Definition of Open Source AI

Clarote & AI4Media / Better Images of AI / Power/Profit / CC-BY 4.0

There is growing interest in using and developing Open Source Software approaches to Generative AI for teaching and learning in education. And there are an explosion of models claiming to be Open Source (see, for example Hugging Face). But Gen AI is a new form of software and there has been difficulties on agreeing what a definition is. This week the Open Source Initiative has released a draft definition.

In the preamble they explain why it is important.

Open Source has demonstrated that massive benefits accrue to everyone when you remove the barriers to learning, using, sharing and improving software systems. These benefits are the result of using licenses that adhere to the Open Source Definition. The benefits can be summarized as autonomy, transparency, frictionless reuse, and collaborative improvement.

Everyone needs these benefits in AI. We need essential freedoms to enable users to build and deploy AI systems that are reliable and transparent.

The following text is taken from their website.

What is Open Source AI

When we refer to a “system,” we are speaking both broadly about a fully functional structure and its discrete structural elements. To be considered Open Source, the requirements are the same, whether applied to a system, a model, weights and parameters, or other structural elements.

An Open Source AI is an AI system made available under terms and in a way that grant the freedoms[1] to:

  • Use the system for any purpose and without having to ask for permission.
  • Study how the system works and inspect its components.
  • Modify the system for any purpose, including to change its output.
  • Share the system for others to use with or without modifications, for any purpose.

These freedoms apply both to a fully functional system and to discrete elements of a system. A precondition to exercising these freedoms is to have access to the preferred form to make modifications to the system.

The preferred form of making modifications to a machine-learning system is:

  • Data information: Sufficiently detailed information about the data used to train the system, so that a skilled person can recreate a substantially equivalent system using the same or similar data. Data information shall be made available with licenses that comply with the Open Source Definition.
    • For example, if used, this would include the training methodologies and techniques, the training data sets used, information about the provenance of those data sets, their scope and characteristics, how the data was obtained and selected, the labeling procedures and data cleaning methodologies.
  • Code: The source code used to train and run the system, made available with OSI-approved licenses.
    • For example, if used, this would include code used for pre-processing data, code used for training, validation and testing, supporting libraries like tokenizers and hyperparameters search code, inference code, and model architecture.
  • Weights: The model weights and parameters, made available under OSI-approved terms[2].
    • For example, this might include checkpoints from key intermediate stages of training as well as the final optimizer state.

For machine learning systems,

  • An AI model consists of the model architecture, model parameters (including weights) and inference code for running the model.
  • AI weights are the set of learned parameters that overlay the model architecture to produce an output from a given input.

The preferred form to make modifications to machine learning systems also applies to these individual components. “Open Source models” and “Open Source weights” must include the data information and code used to derive those parameters.

Of course this is only a draft and there will be disagreements. A particularly tricky issue is whether Large Language Models should be allowed to be trained from data scraped from the web without permission or attribution.

AI Governance

Open consultation on regulatory approaches for AI 

Following extensive expert consultations and discussions with parliamentarians, UNESCO have released a consultation paper in English for public consultation on AI governance.. 

UNESCO encourages stakeholders, including parliamentarians, legal experts, AI governance experts and the public, to review, and provide feedback on the different regulatory approaches for AI. You can read the consultation paper here

The Consultation Paper on AI Regulation is part of a broader effort by UNESCO, Inter-Parliamentary Union and Internet Governance Forum’s Parliamentary Track to engage parliamentarians globally and enhance their capacities in evidence-based policy making for AI.

The Paper has been developed through:

  • Literature review on AI regulation in different parts of the world.
  • A discussion on “The impact of AI on democracy, human rights and the rule of law” with parliamentarians from around the world at the IPU Assembly in Geneva, 23-27 March 2024.
  • Capacity building workshop co-designed and co-facilitated by UNESCO on 25 March 2024 at the IPU in Geneva and three webinars on the subject that were organized by IPU, UNESCO and the Internet Governance Forum (IGF) for parliamentarians to inform the development of the discussion paper.
  • Discussion with Members of Parliament at the Regional Summit of Parliamentarians on Artificial Intelligence in Latin America held in Buenos Aires on 13 and 14 June 2024. 

