Seminars

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When people listen to music they often don’t just focus on its sonic qualities; the music may prompt them to imagine stories and narratives, recall scenes and memories from their pasts, and experience mental images of colours, smells, tastes, and shapes. This ongoing project aims to explore the diversity of types and contents of thoughts evoked by listening to music. To date we have collected data from over 2,500 UK/US adults listening to 30-second instrumental music excerpts from 17 genres (spanning from classical and pop to ambient and metal music). Results of these studies reveal that features of the stimuli (e.g., spectral features, genre, ratings of perceived emotion) and features of the listener (e.g., familiarity and liking of the music, age group) predict both the categories of thoughts reported as well as the semantic similarity (cosine similarity of word embeddings) of thought descriptions. These findings represent a significant step forward in explaining why certain music evokes certain thoughts, with implications for music therapy, creativity research, and consciousness studies. 
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Kelly Jakubowski is Associate Professor in Music Psychology at Durham University. She co-leads the Music Psychology Lab and is Co-Director of Durham’s Centre for Research into Inner Experience (CRIE). Her primary research interests include musical memory, earworms, musical imagery and imagination, music-evoked autobiographical memory, and cross-cultural music cognition.

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This talk delves into the open research areas surrounding the development of our Intelligent Tutoring System (ITS) HINTS, which aims to enhance personalized and adaptive learning of math word problems. The discussion will highlight the following key topics:
The first area of focus is collaborative interaction with agents. This research examines how intelligent agents can effectively engage with students in a collaborative manner, facilitating joint problem-solving efforts. By leveraging natural language processing and adaptive communication strategies, these agents can provide real-time feedback and guidance while improving engagement from the students. The second topic addresses the automatic generation of problem-solving graphs. we are investigating methodologies for automatically constructing knowledge representations of problem-solving processes, which include the extraction of quantities and the identification of relationships among different variables. By creating hypergraphs that represent the relationships among the problem quantities, we are able to supervise students and provide adaptative feedback-Finally, we will discuss the prediction of hint-request and actions based on historical data. By analyzing past behavior from students, we can generate commonly taken paths in the problem hypergraph. This knowledge can be leveraged for providing on-demand help for quantities or relations that would have been likely to be explored by the student had him not asked for help.
Throughout the presentation, we will highlight the significance of these topics in advancing the field of ITS, emphasizing their potential to transform traditional educational paradigms. By addressing these open research questions, we aim to stablish research alliances with researchers from Durham University.

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This presentation highlights the critical intersection of Artificial Intelligence (AI) and sustainable development, emphasizing the necessity for sustainable practices within AI itself. While AI serves as a powerful tool for addressing the SDGs, its implementation must also prioritize energy efficiency and adaptability.
The talk will explore innovative strategies such as Continuous Learning, which has the potential to contribute directly to more sustainable AI systems by reducing energy consumption during model training as well as allowing incremental updates and adaptations for existing AI models. This does not only lower the carbon footprint of AI, but also enhances model flexibility to remain effective over time and make them more accessible, e.g. for SMEs. Additionally, the presentation will address the growing importance of Explainable AI, highlighting advances in Capsule Networks to improve model interpretability, to foster trust, and to ensure transparent, ethical decision-making in AI.

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Dr. Jörg Frochte is a Professor of Applied Computer Science at the Bochum University of Applied Sciences. His research and teaching interests predominantly lie in Data Mining and Machine Learning. Specifically, he emphasises techniques for continuous learning and the importance of explainable AI. Additionally, he delves into Educational Data Mining and the impact of digital transformation on data-driven innovations, with a focus on SMEs. In March 2022, he was elected as the Vice President for Research, Digitalisation, and Internationalisation at the Bochum University of Applied Sciences. His contributions extend beyond academia; he is a co-founder of the “Bergische Innovationsplattform für Künstliche Intelligenz”, an associate member of the “Interdisciplinary Center for Machine Learning and Data Analytics at the University of Wuppertal”, and a member of the “Graduate School for Applied Research in North Rhine-Westphalia (PK NRW)”. Additionally, he is part of the leader board of the Interdisciplinary Institute for Applied Artificial Intelligence and Data Science at the Bochum University of Applied Sciences. His research group currently comprises five PhD students, who also serve as research assistants, along with several other scientific staff members.

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In today’s interconnected world, attackers exploit vulnerabilities in our online accounts to gain unauthorized access, often chaining multiple steps to completely lock us out. This study introduces a new way of modeling these attacks, using account access graphs—visual tools that map out the connections between our devices, credentials, and online accounts. By understanding the step-by-step tactics hackers use to infiltrate our digital lives, we can better defend against such attacks. We demonstrate these methods through real-world cases, such as attacks on Apple and Google accounts, and offer insights into effective countermeasures to keep your digital identity secure.

Talk based on this work – Arnaboldi, L., Aspinall, D., Kolb, C., & Radomirović, S. (2023, September). Tactics for Account Access Graphs. In European Symposium on Research in Computer Security (pp. 452-470). Cham: Springer Nature Switzerland.

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Luca Arnaboldi is an Assistant Professor at the University of Birmingham, within the Centre for Security and Privacy. His research focus is cybersecurity, AI and formal verification. He has published several papers, both in the domain of AI solutions for security and security of AI systems. He was awarded his PhD at Newcastle University on the topic of model based evaluations of attacks and defences in distributed IoT systems. His most recent work as a PDRA at the University of Edinburgh was on the topic of explainability and formal verification of security in AI; where he contributed with partner institutions on the topic of autonomous vehicle security, formal verification of neural networks, AI ethics, security compliance, and Natural Language Processing.

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The rapid growth of artificial intelligence research and its real-world applications in recent years has sparked extensive debate about how these technologies can be developed and adopted ethically and responsibly, aligning with public values. However, many aspects of what “responsible AI” really looks like remain unclear. In this talk, I aim to do two things. First, I will highlight the crucial role that the interdisciplinary field human-computer interaction (HCI) plays in defining responsible AI research. I will argue that while HCI has been engaged in responsible AI research for 40 years, it often remains on the periphery of these debates. Second, I will then focus in on a specific lineage of research within HCI that leverages design-led methodologies. I will make the case that the core principles of design-led HCI—participation, speculation, probing, and prototyping—can help bridge the gap between theory and practice in responsible AI research. I’ll end the talk by offering insights into how to integrate HCI and design more centrally into future responsible AI research, and some of the obstacles to doing this.
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John Vines is Chair of Design Informatics in the School of Informatics at the University of Edinburgh. He co-directs the Institute for Design Informatics – the University of Edinburgh’s interdisciplinary unit for conducting design research on data and AI. He is also the director of the newly established Centre for Doctoral Training in Designing Responsible Natural Language Processing. His core research is in the field of human-computer interaction, where much of his work focuses on understanding how data-driven technologies can be designed “with” and “by” communities rather than just be designed “for” them and deployed “on” them. He has specific expertise on the design of data-driven systems in application areas such as care in later life and health ageing, financial services (especially in relation to financial inclusion and “alternative” currencies), and civic and “public interest” technology.

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In my talk, I will introduce a novel theoretical framework that integrates verbal reports with computational cognitive models. This approach leverages the context-sensitive capabilities of large language models (LLMs) to analyze participants’ verbal descriptions of task strategies. To facilitate this, we developed a JavaScript-based tool within the JsPsych framework that enables real-time speech recognition, converting spoken reports into text and analyzing them with LLMs. This tool addresses the longstanding challenge of scalability, first highlighted by Ericsson and Simon (1980), and offers a flexible solution adaptable to any research domain. I will begin by outlining the theoretical framework and its potential to enhance our understanding of cognitive processes through verbal data. I will then discuss the software’s functionalities, including voice-to-text transcription, vectorization, and further machine learning pipelines such as keyword extraction, clustering, and labeling. Additionally, I will present findings from a case study that was used to evaluate the software’s efficacy. I will show typical outputs and will offer recommendations for defining the framework for future applications. Drawing on challenges identified by Ericsson and Simon (1980) and insights from our recent work Ostrovsky and Newell (2024), this talk provides a generalizable roadmap for researchers interested in collecting and analyzing verbal reports.
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I received my undergraduate degree in Psychology from the University of Basel, Switzerland, and completed my PhD in Cognitive Science at the University of New South Wales in Sydney, Australia. My PhD research focused on using cognitive models to study human problem-solving and decision-making, incorporating verbal report analysis with large language models and machine learning techniques. I’m currently a Postdoctoral Researcher at Ludwig Maximilian University in Munich, Germany, where I continue exploring cognitive mechanisms and developing tools for real-time verbal report analysis.

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New technologies create new opportunities, but also disrupt and challenge existing practices. At one end of the spectrum, such as in intensive care or the operating theatre, novel technologies are designed for the clinical team, and disrupt roles, workflow and interactions. At the other end, individuals using technology to manage their wellbeing want a positive user experience. However, most health technologies must work well for both health professionals and lay users (“patients”), with their different knowledge, values and goals. This increases the complexity of design and implementation into practice. In this talk, I will draw on experiences of working with clinicians and patients who are collaboratively managing conditions such as diabetes, chronic kidney disease and Long Covid. I will reflect on challenges of designing both specific technologies and digitally enabled systems of care that empower individuals and their clinical teams in supported self-management.
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Ann Blandford is Professor of Human–Computer Interaction (HCI) at University College London. She has led many research projects on the design of systems to help lay people and clinicians manage individuals’ health. She works closely with patients, clinicians, and healthcare engineers, in both the UK and internationally. Her current projects address a range of health and wellbeing challenges; these include helping people manage diabetes, sexual health and Long Covid. She has published widely on the design and use of interactive health technologies, and on how technology can be designed to better support people’s needs and values, recognising that people are living complex lives and often managing complex health conditions. She is a member of the ACM CHI Academy and an IPIF WG13.4 Pioneer. She served on the UK REF2021 panel.

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The objective of occupational risk prevention (ORP) is to provide workers with the necessary training to develop positive health and safety habits. This is a crucial element of the technical training required for the operation of new loading machinery, including forklift trucks and telescopic handlers.
Prior research indicates that adaptive learning, defined as the adjustment of the problem, stimulus, or task based on the learner’s performance, markedly enhances learning outcomes. Immersive Virtual Reality (IVR) enables the simulation of complex situations. However, it currently only provides bespoke solutions for specific scenarios that do not accommodate different learning styles (experience, reaction to risk situations, gender…).
The team is developing a self-adaptive system for training in the handling of these machines in virtual environments. The main challenge is to provide intelligence to the IVR simulator and convert it into an adaptive simulator capable of adapting in real time to the user’s needs and rhythms. This will be achieved by regulating the virtual environment and through intelligent agents (avatars). In this presentation, we will show the proposed pipeline, focusing on the most challenging action points and the user modelling stage. This will be based on multi-modal data sets developed through different experiences with users carrying out different exercises.

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Personalized learning builds upon the fundamental assumption of uniqueness in learning behavior, often taken for granted. Quite surprisingly, however, the literature provides little to no empirical evidence backing the existence of individual learning behaviors. In my talk, I will present a study we conducted, driven by curiosity, to challenge this axiom. Our operationalization of a unique learning behavior draws an analogy to a fingerprint – a distinctive trait that sets individuals apart, which we correspondingly termed the ‘Digital Fingerprint of Learner Behavior’ (DFL). If such a thing as DFL truly exists, then given enough fine-grained behavioral data, we argue that it should be possible to model a DFL to a level of discriminability that enables training machine learning models to associate (map) between the (de-identified) digital traces of the same learner in diverse contexts. To test our hypothesis, we experimented with data from 24 MITx massive open online courses (MOOCs) offered via edX between 2014 and 2017. We focused our investigation on contexts where both the content and platform remain constant. A learner’s DFL was computed from the learner’s activity data within a specific course chapter, as stored in the system’s logs. I will show the results obtained from our models in identifying unseen DFLs. Using Shapley Additive exPlanations (SHAP), we also ranked 686 features for their importance in differentiating between DFLs.
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Asaf Salman is a Data Scientist in the Department of Science Teaching at the Weizmann Institute of Science, Israel. His research work at the Lab of Dr. Giora Alexandron, Computational Approaches in Science Education (CASEd), revolves around two main areas of interest: (1) Assessment@Scale – Combining Psychometrics and Machine Learning for Assessment in Massive Open Online Courses; and (2) Applications of Hebrew NLP to Formative Assessment of Open-ended Questions. He is also a Doctoral student – specializing in Learning Sciences and AI in Education – at the Seymour Fox School of Education, The Hebrew University of Jerusalem.

