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Ayesha Bajwa

Researcher at Massachusetts Institute of Technology

Publications -  11
Citations -  1658

Ayesha Bajwa is an academic researcher from Massachusetts Institute of Technology. The author has contributed to research in topics: Flag (geometry) & Computational thinking. The author has an hindex of 4, co-authored 11 publications receiving 868 citations.

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Proceedings ArticleDOI

Explaining Explanations: An Overview of Interpretability of Machine Learning

TL;DR: In an effort to create best practices and identify open challenges, the authors describe foundational concepts of explainability and show how they can be used to classify existing literature, and discuss why current approaches to explanatory methods especially for deep neural networks are insufficient.
Posted Content

Explaining Explanations: An Overview of Interpretability of Machine Learning

TL;DR: In an effort to create best practices and identify open challenges, the authors provide a definition of explainability and show how it can be used to classify existing literature, and discuss why current approaches to explanatory methods especially for deep neural networks are insufficient.
Posted Content

Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning

TL;DR: The definition of explainability is provided and how it can be used to classify existing literature is shown and discussed to create best practices and identify open challenges in explanatory artificial intelligence.
Proceedings ArticleDOI

Analyzing Student Code Trajectories in an Introductory Programming MOOC

TL;DR: This work investigates student code trajectories on the individual problem level in an MITx MOOC teaching introductory programming in Python, using keyword occurrence features associated with code submissions to represent these trajectories.
Proceedings ArticleDOI

How Student Background and Topic Impact the Doer Effect in Computational Thinking MOOCs

TL;DR: It is found the doer effect varies in magnitude across learners of different experience level and topics, suggesting that the importance of practice depends on the topic and the learner’s background.