The talk describes the £ 120M UK ‘e-Science’ initiative and begins by defining what is meant by the term e-Science. The majority of the £ 120M, some £ 85M, is for the support of large-scale e-Science projects in many areas of science and engineering. The infrastructure needed to support such projects needs to allow sharing of distributed and heterogeneous computational and data resources and support effective collaboration between groups of scientists. Such an infrastructure is commonly referred to as the Grid. The remaining funds, some £ 35M, constitute the e-Science ‘Core Program’ and is intended to encourage the development of robust and generic Grid middleware in collaboration with industry. The key elements of the Core Program will be described including the construction of a UK e-Science Grid. In addition, the talk will include a description of the pilot projects that have so far received funding. These span a range of disciplines from particle physics and astronomy to engineering and healthcare. We conclude with some remarks about the need to develop a data architecture for the Grid that will allow federated access to relational databases as well as flat files. H. Zima et al. (Eds.): ISHPC 2002, LNCS 2327, p. 6, 2002. c © Springer-Verlag Berlin Heidelberg 2002 SPEC HPC2002: The Next High-Performance Computer Benchmark

High Performance Computing

Application of explainable artificial intelligence for healthcare: A systematic review of the last decade (2011-2022)

The explainability paradox: Challenges for xAI in digital pathology

Artificial Intelligence (AI) has recently altered the landscape of cancer research and medical oncology using traditional Machine Learning (ML) algorithms and cutting-edge Deep Learning (DL) architectures. In this review article we focus on the ML aspect of AI applications in cancer research and present the most indicative studies with respect to the ML algorithms and data used. The PubMed and dblp databases were considered to obtain the most relevant research works of the last five years. Based on a comparison of the proposed studies and their research clinical outcomes concerning the medical ML application in cancer research, three main clinical scenarios were identified. We give an overview of the well-known DL and Reinforcement Learning (RL) methodologies, as well as their application in clinical practice, and we briefly discuss Systems Biology in cancer research. We also provide a thorough examination of the clinical scenarios with respect to disease diagnosis, patient classification and cancer prognosis and survival. The most relevant studies identified in the preceding year are presented along with their primary findings. Furthermore, we examine the effective implementation and the main points that need to be addressed in the direction of robustness, explainability and transparency of predictive models. Finally, we summarize the most recent advances in the field of AI/ML applications in cancer research and medical oncology, as well as some of the challenges and open issues that need to be addressed before data-driven models can be implemented in healthcare systems to assist physicians in their daily practice.

Applied machine learning in cancer research: A systematic review for patient diagnosis, classification and prognosis.

Sense of belonging, or belongingness, describes how accepted one feels in their academic community and is an important factor in creating inclusive learning environments. Belongingness is influenced by many factors including: students' backgrounds and experiences; other people; environments (physical and virtual); academic discipline; external factors such as local, regional, and global issues; and time. 2020 has been dominated by several major events including the COVID-19 pandemic which dramatically impacted education. The Black Lives Matter movement has further raised global awareness of equality, diversity and inclusion not just in society, but in educational contexts. Climate change concerns, and politically-charged news are also increasingly affecting our students. We have been monitoring our undergraduate computing students' sense of belonging for over three years, providing us with a unique opportunity to gauge recent changes during the pandemic. Our results surprised us. We found statistically significant reductions in the belongingness of students identifying as men as well as those not identifying as being part of a minority. However, investigating intersectionality of self-identified gender and minority status revealed more complicated and nuanced trends, illustrating important shifts in the belongingness of our students that we are only beginning to understand.

/pdf/investigating-the-impact-of-the-covid-19-pandemic-on-1wxrphsotw.pdf

Investigating the Impact of the COVID-19 Pandemic on Computing Students' Sense of Belonging

