eightbar http://eightbar.co.uk Raising The Eight Bar Tue, 26 Jul 2016 09:38:58 +0000 en-US hourly 1 https://wordpress.org/?v=4.5.3 Hello. http://eightbar.co.uk/2016/07/26/hello/ http://eightbar.co.uk/2016/07/26/hello/#respond Tue, 26 Jul 2016 07:41:27 +0000 http://eightbar.co.uk/?p=1682 Continue reading ]]> In 2005 a group of us working at IBM’s Hursley lab decided to start a blog about technology and what it was like to work here.

In the 11 years we’ve seen people join and leave, we’ve had weddings and babies, bought houses, had 120 breakfasts together and drunk many cups of tea. We’ve also seen the technology we work with span social media, virtual worlds, cloud, and AI. Some of it has been recorded here. We’ve had a few attempts to restart Eightbar but interest in reading and writing it has faded, so we decided to call it a day.

The content has all been archived and is accessible at: https://eightbar.eu-gb.mybluemix.net or you can download the whole thing at: https://github.com/shawdm/eightbar-static. In a few days we’ll redirect eightbar.co.uk and in a few weeks we’ll let the domain expire.

Most of the contributors are still writing their own blogs. All of them are on Twitter.

Alice Bartlett
http://alicebartlett.co.uk/

Andy Piper
https://andypiper.co.uk

Andy Stanford-Clark
http://stanford-clark.com

Ben Hardill
http://www.hardill.me.uk

Dale Lane
http://dalelane.co.uk

Darren Shaw
https://darrenshaw.org

Dave Braines

Gareth Jones
http://garethj.com

Graham White
http://gibbalog.blogspot.co.uk

Ian Hughes
http://www.feedingedge.co.uk

James Taylor
https://jtlog.wordpress.com

Jon Levell
http://www.coralbark.net

Josie Messa
https://josiemessa.wordpress.com

Laura Cowen
http://lauracowen.co.uk

Nick O’Leary
http://knolleary.net

Rob Smart
http://robsmart.co.uk

Roo Reynolds
http://rooreynolds.com

Thank you.
XOXO

]]>
http://eightbar.co.uk/2016/07/26/hello/feed/ 0
Watson Rock, Paper, Scissors http://eightbar.co.uk/2016/06/26/watson-rock-paper-scissors/ Sun, 26 Jun 2016 13:46:56 +0000 http://dalelane.co.uk/blog/?p=3349 Continue reading ]]> A simple hands-on activity to let kids train a machine learning classifier to be able to play Rock, Paper, Scissors.

Screen Shot 2016-06-26 at 13.59.20

I’ve written and spoken before that I think we should do more to introduce children to the idea of machine learning. And I’ve tried introducing my two kids to it, such as by making a Code Club-style game with them: we built a system to play Guess Who, that they trained both to understand what you say and to recognise the characteristics of faces from photos.

This weekend, we tried out another idea – Rock, Paper, Scissors from a web app, using the web cam to see your moves, and training a system to recognise your hand signs.

DSC06146

In many ways, this was simpler than the Guess Who project, and one I would’ve tried before if we’d thought of it! I’ve made getting the system to choose it’s next move very simple, as it just chooses one of the three options at random.

The machine learning element comes from the fact that I got them to train a custom image classifier to recognise what a ‘rock’, ‘paper’ and ‘scissors’ hand sign looks like.

DSC06153

Last night I hacked together a quick single-page training web app for them to use. Unlike with the Guess Who game, where we worked on it together to come up with the project, this time I made it myself to see how they’d get on with using it. (I was thinking that if it went well, I’d try using it with one of my school groups).

They got off to a good start… although I hadn’t counted on how much time Grace would spend checking out her hair once she saw the web cam video. 🙂


Video of the kids getting started

I’ve got it so that you can take photos from the web cam by clicking on a button, and put the photo into one of three training groups – one each for rock, paper and scissors.

DSC06150

My hope was that the three hand signs – a fist, a flat palm, and two fingers – are distinct enough that an image classifier could quickly start to distinguish between them.

Although I should probably add some overlay to the live video to suggest where to put your hand, how close to the camera, etc. as their initial attempts were fairly inconsistent.


Video of their first attempt at training

As before, I’m using one of the Watson developer APIs available in Bluemix, called Visual Recognition.

To train it, you just need to upload zip files, where each zip file contains examples of photos of something you want to recognise.

In this case, we want to upload three zip files – one of photos of “rock”, one zip file of “paper” photos, one zip file of photos of “scissors”. And you can do all of that in a single HTTP POST, so the code behind the training app is very simple.

DSC06152

That said, I should still share the code.

It was hacked together in an evening, so it’s a complete mess. But I’ll try and find some spare time this week to tidy it up, and put the code somewhere in case it’s helpful. Some of the code for driving the webcam, zipping up the photos, and uploading them, might be useful to someone.


The first test

To test it, I made a simple game. I’ve got it keeping score to see how many moves you win against the random choices the game makes. Although Grace seemed more interested in counting the number of times the game correctly identified our moves. It wasn’t perfect!

(The “Watson’s move” images used in the game bit were made by Faith. She took photos of her own hand using an iPad, and did the weird grid background effect using PopAGraph. It wasn’t quite what I expected, but I think it looks kinda neat.)

Screen Shot 2016-06-26 at 13.57.16

As with the Guess Who activity, what most interested me was the girls’ reactions to the behaviour of the ML system. I was surprised that even after last time, their initial assumption was still that they could take one photo of each, and that would be enough. (Another reason why it’s worth doing a few of these activities to reinforce it).

But with a little nudging, they quickly saw how that the more examples they gave, the better the system performed.

Other than that, a lot of the lessons they learned were reminders of what we talked about before about what it’s like doing supervised learning projects.


The second attempt… another test after more training this time

One thing I was impressed with was when they thought that the training would be more effective if they used an actual rock, actual scissors, and a sheet of paper. Doing that made the accuracy a hundred times better. That makes sense, as they are much more distinct than all photos of hands, so that was a neat idea!

And that’s pretty much it. My second experiment at getting the kids to play with machine learning seemed to work pretty well.

I’ve put the app I made for them up on Bluemix so you’re welcome to give it a try it you like. It’s at https://watson-rock-paper-scissors.eu-gb.mybluemix.net.

You’ll have to get your own Visual Recognition API key to use it, though, but that supports a free trial, so hopefully that won’t put you off!


Third time lucky? Another test


Update 1:

A couple of friends pointed me at another recent IBM rock, paper, scissors project when I mentioned planning to do this.

It looks like a great project and is well worth a look – they’ve gone into using Apache Spark to create a system able look for patterns in how people play rock-paper-scissors and learn strategies to win the game.

More recently, they’ve even gotten a NAO robot to play the game for them!

I wasn’t aware of this work before, but decided to go ahead with our project anyway. Partly because my focus was different for this, but mostly because I think that the Agonies of Parallel Creation should never stop us from creating and sharing stuff. There’s no new idea under the sun, so if we wait for an idea that no-one has ever got close to, we’d stop creating anything.

That said, it’s a particularly surreal coincidence in this case, as this is not only an IBM project, but the author of that post is the great David Taieb who I used to work for when he worked on Watson! Small world.


