1. Active Learning Classroom
1.1. Active Learning Implementation
1.1.1. Are school districts working alongside educational designers to develop more ACL classrooms and how much is the cost of these environments being considered?
1.1.2. Should we have active learning environments for all subjects? Should it be implemented in all levels of schools? Will it take the place of lecture-style classroom completely?
1.1.3. With the development of AI and VR technologies, which have made active learning more dynamic, how do we envision physical learning environments evolving in response to these advancements?
1.2. Active Learning Classroom Design
1.2.1. Looking at Talbert's (2022) ALC classroom, how could Lang's (2013) "maker mentality" be applied into making that classroom? If you were creating an ALC classroom--for yourself or another instructor--what would you prioritize?
1.2.2. What would happen if students were able to design their own active learning classrooms through immersive technology, such as on virtual reality devices?
1.3. Adaptations in Active Learning Classroom
1.3.1. If my learning engagement was to teach accommodations to professors who use bisynchronous or ALC classrooms, how can they assess whether students are engaged or struggling with the provided accommodations? What key questions should professors ask themselves as they are testing different technologies for better accommodation and learning?
1.3.2. What are some ways to promote active learning without changing the physical classroom space?
1.3.3. How to help both teachers and students adapt effectively to new learning environments?
1.3.4. How much freedom is too much? Some students might misuse the flexibility of such an innovative space—so how do we address behavior and keep the space conducive to learning?
1.4. Social norms
1.4.1. I wonder if a fundamental problem still lies in the social norms that govern traditional classroom learning; beyond redesigning course content and classroom learning spaces, should we also consider ways to redefine and rewrite social norms tied to classroom learning?
2. Bisynchronous and HyFlex Learning
2.1. Bisynchronous and HyFlex Learning in K-12 Education
2.1.1. Is there a curriculum effective for bisynchronous teaching in K-12?
2.1.2. Would “bisynchronous” be used to describe an online K-12 class that has homework? Is homework an element of bisynchronous learning? How does the chronology of synchronous and asynchronous elements impact whether or not learning is deemed bisynchronous?
2.1.3. Do you think that the trend of bisyncronous or hyflex classrooms will be adopted into K-12 learning?
2.2. Characteristics of Bisynchronous and HyFlex Learning
2.2.1. What strategies can be implemented to foster a sense of human connection and belonging in HyFlex and active learning classrooms, particularly for students who may feel anxious or uncomfortable in these settings?
2.2.2. Why does bisynchronous learning only refer to learning in online environments? And why does the language matter so much in describing/designating classroom environments?
2.2.3. How can HyFlex learning environments be designed to effectively address the equity issues that became apparent during the pandemic, particularly for students from underprivileged backgrounds?
3. Maker Mentality
3.1. How can we ensure that every member of a team embodies the characteristics of the maker mentality?
4. Assessment Methods
4.1. How should we reconsider traditional assessment methods to better align with the needs of modern learning environments?
4.2. Should assessment approaches be adapted based on the learning environment, and if so, how?
5. AI
5.1. Indeed AI is a powerful tool that can personalize learning, but to what extent want AI in education? What role should it play? And where should the line be drawn?
5.2. What are the key topics that need to be conveyed when teaching how to use AI technologies to ensure we never fall behind?
5.3. In the context of integrating AI into education, how can we better support teachers in learning and adopting new technologies without overwhelming them?
5.4. What are the key topics that need to be conveyed when teaching how to use AI technologies to ensure we never fall behind?
6. Educational Technology
6.1. What can motivate educators to use these new technologies? In other words, how can we ensure that new technologies meet the needs of both teachers and students?
6.2. How can educational technology continue to evolve without losing sight of the human and social factors necessary for effective learning?
6.3. What tools and technologies can overcome this issue? How can technologies such as virtual reality and the metaverse help educators overcome the limitations of disparate spaces?
6.4. Surveillance of EdTech
6.4.1. With the increased presence of microphones and cameras in learning environments, are we getting our students and learners prepared for a heavily surveilled society?
6.4.2. In what ways can data collection technologies be designed to respect students' comfort levels while still being useful for improving learning outcomes?
6.4.3. Are people who avoid being exposed to cameras in "technological" classrooms making a mistake by not overcoming this barrier (similar to a shy person avoiding public speaking), or is it a justified concern?
6.4.4. Are we relying more on data and and tracking to provide holistic perspectives of student learning?