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March 18, 2020
News

UNESCO launches Dynamic Coalition for OER with help of X5GON partners

UNESCO empty during Mobile Learning Week 2020

UNESCO empty during Mobile Learning Week 2020

X5GON partners with our two UNESCO Chairs in OER are helping launch UNESCO a Dynamic Coalition for the OER Recommendation on 2 March 2020 at UNESCO Headquarters, Paris, during the cancelled Mobile Learning Week.

The Dynamic Coalition will aim to expand and consolidate commitments to actions and strategies as well as reinforce international cooperation among all stakeholders in the 4 areas of the UNESCO OER Recommendation: i) Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER; ii) Developing supportive policy; (iii) Encouraging inclusive and equitable quality OER;  and (iv) Nurturing the creation of sustainability models for OER.

X5GON is assumed to be the underlying technology for the implementation of the new Recommendation, check it on the UNESCO official website.

March 11, 2020
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One of the relevant exploitation results of the X5GON project is also the work of the partners on international outreach, working with UNESCO Headquarters in preparing the UNESCO Recommendation in Open Educational Resources (OER), as well as the establishment of the International Research Centre on Artificial Intelligence in Ljubljana. The agreement to establish the Center was signed yesterday at one of the X5GON partner sites, the Ministry of Education, Science and Sport by Minister Jernej Pikalo.

 

February 26, 2020
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Day 2: The X5GON hackathon winners

Great stuff! Congrats and well done to the teams from the University of Nantes and University Osnabruck for winning the competition and to UCL and Jožef Stefan Institute for taking part and presenting their solutions, apps and great ideas to the jury. We are as well extremely grateful to our jury Prateek Sibal, Ha Cole, Husna Ahmad, Kai-Uwe Kuhnberger and our panel of experts Katie Evans, Atia Rafiq, Zineb Mekouar, and Davor Orlic for being here in Paris and selecting the winning teams.

Finally, as our great colleague, Louisa Zanoun from the British Embassy in Paris mentioned in her posts “warm thanks to the wonderful Sasha Rubel from UNESCO for her inspiring keynote speech which reminded us that it is by working and acting together – students, academics, policy & decision-makers, industry, government, NGOs – that inequalities, including gender imbalance in the tech sector, can be addressed and hopefully reduced”.

 

February 25, 2020
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Day 1: The final chapter of the X5GON hackathon

Many called it their most innovative and impactful event of 2020 – the X5GON hackathon at British Embassy in Paris using the #x5gon platform and #opendata #scienceandtechnology #ai #machinelearning #OER with a view to help #ngos and #policymakers make knowledge, education and healthcare more accessible in developing countries. We would like to thank our great colleagues at X5GON without whom this hackathon couldn’t have happened Sahan Bulathwela, John Shawe-Taylor, Colin de la Higuera, Davor Orlic, Kristijan Perčič and colleagues from UCLIC Sheena Visram and UCL Computer Science Dr Dean Mohamedally and finally Zineb Mekouar who was hosting us at the Parisian incubator The Family for our first hacking day and of course, all of course all the Osnabruck, Nantes, UCL and JSI students competing.

January 14, 2020
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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
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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.

December 1, 2019
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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.

November 25, 2019
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Open Education hackathon at UCL, London

The X5GON coordinators at UCL Computer Science, recently hosted the first hackathon in the series  AI for The Common Good: A F’AI’R Education Hackathon. The Hackathon Series is organised jointly between UCL’s Industry Exchange Network (UCL IXN), the British Embassy in Paris, the United Nations ANCSSC, and X5GON partners from France, Slovenia and Germany.

November 5, 2019
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X5GON partners deliver UNESCO report on AI and Education

The X5GON partner at the University of Nantes, has released in his role of UNESCO Chair in teacher training technologies with OER and international report for UNESCO. The report argues that as Artificial intelligence (AI) is taking an important part in our lives, the question of educating towards AI becomes increasingly relevant. The report showcases X5GON as a potential solution forwards mainstreaming OER. Download the report here.

July 8, 2019
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Workshp for the ET2020 Working Group on Digital Education

As part of the Education and Training 2020 (ET 2020) Open Method of Coordination, the Commission and Member States cooperate in the form of Working Groups. The primary focus of the ET2020 Working Group on Digital Education: Learning, Teaching and Assessment (DELTA) is to benefit the Member States in the work of furthering policy development through mutual learning and the identification of good practices. On this meeting we presented X5GON through the lenses of the 5Xs, and discussed and exchanged experiences and opinions on Artificial Intelligence and its implications for education.