Update 2:

Yes, I know you can see my API key in the video. But don’t worry. Bluemix makes it easy enough to revoke credentials so I’ve deleted that API key. Doing that was much quicker than learning enough video editing to be able to mask it out. 🙂

DSC06149


]]>
An introduction to machine learning with Guess Who http://eightbar.co.uk/2016/02/18/an-introduction-to-machine-learning-with-guess-who/ Thu, 18 Feb 2016 18:50:40 +0000 http://dalelane.co.uk/blog/?p=3330 Continue reading ]]> I tried introducing my two kids to machine learning by helping them make a game this week.

In this post, I’ll try and explain why, how we did it, and how it went. And if you make it all the way to an end, I’ve got some videos and a link to a demo to show you what we made.

Why

I think we need to introduce the basic concept of machine learning to children.

I think the current approach to introducing coding using things like Scratch aren’t enough. This isn’t to say Scratch isn’t great (I’ve been running a Code Club every week for the last couple of years, delivered almost entirely using Scratch, so I’d be the last person to say it isn’t a fantastic tool). It lets you snap together blocks representing actions to teach the programming mindset of getting a computer to do something by you breaking the task down into a series of steps.

I think we need to add to this with something that introduces the model of machine learning – getting a computer to do something by training it with examples of doing that task.

I’ve been saying this for a while – I gave a talk about it at an education conference last year, I’ve written about it here before, and it was the theme of a lecture I gave at a science society in London last month.

This week is half-term and I have the week off work, so I thought I’d finally spend a bit of time trying it out by experimenting on my own two daughters (Faith and Grace, who are aged 7 and 11).

In Code Club, I mostly try to introduce programming concepts by helping the kids to create games. Sticking with what seems to work, I’ve helped them to make a game by training an ML system how to play it.

How

We’ve been making a sort of Guess Who? game – a game that I’ve played with the kids for years and that they know inside out.

Guess-Who-Closeup.jpg

The idea is that the computer shows a bunch of faces and chooses one of them at random. You have to work out which one it’s chosen by asking Yes/No questions about their appearance.

I introduced this to Grace and Faith mostly using analogies and anthropomorphising.

“We need to teach the computer how to play the game instead of telling it how to”.

“We’ll do it the same way that you teach a small child to do something, not by telling it the series of steps to take but by showing it examples of how it should be done, over and over, until it learns how to do it”.

And so on.

I went with a couple of opportunities for trying out machine learning approaches.

Understanding the question

As a player, we let you ask questions in natural language. You’ve just got a text box to type in anything you want to ask. In practice though, there’s a reasonably predictable set of questions you might ask – it’s a very constrained domain. So it lends itself well to using a text classifier.

I got the kids to make a list of all the types of questions they ask in a Guess Who game. These were the classes we’d train the system with (e.g. “has brown hair” or “is wearing a hat”). Then for each class, they had to come up with as many ways as they could think of to ask that question.

the kids using Watson NLC

We used this to train IBM Watson Natural Language Classifier.

I chose it mostly because I’m familiar with it, it’s a hosted readily available service so there was nothing to install or configure, it has a simple web interface for training that the kids could use to enter the classes and texts they thought of, and for this sort of kicking-the-tyres-with-minimal-usage it’s free.

With a little training, they had a trained classifier that would be able to take a question from the player and map it to one of the classes they’d come up with for the questions they ask when they play Guess Who.

Answering the question

The next step was to train the system to be able to answer the questions. We needed it to be able to recognise visual characteristics in a photo. Again, this is a constrained domain, although less so than for classifying questions. But still, this was basically a classifying task, albeit with the extra challenge of using images.

We looked for a collection of face images that we could use, both for training, and for the game itself. We initially started trying out Labeled Wikipedia Faces, but ultimately settled on using Labeled Faces in the Wild – a set of over 13,000 photos of faces.

Grace, preparing the training for Visual Recognition

I got the kids to group examples of the faces based on the characteristics they’d come up with in their list of text classes. We just used the built-in OSX Finder to do this.

One folder open on the left with all the unsorted faces in, and a bunch of folders open to the right – e.g. “short-hair”, “long-hair”, “bald”, “hat”. They scrolled through the unsorted pictures, and trained by dragging the photos across into the relevant folder.

We used an IBM Watson API with this, too : IBM Watson Visual Recognition

Again, I chose it because I’m familiar with it, and it’s a hosted service I didn’t need to install or run, and while it’s in beta it’s all free to use.

Putting it all together

While they did that, I hacked together up a quick game to drive it. They were in charge of training, I wrote a simple REST API to make the requests to the Watson APIs, and a UI to let the player interact with it.

We had our game!

How it went

I asked them what they’d learned from doing it, and they came up with things like:

“You need a lot of training data”

When I explained how we’d train the visual recognition classifiers to recognise characteristics in photos, Faith said “We could take photos of each other and use those!”. I said that we’d need more than that, so she said “I could take photos of my friends as well!”.

But we needed so many more than that. We started by looking to Wikipedia (always a good starting point for getting data!), before eventually settling on the LFW set.

Getting them to help me find the training data gave them an idea of the sort of scale you need for these sorts of projects, as well as giving them an insight into ideas like gathering existing data rather than trying to manually create it.

“The more training you give it, the better it gets”

We did this project off-and-on throughout half-term week rather than all in one sitting. And we re-ran the training after each go. It was really clear the way that the results improved the more that we did.

I’m a big fan of learning by doing, and I think that seeing that for themselves was more effective than if I’d just told them. Trying it out with virtually no training, and seeing that it’s rubbish. Then trying it out with a bit of training, and see it start to get better. Then trying it again after a few days and see it really improving – there was a definite light bulb moment.

“Training is fun at first, but can get a bit boring after a while”

This was more an issue with the visual recognition training rather than the NLC text classifier training. Even after the first afternoon they’d already come up with a classifier that was doing a decent job of most questions. But grouping the photos into the training sets took much longer. And to be honest, it really needs more training than they did if you wanted to turn this into a proper demo or game – I let them do enough to get the idea, but stopped them before it became a miserable chore!

But this was a positive thing. As a takeaway, that’s a really valid and valuable insight. I’ve seen commercial ML projects fail to recognise this at the outset! Training ML systems is a repetitive, manual and very time-consuming task that does get boring for the people involved.

We talked about ways that people try and get around that, like trying to turn it into a game. Grace thought that if we did this as a school activity, with all her class helping out with the training, then split between 30 kids, it wouldn’t take as long.

All of these points – the amount of time and work needed to train, approaches like getting a large number of people to train, etc. – these are all great lessons about the practicalities of using machine learning.

“It’s a bit like magic”

If you had to describe the steps involved in working out if a photo included a face that has a moustache, that would be pretty complicated. But dividing 100 photos into two groups – faces with a moustache, and faces without a moustache – that’s easy.

There were a bunch of things they talked about here that was really positive – that doing this is easy, and you don’t need you to understand the deep detail behind how it works. With Faith (my youngest) we didn’t go into too much detail about how the training works, but Grace and I did find some videos on YouTube that explained the principles behind deep learning which were interesting.

