When used in K-12 classrooms, intelligent tutoring systems (ITSs) can be highly effective in helping students learn. However, they might be even more effective if designed to work together with human teachers, to amplify their abilities and leverage their complementary strengths. In the present work, we designed a wearable, real-time teacher awareness tool: mixed-reality smart glasses that tune teachers in to the rich analytics generated by ITSs, alerting them to situations the ITS may be ill-suited to handle. A 3-condition experiment with 286 middle school students, across 18 classrooms and 8 teachers, found that presenting teachers with real-time analytics about student learning, metacognition, and behavior had a positive impact on student learning, compared with both business-as-usual and classroom monitoring support without advanced analytics. Our findings suggest that real-time teacher analytics can help to narrow the gap in learning outcomes across students of varying prior ability. This is the first experimental study showing that real-time teacher analytics can enhance student learning. This research illustrates the promise of AIED systems that integrate human and machine intelligence to support student learning.

Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced Classrooms

/pdf/european-inventory-on-validation-of-non-formal-and-informal-3vsfv2f3go.pdf

European inventory on validation of non-formal and informal learning 2014

This paper examines the Validation/Integration (V/I) project, a labour market initiative aimed at developing methods of validating the prior learning of recent immigrants to Sweden as part of their settlement support aimed at promoting their ‘employability’. This study places the V/I project within its social and economic context and uses a constructivist perspective on organizing in order to problematize how ideas regarding employability are translated into practice within the project. The study proposes that the V/I project, notwithstanding its laudable intentions, by focusing on the bureaucratic requirements of employers and public organizations, promotes specific forms of employability and may thus formalize and reinforce the ethnic division of Sweden’s labour market.

Constructing the employable immigrant: The uses of validation practices in Sweden

Many of the recent calls for education reform from all quarters have insisted that today's students develop 21st century skills. Included in different versions of inventories of these 21st century skills are typically critical thinking and problem solving. Frequently, science, technology, engineering, and mathematics (STEM) areas are cited as vehicles for the development of these skills in students. The Next Generation Science Standards, for example, focuses on an integrated approach to teaching these STEM areas, as well as asserting that Engineering principles such as the development of powerful models, is essential to learning of science.These types of educational initiatives are ideal for middle grade students. As Piaget and others have described (Harel & Papert, 1990; Kellough & Kellough, 2008; Piaget & Inhelder, 1972), these students are able to think concretely and creatively. They naturally find these STEM areas, along with inquiry and discovery teaching methods, are completely relevant and challenging. All too often, though, STEM education is invoked as a talisman, a silver bullet that will solve all of the real and perceived problems in our educational system.Current educational research and articles in the popular press make much of the need to incorporate a technology-rich learning environment into the teaching of the STEM areas. In this study we explore the use of a robotics program in a sixth grade math/science classroom intended to deepen the students' understanding of mathematics as well as their ability to solve problems and work together productively. This article describes an innovative collaboration between a middle school and a university technology program, which successfully integrated robotics as a pedagogical tool to improve the STEM learning for sixth graders as well as undergraduates. The following research questions are addressed in this study: (1) How can the use of robotics in a 6th grade mathematics/science classroom positively influence the learning of key math concepts? (2) How can the use of robotics in a sixth-grade math/science classroom reshape the learning environment toward collaboration?LITERATURE REVIEWMuch research has focused on the integration of STEM areas into the classroom, especially in technology rich environments (Capraro & Jones, 2013). Some of this work has focused on specific technological tools (Blauvelt, 2006; Cavallo, Papert, & Stager, 2004; Matson, DeLoach, & Pauly, 2004). Other studies have explored pedagogical methods such as scaffolding (Barbuto, Swaminathan, TrawickSmith, & Wright, 2003; Rasmussen & Marrongelle, 2006); visual modeling (Deratzou, 2006; Gow, 2007) storytelling (Kelleher & Pausch, 2006; Simkins, 2011); game design (Preston & Morrison, 2009); and project-based learning (Krajcik et al., 1998; Krajcik, Marx, Blumenfeld, Soloway, & Fishman, 2000; Sylvester & McGrath, 2007). This study has its roots in the learning theory of constructionism.ConstructionismIn response to Piaget's idea of constructivism, Seymour Papert developed the learning theory he called constructionism. Constructionism is both a theory of learning and a strategy for education. It builds on the "constructivist" theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed by the mind of the learner. "Children don't get ideas; they make ideas" (Kafai & Resnick, 1996, p. 1.).Seymour Papert described Constructionism in terms that have been referred to as two layers of making, making understanding and making objects:Constructionism-the N word as opposed to the V word-shares constructivism's connotation of learning as "building knowledge structures" irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it's a sand castle on the beach or a theory of the universe (Papert I. …

WE, ROBOT: Using Robotics to Promote Collaborative and Mathematics Learning in a Middle School Classroom

Learning by making: A framework to revisit practices in a constructionist learning environment

Almost two million children in more than 40 countries around the world have received a One Laptop per Child (OLPC) XO netbook computer These netbooks represent the commitment of politicians, community leaders, and educators to implement disruptive, large-scale education reform initiatives that will advance their countries into the 21st century and prepare their children for interconnected, global, creative, and knowledge economies Expectations for the success of these initiatives are high, and local stakeholders as well as numerous international organizations look to these experiments with cautious optimism These programs hold the promise to expand the learning and creative potentials of broad populations As such, arguably, one of the greatest challenges facing these initiatives is designing and implementing mechanisms that help make the outcomes visible, understandable, and actionable by all audiences In this article, we discuss initiatives being developed by OLPC at different levels of scale: at the meta level to understand impact across nations and learn about the emerging developments in the different programs; at the mezzo level to allow stakeholders to understand the development of the program in their countries and their schools; and at the micro level to help teachers and students understand emerging learning by children over a given period of time We present some examples of student work to illustrate how some children are making creative contributions to OLPC



Inspired in the collaboration and work by Project Zero and Reggio Children, this article was given the name “Making Learning Visible” Beyond the title, the work presented in this article recognizes the child both as an individual and a group learner; recognizes the acts as well as the products of learning; and above all, values the children's reflections and approaches to make their learning visible

Making Learning Visible

In their paper, “Making learning visible” (Urrea and Bender, 2012), the authors describe a framework that makes the outcomes of large-scale education reform initiatives visible to and understandable and actionable by all audiences: school administrators, teachers, parents, and the children themselves. In this paper, we examine in detail data from a programming competition among schools from the “Conectandonos” project, a one-to-one computing initiative implemented in Costa Rica by Quiros Tanzi Foundation and the Costa Rican Ministry of Education. We apply the framework to the Turtle Blocks projects of 45 children. We demonstrate a correlation between the application of our framework to the children’s work and their learning outcomes as assessed subjectively. We argue that by demonstrating the efficacy of a mechanism for assessing openended problem-solving activities, we remove an obstacle from making the arts a more pervasive part of elementary education.

Visualizando el Aprendizaje en Resolución de Problemas Abiertos en las Artes Visualizing Learning in Open-Ended Problem Solving in the Arts

/pdf/visualizing-learning-in-open-ended-problem-solving-in-the-3qyfci8nve.pdf

Visualizing Learning in Open-Ended Problem Solving in the Arts Visualizando el Aprendizaje en Resolución de Problemas Abiertos en las Artes

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Making Learning Visible

Visualizando el Aprendizaje en Resolución de Problemas Abiertos en las Artes Visualizing Learning in Open-Ended Problem Solving in the Arts

Visualizing Learning in Open-Ended Problem Solving in the Arts Visualizando el Aprendizaje en Resolución de Problemas Abiertos en las Artes