{"id":324,"date":"2024-04-14T17:05:43","date_gmt":"2024-04-15T00:05:43","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0286\/?p=324"},"modified":"2024-04-14T17:12:00","modified_gmt":"2024-04-15T00:12:00","slug":"ai-enabled-tutors-reflection-and-exploration","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0286\/ai-enabled-tutors-reflection-and-exploration\/","title":{"rendered":"AI-Enabled Tutors – Reflection and Exploration"},"content":{"rendered":"\n
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As an Ed Tech Nerd, I will admit that I am generally curious about the next shiny tool. As I learned more about the history of ed tech from Weller (2020), I am now cautiously aware of my technological environment. During MALAT LRNT 523, Catherine<\/a> and I studied pedagogical agents from researchers like Veletsianos and Russell (2014). Fast-forward six months, and the terminology is more commonly known as tutors and bots, as I recently discovered with my LRNT 526 Team.<\/p>\n

With this LRNT 526 Team exploration currently underway, I would attribute some new learning to Sal Khan and his AI-enabled tutor, Khanmigo. For example, an interview<\/a> with Khan helped me envision the future of AI-enabled tutor technology (Amanpour, 2023). In addition, I recently took an asynchronous course called AI for Education<\/em><\/a> at the Khan Academy. This course reinforced the knowledge that I currently have regarding artificial intelligence. I plan to recommend this free artificial intelligence course to colleagues who frequently ask me many AI-related questions at my college.<\/p>\n

Supporting colleagues, particularly instructors, segues me to the critical inquiry topic. As instructors ponder the thought of teaching bots replacing them, Selwyn (2019) provided insights on the \u201cneed to get together to collectively reimagine what \u2018the teacher\u2019 should be in an age of (semi-) intelligent machines\u201d (p. 131). This statement caused me to reflect on reimagining AI-enabled tutors ‘enhancing teachers’ lives instead of \u2018replacing\u2019 them. As I am creating blended online and asynchronous courses, I reflect on the idea of being able to add a tutor to each course. For instance, the complexities of the trades math trigonometry problems in the carpentry program could be assisted through tutor engagement. This thought excites me to a new level of student engagement and support.<\/p>\n

Therefore, I am interested in learning more about the active learning engagement and feedback mechanisms these tutors can provide students. Instructors often advise me that they lack time to incorporate formative assessments into their lessons. Can these tutors accurately, efficiently, and effectively engage students on the path to success?<\/strong> If so, teachers may embrace these tutors’ help in the future with open arms. As part of my role, I would champion this technology endeavor college-wide.<\/p>\n

Do you have input on aspects for me to consider in this research? Thank you for taking the time to review my blog.<\/p>\n

References<\/strong><\/p>\n

Amanpour & Company. (2023, May 26). Personalized AI tutors? Sal Khan on transforming <\/em>education<\/em> [Video]. PBS. https:\/\/www.pbs.org\/wnet\/amanpour-and-company\/video\/personalized-ai-tutors-sal-khan-on-transforming-education\/<\/a><\/p>\n

Khan Academy. (n.d.). AI for education | life skills<\/em>. Khan Academy. https:\/\/www.khanacademy.org\/college-careers-more\/ai-for-education<\/a><\/p>\n

Selwyn, N. (2019). Should robots replace teachers? AI and the future of education<\/em>. Polity Press.<\/p>\n

Veletsianos, G., & Russell, G. S. (2014). Pedagogical agents. In Spector, J. M., Merrill, M. D., Elen, J., Bishop, M. J., Veletsianos, G., & Russell, G. S. (Eds). Handbook of Research on <\/em>Educational Communications and Technology<\/em> (pp. 759\u2013769). Springer. https:\/\/doi.org\/10.1007\/978-1-4614-3185-5_61<\/a><\/p>\n

Weller, M. (2020). 25 years of ed tech<\/em>. AU Press.<\/p>\n

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