More generally, what I wanted them to learn was that computers can spot patterns in data, without you needing to be able to specify rules that they should follow. And I think that’s a more effective lesson as something they saw and did for themselves rather than just reading or hearing about it.

The result


https://youtu.be/oguzXlRT4NQ

I’ve put what we came up with on Bluemix at http://guesswho.eu-gb.mybluemix.net

I’ve also put some more videos below to show us trying it out.

As I explained above, it’s not really “finished” – I think it needs more training, and the UI was hacked together in a hurry. But even as a quick half-term project, I think it already shows a glimmer of what is possible.

More importantly, it shows that you can give kids a hands-on introduction to machine learning.


https://youtu.be/1AkSVBzE5io


https://youtu.be/6ay7MqhW53g


https://youtu.be/Z3UReJzzY4Q


https://youtu.be/GNcz_D62_0w


]]>
The skills implications of Cognitive Computing http://eightbar.co.uk/2015/04/29/the-skills-implications-of-cognitive-computing/ Wed, 29 Apr 2015 16:07:17 +0000 http://dalelane.co.uk/blog/?p=3299 Continue reading ]]> STEMtech is a conference about the education of science, technology, engineering and maths. The attendees are an interesting mix of people from education and policy makers, as well as people like me from industry.

This year, they invited me to do a talk. My slides are shared but they’ll make no sense by themselves. What follows is roughly what I think I said.

Today I’m going to be talking about how we teach children to use computers. I’m not going to be talking about the current provision for this. I’m not going to be talking about what we necessarily need to be teaching children today, or maybe even tomorrow – partly because that’s already being well covered in the rest of the agenda today.

Instead, I’d like to use this session to think a little further ahead.

Big changes are coming in computing, and I think we should start thinking about how we’ll need to respond to them.

big trak. I loved this thing.

We used to have this at school when I was a kid, and I think I remember those lessons more strongly than any other lesson I did at school.

It had a keypad on the back. We’d program in a series of instructions – drive forwards this much, turn this much, fire the laser!

This was computing to me when I was young. This was robotics. This was cool.

Not all schools used big trak, but a lot of schools used something like this.

Variations of logo robot turtles have been widely used by many schools for many years, and are essentially the same thing – programming a series of instructions into a robot that follows them by driving around on the floor.

Fast forward to today, and I get to spend my Monday afternoons running a Code Club that I started in my local primary school: an after-school programming group. I get just an hour or two a week to see how kids learn about computers, what they think of them, how they approach them.

We use Scratch in Code Club, just as the school are now doing in lessons. It gives a visual, drag-and-drop way to build a sequence of instructions, which are followed by sprites moving around on the screen. This is how we explain programming and computers to children.

What strikes me doing this is how similar it is to what I was doing as a kid. It’s not exactly the same, but if you squint a bit and stand back a bit, it feels pretty similar. They’re both about showing children how to break an activity down into a series of steps.

And that’s to be expected. Programming itself is very similar today to what it was when I was at school. In some ways programming today is the same as it was five, ten, twenty years ago – it’s still about getting machines to perform tasks by getting people to define the sequence of instructions to follow. It’s only natural that this will be reflected in the way we introduce this to children.

But this is going to change.

We’re starting to see a future of computing that is going to be different, and we’re going to need new metaphors and new ways of introducing it and explaining it.

Computers have changed before.

We group the evolution of computers into eras, and they start in the 1800s in the era of tabulating machines.

I’m talking about systems like punched card machines.

Machines that could count more things, more quickly and more accurately than people possibly could.

Machines that were considered revolutionary because they enabled the US census in 1890 to be analysed before they needed to start the 1900 census.

Machines like the Hollerith tabulating machine were the computers of their day. This was the state of the art in technology.

Teaching computing then would’ve meant teaching about the capabilities of these machines. I don’t just mean the mechanics of feeding the cards into the machine, although that would’ve been part of it. I mean about looking at problems as collections of things that can be counted.

The era of tabulating machines was followed by the era of programmable machines, starting around about the 1940s with machines like Colossus.

Shifting between eras isn’t instant. We didn’t just turn off all the punched card machines one day and start using programmable computers. It was gradual, there was overlap – both in terms of there being a time when we were using both kinds of machine, but also in the way that some early programmable computers included elements of the types of systems that came before. We transitioned over time from one way of thinking about computers to another.

What was different about programmable computers was that you didn’t have to just give the data to a machine to process, you could also give it the instructions that you wanted it to carry out on that data.

When I think of early programmable computers, I think of the machines of the 1950s and 1960s. Huge machines that would fill a room.

But this is still the era we’re in today. Our computers today are faster, and smaller, and more powerful – and better in so many other ways. But fundamentally, architecturally, conceptually – our computers today work to the same principles of these early systems.

We think the third era of computing will be the era of cognitive machines. In the same way that the transition to programmable computers wasn’t instant, neither will this be. So it’s debatable whether we’re already in an era of cognitive machines, whether we’re starting to see early signs of it, or whether it’s something that we’re anticipating. Regardless of the exact date it starts, this is what we think will characterize the next generation of computers.

I should clarify what I mean by cognitive computing, because it’s perhaps not a term that has got mainstream awareness yet.

I’ve got a couple of examples to help me explain it.

What is 2+2?

If I give you the instruction or the question 2+2, what answer would you give me?

I assume that most of you would answer 4. Two plus two equals four.

That’s certainly the answer I’d expect from a programmable system – a system that has been hard-coded with instructions to follow, including instructions for how to handle adding numbers together.

But what if my question was in the context of social sciences, in a discussion about family structures. Then I probably would’ve been talking about the family structure of two adults and two children.

Or in the context of automotive engineering, I probably would’ve been talking about a layout of car seats with two front seats and two back seats.

Or in the context of card games, I might’ve meant a poker hand or a poker strategy.

The response I would’ve wanted will have been dependent on the context that my request was in. And this is the kind of behaviour that we would expect from a cognitive computer.

A programmable computer needs to be coded with the instructions to follow and the answer to return, and will always return that answer. Programmable computers are deterministic in this way. A calculator will always give me ‘4’, no matter how many times I ask 2+2.

Cognitive computers will be more probabilistic. They’ll likely return a panel of possible answers instead of a single answer, each one associated with some level of probability that it’s the right response. And this won’t be fixed, but will take the context of the question into account.

By context, I don’t just mean the situational context. It’s also about a knowledge of the things mentioned.

Consider this example, and what you think it means.

Policeman helps dog bite victim.

You’d probably assumes that this means that there is a dog bite victim.

And the policeman helps him.

Policeman helps dog bite victim.

You probably wouldn’t assume that it means that the policeman helped the dog to bite the victim.

But that’s a valid way to parse the sentence.

So that’s not all that you do – you use your knowledge of the things mentioned in the sentence to handle the ambiguity of the English language. You know that the police help people. You know it’d be unusual for a policeman to bite someone.

You use this knowledge to choose between the different possible interpretations of the sentence.

This is also the behaviour we’d expect from a cognitive computer.

Systems that interact with us in our own language. Instead of us having to use machine languages or machine interfaces to work with computers, we’ll work with cognitive computers in our own languages – languages like English.

