online-learning

4 posts

line

Solving the Cold-Start Problem in Search Reranking Through Embedding Stabilization: A LINE Part Time Jobs Case Study (opens in new tab)

LY Corporation improved LINE Part Time Jobs’ real-time search reranking by stabilizing user and item embeddings produced by a two-tower recommendation model. The approach addressed both cold-start degradation and daily embedding-space drift without changing the underlying model or training pipeline. Offline and online evaluations showed substantial gains, including a 4.7% overall KPI increase and 6.5% revenue growth. ## Search Reranking at LINE Part Time Jobs - Search consists of: - Retrieval, which finds listings matching a query. - Reranking, which orders the retrieved candidates. - The previous system ranked listings by cosine similarity between precomputed user-to-item two-tower embeddings. - This approach was computationally simple and captured broad user preferences, but: - It ignored query-specific information, such as the distance from a selected station. - Its embeddings combined behavior from multiple services and recommendation modules, not just search activity. - The team therefore introduced a dedicated real-time reranking model. ## Challenges with the Dedicated Reranking Model ### Cold Start - Most job listings are replaced at the beginning of each month. - New listings initially lack sufficient interaction data. - As a result, reranking quality dropped until enough training data accumulated. ### Embedding-Space Drift - Two-tower models were regularly retrained from random initialization. - Each training run produced a different embedding space. - Using embeddings as downstream features caused a mismatch between training-time and inference-time data, reducing model performance. ## Stabilizing the Embedding Space - Each day’s embeddings are aligned with the previous day’s stabilized embeddings. - The first day’s embeddings are used without stabilization. - This preserves continuity across retraining cycles and allows embeddings generated on different days to remain comparable. - Downstream models and embedding generation no longer need perfectly synchronized update schedules. ### Low-Rank SVD - User and item embeddings are converted into a more standardized low-dimensional representation. - Instead of decomposing the enormous user-item score matrix directly, transformation matrices are derived from the embedding matrices. - This makes the procedure practical for large-scale data. ### Orthogonal Procrustes Alignment - The transformed embeddings are aligned to the previous day’s stabilized space. - The orthogonal transformation only rotates or reflects the space. - Distances and inner-product relationships are therefore largely preserved, maintaining the two-tower model’s scoring behavior. ## Scalable Implementation - The algorithm was implemented with Apache Spark to handle LINE Part Time Jobs’ large datasets. - For low-rank SVD: - The original QR decomposition was optimized using Cholesky decomposition. - The Gram matrix \(G=A^\top A\) is decomposed to obtain the same upper-triangular matrix \(R\) as QR decomposition. - For Procrustes alignment: - The large matrix multiplication \(M=B^\top A\) is distributed across Spark. - The resulting \(e \times e\) matrix is small enough for SVD on a single node using NumPy. ## Evaluation Results ### Embedding Stability - Before stabilization, embeddings from randomly selected days had correlations close to zero. - After stabilization: - Similarity remained around 0.88 after one week. - Similarity remained around 0.87 after one month. - This reduced performance loss caused by embedding drift. ### Offline Evaluation - Unstabilized embeddings reduced nDCG by approximately 1–5% when training and inference used different days. - Stabilized embeddings improved: - Conversion nDCG by about 9.0%. - Click nDCG by about 4.5%. ### Online A/B Test - Search-page KPIs alone did not show statistically significant improvement. - Across the entire service: - KPIs increased by 4.7%. - Revenue increased by 6.5%. - The results suggest that the embeddings captured long-term user preferences that influenced later actions across the service, not only behavior on the search page. - The added embedding features also helped mitigate the initial cold-start problem. ## Practical Benefits and Future Work - The solution required no changes to the two-tower model itself. - Stabilization was added as post-processing, minimizing changes to existing pipelines and reducing deployment risk. - LY Corporation plans to test the method as the service expands its sources of job listings and to reuse the approach across other services through its internal machine-learning platform. Overall, sequential low-rank SVD and orthogonal Procrustes alignment provide a relatively simple way to make frequently retrained embeddings reliable downstream features while improving real-time reranking and business outcomes.

grammarly

Campus-Wide Writing Support Leads to Stronger Student Success at Phoenix College (opens in new tab)

