Open LLMs enable AI practitioners to control development costs by building on an existing foundation for downstream applications. While offering substantial promise, current models often fail to meet the needs of users needing open solutions aligned with responsible AI principles, including data compliance, transparency, and inclusivity. In this work, we present Apertus, a fully open suite of large language models (LLMs) designed to address responsibility shortcomings in today’s open model ecosystem, namely data responsibility and global representation. Unlike many prior models that release weights without reproducible data pipelines or regard for content-owner rights, Apertus models are pretrained exclusively on openly available data, retroactively respecting robots.txt exclusions and filtering for non-permissive, toxic, and personally identifiable content. To mitigate risks of data memorization, we also adopt the Goldfish objective during pretraining, strongly suppressing verbatim recall of data while retaining downstream task performance. Apertus also drastically expands multilingual coverage, training on 15T tokens from over approximately 1800 languages, with about 40% of pretraining data allocated to non-English content. Released at 8B and 70B scales, Apertus approaches state-of-the-art results among fully open models on multilingual benchmarks, rivaling or surpassing open-weight counterparts.

NLP-powered automatic question generation (QG) techniques carry great pedagogical potential of saving educators’ time and benefiting student learning. Yet, QG systems have not been widely adopted in classrooms to date. In this work, we aim to pinpoint key impediments and investigate how to improve the usability of automatic QG techniques for educational purposes by understanding how instructors construct questions and identifying touch points to enhance the underlying NLP models. We perform an in-depth need finding study with 11 instructors across 7 different universities, and summarize their thought processes and needs when creating questions. While instructors show great interests in using NLP systems to support question design, none of them has used such tools in practice. They resort to multiple sources of information, ranging from domain knowledge to students’ misconceptions, all of which missing from today’s QG systems. We argue that building effective human-NLP collaborative QG systems that emphasize instructor control and explainability is imperative for real-world adoption. We call for QG systems to provide process-oriented support, use modular design, and handle diverse sources of input.