We report on our experience with shared-task-based teaching based on 12 undergraduate and master's courses.From the lessons learned in these courses, we derive a novel classification of shared tasks into four classes based on properties of their solution spaces.The classification aligns the courses with their didactic goals and supports students and instructors in achieving them.We systematically analyze the teaching and learning conditions of each class, such as the required effort and prior knowledge of students and instructors.Our analyses show that shared tasks are a promising teaching method for computer science education that can be adapted to different environments.However, the diversity of shared tasks also requires customized recommendations for instructors.

In this paper, we discuss the benefits and challenges of shared tasks as a teaching method. A shared task is a scientific event and a friendly competition to solve a research problem, the task. In terms of linking research and teaching, shared-task-based tutorials fulfill several faculty desires: they leverage students' interdisciplinary and heterogeneous skills, foster teamwork, and engage them in creative work that has the potential to produce original research contributions. Based on ten information retrieval (IR) courses at two universities since 2019 with shared tasks as tutorials, we derive a domain-neutral process model to capture the respective tutorial structure. Meanwhile, our teaching method has been adopted by other universities in IR courses, but also in other areas of AI such as natural language processing and robotics.

The success of machine learning (ML) models depends on careful experimentation and optimization of their hyperparameters. Tuning can affect the reliability and accuracy of a trained model and is the subject of ongoing research. However, little is known on whether and how hyperparameters are used and optimized in research practice. This lack of knowledge not only limits the adoption of best practices for tuning in research, but also affects the reproducibility of published results. Our research systematically analyzes the use and tuning of hyperparameters in ML publications. For this, we analyze 2000 code repositories and their associated research papers from Papers with Code. We compare the use and tuning of hyperparameters of three widely used ML libraries: scikit-learn, TensorFlow, and PyTorch. Our results show that the most of the available hyperparameters remain untouched, and those that have been changed use constant values. In particular, there is a significant difference between tuning hyperparameters and the reporting about it in the corresponding research papers. Our results suggest that there is a need for improved research and reporting practices when using ML methods to improve the reproducibility of published results.

Predicting the persuasiveness of arguments has applications as diverse as writing assistance, essay scoring, and advertising. While clearly relevant to the task, the personal characteristics of an argument's source and audience have not yet been fully exploited toward automated persuasiveness prediction. In this paper, we model debaters' prior beliefs, interests, and personality traits based on their previous activity, without dependence on explicit user profiles or questionnaires. Using a dataset of over 60,000 argumentative discussions, comprising more than three million individual posts collected from the subreddit r/ChangeMyView, we demonstrate that our modeling of debater's characteristics enhances the prediction of argument persuasiveness as well as of debaters' resistance to persuasion.