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Please join us for this workshop that introduces Situational Analysis as a theory-methods package, details how we use it in our own work and gives participants the opportunity to apply it to their own research. Situational Analysis is a cartographical feminist methodology that helps researchers think deeply about the way their research ‘situation’ is constructed, considering the different human, non-human, technological, discursive, symbolic cultural and historical elements that comprise it. We will introduce the theoretical underpinnings and the mapping methods of the approach, explain what we view as the main contributions of Situational Analysis for HCI research, and demonstrate how we use it in our own work on the FemTech industry. There will be time for participants to have a go at mapping their own research situation with guidance, to facilitate a different way of thinking about research projects.
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Hannah L. Westwood is a PhD researcher at the Centre for Postdigital Cultures at Coventry University. Her research investigates the FemTech industry, considering how it can become more inclusive and accessible. Her work has a particular focus on digital fertility trackers, especially those that are used as contraceptives.

Beatrice Tylstedt is a third year PhD student in Human-Computer Interaction at Uppsala University, and currently a visiting researcher at Durham University. Using qualitative methods and feminist perspectives, she studies FemTech and apps for reproductive health, looking at how technology mediates lived and embodied experiences of menstruation, fertility, and pregnancy.

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In this session Edward will bring together key aspects of the University of Adelaide’s approach to the impact of artificial intelligence (AI) on staff, students and learning. He will discuss the role of policy, attitudes of staff and students towards the new technology and how his institution is training both staff and students to use the tools ethically. He will discuss the role of communities of practice, research and training in revising and developing assessment tasks.

Whilst the goal of the session is to open discussion and explore issues together it will be framed by discussion of courses developed for staff and students, the impact of AI on course design and the development of a framework to evaluate how the resilience of assessment tasks can be quickly evaluated. Results of staff and student surveys will be shared as well as the pilot results of the application of the resilience framework.

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Dr Edward has 30 years of experience in teaching and learning across a wide range of disciplines and is a local and national award winner in the field. He is adept at curriculum design and has specific expertise in online learning approaches. He specialises in the use of technology in education, focusing on virtual and augmented reality and is currently investigating the role of AI in education and training.

He is working on projects investigating the role of narrative and storytelling as part of community education on men’s health, the long-term impact of COVID on students, parents and institutions, the use of discussion forums in teaching and the role of personalisation of learning on student outcomes.

Edward is the convener of HERGA, a community of over 1000 education practitioners in South Australia and serves on the academic board for SAIBT. He is on the state board for the premier education group in Australia, HERDSA.

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Multispectral and hyperspectral imagery have been used in the remote sensing community for over 30 years, with advances in both instrumentation and analysis algorithms producing significant improvements in capabilities and the breadth of applications. These systems have largely been deployed on manned aircraft and satellites, and now are commonly operated on small Unmanned Aerial Vehicles (UAVs). Recently, with the miniaturization of these systems (and corresponding decrease in cost), they are being deployed in laboratory settings for a wide range of sensing problems. In collaboration with Durham University’s “Team Pigment”, we use both multispectral (MSI) and hyperspectral imaging (HSI) to shed light on cultural heritage artifacts – manuscripts, artwork, maps, and other objects of historical and cultural significance. Multispectral imaging systems are generally used for more qualitative work – particularly enhancing features on artifacts, such as faded or erased text, that are not visible to the naked eye. On the other hand, HSI systems produce data that can be more quantitatively exploited, extracting information about the chemistry of pigments, inks, substrates, and other materials used in the creation of the objects. This information helps historians to understand the object’s codicology, knowledge of how the object was made and potentially modified. Here, I will present a brief overview of the systems being used, as well as show some results for both MSI and HSI systems on medieval maps and manuscripts imaged here at Durham University, at the Bodleian Library (Univ. of Oxford), as well as other institutions around the world.
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Dr. Messinger received a Bachelors degree in Physics from Clarkson University and a Ph.D. in Physics from Rensselaer Polytechnic Institute. He is currently a Professor and the Xerox Chair in Imaging Science at the Rochester Institute of Technology, where from 2014 – 2022 he was the Director of the Chester F. Carlson Center for Imaging Science. He is a Fellow of SPIE, serves as the co-Chair of the conference “Algorithms, Technologies, and Applications of Multispectral and Hyperspectral Imaging,” and has published almost 200 scholarly articles. He has served as a technical advisor and program reviewer for multiple US Government agencies and National Laboratories. His personal research focuses on projects related to spectral image exploitation using physics-based approaches and advanced mathematical techniques with applications in remote sensing and heritage science. He is on sabbatical for the 2023-24 academic year at Durham University with appointments in Chemistry and the Institute of Medieval and Modern Studies.

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In this seminar talk, I will explore the potential impact of Artificial Intelligence (AI) on our daily lives. Research into AI began in the 1950s and since then it has played an increasing role in daily lives, such as chatbots and digital assistants. As an AI researcher and educator, I will take a pragmatic view of the technology, arguing that society will benefit from it – but only if it is used responsibly. Digital assistants based on speech recognition are now broadly accepted and successfully embedded in many business services. However, the release of a chatbot with seemingly amazing writing capabilities in December 2022 has divided the world; some are relieved that their job may now become substantially easier, but others have questioned the impact of this on education.
In this session I’ll suggest three key directions; responsible use of AI, exploring many AI techniques rather than focusing on just one, and educating the public about AI’s capabilities, benefits and pitfalls. I will illustrate the success and further potential of less well-known AI techniques, such as evolutionary computation, genetic programming and symbolic regression, based on my 25+ years of research.

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Anikó Ekárt, who is a professor of artificial intelligence, joined Aston University in 2006 as a lecturer. She leads the Aston Centre for Artificial Intelligence Research and Application (ACAIRA). Her research interests are centred around AI methods and their application for good causes, focusing on evolutionary algorithms and genetic programming. She has successfully contributed to applications of AI techniques to health, engineering, transport, and art. In 2022 she was the winner of the Evo* Award for Outstanding Contribution to Evolutionary Computation in Europe.

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Complex board game primarily integrates various technological modalities, including digital systems, augmented reality (AR), robotics, the Internet of Things (IoT), among others, into tabletop games, which gives rise to diverse instructional modes, strategies, mechanisms, and configurations for educational purposes. It lies its foundational on constructivism and social cognition to create immersive, authentic scenarios that enable students to gain a profound understanding of the people, events, and objects associated with historical contexts. By engaging in goal-driven missions and conflict events, learners assume different roles exposing themselves to divergent viewpoints and a multiple perspectives. This approach enhances students’ historical thinking and historical awareness, facilitating the decoding of hidden messages embedded within the game.

This presentation has two main parts: The first part introduces “Game Design and Technological Applications,” elucidates the core concepts of game design and its multifaceted variations. It explores the dynamic interconnections and interdependencies among learners, which foster students’ inquiry, negotiation, decision-making, and interaction. The second part addresses “Dynamic Behavior and Multimodal Analysis,” which delves into the research aspects, methods, and issues related to factors such as students’ personalities that impact their dynamic behaviors, social relationships, and problem-solving strategies.

This presentation highlights the transformative potential of these experiences for educational purposes and fostering a deeper understanding of the dynamics involved in students’ engagement and behavior.

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Prof. Ju-Ling SHIH holds a Ed.D. in Communication and Education from Columbia University’s Teachers College, with dual master’s degrees. Her expertise lies in instructional design and qualitative research in digital learning, game-based learning, mobile learning, and technology-mediated education in various levels and fields. In recent years, she has published a series of issue-based coopetition complex board games in digital humanities, such as “Fragrance Channel,” “Eurasia Channel,” “Mosa Tayal,” and “Callisto,” which incorporate robots, quadruped biorobotic, the Internet of Things, and interdisciplinary learning. These games illustrate innovative teaching models that integrate historical thinking, computational thinking, and design thinking. Her publications can be seen in academic journals such as CHB, C&E, BJET, ETS, among others. She holds patents related to physical scene-based mobile games across the Taiwan Strait. She has won consecutive Excellent Young Scholars Projects in the last decade, and received the 2012 Ta-You Wu Memorial Award from the Ministry of Science and Technology, Taiwan. She is also the Excellent Reserach Award and Excellent Teaching Award winner in National Central University in 2023.

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Extended Reality (XR) technologies, which enable the Metaverse, bring a lot of potential and possible applications in education, healthcare, industry and more. However, they also bring novel threats to privacy, security as well as physical and psychological safety. For example, Virtual and Augmented Reality headsets are packed with sensors that are needed to deliver the functionalities needed for metaverse applications. These sensors can reveal a lot of sensitive information about not only the user, but also people around them. Taking eye tracking sensors as an example, recent research shows that the data they collect can reveal the user’s gender, visual preferences, and even personality traits. There are also significant safety concerns especially for vulnerable populations such as underaged children, who may become subject to immersive harassment, and novel forms of abuse in virtual worlds. The talk will present our latest work from CHI 2024, CSCW 2024, IDC 2023, CHI 2022 and ISMAR 2021 on addressing these challenges.
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Dr Mohamed Khamis is a Reader (Associate Professor) at the University of Glasgow’s School of Computing Science, where he leads the SIRIUS Lab. Mohamed and his team conduct research in Human-Computer Interaction, with a focus on Human-centered Security. His work focuses on assessing threats to privacy, security and safety that are caused or exacerbated by ubiquitous technologies, and then developing user-centered systems that mitigate said threats. He regularly publishes in top HCI and Security venues, such as CHI, TOCHI, IMWUT, CSCW, USENIX Security, IEEE S&P and Privacy-Enhancing Technologies. As a PI, his research has received PI on more than £1 million in funding from various bodies including UKRI, the UK National Cybersecurity Centre, the UK Foreign, Commonwealth and Development Office, Meta Reality Labs, the UK National Research Centre on Privacy, Harm Reduction and Adversarial Influence Online, the UK National Research Centre of Excellence for IoT Systems, and the Royal Society of Edinburgh. He regularly serves on editorial boards, funding panels, and program and organizing committees for top conferences. He is hosting ACM ETRA 2024 in Glasgow this year, and he serves as the Director of Postgraduate Research in Glasgow’s School of Computing Science.

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Complex Event Processing (CEP) is a powerful technology for automatically detecting situations of interest (a.k.a. complex events) through the real-time analysis and correlation of huge amounts of data coming from multiple sources, such as Internet of Things sensors and cyber-physical systems. In this seminar, we will explain the fundamentals of CEP technology. Then, we will take a look at several CEP applications successfully developed for smart cities, e-health and cybersecurity. Finally, future research challenges in the CEP field will also be discussed.
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Juan Boubeta-Puig received the Ph.D. degree in Computer Science and Engineering from the University of Cadiz (UCA), Cádiz, Spain, in 2014. He is an Associate Professor with the Department of Computer Science and Engineering, and a member of the UCASE Software Engineering Research Group, UCA. His research interests include real-time big data analytics through complex event processing, event-driven service-oriented architecture, Internet of things, blockchain and model-driven development of advanced user interfaces, and their application to smart cities, industry 4.0, e-health, and cybersecurity. Dr. Boubeta-Puig was honoured with the Extraordinary Ph.D. Award from UCA and the Best Ph.D. Thesis Award from the Spanish Society of Software Engineering and Software Development Technologies.

