Conferences come and go, but learning never stops. At KidsLoop, we’ve brought together some of the brightest minds, so that you can keep in the loop of the future.
Join our talks Speaking opportunitiesJoin us for a series of lectures hosted by KidsLoop on Education For
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The Korbit AI-Powered Intelligent Tutoring System
The Korbit AI-Powered Intelligent Tutoring System
A human compatible approach to adaptivity in education
A human compatible approach to adaptivity in education
A human compatible approach to adaptivity in education
Abstract: In this talk, Dr Cukurova will attempt to provide a holistic picture of AI in Education with a particular focus on its potential to help us support teaching and learning practice. He will argue that the interdisciplinary research from the learning sciences has helped us understand a great deal about the way that humans learn, and this same body of research must now be used to better inform the development of AI technologies for use in education. He will then present three different conceptualisations of AI in Education and argue that each might have different contributions to the education field. Dr Cukurova will conclude the talk with a caution that perhaps for educational research, where the ultimate purpose is to improve education outcomes rather than improving the state-of-the-field in AI, intelligence augmentation approaches in which human compatible AI supporting educators and learners in decision‐making processes, rather than replacing them through automation might be more productive. He will substantiate the talk with examples from his recent research projects in which AI technologies and multimodal data are used to interpret and support complex social skills in digital and physical hybrid spaces.
Ethically-Driven Analytics Supporting Educators
At Universitat Pompeu Fabra she teaches and conducts research on human-centered computing, network and computer applications, and learning sciences. Specifically, her research is focused on the intersection of these fields, framed in the area of Learning and Collaboration Technologies. She is the head of the Interactive and Distributed Technologies for Education research group (TIDE) and Commissioner for research in educational innovation at UPF
She holds a PhD in Telecommunications Engineering from Universidad de Valladolid (2007), has been Fulbright Scholar at Virginia Tech and visiting researcher at the Open University of the Netherlands and the University of Sydney. She has been Vice-Dean of the UPF Engineering School and head of its Unit for Teaching Quality and Innovation.
She has published extensively (several awards), is very active in research supervision, in participation and lead of European and national research projects, and in collaborations with companies, non-profit organizations, policy makers and private foundations. In 2019 she obtained the ICREA Acadèmia award. She has been also awarded with several teaching recognitions (e.g., Vicens Vives by the Catalan Government).
She has been Vice-President of the European Association for Technology-Enhanced Learning, an Associate Editor of the IEEE Transactions of Learning Technologies, chair of the IEEE ICICLE SIG on Learning Technology Data Standards. She is currently member of the editorial board of the International Journal of Computer-Supported Collaborative Learning (CSCL), an elected member of the CSCL Committee within the International Society of the Learning Sciences, and member of the Steering Committee of the European Conference on Technology-Enhanced Learning.
Ethically-driven analytics supporting educators
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Human-Centered Learning Analytics: The quest for teachers’ and students’ agency.
Human-Centered Learning Analytics: The quest for teachers’ and students’ agency.
Dr. Yannis Dimitriadis is Full Professor of Telematics Engineering and ex Dean of the Doctoral School, University of Valladolid, Spain. He is also the coordinator of the GSIC/EMIC research group, an inter-disciplinary group, integrating over 20 researchers and practitioners from the field of Information and Communications Technologies (ICT) and Pedagogy. His recent research work has focused on learning analytics and smart learning environments, alignment of learning design and learning analytics, design patterns, conceptual and technological support to the orchestration of computer-supported collaborative learning processes, active pedagogies at scale, and across-spaces (Web, 3D worlds and augmented reality) learning. He has participated in more than 50 competitive research projects on technology-enhanced learning, co-authored more than 100 journal papers and 215 conference papers (including several papers at LAK), and organized several workshops and symposia, at ECTEL, CSCL, ISLS, etc. Dr. Dimitriadis is also a senior member of IEEE, member of ISLS, and spent his most recent sabbatical year (2017-2018) at Berkeley, University of Edinburgh, and EPFL. He has recently delivered keynotes and webinars on Human-Centered Learning Analytics and co-organized the corresponding workshop at LAK 21 and ECTEL 21.
Summary of the talk:
This lecture aims to discuss some important dilemmas regarding the design and eventual enactment of Learning Analytics (LA) solutions.
The first one deals with the teachers’ (and students’ agency) in the process of designing LA tools to properly solve relevant problems. The objective is to find an effective and efficient balance versus LA solutions formulated only by researchers and developers. The second main challenge deals with the balance between Human vs Artificial Intelligence agents during the learning process, and how these technology-enhanced processes may be transparent, responsible, ethical, aiming at the same time to maximise learning.
These challenges will be formulated and some underlying theoretical issues will be discussed, together with a few illustrating examples. The lecture-type module of 30 minutes will be eventually complemented with 15 minute interventions and discussions with the participants on the aforementioned challenges.
Data and the role of teachers, students and parents in education.
Data and the role of teachers, students and parents in education.
Manolis holds an MSc with Distinction and Ph.D. from the University of Edinburgh. His research interests and experience are in employing artificial intelligence and learning analytics to help teachers, schools and other educators develop an awareness and understanding of the processes involved in learning, and on designing evidence-based intelligent technologies that provide direct feedback to learners. He is currently Director of the MA in Education and Technology and one of the editors for the British Journal of Educational Technology.
Summary of the talk:
Drawing on examples from funded academic research in the fields of artificial intelligence in education (AIED) and learning analytics (LA), this talk will make a case for carefully designed systems that take into account the role of teachers, students and parents in education. Using intelligent exploratory learning environments (IELEs) as a use case, I will present how the data these systems generate for the purpose of supporting the learner (e.g. learner modelling, feedback provision, adaptivity) open up opportunities for supporting teachers, educators and system designers. I will offer principles and practical solutions challenging us all, as designers, developers and educators, to seize the opportunities afforded by the emerging technological context to carefully consider our design choices and bring humans in the loop.
When Simple Algorithms Might Be Useful and Equitable
When Simple Algorithms Might Be Useful and Equitable
Mastery Learning Algorithms: From the Surprisingly Simple to the Insidiously Inequitable.
In this talk, I will discuss some of the common approaches to assessing for mastery used in prominent educational technologies. Although there is a lot of buzz around using state-of-the-art artificial intelligence and machine learning to personalize learning, common approaches to assess mastery in practice tend to be quite simple, often using non-data-driven heuristics. The talk will focus on two key questions:
I show that at least one simple heuristic might actually be a reasonable choice because (a) it can be given a statistically sound justification, and (b) it can be more equitable than other approaches under some assumptions. However, there are still concerns with ensuring equity. I will end the talk with a discussion of some of the challenges we might face in designing approaches that can ensure mastery for all.
If you’re a leader in education technology and would like to contribute to our talks series, we’d love to hear from you. We welcome academics, researchers and data experts to present the future of education technology and openly take questions
The talks are estimated to be 40-45 minutes long, and they are recorded and made publicly available via our website. For anyone wishing to take part, please email Niall Twomey for more information.