems have extremely enriched our daily life by providing personalized suggestions and facilitating people in decision-making, which makes them vital and indispensable to human society in the information era. However, as people become more dependent on them, recent studies show that recommender systems potentially own unintentional impacts on society and individuals because of their unfairness (e.g., gender discrimination in job recommendations). To develop trustworthy services, it is crucial to devise fairness-aware recommender systems that can mitigate these bias issues. In this survey, we summarise existing methodologies and practices of fairness in recommender systems. Firstly, we present concepts of fairness in different recommendation scenarios, comprehensively categorize current advances, and introduce typical methods to promote fairness in different stages of recommender systems. Next, after introducing datasets and evaluation metrics applied to assess the fairness of recommender systems, we will delve into the significant influence that fairness-aware recommender systems exert on real-world industrial applications. Subsequently, we highlight the connection between fairness and other principles of trustworthy recommender systems, aiming to consider trustworthiness principles holistically while advocating for fairness. Finally, we summarize this review, spotlighting promising opportunities in comprehending concepts, frameworks, the balance between accuracy and fairness, and the ties with trustworthiness, with the ultimate goal of fostering the development of fairness-aware recommender systems.Comment: 27 pages, 9 figure

Filter Bubbles in Recommender Systems: Fact or Fallacy -- A Systematic Review

A filter bubble refers to the phenomenon where Internet customization effectively isolates individuals from diverse opinions or materials, resulting in their exposure to only a select set of content. This can lead to the reinforcement of existing attitudes, beliefs, or conditions. In this study, our primary focus is to investigate the impact of filter bubbles in recommender systems. This pioneering research aims to uncover the reasons behind this problem, explore potential solutions, and propose an integrated tool to help users avoid filter bubbles in recommender systems. To achieve this objective, we conduct a systematic literature review on the topic of filter bubbles in recommender systems. The reviewed articles are carefully analyzed and classified, providing valuable insights that inform the development of an integrated approach. Notably, our review reveals evidence of filter bubbles in recommendation systems, highlighting several biases that contribute to their existence. Moreover, we propose mechanisms to mitigate the impact of filter bubbles and demonstrate that incorporating diversity into recommendations can potentially help alleviate this issue. The findings of this timely review will serve as a benchmark for researchers working in interdisciplinary fields such as privacy, artificial intelligence ethics, and recommendation systems. Furthermore, it will open new avenues for future research in related domains, prompting further exploration and advancement in this critical area.Comment: 21 pages, 10 figures and 5 table

Equality of Learning Opportunity via Individual Fairness in Personalized Recommendations

Online education platforms play an increasingly important role in mediating the success of individuals’ careers. Therefore, while building overlying content recommendation services, it becomes essential to guarantee that learners are provided with equal recommended learning opportunities, according to the platform principles, context, and pedagogy. Though the importance of ensuring equality of learning opportunities has been well investigated in traditional institutions, how this equality can be operationalized in online learning ecosystems through recommender systems is still under-explored. In this paper, we shape a blueprint of the decisions and processes to be considered in the context of equality of recommended learning opportunities, based on principles that need to be empirically-validated (no evaluation with live learners has been performed). To this end, we first provide a formalization of educational principles that model recommendations’ learning properties, and a novel fairness metric that combines them to monitor the equality of recommended learning opportunities among learners. Then, we envision a scenario wherein an educational platform should be arranged in such a way that the generated recommendations meet each principle to a certain degree for all learners, constrained to their individual preferences. Under this view, we explore the learning opportunities provided by recommender systems in a course platform, uncovering systematic inequalities. To reduce this effect, we propose a novel post-processing approach that balances personalization and equality of recommended opportunities. Experiments show that our approach leads to higher equality, with a negligible loss in personalization. This paper provides a theoretical foundation for future studies of learners’ preferences and limits concerning the equality of recommended learning opportunities

Studying and handling iterated algorithmic biases in human and machine learning interaction.

