Recommender systems are widely used to help people find items that are tailored to their interests. These interests are often influenced by social networks, making it important to use social network information effectively in recommender systems. This is especially true for demographic groups with interests that differ from the majority. This paper introduces STUDY, a Socially-aware Temporally caUsal Decoder recommender sYstem. STUDY introduces a new socially-aware recommender system architecture that is significantly more efficient to learn and train than existing methods. STUDY performs joint inference over socially connected groups in a single forward pass of a modified transformer decoder network. We demonstrate the benefits of STUDY in the recommendation of books for students who are dyslexic, or struggling readers. Dyslexic students often have difficulty engaging with reading material, making it critical to recommend books that are tailored to their interests. We worked with our non-profit partner Learning Ally to evaluate STUDY on a dataset of struggling readers. STUDY was able to generate recommendations that more accurately predicted student engagement, when compared with existing methods.

Our interdisciplinary study investigates how effectively U.S. laws confront the challenges posed by Generative AI to human values. Through an analysis of diverse hypothetical scenarios crafted during an expert workshop, we have identified notable gaps and uncertainties within the existing legal framework regarding the protection of fundamental values, such as privacy, autonomy, dignity, diversity, equity, and physical/mental well-being. Constitutional and civil rights, it appears, may not provide sufficient protection against AI-generated discriminatory outputs. Furthermore, even if we exclude the liability shield provided by Section 230, proving causation for defamation and product liability claims is a challenging endeavor due to the intricate and opaque nature of AI systems. To address the unique and unforeseeable threats posed by Generative AI, we advocate for legal frameworks that evolve to recognize new threats and provide proactive, auditable guidelines to industry stakeholders. Addressing these issues requires deep interdisciplinary collaborations to identify harms, values, and mitigation strategies.

Science is facing a reproducibility crisis. Previous work has proposed incorporating data analysis replications into classrooms as a potential solution. However, despite the potential benefits, it is unclear whether this approach is feasible, and if so, what the involved stakeholders-students, educators, and scientists-should expect from it. Can students perform a data analysis replication over the course of a class? What are the costs and benefits for educators? And how can this solution help benchmark and improve the state of science? In the present study, we incorporated data analysis replications in the project component of the Applied Data Analysis course (CS-401) taught at EPFL (N=354 students). Here we report pre-registered findings based on surveys administered throughout the course. First, we demonstrate that students can replicate previously published scientific papers, most of them qualitatively and some exactly. We find discrepancies between what students expect of data analysis replications and what they experience by doing them along with changes in expectations about reproducibility, which together serve as evidence of attitude shifts to foster students' critical thinking. Second, we provide information for educators about how much overhead is needed to incorporate replications into the classroom and identify concerns that replications bring as compared to more traditional assignments. Third, we identify tangible benefits of the in-class data analysis replications for scientific communities, such as a collection of replication reports and insights about replication barriers in scientific work that should be avoided going forward. Overall, we demonstrate that incorporating replication tasks into a large data science class can increase the reproducibility of scientific work as a by-product of data science instruction, thus benefiting both science and students.

In recent years, the fields of artificial intelligence and web-based programming have seen tremendous advancements, enabling developers to create dynamic and interactive websites and applications. At the forefront of these advancements, creative AI tools and game-based methodologies have emerged as potent instruments, promising enhanced user experiences and increased engagement in educational environments. This chapter explores the potential of these tools and methodologies for interactive web-based programming, examining their benefits, limitations, and real-world applications. We examine the challenges and ethical considerations that arise when integrating these technologies into web development, such as privacy concerns and the potential for bias in AI-generated content. Through this exploration, we aim to provide insights into the exciting possibilities that creative AI tools and game-based methodologies offer for the future of web-based programming.

The Workshop Program of the Association of the Advancement of Artificial Intelligence's 17th Conference on Web and Social Media (ICWSM-23) was held in Limassol, Cyprus from June 5-8. There were six workshops in the program: Disrupt, Ally, Resist, Embrace (DARE): Action Items for Computational Social Scientists in a Changing World, Images in Online Political Communication (PhoMemes 2023), Data for the Wellbeing of Most Vulnerable, Novel Evaluation Approaches for Text Classification Systems (NEATCLasS), Mediate 2023: News Media and Computational Journalism, and TrueHealth 2023: Combating Health Misinformation for Social Well-being. In the past decade, many sophisticated AI-powered tools have been developed and released to the scientific community and the public at large. At the same time, the socio-technical platforms that are at the center of our observations have transformed in unanticipated ways. Many of these developments have occurred against a backdrop of political and social polarization, and, public health and macroeconomic crises, which offer multiple lenses to contextualize (or distort) scientific reflexivity.

