ICETA 2019

Miki Banči works as Modern Workplace specialist at Microsoft Slovakia. He works with largest commercial, government and education organizations to help them digitally transform their operation, drive success through accelerated adoption and usage of modern workplace tools based on Microsoft 365 platform. 

Abstract of presentation: How to start digital transformation at education organizations with Microsoft 365

No presentations - just live demos. Practical tips and tricks on how to make the most of Microsoft 365 in the academic world, latest technology for modern collaboration and communication based on secure cloud services which helps modernize universities/schools and education processes.No presentations - just live demos. Practical tips and tricks on how to make the most of Microsoft 365 in the academic world, latest technology for modern collaboration and communication based on secure cloud services which helps modernize universities/schools and education processes.

Andrej Bederka was a consultant and project manager on private sector projects of corporate information systems and development. Since 2010 he is a project manager of the ERP system SAP of the Ministry of Education, Science, Research and Sport of the Slovak Republic. In present time he is also a project manager for the Education Informatisation Program till 2030. Andrej Bederka acts as secretary of the Committee for Education, Research and Innovation of IT Association of Slovakia (ITAS), a specialist in vocational education and training of the National Union of Employers (RUZ), a member of the Sectoral Council for Information Technology and Telecommunications of the Alliance of Sectoral Councils and a Secretary of the Digital Coalition - the National Coalition for Digital Skills and Occupations of the Slovak Republic.

Abstract of presentation: Essential role of employers in navigating Slovakia towards good education and competences for the digital future

The aim is to highlight the ongoing initiatives and activities of employers and voluntary actors of good education as a significant and irreplaceable feedback with a positive impact on the Slovak education system and its key role in the human resources readiness for the labour market. Experiences from recent years demonstrate those proactive players react properly and without delays on the mismatch between labour market needs and the educational outcomes unlike than majority of schools and state.
Therefore strengthening the position of employers and good educational actors in the Slovak education system is necessary to identify and eliminate negative impacts and trends in education or to support political reforms in education in the right way. These improving impacts shall be deeply and systematically built into the education system itself and also to management of the educational institutions for long-term sustainability. It is especially important for the proper governance of the digital transformation of the whole society as a reaction to Industry 4.0.

Assoc. Prof. Nayden Chivarov received his PhD degree from the Institute of Handling Device and Robotics, TU Vienna, Austria. Currently he is head of RILab i2030 from the Institute of Information and Communication Technologies - BAS and Lecturer at European Polytechnical University. His research interests are: service robots, mechatronics, human-robot interaction, Industry 4.0, IoT.

Abstract of presentation: Family of Educational Robots “ROBCO”

The tendency of continuously growing applications of service robots in all spheres of human life and activities leads to perceive robots in a different way than other machines because they are realizing often a real interaction with people. Based of those features educational robots ROBCO as a good test-bed for educating students, young specialist and researchers is introduced. Robotics as a multidisciplinary scientific field which includes mechanics, electronic hardware, software, artificial intelligences, sensor and sensory systems is discussed. A Case Study on Human-Robot Interaction of the Remote-Controlled Robot ROBCO 19 for Elderly and Disabled Care is presented.

Milan Ftáčnik is an Associate Professor at the Department of Applied Informatics, Faculty of Mathematics, Physics and Informatics, Comenius University in Bratislava, Slovakia where he also graduated and received his PhD. After a long time he spent full-time in national and local politics, he is back teaching and supervising master and PhD. students. His research interests include computer vision and image processing, smart city applications and education policy.

Abstract of presentation: Is digital the way to high-quality education?

In this paper we analyse OECD and EU documents on digital education which has not yet brought the desired transformation of education. With respect to international context we concentrate on the case of Slovakia which is striving to prepare the program of digital transformation of education until 2030. We focus on three components of the program, mainly on the innovation and quality increase using the ICT technologies, on the development of the (digital) competencies for the 21st century and on the digital transformation of the school to become the school of the future.