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For Details, please check: https://datascience.virginia.edu/people/renee-cummings
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https://datascience.virginia.edu/people/renee-cummings

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Free text comments (FTC) of patient-reported outcome measures (PROMS) offer invaluable insight into health-related quality of life (HRQoL). However, extracting meaningful information from FTC is challenging due to the time-consuming nature of manual analysis methods (the common analysis method). Weakly supervised text classification (WSTC) can be a valuable method of analysis to classify domain-specific text data in which there is limited labelled data. I will present the use of weakly supervised text classification (WSTC) method to analyse PROMs FTC data. Specifically, I explore the use of five keywords-based WSTC methods to FTC PROMs data from two national PROMs datasets: prostate cancer and colorectal cancer. The presentation will cover key findings, including how effectively these methods can identify and categorise HRQoL themes in the FTCs, and future directions for my PhD project.
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Anna-Grace Linton is a PhD student in the UKRI CDT in AI for Medical Diagnosis and Care, University of Leeds. Her research focuses on employing Natural language Processing (NLP) techniques to analyse free text comments within PROMs, for a greater understanding of the HRQoL of cancer patients.

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In this talk, I will provide an overview of my past and present research at various intersections of AI, Humanities, and Health. Topics will include work done in (1) computational creativity and an interesting combinatorial problem in music generation; (2) computational problems underlying mathematical models of rhythmic syncopation in music; (3) machine learning for music therapeutic practice; and (4) federated deep learning and natural language processing for solving problems in general practice healthcare.
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Dr Brian Bemman is an Assistant Professor in Computer Science at Durham University, UK. He specializes in applications of artificial intelligence to digital humanities and health.

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Human Computer Interaction is already the unusual subfield of computer science, but it gets even better! Research methods can reach far beyond quantitative and qualitative, and even become More Than Human. With the advent of technology such as AI that requires a whole subgenre to make it ‘explainable’, how can we re-establish the ‘human’ in HCI, and even have a little fun along the way… Join me for a short journey on unusual research methods, creativity, and how we can design for objects and a future that does not yet exist.
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Miriam Sturdee is a lecturer at the University of St Andrews in the School of Computer Science. Her interests lie at the intersection between computing and the arts, and is especially interested in how arts based approaches can inform technical fields within STEM, with a particular focus on novel technologies such as shape-changing interfaces. She has chaired conference tracks for Pictorials, looking at visual and process based approaches to knowledge production, and is currently a member of the SIGCHI Futuring Committee. She has an MA in Psychology from University of Edinburgh, an MFA in Visual Communication from Edinburgh College of Art, and an MRes and PhD in Digital Innovation from Lancaster University. Also, look out for ‘Sketching in HCI – The Book’ coming in April 2024!

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Dr Chen Wenli will share her design-based research projects on the technological and pedagogical to support students’ collaborative argumentation in Singapore classrooms. Dr Chen’s research team developed computer systems incorporating pedagogical mechanisms that support and enhance students’ collaborative inquiry learning experiences, and foster students’ 21st century competencies such as collaborative learning and critical thinking in real-world classrooms. Specifically, this talk addresses the technological and pedagogical scaffolds that engage learners in collaborative argumentation, which can be difficult without these supports. Additionally, the presentation delves into various learning analytics-informed design principles that contribute to effective collaborative learning experiences.
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Dr Chen Wenli is an Associate Professor and Head of the Learning Sciences and Assessment Academic Group at the National Institute of Education, Nanyang Technological University (NTU) Singapore. She is a specialized in Computer-Supported Collaborative Learning (CSCL) and learning analytics. Dr Chen’s school-based research projects address the challenges of transforming and enhancing teaching and learning and applying her research outcomes to impact school practices. Dr Chen has been invited to deliver keynote speeches at numerous international conferences and has received several Best Paper Awards. She was honored with the “Distinguished Researcher Award” by the Asia-Pacific Society for Computers in Education and the “Nanyang Education Award” from NTU.
Currently, Dr Chen serves as the Editor-in-Chief for the Journal of Computers in Education, and Learning: Research and Practice, and as the Associate Editor for Instructional Science, Asia Pacific Journal of Education, and Research and Practice in Technology Enhanced Learning. Additiobally, she is an editorial board member for the International Journal of Computer-Supported Collaborative Learning.
Dr Chen is currently the executive committee member for the Asia Pacific Society of Computers in Education and the Global Chinese Society of Computers in Education. She was the co-chair of the CSCL community committee of the International Society of the Learning Sciences (ISLS) (2016-2021). She was the Program Committee Chair or Co-chair for the International Conference of CSCL in 2022, International Conference on Computers in Education 2017, Global Chinese Conference on Computers in Education 2014, and the Organizing Committee Chair for International Conference of the Learning Sciences 2016, and International Conference on Computers in Education 2012.

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In this talk I’ll give an overview of some of my work exploring children’s emotion recognition from the body and the voice, using behaviour measures, motion capture and functional magnetic resonance imaging. I’ll introduce some more recent work exploring the phenomenon of ‘auditory dominance’. This is where children appear to find it very difficult to ignore which emotions they are hearing when making decisions about which emotions they are seeing. The implications of this have so far been limited to exploring the deficient nature of the effect. Perhaps, however, we could be looking at how to use the effect to impact positively on the lives of children instead.
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Dr Paddy Ross is an Associate Professor in the Department of Psychology. His research focusses on the development of emotion recognition in children, as well as projects involving whether gendered school uniform has a place in modern society, how Zoom backgrounds influence first impressions, and whether the fidelity of VR avatars affects social interaction.

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The regulatory and legal landscape for the governance of safe AI systems is rapidly advancing. Off the back the recent AI summit at Bletchley Park, we will explore the different approaches being adopted to govern AI. In particular, we are interested in how regulatory processes are being developed to protect fundamental human rights and address harmful biases propagated by AI systems. We will examine the challenges of navigating the global reach of AI systems, taking into consideration the distinct sociocultural contexts in different geographic regions.<\br>

Session 1, AI Governance Now (13:00-14.30)
In this session our speakers will share short talks that present case studies or provide an overview of approaches employed in different geographic regions, to examine AI safety and governance approaches situated in specific contexts. We will also aim to touch on developments in global discussions on AI governance. Followed by a Q&A.<\br>

Session 2, The Future of AI Governance: emergent challenges, risk and opportunities (14:45-16.15)
A panel discussion with initial short provocations to provide opportunity to unpack the key challenges and opportunities for the global future of AI governance.<\br>
This is an opportunity to examine key challenges and opportunities for the global futures of AI governance, from futureproofing regulation to anticipate developments in foundation models and the ethical implications of emergent practices such as ethics shirking (“the export of harms and unethical research practices by companies to marginalised and vulnerable populations”), through to approaches needed to contend with the disruptions to working practices across sectors/geographic regions. <\br>

Speakers:
* Maria Axente, Responsible AI and AI for Good Lead, PwC <\br>
* John Buyers, Head of Artificial Intelligence, Osborne Clarke <\br>
* Samuel Hanes, Director of Performance, Faculty.ai <\br>
* Sumaya Nur, Reseracher in AI Governance, University of Cambridge <\br>
* Dr Chinasa Okolo, Research Fellow in Governance Studies, Center for Technology Innovation, The Brookings Institution <\br>
* Ian Oppermann, NSW Government’s Chief Data Scientist <\br>
* Randeep Sidhu, Chief Product Officer, Reliance Health

Abstract:
This talk covers the history of my research and explores the intersection of computer vision, deep learning, and natural language processing in creating advanced systems capable of interpreting the world in ways once solely the domain of humans. My research covers applications spanning across 3D scene analysis, object detection, and anomaly identification and perception for autonomous systems, highlighting the practical impacts of these technologies. Focus will also be given to the ethical dimensions of AI, discussing the imperative of bias removal to develop equitable algorithms. In the biomedical sector, we’ll touch on the integration of deep learning with EEG signal analysis and its use in areas such as the diagnosis of neurodegenerative diseases and cancer, illustrating its revolutionary contributions of novel advances in deep learning to medical diagnostics. Additionally, I’ll examine the latest advancements in natural language processing, particularly the roles of ranking and classification in enhancing machine understanding of human language as well as the new advances in large language models and how reasoning occurs and perhaps how it should occur.
Bio:
Amir Atapour-Abarghouei is an Assistant Professor in Computer Science within the VIViD Research Group (Vision, Imaging and Visualisation in Durham) in the Department of Computer Science at Durham University in the UK. He has previously worked as a Lecturer in Computer Science at the School of Computing Science at Newcastle University in the UK. He received his Ph.D. degree from the Department of Computer Science at Durham University (UK). He received his M.Sc. degree from the Department of Computer Science at Universiti Teknologi Malaysia (Malaysia) in 2010 and his B.Sc. degree from the Department of Computer Engineering at Shahid Bahonar University of Kerman (Iran) in 2008. His research interests span across the areas of computer vision, anomaly detection and deep learning for semantic, geometric scene understanding and natural language processing. His work includes the generalised high-impact GANomaly anomaly detection approach, which is now a part of Intel’s AI product line and used as the underlying method for anomaly detection in numerous international patents. Amir has Co-organised the CVPR-NAS2022, CVPR-NAS2023, and CVPR-NAS2021 workshops as well as workshops at BigData (BDA4CID and BDA4HM (2017-2023).

Abstract:
Despite remarkable advances in artificial intelligence models of language, speech and images in recent years, state of the art models for processing and generating music are not yet as convincing as their counterparts for other data types. In this talk I will discuss recent progress in the modelling of jazz. It is well known that the main bottleneck for progress in AI is data: obtaining a sufficient quantity and quality of relevant data, with the necessary metadata or annotations for the task at hand. Our work deals primarily with audio data, although we also make use of both expert and crowd-sourced musical scores and databases of metadata. I will describe our work on dataset creation, automatic music transcription and score alignment, and show how these can be
used to model the creative process of jazz improvisation. I will demonstrate tools developed in our projects for the analysis of melodic patterns, which can be used to trace the spread of musical ideas, and give insight into the influence of particular musicians.

Bio:
Prof. Simon Dixon is Director of the UKRI Centre for Doctoral Training in Artificial Intelligence and Music (2019-2027) and Deputy Director of the Centre for Digital Music (2015-) at Queen Mary University of London. He has a PhD in Computer Science and LMusA diploma in Classical Guitar, and has published over 250 papers in the area of music informatics, including work on high-level music signal analysis, computational modelling of musical knowledge and the study of musical performance. He was President of the International Society for Music Information Retrieval (ISMIR), is founding Editor-in-Chief of the Transactions of ISMIR, and has been PI on grants from UKRI (EPSRC, ESRC, AHRC), the European Commission (H2020, FP7), JISC, Innovate UK, and industry-funded projects.

Abstract:
In modern and heterogeneous learning environments, the one-size-fits-all approach is proven to be fundamentally flawed. Individualization through adaptivity is, therefore, crucial to nurture individual potential and address accessibility needs and neurodiversity. By formalizing a learning framework that takes into account all these different aspects, we aim to define and implement an open, content-agnostic, and extensible approach to design and consume gamified and tailored learning experiences. AI-based technology supplementing teaching can extend the reach of every teacher, making it possible to scale 1-1 learning experiences. In this talk I present our contribution to help teachers to design and implement gamified and tailored learning paths. Through it we address some important issues including the engagement, fairness, and effectiveness of learning environments.
Bio:
Dr. Antonio Bucchiarone, senior researcher at the MoDiS (Motivational Digital Systems) research unit of the Bruno Kessler Foundation (FBK) in Trento. His main research interests include: models and tools for adaptive (collective) systems and modeling and development languages for motivational systems based on gamification. He has been actively involved in several national and European R&D projects in the field of Adaptive Systems, Intelligent Mobility and Education. He is currently a member of the Erasmus+ project ENCORE. Senior member of IEEE and of the Italian chapter of the IEEE Intelligent Transportation Systems Society, Associate Editor of the International Journal IEEE Transactions on Intelligent Transportation Systems (T-ITS) and of the International Magazine IEEE Technology and Society.

