"Classroom Centaurs: A new genre of educational technology"

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Kurt VanLehn from Arizona State University's presention “Classroom Centaurs:  A new genre of educational technology” as part of Cognitive Systems Institute Speaker Series June 23, 2016.

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"Classroom Centaurs: A new genre of educational technology"

  1. 1. FACT (Formative Assessment with Computational Technology) Math Assessment Project  Hugh Burkhardt (Nottingham)  Malcolm Swan (Nottingham)  Daniel Pead (Nottingham)  Alan Schoenfeld (Berkeley)  David Foster (SVMI) Arizona State University 1  Kurt VanLehn (PI)  Salman Cheema (leader)  14 grad students
  2. 2. ASU Center for Assured and Scalable Data Engineering CASCADE-IUCRC Industry/University Collaborative Research Center (I/UCRC) * NSF I/UCRC planning grant (NSF-IIP1464579)
  3. 3. CASCADE Mission Mission: to support the innovation of data architectures and tools that can support timely and assured decision making to generate value. Validate & Interpret Act & Adapt Sense & Integrate Simulate & Predict
  4. 4. Can teachers circulate among student groups with the computer helping? 4 Tablet GroupGroup
  5. 5. For individual work, current intelligent tutoring systems + teachers suffice Tablet
  6. 6. When students work collaboratively in small groups on a joint product, how can tablets help the teacher? Teacher
  7. 7. The FACT research problem Given – Successful formative assessment based on paper – Unfortunately, the required analyses are difficult for teachers to do, especially in real-time Develop – Analysis methods – Media system: Input from students; Output to teachers Evaluate – Impact on student and teacher learning – Impact on classroom processes 7
  8. 8. Describe the research problem Describe FACT Outline 8 Next
  9. 9. Classroom Challenges Developed over 10 years by Mathematics Assessment Project (map.mathshell.org) Addresses CCSS-M Approximately 100 available; grades 6 through 10 Widely used despite lack of publisher Existing evaluation (Herman et al., 2015) – Raised state test scores – Little change in mathematical misconceptions/thinking 9
  10. 10. A Classroom Challenge is spread over 3 days 10 Solve individually 15 minutes of Day 1 5 minutes of Day 2 for feedback Solve in small groups 55 minutes of Day 2 Teacher constantly analyses work- in-progress and gives formative feedback. Discuss as whole class Critique sample solutions in groups Solve individually 15 minutes of Day 3
  11. 11. A high school problem: Determine if “2000 descendants in 18 months” is realistic. Length of pregnancy: 2 months Age at which a female cat can first get pregnant: 4 months Average number of litters a cat can have in one year: 3 Number of kittens per litter: 4 to 6 Age at which cat no longer has kittens: 10 years 11
  12. 12. What should a teacher say? 12 Length of pregnancy: 2 months Age at which a female cat can first get pregnant: 4 months Average number of litters a cat can have in one year: 3 Number of kittens per litter: 4 to 6
  13. 13. What should a teacher say? 13 Length of pregnancy: 2 months Age at which a female cat can first get pregnant: 4 months Average number of litters a cat can have in one year: 3 Number of kittens per litter: 4 to 6
  14. 14. What should a teacher say? 14 Length of pregnancy: 2 months Age at which a female cat can first get pregnant: 4 months Average number of litters a cat can have in one year: 3 Number of kittens per litter: 4 to 6
  15. 15. What should a teacher say? 15 Length of pregnancy: 2 months Age at which a female cat can first get pregnant: 4 months Average number of litters a cat can have in one year: 3 Number of kittens per litter: 4 to 6
  16. 16. What should a teacher say? 16 Length of pregnancy: 2 months Age at which a female cat can first get pregnant: 4 months Average number of litters a cat can have in one year: 3 Number of kittens per litter: 4 to 6
  17. 17. Advice from the teacher’s manual. 17 Will these kittens grow up and have kittens? Are they all males? Please write your assumptions
  18. 18. Some beautiful math, worth pointing out to the whole class 18 Length of pregnancy: 2 months Age at which a female cat can first get pregnant: 4 months Average number of litters a cat can have in one year: 3 Number of kittens per litter: 4 to 6
  19. 19. Teacher formative assessments decisions What should I say to help this student/group engage the math? Is this something I can use with the whole class? 19 Such decisions must be made very rapidly and constantly
  20. 20. What should a teacher say? Hint: The numbers mentioned in the problem statement are: 2, 4, 3, 6 and 10. 20
  21. 21. What should a teacher say? 21
  22. 22. What should a teacher say? 22
  23. 23. Can the computer perceive kids’ derivations? 23
  24. 24. Can teachers circulate among students with the computer helping? 24
  25. 25. Describe the research problem Describe FACT Outline 25 Next
  26. 26. Centaurs: Computers & humans as nearly equal partners Chess centaur – Both agents propose & analyze possible moves – Humans make the final decision – Freestyle (fast) and correspondence (slow) Classroom centaur – Both agents propose & analyze possible advice to students – Human teacher makes the final decision – During class (fast) and during evenings (slow) 26
  27. 27. FACT Media system replaces paper with one tablet per student 27
  28. 28. Every student has a tablet. Every tablet in a group edits the same poster. 28 One student Another student
  29. 29. Teachers’ Organize screen shows students & groups. Tap to show poster. 29
  30. 30. Tap “TALK” button to pause student tablets 30 TALK button
  31. 31. Tap “PROJECT” button to display teacher’s screen to whole class 31 PROJECT button
  32. 32. Teacher’s Activity screen. Tap row to select activity. 32
  33. 33. FACT Analysis system alerts teacher to learning opportunities 33
  34. 34. Current FACT workflow for giving advice to a single student/group 1. Alert 2. Peek 3. Preview Send? 4. Sent 34
  35. 35. 1. Alert 2. Peek 3. Preview Send? 4. Sent 35
  36. 36. 36 1. Alert 2. Peek 3. Preview Send? 4. Sent
  37. 37. 37 1. Alert 2. Peek 3. Preview Send? 4. Sent
  38. 38. 38 1. Alert 2. Peek 3. Preview Send? 4. Sent
  39. 39. Current FACT workflow for whole-class learning alert 39
  40. 40. Current status of FACT  Software – Android version stable but requires obsolete tablet – Web app ready by end of July  Analytic power – Product detectors for card-moving lessons – working well now – Product detectors for handwriting lessons – next year – Process detectors – next year  Policies for alerting – Teachers: 2 policies explored, just starting – Students: no policies explored yet  Evaluations – Formative: 30 classroom trials so far; 10+ next year – Summative: Applying for more funding 40
  41. 41. Take home points Problem – Complex, open-ended, collaborative reasoning is coming to classrooms. – Teachers cannot easily analyze such reasoning. Research questions: Centaurs vs. mere tools/media – Can computers perceive the students’ reasoning without disrupting it or the classroom? – Can computers can do formative analyses of complex, handwritten problem solving? – Can this assist rather than overwhelm the teachers? 41

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