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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.

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This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 761758.