Systems that are probabilistic rather than deterministic in the way they work and the answers that they return.

Systems that take context into account, and learn how to apply their knowledge to identify the most likely responses.

In 1997, an IBM computer beat the grandmaster Garry Kasparov at a game of chess. We did that as a demonstration of the progress that we’d made in a technical field (in that case, things like massively parallel computing) but also as a way of explaining it’s potential.

We did something similar to demonstrate and explain the progress that we’re making with cognitive computing, this time by entering a computer into a TV quiz show.

Jeopardy is a TV quiz show in the US – a few contestants, buzzing in when they know the answers to questions, and winning cash prizes. It’s less well-known in the UK, but it’s huge in the US – a show that’s been going since the 1960s.

They ask difficult questions. Complex, sometimes cryptic questions, with a variety of grammatical forms.

In 2011, we entered an IBM computer called Watson as a contestant. This was our first attempt at building a cognitive computer, and we wanted to show how it was different.

Watson went up against Brad Rutter and Ken Jennings – two of the best players to have ever gone on Jeopardy. These guys are household names in the US because of their performance on this show – these were the Garry Kasparov’s of the TV quiz show world.

Watson had to compete in the same way any contestant would. This wasn’t a search engine returning hundreds of thousands of possible documents. It needed to understand complex specific questions, and be able to come up with a single specific answer in seconds to be the first to the buzzer.

Some examples of the kinds of questions it got.

This was actually the final question in the show.

It’s talking about “Dracula” – the answer is Bram Stoker.

This is another Jeopardy question, from a round called “Lincoln Blogs”. The answer is “his resignation” – Chase submitted his resignation to President Abraham Lincoln three times.

But you need an understanding of the question, and the contextual knowledge that a resignation is something you submit, in order to get that.

This is a question about Mount Everest – about who was the first person to climb Mount Everest. But it doesn’t say that. It isn’t a single-clause extractive question like “Who was the first person to climb Mount Everest?” which would be much easier to interpret.

Again, answering this question precisely depends on knowing something about George Mallory and what he is known for, and knowing what kind of thing you might be “first” at in this context.

Another Jeopardy question, this time in a round called “Before and After”.

The answer it’s looking for is “A Hard Day’s Night of the Living Dead”

“A Hard Day’s Night” answering the Beatles bit, and “Night of the Living Dead” being the Romero zombie film.

“Before and After” is the clue that they’re looking for something with that overlap between them.

This question is showing it’s age now, given recent events in Cuba.

But at the time, I think the four countries that the US wasn’t getting along with were Bhutan, Cuba, North Korea and Iran. And the question is asking which of those four countries is furthest north.

Answering this question correctly involves needing to recognise that there is a political element here (which countries does the US not have diplomatic relations with) and then a spatial one (which one is furthest north).

By the end of the shows, Watson had not only won, but with a higher score than the two Jeopardy “grandmasters” combined.

Even within the limited constraints of the TV quiz show format, it gave us an insight into what the future might be like.

It showed what interaction with computers in the future will be like. Watson got the question from the quiz show host, understood it, buzzed in and spoke it’s answer.

The quiz show is just one way to try and explain this.

A more recent example is Chef Watson: a system that is learning about food and cooking, and using that to design new dishes and new meals.

You can give it some constraints, like that you’d like a chicken dish, or that you want something like a stir-fry, or that you’d like something influenced by a cuisine like Chinese. And you can tell it how adventurous and surprising you’d like it to be.

And it will design a new dish for you.

This isn’t about building a search engine for existing recipes.

Chefs from the ICE Culinary Institute are working with Watson to create new recipes.

They’ve trained it by giving it a massive amount of recipes to read. We didn’t manually prescribe types of dishes, types of cuisines and so on – we didn’t prescribe what characteristics we think an Indian dish for example would have. Instead, Watson had to learn that there is a type of cuisine like Caribbean and what that means as it came across a range of Caribbean recipes in what it’s read.

It was also given the chemical descriptions of a wide range of ingredients, and trained with a massive range of experiences of people’s reactions to specific flavour combinations.

Watson learned which combinations people liked, and which they didn’t – and identified connections and patterns in the molecular combinations behind that.

It’s about Watson as an assistant in the kitchen – making suggestions and offering ideas.

It’s helping us improve our understanding of creativity. It’s helping us improve our understanding of what is in involved in being creative (something that we traditionally associate with being a very human thing), and explore opportunities for cognitive computing to help with this.

We’ve used Chef Watson in the same way that we used the quiz show: to help explain the potential behind cognitive computing.

Putting Watson and the Chefs onto a food truck and taking them to conferences and events is a way of making it real. Letting people try the food that they come up with is one way to try and start a conversation how cognitive computing is going to be different.

Similarly, Watson has published a cook book of some of it’s recipes.

It’s kind of fun, and not something that I would’ve expected us to be doing a few years ago.

But we’re starting to find ways to explain cognitive computing through giving people tangible experiences.

Cognitive computing is still a very new and emerging concept, so it’s hard to find a definitive definition of what it means.

But I’ve collected a few examples of how it’s being described in technology, industry and academia.

Forrester have described it as computers that learn, computers that can interact with us, and computers that make evidence-based recommendations.

IBM has talked about the way cognitive systems will transform the way people will interact with computers, and highlighted that these systems will draw on knowledge from massive amounts of data.

Gartner, who describe this as the smart machines era, say that this is going to be most disruptive change in the history of IT, and talk about this enabling things that we didn’t think computers would be able to do.

MIT have talked about the collaborative nature of working with systems like these – like I tried to describe about Chef Watson, this is about systems working with people to create things that neither might have done separately.

The British Computer Society have talked about cognitive computing as systems that learn through experiences instead of following a prescribed sequence of tasks, and highlighted that these will handle massive amounts of information.

Sticking with this British Computer Society paper for a moment, they also highlight that there is a skills gap here.

For programmable systems, we need people who can understand what the overall task a machine needs to achieve, and can identify and describe the specific steps needed to do that.

Working with cognitive systems will be different. We need people who can identify the learning and experiential opportunities that a system will need in order to learn how to achieve the task.

There will be a need for a generation of technologists who can work with systems like this.

Preparing Watson for Jeopardy is a good example of this. We didn’t try to pre-empt what questions might come up on the show and pull together a set of answers to look them up in (not that I think such an approach would be feasible or scalable).

Instead, Watson prepared for Jeopardy by reading and extracting an understanding from a wide range of sources. I don’t mean game-show-specific sources. I don’t mean tabular data, or structured data, or data that has been manually prepared to be machine readable. I’m talking about encyclopaedias and dictionaries, newspapers and magazines, books and much more. Hundreds of sources of text – stuff that has been written for use by people.

And it learned how to use this knowledge by playing Jeopardy matches. Lots and lots of Jeopardy matches, to give it the experiences it needs to learn how to use it’s knowledge, and when to use it’s many hundreds of strategies it has under the covers. Some questions are best handled in these ways, while other questions are better handled in other ways.

Watson learned how by playing the game, and got better through sparring matches with other previous champions from the Jeopardy TV show.