Abstract:
Tangible and intangible Cultural Heritage acts as an anchor for society to reason about where it has been. In this talk, we look at two European projects to contextualise ways to understand and reason on and around Cultural Heritage. The first project, MEMories and EXperiences for inclusive digital storytelling (MEMEX, https://memexproject.eu/en/) focuses on the poly vocality of storytelling around Cultural Heritage by communities at risk of social exclusion. Conceptualised through an “App” the project produced digital storytelling tools both for authoring and consumption. Interconnecting the stories and cultural heritage written by such communities within a Knowledge Graph and brought into reality using Augmented Reality. The second project focuses on the site of Pompeii and its massive collections of broken frescos. The unique preservation experienced by Pompei has led to large-scale excavation of the site, resulting in thousands of frescos and millions of pieces ranging from grams to kilograms in weight. With a finite archaeologist time, limits the ability to reassemble and reflect on this unique site heritage asset. The RePAIR project aims to overcome this by framing it as a robotic challenge requiring soft gripping hands and dexterous arms, facilitating the digitisation and puzzle solving to reconstruct the damaged and incomplete frescos. Through the two projects, we can reflect on heritage, which can overcome current real-world challenges.
Bio:
Assistant Professor in Visual Computing at Durham University. External Scientist at the Istituto Italiano di Tecnologia (IIT). Stuart’s research focus is on Visual Reasoning to understand the layout of visual content from Iconography (e.g. Sketches) to 3D Scene understanding and their implications on methods of interaction. He is currently a co-PI on the RePAIR EU FET, DCitizens EU Twinning, and BoSS EU Lighthouse. He was a co-PI on the MEMEX RIA EU H2020 project coordinated at IIT for increasing social inclusion with Cultural Heritage. Stuart has previously held a Researcher & PostDoc positions at IIT as well as PostDocs at University College London (UCL), and the University of Surrey. Also, at the University of Surrey, Stuart was awarded his PhD on visual information retrieval for sketches. Stuart holds an honorary position at UCL and UCL Digital Humanities and is an international collaborator of ITI/LARSyS. He also regularly organises Vision for Art (VISART) workshop and Humanities-orientated tutorials and was Program Chair at British Machine Conference (BMVC) 2021.

Abstract:
This study proposed plugged and unplugged approaches for young students to simultaneously improve their interdisciplinary learning performance in English and Computational Thinking (CT). The plugged approach involved adopting educational robots to enhance CT and to provide English vocabulary and sentence practice via a board game. The unplugged version of the educational board game involved using a conventional board game without a computer, although it was designed for practicing CT as well as some foreign language vocabulary and conversational sentences (for 3rd graders). The results show that both approaches were helpful for simultaneously improving the students’ English proficiency of the target vocabulary and sentences, and their CT competence. The students’ foreign language learning anxiety was significantly lower during the English conversation in the plugged game. The critical thinking of the CT scale improved significantly for those using the plugged approach. The cooperation tendency of the CT scale improved significantly for the students playing the unplugged game.
Bio:
Prof Ting-Chia Hsu (also known as Ching-Kun Hsu) is currently a Distinguished Professor in the Department of Technology Application and Human Resource Development in National Taiwan Normal University. Her research interests include computational thinking education and technology-enhanced learning. She has won academic awards every year from 2013 to the present from different associations (e.g., NTNU, NSTC). In terms of international academic impact, Dr. Hsu has published more than forty SSCI journal papers. Dr. Hsu was awarded a government scholarship by Ministry of Education for project research abroad from August to October in 2011 (i.e., A visiting scholar in National Institute of Education in Singapore). She was granted a project research abroad by Ministry of Science and Technology from August 2019 to January 2020 (i.e., A visiting professor in Massachusetts Institute of Technology, USA). She got a lot of awards each year.

As for international academic service and leader missions, Dr. Hsu has organized and lead many international conferences (e.g., GCCIL2017, SETE 2019, GCCCE2021), workshops (e.g., TELL, CUMTEL, CTE-STEM), panel (e.g., ICWL2013/ICCE2019), sub-conferences (e.g., GCCE, ICCE, CTE) or main-conferences (e.g., GCCIL2017/ SETE2019/ CTE2020/ GCCCE2021/ ICFULL2022), and also served as a guest editor for some international journals (e.g., IJMLO, RPTEL, IJOPCD, IRROLD, Substantiality) and an assistant editor-in-chief and associate editor of Frontiers in Psychology (Educational Psychology Division). She was the chair of The Special Interest Group (SIG) on Technology Enhanced Language Learning (TELL) under the Asia-Pacific Society for Computers in Education (APSCE) from 2018 to 2019. She was the chair of The Special Interest Group (SIG) on Technology Enhanced Language Learning (TELL) under the Information and Computer Education Division in the Ministry of Science Technology in Taiwan from 2019 to 2020. She was also the Chair of The Special Interest Group (SIG) on Classroom, Ubiquitous and Mobile Technology Enhanced Learning (CUMTEL) under the Asia-Pacific Society for Computers in Education (APSCE), 2020-2021. She is currently also the Co-Chair of The Special Interest Group (SIG) on Computational Thinking-Science, Technology, Engineering, Mathematics Education (CTE-STEM) under the Asia-Pacific Society for Computers in Education (APSCE), 2022-2023. In highlight of her social impact, as a Computer Education major, Dr. Hsu is both outstanding in the research on technology-enhanced learning and active in the research on information and technology education. She has the experience of teaching from secondary schools to universities. These professional training and work experiences are related to and contribute to her position as an expert and a scholar in educational technology and computational thinking research.

Abstract:
TBD
Bio:
TBD

Abstract:
In recent years, the use of Artificial Intelligence (AI) technologies expanded to many areas directly affecting the lives of millions. AI-based approaches advise human decision-makers who should be released on bail, whether it is a good time to discharge a patient from a hospital and whether a specific student is at risk to fail a course. Such extensive use in AI in decision making came with a range of protentional problems that have been extensively studied over the last few years. Recognition of these problems motivated a rapid rise of research on “human-centered AI”, which attempted to address and minimize the negative effects of using AI technologies. The majority of work on human-centered AI focus on various types of Human-AI collaboration through such technologies as transparency, explainability, and user control. In my talk, I will review how the ideas of Human-AI collaboration, transparency, explainability, and user control have been used in educational applications of AI in the past and will discuss now new ideas in this research area developed outside of AI-Ed could be creatively applied in educational context.
Bio:
Peter Brusilovsky is known as one of the fathers of adaptive hypermedia, adaptive web design and web-based adaptive learning. He is a Professor of Information Science and Intelligent Systems at the School of Computing and Information, University of Pittsburgh where he also directs Personalized Adaptive Web Systems (PAWS) lab. Peter has been working in the field of personalized learning, student and user modeling, recommender systems, and intelligent user interfaces for over 30 years. He published numerous papers and edited books on adaptive hypermedia, and the adaptive Web, and social information access. Peter is a recipient of Alexander von Humboldt Fellowship, NSF CAREER Award, and Fulbright-Nokia Distinguished Chair. He served as the Editor-in-Chief of IEEE Transactions on Learning Technologies and is currently serving as the Chair of ACM SIGWEB and a board member of several journals including User Modeling and User Adapted Interaction, ACM Transactions on Social Computing and International Journal of AI in Education.

Abstract:
In this talk I will give an overview of some of our recent work on designing AI-infused interactive systems for a variety of applications, including efficient communication systems for augmentative and alternative communication and gesture-based systems for virtual and augmented reality. I will then discuss the challenges in AI engineering such and other systems and propose design engineering approaches that can help ensure AI-infused systems are designed to be effective, efficient, and safe.
Bio:
Per Ola Kristensson is a Professor of Interactive Systems Engineering in the Department of Engineering at the University of Cambridge and a Fellow of Trinity College, Cambridge. He is a co-founder and co-director of the Centre for Human-Inspired Artificial Intelligence at the University of Cambridge. He is interested in designing intelligent interactive systems that enable people to be more creative, expressive and satisfied in their daily lives. His PhD thesis was on gesture keyboard technology, which he co-invented together with Dr Shumin Zhai in 2001-2002, and in 2007 he co-founded ShapeWriter, Inc. to commercialise this technology. He was the Director of Engineering of this company until it was acquired by Nuance Communications in 2010. ShapeWriter was selected as the 8th best iPhone application by Time magazine in 2008 and won a Google Android ADC50 developer award in the same year. Today gesture keyboard technology, sometimes called gesture typing, swyping or QuickPath, is a ubiquitous mobile text entry method available in most mobile phones and tablets and is currently making its way into emerging technologies, such as virtual and augmented reality headsets. He did his doctoral work at the Institute of Technology at Linköping University, Sweden and at IBM Almaden Research Center in San Jose, California, USA (Ph.D. Computer Science 2007). In 2008-2011 he was a Junior Research Fellow at the University of Cambridge (Darwin College) and in 2011-2014 he was a Lecturer at the University of St Andrews. He is an Honorary Associate Professor (Docent) in Computer and Systems Science at Stockholm University, Sweden and was an Honorary Reader at the University of St Andrews (2014-2017). In 2013 he was recognised as an Innovator Under 35 (TR35) by MIT Technology Review and appointed a Member of the Royal Society of Edinburgh Young Academy of Scotland. In 2014 he won the ACM User Interface Software and Technology (UIST) Lasting Impact Award and the Royal Society of Edinburgh Early Career Prize in Physical Sciences, the Sir Thomas Makdougall Brisbane Medal. He is an Associate Editor of ACM Transactions on Computer-Human Interaction and ACM Transactions on Interactive Intelligent Systems.

Talk 1 – Abstract:
Since 2014, humanitarian cash, vouchers, and digital transfers have grown from scattered pilot projects delivered by food security actors to the $5.7 billion delivered in 2020, making up nearly 20% of all humanitarian aid in 2021 and 2022 (Klein and Tholstrup, 2021; ALNAP 2022). As the volume of [cash] transfers has rapidly increased, distributing this volume of cash has also required the introduction of data collection and management, negotiations between national banks and humanitarian organisations, new backoffice functions and new technologies to manage both data and cash transfers (ALNAP, 2021). While the technical problems of coordination and distribution have worried policy-makers and practitioners, cash assistance also raises enduring questions for the humanitarian sector: how to target assistance to the ‘right people’ at the right time, in the right quantity, for the right period of time. To explore this further, Glenda Garelli (Leeds University), Liz Hendry (Norwegian Refugee Council) and I have been exploring the use of algorithms, or Proxy Means Testing (MPT), to rank relative vulnerability amongst refugees in Lebanon. PMT produces rankings that determine who receives cash assistance in Lebanon—and who doesn’t. Through interviews with AI and machine learning specialists working in humanitarianism, implementers, evaluators and cash assistance policy-makers, we are currently exploring the implications of PMT for recipients and humanitarian organisations.

Bio:
Lauren is currently PI of an ESRC-funded project GLiTCH: Governing Life through Technology, Connectivity and Humanitarianism. The project explores the rise of cash assistance in humanitarian aid to refugees and asylum-seekers in Lebanon, Jordan, Greece and the UK, particularly how digital cash transfers have drawn digital technologies into humanitarian aid in new ways. Her previous projects explored privatisation and outsourcing in border enforcement and migrant detention and she has published her research in a range of peer-reviewed journals, including Political Geography, Society & Space, Annals of the American Association of Geographers, Environment & Planning A, Geopolitics, Gender Place & Culture and others.
Talk 2 Abstract:
TBD
Bio:
Davy is a researcher, designer and strategist in the application of innovative future technologies to legacy systems. Davy holds a PhD in intrinsically motivated algorithm design from Queen Mary University of London and is a patent holder in web3 technologies. In industry, Davy has worked cross-sector alongside global industry leaders, including Tate, and BBC R&D, developing adaptive real-time broadcast technology.

Tintra is an early-stage banking infrastructure start-up which is mission driven to bring genuine financial and social inclusion to emerging markets through the development and application of culturally informed artificial intelligence and decentralised technologies. Through in-depth, locally situated cultural research, and by working alongside governments and regulators globally, Tintra’s aim is to provide a global banking infrastructure which is free from harmful bias.

Abstract:
The RoboStar technology supports a model-based, rather than code centric, approach to development of control software for robotics. Models are written using domain-specific notations in line with those accepted by roboticists. For design, RoboChart is event-driven; for simulation, RoboSim is a tool-independent cycle-based language; for operational requirement, we use a controlled natural language, RoboWorld. In these robotics notations, software controllers are described by timed and probabilistic state machines. We have a semantics, a modelling and verification tool, and conformance relations to judge correctness of automatically generated simulations and tests. In this talk, we give an overview of the RoboStar technology and its capabilities, and our current effort to consider human behaviour when verifying systems.
Bio:
Ana Cavalcanti is a Professor at the University of York and Royal Academy of Engineering Chair in Emerging Technologies working on Software Engineering for Robotics. She currently leads the RoboStar centre of excellence, whose approach to model-based software engineering complements the current practice of design and verification of mobile and autonomous robots, covering simulation, testing and proof. This approach is practical, supported by tools, and yet mathematically rigorous so that it can provide reliable evidence of trustworthiness. She held a Royal Society-Wolfson Research Merit Award and a Royal Society Industry Fellowship to work with QinetiQ in avionics. She has chaired the Programme Committee of various well-established international conferences, is on the editorial board of four international journals, and is Chair of the board of the Formal Methods Europe Association.

