Evolving Practice
Experiential Learning and Entrepreneurial Pedagogies in the World of AI : Advancing Learning in Higher Education with Digital Tools
Paper Presentation in a Themed Session
Laura Robinson,
Katia Moles
Based on an original data set with over 300 students this project designs, tests, and implements new instructional pedagogies in experiential learning settings that ask students to employ entrepreneurial strategies when using AI. The project engages students in courses on social entrepreneurship and engineering with an emphasis on the tech ethics of Information Communication Technologies for Development (ICT4D). The project takes a mixed-methods approach to matched quantitative and qualitative data to generate innovative pedagogies undergirded by a growth mindset orientation. We answer questions including: How does entrepreneurial problem solving enhance students’ ability to use AI appropriately? How can interdisciplinary perspectives optimize the development of curricular tools to be employed regarding AI use? For example, across disciplines, what digital skills do students need for critical thinking and misinformation identification when using AI? Our approach relies on learning-by-doing pedagogies in which students produce a curated work product through which they interact with and critically evaluate AI. Thanks to our learning-by-doing angle of vision, our pedagogies provide students with enhanced learning experiences and critical reflection opportunities as they acquire critical AI skills that prepare them to understand and utilize AI-driven tools. The results generate new approaches that may be used across disciplines for students to learn digital skills, including effectively understanding AI as a tool to critically generate information, identify misinformation generated by AI, and problem solve in experiential learning settings. Our paper shares our transferable model of AI classroom use to both maximize benefits and meet challenges in higher education.
Digital Onramps to Gateway Mathematics Courses: Empowering Success after Initial Challenges
Paper Presentation in a Themed Session
Alison Reddy
This paper highlights the development and implementation of three adaptive, one-credit, second 8-week mathematics courses at the University of Illinois, designed to support at-risk student populations in gateway math courses. Aimed at addressing disparities in access and opportunity, these courses seek to enhance student success in higher education. By leveraging adaptive technology, the courses offer a targeted approach to closing the quantitative preparedness gap. The goal is to not only increase access to gateway mathematics but also improve student retention and progression in STEM fields. Focusing on key foundational mathematical concepts, the courses are tailored to meet the diverse needs of students through inclusive pedagogy and adaptive learning methods, maximizing both engagement and outcomes. Delivered asynchronously, they provide flexibility to accommodate students' schedules. Supported by data on educational disparities, this study underscores the necessity of targeted interventions. Drawing from the two years of implementation, insights include the impact and effectiveness of the courses in fostering success in STEM after initial challenges. We consider how this innovative onramp program is driving positive change, empowering students to reach their full potential.
Using Artificial Intelligence Tools in Virtual English Learning: The Case of a Tutoring Project
Paper Presentation in a Themed Session
Evelyn Valverde,
Hillary María Lizano Mora
In today’s digital age, artificial intelligence (AI) has expanded in every area of education and English language teaching and learning are not the exception. Currently, English language teachers have thousands of resources available to prompt the use of AI tools to create follow-up exercises, complete lesson plans and warm-ups for their classes. Similarly, language learners benefit from AI by accessing tools that provide them with autonomous and personalized learning experiences. This qualitative research delves into the experiences of high school students enrolled in an English learning tutoring project offered by a public university in Costa Rica, and the tutors working in the project. This project is led by pre-service teachers who tutor students virtually on a weekly basis. The research question that drove this case study was: To what extent do AI tools contribute to the English learning process during virtual tutoring sessions? The data collected corresponded to the perceptions of 10 high school students who attended sessions for a 12-week period, and in some of the sessions, students were introduced to applications and websites powered by AI. The perspectives of two tutors were also considered. The data, which were collected by means of a focus group and one-on-one interviews, revealed more opportunities than challenges. One clear opportunity was that in virtual sessions with a great number of students, AI tools became an ally since students highlighted the importance of receiving real-time feedback, increasing their autonomy, and enhancing their overall engagement.