Algorithmic bias consists of biased predictions born from ingesting unchecked information, such as biased samples and biased labels. Furthermore, the interaction between people and algorithms can exacerbate bias such that neither the human nor the algorithms receive unbiased data. Thus, algorithmic bias can be introduced not only before and after the machine learning process but sometimes also in the middle of the learning process. With a handful of exceptions, only a few categories of bias have been studied in Machine Learning, and there are few, if any, studies of the impact of bias on both human behavior and algorithm performance. Although most research treats algorithmic bias as a static factor, we argue that algorithmic bias interacts with humans in an iterative manner producing a long-term effect on algorithms\u27 performance. Recommender systems involve the natural interaction between humans and machine learning algorithms that may introduce bias over time during a continuous feedback loop, leading to increasingly biased recommendations. Therefore, in this work, we view a Recommender system environment as generating a continuous chain of events as a result of the interactions between users and the recommender system outputs over time. For this purpose, In the first part of this dissertation, we employ an iterated-learning framework that is inspired from human language evolution to study the impact of interaction between machine learning algorithms and humans. Specifically, our goal is to study the impact of the interaction between two sources of bias: the process by which people select information to label (human action); and the process by which an algorithm selects the subset of information to present to people (iterated algorithmic bias mode). Specifically, we investigate three forms of iterated algorithmic bias (i.e. personalization filter, active learning, and a random baseline) and how they affect the behavior of machine learning algorithms. Our controlled experiments which simulate content-based filters, demonstrate that the three iterated bias modes, initial training data class imbalance, and human action affect the models learned by machine learning algorithms. We also found that iterated filter bias, which is prominent in personalized user interfaces, can lead to increased inequality in estimated relevance and to a limited human ability to discover relevant data. In the second part of this dissertation work, we focus on collaborative filtering recommender systems which suffer from additional biases due to the popularity of certain items, which when coupled with the iterated bias emerging from the feedback loop between human and algorithms, leads to an increased divide between the popular items (the haves) and the unpopular items (the have-nots). We thus propose several debiasing algorithms, including a novel blind spot aware matrix factorization algorithm, and evaluate how our proposed algorithms impact both prediction accuracy and the trends of increase or decrease in the inequality of the popularity distribution of items over time. Our findings indicate that the relevance blind spot (items from the testing set whose predicted relevance probability is less than 0.5) amounted to 4\% of all relevant items when using a content-based filter that predicts relevant items. A similar simulation using a real-life rating data set found that the same filter resulted in a blind spot size of 75\% of the relevant testing set. In the case of collaborative filtering for synthetic rating data, and when using 20 latent factors, Conventional Matrix Factorization resulted in a ranking-based blind spot (items whose predicted ratings are below 90\% of the maximum predicted ratings) ranging between 95\% and 99\% of all items on average. Both Propensity-based Matrix Factorization methods resulted in blind spots consisting of between 94\% and 96\% of all items; while the Blind spot aware Matrix Factorization resulted in a ranking-based blind spot with around 90\% to 94\% of all items. For a semi-synthetic data (a real rating data completed with Matrix Factorization), Matrix Factorization using 20 latent factors, resulted in a ranking-based blind spot containing between 95\% and 99\% of all items. Popularity-based and Poisson based propensity-based Matrix Factorization resulted in a ranking-based blind spot with between 96\% and 97\% if all items; while the blind spot aware Matrix Factorization resulted in a ranking-based blind spot with between 92\% and 96\% of all items. Considering that recommender systems are typically used as gateways that filter massive amounts of information (in the millions) for relevance, these blind spot percentage result differences (every 1\% amounts to tens of thousands of items or options) show that debiasing these systems can have significant repercussions on the amount of information and the space of options that can be discovered by humans who interact with algorithmic filters

Challenging Social Media Threats using Collective Well-being Aware Recommendation Algorithms and an Educational Virtual Companion

Social media (SM) have become an integral part of our lives, expanding our inter-linking capabilities to new levels. There is plenty to be said about their positive effects. On the other hand however, some serious negative implications of SM have repeatedly been highlighted in recent years, pointing at various SM threats for society, and its teenagers in particular: from common issues (e.g. digital addiction and polarization) and manipulative influences of algorithms to teenager-specific issues (e.g. body stereotyping). The full impact of current SM platform design -- both at an individual and societal level -- asks for a comprehensive evaluation and conceptual improvement. We extend measures of Collective Well-Being (CWB) to SM communities. As users' relationships and interactions are a central component of CWB, education is crucial to improve CWB. We thus propose a framework based on an adaptive "social media virtual companion" for educating and supporting the entire students' community to interact with SM. The virtual companion will be powered by a Recommender System (CWB-RS) that will optimize a CWB metric instead of engagement or platform profit, which currently largely drives recommender systems thereby disregarding any societal collateral effect. CWB-RS will optimize CWB both in the short term, by balancing the level of SM threat the students are exposed to, as well as in the long term, by adopting an Intelligent Tutor System role and enabling adaptive and personalized sequencing of playful learning activities. This framework offers an initial step on understanding how to design SM systems and embedded educational interventions that favor a more healthy and positive society