Training new teachers with digital simulations

Curated on Posted on by Stefaan Verhulst

Report by the Susan McKinnon Foundation: “This report shows the findings of a rapid review of the global literature on immersive simulation for teacher preparation. It finds that immersive digital simulations – and corresponding supports – can create significant positive shifts in trainee teacher skills, knowledge, and self-efficacy. The evidence is strong; of the 35 articles in our review, 30 studies show positive improvements in trainee teacher outcomes. The 30 studies showing positive effects include studies with rigorous designs, including a comprehensive systematic review with many well designed randomised controlled studies (the ‘gold standard’ of research). Benefits are seen across a range of teaching skills, from classroom management and teaching instruction through to better communication skills with parents and colleagues.


Six active ingredients in the implementation of digital simulations are important. This includes incorporating opportunities for: [1] instructional coaching, [2] feedback, [3] observation, [4] visual examples or models of best practice, [5] high dosage, that is, practicing many times over and [6]
strong underpinning theory and content… (More)”.

Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing)

Curated on Posted on by Stefaan Verhulst

Book by Salman Khan: “…explores how artificial intelligence and GPT technology will transform learning, and offers a road map for teachers, parents, and students to navigate this exciting (and sometimes intimidating) new world.

A pioneer in the field of education technology, Khan examines the ins and outs of these cutting-edge tools and how they will revolutionize the way we learn and teach. For parents concerned about their children’s success, Khan illustrates how AI can personalize learning by adapting to each student’s individual pace and style, identifying strengths and areas for improvement, and offering tailored support and feedback to complement traditional classroom instruction. Khan emphasizes that embracing AI in education is not about replacing human interaction but enhancing it with customized and accessible learning tools that encourage creative problem-solving skills and prepare students for an increasingly digital world.

But Brave New Words is not just about technology—it’s about what this technology means for our society, and the practical implications for administrators, guidance counselors, and hiring managers who can harness the power of AI in education and the workplace. Khan also delves into the ethical and social implications of AI and large language models, offering thoughtful insights into how we can use these tools to build a more accessible education system for students around the world…(More)”.

Shaping the Future of Learning: The Role of AI in Education 4.0

Curated on Posted on by Stefaan Verhulst

WEF Report: “This report explores the potential for artificial intelligence to benefit educators, students and teachers. Case studies show how AI can personalize learning experiences, streamline administrative tasks, and integrate into curricula.

The report stresses the importance of responsible deployment, addressing issues like data privacy and equitable access. Aimed at policymakers and educators, it urges stakeholders to collaborate to ensure AI’s positive integration into education systems worldwide leads to improved outcomes for all…(More)”

Power and Governance in the Age of AI

Curated on Posted on by Stefaan Verhulst

Reflections by several experts: “The best way to think about ChatGPT is as the functional equivalent of expensive private education and tutoring. Yes, there is a free version, but there is also a paid subscription that gets you access to the latest breakthroughs and a more powerful version of the model. More money gets you more power and privileged access. As a result, in my courses at Middlebury College this spring, I was obliged to include the following statement in my syllabus:

“Policy on the use of ChatGPT: You may all use the free version however you like and are encouraged to do so. For purposes of equity, use of the subscription version is forbidden and will be considered a violation of the Honor Code. Your professor has both versions and knows the difference. To ensure you are learning as much as possible from the course readings, careful citation will be mandatory in both your informal and formal writing.”

The United States fails to live up to its founding values when it supports a luxury brand-driven approach to educating its future leaders that is accessible to the privileged and a few select lottery winners. One such “winning ticket” student in my class this spring argued that the quality-education-for-all issue was of such importance for the future of freedom that he would trade his individual good fortune at winning an education at Middlebury College for the elimination of ALL elite education in the United States so that quality education could be a right rather than a privilege.

A democracy cannot function if the entire game seems to be rigged and bought by elites. This is true for the United States and for democracies in the making or under challenge around the world. Consequently, in partnership with other liberal democracies, the U.S. government must do whatever it can to render both public and private governance more transparent and accountable. We should not expect authoritarian states to help us uphold liberal democratic values, nor should we expect corporations to do so voluntarily…(More)”.

