AI and the Future of STEM Learning: Engaging Research and Practitioner Audiences
人工智能和 STEM 学习的未来:吸引研究和实践者受众
基本信息
- 批准号:2040753
- 负责人:
- 金额:$ 5万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2020
- 资助国家:美国
- 起止时间:2020-08-01 至 2021-07-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Advances in artificial intelligence (AI) are rapidly accelerating, both in the United States and abroad. In the context of STEM learning, there is a strong need to engage both investigators and practitioners to create a research agenda that builds from an understanding of the strengths, weaknesses, and challenges presented by AI. Building on two recent invitational convenings in AI and education, the nonprofit Digital Promise will implement three online workshops to engage multiple communities in developing a future-oriented research agenda. The activities will build on recent research results from interdisciplinary conference proceedings (e.g., International Conference on Artificial Intelligence in Education, International Conference of the Learning Sciences).Specific activities will include three online workshops in STEM application areas, to include the role of AI with respect to: (1) learning and learning environments; (2) teacher learning and work; and (3) assessment. In the first part of each workshop, invited experts will provide an overview of current knowledge, expected advances, and important issues and barriers. Using a structured interactive tool, attendees will extend and refine the presentation. In the second part of each workshop, attendees will work in breakout groups to envision what must happen in the next 3-5 years to strengthen applications of AI to education. Approximately 60-100 participants will engage synchronously in each online workshop, drawing from Historically Black Colleges and Universities and other Minority Serving Institutions, school networks, and NSF INCLUDES awardees. Outcomes of the workshops will be published rapidly for wide distribution through both formal mechanisms as well as social media.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.
人工智能(AI)的进步正在迅速加速,无论是在美国还是国外。在STEM学习的背景下,迫切需要让调查人员和从业人员参与进来,以建立一个基于对人工智能的优势,弱点和挑战的理解的研究议程。在最近两次人工智能和教育邀请会议的基础上,非营利组织Digital Promise将举办三次在线研讨会,让多个社区参与制定面向未来的研究议程。这些活动将以跨学科会议记录的最新研究成果为基础(例如,具体活动将包括STEM应用领域的三个在线研讨会,包括人工智能在以下方面的作用:(1)学习和学习环境;(2)教师学习和工作;(3)评估。在每个研讨会的第一部分,受邀专家将概述现有知识、预期进展以及重要问题和障碍。 使用结构化的互动工具,与会者将扩展和完善演示文稿。在每个研讨会的第二部分,与会者将分组讨论,设想未来3-5年必须发生的事情,以加强人工智能在教育中的应用。大约60-100名参与者将同步参与每个在线研讨会,从历史上的黑人学院和大学和其他少数民族服务机构,学校网络和NSF包括获奖者绘制。研讨会的成果将通过正式机制和社交媒体迅速发布并广泛传播。该奖项反映了NSF的法定使命,并通过使用基金会的知识价值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
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Jeremy Roschelle其他文献
Toward a Learning Technologies knowledge network
- DOI:
10.1007/bf02299463 - 发表时间:
1999-06-01 - 期刊:
- 影响因子:4.200
- 作者:
Roy D. Pea;Robert Tinker;Marcia Linn;Barbara Means;John Bransford;Jeremy Roschelle;Sherry Hsi;Sean Brophy;Nancy Songer - 通讯作者:
Nancy Songer
Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school
- DOI:
10.1186/s41039-019-0107-2 - 发表时间:
2019-10-25 - 期刊:
- 影响因子:3.000
- 作者:
Jeremy Roschelle;Quinn Burke - 通讯作者:
Quinn Burke
Jeremy Roschelle的其他文献
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{{ truncateString('Jeremy Roschelle', 18)}}的其他基金
Center for Integrative Research in Computing and Learning Sciences (CIRCLS)
计算与学习科学综合研究中心 (CIRCLS)
- 批准号:
2021159 - 财政年份:2020
- 资助金额:
$ 5万 - 项目类别:
Continuing Grant
Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools
为创新学校联盟开发包容性的 K-12 计算途径
- 批准号:
1837386 - 财政年份:2018
- 资助金额:
$ 5万 - 项目类别:
Standard Grant
CRC: Center for Innovative Research on Cyberlearning (CIRCL)
CRC:网络学习创新研究中心 (CIRCL)
- 批准号:
1837463 - 财政年份:2018
- 资助金额:
$ 5万 - 项目类别:
Cooperative Agreement
CRC: Center for Innovative Research on Cyberlearning (CIRCL)
CRC:网络学习创新研究中心 (CIRCL)
- 批准号:
1233722 - 财政年份:2013
- 资助金额:
$ 5万 - 项目类别:
Cooperative Agreement
Imagining the Future of Learning: Systems, People, and Technology
想象学习的未来:系统、人员和技术
- 批准号:
1132393 - 财政年份:2011
- 资助金额:
$ 5万 - 项目类别:
Standard Grant
A Digital Resource for Developing Mathematics Teachers' TPCK."
用于培养数学教师 TPCK 的数字资源。”
- 批准号:
0918339 - 财政年份:2009
- 资助金额:
$ 5万 - 项目类别:
Continuing Grant
Linking Learning Science Theories and Measures to Economic Growth Models
将学习科学理论和措施与经济增长模型联系起来
- 批准号:
0703993 - 财政年份:2007
- 资助金额:
$ 5万 - 项目类别:
Standard Grant
Working with Teachers and Leveraging Technology to Scale Opportunities to Learn More Complex and Conceptually Difficult Middle School Mathematics
与教师合作并利用技术来扩大学习更复杂和概念上困难的中学数学的机会
- 批准号:
0437861 - 财政年份:2004
- 资助金额:
$ 5万 - 项目类别:
Continuing Grant
IERI: Tuple Spaces as a Foundation for Collaborative Learning
IERI:元组空间作为协作学习的基础
- 批准号:
0427783 - 财政年份:2004
- 资助金额:
$ 5万 - 项目类别:
Standard Grant
The CATAALYST - Planning a Rigorous Study
CATAALYST - 规划一项严格的研究
- 批准号:
0337793 - 财政年份:2003
- 资助金额:
$ 5万 - 项目类别:
Standard Grant
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