Virtual pedagogical model: development scenarios

info:eu-repo/semantics/publishedVersio

Innovative Learning Environments in STEM Higher Education

As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education

Promoting employer desired competencies through a multiphased workgroup project

Employers and business leaders have long been advocating for the importance of career readiness skills like critical thinking/problem solving, information literacy, teamwork/collaboration, professionalism/work ethic, and oral/written communication (NACE, 2019; Partnership, 2008). While faculty and students see value in projects that develop these skills, such projects can be some of the most challenging to incorporate effectively into business courses (Chapman et al., 2010; Detmering & Johnson, 2012; Lee et al., 2016; Marks & O’Connor, 2013). This article reports on a multi-phase group project that aims to strengthen a selection of these employer-desired skills while ameliorating student concerns about the research process and group work by combing a collaborative process with individually graded major products. The project design provides students with opportunities to strengthen their interpersonal communication, teamwork, and information literacy skills. Through anonymous surveys, students (n=33) indicated a positive response to the project design and that they perceived improvement in their information literacy skills. They indicated less improvement in their interpersonal communication and teamwork skills, prompting some recommended adjustments to the workgroup project for more effective implementation in a business course

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Development of a Trust-Aware User Simulator for Statistical Proactive Dialog Modeling in Human-AI Teams

The concept of a Human-AI team has gained increasing attention in recent years. For effective collaboration between humans and AI teammates, proactivity is crucial for close coordination and effective communication. However, the design of adequate proactivity for AI-based systems to support humans is still an open question and a challenging topic. In this paper, we present the development of a corpus-based user simulator for training and testing proactive dialog policies. The simulator incorporates informed knowledge about proactive dialog and its effect on user trust and simulates user behavior and personal information, including socio-demographic features and personality traits. Two different simulation approaches were compared, and a task-step-based approach yielded better overall results due to enhanced modeling of sequential dependencies. This research presents a promising avenue for exploring and evaluating appropriate proactive strategies in a dialog game setting for improving Human-AI teams.Comment: Preprint Version submitted to ACM UMA

Theories and Models of Teams and Groups

This article describes some of the theoretical approaches used by social scientists as well as those used by computer scientists to study the team and group phenomena. The purpose of this article is to identify ways in which these different fields can share and develop theoretical models and theoretical approaches, in an effort to gain a better understanding and further develop team and group research