Since the TV show in 2011, a big focus for our work with Watson has been healthcare.

Jeopardy was about taking a wide range of general knowledge sources, letting Watson extract a knowledge from that, and then giving it the experiences necessary to learn how to use that knowledge to do the task of playing a gameshow.

After Jeopardy, we started giving Watson medical sources – text books, journals, research papers, treatment guidelines, medical records, and then working with doctors and clinicians to give Watson the experiences necessary to use that knowledge to support doctors and nurses.

We’ve partnered with cancer centres like Memorial Sloan Kettering and MD Anderson to do this. What we need are partners who understand what the system will need to be able to do, and can work backwards from there to identify what knowledge it will need and what experiences the system will need to have in order to use that knowledge to do it.

In many ways, teaching hospitals are ideal partners for us in this because they do this for their medical students. And the metaphor of Watson going to medical school is one that seems to have stuck. It’s not quick – it’s taking a roughly comparable amount of time that it would take a person to go through medical school.

But it’s working. Watson is being used today, albeit at relatively small scales, by doctors and nurses in the treatment and diagnosis of some of the world’s toughest diseases.

It doesn’t have to be so dramatic though. I think cognitive computing will become a part of all of our lives, not just something exclusive to specialists like doctors.

I went to a conference in Twickenham last year, and one of the talks was about a project for a mobile phone retailer, trialling cognitive computing as a way to answer the questions they get from their customers.

I loved the way that he described what they’re doing – working with Watson, rather than using it. And he described it as being like having a new member of staff to train, and needing to identify what that new member of staff would need to read, and what experiences of customer interactions they could give it to teach it how to support them.

Examples of this are all around us. In the same way that the early programmable systems built on the achievements and techniques that had come before them, cognitive computers are building on years of progress in fields like machine learning and natural language processing.

Google Translate is a great example of this.

You put in some text in one language, and it can translate that into another.

Unlike many of the translation systems that came before it, they didn’t build this just by collecting together linguists and getting them to prescribe the instructions for translating every word.

Instead, they trained a machine learning system to be able to do this, using sources like documents from the United Nations. The UN is a great source for this as they produce a lot of documents, and have to translate them into a wide range of languages for all their member nations.

What you’ve got is a large number of examples that this in one language means that in another.

Cognitive computing will need us to approach problems in this way – not trying to come up with all the answers ourselves, but being able to identify how to give a computer the experiences it will need in order to help.

I said that there is going to be a skills gap here, and we’re already starting to see it in the graduates that join us.

We’re starting to tackle that by working with Universities to introduce modules on cognitive computing into their courses, and giving them access to instances of Watson for use in student projects.

But there will come a point where we need to start introducing it earlier, into colleges and schools.

We need to start thinking about how we explain the computers of the future to children.

We need to think about what is the cognitive computing equivalent of Big Trak.

That experience made computers real to me as a kid. It inspired me. It made the concept and the potential come alive. What is going to do that for cognitive computers?

In the same way that systems like Logo and Scratch have given us the way to let children try out and play with the concepts behind programmable computers, we need a way to do this for cognitive systems.

Scratch has it’s palette of blocks to snap together. What is going to be the metaphor to explain systems that need to trained?

We talk about computers that can think. It’s obviously a metaphor, and is true in many ways but doesn’t hold in others. I’m not trying to imply I think these are going to be systems with a conciousness any time soon.

But how far can we take the metaphor? As we need people who can work with systems that think and learn, this needs to take into account the way that computers learn.

At the risk of pushing the metaphor too far, we need an approach built around the psychology of these emerging systems.

I started by saying that big changes are coming in computing. Tomorrow’s children are going to have amazing, exciting, powerful systems to play with, and they’re going to grow up and use them to achieve fantastic things.

But first we’re going to need to figure out how to get them started.


]]>
Open Data Camp Day 1 http://eightbar.co.uk/2015/02/22/open-data-camp-day-1-2/ Sat, 21 Feb 2015 23:58:05 +0000 https://jtlog.wordpress.com/?p=2461 Continue reading Continue reading ]]> If I don’t post a few notes from today’s Open Data Camp now, I never will, so here are a few things I scribbled down- it could be worse, I could have posted a PDF containing photos of the the actual scribbles!

So out of this choice

odcamp-sessions

…I picked, Open Data for Elections, Open Addresses, Data Literacy, Designing Laws using Open Data, and Augmented Reality for Walkers.

Open Data for Elections

I’ve been following @floppy‘s crazy plan to get elected for a while, so this was the easiest decision of the day: what drives someone to embrace the gory inner workings of democracy like this?

Falling turnout it would seem, and concern for a functioning democracy.

The first step of his journey was the Open Politics Manifesto, which I’ve so far failed to edit- must try harder.

Perhaps more interesting was how this, and use of open data, fits into a political platform as a service. It would be nice to have the opportunity to see a few additions to the usual suspects at the ballot box, and Eastleigh got a rare chance to see what that could be like with a by election. Perhaps open data services for candidates could tip he balance enough to encourage more people to stand.

Things that sounded interesting:

  • Democracy Club
  • OpenCorporates
  • Data Packages
  • Open data certificates (food hygiene certificates for data?)
  • Candidates get one free leaflet delivery by Royal Mail- I wonder how big they expect those leaflets to be!

Open Addresses

@floppy and @giacecco introduced the (huge) problems they need to overcome to rebuild a large data set without polluting that data with any sources with intellectual property restrictions. Open Addresses still have a long way to go and there were comments about how long Open Street Map has been around, and it still has gaps.

They have some fun ideas about crowd sourcing address data (high vis jacket required) and there are some interesting philosophical questions around consent for addresses to be added.

It will be interesting to see whether Open Addresses can get enough data to provide real value, and what services they build.

Data Literacy

Mark and Laura led a discussion around data literacy founded in the observation that competent people, with all the skills you could reasonably expect them to have, still struggle with handling data sets.

Who needs to be data literate? Data scientists? Data professionals? Everyone?

Data plumbers? There were some analogies with actual plumbers! You might not be a plumber but it’s useful to know something about it.

If we live in a data driven society, we should know how to ask the right questions. Need domain expertise and technical expertise.

Things that sounded interesting:

Designing Laws using Open Data

@johnlsheridan pointed out that the least interesting thing to do with legislation is to publish it and went on to share some fascinating insights into the building blocks of statute law. It sounds like the slippery language used in legislation boils down to a small number of design patterns built with simple building blocks, such as a duty along with a claim right, and so on.

Knowing these building blocks makes it easier to get the gist of what laws are trying to achieve, helps navigate statutes, and could give policy makers a more reliable way to effect a goal.

For example, it’s easier to make sense of the legislation covering supply of gas, and it’s possible to identify where there may be problems. The gas regulator has a duty to protect the interests of consumers by promoting competition, but that’s a weak duty without a clear claim right to enforce it.

John also demonstrated a tool – http://ngrams.elasticbeanstalk.com – exploring how the language used in legislation has changed over time, for example how the use of “shall” has declined and been replaced by “is to be”.

Augmented Reality for Walkers

My choice of Android tablet was largely based on what might work reasonably well for maps and augmented reality, so I seized this opportunity!

