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AI for Teachers, An Open Textbook: Edition 1

GDPR in a nutshell

The General Data Protection Regulation (GDPR), which came into effect on 25th May 2018, provides a legal framework for keeping everyone's personal data safe by requiring companies to have robust processes in place for handling and storing personal information.

The GDPR is based on seven principles and establishes rights for the citizens and obligations for the platforms.

GDPR's seven principles are: lawfulness, fairness and transparency; purpose limitation; data minimisation; accuracy; storage limitation; integrity and confidentiality (security); and accountability.

Let us mention some of these rights and obligations, particularly relevant in our context:

The Right to Be Informed specifies that a citizen has to be informed of the usage which can be made of their data
The Right to Erasure is what allows a citizen whose data has been collected by a platform to ask for their data to be removed from the dataset built by the platform (and which may be sold to others)
The Right to Access means that the citizen can know (easily) what data is being collected about them

Even if the GDPR was written before the main questions about AI and education became important, the framework does address a lot of issues about data, and since data is the petrol AI thrives on, GDPR is particularly relevant for AI and education.

Rather than giving our own simple explanation on what GDPR is and what a teacher should understand, let us recommend looking at websites who have done this simplification work for us.

The name of the website called "GDPR for dummies" may irritate you (teachers are not dummies). But the analysis has been done by independent experts from the Civil Liberties Union for Europe (Liberties), which is a watchdog that safeguards the human rights of everyone in the European Union.

This page is referenced by:

Open or closed?
Open Educational Resources (OER) and their history
Educational resources refer to any material, nowadays mostly digital, which will play a part in education: textbooks, slides, curricula, exams,... They will be open when they can be freely shared with others (but a more exact definition will be given in a moment).

Even if education has been open in many aspects in several moments of history, the actual terms were better understoodT. he following definitions of OER and Open License were revised in connection with the Recommendation on November 25, 2019³:
1. Open educational resources (OER) are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that has been released under an open license and that permit no-cost access, reuse, repurpose, adaptation, and redistribution by others.
2. An open license is a license that respects the intellectual property rights of the copyright owner and provides permissions granting the public the right to access, reuse, repurpose, adapt, and redistribute educational materials.

The terms open content and OER refer to any copyrightable work (traditionally excluding software, which is described by other terms such as open source) that is licensed to grant the following rights (also known as the 5 Rs)^1,2:
• to Retain - the right to make, possess, and control copies of the content (e.g., download, reproduce, store, and manage).
• to Reuse - the right to use the content in a variety of ways (e.g., in class, in a study group, on a website, in a video).
• to Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language).
• to Remix - the right to combine the original or revised content with other material to create something new (e.g., to embed the content).
• to Redistribute - the right to distribute copies of the original content, revisions, or their combination to others.

It should be noted that these rights are non trivial: for example, the third right is essential for teachers: to be allowed to take someone's learning material and adapt to one's own purpose, to the duration and level of one's classroom, perhaps to geographic and cultural specificities.
Why AI wants open data
On the other hand, as demonstrated in different parts of this book, and also by the financial investments of the industry, Education can be seen as a market. And as machine learning if the principal force driving Artificial Intelligence, it is fair to deduce that for AI to thrive, AI for Education will need data.
The difference between user data and knowledge data
The sort of data AI for education will be needing is of two types.
Data about the users. How do they learn? What triggers good learning? What allows to better learn? As Daphne Koller once put it: ‘Let's make education science into a data science!’

This data can only be produced by the users themselves. It is therefore essential for companies to own platforms with which Users will be asked to interact. This has been the key to success of many AI companies and will be the key for success in education.

The second type of data concerns knowledge. In education, courseware represents a large chunk of this knowledge. This data is or isn't shared: in most cases knowledge creators or collectors may know little about licenses and the material they have produced will be hidden in University repositories, on strange blogs, or shared inside specific groups on social networks. Some of this knowledge is of course behind paywalls and some is on sites whose business model involves offering the knowledge for free, but in a setting in which one has to view adverts and unwanted publicity to get or maintain access.
User data has to be protected
In the first case the data -the user data- has to be protected. More so if this data belongs to under age pupils. Which means that the school or the teacher should not share this data with platforms unless they are explicitly allowed to do so. Even when the platform does offer some interesting service. In a similar way, it is never a good idea to register the names and addresses of one's pupils in order to participate in some activity. Please refer to the video about data and reidentification for details.

The European Union has provided a robust framework to protect its citizens, their privacy, their digital rights. This is called the GDPR. The GDPR protects by giving the citizens rights that have to be granted by the platforms, whether they are for education or not.
Knowledge data should be shared
On the other hand, knowledge can be shared. And should be shared. Obviously this is only possible when one has the right to do this, which means understanding how licensing works. Creative commons licenses are usually those that work best for OER.
Once OER are shared, artificial intelligence can be used by many things, such as those present in project X5-GON.

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¹Wiley, D., & Hilton, J. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distance Learning, 19(4).
²Wiley, D (2014).The Access Compromise and the 5th R.
³UNESCO. (2019). Recommendation on open educational resources (OER).