This dissertation proposes a framework of user-centered security in Natural Language Processing (NLP), and demonstrates how it can improve the accessibility of related research. Accordingly, it focuses on two security domains within NLP with great public interest. First, that of author profiling, which can be employed to compromise online privacy through invasive inferences. Without access and detailed insight into these models' predictions, there is no reasonable heuristic by which Internet users might defend themselves from such inferences. Secondly, that of cyberbullying detection, which by default presupposes a centralized implementation; i.e., content moderation across social platforms. As access to appropriate data is restricted, and the nature of the task rapidly evolves (both through lexical variation, and cultural shifts), the effectiveness of its classifiers is greatly diminished and thereby often misrepresented. Under the proposed framework, we predominantly investigate the use of adversarial attacks on language; i.e., changing a given input (generating adversarial samples) such that a given model does not function as intended. These attacks form a common thread between our user-centered security problems; they are highly relevant for privacy-preserving obfuscation methods against author profiling, and adversarial samples might also prove useful to assess the influence of lexical variation and augmentation on cyberbullying detection.

Despite strong performance in many sequence-to-sequence tasks, autoregressive models trained with maximum likelihood estimation suffer from exposure bias, i.e. the discrepancy between the ground-truth prefixes used during training and the model-generated prefixes used at inference time. Scheduled sampling is a simple and empirically successful approach which addresses this issue by incorporating model-generated prefixes into training. However, it has been argued that it is an inconsistent training objective leading to models ignoring the prefixes altogether. In this paper, we conduct systematic experiments and find that scheduled sampling, while it ameliorates exposure bias by increasing model reliance on the input sequence, worsens performance when the prefix at inference time is correct, a form of catastrophic forgetting. We propose to use Elastic Weight Consolidation to better balance mitigating exposure bias with retaining performance. Experiments on four IWSLT'14 and WMT'14 translation datasets demonstrate that our approach alleviates catastrophic forgetting and significantly outperforms maximum likelihood estimation and scheduled sampling baselines.

In this paper, we propose an AI based approach to Trailer Generation in the form of short videos for online educational courses. Trailers give an overview of the course to the learners and help them make an informed choice about the courses they want to learn. It also helps to generate curiosity and interest among the learners and encourages them to pursue a course. While it is possible to manually generate the trailers, it requires extensive human efforts and skills over a broad spectrum of design, span selection, video editing, domain knowledge, etc., thus making it time-consuming and expensive, especially in an academic setting. The framework we propose in this work is a template based method for video trailer generation, where most of the textual content of the trailer is auto-generated and the trailer video is automatically generated, by leveraging Machine Learning and Natural Language Processing techniques. The proposed trailer is in the form of a timeline consisting of various fragments created by selecting, para-phrasing or generating content using various proposed techniques. The fragments are further enhanced by adding voice-over text, subtitles, animations, etc., to create a holistic experience. Finally, we perform user evaluation with 63 human evaluators for evaluating the trailers generated by our system and the results obtained were encouraging.

Recently, there have been increasing calls for computer science curricula to complement existing technical training with topics related to Fairness, Accountability, Transparency, and Ethics. In this paper, we present Value Card, an educational toolkit to inform students and practitioners of the social impacts of different machine learning models via deliberation. This paper presents an early use of our approach in a college-level computer science course. Through an in-class activity, we report empirical data for the initial effectiveness of our approach. Our results suggest that the use of the Value Cards toolkit can improve students' understanding of both the technical definitions and trade-offs of performance metrics and apply them in real-world contexts, help them recognize the significance of considering diverse social values in the development of deployment of algorithmic systems, and enable them to communicate, negotiate and synthesize the perspectives of diverse stakeholders. Our study also demonstrates a number of caveats we need to consider when using the different variants of the Value Cards toolkit. Finally, we discuss the challenges as well as future applications of our approach.

Traditional English readability formulas, or equations, were largely developed in the 20th century. Nonetheless, many researchers still rely on them for various NLP applications. This phenomenon is presumably due to the convenience and straightforwardness of readability formulas. In this work, we contribute to the NLP community by 1. introducing New English Readability Formula (NERF), 2. recalibrating the coefficients of old readability formulas (Flesch-Kincaid Grade Level, Fog Index, SMOG Index, Coleman-Liau Index, and Automated Readability Index), 3. evaluating the readability formulas, for use in text simplification studies and medical texts, and 4. developing a Python-based program for the wide application to various NLP projects.

2048 is a single-player stochastic puzzle game. This intriguing and addictive game has been popular worldwide and has attracted researchers to develop game-playing programs. Due to its simplicity and complexity, 2048 has become an interesting and challenging platform for evaluating the effectiveness of machine learning methods. This dissertation conducts comprehensive research on reinforcement learning and computer game algorithms for 2048. First, this dissertation proposes optimistic temporal difference learning, which significantly improves the quality of learning by employing optimistic initialization to encourage exploration for 2048. Furthermore, based on this approach, a state-of-the-art program for 2048 is developed, which achieves the highest performance among all learning-based programs, namely an average score of 625377 points and a rate of 72% for reaching 32768-tiles. Second, this dissertation investigates several techniques related to 2048, including the n-tuple network ensemble learning, Monte Carlo tree search, and deep reinforcement learning. These techniques are promising for further improving the performance of the current state-of-the-art program. Finally, this dissertation discusses pedagogical applications related to 2048 by proposing course designs and summarizing the teaching experience. The proposed course designs adopt 2048-like games as materials for beginners to learn reinforcement learning and computer game algorithms. The courses have been successfully applied to graduate-level students and received well by student feedback.

I have seen friends on Facebook create decent songs and stunning artistic creations with little knowledge of music or art, all after spending a bit of time getting to know an AI art or music generator. But since the grammar assistants in my word processors often flag what is already correct and miss what I wish they should have caught, I've never felt AI writing was advancing very quickly. And then I met ChatGPT. The Facebook teaching page for my university has taken off on the topic, so I took a deep dive into what it can do. I've seen it create (in a flash) movie scripts and comic strips, sonnets and grant proposals, graduate course syllabi and lessons.

In this course, you will discover AI and the strategies that are used in transforming business in order to gain a competitive advantage. You will explore the multitude of uses for AI in an enterprise setting and the tools that are available to lower the barriers to AI use. You will get a closer look at the purpose, function, and use-cases for explainable AI. This course will also provide you with the tools to build responsible AI governance algorithms as faculty dive into the large datasets that you can expect to see in an enterprise setting and how that affects the business on a greater scale. Finally, you will examine AI in the organizational structure, how AI is playing a crucial role in change management, and the risks with AI processes.

You can see where this is headed. A writing assignment asks students to compare and contrast feminist themes in Jane Eyre and Wuthering Heights. Yup, it can do that. A political science exam requires short-essay responses to questions around the rise and fall of the Soviet Union. So what does this all mean for teaching?

Ensuring fairness is essential for every education system. Machine learning is increasingly supporting the education system and educational data science (EDS) domain, from decision support to educational activities and learning analytics. However, the machine learning-based decisions can be biased because the algorithms may generate the results based on students' protected attributes such as race or gender. Clustering is an important machine learning technique to explore student data in order to support the decision-maker, as well as support educational activities, such as group assignments. Therefore, ensuring high-quality clustering models along with satisfying fairness constraints are important requirements. This chapter comprehensively surveys clustering models and their fairness in EDS. We especially focus on investigating the fair clustering models applied in educational activities. It is believed that these models are practical tools for analyzing students' data and ensuring fairness in EDS.