This document discusses the concept of a teacher bot named Teacherbot. It includes quotes and references related to artificial intelligence in education, automated tutoring systems, and the potential roles of technology and non-human actors in education. The document also discusses the Edcmooc MOOC run by Teacherbot in 2014 which had over 12,000 enrollments from 158 countries and engaged students through online discussions. One quote provides a student's perspective that while the course did not feel traditional, it did prompt thinking.

1. Teacherbot
Siân Bayne, School of Education, University of Edinburgh
@sbayne

2. Teacher automation

3. Frey and Osborne (2013) The future of employment: how susceptible are jobs to computerisation?
Oxford Martin Programme on the Impacts of Future Technology. http://www.futuretech.ox.ac.uk/

4. intelligent tutoring systems
artificial intelligence in education
educational datamining
learning analytics

5. “One can predict that in
a few more years
millions of school
children will have
access to what Philip of
Macedon’s son
Alexander enjoyed as a
royal prerogative: the
personal services of a
tutor as well-informed
and responsive as
Aristotle.”
Suppes, P. (1966). The uses of computers in education. Scientific American, 215(2): 206-20.
Laurillard, D. (2011) Productivity:achieving higher quality and more effective learning in
affordable and acceptable ways. http://tel.ioe.ac.uk
“Productivity: Improved
quantity or quality of
learner achievement per
unit of teacher time,
and/or learner time.”

6. “The electronic tutor will spread
across the planet as swiftly as the
transistor radio, with even more
momentous consequences. No social
or political system, no philosophy,
no culture, no religion can withstand
a technology whose time has
come.”
Clarke, A. C. (1980). The Electronic Tutor. Omni Magazine. June 1980.

7. “We believe AIED has the potential
to make a much broader
contribution to Education than it
currently does.”
“the role that AIED systems can play within the
broader educational settings of their use and with
respect to the other resources available to learners,
such as teachers, peers and the physical features of the
environment, must be more clearly explained.”
Underwood and Luckin (2011) A report for the UK’s TLRP Technology Enhanced Learning –
Artificial Intelligence in Education Theme. http://tel.ioe.ac.uk/

8. “In order to identify task-relevant
conceptual assertions, we worked
with domain experts and
instructors to develop a ‘gold
standard’ list of statements that
captured important concepts and
misconceptions for the unit of
study. Such statements were
drawn from both the experts’
knowledge and expectations and
from transcripts of an
unsupported dry-run of the task.”
Adamson, Dyke, Jang and Rosé (2014) Towards an Agile Approach to Adapting Dynamic Collaboration
Support to Student Needs. International Journal of Artificial Intelligence in Education 24(1), pp 92-124

9. “The goal [of corporate strategists and ‘futurologists’] is to
replace (at least for the masses) face-to-face teaching by
professional faculty with an industrial product, infinitely
reproducible at decreasing unit cost.”
Feenberg, A. (2003) Modernity theory and technology studies: reflections on bridging the gap
in Modernity and Technology, eds Misa, Brey and Feenberg. MIT Press. pp.73-104.

10. “The critical pedagogy
approach re-focuses
attention away from the
functionality of e-learning
environments back to the
core relations between
students and teachers and
the conditions in which they
find themselves.”
Clegg, S., Hudson, A. and Steel, J. (2003) The emperor's new clothes: globalisation and e-learning in
higher education, British Journal of Sociology of Education, 24(1): 39-53.
Faculty response: “a two-fold mobilization in defense of the
human touch.”

11. “Though none of the traditional disciplines does this, one
can trying seeing double: seeing the human and the
nonhuman at once, without trying to strip either away.”
Pickering, A. (2005). Asian eels and global warming: a posthumanist perspective on society
and the environment. Ethics and the Environment, 10(2), 29-43.

12. Bot culture
“Twitter bots are computer programs that tweet of their
own accord. While people access Twitter through its Web
site and other clients, bots connect directly to the Twitter
mainline, parsing the information in real time and posting at
will; it’s a code-to-code connection, made possible by
Twitter’s wide-open A.P.I.”
Dubbin, R. (2013) The Rise of Twitter Bots. The New Yorker. November 14, 2013.
“They foreground the influence of automation on modern
life, and they demystify it somewhat in the process.”

13. Public service bots
@earthquakesLA by @billsnitzer

14. @stealthmountain

15. Wordplay bots
@everyword by Allison Parrish

16. @anagramatron by @cmyr

17. @theDesireBot made by Felix Jung

18. @CancelThatCard by Ben Bradshaw
@NeedADebitCard by ?
Bots should punch up (2013) News You Can Bruise, 27 November 2013. http://www.crummy.com/2013/11/27/0

20. @JustYouThen

21. ‘Bots of conviction’
“A computer program that reveals the injustice and
inequality of the world and imagines alternatives.... A
computer program whose indictments are so specific you
can’t mistake them for bullshit.”
Sample, M. (2014) A protest bot is a bot so specific you can’t mistake it for bullshit: A Call for
Bots of Conviction. https://medium.com/@samplereality

22. @droptheIbot by @phogan and @thisisjorge

23. “In the software-centered future, individuals and institutions
won’t compete with computer programs so much as they’ll
compete with each other over who can work best alongside
computers.”
Sonnad, N. (2014) Beautiful Twitter bots tell us what the future of automation is all about.
Quartz, June 12 2014. http://qz.com/219696

24. “Where does this leave the human
teacher? Well, let me quote this
dictum. Any teacher who can be
replaced by a machine should be!”
Clarke, A. C. (1980). The Electronic Tutor. Omni Magazine. June 1980.

25. Teacherbot
EDCMOOC 2014
c.12,000 enrolments from 158 countries
4,000+ in the student Facebook group
9,000+ in the student G+ group
4000+ tweets to #edcmooc over course run
1,900 posts in Coursera forums
c.50% with postgraduate degrees
c.50% working in Education

26. #edcmooc

27. Teacherbot

33. “While I was trying to figure out what the hell ‘post-humanism’ means,
the teacher bot led me on a merry chase looking up quotes and
obscure academic references, which had the interesting side effect of
‘ambush teaching’ me. I will happily admit, that I do not feel like I have
been to a class. I do not feel like I have been taught, either. I do,
however, think I have learned something. I’ve certainly been prompted
to think. Isn’t this what every good teacher/trainer strives for?”
Giddens, Seth (2013) Chatting to Teacherbot. Why Posthuman Teachers Can Never Happen In
My Lifetime. http://www.digitalang.com/2014/11/

35. “Though none of the traditional disciplines does this, one
can trying seeing double: seeing the human and the
nonhuman at once, without trying to strip either away.”

36. deficit  excess
what works?  what do we want?
supercession  entanglement
embrace/resistance  play

37. in print: Bayne, S (2015) Teacherbot: interventions in automated teaching, Teaching
in Higher Education, 20:4, 455-467
on github: https://github.com/Mehrpouya/Coding-the-MOOC
in the press: Ask teacherbot: are robots the answer? Times Higher Education,
May 21 2015
https://www.timeshighereducation.co.uk/news/ask-teacherbot-are-robots-the-
answer/2020326.article
in summary: https://codeactsineducation.wordpress.com/codinglearning-e-book/
Teacherbot