X5GON

Cross Modal, Cross Cultural, Cross Lingual, Cross Domain, and Cross Site Global OER Network

Artificial Intelligence and Open Educational Resources

hackathon

F’AI’R Education Hackathon and Learning Buddy task

X5GON Task: Learning Buddy

Workshop

X5GON Co-design workshop

Artificial Intelligence and its implications for education.

Workshop

Workshop on Technologies for Open Educational Resources

This international workshop is part of the 3rd X5GON meeting - an EU funded project on Media Convergence, under H2020 Leadership in enabling and industrial technologies

Congress

2nd UNESO World Open Educational Resources (OER) Congress

OER for Inclusive and Equitable Quality Education: From Commitment to Action

Case Study

Osnabruck University platform: virtUOS

virtUOS is developing open-source automated lecture recording solutions as part of the Opencast community

Case Study

Universitat Politecnica de Valencia platform: PoliMedia

UPVx was created as the MOOC platform of UPV, with the aim of being a global platform with 20.000 video learning objects with Polimedia

Case Study

Knowledge 4 All Foundation platform: VideoLectures.Net

United Nations awarded platform with portfolio of 1081 events, 15210 authors, 20777 lectures, 23957 videos

Newsletter

Subscribe to our newsletter and we'll keep you updated with the latest news and opportunities.

News

January 14, 2020
News

X5GON results comparable to Google translate

The Spanish partners from UPV have developed the MT systems that are on par with Google Translate for most language pairs, but exceptionally ahead for Slovenian ↔ English. This is solid evidence that we achieved effective cross-lingual support that came from state-of-the-art MT systems adapted to the X5GON domain. Read the official scientific report.

 

 

January 13, 2020
News

Survey on AI and OER for the EU Peer Learning Activity

The Slovenian Ministry of Education, Science and Sport hosted the ET 2020 Peer Learning Activity, and its Working Group’s second PLA in 2019, entitled “Artificial intelligence and its implications for education’”, which explored AI-related practices in the education sector, shared current or upcoming initiatives in different Member States, and explored how to contribute to the EU’s coordinated plan on AI.

As the ministry is an X5GON partner, it has taken the opportunity and hosted a workshop at the PLA, which crucially employed a non-formal questionnaire with European policymakers on the subject of open education, artificial intelligence and the 5x dimensions in X5GON, including Cross Modal, Cross Cultural, Cross Lingual, Cross Domain aspects of AI in education.

The results of the survey are by no means official Governmental stands, and have been tailored specifically for the X5GON workshop at the PLA meeting.

Figure 1 shows the response regarding the years in service and thus hints at ICT competence of the participants. It can be seen that the overwhelming majority of participants (70%) are seniors in the field.

Figure 1 shows the response regarding the years in service and thus hints at ICT competence of the participants. It can be seen that the overwhelming majority of participants (70%) are seniors in the field.

 

Another important question which can influence the perception of the project results is presented in Figure 2: the majority of the participants is acquainted with basic EC policies on open education and OER.

Another important question which can influence the perception of the project results is presented in Figure 2: the majority of the participants is acquainted with basic EC policies on open education and OER.

The main Open Education dimensions presented in the EC report on support framework for higher education institutions (HEIs) to open up education were listed in Figure 3. More than 60% of participants are most interested in Pedagogy and Strategy dimensions. One quarter believes Research (25%).

The main Open Education dimensions presented in the EC report on support framework for higher education institutions (HEIs) to open up education were listed in Figure 3. More than 60% of participants are most interested in Pedagogy and Strategy dimensions. One quarter believes Research (25%).

The vast majority of participants were familiar with OER and its online identity.

The vast majority of participants were familiar with OER and its online identity.

Figure 9 shows the matching of OER and the Open Education dimensions: the majority of the answers points to Content and Pedagogy and Technology (60%), followed by Access (43%) and Research (15%) and closely matched by Strategy and Collaboration.

Figure 9 shows the matching of OER and the Open Education dimensions: the majority of the answers points to Content and Pedagogy and Technology (60%), followed by Access (43%) and Research (15%) and closely matched by Strategy and Collaboration.

This is the part of the survey where we start addressing AI. Figure 6 shows the results for the policymakers’ feelings about the use of AI in devices connected to education reflecting that 50% believe that implementation is positive.This is the part of the survey where we start addressing AI. Figure 6 shows the results for the policymakers’ feelings about the use of AI in devices connected to education reflecting that 50% believe that implementation is positive.

Figure 11 shows that policymakers are interested in having more control and understanding of AI in practice (56%).

Figure 11 shows that policymakers are interested in having more control and understanding of AI in practice (56%).

In Figure 12 we inquire about the benefits of AI in education. More than 87% of participants are most interested in learning analytics. Half of them believe automatic assessment being important (50%) One quarter believes Grouping (25%) is important.

In Figure 12 we inquire about the benefits of AI in education. More than 87% of participants are most interested in learning analytics. Half of them believe automatic assessment being important (50%) One quarter believes Grouping (25%) is important.

Figure 13 shows the main general fears and drawbacks concerning AI in education are quality vs. quantity and personal engagement (56%) followed by AI assistants (46%).

Figure 13 shows the main general fears and drawbacks concerning AI in education are quality vs. quantity and personal engagement (56%) followed by AI assistants (46%).

Figure 14 shows the X5GON technologies and OER connections to AI interests. Results show that technologies for multimodality and domain are most relevant (60%).

Figure 14 shows the X5GON technologies and OER connections to AI interests. Results show that technologies for multimodality and domain are most relevant (60%).

The participants were also asked about OER dimensions and benefits from AI. Figure 15 represents a high feedback on content. Pedagogy and Quality are also to benefit (40%).

The participants were also asked about OER dimensions and benefits from AI. Figure 15 represents a high feedback on content. Pedagogy and Quality are also to benefit (40%).

The next question deals with whether the Governments had a plan on policy in AI and education, with a potential half-half response.

The next question deals with whether the Governments had a plan on policy in AI and education, with a potential half-half response.

Participants believe there are no definitive working implementation in AI and education their Government.

Participants believe there are no definitive working implementation in AI and education their Government.

Perhaps the most surprising reply to any of the questions is presented in Figure 17 where participants overwhelmingly support the idea of testing X5GON technologies (84%).

Perhaps the most surprising reply to any of the questions is presented in Figure 17 where participants overwhelmingly support the idea of testing X5GON technologies (84%).

Figure 17 shows the response regarding a potential dynamic coalition of Governments uniting into understanding the potential of OER with AI. It can be seen that more than three quarter of participants (78%) regarded this as a potential future activity.

Figure 17 shows the response regarding a potential dynamic coalition of Governments uniting into understanding the potential of OER with AI. It can be seen that more than three quarter of participants (78%) regarded this as a potential future activity.

December 1, 2019
News

X5GON Keynote and In-depth Dialogue on Teaching and Learning in the AI Era

The Asian and European participants of the conference Education for Sustainable Development (ESD) and AI: The Role and Readiness of Teachers  in Tokyo, Japan were briefed about the basics of AI and especially its connection with education via our findings in the X5GON project. The double keynote featured three partners, and two UNESCO Chairs in AI and OER.