Explaining Active Learning Queries
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2017
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Haverford College. Department of Computer Science
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Thesis
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Award
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eng
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Dark Archive until 2018-01-01, afterwards Open Access.
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Abstract
In contrast to traditional supervised machine learning that takes a set of labeled data and builds a model that best fits the given data, active learning selects instances from which it will learn. In a typical setting, active learning starts with some labeled instance, and queries an unlabeled instance that it can learn the most from. Then the queried instance is labeled by an oracle, and the learner re-trains the model and continues the learning cycle. By selecting the most informative instances, active learning attempts to find the optimal set of training data. Often, the oracle is a human annotator: for speech data, for example, an annotator can be a trained linguist. In a typical active learning setting, an annotator's role is to provide a label to the instance that the active learner asks for. In this setting, it is difficult for the annotator to understand why the queried instance is important, and the annotator takes a passive role in a sense that he or she merely provides the label to the active learner. In this paper, I propose a technique that explains active learning queries and an expert-aided active learning procedure in which experts are more involved in the learning cycle. The technique was applied to Haverford's Dark Reactions Project dataset, which consists of organically-templated metal oxide synthesis reactions. The explanations of queries are provided to a chemist, who was able to interpret the explanations and found it helpful identifying chemical space that is poorly understood by the model. Moreover, the expert-aided active learning showed performance commensurate with the standard active learning.