Abstract:
“Chromatic harmony” is fundamental to our understanding of (extended) tonal music in the Western classical tradition (c.1700–1900) and we routinely teach certain aspects of it in core curricula on this subject. We do this in a globalised and data-driven age, and yet 1) there are significant gaps between how different national “schools” identify the “important” subjects, label them, and populate the curriculum, 2) some common terms lack robust definition, and 3) there is little accountable evidence for how relatively common these chords are in practice.

This talk reports on a long-term project addressing each of those three issues. First is a comparison of the terms typically taught in English- and German-speaking classrooms as an example of diverge (despite a substantially shared history). Second, is the proposal of tiered definitions for terms. Rather than attempting to force a single “definitive” version, this instead provides a framework for the choices needed for any clear definition. Notable examples include the many criteria needed for any robust definition of “modal mixture”.

Third is a survey of the usage of these chromatic chords with a computational corpus study of human harmonic analysis across 2,000 analyses of 1,500 works (https://github.com/MarkGotham/When-in-Rome). This provides some indication of how significant each chord is to the repertoire at hand, and some insight for reviewing how they are weighted in our curricula. That data also enables pro-active benefits for open educational resources, notably the “Harmony Anthology” for the Open Music Theory textbook that enables free, interactive exploration of these chords and their contexts (https://viva.pressbooks.pub/openmusictheory/chapter/anthology-harmony/).
Bio:
https://www.durham.ac.uk/staff/mark-r-gotham/

Abstract:
The population of most societies is ageing rapidly, with more older people and fewer younger people to care for the older people. Older people want to remain in their own homes as long as possible, and overall this is a less expensive option than specialist accommodation, but comes with a number of challenges. Numerous technologies are being promoted as alternatives or supplements to human care for older people in their own homes, particularly instrumented smart home technologies and robots. An option which may have some advantages but which has been less explored is the use of small drones. This talk will discuss a number of studies with older people about the use of robots and drones to support them in living independently, the potential of these technologies and older people’s attitudes towards them.

Bio:
https://www.cs.york.ac.uk/people/petrie

Abstract: Although simple musical features (i.e., pitch/timing) can be easily measured, more complex features required for empirical research can be difficult to quantify. For example, mode is a crucial feature, yet a composition’s mode might not match its key signature. In such cases, researchers often rely on expert raters. Yet experts can meaningfully disagree about seemingly simple questions. For example, some theorists argue the opening of Beethoven’s Third Symphony is in E-flat major; others that it is in C minor (Byros, 2012). How can we reliably evaluate musical features such as mode while accounting for meaningful differences in individual perspectives?

To address this challenge, we developed a new technique-Distributed Music Analysis, combining music theorists’ expertise with recommended practices for reducing noise in decision-making. Five music graduate students completed a three-phase procedure rating the modality of 381 eight-measure excerpts of keyboard literature. In Phase 1, they independently evaluated each excerpt (in a unique order) on a scale from 1 (“entirely minor”) to 7 (“entirely major”), while recording noteworthy structural features. In Phase 2, raters reviewed each others’ notes and evaluations for a selection of 12-20 excerpts, before discussing as a group and updating their ratings confidentially (with additional notes on any changes). In Phase 3, raters independently reviewed personalized packets grouped by rating (e.g., all excerpts they evaluated as “1”), with a final opportunity for adjustment. Throughout this process, they developed personalized rubrics articulating their categorization approach.

This process produced a rich data set of “continuous modality” evaluations useful as a cue for perceptual experiments. I am now working with Tuomas Eerola (Music) as an IAS Fellow to use these expert evaluations as “ground truth” for improving algorithms for computing modality in audio files. This talk will outline the procedure, outcome, and applications of this novel approach to musical analysis of value to music cognition and music information retrieval.

Bio: Michael Schutz is Professor of Music Cognition/Percussion at
McMaster University in Canada. Drawing on formal training degrees in
music, psychology, and computer science, he directs the MAPLE Lab
researching Music, Acoustics, Perception, and LEarning
(www.maplelab.net), which has secured over $3 million in external
funding from SSHRC, NSERC, CFI, and the National Institutes of Health.
Designated “University Scholar” in recognition of his work bridging
music perception and performance, he also conducts the university
percussion ensemble and teaches courses on music perception and
cognition. Michael was honoured with the 2019 Alumni Award from the
Penn State School of Music, a Visiting Research Chair at Western
University’s Don Wright Faculty of Music (Fall, 2022), and is
currently a Fellow at the Durham Institute of Advanced Study working
with Tuomas Eerola on a project related to musical emotion.

Abstract: A number of distinct methods have emerged for addressing harmful bias in AI systems. These encompass a spectrum of approaches such as toolkits and benchmarks to recognize and assess specific categories of bias, through to high-level guidance and methodologies that promote ethical design and development of systems. However, each approach has its own set of strengths and limitations. For example, technically-focused efforts often require a narrow operationalization of bias, while high-level guidance can be too broad and difficult to apply in practice. Additionally, algorithmic audits, ethical checklists, and benchmarks require careful scrutiny during adoption, and attentiveness to how their scope is designed and communicated is crucial for responsible use. Overemphasizing outcome-based measurements or recommended thresholds may also risk overshadowing the importance of procedural fairness and conducting continuous evaluations. How then to navigate the range of options available? This session will provide an opportunity to collectively explore some of the strengths and limitations of existing approaches, identify barriers to adoption, and consider what is needed to move the development of more equitable AI systems forward.
Bio: I am an assistant professor at Durham University in the AIHS research group and co-organiser of the Bias in AI @Durham network. Prior to joining Durham, I was part of the Giving Voice to Digital Democracies Project at the University of Cambridge, conducting research on the societal and ethical implications of language-based technologies. In particular, I worked on projects identifying social biases and applying mitigation strategies in the context of neural machine translation and conversational AI systems. I take an interdisciplinary approach, bridging humanities and computer science to explore hybrid methodologies for tackling complex issues.

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Performing assessments and receiving feedback about their correctness and the errors made is an important part of the learning process. Practice with feedback converts knowledge into skills. Students who have trouble grasping material from texts can discover it from practice in a controlled environment if their errors are shown and explained to them. To achieve this effect, feedback must be informative: if a student gets stuck, they must be able to find their error and continue solving the exercise using the provided feedback. Automatic feedback on simple, routine tasks lets teachers concentrate on developing higher-level skills; it is critical for MOOCs where teachers’ time is not enough to give feedback to every student. So my talk will be about different kinds of feedback that can be calculated from the student’s answer.

We started from simple string completion hints to short-text answer questions where answers were templated by regular expressions. The feedback is the correct beginning of the answer (up to the first wrong character), the next correct character, or the next correct word (token), leading to the nearest completion. This alone increased students’ engagement with e-learning tools, especially for the students who gained little from lectures and reading, sometimes leading to the “Eureka” effect when the student discovered the rules they couldn’t get from explanations. Our next model, the basis of CorrectWriting software, was used to teach syntax: writing correct tokens in the correct order. The feedback is error messages about misplaced, omitted, and extraneous tokens and hints on how to fix them the model relies on the teacher to provide the descriptions of tokens’ syntactic roles. CorrectWriting was used to teach programming languages and English natural language.

Our new generation of intelligent formal models aims to automate developing comprehension of concepts when introducing students to new subject domains. They use simple exercises exposing the properties of the studied concepts, and, using closed-answer questions, are able to link every wrong step from a student to breaking some domain law, providing explainable feedback about errors as soon as they are made. Having detailed information about the laws student got right and the laws the student got broken repeatedly provides good grounds to study adaptation techniques, especially because the problem’s properties (the laws and concepts it requires to solve) can be formally deduced instead of relying on teacher’s expertise. These models can also solve tasks for the students, so only problem description (both in human-readable and formal forms) is needed. This makes creating worked examples (or demonstrating particularly hard steps) easy and opens the way to mine a large question base from existing open-source code. Mining and generating questions will allow solving another important problem, taking the burden of exercise creation from teachers and providing a practically unlimited supply of problems with any necessary properties. Another important feature of this approach is follow-up questions, trying to make the student think about their errors and determine the exact fault reason. We developed a set of follow-up questions for the experimental domain and are starting to develop methods of their automated generation. While these exercises are relatively small and easy for now, they leverage question generation and solving to a new level and later can be adapted to more complex tasks.

TBC

Although the interdisciplinary field of Music Information Retrieval (MIR) is relatively young, with the first international flagship conference (ISMIR) being held in 2000, the term itself in fact dates back to the 1960s (Kassler 1966). Yet, insofar as researchers retell the history of their discipline in the margins of their work, such distant starting points are frequently forgotten or overlooked. This talk draws on my doctoral research into the history of computational approaches to music to better understand the connections between MIR as it is practised today and the intellectual commitments of its early pioneers, including those who sought to design pre-digital information retrieval systems to organise the world’s recorded music.

This talk comes at a moment in MIR, as in so many areas of applied computer science, when practitioners are exploring questions of fairness, ethics, and bias in the computational systems they describe in their research. Their work is likely to benefit from deeper connections with the history of computing, and the history of musicology. Therefore, I will briefly describe some general proposals for how relevant historical context can be supplied in the dissemination of new computational or “AI” models of cultural data, along the lines of the recently proposed Datasheets for Datsets (Gebru et al. 2020 [2018]) and Model Cards for Model Reporting (Mitchell et al. 2019).

The volume and incoming speed of data have increased tremendously over the past years. Data frequently arrive continuously over time in the form of streams, rather than forming a single static data set. Therefore, data stream learning, which is able to learn incoming data upon arrival, is an increasingly important approach to extract knowledge from data. Data stream learning is a challenging task, because the underlying probability distribution of the problem is typically not static, but suffers changes over time. Such challenge is exacerbated by the fact that, even though the rate of incoming examples may be very large, only a small portion of these examples may arrive as labeled examples for training due to the high cost of the labelling process. In this talk, I will discuss novel data stream learning approaches and research directions to tackle this and other challenges posed by real world applications.

Bio: Dr. Leandro L. Minku is an Associate Professor at the School of Computer Science, University of Birmingham (UK). Prior to that, he was a Lecturer in Computer Science at the University of Leicester (UK). He received the PhD degree in Computer Science from the University of Birmingham (UK) in 2010. Dr. Minku’s main research interests are machine learning in non-stationary environments / data stream mining, online class imbalance learning, ensembles of learning machines and computational intelligence for software engineering. Among other roles, Dr. Minku is Associate Editor-in-Chief for Neurocomputing, Senior Editor for IEEE Transactions on Neural Networks and Learning Systems, and Associate Editor for Empirical Software Engineering Journal and Journal of Systems and Software. He was also the General Chair for the International Conference on Predictive Models and Data Analytics in Software Engineering (PROMISE 2019 and 2020), and Co-chair for the Artifacts Evaluation Track of the International Conference on Software Engineering (ICSE 2020).

Although the interdisciplinary field of Music Information Retrieval (MIR) is relatively young, with the first international flagship conference (ISMIR) being held in 2000, the term itself in fact dates back to the 1960s (Kassler 1966). Yet, insofar as researchers retell the history of their discipline in the margins of their work, such distant starting points are frequently forgotten or overlooked. This talk draws on my doctoral research into the history of computational approaches to music to better understand the connections between MIR as it is practised today and the intellectual commitments of its early pioneers, including those who sought to design pre-digital information retrieval systems to organise the world’s recorded music.

