BackgroundScientific software incorporates models that capture fundamental domain knowledge. This software is becoming increasingly more relevant as an instrument for food research. However, scientific software is currently hardly shared among and (re-)used by stakeholders in the food domain, which hampers effective dissemination of knowledge, i.e. knowledge transfer.Scope and approachThis paper reviews selected approaches, best practices, hurdles and limitations regarding knowledge transfer via software and the mathematical models embedded in it to provide points of reference for the food community.Key findings and conclusionsThe paper focusses on three aspects. Firstly, the publication of digital objects on the web, which offers valorisation software as a scientific asset. Secondly, building transferrable software as way to share knowledge through collaboration with experts and stakeholders. Thirdly, developing food engineers' modelling skills through the use of food models and software in education and training.
Albeit the widespread application of recommender systems (RecSys) in our daily lives, rather limited research has been done on quantifying unfairness and biases present in such systems. Prior work largely focuses on determining whether a RecSys is discriminating or not but does not compute the amount of bias present in these systems. Biased recommendations may lead to decisions that can potentially have adverse effects on individuals, sensitive user groups, and society. Hence, it is important to quantify these biases for fair and safe commercial applications of these systems. This paper focuses on quantifying popularity bias that stems directly from the output of RecSys models, leading to over recommendation of popular items that are likely to be misaligned with user preferences. Four metrics to quantify popularity bias in RescSys over time in dynamic setting across different sensitive user groups have been proposed. These metrics have been demonstrated for four collaborative filteri ng based RecSys algorithms trained on two commonly used benchmark datasets in the literature. Results obtained show that the metrics proposed provide a comprehensive understanding of growing disparities in treatment between sensitive groups over time when used conjointly.
We developed an application which allows learners to construct qualitative representations of dynamic systems to aid them in learning subject content knowledge and system thinking skills simultaneously. Within this application, we implemented a lightweight support function which automatically generates help from a norm-representation to aid learners as they construct these qualitative representations. This support can be expected to improve learning. Using this function it is not necessary to define in advance possible errors that learners may make and the subsequent feedback. Also, no data from (previous) learners is required. Such a lightweight support function is ideal for situations where lessons are designed for a wide variety of topics for small groups of learners. Here, we report on the use and impact of this support function in two lessons: Star Formation and Neolithic Age. A total of 63 ninth-grade learners from secondary school participated. The study used a pretest/intervention/post-test design with two conditions (no support vs. support) for both lessons. Learners with access to the support create better representations, learn more subject content knowledge, and improve their system thinking skills. Learners use the support throughout the lessons, more often than they would use support from the teacher. We also found no evidence for misuse, i.e., 'gaming the system', of the support function.
