Wednesday, October 5, 12:30-2:00 PM
Invited Workshop: Artificial Intelligence and Immersive Technologies for Feedback Augmentation
Daniele Di Mitri
Abstract: Twenty-first-century learners are continuously required to nurture their competencies by acquiring new knowledge and mastering new skills. A way to meet this significant demand for learning is to offer learners continuous instruction and timely feedback. In the internet era, learners have access to a large variety of educational content outside formal education curricula, including online courses or video lectures. Unfortunately, access to content alone is not sufficient for guaranteeing to learn. What is needed, and often lacking, is proper guidance and feedback. Artificial Intelligence (AI) systems can provide automatic, personalised, real-time feedback to learners in distance learning settings when a human expert is unavailable. AI feedback has the potential to be always available and can allow learners to practice deliberately and repeatedly at their own pace. Embedding AI feedback into immersive and multimodal technologies, like Augmented and Virtual Reality (AR/VR) or sensor-based systems, enables learners to train physical learning tasks alongside traditional cognitive tasks. This interactive session dives into existing approaches, architectures, and methodologies using AI and immersive technologies to augment educational feedback. We illustrate relevant application use cases of augmented feedback which can shape the online teaching of the future.
Bio: Daniele Di Mitri is a research team leader of the “Augmented Feedback” group at DIPF Leibniz Institute for Research and Information in Education and a lecturer at the Goethe University of Frankfurt, Germany. Daniele received his PhD entitled “The Multimodal Tutor” at the Open University of The Netherlands (2020) in Learning Analytics and wearable sensor support. His research focuses on collecting and analysing multimodal data during physical interactions for automatic feedback and human behaviour analysis. Daniele’s current research focuses on designing responsible Artificial Intelligence applications for education and human support. He is a “Johanna Quandt Young Academy” fellow and was elected “AI Newcomer 2021” at the KI Camp by the German informatics society and received the “Martin Wolpers Award” in technology-enhanced learning 2018. He is a member of the editorial board of Frontiers in Artificial Intelligence journal, a member of the CrossMMLA, a special interest group of the Society of Learning Analytics Research, and chair of the Learning Analytics Hackathon (LAKathon) series.
Thursday, October 6, 12:45-1:45 PM
Invited Panel & Interactive Session: EPPs for Digital Equity and Transformation
Panelists: Elizabeth Langran, Marymount University & SITE President;
Jake Cohen, Georgia State University & SITE; President-elect
Jon Clausen, Ball State University; Carla Tanguay, Georgia State University;
Krista Ruggles, Utah Valley University; Kiersten Greene, SUNY New Paltz;
Michael McVey, Eastern Michigan University; Kathryn Dirkin, Central Michigan University; Abby Brown, Arizona State University; Rhonda Blevins, Carson-Newman University
Abstract: SITE, alongside AAQEP, AACTE, CAEP, ISTE, and the U.S. Department of Education launched the Digital Equity and Transformation Pledge (https://iste.org/EPP-pledge) in June 2022 as a way to mobilize change in how Educator Preparation Programs (EPPs) prepare future teachers for new learning environments. This session will feature panelists whose institutions have signed the pledge. Session participants will have the opportunity to explore the 5 pledge principles and discuss action steps for starting the process of addressing digital equity and transformation within their own programs.
Thursday, October 6, 3:15-4:15 PM
Meet the Editors: Publishing About Educational Technology Research and Practice
Mary Rice and Michael Barbour, JOLR Editors
Abstract: Take advantage of this opportunity to meet & talk with the editors of the Journal of Online Learning Research (JOLR). We envision this as an informal conversation about crafting your work for JOLR or potentially other venues. Of particular interest may be a new section inJOLR, the Practitioner Corner, which is focused on explanations & reflections on educational innovations. These articles should reveal trends in educational needs & everyday factors that influence K-12 distance, online, and blended learning. Articles in the Practitioner Corner section should go beyond “Did it work?” to explore how interventions function and the boundaries of their scalability. Editors will answer questions about the journals, discuss the submission & review processes, & provide attendees with advice on how to increase the likelihood of publication.
Bio: Mary F. Rice is an Assistant Professor of Literacy for the College of Education and Health Sciences at the University of New Mexico in Albuquerque. She is a former classroom teacher of English language arts, ESL, and reading support. She has been involved with K-12 distance, online, and blended learning since 2013 as a researcher, evaluator, teacher, and teacher educator. Mary’s research focuses on the relational aspects of designing, delivering, and doing of inclusive and accessible online learning among educators, parents, and students. Mary has worked with individuals in online learning in most U.S. states and several countries. She was named an Emerging Scholar by the Online Learning Consortium in 2018 and has been honored with awards from organizations such as the American Educational Research Association and the Initiative for Literacy in the 21st Century. Mary is the managing editor of Online Learning Journal, the Editor-in-chief of the Journal of Online Learning Research, and an editorial board member for journals such as Distance Education, Studying Teacher Education, and the Journal of Adolescent and Adult Literacy.
Michael K. Barbour is a Professor of Instructional Design and Director of Faculty Development for the College of Education and Health Sciences at Touro University California. He has been involved with K-12 distance, online, and blended learning for over two decades as a researcher, evaluator, teacher, course designer, and administrator. Michael’s research focuses on the effective design, delivery, and support of K-12 distance, online, and blended learning; including how regulation, governance, and policy can impact effective learning environments. His background and expertise has resulted in invitations to testify before legislative committees and consult with departments of education around the world.
Previous SITE & SITE Interactive talks are available for viewing at LearnTechLib.org.
Featured Sessions
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- Research Papers
- Co-sponsored SIG Webinars
- Spotlights from NTLS Presidents
- JTATE Special and eBook COVID Special Issue Spotlights
- Emerging Scholar Stream
- Navigating Job Search
- Interviewing via Online Platforms
- Mental Health during Pandemic
- Paying for Graduate School
- In-School Research: How To
- Non-Faculty Options for your PhD
- Strategies for Networking in Teacher Education
- Publishing Strategies (specific for PhD)
- Outstanding Paper Awards
- SIG Meetings
- No registration required for meeting; link will be shared
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