Data Must Speak: Positive Deviance Research

Curated on Posted on by Stefaan Verhulst

Report by UNICEF: “Despite the global learning crisis, even in the most difficult contexts, there are some “positive deviant” schools that outperform others in terms of learning, gender equality, and retention. Since 2019, in line with UNICEF’s Foundational Literacy and Numeracy Programme, Data Must Speak (DMS) research identifies these positive deviant schools, explores which behaviours and practices make them outperform others, and investigates how these could be implemented in lower performing schools in similar contexts. DMS research uses a sequential, participatory, mixed-methods approach to improve uptake, replicability, and sustainability. The research is being undertaken in 14 countries across Africa, Asia, and Latin America…(More)”.

The 5 Stages of Data Must Speak Research

Data Science for Social Impact in Higher Education:  First Steps

Curated on Posted on by Stefaan Verhulst

Data.org playbook: “… was designed to help you expand opportunities for social impact data science learning. As you browse, you will see a range of these opportunities including courses, modules for other courses, research and internship opportunities, and a variety of events and activities. The playbook also offers lessons learned to guide you through your process. Additionally, the Playbook includes profiles of students who have engaged in data science for social impact, guidance for engaging partners, and additional resources relating to evaluation and courses. We hope that this playbook will inspire and support your efforts to bring social impact data science to your institutions…

As you look at the range of ways you might bring data science for social impact to your students, remember that the intention is not for you to replicate what is here, but rather adapt them to your local contexts and conditions. You might draw pieces from several activities and combine them to create a customized strategy that works for you. Consider the assets you have around you and how you might be able to leverage them. At the same time, imagine how some of the lessons learned might reflect barriers you might face, as well. Most importantly, know that it is possible for you to create data science for social impact at your institution to bring benefit to your students and society…(More)”.

AI chatbots do work of civil servants in productivity trial

Curated on Posted on by Stefaan Verhulst

Article by Paul Seddon: “Documents disclosed to the BBC have shed light on the use of AI-powered chatbot technology within government.

The chatbots have been used to analyse lengthy reports – a job that would normally be done by humans.

The Department for Education, which ran the trial, hopes it could boost productivity across Whitehall.

The PCS civil service union says it does not object to the use of AI – but clear guidelines are needed “so the benefits are shared by workers”.

The latest generation of chatbots, powered by artificial intelligence (AI), can quickly analyse reams of information, including images, to answer questions and summarise long articles.

They are expected to upend working practices across the economy in the coming years, and the government says they will have “significant implications” for the way officials work in future.

The education department ran the eight-week study over the summer under a contract with London-based company Faculty.ai, to test how so-called large language models (LLMs) could be used by officials.

The firm’s researchers used its access to a premium version of ChatGPT, the popular chatbot developed by OpenAI, to analyse draft local skills training plans that had been sent to the department to review.

These plans, drawn up by bodies representing local employers, are meant to influence the training offered by local further education colleges.

Results from the pilot are yet to be published, but documents and emails requested by the BBC under Freedom of Information laws offer an insight into the project’s aims.

According to an internal document setting out the reasons for the study, a chatbot would be used to summarise and compare the “main insights and themes” from the training plans.

The results, which were to be compared with summaries produced by civil servants, would test how Civil Service “productivity” might be improved.

It added that language models could analyse long, unstructured documents “where previously the only other option for be for individuals to read through all the reports”.

But the project’s aims went further, with hopes the chatbot could help provide “useful insights” that could help the department’s skills unit “identify future skills needs across the country”…(More)”.

How Leaders in Higher Education Can Embed Behavioral Science in Their Institutions

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Essay by Ross E. O’Hara: “…Once we view student success through a behavioral science lens and see the complex systems underlying student decision making, it becomes clear that behavioral scientists work best not as mechanics who repair broken systems, but as engineers who design better systems. Higher education, therefore, needs to diffuse those engineers throughout the organization.