Phoenix College implemented a campus-wide writing support initiative through Grammarly for Education to address academic barriers for its diverse student population, including multilingual learners and working adults. By integrating AI-assisted writing tools directly into existing student workflows and learning management systems, the college aimed to reduce the mechanical grading burden on faculty while improving student literacy. An independent study subsequently confirmed that this "always-on" support led to measurable gains in course completion, retention, and overall GPA across all learning modalities. ### Scaling Support Through Workflow Integration * The college provided campus-wide access to Grammarly for all students and faculty, ensuring the tool functioned in-line within word processors, browsers, and learning management systems. * By meeting students where they already write, the initiative eliminated the friction of learning new platforms or adopting complicated, separate workflows. * The rollout emphasized flexibility, allowing instructors to choose how to integrate the tool into their specific curriculum rather than mandating a uniform pedagogical approach. ### Quantifying Impact on Student Outcomes * An independent study by LXD Research compared 569 Grammarly users with 3,067 non-users in writing-intensive courses during the 2023–2024 academic year. * Data showed a significant lift in course completion across all environments: a 6.4 percent increase for online learners, 5.0 percent for hybrid learners, and 5.2 percent for in-person students. * Beyond completion, the research identified higher year-over-year retention rates and a direct correlation between consistent tool usage and higher student GPAs. ### Shifting Instructional Focus to Higher-Order Skills * Automating mechanical corrections allowed instructors to redirect their feedback toward deeper academic concerns such as content, structure, and discipline-specific thinking. * The tool supported a process-oriented approach to writing, encouraging students to engage in iterative drafting and revision before submitting final work. * Faculty reported significant time savings, enabling them to provide more tailored, meaningful critique to a larger volume of students. ### Strategic Implementation and Adoption * The college utilized a "lead with access" model, ensuring every enrolled student had the same level of support to maintain equity between traditional and non-traditional learners. * Adoption grew organically through peer-to-peer sharing and onboarding resources that demonstrated how to use writing reports for student reflection. * The institution monitored specific "momentum indicators"—such as GPA trends and usage patterns—to identify which student subgroups were benefiting most from the intervention. Phoenix College's experience demonstrates that when writing support is frictionless and embedded within existing digital environments, it creates a scalable model for student success. Institutions looking to replicate these results should prioritize instructor autonomy and focus on tools that complement, rather than disrupt, the established writing process.

figma

Bringing Figma to even more classrooms | Figma Blog (opens in new tab)

Figma expanded its Figma for Education program in response to the growing need for remote teaching during COVID-19. The program now supports online courses, bootcamps, school-sponsored hackathons, and other virtual or informal classrooms—not just accredited degree programs. Its goal is to make collaborative design education accessible to more learners. ## Expanding Eligibility Beyond Traditional Institutions - Figma had previously offered free access and discounts to students and educators at accredited institutions. - More than 100,000 people worldwide were already using Figma in classrooms. - The expanded program now includes: - Online courses - Bootcamps - School-sponsored hackathons - Other in-person and virtual learning environments - This broader eligibility supports students pursuing degrees, changing careers, improving their skills, or simply learning about design. ## Supporting Remote Classrooms - The shift to remote education created significant challenges for educators and students. - Figma worked with educators such as Miguel Cardona of RIT and Students Who Design to publish teaching materials and guidance for organizing online classes. - These resources cover onboarding students, structuring files, teaching remotely, and providing project feedback. ## Benefits of the Education Plan Applicants accepted into the program receive: - A free Education plan with Professional-level features. - Unlimited editors, files, and projects. - Classroom-focused templates and other teaching resources. - Access to a community of educators and students. - Invitations to virtual events and meetups. ## Collaborative Design Learning - Figma emphasizes that its browser-based, collaborative workflow fits naturally with how students already work together online. - UC Berkeley professor Eric Paulos highlighted the platform’s ability to bring rich online collaboration into visual design education. - The program reflects Figma’s broader mission of making design more accessible. Educators and students can apply for an Education plan through Figma’s education program, while feedback and ideas are welcomed through the dedicated education team.

figma

How Students Who Design set up Figma in their online classroom | Figma Blog (opens in new tab)

Students Who Design uses Figma as the central workspace for running an online product-design course. Its system combines personal onboarding, shared file organization, reusable UI templates, recorded lectures, hands-on assignments, and asynchronous instructor feedback. The approach helps students work independently while allowing instructors to monitor progress and provide guidance in a shared environment. ## Pre-Class Setup - Students create free personal Figma accounts and familiarize themselves with the editor before class begins. - Instructors invite students to the Students Who Design team as editors. - Lectures are stored in the shared workspace, with Loom recordings providing audio narration for self-paced learning. - Projects and naming conventions organize instructor materials, sponsorship work, brand assets, and student files. - Each student creates a Master Figma file using the naming format `Intro DPD: Name`, making work easy to locate and manage. ## Teaching Through Hands-On Projects - The three-week course centers on improving Messenger: - Research and design principles - A class-wide brainstorm to prioritize feature improvements - An individual high-fidelity user flow - Students watch recorded lectures and complete assignments on weekly deadlines. - Each student duplicates a master file containing a UI kit and Messenger building blocks, reducing setup time and keeping work consistent. - Students use Pages to document their process, with recommended organization including: - Numbered pages for easy scanning - Titles describing the design stage or page contents - Dedicated areas for exploration, inspiration, and revisions - Because students work in one file throughout the course, they can create and share Figma prototypes directly with instructors. ## Monitoring Progress and Providing Feedback - Figma lets instructors enter student files remotely and review progress without being physically present. - Viewing individual pages makes it easy to identify completed assignments and ongoing explorations. - Critique and feedback are treated as essential parts of the course, particularly for beginners. - The shared workspace supports asynchronous review while keeping student work, prototypes, and course materials connected. The recommended model is to establish a clear workspace structure before class, give students reusable templates, and keep all project development in one organized Figma file. This creates a flexible online classroom where students can learn at their own pace while instructors maintain visibility and provide timely design feedback.