Styliani Kleanthous

Maria Kasinidou, Styliani Kleanthous, Matteo Busso et al.

With the surge in data-centric AI and its increasing capabilities, AI applications have become a part of our everyday lives. However, misunderstandings regarding their capabilities, limitations, and associated advantages and disadvantages are widespread. Consequently, in the university setting, there is a crucial need to educate not only computer science majors but also students from various disciplines about AI. In this experience report, we present an overview of an introductory course that we offered to students coming from different majors. Moreover, we discuss the assignments and quizzes of the course, which provided students with a firsthand experience of AI processes and insights into their learning patterns. Additionally, we provide a summary of the course evaluation, as well as students' performance. Finally, we present insights gained from teaching this course and elaborate on our future plans.

Fausto Giunchiglia, Jahna Otterbacher, Styliani Kleanthous et al.

As the role of algorithmic systems and processes increases in society, so does the risk of bias, which can result in discrimination against individuals and social groups. Research on algorithmic bias has exploded in recent years, highlighting both the problems of bias, and the potential solutions, in terms of algorithmic transparency (AT). Transparency is important for facilitating fairness management as well as explainability in algorithms; however, the concept of diversity, and its relationship to bias and transparency, has been largely left out of the discussion. We reflect on the relationship between diversity and bias, arguing that diversity drives the need for transparency. Using a perspective-taking lens, which takes diversity as a given, we propose a conceptual framework to characterize the problem and solution spaces of AT, to aid its application in algorithmic systems. Example cases from three research domains are described using our framework.