Tiffany Tseng

Tiffany Tseng, Jennifer King Chen, Mona Abdelrahman et al. · apple-ml, uw

Existing novice-friendly machine learning (ML) modeling tools center around a solo user experience, where a single user collects only their own data to build a model. However, solo modeling experiences limit valuable opportunities for encountering alternative ideas and approaches that can arise when learners work together; consequently, it often precludes encountering critical issues in ML around data representation and diversity that can surface when different perspectives are manifested in a group-constructed data set. To address this issue, we created Co-ML -- a tablet-based app for learners to collaboratively build ML image classifiers through an end-to-end, iterative model-building process. In this paper, we illustrate the feasibility and potential richness of collaborative modeling by presenting an in-depth case study of a family (two children 11 and 14-years-old working with their parents) using Co-ML in a facilitated introductory ML activity at home. We share the Co-ML system design and contribute a discussion of how using Co-ML in a collaborative activity enabled beginners to collectively engage with dataset design considerations underrepresented in prior work such as data diversity, class imbalance, and data quality. We discuss how a distributed collaborative process, in which individuals can take on different model-building responsibilities, provides a rich context for children and adults to learn ML dataset design.

Tiffany Tseng, Katelyn Lam, Tiffany Lin Fu et al.

Multimodal Large Language Models (MLLMs) are beginning to empower new user experiences that can flexibly generate content from a range of inputs, including images, text, speech, and video. These capabilities have the potential to enrich learning by enabling users to capture and interact with information using a variety of modalities, but little is known about how educators envision how MLLMs might shape the future of learning experiences, what challenges diverse teachers encounter when interpreting how these models work, and what practical needs should be considered for successful implementation in educational contexts. We investigated educator perspectives through formative workshops with 12 K-12 educators, where participants brainstormed learning opportunities, discussed practical concerns for effective use, and prototyped their own MLLM-powered learning applications using Claude 3.5 and its Artifacts feature for previewing code-based output. We use case studies to illustrate two contrasting end-user approaches (teacher-and student-driven), and share insights about opportunities and concerns expressed by our participants, ending with implications for leveraging MLLMs for future learning experiences.

Tao Long, Sitong Wang, Émilie Fabre et al.

UIST researchers develop tools to address user challenges. However, user interactions with AI evolve over time through learning, adaptation, and repurposing, making one time evaluations insufficient. Capturing these dynamics requires longer-term studies, but challenges in deployment, evaluation design, and data collection have made such longitudinal research difficult to implement. Our workshop aims to tackle these challenges and prepare researchers with practical strategies for longitudinal studies. The workshop includes a keynote, panel discussions, and interactive breakout groups for discussion and hands-on protocol design and tool prototyping sessions. We seek to foster a community around longitudinal system research and promote it as a more embraced method for designing, building, and evaluating UIST tools.