This talk comes at a moment in MIR, as in so many areas of applied computer science, when practitioners are exploring questions of fairness, ethics, and bias in the computational systems they describe in their research. Their work is likely to benefit from deeper connections with the history of computing, and the history of musicology. Therefore, I will briefly describe some general proposals for how relevant historical context can be supplied in the dissemination of new computational or “AI” models of cultural data, along the lines of the recently proposed Datasheets for Datsets (Gebru et al. 2020 [2018]) and Model Cards for Model Reporting (Mitchell et al. 2019).

>Software systems are large, complex, and often evolve
over decades, with
contributions from hundreds or even thousands of people. Ultimately, when testing
or analysing the behaviour of such systems, it is necessary to accommodate a high
degree of uncertainty and doubt. This talk covers a programme of work spanning the
past decade that has grappled with this problem, specifically within a testing
context. In describing this work I will specifically cover three ideas and
challenges: (1) the interplay between software testing and Machine Learning, (2)
the use of uncertainty logics to explicitly capture and reason about uncertainty,
and (3) the challenge of establishing whether an input-output relation
is actually causal, or merely accidental.

The use of autonomous small Unmanned Aerial Systems (sUAS) to support emergency response scenarios, such as fire surveillance and search and rescue, offers the potential for huge societal benefits. However, designing an effective solution in this complex domain represents a wicked design problem, requiring the system to carefully balance sUAS autonomy and human control. While traditional “Human-on-the-Loop” (HoTL) systems, support this to some extent, technological advances in autonomic computing, are enabling a more advanced form of collaboration, referred to as Human Machine Teaming (HMT). HMT emphasises autonomy of both the human and the machine through their interactions, partnership, and teamwork. As such, HMT capitalizes upon the respective strengths of both the human and the machine, whilst simultaneously compensating for each of their potential limitations. In this talk, Professor Cleland-Huang will first describe the DroneResponse System, under development at the University of Notre Dame, and will then discuss the open challenges and preliminary solutions that are being taken in order to transition DroneResponse from a HoTL to an HMT environment.

Recent years have seen tremendous growth in the
market for speech-based personal
assistants (such as Siri and Alexa) and text-based chatbots.
Both
attempt to exploit human language to provide automated access to information
and
services via a disembodied agent. Meanwhile, there is growing interest
in social
robots – embodied agents that are designed to interact with users physically as
well as via spoken language. This talk will highlight the similarities and
differences between embodied and disembodied conversational agents, and
identify
the research themes that are common to both.

Thirst emerges from a range of cellular changes that
ultimately motivate an animal
to consume water. Although some thirst-responsive neuronal signals have been
reported, the full complement of brain responses is unclear. Here we identify
molecular and cellular adaptations in the brain using single-cell
RNA-sequencing of
water deprived Drosophila. Perhaps surprisingly, water deficiency primarily
altered
gene expression in glia, rather than neurons. I will describe the various
analyses that enabled us to reach this conclusion, and explain some
follow-up experiments that we performed to demonstrate that one of the glial
genes regulated by thirst in astrocytes contributes to regulating water
consumption via modulation of glutamatergic neurotransmission

Carbon dioxide (CO2) is one of the most important
gases on Earth and an absolute
requirement for life. The planet faces long-term increases in atmospheric CO2,
which is predicted to impact diverse ecological niches and their component
organisms significantly. Therefore, understanding CO2 biology is of pressing
strategic importance. We have knowledge of direct CO2 molecular targets in
organisms from two sources. The first is experimental laboratory data, and the
second is hypothesised targets from computational approaches. I will discuss
the
background of CO2 biology, and why we study it, I will explain how we identify
CO2
targets and discuss our subsequent challenges around interpreting this data.

Briefly, I will summarise and demonstrate my work
applying machine learning to
traditional music, and traditional music to machine learning, in order to
create
and study traditional machine learning music from the perspectives of
traditional music, machine learning, traditional music machine learning, and
finally learning traditional machine music. Not so briefly: In the frontiers
of artificial creativity, machines are acting more as partners than tools
in creative practice. Instead of, or in addition to, expediting and
automating mundane tasks, artificial intelligence (Ai) is now able to give
suggestions from the tiniest details to the big picture, working together with
a
human artist to form a complete artistic experience. I have been exploring
these frontiers for several years in my own music practice using systems built
from applying machine learning to traditional dance music. This has uncovered
a variety of interesting frictions with regards to assumed divine origins
of creativity, the importance of authenticity, and of course human
redundancy. My talk will give an overview of my poetic and scientific research,
and discuss some of these significant issues, complete with musical examples.
My talk is part of the MUSAiC project: “Music at the Frontiers
of Artificial Creativity and Criticism” (https://musaiclab.wordpress.com/).

Model learning is a technique to learn behavioural models based on theory of automata (finite
state machines) by interacting with black-box systems. Variability and evolution are
inherent to much of the modern systems and hence, new sorts of model learning techniques are
needed to learn about variability-intensive and evolving systems. In this talk, we first
present the basic principles of automata learning and then report on two novel techniques
for learning variability-annotated models as well as efficient learning for evolving systems
by identifying the commonalities and differences in the learning process.

“Are you up to date? Are you aware of the technologies that will define the next decade of
analytics research? What are the strengths and weaknesses of that next-gen tech? How can we
adjust that tech to take into accounts concerns about “”FAT”” (fairness, accountability,
trust)? How to teach that diverse range of material? How should you be adjusting your
graduate curriculum to cover those topics? Where is deep learning in all that? And beyond
the next decade, what happens then?

Will this be an interesting talk? Can you skim these slides beforehand
(http://tiny.cc/aug21)? Can you come along with hard questions? Will I be able to answer
those questions?

For answers to all these questions, and more, please come to my talk.

ABSTRACT:

Are you up to date? Are you aware of the technologies that will define the next decade of
analytics research? What are the strengths and weaknesses of that next-gen tech? How can we
adjust that tech to take into accounts concerns about “”FAT”” (fairness, accountability,
trust)? How to teach that diverse range of material? How should you be adjusting your
graduate curriculum to cover those topics? Where is deep learning in all that? And beyond
the next decade, what happens then?

Will this be an interesting talk? Can you skim these slides beforehand
(http://tiny.cc/aug21)? Can you come along with hard questions? Will I be able to answer
those questions?

For answers to all these questions, and more, please come to my talk. ”

Recursive Bayesian Networks: Generalising and Unifying Probabilistic Context-Free Grammars
and Dynamic Bayesian Networks

Abstract: In 2020 the most popular competition at NeurIPS was the education challenge. We
describe the data generating process, the competition, and the dataset which is freely
available for research.

Digital and social learning environments provide various opportunities to learn and interact
with the learning content, teachers and peers. However, regulating social and
content-related activities within such environments may provide specific challenges for
learners. During self-regulated learning, learners need to dynamically adapt their learning
and interaction processes to relevant internal and external conditions. These include their
own and their peers’ knowledge and cognitions. For example, perceived gaps in knowledge may
require allocation of additional study time while specific knowledge distributions within a
group may warrant particular collaboration strategies. However, forming and maintaining
awareness regarding these (meta- and socio-) cognitive conditions and deducing appropriate
learning activities can be hard to accomplish without support. Building on research from
metacognitive self-regulation and computer-supported collaborative learning, this talk
explores the role of meta- and socio-cognitive awareness in digital and social learning
environments and also introduces self- and group awareness tools as a means to guide
individual and collaborative learning processes.

”
Jim Ridgway, School of Education

Conceptions of knowledge, ways of knowing, and uses for knowledge, are in a state of flux.
Examples include: the reproducibility crisis in psychology (and associated p-value
hysteria), and Anderson’s Death of Theory in Wired. Babbage and Lovelace worked on the
Difference Engine and the Analytical Engine; we now need an Epistemological Engine.

We (Alexandra Cristea, Craig Stewart and Jim) have some IAS funding to begin work on the
Durham Epistemological Engine, whose goal is to create and use tools to engage with, and
shape, the evolving knowledge landscape. A starting point is to review methods to automate
the processes involved in a literature review – in particular to support meta-analysis by
using computer science tools such as natural language processing, deep learning and AI.
Other activities could include: developing tools to identify areas where the research
methods are poor (e.g. using small samples to detect weak effect sizes; failure to share
data or code [c.f. claims that commercial data science is like alchemy not chemistry]);
creating tool-to-problem maps.”

Abstract: Introductory programming (also known as CS1 – Computer Science 1) may be complex
for many students. Moreover, there are a high failure and dropout rates in these courses. A
common agreement from computing education research (CEdR) is that programming students need
practice and quick feedback on the correctness of their code. Nonetheless, CS1 classes are
usually large with high heterogeneity of students which make individualised support almost
impractical. As an alternative to improve and optimise the learning process, researchers
indicate a system that automatically evaluates students’ codes, also called online judge.
These systems provide the assignments created by the instructors and an integrated
development environment, where the student can develop and submit the solutions to problems
and receive immediate feedback, that is, if the code developed as a solution for a given
problem is right or wrong. Additionally, these online judge systems have opened up new
research opportunities since it is possible to embed in these systems software components
capable of monitoring and recording fine-grained actions performed by the students during
their attempts to solve the programming assignments. Research in the areas of Intelligent
Tutoring Systems, Adaptive Educational Hypermedia and AI in Education have shown that
personalisation using data-driven analysis is essential to improve the learning process and
can be useful to provide individualised support for stakeholders (students, instructors,
etc.). In this sense, in this work we collected logs of the interaction of the students
within an online judge, recording very fine-grained data, such as keystroke, number of
commands typed, number of submissions, etc., making it possible to do research of great
precision into the exact triggers for students’ progress. Furthermore, we extract useful
information from the program statements using Natural Language Processing (NLP). Using such
data we performed descriptive, predictive and prescriptive analysis to propose and validate
methods that combines the large-scale approach formula for generalities with the flexibility
given by an in-house online judge system, allowing unprecedented research depth and
amenability to provide individualised support for stakeholders. Indeed, our methods have the
potential of improving the students learning by stimulating effective practice at the same
time that reducing the instructors’ workload and, hence, giving a move towards novel
human/AI online judge systems to support CS1 classes. Our partial results include the
following: i) a cutting edge interpretable machine learning model that predicts the
learners’ performance and explains individually and collectively factors that lead to
failure or success; (ii) a model that, for the first time, to the best of our knowledge,
detects early effective programming behaviours and indicates how those positive behaviours
can be used to guide students with ineffective behaviours; iii) a novel prescriptive model
that automatically detects the topic and subject matter of problems achieving
state-of-the-art results and makes recommendations based on that and fine-grained effective
behaviours.

Teachers and learners who search for learning materials in open educational resources (OER)
repositories greatly benefit from feedback and reviews left by peers who have activated
these resources in their class. Such feedback can also fuel social-based ranking algorithms
and recommendation systems. However, while educational users appreciate the recommendations
made by other teachers, they are not highly motivated to provide such feedback by
themselves. This situation is common in many consumer applications that rely on users’
opinions for personalisation. A possible solution that was successfully applied in several
other domains to incentivise active participation is gamification. This paper describes for
the first time the application of a comprehensive cuttingedge gamification taxonomy, in a
user-centred participatory-design process of a OER system for Physics, PeTeL, used
throughout Israel. Physics teachers were first involved in designing gamification features
based on their preferences, helping shape the gamification mechanisms likely to enhance
their motivation to provide reviews. The results informed directly the implementation of two
gamification elements that were implemented in the learning environment, with a second
experiment evaluating their actual effect on teachers’ behaviour. After a long-term,
real-life pilot of two months, teachers’ response rate was measured and compared to the
prior state. The results showed a statistically significant effect, with 4X increase in the
total amount of recommendations per month, even when taking into account the ’Covid-pandemic
effect’.

The high-resolution learner activity data that modern online learning environments collect
provide a unique opportunity to study ways to improve the pedagogy of interactive learning
environments. Applications include adaptive learning algorithms that can provide timely
feedback and recommend activities to individual students based on their preferences and
state of knowledge; and learning analytics that provide actionable insights about students
learning, and can be used to improve instruction, optimize the pedagogic design, and
identify students at risk, among other things. My research centers on these directions in
MOOCs and K12 learning environments. In the talk, I will present results from studies that
use machine learning and data mining methods to study the behavior of learners, with the
goal of optimizing the design of learning environments, adapting to the needs of individual
learners, and detecting and preventing cheating in Massive Open Online Courses.

