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. To appear in Proceedings of the 19th International Conference on Artificial Intelligence in Education (AIED’18). [pdf]
Holstein, K., McLaren, B. M., & Aleven, V. (2018). Informing the design of teacher awareness tools through Causal Alignment Analysis. To appear in Proceedings of the 13th International Conference of the Learning Sciences (ICLS'18). [pdf]
van Leeuwen, A., Rummel, N., Aleven, V., Gal, K., Holstein, K., Knoop-van, C., McLaren, B., Molenaar, I., Prusak, N., Schwarz, B., Segal, A., Swidan, O., Wise, A. (2018). Orchestration tools for teachers in the context of mathematics: what information do teachers need and what do they do with it? To appear in Proceedings of the 13th International Conference of the Learning Sciences (ICLS’18). [pdf]
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)