Gabriel currently manages team of 250+ associates located in multiple centers in Slovakia, Czech Republic, Western Europe, Argentina and India supporting service delivery and life cycle management activities for largest business clients in EMEA region.
Gabriel started his career with AT&T in 1999 as a project manager coordinating service delivery activities for local retail and government clients in Slovakia. During his professional carrier with AT&T, he held multiple supervisory positions in Global Managed Services organization.
As the American Chamber of Commerce President of the Board of Directors, chairman of Business Service Center Forum which units 32 companies operating Shared Service Centers or Business Process Organization in Slovakia which represent more than 31.000 employees as well as member of Sectoral Council for IT and Telecommunication actively contribute to business and IT industry development in Slovak republic.

Abstract of presentation: The importance of transversal competences in the modern economy. Changing labor market needs.

Technology is dramatically evolving, so are changing skills requirements. Companies are looking to help customers apply technology to transform their business. Businesses invest into skills transformation development and training framework that will ensure they have the necessary skills to support their customers. Are hard skills and low labor costs still attractive or education system should transform dramatically to address skills gap for Slovakia to be able retain current and attract new investors. What challenges are in front of us in Slovakia? How business academic cooperation can help and what are challenges to remain competitive in global market?

Associate professor Jiří Hrbáček graduated from Czech Technical University, Faculty of Electrical Engineering, Department of Technical Cybernetics, with the focus on measurement technique in 1982. In 2001, graduated from a lifelong learning programme -the teacher in the field of Special Education in special and integrative facilities and schools, including elementary and secondary schools. Received the PhD degree in 2003 and was appointed associate professor in 2012. Since 2012 she works as a associate professor at the Department of Technical Education and Information Science. At the faculty he teaches electronics, electronics, digital technology, electronic systems, robot construction and programming. He is the guarantor of Technical and Information Education with a focus on education.
His area of interest for all his life is the development of systems controlled by microcontrollers. Digital technology, robotics and teaching of children in this area. Systematically, the teaching of building and programming of robots and robotic systems for pupils of elementary and secondary schools has been devoted to more than 10 years.

Abstract of presentation: Robotic systems and present

Robots and robotic systems are penetrating our lives more than ever. Even young children of preschool age start to play with them. Not only do they play, but they are already beginning to learn how to program them at preschool age. There are available systems on the market - robotic toys, which make this possible. Simple toys are followed by more advanced ones, which educate children about robot programming from the first grade of elementary school to college. This way, those interested in this field can get to the serious choice of future occupation and program quite serious systems of industry 4.
A currently running project PRIMin the Czech Republic is preparing a new framework of an education program integrating the teaching of robotics in computer science from kindergarten to high school education.
The programming of robotic systems is realised on several levels. The development environments in which robotic systems are programmed are implemented according to the needs of the target application. The top layer is a layer where the robotic system is ready for industrial deployment. The programming environment simplifies the creation of final applications. It is specially designed for this purpose. The lower layer is the construction of the robot itself, where its individual parts are made up of modules. A library is created for each module to make it easy to use and work with the module. The actual programming of the assembled system is then in the hands of higher programming languages, such as C ++ etc. The lowest layer is the layer where the robot designer has hardware modules (motors, servos, sensors, etc.) from which it is necessary to create a special function module for future application. To implement these modules, the designer works with both electronic and mechanical systems. It creates hardware for their control, which is usually controlled by programmable logic circuits, microcontrollers or special electronic circuits. At this level, firmware, higher language libraries and control software are created for programming. At this level, programming is ideally done in the language of symbolic addresses - in assembler. Most of the current systems and programming of robotic systems are currently implemented in the second layer.
The lowest layer requires the designer to have knowledge of hardware, electronics, communication between electronic systems on a physical level. In addition, programs need to focus on diagnostics. Self-diagnostics, continuous and service diagnostics of used hardware and the whole developed module and system. This area is currently neglected. As far as we know, practically no one is systematically involved in it, no secondary school or university. In our circles of robot construction and programming, we regularly and purposefully focus on this area. We start with children from the 3rd grade (maximum 4th grade) of elementary school, i.e. children from 8 years. We do not take children over ten years of age. Children learn mechanical skills, electronics, mounting and reviving electronic circuits, sensor activities, their repairs, soldering and programming first using flowcharts, later we switch to the assembler. This paper aims to present how the teaching is conducted in our circles, what our graduates can do when they are in courses not only in elementary school but also in high school. We would like to share more than nine years of experience in our training courses.

