Overview of the TREC 2020 deep learning track

This is the second year of the TREC Deep Learning Track, with the goal of studying ad hoc ranking in the large training data regime. We again have a document retrieval task and a passage retrieval task, each with hundreds of thousands of human-labeled training queries. We evaluate using single-shot TREC-style evaluation, to give us a picture of which ranking methods work best when large data is available, with much more comprehensive relevance labeling on the small number of test queries. This year we have further evidence that rankers with BERT-style pretraining outperform other rankers in the large data regime.

Slot Self-Attentive Dialogue State Tracking

An indispensable component in task-oriented dialogue systems is the dialogue state tracker, which keeps track of users' intentions in the course of conversation. The typical approach towards this goal is to fill in multiple pre-defined slots that are essential to complete the task. Although various dialogue state tracking methods have been proposed in recent years, most of them predict the value of each slot separately and fail to consider the correlations among slots. In this paper, we propose a slot self-attention mechanism that can learn the slot correlations automatically. Specifically, a slot-token attention is first utilized to obtain slot-specific features from the dialogue context. Then a stacked slot self-attention is applied on these features to learn the correlations among slots. We conduct comprehensive experiments on two multi-domain task-oriented dialogue datasets, including MultiWOZ 2.0 and MultiWOZ 2.1. The experimental results demonstrate that our approach achieves state-of-the-art performance on both datasets, verifying the necessity and effectiveness of taking slot correlations into consideration.

VLEngagement: A Dataset of Scientific Video Lectures for Evaluating Population-based Engagement

With the emergence of e-learning and personalised education, the production and distribution of digital educational resources have boomed. Video lectures have now become one of the primary modalities to impart knowledge to masses in the current digital age. The rapid creation of video lecture content challenges the currently established human-centred moderation and quality assurance pipeline, demanding for more efficient, scalable and automatic solutions for managing learning resources. Although a few datasets related to engagement with educational videos exist, there is still an important need for data and research aimed at understanding learner engagement with scientific video lectures. This paper introduces VLEngagement, a novel dataset that consists of content-based and video-specific features extracted from publicly available scientific video lectures and several metrics related to user engagement. We introduce several novel tasks related to predicting and understanding context-agnostic engagement in video lectures, providing preliminary baselines. This is the largest and most diverse publicly available dataset to our knowledge that deals with such tasks. The extraction of Wikipedia topic-based features also allows associating more sophisticated Wikipedia based features to the dataset to improve the performance in these tasks. The dataset, helper tools and example code snippets are available publicly at https://github.com/sahanbull/context-agnostic-engagement

Predicting Engagement in Video Lectures

The explosion of Open Educational Resources (OERs) in the recent years creates the demand for scalable, automatic approaches to process and evaluate OERs, with the end goal of identifying and recommending the most suitable educational materials for learners. We focus on building models to find the characteristics and features involved in context-agnostic engagement (i.e. population-based), a seldom researched topic compared to other contextualised and personalised approaches that focus more on individual learner engagement. Learner engagement, is arguably a more reliable measure than popularity/number of views, is more abundant than user ratings and has also been shown to be a crucial component in achieving learning outcomes. In this work, we explore the idea of building a predictive model for population-based engagement in education. We introduce a novel, large dataset of video lectures for predicting context-agnostic engagement and propose both cross-modal and modality-specific feature sets to achieve this task. We further test different strategies for quantifying learner engagement signals. We demonstrate the use of our approach in the case of data scarcity. Additionally, we perform a sensitivity analysis of the best performing model, which shows promising performance and can be easily integrated into an educational recommender system for OERs.

ORCAS: 18 Million Clicked Query-Document Pairs for Analyzing Search

Users of Web search engines reveal their information needs through queries and clicks, making click logs a useful asset for information retrieval. However, click logs have not been publicly released for academic use, because they can be too revealing of personally or commercially sensitive information. This paper describes a click data release related to the TREC Deep Learning Track document corpus. After aggregation and filtering, including a k-anonymity requirement, we find 1.4 million of the TREC DL URLs have 18 million connections to 10 million distinct queries. Our dataset of these queries and connections to TREC documents is of similar size to proprietary datasets used in previous papers on query mining and ranking. We perform some preliminary experiments using the click data to augment the TREC DL training data, offering by comparison: 28x more queries, with 49x more connections to 4.4x more URLs in the corpus. We present a description of the dataset's generation process, characteristics, use in ranking and suggest other potential uses.