Numerous controlled studies prove the effectiveness of Intelligent Tutoring Systems (ITSs).
But what happens when ITSs are available to students for voluntary practice? EER-Tutor is a
mature ITS which was previously found effective in controlled experiments. Students can use
EER-Tutor for tutored problem solving, and there is also a special mode allowing students to
develop solutions for the course assignment without receiving feedback. We observed two
classes of university students using EER-Tutor. In 2018, the system was available for
completely voluntary practice. We hypothesized that the students’ pre-existing knowledge and
the time spent in EER-Tutor, mediated by the number of attempted problems, contribute to the
students’ scores on the assignment. All but one student used EER-Tutor to draw their
assignment solutions, and 77% also used it for tutored problem solving. All our hypotheses
were confirmed. Given the identified benefits of tutored problem solving, we modified the
assignment for the 2019 class so that the first part required students to solve three
problems in EER-Tutor (without feedback), while the second part was a bigger, open-ended
problem. Our hypothesized model fits the data well and shows the positive relationship
between the three set problems on the overall system use, and the assignment scores. In
2019, 98% of the class engaged in tutored problem solving. The 2019 class also spent
significantly more time in the ITS, solved significantly more problems and achieved higher
scores on the assignment.

A question is a powerful tool that is widely used in everyday activities for a different
context. In education, a question may help in knowledge construction, increase
self-understanding, and help instructors validate students’ conceptual understanding. Manual
construction of good questions is a complex task that requires knowledge, right resources,
and experience. The complex process of knowledge construction may slow down the activity for
generating assessment questions. Therefore, Automatic Question Generation strategies were
introduced. This work has exploited the emergence of Semantic Web technologies specifically
ontologies to gauge related knowledge for question construction. Most of the works on
ontology question generation have applied similar ontological approaches for generating
questions, focusing mainly on generating distractors for MCQ (multiple choice) types of
questions. In contrast, this research will explore factual question generation for
short/long answer types of questions which aim to produce novel strategies with
corresponding question templates to generate factual short/long answer questions from an
ontology. Three question generation strategies based on ontological approach were proposed
for educational assessment questions.

raditionally, forecasters focus on the development algorithms to identify optimal models and
sets of parameters, optimal in the sense of within-sample fitting. However, this quest
strongly assumes that optimally set parameters will also give the best extrapolations. The
problem becomes even more pertinent when we consider the vast volumes of data to be forecast
in the big data era. In this paper, we argue if this obsession to optimality always bares
the respective fruits or do we spend too much time and effort in the pursuit of it. Could we
better off by targeting for faster and robust systems that would aim for suboptimal
forecasting solutions which, in turn, would not jeopardise the efficiency of the systems
under use? This study throws light to that end by means of an empirical investigation. We
show the trade-off between optimal versus suboptimal solutions in terms of forecasting
performance versus computational cost. We further discuss the implications of suboptimality
and attempt to quantify the monetary savings as a result of suboptimal solutions. We finally
point out avenues for future research in the field.

“Imagine a world where we can think about moving a robotic arm and it happens. Play a video
game by thinking about moving our arm or leg (without actually doing it). A pair of shoes
that adapts to your fatigue. A situation in which you feel exhausted and your synthetic
companion takes over the task following your commands. How close are we to use our bodily
signals as a main stream interface? Science fiction or Virtual Reality? Or just a new but
real possibility to interact with our digital world?
Daniela will present how studying the human, and with the help of technology and AI, we are
able to enhance and extend the human capacities. We are a step closer to the bionic human,
where biological and machine-made elements can provide additional powers to our capacities.
Implications on our cognitive capacities and are behaviour will be also discussed. Daniela
Romano, UCL Human Informatics (UCLHI), Department of information Studies at UCL, conducts
research at the junction between the human psychology, VR technology and intelligent
algorithms; and the fruitful interactions amongst them. Daniela has a MSc/BSc in Computer
Science with Maths, a PhD in 2002 investigating how to support naturalistic decisions making
with an Intelligent serious game at Leeds. Lecturer (2004); Senior Lecturer (2010) at
Sheffield Computer Science, Professor (2015) at Edge Hill Computer Science, has joined UCL
as part of the teaching staff in 2017, where she has created the UCLHI an interest group
with Brain Science and Psychology, where researchers work at the convergence of multiple
disciplines that are concerned with both the understanding and modelling human activities
with the design of information systems and technologies.”

Gamification is defined as using the motivational potential of digital game design to
non-game environments. In this presentation, we specifically apply this concept to create
and capture the value of a firm. We will discuss how firms create value using a novel model
called Stress-Disturbance based on the Value Chain Theory. The main objective of the
presentation is to provide colleagues in Computer Science an idea about the type of research
being pursued in the area of Gamification (as part of an EPSRC project called DC Labs). In
this presentation, I will introduce a new method of explaining how firms create value and
the role gamification can play in helping firms become more innovative.

“Abstract:
Increases in concentration of free calcium ions (Ca2+) in presynaptic terminals of neuronal
cells trigger vesicular release of neurotransmitters. Changes in Ca2+ concentration are
primarily due to Ca2+ influx through voltage-gated calcium channels located at the plasma
membrane and activated during an action potential or spontaneously. In this talk I will
demonstrate how experimentally constrained computational modelling of underlying biological
processes can complement laboratory studies (using electrophysiology and imaging techniques)
and provide insights into the mechanisms of synaptic transmission.”

Big data provides immense opportunities to radically alter the way in which science is done,
fostering cross-fertilisation between disciplines and providing connectivity between
disparate data-sets. Distributed computing infrastructures – commonly known as
e-infrastructures -have been created that provide researchers shared access to large data
collections enabled through advanced ICT tools for data analysis, large-scale computing
resources, and high-performance visualisation. However, the sheer scale of big data that
poses ethical, legal and societal challenges to e-infrastructures. Using a case study as a
practical example we explore how responsible governance is being forged in the context of
the development of a public health e-infrastructure: Determinants and Intake (DI)
“Richfields” Data Platform is an international e-infrastructure developed to connect data,
services and tools for the study of human food related behaviour. The paper will pinpoint
the shortages of the current legal framework in the EU applied to the governance of public
health nutrition e-infrastructure

Psychological theories can inform the design of technology rich learning environments (TREs)
to provide better learning and training opportunities. Research shows that learners do
better when interacting with material that is situated in meaningful, authentic contexts.
Recently, psychologists are interested in the role that emotion plays in learning with
technology. Lajoie investigates the situations under which technology works best to
facilitate learning and performance by examining the relations between cognition (problem
solving, decision making), metacognition (self-regulation) and affect (emotion, beliefs,
attitudes, interests, etc.). Convergent methodologies will be described (i.e., physiological
and behavioral indices, think aloud protocols, eye tracking, etc.) in terms of how they are
used to identify how learners think and feel in the context of TREs. TREs can include
simulations, intelligent tutoring systems, agent-based systems, augmented reality systems,
and serious games. Examples will be presented of how TREs can determine when learners are
engaged and happy as opposed to bored and angry while learning. Findings from this type of
research helps identify the best way to tailor the learning experience to the cognitive and
affective needs of the learner. Furthermore, social and emotional competencies of learning
in teams in the context of technology rich learning environments (TREs) will be discussed as
they pertain to: (a) the ability to adapt to new situations and challenges and engage in
complex problem solving; (b) social skills necessary for communicating and collaborating
productively and proficiently; (c) social-emotional skills and empathy necessary for
tackling challenging problems and regulating emotion, and (d) ability to take initiative,
set goals, and monitor self and others.

“Understanding the behaviour of liquid-gas interfaces at the micro and nano scale is key to a
myriad of phenomena, ranging from the formation of clouds through to 3D printing. Accurate
experimental observation of such phenomena is complex due to the small spatio-temporal
scales of interest and, consequently, mathematical modelling and computational simulation
become key tools with which to probe such flows.

As the characteristic scales of interest become comparable to microscopic scales, for a gas
the mean free path and for a liquid the molecular diameter, the basic Navier-Stokes-Fourier
(NSF) paradigm no longer provides an accurate description of the flow physics. However,
microscopic models such as the kinetic theory of gases or molecular dynamics (MD) of liquids
become computationally intractable for many flows of practical interest.

The majority of my talk will consider the influence of thermal fluctuations, which are seen
to be key to understanding counter-intuitive phenomena in nanoscale interfacial flows. A
`top down’ framework that incorporates thermal noise is provided by fluctuating
hydrodynamics and in this talk we shall use this model to gain insight into free surface
nanoflows such as drop coalescence, jet breakup and thin film rupture, using MD as a
benchmark.

If time permits, I will overview our work on capturing gas kinetic effects to predict the
outcome of collision events in which gas nanofilms govern flow behaviour on much larger (mm)
scales. Specifically, I will consider the impact of liquid drops on solid surfaces, where we
can compare computational models to recent experimental data.

”

“The famous Shannon-Nyquist theorem has become a landmark in the development of digital
signal and image processing. However, in many modern applications, the signal bandwidths
have increased tremendously, while the acquisition capabilities have not scaled sufficiently
fast. Consequently, conversion to digital has become a serious bottleneck. Furthermore, the
resulting digital data requires storage, communication and processing at very high rates
which is computationally expensive and requires large amounts of power. In the context of
medical imaging sampling at high rates often translates to high radiation dosages, increased
scanning times, bulky medical devices, and limited resolution.
In this talk, we present a framework for sampling and processing a large class of wideband
analog signals at rates far below Nyquist in space, time and frequency, which allows to
dramatically reduce the number of antennas, sampling rates and band occupancy.
Our framework relies on exploiting signal structure and the processing task. We consider
applications of these concepts to a variety of problems in communications, radar and
ultrasound imaging and show several demos of real-time sub-Nyquist prototypes including a
wireless ultrasound probe, sub-Nyquist MIMO radar, super-resolution in microscopy and
ultrasound, cognitive radio, and joint radar and communication systems. We then discuss how
the ideas of exploiting the task, structure and model can be used to develop interpretable
model-based deep learning methods that can adapt to existing structure and are trained from
small amounts of data. These networks achieve a more favorable trade-off between increase in
parameters and data and improvement in performance, while remaining interpretable.”

Agent-based models represent the system being modelled in a specific way. In this seminar, I
will introduce agent-based modelling and present a model of social interventions to manage
the COVID-19 epidemic. In doing so, I will demonstrate some ways in which the agent-centric
perspective is particularly useful for policy planning.

“Recommendation systems aim to assist users to discover most preferred contents from an
ever-growing corpus of items. Although recommenders have been greatly improved by deep
learning, it still faces several challenges: (1) Behaviors are much more complex than words
in NLP, so traditional attentive and recurrent models may fail in capturing the temporal
dynamics of user preferences. (2) The preferences of users are multiple and dynamic, so it
is difficult to integrate long-term preference and short-term intent.

In order to solve those problems, we propose two new models, named Dynamic Memory Preference
Network (TPCF) and Multi-hop Time-aware Attentive Memory network (MTAM) separately. These
two models can make good use of the temporal information in the sequence data, thereby
improving the recommendation effect. Experimental results demonstrate the effectiveness of
our Models.”

“Persuasive Technologies (PT) apply strategies for influencing people’s choices and
behaviours based on research in social psychology and behavioral economics; they include
game mechanics and elements, nudges, argumentations to steer behaviors in a desired way.
This talk will present work in the MADMUC Lab at the University of Saskatchewan on
personalizing PT to amplify their effect, specifically, with respect to personality and
culture dimensions, and will discuss some of the ethical issues for designers of
personalized PT.
Persuasive Technologies (PT) apply strategies for influencing people’s choices and
behaviours based on research in social psychology and behavioral economics; they include
game mechanics and elements, nudges, argumentations to steer behaviors in a desired way.
This talk will present work in the MADMUC Lab at the University of Saskatchewan on
personalizing PT to amplify their effect, specifically, with respect to personality and
culture dimensions, and will discuss some of the ethical issues for designers of
personalized PT.”