Mikuláš Huba received the MSc. and PhD. Degrees in Technical Cybernetics from Slovak University of Technology (STU) in Bratislava in 1974 and 1982, respectively. Since 1989 he was a Senior Lecture and Head of the Control Theory Group of the Institute of Control and Industrial Informatics and from 2008 Full Professor at the Faculty of Electrical Engineering and Information Technology (FEI). From 1996 to 2008 he worked as the Head of the university Distance Education Centre. Since 2008 he was also active in research at the FernUniversität Hagen, Germany, where he continued in 2010-2011 as the Mercator visiting professor. In the period 2015-2019 he was director of the Institute of Automotive Mechatronics, where he is also leading the Department of E-mobility, Drives and Automation since 2013. He is author and co-author of more than 400 papers in journals and proceedings of international conferences and 20 monographs on Constrained, Nonlinear and Remote Control and about e-Learning. He has organized 11international conferences Virtual University and several other IFAC and IEEE conferences, whereby in IFAC he currently acts as a Vice Head of TC 9.4 Control Education technical committee. In organization of numerous international conferences he has also been involved as a reviewer, IPC member, or jury member of e-learning competitions.

Abstract of presentation: Modelling, simulation, visualization and control of modern transportation systems.

The contribution deals with experience achieved in building experiments for platoon modelling, simulation, visualisation and control. In transportation, platoon denotes a group of vehicles that are driven and moving together as a train. Platoons decrease the distances between cars or trucks using electronic, and possibly mechanical, coupling. This system also allows for a closer headway between vehicles by eliminating reacting distance needed for human reaction. Such a capability would allow many cars or trucks to accelerate or brake simultaneously and thus to increase the highway capacity and decrease the fuel consumption and air pollution.
Several controlled platoon experiment will be built including an analogous platoon simulator, visualization and augmented reality simulator module, remote access simulator module, and the platoon control design toolbox. Another experiment uses for platoon simulation 1:10 size RC car models. The position of the car is obtained by Ultrasonic indoor positioning system.
All these activities should result in deeper understanding of basic problems related to platoon formation and control. Cooperation with the project partner J. Haddad and co-workers from Technion, Haifa, Israel resulted in research focused on platoon modelling and control for mixed autonomous and conventional vehicles.

Jozef Hvorecky is also a Honorary Lecturer for the Laureate program of the University of Liverpool, United Kingdom. During fifty year of his career, he taught at 17 universities in 12 countries of all continents.
As the author and coauthor, he has published 26 books and textbooks and more than 150 papers in journals and conference proceedings. His recent books are: Database Technologies (accompanied by a Problem Solver as its 2nd volume), Virtual Classroom (on effective online learning), and Last Will of a Researcher (on university management). He is keen of new educational technologies. For example, the Database Technologies textbook refers to his 30 videolectures on YouTube; a memory key attached to its Problem Solver contains more than 200 sample databases. Recently, he became interested in Teaching Critical Thinking. His interested resulted in the book Amoebas: The Big Bang. His lecture will be its free continuation.
He is a member of Za živé univerzity – a initiative group trying to revitalize Slovak academic life, to enhance its academic honesty and to facilitate its critical view on itself.

Abstract of presentation: Nonsense to Sense: A Way to Critical Thinking

Human brains tend to assign meanings to all objects and doings around. Not all constructions applied during these process are correct. Then, their results are mistakes, confusions or misconceptions. Today, the Internet is often used as a medium for spreading such mistaken information generally described as “conspiracy theories” or “fake news”. If we do not want our students to be overwhelmed by them, we have to search for methods helping them to disclose common logical failures and delusions. To do so, the author demonstrates to his learners that false information can be easily produced by hiding and/or modifying regular information. To find missing or misinterpreted pieces, one has to use a similar approach – o analyze the elements of information, their robustness and relevance.
In our presentation, we exemplify our approach by a series of examples demonstrating nonsenses and absurd statements in Mathematics. This science is often presented as a “magic wand” for developing critical thinking skills. We show that the relationship between mathematics and critical thinking is more complex. The problem lies in the ambiguity of natural language. By pointing on differences (and discrepancies) between the two, the learners may recognize the most typical faults and become capable for example disclosing their own fallacies. This capability can become an integral part of their critical thinking weaponry.
The simplicity, transparency and humorous character of our examples attracts students to this intellectual game. To help educators to generate their own “nonsenses” for their courses, typical deviations from standard thinking and ways of their creation are also presented.