The deadline for comments is 19 September, 2024.

AI Governance

Open consultation on regulatory approaches for AI 

Following extensive expert consultations and discussions with parliamentarians, UNESCO have released a consultation paper in English for public consultation on AI governance.. 

UNESCO encourages stakeholders, including parliamentarians, legal experts, AI governance experts and the public, to review, and provide feedback on the different regulatory approaches for AI. You can read the consultation paper here

The Consultation Paper on AI Regulation is part of a broader effort by UNESCO, Inter-Parliamentary Union and Internet Governance Forum’s Parliamentary Track to engage parliamentarians globally and enhance their capacities in evidence-based policy making for AI.

The Paper has been developed through:

  • Literature review on AI regulation in different parts of the world.
  • A discussion on “The impact of AI on democracy, human rights and the rule of law” with parliamentarians from around the world at the IPU Assembly in Geneva, 23-27 March 2024.
  • Capacity building workshop co-designed and co-facilitated by UNESCO on 25 March 2024 at the IPU in Geneva and three webinars on the subject that were organized by IPU, UNESCO and the Internet Governance Forum (IGF) for parliamentarians to inform the development of the discussion paper.
  • Discussion with Members of Parliament at the Regional Summit of Parliamentarians on Artificial Intelligence in Latin America held in Buenos Aires on 13 and 14 June 2024. 

The deadline for comments is 19 September, 2024.

LLMs are a cultural technology

Yutong Liu & Kingston School of Art / Better Images of AI / Exploring AI / CC-BY 4.0

John Naughton writing in the Guardian says:

Assessment in humanities in time of LLMs requires, "if not a change of heart, two changes of mindset.

The first is an acceptance that LLMs – as the distinguished Berkeley psychologist Alison Gopnik puts it – are “cultural technologies”, like writing, print, libraries and internet search. In other words, they are tools for human augmentation, not replacement.

Second, and more importantly perhaps, is a need to reinforce in students’ minds the importance of writing as a process."

Edtech: Disruption or incremental change?

Yutong Liu & Kingston School of Art / Better Images of AI / Talking to AI / CC-BY 4.0

Technology evangelists and the big tech providers have long dreamed of disrupting education. That despite all the changes brought about by technology most education remains organised by institutions, many funded by the public sector is a source of frustration to the. One of the most prominent of teh change advocates is Salman Khan. Founder of the Salmon Academy, which boomed during the COVID 19 lock downs and advocate of video lessons and flipped learning, Salmon Khan was in London last week to publicize his new book, Brave New Words: how AI will revolutionise education (and why that’s a good thing), and while there he was interviewed for an article in the Times Education Supplement.

As Dan Meyer says in his newsletter Mathworlds, his remarks indicate "the edtech industry is starting to realize that the possibility of revolutionary impact with generative AI is small and the possibility of any impact will require them to operate as partners with institutions that many of them have disregarded."

Meyer points out that despite all the rhetoric "in reality Khan Academy has not transformed teaching like Khan hoped it might. In the US, as in the UK, students still typically sit at desks while a teacher delivers a lecture-style presentation, and then they complete tasks based on what they have learned." And Khan seems to agree. "“If you walk into a random classroom, for the most part it seems pretty similar to what we used to see,” he says. “If you asked me 10 years ago, I would have hoped… I mean, I’ve given TED Talks saying you shouldn’t need to give lectures any more, and everyone should be able to go at their own pace.”

And this raises the question of why the Khan Academy Hasn't ushered in a new era of education?

Well, the platform is designed to help students who are “trying to get through the [public school] system”, Khan says. “Either we support them in moments where they have a gap or we are used more systematically by their teacher, by their school, to improve the learning that goes on.”

And the public school system is far bigger than Khan Academy, he says.

The academy “needs to be pretty well integrated with the formal systems for it to have the maximum impact. That’s the journey that will keep us busy for decades to come”, its founder says.

It seems increasingly unlikely that AI alone is going to revolutionise education this t9ime round.