To that end, Hallsworth recommends that organizations change their view of behavioral science “from projects to processes, from commissions to culture.” Only when behavioral science expertise is diffused across units and incorporated into all key organizational functions can a college become behaviorally enabled. So how might higher education go about this transformation?

1. Leverage the faculty

Leaders with deep expertise in behavioral science are likely already employed in social and behavioral sciences departments. Consider ways to focus their energy inward to tackle institutional challenges, perhaps using their own classrooms or departments as testing grounds. As they find promising solutions, build the infrastructure to disseminate and implement those ideas college and system wide. Unlike higher education’s normal approach—giving faculty additional unpaid and underappreciated committee work—provide funding and recognition that incentivizes faculty to make higher education policy an important piece of their academic portfolio.

2. Practice cross-functional training

I have spent the past several years providing colleges with behavioral science professional development, but too often this work is focused on a single functional unit, like academic advisors or faculty. Instead, create trainings that include representatives from across campus (e.g., enrollment; financial aid; registrar; student affairs). Not only will this diffuse behavioral science knowledge across the institution, but it will bring together the key players that impact student experience and make it easier for them to see the adaptive system that determines whether a student graduates or withdraws.

3. Let behavioral scientists be engineers

Whether you look for faculty or outside consultants, bring behavioral science experts into conversations early. From redesigning college-to-career pathways to building a new cafeteria, behavioral scientists can help gather and interpret student voices, foresee and circumvent behavioral challenges, and identify measurable and meaningful evaluation metrics. The impact of their expertise will be even greater when they work in an environment with a diffuse knowledge of behavioral science already in place…(More)”

Why we need applied humanities approaches

Curated on Posted on by Stefaan Verhulst

Article by Kathryn Strong Hansen: “Since the term “applied humanities” is not especially common, some explanation may be helpful. Applied humanities education prepares students to use humanities knowledge and methods in practice rather than only in theory. As the University of Arizona’s Department of Public and Applied Humanities puts it, the goal is “public enrichment and the direct and tangible improvement of the human condition.” While this goal undoubtedly involves “intrahumanities” outputs like museum and exhibit curation or textual editing, public enrichment through the humanities can also be pursued through science and engineering curricula.

The direct goal of much science education is improving the human condition, such as CRISPR developments opening up possibilities for gene therapies. Similarly, good engineering seeks to improve the human condition, like the LEED-certified building methods that minimize negative impacts on the environment.

Since the humanities concern themselves with the human experience in all its facets, they can offer much to STEM endeavors, and applied humanities approaches have been implemented for many decades. One of the most established applied humanities pursuits is applied linguistics, which has existed as a field of study since about 1948. Another useful and growing example is that of the medical humanities, which provide medical practitioners with training that can help them interact more effectively with patients and navigate the emotional impact of their profession.

While applied approaches might be less widespread or established in other humanities fields, they are just as needed. In part, they are needed because the skills and knowledge of humanities scholars can help students in a multiplicity of fields, including STEM disciplines, to improve their understanding of their subject matter and how it connects to society at large…(More)”.

Why Does Open Data Get Underused? A Focus on the Role of (Open) Data Literacy

Curated on Posted on by Stefaan Verhulst

Paper by Gema Santos-Hermosa et al: “Open data has been conceptualised as a strategic form of public knowledge. Tightly connected with the developments in open government and open science, the main claim is that access to open data (OD) might be a catalyser of social innovation and citizen empowerment. Nevertheless, the so-called (open) data divide, as a problem connected to the situation of OD usage and engagement, is a concern.

In this chapter, we introduce the OD usage trends, focusing on the role played by (open) data literacy amongst either users or producers: citizens, professionals, and researchers. Indeed, we attempted to cover the problem of OD through a holistic approach including two areas of research and practice: open government data (OGD) and open research data (ORD). After uncovering several factors blocking OD consumption, we point out that more OD is being published (albeit with low usage), and we overview the research on data literacy. While the intentions of stakeholders are driven by many motivations, the abilities that put them in the condition to enhance OD might require further attention. In the end, we focus on several lifelong learning activities supporting open data literacy, uncovering the challenges ahead to unleash the power of OD in society…(More)”.