Tomáš Janotík works as a head of Analytics Department at Profesia (Slovakia's largest job portal). His main responsibilities at this position are analysis of current labor market trends, preparation of economic forecasts and investigation of behavior of job candidates and companies in various industries. The main focus of his work is developing tailor-made data products for customers in HR which they can utilize in optimization of their hiring processes. Tomáš studied Economics at the University of Amsterdam and at Charles University in Prague.

Abstract of presentation: Current Labor Market Trends in the Area of Information Technology in Slovakia

The presentation will provide a brief overview of current labor market development with special attention paid to Slovakia’s IT sector. We will focus on trends in the number of vacancies as well as in the availability of job cadidates based on data from Profesia (Slovakia’s largest online job portal). We will also discuss the skill requirements of companies and evaluate the extent to which the demand of companies matches the profiles of available job candidates. We will also focus on regional comparison and discuss various options how companies can address the issue of talent shortages in IT sector.

Gabriel Juhás is a full professor of Applied Computer Science at Institute of Computer Science and Mathematics, Faculty of Electrical Engineering and Information Technology, Slovak University of Technology, Bratislava. Gabriel Juhás was the dean and the vice dean of the Faculty of Electrical Engineering and Information Technology of the Slovak University of Technology (FEI STU). He was also the garant of the study program Applied Computer Science at FEI STU. He worked at several universities in Germany, namely at Technical University Berlin, Karlsruhe Institute of Technology and University of Eichstätt-Ingolstadt, where he received his habilitation in 2005. Previously, he was also visiting PhD student at BRICS, University of Aarhus in Denmark. His main research interest are theory of Petri nets and their applications in various areas focusing on business process modelling anf process mining. He is also very inerested in integration of Internet of Things with Big Data methods and Data as a Commodity resulting in concepts of social networks of data, data markets, shared data and data ecosystems.

Abstract of presentation: IT Induced Innovations: Digital Transformation and Process Automation

Digital transformation is now one of the most urgent topics in companies and the society. It includes not only application of information technologies, but also process redesign, optimization and automation in order to make services more user friendly, more effective, cost efficient, faster and thus to build the services of next generation with higher quality. Altogether, digital transformation should result in IT induced innovations!
This paradigm requires the new type of digital transformation experts, that should not only have knowledge and skills from the area of information technology. It requires experts that should be able to solve the tasks of digital transformation using process modelling, optimization and automation in holistic matter.
In this paper, we present a case study of preparing the human resources for digital transformation using process automation as a part of study program in informatics.
We build on the top of existing educational methods, that enabled our faculties to produce the most requested graduates in IT labour market in Slovakia. IT products build as the result of digital transformation using process automation require higher quality, security and reliability, therefore we introduce formal methods, such as Petri nets, into curricula.
First, we discuss a framework for process driven digital transformation, that includes modelling and automation of processes, based on Petri nets. Second, we discuss our experience in the teaching the digital transformation using process automation. This includes the involving of the students in digital transformation of the real companies.

Martin Klimo received his diploma in telecommunication engineering from the University of Transport and Communication Žilina in 1973. Since 1990 he worked as an Associate Professor, and in 2003 he was appointed a full professor of Applied Informatics.
His research interests include communication theory, queuing theory, machine learning and fuzzy logic implementation by nanotechnology. He focused on these disciplines mainly from speech point of view: packet networks performance for voice transmission (VOIP quality), text-to-speech systems, and speech recognition. His actual interest is memristor-based fuzzy computing and explainable artificial intelligence.
Ref. https://www.researchgate.net/profile/Martin_Klimo

