Mitigating Unintended Memorization with LoRA in Federated Learning for LLMs

Federated learning (FL) is a popular paradigm for collaborative training which avoids direct data exposure between clients. However, data privacy issues still remain: FL-trained large language models are capable of memorizing and completing phrases and sentences contained in training data when given with their prefixes. Thus, it is possible for adversarial and honest-but-curious clients to recover training data of other participants simply through targeted prompting. In this work, we demonstrate that a popular and simple fine-tuning strategy, low-rank adaptation (LoRA), reduces memorization during FL up to a factor of 10. We study this effect by performing a medical question-answering fine-tuning task and injecting multiple replicas of out-of-distribution sensitive sequences drawn from an external clinical dataset. We observe a reduction in memorization for a wide variety of Llama 2 and 3 models, and find that LoRA can reduce memorization in centralized learning as well. Furthermore, we show that LoRA can be combined with other privacy-preserving techniques such as gradient clipping and Gaussian noising, secure aggregation, and Goldfish loss to further improve record-level privacy while maintaining performance.

Ripple: Concept-Based Interpretation for Raw Time Series Models in Education

Time series is the most prevalent form of input data for educational prediction tasks. The vast majority of research using time series data focuses on hand-crafted features, designed by experts for predictive performance and interpretability. However, extracting these features is labor-intensive for humans and computers. In this paper, we propose an approach that utilizes irregular multivariate time series modeling with graph neural networks to achieve comparable or better accuracy with raw time series clickstreams in comparison to hand-crafted features. Furthermore, we extend concept activation vectors for interpretability in raw time series models. We analyze these advances in the education domain, addressing the task of early student performance prediction for downstream targeted interventions and instructional support. Our experimental analysis on 23 MOOCs with millions of combined interactions over six behavioral dimensions show that models designed with our approach can (i) beat state-of-the-art educational time series baselines with no feature extraction and (ii) provide interpretable insights for personalized interventions. Source code: https://github.com/epfl-ml4ed/ripple/.