Instructional Improvement |
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Instructional Improvement |
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What change strategies actually improve instruction? How do we know what is working within complex educational systems, for which experiments are impossible/not meaningful? How do we take advantage of simple surveys given to learners and educators alongside existing institutional data to robustly uncover what works, for whom, and under what conditions?
Key Lab Members
AI for Teacher Planning |
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AI for Teacher Planning |
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We know that high quality materials are key for strong learning outcomes, and a lot of effort has been put into understanding and producing high quality materials. However, huge variation in contextual constraints and the basic adaptive expertise nature of high quality instruction means that teachers/instructors need to substantial adapt or create from scratch most materials. In the typical form, this means educators are often struggling with this major (re)design task. We are exploring teacher-AI collaborations that help teachers quickly adapt or create materials to fit their local constraints.
RECENT FINDINGS
AI does a pretty good job at creating instructional tasks of high cognitive demand, but it tends to produce lower quality practice tasks
Professional development needs greatly vary by pedaogigcal and AI literacy background of teachers. Both can show great improvements in outputs with a relatively small amount of professional learning.