Abstract of presentation: Learning versus Machine Learning

Learning is how humankind has embraced the uses of nature for its benefit. The effort to understand the world around us in a modern sense took at least two millennia in Europe. An epistemological triangle can describe the structure of this process. Its edges are formed by surrounding nature, human knowledge and the model (this term is used with the meaning it holds in cybernetics). The edge joining nature and knowledge represents not only a passive collection or observation of nature (Plato) but also active experimentations (Galileo). The second edge from knowledge to the model represents abstraction (idealisation, Plato) from a given point of view (the purpose of modelling), and it has to follow the rules of human thinking (as determined by Aristotle and formalised by George Boole). Nowadays, computers are the primary tool for modelling (Alan Turing and John von Neumann must be mentioned here), and cybernetics (Norbert Wiener) gives the basic models of the dynamical systems with feedback. Finally, the edge between the model and nature means comparing the output from the model against reality. This way of learning applying computers is used approximately seventy-five years, and if we take into account also physical and mathematical models, then more than two thousand years.
The exponential growth of computer performance and its memory capacity allows us to build complex models, along with exponential growth in internet transmission bandwidth, which allow the simultaneous growth of digital data availability. These were the key ingredients used to build complex models. This breakthrough led to the emergence of artificial neural networks as universal nonlinear approximators. Nonlinear transformation of the input data to the required output data (or their properties) can be attained by finding a proper network architecture and its parameters. This process is known as machine learning. As we can see, in machine learning, we only require data, model requirements and a learning algorithm. What are the pros and cons of this system? The primary advantage is that machine learning uses only the third arc of the epistemological triangle: the relation between the real world and the model. This direct connection allows the building of a model directly from data despite the non-existence of knowledge. Today, we see models trained by machine learning that outperform humans in terms of the results achieved, speed or complexity of input data. Machine learning models search for the best model improvements which do not have human-like habits. This difference is particularly evident if machine learning is based on adversarial networks playing zero-sum games. They have no restrictions on strategy and sufficient time for relentless learning on high-performance computers. At the end of machine learning, the model is ready to respond to the training data through adequate output data.
Then it needs to be checked whether the models give adequate output data to the test input data similar to the training data but which were not known during the machine learning. But what about data outside training or test sets? Have we taken care of them? We show in the presentation on the XOR classification problem that the whole line in the original data space is transformed into one point in the output data space. Not all samples on the line meet the classification correctly, but they are not in the training set. It does not affect the problem given by the training set, but we have to keep it in mind. What is even worse is the fact that reality is the only negligible fraction of possibility, i.e. the real training set is the insignificant part of the possible training sets (the curse of dimensionality).
Therefore, we have to be careful in extrapolating results from the model trained on one dataset to any data outside this dataset. As an example, let us take a neural network trained for the classification of handwritten digits (MNIST). This classifier gives the most similar digit at the output for any data at the input. For example, for the shoe pictures from the FMNIST dataset, it outputs most probably the digit seven. This example shows the danger of an unintentional misuse of the model. To prevent it, we must not use the model as a black box but understand how the result was obtained, including the training dataset used in machine learning. We need to check the simple input data (outside of the training set) to assess whether the model gives the expected output, and for more complex input data, we need an approximate idea of the result’s accuracy. Today, we need a model’s explainability, i.e. humans should understand why the model produces specific output data. This requirement does not reduce the model’s importance, because the explanation of an obtained result is a much easier task than generating this result. If the unintentional misuse of the model is a problem, attacks on the model can be considerably more serious. Due to the curse of dimensionality mentioned above, generative adversarial neural networks can create samples similar to the training samples but with faulty results. Detecting such an adversarial attack remains an unanswered question.
We see that machine learning can present results that outperform human results. Conversely, the curse of data dimensionality is the highest Achilles heel of machine learning. The explainability of the model seems to be the primary tool against unintentional misuse or an adversarial attack. However, the most dangerous aspect for us in this third arc shortcut appears to be the circumvention of knowledge. We can see that people prefer not complicated ways, but obtaining results without understanding is a definite dead-end. Knowledge will help even if no data are available.

Mário Lelovský (54) is a leading professional in area of Digital skills and Digital transformation in Slovakia. As of 2014 holds the position of 1st Vice President of National Union of Employers of Slovakia and leads the Digital economy comittee. From 2014 was acting as a president and actually as a 1st Vicepresident of IT Association of Slovakia. He co-founded Slovak National Digital Coalition for Digital Skills and Jobs and acts as a Chairman of the Executive board of Coalition.
Together with the Slovak Technical University he founded “Slovak-AI”, national platform for artificial intelligence research and development in April 2019.
Mario is a member of Board of directors of Slovak Technical University and member of industry boards of FEI STU and FIIT STU.
He graduated (Master of science) at the Faculty of Electrical Engineering and Informatics, Department of cybernetics at the Slovak Technical University in Bratislava in 1988 (1983-1988).

