From learning optimization to learner flourishing: Reimagining AI in Education at the Institute for Student‐AI Teaming (iSAT)
From learning optimization to learner flourishing: Reimagining AI in Education at the Institute for Student‐AI Teaming (iSAT)
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从学习优化到学习者蓬勃发展：学生学院人工智能团队 (iSAT) 重新构想教育中的人工智能
DOI：
10.1002/aaai.12158
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发表时间：
2024
期刊：
影响因子：
0.9
通讯作者：
Hirshfield, Leanne
中科院分区：
文献类型：
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作者：
D'Mello, Sidney K.;Biddy, Quentin;Breideband, Thomas;Bush, Jeffrey;Chang, Michael;Cortez, Arturo;Flanigan, Jeffrey;Foltz, Peter W.;Gorman, Jamie C.;Hirshfield, Leanne
学生人工智能团队研究所（iSAT）解决了一个基本问题：如何通过为所有学生提供丰富的社会协作学习体验来促进深度概念学习？这个问题已经成熟，可以进行基于AI的促进，并有可能改变课堂。我们推进语音研究，计算机视觉，人类代理团队，计算机支持的协作学习，广泛的协同设计，以及扩大参与设计和研究下一代AI技术（称为AI合作伙伴）的科学嵌入在学生协作学习团队中与教师协调。我们的研究所归因于理论观点，旨在通过与K-12教育工作者，种族多元化的学生，家长和其他社区成员合作，负责任地设计技术，课程和教学法，创造一个广泛参与的规范环境。
The Institute for Student‐AI Teaming (iSAT) addresses the foundational question:how to promote deep conceptual learning via rich socio‐collaborative learning experiences for all students?—a question that is ripe for AI‐based facilitation and has the potential to transform classrooms. We advance research in speech, computer vision, human‐agent teaming, computer‐supported collaborative learning, expansive co‐design, and the science of broadening participation to design and study next generation AI technologies (called AI Partners) embedded in student collaborative learning teams in coordination with teachers. Our institute ascribes to theoretical perspectives that aim to create a normative environment of widespread engagement through responsible design of technology, curriculum, and pedagogy in partnership with K–12 educators, racially diverse students, parents, and other community members.