LDES 501 | Fall 2022: Session 7 (Haya, Kathleen)

1. Active Learning Classrooms (ALCs)

1.1. What are the key pedagogical practices that ALCs enable and how do we translate them to other settings? (Fikayo)

1.1.1. How can the positive effect of ALCs be further quantified and trigger most institutions to adapt the classroom settings? (Ruihan)

1.2. how can we harness the power of having a dynamic classroom environment in online spaces or in spaces where they don't have the resources to redesign the classroom? (Fikayo)

1.3. What are some more accessible ways to create active learning environments or what are some of the most important components of ALCs that should be prioritized in creating an ALC? (Aakansha)

1.4. How can we bring active learning classrooms to first-year students in large class sizes, where the professor may not be as interested in the basic information being taught? (Kathleen)

1.5. Was the ALC really necessary to meet Talbert’s goals regarding active learning and collaboration? Talbert’s point about theoretical flexibility offers an intriguing answer, but in my view, it needs more evidence to be persuasive. (Eric)

1.6. When asked about the ideal learning environment, do instructors have an immediate response? (Frank)

2. Technology (general)

2.1. If there is a considerable learning curve with the technology, how much of a strain does that put on the student, and what impact does this have on time spent understanding the content as opposed to grappling with the technology? (Aakansha)

2.1.1. Is the tool easy and intuitive to use, thereby allowing the student to engage directly with the learning task as opposed to the technology itself? (Aakansha)

2.1.2. How to overcome the tech barrier between remote and in-person learners? (Fikayo)

2.2. AI and other forms of technology for education is that the schools, teachers, and students who have access to those technologies are the schools that already have lots of resources, and thus this may just further increase the disparities in educational outcomes. (Daniel)

2.3. How do we ensure that artificial intelligence is being developed with equity in mind? (Hannah)

2.3.1. “Predictors” are/can be used against students (Daniel)

2.4. I think that instead of creating games to teach students something, we should look into using existing games as a teaching aid. (Pulkit)

2.4.1. Beyond the ability to read and understand text only in writing in the past, we should focus on the ability to understand and express through various categories of semantic transmission media such as speech-language, mathematical formulas, symbols, and various visual materials. (Dayea)

2.5. What are the main reasons for lagging in the implementation of research-based principles for adopting modern and tech-oriented instructional designs and frameworks on an institutional level? (Haya)

3. AI Technology

3.1. How do we create a positive culture around AI on a campus, especially with faculty? There ianother technology to learn and understand, on top of day jobs negative implications with job security (Hannah)

3.1.1. As much as I know that AI can support the learning environment a student encounters, how do I as a learning experience designer encourage teachers, with a fixed mindset about technology, to look at the benefits of using AI in the classroom? (Nikisha)

3.2. Because technology in general tends to have a bias of a white male being the target user, how can we make sure that these biases are not present in educational technology, where the unconscious learning of these biases could be detrimental, particularly on young learners? (Kathleen)

3.3. We know that remote parts of the world do not receive a quality education. How would including AI then support students with the higher-order thinking skills that all of us need in order to thrive in the real world? (Nikisha)

3.4. going “too far” with using AI technology in classrooms? (Daniel)