Abstract of presentation: Vision, mission... and reality of IT and digital education in Slovakia. Is there a hope at all??? What about Digital Coalition, does it help?

• Condition of the IT sector in Slovakia
• We need IT guys, what kind of and how many.
• Who should ensure their existence and what if there’s none of them anymore? Who will be responsible for this and how to handle this?
• This certainly won't work without the cooperation of IT industry and schools. Do both partners know that?
• How does the Digital Coalition help in this matter? What is this coalition?
• Specific outputs of the work done by the Digital Coalition – it managed to put some universities “in motion” and attract the public… industry has started to shape the profile of the graduates – dual university education, what it really is and how about the business scholarships – are they real?
• Sometimes it can be “done” - the story of slovak.AI
• Digital transformation presents a great challenge for Slovakia, it looks like we can't handle it, just like other things

Current position: University professor of Internal medicine, Jessenius Faculty of Medicine, Comenius University, Martin, Comenius University Rectors Advisor
Work experience:
Previous Position: Vice-rector for research and doctoral study, Comenius University, Bratislava (2011-2015), Head of Dept. of Informatics, Ministry of Education of Slovak Republic (2007), Minister of Education Advisor (2008-2010), University Professor, Comenius University, Jessenius School of Medicine, Martin (1981-)
Professional Experience: Research activities (computer analysis of heart activity, occupational risk management), Graduate of Distance Education „Course on Managing University-Industry Partnership“ IIEP UNESCO Paris and ECSM Brussels (2001), co-ordinator of Phare-Tempus Programs (ERQUAM, IQATFOQ, MED-NET, Management of Higher Education Institutions) (1996-2001), TEMPUS-UZDOC project (2013-2016), ERASMUS+PRIDE (2013-2016)
Professional Lecturing and Study Experience: Comenius University, Jessenius School of Medicine in Martin; University of Twente, Enschede, Netherlands (2002), University of Limerick, Ireland (2001), University of Edinburgh, Scotland, (1999), Mayo Clinic – Rochester, Minnesota, USA (1995). European and World Congresses Lecturer (Athens, Zaragoza, Copenhagen, Philadelphia, Jeruzalem, Zurich, Beer Sheva, Muscat, Beijing)
Publications: Textbook – Editor in Chief: Differential Diagnosis by Laboratory Medicine (Springer – Germany, Springer – India, Medico-Pharmaceutical PH – China, Paschalidis – Greece). Textbooks: 15+, Scientific Papers: 80+, scientific abstracts: 300+, scientific lectures: 330+

Abstract of presentation: Expert collaborative education, research and practice in medicine and medical education

Next generation ICT, Big Data, supercomputing (IBM-Watson - initially created for Jeopardy! Game Show), AI are coming on the scene of pharmacy and medicine. There is an extensive need to collaborate in all areas of above mentioned areas, including under-postgraduate education of these items. Today, drug discovery is a manual, linear process driven by workflows resulting in high costs and a high failure rate. IBM-Watson supercomputing (a new culture to think), based upon cloud of computers, machine and deep learning is a big hope for future diagnostics and through new drugs discovery will improve therapy of many diseases dramatically. It will help also to predict gene function, identify new drug indications – IBM Watson answers us, upon question-answer method, in minutes through bilion evidence-based information and links. But still it will remain “only” an excellent collaborator. Our health is closely linked to the health of others through genetics and health data. Sharing our health data helps others and help us.

Tõnis Mets is Professor of Entrepreneurship at the University of Tartu in Estonia. He was Marie Curie Research Fellow at the Australian Centre for Entrepreneurship Research at the Queensland University of Technology in Brisbane, Australia 2014-2016. Also, Professor Mets has worked as a management consultant in his company (ALO OÜ), and as an entrepreneur, engineer and manager in various high-tech companies in Estonia. Tõnis graduated from the Tallinn University of Technology. He also holds a PhD in Technical Sciences from St Petersburg Agrarian University. Professor Mets is author and co-author of 15 patents, and more than 50 chapters and articles with international publishers. His main research interests are in the fields of (technology) entrepreneurship, intellectual property, and knowledge and innovation management.

