Collaborative Research: FW-HTF: Augmented Cognition for Teaching: Transforming Teacher Work with Intelligent Cognitive Assistants

合作研究：FW-HTF：增强教学认知：利用智能认知助手改变教师工作

• 批准号: 1840120
• 负责人: James Lester
• 金额: $ 149.97万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1840120&HistoricalAwards=false
• 关键词: Collaborative; Research; FW; HTF; Augmented

The Future of Work at the Human-Technology Frontier (FW-HTF) is one of 10 new Big Ideas for Future Investment announced by NSF. The FW-HTF cross-directorate program aims to respond to the challenges and opportunities of the changing landscape of jobs and work by supporting convergent research. This award fulfills part of that aim. K-12 STEM teachers are critical to the US economy. With investments in teaching quality representing enormous economic value, the quality of education has been identified as a significant determinant of gross domestic product economic growth. However, the US teacher workforce is experiencing a crisis: teacher demand exceeds supply at every level, and attrition is extraordinarily high for new teachers. Further, while STEM teaching represents one of the areas of highest need, STEM teachers leave the profession at high rates. These developments call for innovative workforce augmentation technologies to improve K-12 STEM teachers' performance and quality of work-life. To address this critical national need, the project will investigate how intelligent cognitive assistants for teachers can transform teacher work to significantly increase teacher performance and teacher quality of work-life. The project centers on the design, development, and evaluation of the Intelligent Augmented Cognition for Teaching (I-ACT) framework for intelligent cognitive assistants for teachers. With a focus on assisting K-12 STEM teachers in technology-rich inquiry teaching that supports collaborative, problem-based STEM learning, I-ACT cognitive assistants provide teachers with (1) prospective pedagogical guidance (preparation support preceding classroom teaching), (2) concurrent pedagogical guidance (real-time support during classroom teaching), and (3) retrospective pedagogical guidance (reflection support within a community of practice following classroom teaching). The project will culminate with an experiment conducted with a fully implemented version of I-ACT in public middle schools in North Carolina and Indiana.The project realizes its objective through two primary thrusts. First, the research team will design and develop I-ACT cognitive assistants for K-12 STEM teachers and test them in public school classrooms. Utilizing AI-based multimodal learning analytics and a social constructivist theory of pedagogy, I-ACT cognitive assistants use machine-learned models of teacher orchestration to provide guidance throughout the full teaching workflow. I-ACT cognitive assistants operate in a tight feedback loop in which collected data will drive successive iterations of machine learning to train refined teacher support models for improved I-ACT cognitive assistant functionalities. Second, the research team will investigate how I-ACT cognitive assistants improve K-12 STEM teacher performance and teacher quality of work-life. The team will conduct focus groups, case studies, semi-structured interviews, and observations of teachers using I-ACT cognitive assistants in school implementations with middle school science teachers at the project's partner schools. The team will also conduct quasi-experimental studies to determine I-ACT impact on teacher performance and quality of work-life.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

人类技术前沿工作的未来(FW-HTF)是美国国家科学基金会宣布的未来投资的十大新想法之一。FW-HTF跨部门计划旨在通过支持融合研究来应对不断变化的工作和工作格局带来的挑战和机遇。这一奖项部分实现了这一目标。K-12 STEM教师对美国经济至关重要。由于对教学质量的投资代表着巨大的经济价值，教育质量已被确定为国内生产总值经济增长的重要决定因素。然而，美国教师队伍正在经历一场危机：各级教师供不应求，新教师的流失率高得离谱。此外，虽然STEM教学是最需要的领域之一，但STEM教师的离职率很高。这些发展呼唤创新的劳动力增加技术，以改善K-12 STEM教师的表现和工作生活质量。为了满足这一关键的国家需求，该项目将调查教师的智能认知助手如何改变教师的工作，以显著提高教师的表现和教师的工作-生活质量。该项目的中心是设计、开发和评估用于教师智能认知助手的教学智能增强认知(I-ACT)框架。I-ACT认知助理的重点是帮助K-12 STEM教师进行技术丰富的探究式教学，支持协作的、基于问题的STEM学习，为教师提供(1)前瞻性教学指导(课堂教学前的准备支持)，(2)同步教学指导(课堂教学期间的实时支持)，以及(3)回溯性教学指导(课堂教学后的实践社区内的反思支持)。该项目将在北卡罗来纳州和印第安纳州的公立中学进行一项全面实施的i-ACT实验。该项目通过两个主要步骤实现其目标。首先，研究团队将为K-12 STEM教师设计和开发I-ACT认知助手，并在公立学校教室进行测试。利用基于人工智能的多通道学习分析和社会建构主义教育学理论，I-ACT认知助理使用机器学习的教师编排模型，在整个教学工作流程中提供指导。I-ACT认知助手在一个紧密的反馈循环中运行，其中收集的数据将驱动机器学习的连续迭代，以训练改进的I-ACT认知助手功能的改进教师支持模型。其次，研究小组将调查I-ACT认知助手如何提高K-12 STEM教师的绩效和教师的工作-生活质量。该团队将与该项目合作学校的中学科学教师一起，对在学校实施中使用I-ACT认知助手的教师进行焦点小组、案例研究、半结构访谈和观察。该团队还将进行准实验研究，以确定i-ACT对教师表现和工作生活质量的影响。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Enhancing Stealth Assessment in Collaborative Game-based Learning with Multi-Task Learning.

通过多任务学习增强基于游戏的协作学习中的隐形评估。

• 发表时间: 2023
• 期刊: Proceedings of the 4th International Conference on Artificial Intelligence in Education
• 作者: Gupta, A.;Carpenter, D.;Min, W.;Mott, B.;Glazewski, K.;Hmelo-Silver, C.;Lester, J.
• 通讯作者: Lester, J.

Designing Intelligent Cognitive Assistants with Teachers to Support Classroom Orchestration of Collaborative Inquiry

与教师一起设计智能认知助手以支持协作探究的课堂编排

• 发表时间: 2020
• 期刊: Proceedings of the Fourteenth International Conference of the Learning Sciences
• 作者: Bae, H. and

Supporting Collaboration: From Learning Analytics to Teacher Dashboards

支持协作：从学习分析到教师仪表板

• 发表时间: 2020
• 期刊: Proceedings of the Fourteenth International Conference of the Learning Sciences.
• 作者: Chen, Y. and

Detecting Off-Task Behavior from Student Dialogue in Game-Based Collaborative Learning

• DOI: 10.1007/978-3-030-52237-7_5
• 发表时间: 2020-06-09
• 期刊: Artificial Intelligence in Education
• 作者: Carpenter D;Emerson A;Mott BW;Saleh A;Glazewski KD;Hmelo-Silver CE;Lester JC
• 通讯作者: Lester JC

A Real-time Teacher Dashboard for a Game-based Collaborative Inquiry Learning Environment

基于游戏的协作探究学习环境的实时教师仪表板

• 发表时间: 2022
• 期刊: In Proceedings of the International Conference of the Learning Sciences
• 作者: Chen, Y.;Bae, H.;Saleh, A.;Uttamchandani, S.;Hmelo-Silver, C. E.;Glazewski, K.;Mott, B. W.;Lester, J.
• 通讯作者: Lester, J.