Exploring Conferences and Literature in Educational Technology

In this episode, we will hear from the MIT STEP Lab on two of their AI initiatives: Collaborative Artificial Intelligence for Learning (CAIL) and RAICA (Responsible AI for Computational Action). Collaborative Artificial Intelligence for Learning (CAIL) is a research and design project at the MIT Step Lab focused on integrating innovative AI tools in the classroom to support learning in collaborative groups. RAICA (Responsible AI for Computational Action) designs curriculum focusing on computational action with artificial intelligence for late primary, middle, and secondary students.

Collaborative Artificial Intelligence for Learning (CAIL) is a research and design project focused on integrating innovative AI tools in the classroom to support learning in collaborative groups. Students interact with AI-powered conversational agents in group work and discussions. The agent is envisioned as a peer who would promote deeper thinking on the topics instead of an efficiency tool. We also aim to provide real-time information to teachers and students to support teachers’ formative assessment and students’ self reflection. As part of the project, we are building out CAILA (Collaborative Artificial Intelligence for Learning and Analysis) to process the real-time data while keeping with human- and child-centered design principles and keeping humans in the loop. To date, we have created conversational agents to work with high school students in PBL data science workshops and investigated potential roles the agents could play in team-building exercises. Our lines of inquiry span from the personas and roles of the agents to analytic tool development to formative and reflective assessments for learning.

The goal of the RAICA curriculum is computational action with artificial intelligence for late primary, middle and secondary students. In order for students to take computational action with AI, RAICA has designed lessons that provide opportunities for students to apply computational thinking and responsible design while growing their AI fluency. We approach all of our work with a constructionist pedagogy, a belief that students learn best by constructing their own knowledge and being creative. We use Universal Design for Learning (UDL) and the Technological, Pedagogical, and Content Knowledge (TPACK) frameworks to guide the design of RAICA’s materials to support student and teacher learning.

More about our guests below the video

https://youtu.be/QtGKHYBKgoE

About our guests

Grace Lin: As an assessment scientist, Grace Lin is particularly interested in measurement and playful assessments for and of learning. Her research centers around different areas of cognition and how games can be implemented to not just help people learn, but also measure elusive constructs. She received her PhD in Education from University of California, Irvine, an Ed.M. in Mind, Brain, and Education from Harvard Graduate School of Education, and a B.A. in Psychology from New York University. At UC Irvine, she was trained as a Pedagogical Fellow and conducted teaching assistant and course design PD workshops for both first year graduate students and postdocs across various disciplines. Prior to joining MIT, Grace was a postdoctoral fellow at the University of Oregon, working with nonprofit organizations and on an early childhood measures repository.

Christina Bosch: Christina Anderson Bosch is a research scientist on the RAICA project. Over the last 15 years, she has pursued a range of experiences with/in education systems in various U.S. contexts and internationally, focusing on evidence-based instruction, inclusive curriculum design and evaluation, teacher professional development, and partnerships that advance access, equity, and interest in life-long learning. Dr. Bosch’s various lines of work share creativity, rigor, and global citizenship as values. She holds a Ph.D. in Special Education from the University of Massachusetts Amherst, a M.Ed. in Mind, Brain, and Education from Harvard University, a M.A. in Special Education from American University, and a B.A. in English from the University of Vermont and is grateful for the many lineages that have shaped her perspective.

Emma Andersen: Emma Anderson has a PhD from the University of Pennsylvania’s Graduate School of Education. She holds an MA from the University of Buffalo in geology and an BA from Smith College in sociology-anthropology. Her research centers around science, art, making, and play. Prior to her doctoral studies, she worked at Baltimore Woods Nature Center as an environmental educator bringing science lessons into urban kindergarten through 6th-grade classrooms and leading summer campers around the woods.