On the Reliability of Test Collections for Evaluating Systems of Different Types

As deep learning based models are increasingly being used for information retrieval (IR), a major challenge is to ensure the availability of test collections for measuring their quality. Test collections are generated based on pooling results of various retrieval systems, but until recently this did not include deep learning systems. This raises a major challenge for reusable evaluation: Since deep learning based models use external resources (e.g. word embeddings) and advanced representations as opposed to traditional methods that are mainly based on lexical similarity, they may return different types of relevant document that were not identified in the original pooling. If so, test collections constructed using traditional methods are likely to lead to biased and unfair evaluation results for deep learning (neural) systems. This paper uses simulated pooling to test the fairness and reusability of test collections, showing that pooling based on traditional systems only can lead to biased evaluation of deep learning systems.

Overview of the TREC 2019 deep learning track

The Deep Learning Track is a new track for TREC 2019, with the goal of studying ad hoc ranking in a large data regime. It is the first track with large human-labeled training sets, introducing two sets corresponding to two tasks, each with rigorous TREC-style blind evaluation and reusable test sets. The document retrieval task has a corpus of 3.2 million documents with 367 thousand training queries, for which we generate a reusable test set of 43 queries. The passage retrieval task has a corpus of 8.8 million passages with 503 thousand training queries, for which we generate a reusable test set of 43 queries. This year 15 groups submitted a total of 75 runs, using various combinations of deep learning, transfer learning and traditional IR ranking methods. Deep learning runs significantly outperformed traditional IR runs. Possible explanations for this result are that we introduced large training data and we included deep models trained on such data in our judging pools, whereas some past studies did not have such training data or pooling.

Towards an Integrative Educational Recommender for Lifelong Learners

One of the most ambitious use cases of computer-assisted learning is to build a recommendation system for lifelong learning. Most recommender algorithms exploit similarities between content and users, overseeing the necessity to leverage sensible learning trajectories for the learner. Lifelong learning thus presents unique challenges, requiring scalable and transparent models that can account for learner knowledge and content novelty simultaneously, while also retaining accurate learners representations for long periods of time. We attempt to build a novel educational recommender, that relies on an integrative approach combining multiple drivers of learners engagement. Our first step towards this goal is TrueLearn, which models content novelty and background knowledge of learners and achieves promising performance while retaining a human interpretable learner model.

TrueLearn: A Family of Bayesian Algorithms to Match Lifelong Learners to Open Educational Resources

The recent advances in computer-assisted learning systems and the availability of open educational resources today promise a pathway to providing cost-efficient, high-quality education to large masses of learners. One of the most ambitious use cases of computer-assisted learning is to build a lifelong learning recommendation system. Unlike short-term courses, lifelong learning presents unique challenges, requiring sophisticated recommendation models that account for a wide range of factors such as background knowledge of learners or novelty of the material while effectively maintaining knowledge states of masses of learners for significantly longer periods of time (ideally, a lifetime). This work presents the foundations towards building a dynamic, scalable and transparent recommendation system for education, modelling learner's knowledge from implicit data in the form of engagement with open educational resources. We i) use a text ontology based on Wikipedia to automatically extract knowledge components of educational resources and, ii) propose a set of online Bayesian strategies inspired by the well-known areas of item response theory and knowledge tracing. Our proposal, TrueLearn, focuses on recommendations for which the learner has enough background knowledge (so they are able to understand and learn from the material), and the material has enough novelty that would help the learner improve their knowledge about the subject and keep them engaged. We further construct a large open educational video lectures dataset and test the performance of the proposed algorithms, which show clear promise towards building an effective educational recommendation system.