Many automated, real-time detectors of student learning and behavior have been developed over the last decade. These detectors are typically used to drive automated interventions by intelligent tutoring systems (ITSs), rather than to support and empower human teachers. We leverage ITSs as rich formative assessment tools, which can augment teachers’ perceptions of student learning and behavior in real-time, in K-12 classrooms. We are exploring whether and how ITSs could better help (and be helped by) teachers, by co-designing wearable cognitive augmentation with K-12 teachers. Wearables hold the potential to augment teachers’ perceptions, while keeping their "heads up" (in contrast to handheld displays), and without revealing sensitive data to students (as is often the case with ambient or projected displays).
Holstein, K., McLaren, B. M., & Aleven, V. (2018). Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. In Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED 2018). LNAI 10947 (pp. 154-168). Springer: Berlin. [pdf] *Best Paper Award*
Holstein, K., McLaren, B. M., & Aleven, V. (2018). Informing the design of teacher awareness tools through Causal Alignment Analysis. In Proceedings of the 13th International Conference of the Learning Sciences (ICLS'18). [pdf] *Best Student Paper Award*
Holstein, K., Hong, G., Tegene, M., McLaren, B. M., & Aleven, V. (2018). The Classroom as a Dashboard: Co-designing wearable cognitive augmentation for K-12 teachers. In Proceedings of the Eighth International Learning Analytics & Knowledge Conference (pp. 79-88). ACM. [link] [pdf]
process blog (spring 2017)