Machine Learning and Artificial Intelligence (AI) more broadly have great immediate and future potential for transforming almost all aspects of medicine. However, in many applications, even outside medicine, a lack of transparency in AI applications has become increasingly problematic. This is particularly pronounced where users need to interpret the output of AI systems. Explainable AI (XAI) provides a rationale that allows users to understand why a system has produced a given output. The output can then be interpreted within a given context. One area that is in great need of XAI is that of Clinical Decision Support Systems (CDSSs). These systems support medical practitioners in their clinic decision-making and in the absence of explainability may lead to issues of under or over-reliance. Providing explanations for how recommendations are arrived at will allow practitioners to make more nuanced, and in some cases, life-saving decisions. The need for XAI in CDSS, and the medical field in general, is amplified by the need for ethical and fair decision-making and the fact that AI trained with historical data can be a reinforcement agent of historical actions and biases that should be uncovered. We performed a systematic literature review of work to-date in the application of XAI in CDSS. Tabular data processing XAI-enabled systems are the most common, while XAI-enabled CDSS for text analysis are the least common in literature. There is more interest in developers for the provision of local explanations, while there was almost a balance between post-hoc and ante-hoc explanations, as well as between model-specific and model-agnostic techniques. Studies reported benefits of the use of XAI such as the fact that it could enhance decision confidence for clinicians, or generate the hypothesis about causality, which ultimately leads to increased trustworthiness and acceptability of the system and potential for its incorporation in the clinical workflow. However, we found an overall distinct lack of application of XAI in the context of CDSS and, in particular, a lack of user studies exploring the needs of clinicians. We propose some guidelines for the implementation of XAI in CDSS and explore some opportunities, challenges, and future research needs.

Current Challenges and Future Opportunities for XAI in Machine Learning-Based Clinical Decision Support Systems: A Systematic Review

Metacognition and self-regulation are popular areas of interest in programming education, and they have been extensively researched outside of computing. While computing education researchers should draw upon this prior work, programming education is unique enough that we should explore the extent to which prior work applies to our context. The goal of this systematic review is to support research on metacognition and self-regulation in programming education by synthesizing relevant theories, measurements, and prior work on these topics. By reviewing papers that mention metacognition or self-regulation in the context of programming, we aim to provide a benchmark of our current progress towards understanding these topics and recommendations for future research. In our results, we discuss eight common theories that are widely used outside of computing education research, half of which are commonly used in computing education research. We also highlight 11 theories on related constructs (e.g., self-efficacy) that have been used successfully to understand programming education. Towards measuring metacognition and self-regulation in learners, we discuss seven instruments and protocols that have been used and highlight their strengths and weaknesses. To benchmark the current state of research, we examined papers that primarily studied metacognition and self-regulation in programming education and synthesize the reported interventions used and results from that research. While the primary intended contribution of this paper is to support research, readers will also learn about developing and supporting metacognition and self-regulation of students in programming courses.

What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming

It is well known that programming error messages can be notoriously difficult for novices to understand, hampering progress and leading to frustration. In response, researchers have explored various approaches for enhancing such messages, yet results from this active strand of research are currently mixed. Direct comparisons of results between studies is challenging as these typically investigate different kinds of message enhancements and report results using different metrics. In addition, many prior studies have involved code writing tasks. In such cases, not all students encounter the same errors and messages, and it is difficult to isolate the time spent interpreting messages and resolving errors from the time spent writing code. In this research, we explore the effects of presenting novices with compiler error messages designed using the most recent collection of published guidelines - specifically, more easily readable, short, positive messages containing resolution hints. To accurately determine the time and effort required to read and respond to the messages, we utilise a debugging task where all students are presented the same code and therefore encounter the same errors. We present results of a randomised controlled experiment (n > 700) which shows that, compared to standard error messages, the messages we tested resulted in significantly shorter debugging times and higher self-reported scores of message usefulness for students in the very early stages of learning a new language.

Error Message Readability and Novice Debugging Performance

Programming error messages play an important role in learning to program. The cycle of program input and error message response completes a loop between the programmer and the compiler/interpreter and is a fundamental interaction between human and computer. However, error messages are notoriously problematic, especially for novices. Despite numerous guidelines citing the importance of message readability, there is little empirical research dedicated to understanding and assessing it. We report three related experiments investigating factors that influence programming error message readability. In the first two experiments we identify possible factors, and in the third we ask novice programmers to rate messages using scales derived from these factors. We find evidence that several key factors significantly affect message readability: message length, jargon use, sentence structure, and vocabulary. This provides novel empirical support for previously untested long-standing guidelines on message design, and informs future efforts to create readability metrics for programming error messages.

https://dl.acm.org/doi/pdf/10.1145/3411764.3445696

Brett A. Becker

Papers

Current Challenges and Future Opportunities for XAI in Machine Learning-Based Clinical Decision Support Systems: A Systematic Review

What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming

Investigating the Impact of the COVID-19 Pandemic on Computing Students' Sense of Belonging

Error Message Readability and Novice Debugging Performance

On Designing Programming Error Messages for Novices: Readability and its Constituent Factors