Abstract of presentation: ICT Infrastructure Development as Political Entrepreneurship: The Case of Estonian Education and Research Network (EENet)

Political agenda of transition from a command to market economy in Estonia also marks ICT and entrepreneurship development trajectory. Efforts of the Estonian government, for ICT infrastructure, education and e-government development, from the 1990s, and entrepreneurship promotion in the 21’st century manifest as political entrepreneurship. Political entrepreneurship is seen on three levels: (1) as investment or re-allocation of resources into desired object; (2) change of wider economic (freedom) policy and institutions, incl public sector; (3) the third level of political entrepreneurship means change of societal order transforming the political system and its institutions.
Societal changes in Estonia in the 1990s were characterised by the lack of resources, and this required the triggering role of some political entrepreneurs to launch ICT infrastructure projects. From the early stages of development, decision-makers at the national parliament level have changed considerably since 1990. Using the case of the academic data network EENet, and its chronology, we analyse the development of political entrepreneurship in Estonia. The question is whether today's decisions allow for a continued success story that began in the 1990s.

Martina is a teacher at Private high school Katkin park in Košice and author of “Everything is better with a computer” and “Online school” projects.
She created school’s unique projects which implement computers and online tools into everyday teaching process and replace paper textbooks. Martina received her bachelor‘s degree in Communication and rhetoric from State university of New York in Albany, together with minors in Spanish, English and Journalism. She received her master‘s degree in Public communication from American University, Washington, DC. Private high school Katkin park is Martina’s alma mater where she completed her high school studies.

Abstract of presentation: When different equals better: online school project - two years later

Small private school in eastern Slovakia is replacing textbooks with computers, implementing online tools and computers into a paper-designed Slovak school system. Its courageous project had to deal with many technical, legislative and social difficulties, but managed to overcome them and now is thriving. Online school is currently celebrating its ninth school year.
In this presentation we return to talking about a project that was previously introduced at ICETA 2017. It has taken a big jump since, evolving into its own high school study program, as a natural outcome of online school environment. We will briefly re-introduce the project, discuss the newly created program’s curriculum and analyze what major challenges did an evolution like this bring.

Ľudovít Molnár is a professor emeritus at the Faculty of Informatics and Information Technologies, Slovak University of Technology. After the graduation Ľudovít Molnár started professional carrier in a field of Computer Science, as one of the pioneers in Slovakia in this field. In early 70 – ties Ľudovít Molnár was participating on a Computer science curricula development for University education, which later passed through IEE (Institute of Electrical Engineers in London) international accreditation as one of the first in CEEC. In research Ľudovít Molnár has been working in a field program system construction, artificial intelligence and knowledge based programming. He was a head of several projects for industry. Ľudovít Molnár has participated also on several international projects for European Commission and UNESCO. At the Slovak University of Technology in Bratislava, Slovakia he has been working in different positions at department - Department of Computer Science and Information Technology, faculty - Faculty of Electrical Engineering and Information Technology, and university itself - head of the Department, dean of the Faculty, president of the Academic senate of the University, rector of the University. He is the co-founder and the first dean of the Faculty of Informatics and Information Technologies.

Abstract of presentation: Story of Artificial Intelligence: Research and Publication behind

Artificial intelligence (AI) is now one of the most popular areas of Information technology (IT). While “a classical” problem solving is based on algorithm approach, AI offers systems which simulate human intelligence approach. Along with IT, AI has experienced extremely rapid development – tools, methods and applications. Nowadays AI is a buzz word, for some people as a hope to solve their problems, for others a danger with a negative impact on their life. AI, despite their current popularity, is nothing new. It has long and a rich history and a rich structure as well. In our contribution we will show “what is behind” a popularity of AI by bibliometric analyses of 42 003 publications presented in Web of Science (WOS) in the years 1960 up to 2019, which use AI as a keyword. We will show an evolution of structure of AI in a particular periods of time, the number of publications, the most active authors, organizations and countries and research disciplines. We will present and discuss the results of keyword analysis using thematic maps to visualize main trends and topics of AI for each particular period of time.

Steven Wangjinchao drives server business and AI in CEE region, focusing on the AI technology and the related industry. Since joining the company three years ago, he has worked on both sales and server side of the business. All the gained experience and know-how from these fields of expertise he is now actively using in the AI industry to bring it closer to the people.

Abstract of presentation: Advance Intelligence

Huawei strategy for the AI industry and unique Huawei AI products and solutions that have been introduced on the market.