Nick Whitelegg described the Hikar Android app he’s been working on, which is intended to help hikers follow paths by overlaying map data on a live camera feed.

The data is a combination of Open Street Map mapping data, with Ordnance Survey height data, which is downloaded and cached as tiles around your current location. Open GL is used to overlay a 3D view of the map data on the live camera feed, using the Android sensor APIs to detect the device’s rotation.

I’ve just downloaded and installed Hikar and, while my tablet is a tad slow, it works really well. I live somewhere flat and boring but the height data made a noticeable difference when Nick demonstrated the app in hilly Winchester.

Still to come: Day 2!


]]>
Open Data Camp Day 1 http://eightbar.co.uk/2015/02/22/open-data-camp-day-1-3/ Sat, 21 Feb 2015 23:58:05 +0000 http://jtlog.wordpress.com/?p=2461 Continue reading Continue reading ]]> If I don’t post a few notes from today’s Open Data Camp now, I never will, so here are a few things I scribbled down- it could be worse, I could have posted a PDF containing photos of the the actual scribbles!

So out of this choice

odcamp-sessions

…I picked, Open Data for Elections, Open Addresses, Data Literacy, Designing Laws using Open Data, and Augmented Reality for Walkers.

Open Data for Elections

I’ve been following @floppy‘s crazy plan to get elected for a while, so this was the easiest decision of the day: what drives someone to embrace the gory inner workings of democracy like this?

Falling turnout it would seem, and concern for a functioning democracy.

The first step of his journey was the Open Politics Manifesto, which I’ve so far failed to edit- must try harder.

Perhaps more interesting was how this, and use of open data, fits into a political platform as a service. It would be nice to have the opportunity to see a few additions to the usual suspects at the ballot box, and Eastleigh got a rare chance to see what that could be like with a by election. Perhaps open data services for candidates could tip he balance enough to encourage more people to stand.

Things that sounded interesting:

  • Democracy Club
  • OpenCorporates
  • Data Packages
  • Open data certificates (food hygiene certificates for data?)
  • Candidates get one free leaflet delivery by Royal Mail- I wonder how big they expect those leaflets to be!

Open Addresses

@floppy and @giacecco introduced the (huge) problems they need to overcome to rebuild a large data set without polluting that data with any sources with intellectual property restrictions. Open Addresses still have a long way to go and there were comments about how long Open Street Map has been around, and it still has gaps.

They have some fun ideas about crowd sourcing address data (high vis jacket required) and there are some interesting philosophical questions around consent for addresses to be added.

It will be interesting to see whether Open Addresses can get enough data to provide real value, and what services they build.

Data Literacy

Mark and Laura led a discussion around data literacy founded in the observation that competent people, with all the skills you could reasonably expect them to have, still struggle with handling data sets.

Who needs to be data literate? Data scientists? Data professionals? Everyone?

Data plumbers? There were some analogies with actual plumbers! You might not be a plumber but it’s useful to know something about it.

If we live in a data driven society, we should know how to ask the right questions. Need domain expertise and technical expertise.

Things that sounded interesting:

Designing Laws using Open Data

@johnlsheridan pointed out that the least interesting thing to do with legislation is to publish it and went on to share some fascinating insights into the building blocks of statute law. It sounds like the slippery language used in legislation boils down to a small number of design patterns built with simple building blocks, such as a duty along with a claim right, and so on.

Knowing these building blocks makes it easier to get the gist of what laws are trying to achieve, helps navigate statutes, and could give policy makers a more reliable way to effect a goal.

For example, it’s easier to make sense of the legislation covering supply of gas, and it’s possible to identify where there may be problems. The gas regulator has a duty to protect the interests of consumers by promoting competition, but that’s a weak duty without a clear claim right to enforce it.

John also demonstrated a tool – http://ngrams.elasticbeanstalk.com – exploring how the language used in legislation has changed over time, for example how the use of “shall” has declined and been replaced by “is to be”.

Augmented Reality for Walkers

My choice of Android tablet was largely based on what might work reasonably well for maps and augmented reality, so I seized this opportunity!

Nick Whitelegg described the Hikar Android app he’s been working on, which is intended to help hikers follow paths by overlaying map data on a live camera feed.

The data is a combination of Open Street Map mapping data, with Ordnance Survey height data, which is downloaded and cached as tiles around your current location. Open GL is used to overlay a 3D view of the map data on the live camera feed, using the Android sensor APIs to detect the device’s rotation.

I’ve just downloaded and installed Hikar and, while my tablet is a tad slow, it works really well. I live somewhere flat and boring but the height data made a noticeable difference when Nick demonstrated the app in hilly Winchester.

Still to come: Day 2!


]]>
Open Data Camp Day 1 http://eightbar.co.uk/2015/02/22/open-data-camp-day-1/ Sat, 21 Feb 2015 23:58:05 +0000 http://jtlog.wordpress.com/?p=2461 Continue reading Continue reading ]]> If I don’t post a few notes from today’s Open Data Camp now, I never will, so here are a few things I scribbled down- it could be worse, I could have posted a PDF containing photos of the the actual scribbles!

So out of this choice

odcamp-sessions

…I picked, Open Data for Elections, Open Addresses, Data Literacy, Designing Laws using Open Data, and Augmented Reality for Walkers.

Open Data for Elections

I’ve been following @floppy‘s crazy plan to get elected for a while, so this was the easiest decision of the day: what drives someone to embrace the gory inner workings of democracy like this?

Falling turnout it would seem, and concern for a functioning democracy.

The first step of his journey was the Open Politics Manifesto, which I’ve so far failed to edit- must try harder.

Perhaps more interesting was how this, and use of open data, fits into a political platform as a service. It would be nice to have the opportunity to see a few additions to the usual suspects at the ballot box, and Eastleigh got a rare chance to see what that could be like with a by election. Perhaps open data services for candidates could tip he balance enough to encourage more people to stand.

Things that sounded interesting:

  • Democracy Club
  • OpenCorporates
  • Data Packages
  • Open data certificates (food hygiene certificates for data?)
  • Candidates get one free leaflet delivery by Royal Mail- I wonder how big they expect those leaflets to be!

Open Addresses

@floppy and @giacecco introduced the (huge) problems they need to overcome to rebuild a large data set without polluting that data with any sources with intellectual property restrictions. Open Addresses still have a long way to go and there were comments about how long Open Street Map has been around, and it still has gaps.

They have some fun ideas about crowd sourcing address data (high vis jacket required) and there are some interesting philosophical questions around consent for addresses to be added.

It will be interesting to see whether Open Addresses can get enough data to provide real value, and what services they build.

Data Literacy

Mark and Laura led a discussion around data literacy founded in the observation that competent people, with all the skills you could reasonably expect them to have, still struggle with handling data sets.

Who needs to be data literate? Data scientists? Data professionals? Everyone?

Data plumbers? There were some analogies with actual plumbers! You might not be a plumber but it’s useful to know something about it.

If we live in a data driven society, we should know how to ask the right questions. Need domain expertise and technical expertise.