As the use of genetic biotechnology to make human beings more moral is dangerous, the
question must be asked whether AI could be used to achieve the same goal. Dietrich has
proposed a replacement project of AI enhancement, suggesting that robots should eventually
replace human beings as they would not suffer from our moral defects [Dietrich, E. (2001).
Homo sapiens 2.0: Why we should build the better robots of our nature. Journal of
Experimental & Theoretical Artificial Intelligence, 13(4), 323-8]. This is problematic, and
should be rejected. The same applies to the exhaustive project of AI enhancement, as
proposed for example by Gips [1995, Towards the Ethical Robot. In K.M. Ford, C. Glymour, &
P. Hayes (Eds.), Android Epistemology (pp. 243-252). Cambridge: MIT Press] and by Lovelock
[2019, Novacene: The Coming Age Of Hyperintelligence, Allen Lane].Whereas the exhaustive
project does not seek human replacement, it proposes that the AI system should nevertheless
exert great control over our behaviour. The exhaustive project has at least five problems.
The first is that it may be hard to set this up because of the existence of value pluralism.
The second is that it may be dangerous to subject our decisions to a system that may not be
programmed correctly or fail to work correctly. The third is that no computer system could
ever possess moral agency. The fourth is that it excludes moral progress. The final problem
is that it would not turn us into more moral beings.Others have perceived similar problems
with the exhaustive project and proposed auxiliary forms of AI enhancement. I engage with
some of these and propose an alternative, a Socratic form of AI enhancement. It is developed
more fully in a recently published paper, co-authored with Francisco Lara [Lara F, Deckers
J. Artificial Intelligence as a Socratic Assistant for Moral Enhancement. Neuroethics 2019,
https://doi.org/10.1007/s12152-019-09401-y].

In many physical and theoretical calculations, multivariable functions, with non-trivial
divergent structures, must be integrated through e.g. Monte Carlo integration, which can
become extremely computationally expensive. In such situations we must be careful when
calculating and interpreting uncertainties in our procedures so as to understand the limits
of our calculation. It is well known that neural networks have the ability to approximate
any arbitrary continuous, non-linear function provided sufficient data and trainable
parameters. Given the low inference time of a neural network, if we are able to train such a
model to act as an approximation to these highly complex functions, while requiring only a
fraction of the data required for a full evaluation, then we have the potential to save
orders of magnitude of compute time. However, although there is great potential in this
idea, we must also understand the limitations of a neural network approximation, including a
careful and rigorous understanding of its associated uncertainties. In this talk I will
discuss the use of neural networks as high-dimensional, multivariable interpolation
functions, highlighting their power as well as pitfalls. In particular I will give an
introduction as to how these methods can be applied in the field of particle physics, in
which we perform high-precision calculations for use in stimulating processes at CERN’s
Large Hadron Collider, where the largest bottleneck to advancement is the computing time
required for such calculations. This talk will focus on recent work published here:
https://arxiv.org/abs/2002.07516

“Abstract:I will be talking about some of my recent work on reconstructing and editing the
visual world. My main research focus is to accurately and comprehensively capture real-world
environments, including all visual dynamics such as people and moving animals or plants. My
goal is to reproduce the captured environments and their dynamics in VR with photographic
realism, correct motion parallax and overall depth perception. I will present our work
Parallax360 (TVCG 2018), MegaParallax (TVCG 2019) and live intrinsic material estimation
(CVPR 2018) that take steps towards this goal. In parallel to reconstructing the visual
world, I am also interested in editing it in various ways. To this end, I will be presenting
our work on HoloGAN (ICCV 2019), Deep Video Portraits (SIGGRAPH 2018) and Neural
Style-Preserving Visual Dubbing (SIGGRAPH Asia 2019).

”

Due to the advancement in human motion/surface capturing technology and the availability of
public databases, human movement understanding has become a core component of many research
problems in multiple research domains. In computer graphics, a good representation of human
movement facilitates characters with realistic character animations and high-level crowd
controls. In computer vision, modelling human movement is a key process for effective action
classification and re-identification. In motion analysis, key features extracted from human
movement enable effective motion-based human-computer interactions and gait analysis. The
core problem here is to model human movement in a meaningful way, such that we can
generalize knowledge to perform synthesis, recognition and analysis.In this talk, I will
discuss the importance of human movement understanding in computer science. With the results
of my research projects, I will demonstrate how it connects different research fields. I
will show how my projects achieve impact in research and the society, and conclude my
presentation with future opportunities and potential directions.

“This work presents the ExaStencils code generation pipeline aimed at the development of CFD
applications or ocean flow simulations by solving the shallow-water equations (SWE).
Supported discretization schemes like finite differences, finite volumes, or quadrature-free
discontinuous Galerkin (DG) formulations are discussed. The latter is mapped to our Python
front end GHODDESS (generation of higher-order discretizations deployed as ExaSlang
specifications). Inside this module, particulars about the algorithm can also be specified,
such as the employed time-stepping scheme. After some processing steps, the complete
specification is emitted as code in the domain-specific language (DSL) ExaSlang which, in
turn, is fed into the ExaStencils code generation framework. This allows applying
domain-specific transformations as well as mapping to different hardware platforms.
Parallelization is also done automatically via mapping to MPI, OpenMP, and CUDA. Finally, a
stand-alone C++ application code is emitted. At run-time, the generated simulation reads in
block-structured grids that promise performance benefits over unstructured grids while still
being flexible enough to capture more complex geometries sufficiently.
We show scaling results on CPU and GPU clusters for several use cases of generated
simulation codes.”

“For problems in Numerical Weather Prediction, time to solution is
critical. Semi-implicit time-stepping methods can speed up geophysical
fluid dynamics simulations by taking larger model time-steps than
explicit methods. This is possible since semi-implicit integrators
treat the fast (but physically less important) waves implicitly. As a
consequence, the time-step size is not restricted by an overly tight
CFL condition. A disadvantage of this approach is that a large system
of equations has to be solved repeatedly at every time step. However,
using an suitably preconditioned iterative method significantly reduces
the computational cost of this solve, potentially making a semi-
implicit scheme faster overall.

A good spatial discretisation is equally important. Higher-order
Discontinuous Galerkin (DG) methods are known for having high
arithmetic intensity and can be parallelised very efficiently, which
makes them well suited for modern HPC hardware. Unfortunately, the
arising linear system in semi-implicit timestepping is difficult to
precondition since the numerical flux introduces off-diagonal
artificial diffusion terms. Those terms prevent the traditional
reduction to a Schur-complement pressure equation. This issue can be
avoided by using a hybridised DG discretisation, which introduces
additional flux-unknowns on the facets of the grid and results in a
sparse elliptic Schur-complement problem. Recently Kang, Giraldo and
Bui-Thanh [1] solved the resultant linear system with a direct method.
However, since the cost grows with the third power of the number of
unknowns, this becomes impractical for high resolution simulations.

We show how this issue can be overcome by constructing a non-nested
geometric multigrid preconditioner similar to [2] instead. We
demonstrate the effectiveness of the multigrid method for the non-
linear shallow water equations, an important model system in
geophysical fluid dynamics. With our solvers semi-implicit IMEX time-
steppers become competitive with standard explicit Runge Kutta methods.
Hybridisation and reduction to the Schur-complement system is
implemented in the Slate language [3], which is part of the Firedrake
Python framework for solving finite element problems via code
generation.

[1] Kang, Giraldo, Bui-Thanh (2019): “”IMEX HDG-DG: a coupled implicit
hybridized discontinuous Galerkin (HDG) and explicit discontinuous
Galerkin (DG) approach for shallow water systems”” Journal of
Computational Physics, 109010, arXiv:1711.02751

[2] Cockburn, Dubois, Gopalakrishnan, Tan (2014): “”Multigrid for an HDG
method””, IMA Journal of Numerical Analysis 34(4):1386-1425

[3] Gibson, Mitchell, Ham, Cotter, (2018): “”A domain-specific language
for the hybridization and static condensation of finite element
methods.”” arXiv preprint arXiv:1802.00303.”

“This talk will give an overview of key opportunities provided by Careers & Enterprise to
develop student skills and mindsets in the areas of enterprise, innovation and creativity.
Support is provided for both curricular and extra-curricular activity, including:
– PGR skills workshops and events
– Funding opportunities to increase the provision of enterprise education on a curricular or
co-curricular basis
– A new enterprise space which will be located on the ground floor of the new Maths and
Computer Science Building”

The use of AI across academia, industry and the public sector is widespread. Inn addition,
access to the methods and technology to build and deploy AI systems is becoming increasingly
democratised through open-source software, publications, and online tutorials as well as
cheapening compute resources. Although this ease of access is positive, allowing more people
to leverage the power of AI, education in understanding the potential negative consequences
of its use can be lacking, both at the development as well as regulatory level. Furthermore,
biases can manifest themselves at all stages in the development and deployment pipeline of
AI models, from the project formulation stage to the dataset creation and the visualisation
of results. In this talk I will discuss work done in collaboration with the United Nations
in which we specifically highlight the risks surrounding the ability to generate text using
language models and the potential implications for political stability. Additionally, I will
discuss further work the UN is conducting in mapping such biases in AI systems and
understanding how they can translate into human level harms. I will close with a collection
of broad recommendations going forward for addressing the biases and mitigating the
associated harms.

“Focus on:
– how to parallelise via your program
– how to allocate the tasks well across the GPUs and balance them well
– how to be able to use the clusters efficiently and solve the ‘big’ problems quickly.”

“Semantics can be engaged to promote reflection on cultural heritage by means of dates
(historical events or annual commemorations), owing to their connections to a collection of
items and to the visitors’ interests. Such links to specific dates can trigger curiosity,
increase retention, and guide visitors around the venue following new appealing narratives
in subsequent visits. The proposal has been explored and evaluated on the collection of the
Archaeological Museum of Tripoli (Greece), for which a team of humanities experts wrote a
set of diverse narratives about the exhibits. A year-round calendar was crafted so that
certain narratives would be more or less relevant on any given day. Expanding on this
calendar, personalised recommendations can be made by sorting out those relevant narratives
according to personal events and interests recorded in the profiles of the target users.
Evaluation of the associations by experts and potential museum visitors shows that the
proposed approach can discover meaningful connections, while many others that are more
incidental can still contribute to the intended cognitive phenomena.

”

Multigrid algorithms are among the most efficient solvers for elliptic partial differential
equations. They are known to solve partial differential equations, e.g. the poisson equation
and related forms, in an optimal number of compute steps. However, we have to invest into an
expensive matrix setup phase before we kick off the actual solve. This assembly effort is
non-negligible and can delay the time to solution; particularly if the fine grid stencil
integration is laborious. We propose to start multigrid solves with very inaccurate,
geometric fine grid stencils which are then updated and improved in parallel to the actual
solve. This update can be realised greedily and adaptively. We furthermore propose that any
operator update propagates at most one level at a time, which ensures that multiscale
information propagation does not hold back the actual solve. The increased asynchronity,
i.e. the lazyness, improves the runtime without a loss of stability if we make the grid
update sequence take into account that multiscale operator information propagates at finite
speed.

“Explainable AI has significant focus within both the research community and the popular
press. The tantalizing potential of artificial intelligence solutions may be undermined if
the machine processes which produce these results are black boxes that are unable to offer
any insight or explanation into the results, the processing, or the training data on which
they are based. The ability to provide explanations can help to build user confidence,
rapidly indicate the need for correction or retraining, as well as provide initial steps
towards the mitigation of issues such as adversarial attacks, or allegations of bias. In
this talk I will described the space of Explainable AI with a particular focus on the role
of the human users within the human-machine hybrid team, and whether a conversational
interaction style is useful for obtaining such explanations quickly and easily. The content
therefore falls into three broad areas: Explainable AI, Human roles in explanations, and
conversational explanations. This talk is an abridged subset of the material on this topic
presented as a tutorial at CogSIMA (IEEE Conference on Cognitive and Computational Aspects
of Situation Management) 2019, the details of which can be found on the DAIS ITA
(Distributed Analytics and Information Science International Technology Alliance) Science
Library http://sl.dais-ita.org/science-library/paper/doc-3382

(for more details such as speaker bio and intended audience please refer to the CogSIMA 2019
tutorials page)
”