We deal with a general distributed constrained online learning problem with privacy over time-varying networks, where a class of nondecomposable objectives are considered. Under this setting, each node only controls a part of the global decision, and the goal of all nodes is to collaboratively minimize the global cost over a time horizon $T$ while guarantees the security of the transmitted information. For such problems, we first design a novel generic algorithm framework, named as DPSDA, of differentially private distributed online learning using the Laplace mechanism and the stochastic variants of dual averaging method. Note that in the dual updates, all nodes of DPSDA employ the noise-corrupted gradients for more generality. Then, we propose two algorithms, named as DPSDA-C and DPSDA-PS, under this framework. In DPSDA-C, the nodes implement a circulation-based communication in the primal updates so as to alleviate the disagreements over time-varying undirected networks. In addition, for the extension to time-varying directed ones, the nodes implement the broadcast-based push-sum dynamics in DPSDA-PS, which can achieve average consensus over arbitrary directed networks. Theoretical results show that both algorithms attain an expected regret upper bound in $\mathcal{O}( \sqrt{T} )$ when the objective function is convex, which matches the best utility achievable by cutting-edge algorithms. Finally, numerical experiment results on both synthetic and real-world datasets verify the effectiveness of our algorithms.

Modeling and predicting the performance of students in collaborative learning paradigms is an important task. Most of the research presented in literature regarding collaborative learning focuses on the discussion forums and social learning networks. There are only a few works that investigate how students interact with each other in team projects and how such interactions affect their academic performance. In order to bridge this gap, we choose a software engineering course as the study subject. The students who participate in a software engineering course are required to team up and complete a software project together. In this work, we construct an interaction graph based on the activities of students grouped in various teams. Based on this student interaction graph, we present an extended graph transformer framework for collaborative learning (CLGT) for evaluating and predicting the performance of students. Moreover, the proposed CLGT contains an interpretation module that explains the prediction results and visualizes the student interaction patterns. The experimental results confirm that the proposed CLGT outperforms the baseline models in terms of performing predictions based on the real-world datasets. Moreover, the proposed CLGT differentiates the students with poor performance in the collaborative learning paradigm and gives teachers early warnings, so that appropriate assistance can be provided.

Bias evaluation benchmarks and dataset and model documentation have emerged as central processes for assessing the biases and harms of artificial intelligence (AI) systems. However, these auditing processes have been criticized for their failure to integrate the knowledge of marginalized communities and consider the power dynamics between auditors and the communities. Consequently, modes of bias evaluation have been proposed that engage impacted communities in identifying and assessing the harms of AI systems (e.g., bias bounties). Even so, asking what marginalized communities want from such auditing processes has been neglected. In this paper, we ask queer communities for their positions on, and desires from, auditing processes. To this end, we organized a participatory workshop to critique and redesign bias bounties from queer perspectives. We found that when given space, the scope of feedback from workshop participants goes far beyond what bias bounties afford, with participants questioning the ownership, incentives, and efficacy of bounties. We conclude by advocating for community ownership of bounties and complementing bounties with participatory processes (e.g., co-creation).

This problem is of scientific and practical relevance since event data is common in many real-world scenarios and sparks interest in many fields including medicine, epidemiology, engineering, earth science, economics, finance, and social science. In medicine, events can represent various situations, such as incidents, test results, diagnoses and symptoms, and medications. The advent of wearable devices and apps also allows tracking human activities, such as eating, working, sleeping, traveling, etc. Events also characterize movement patterns such as trajectories or taxi/car/public transportation adoptions. In engineering, events can represent phenomena occurring in complex environments, such as failures occurring in industrial processes. In earth science, monitoring and modeling phenomena such as volcano eruptions, seismic events, or floods are of crucial importance.

Students who take an online course, such as a MOOC, use the course's discussion forum to ask questions or reach out to instructors when encountering an issue. However, reading and responding to students' questions is difficult to scale because of the time needed to consider each message. As a result, critical issues may be left unresolved, and students may lose the motivation to continue in the course. To help address this problem, we build predictive models that automatically determine the urgency of each forum post, so that these posts can be brought to instructors' attention. This paper goes beyond previous work by predicting not just a binary decision cut-off but a post's level of urgency on a 7-point scale. First, we train and cross-validate several models on an original data set of 3,503 posts from MOOCs at University of Pennsylvania. Second, to determine the generalizability of our models, we test their performance on a separate, previously published data set of 29,604 posts from MOOCs at Stanford University. While the previous work on post urgency used only one data set, we evaluated the prediction across different data sets and courses. The best-performing model was a support vector regressor trained on the Universal Sentence Encoder embeddings of the posts, achieving an RMSE of 1.1 on the training set and 1.4 on the test set. Understanding the urgency of forum posts enables instructors to focus their time more effectively and, as a result, better support student learning.