Things that sounded interesting:

Designing Laws using Open Data

@johnlsheridan pointed out that the least interesting thing to do with legislation is to publish it and went on to share some fascinating insights into the building blocks of statute law. It sounds like the slippery language used in legislation boils down to a small number of design patterns built with simple building blocks, such as a duty along with a claim right, and so on.

Knowing these building blocks makes it easier to get the gist of what laws are trying to achieve, helps navigate statutes, and could give policy makers a more reliable way to effect a goal.

For example, it’s easier to make sense of the legislation covering supply of gas, and it’s possible to identify where there may be problems. The gas regulator has a duty to protect the interests of consumers by promoting competition, but that’s a weak duty without a clear claim right to enforce it.

John also demonstrated a tool – http://ngrams.elasticbeanstalk.com – exploring how the language used in legislation has changed over time, for example how the use of “shall” has declined and been replaced by “is to be”.

Augmented Reality for Walkers

My choice of Android tablet was largely based on what might work reasonably well for maps and augmented reality, so I seized this opportunity!

Nick Whitelegg described the Hikar Android app he’s been working on, which is intended to help hikers follow paths by overlaying map data on a live camera feed.

The data is a combination of Open Street Map mapping data, with Ordnance Survey height data, which is downloaded and cached as tiles around your current location. Open GL is used to overlay a 3D view of the map data on the live camera feed, using the Android sensor APIs to detect the device’s rotation.

I’ve just downloaded and installed Hikar and, while my tablet is a tad slow, it works really well. I live somewhere flat and boring but the height data made a noticeable difference when Nick demonstrated the app in hilly Winchester.

Still to come: Day 2!


]]>
Monki Gras 2015 http://eightbar.co.uk/2015/02/10/monki-gras-2015/ Tue, 10 Feb 2015 12:00:46 +0000 http://lauracowen.co.uk/blog/?p=2097 Monki Gras happened again! Though, in its Monki Gras 2015 incarnation, it acquired a heavy metal umlaut and a ‘slashed zero’ in its typeface; an allusion to its Nordic nature: Mönki Gras 2Ø15 What is Monki Gras? Well… So, how to explain #monkigras? Like TED but smaller, more random and with @monkchips in charge — … Continue reading Monki Gras 2015

The post Monki Gras 2015 appeared first on LauraCowen.co.uk.

Continue reading ]]>
Monki Gras happened again! Though, in its Monki Gras 2015 incarnation, it acquired a heavy metal umlaut and a ‘slashed zero’ in its typeface; an allusion to its Nordic nature: Mönki Gras 2Ø15

What is Monki Gras?

Well…

And Ricardo makes a good point, explaining why I, and others, just keep going back:

There’s a single track of talks so you are saved the effort of making decisions about what to see and you can just focus on listening. The speakers entertain as well as inform, which, I really like.

While it is a tech conference, there’s little code because it’s about making technology happen rather than the details of the technology itself. So there are talks on developer culture, design, and data, as well as slightly more off-the-wall things to keep our brains oiled.

In James’ very own distinctive words:

Why go all Nordic this year?

All the speakers this year were Scandinavian in some way. It was probably the most rigorously applied conference theme I’ve ever seen (mostly, conferences come up with a ‘theme’ for marketing purposes which usually gets mostly forgotten about by the time of the conference itself).

James talks a bit more about this on the Monkigras blog. A surprising amount of tech we know and love comes out of the relatively sparsely populated Scandinavian countries. For example:

And, apparently, Finland leads the EU in enterprise cloud computing:

Are the Nordics really that different from anywhere else?

Well, this graph seems to say they are, if only for their taste in music:

Which suggests there is at least something different about Nordic cultures from the rest of Europe, let alone the world.

So several of the speakers delved into why they thought this led to success in technology innovation and development. For example, there’s the attitude to not recognising when you’re failing and giving up so that you can be successful by doing it another way:

A Swedish concept, lagom, which means ‘just the right amount’ was credited with the popularity of the cloud in the Nordics. And, indeed, with pretty much anything we could think of throughout the rest of the event.

Similarly, you could argue that lagom is why Docker is popular among developers:

One fascinating talk, by a Swedish speaker based in Silicon Valley, was about the difference between startups in the Nordics and Silicon Valley. For example, the inescapable differences between their welfare systems were credited as being responsible for different priorities regarding making money. (Hopefully, videos of the talks will be put online and I’ll add a link to it.)

Obviously, all this talk about culture can, and did, drift into stereotyping. I did get slightly weary of the repeated comparisons between cultures, though interesting and, often, humorous.

Developer culture

One of the things I’m most interested in is hearing what other companies have learnt about developer culture and community. For example:

There’s more about this talk on Techworld. And Spotify have blogged some funky videos about the developer culture they aspire to (part 1 and part 2), which are well worth watching if you work in software development.

Something that I’m working on at IBM is increasing the openness of our development teams so, again, I’m always interested in new ways to do this. This is something that Sweden (yes, the country!) has adopted to a surprising extent:

Innovation and inefficiencies

One important message that came across at Monki Gras 2015 was that you have to allow time for innovation to happen. It’s when things seem inefficient and time is not allocated to a specific activity that innovation often occurs.

A nice example of this is the BrewPi project. At Monki Gras 2013, Elco Jacobs talked about his open source project of brewing beer and using a Raspberry Pi to monitor it:

I bumped into him this year and what had been a project now occupies him full-time as a small business selling the technology to brewers around the world. A pause in his education when he had nothing better to do had enabled him to get on with his BrewPi project and, after graduation, turn it into a business.

Data journalism

There’s a lot talked about open data and how we should be able to access tax-funded data about things that affect our lives. The Guardian is taking a lead with data journalism and Helena Bengtsson gave a talk about how knowing how to navigate large data sets to find meaning was vital to finding stories in the Wikileaks data.

She started out in data journalism in Sweden where, in one case, she acquired and mapped large data sets that revealed water pollution problems around the country, which triggered a several stories.

It’s not just having the data that matters but the interpretation of the data. That’s what data journalism gives us over just ‘big data':

Also, I found out a fascinating fact:

Anyway, that’s about as much as I can cram in. We also found out random things about Scandinavian knitwear and the fact that Sweden has its own official typeface, Sweden Sans. And we ate lots of Nordic foods, drank Nordic beer and (some of us) drank Akvavit. And, most importantly, we talked to each other lots.

The thing I really value about Monki Gras (on top of the great talks, food, drink, and fun atmosphere) is the small size of the event and all the interesting people to talk to. That’s why I keep going back.

P.S. A good write-up of the talks

The post Monki Gras 2015 appeared first on LauraCowen.co.uk.

]]>
How to use the IBM Watson Relationship Extraction service on Bluemix http://eightbar.co.uk/2015/01/25/how-to-use-the-ibm-watson-relationship-extraction-service-on-bluemix/ Sun, 25 Jan 2015 20:18:54 +0000 http://dalelane.co.uk/blog/?p=3272 Continue reading ]]> Before Christmas, I wrote about how I used the Watson Relationship Extraction service on Bluemix to pick out the things mentioned in news stories, as part of a mobile app we built on a hackday. I’d still like to do something more with that app, but in the meantime I should at least share how I did the Relationship Extraction bit.

From the official doc for the service:

From unstructured text, Relationship Extraction can extract entities (such as people, locations, organizations, events), and the relationships between these entities (such as person employed-by organization, person resides-in location).

This is provided as a hosted service on IBM Bluemix where any developer can sign up and give it a try.

It’s available as a documented REST API, but as part of using it in the hackday, I needed to write a bit of code around that, just to prepare the request and parse the response. I think it’ll save me time to reuse this the next time I want to build something with the API, so I’m sharing it as a standalone package.

In this post, I’ll walk though how you can use it, with a small app that grabs the contents of a BBC News story and picks out the names of people mentioned in the story.

First, a simpler example. Consider this exciting text:

Dale Lane works as a developer for IBM. He started in 2003. Dale lives in the UK, in a town called Eastleigh. Before that, he was a student at the University of Bath.

A few lines of Javascript are enough to run that through the service.

var text = '';
var watson = require('extract-relationships');
watson.extract(text, function(err, response) {
    // response has got all the info  
});

The full contents of response is in a gist if you want to see it, but I’ll show just a few examples here to give you the idea.

screenshot

It has picked out all of the references to me, recognising that they are all describing a person, and that ‘developer’ is my occupation.

The ‘begin’ and ‘end’ numbers tell you where in the text each bit was found.

screenshot

It’s picked out the reference to IBM, and recognised that this is a name of a commercial organisation.

screenshot

It’s recognised that ‘2003’ is a reference to a date.

As well as identifying those entities and many others, it’s also picked out the relationships between them.

screenshot

For example, it’s identified the relationship between me and IBM.

screenshot

And the relationship between me and my old University.

I’ve written a more detailed breakdown of what is contained in the response including how to find out what each of the fields mean, and what the different possible values for each one are.

That’s the basics with a few input sentences. Next, we start throwing a lot of text at it.

In about thirty lines of Javascript, you can download the text from a news story on the BBC News website, and pick out the names of all of the people mentioned in the story.

If you run that simple example, you get the list of people that are included in the story text.

Where it starts to get interesting is when you combine this with other sources and APIs.

For example, once you’ve picked out the names of people from the story, try looking up their profiles on Wikipedia, and finding out who they are.

Or, instead of people, pick out the names of places from news stories, and use a geocoding API to plot them on a map. (There are geocoding services available on Bluemix, too, if that helps.)

Hopefully you can see how you could start to use this in your own apps.

Finally, some practical points.

How do you install the package I’ve shared so you can use it?

npm install --save extract-relationships

How do you configure it for the Watson Relationship Extraction Service?

The API we’re using is an authenticated service hosted in IBM Bluemix, so there is a tiny bit of config you need to do first before you can use it.

If you’re running your app in Bluemix, then there isn’t much to do. Add the Relationship Extraction service to your app from the Bluemix dashboard, and the endpoint and credentials will automatically be provided and should just work.

If you’re running your app on your own machine, there are a couple of extra steps instead.

Go to Bluemix. Sign up for an account if you haven’t already got on

screenshot

From the dashboard, create an app. You need something as a placeholder to bind the Relationship Extraction service to, even if you don’t use it.

screenshot

Create a web app and give it a name.

screenshot

Add a service.

screenshot

Choose the Relationship Extraction service from the group of Watson services.

screenshot

Click on ‘Show Credentials’. Everything you need to configure your app is in here. You need the url, username and password.

screenshot

Copy this into an options object like this:

var options = {
    api : {
        url : 'https://url.of.your.watson.service...',
        user : 'your-watson-service-username',
        pass : 'your-watson-service-password'
    }
};

To reiterate, this isn’t the username and password that you use to sign in to Bluemix. It’s the username and password specifically for this service that Bluemix has generated for your app.

It’s not a good idea to hard-code passwords in your code, so I’d suggest putting them outside of your app and grabbing them in when needed. Environment variables are an easy way to do this, and are what I’ve done in the few samples I’ve written.

That’s all there is to it.

I’ve put more info on github with the source for how I’m using the API.


]]>
Watson News Companion http://eightbar.co.uk/2014/12/12/watson-news-companion/ Fri, 12 Dec 2014 16:52:31 +0000 http://dalelane.co.uk/blog/?p=3261 Continue reading ]]> newscompanion screenshotWe recently ran a hackathon at work: people within IBM were invited to try building a mobile app aimed at consumers using Watson services. It was a fun chance to try out some new ideas, as well as to build something using our APIs – dogfooding is always a good thing.

I worked on a hack with David which we submitted on Wednesday. This is what we came up with, and how we built it.

The idea

A mobile app that will help users to digest the news by explaining references in stories and providing greater context.

Background

It’s difficult to find the time nowadays to properly read and understand what’s going on in the world. We rarely have the time to sit and read through a newspaper. Instead, we might quickly read news stories online from our smartphones and tablets. But that often makes it difficult to understand the broader context that a story is in. There might be references in the story to people, places, organisations or events that are unfamiliar.

Watson could help. It could be an assistant as you read the news, explaining unfamiliar references and the broader context.

Features

Our Watson News Companion demo is a mobile news reader app that:

  • anticipates questions and suggests areas where it can help improve understanding
  • provides answers to questions without needing the users to lose their place in the story
  • allow the user to dig deeper with their own follow-up questions


A video walkthrough of the hack

Implementation

The hack was built as a mobile web app using the MEAN stack: using express as the framework on a Node.js platform, storing some information in a MongoDB and building the UI with AngularJS.

It uses RSS feeds from news websites to fetch content, which are shown in a simple newsreader app built using Ratchet.

The contents of the story is run through the Watson Relationship Extraction API to pick out the people, places, organisations, and other entities mentioned in the story.

The API output includes co-references, to identify the multiple mentions of the same entity. These are combined and reviewed, and together with the type of the entity are used to generate likely questions about the entity.

These questions are sent to the Watson Question and Answer API. For questions which are returned with answers with a high confidence, annotations are added inline to the news story. Pressing the annotation brings up a sliding panel at the bottom of the screen with the answer to the question. The links and footer annotations are built using bigfoot.

Every screen in the app also includes an “Ask Watson” button which lets the user enters any free text question to let them dig deeper into what they’ve read.

Could you build this?

This was a proof-of-concept built in a hurry, so we’re not calling this a finished app. But everything we used is freely available – both to people inside IBM and the public.

We developed on an instance of Bluemix (our Cloud Foundry-based development platform) available internally within IBM. You can sign up for free to a public instance of Bluemix at bluemix.net.

The technologies used to build the hack are all freely available : Node.js, MongoDB, AngularJS, Ratchet, bigfoot, jQuery.

A beta version of the Watson Relationship Extraction API is freely available for apps hosted on Bluemix.

A beta version of the Watson Question and Answer API is freely available for apps hosted on Bluemix. But this is a demo instance of Watson that has only read a small number of general healthcare documents. That’s not a useful corpus for our hack, so to record our demo we stood up our own instance – using an untrained instance of Watson which we gave a small subset of Wikipedia to read. We used the Question and Answer API on this instance instead of the Bluemix one. For people outside IBM to do this, they need to sign up to join the Watson Ecosystem. This is also free, but there are criteria for who is eligible at this point, and an application process to go through.


]]>