Orchestrating collaborative learning (CL) is difficult for teachers as it involves being aware of multiple simultaneous classroom events and intervening when needed. Artificial intelligence (AI) technology might support the teachers’ pedagogical actions during CL by helping detect students in need providing suggestions intervention. This would be resulting AI teacher co-orchestrating CL; effectiveness which, however, still question. study explores whether having an assistant orchestrating a...

This conceptual paper aims to explore the complex nature of integrating AI technologies in teacher professional learning, highlighting potential for synergize noticing and decision-making processes, support adaptive teaching, foster alignment with competence frameworks, cultivate vision, thereby framing practices within framework vision. We argue that rather than looking at process adopting solutions by teachers from a technology perspective or how contribute designing developing such tools,...

Abstract Social practices are assumed to play an important role in the evolution of new teaching and learning methods. Teachers internalize knowledge developed their communities through interactions with peers experts while solving problems or co-creating materials. However, these social influence on teachers’ adoption pedagogical notoriously hard study, given implicit informal nature. In this paper, we apply Knowledge Appropriation Model (KAM) trace how different relate implementation...

Integration of technology in schools rests on effective teacher education programmes that help teachers create new teaching and learning methods adopt them for classroom use. Social processes play a key role this, but there is lack understanding their adoption evidencing programmes. Using the knowledge appropriation model, we propose self-report questionnaire instrument to evidence creation practices during training. With sample N = 109 in-service participating Teacher Innovation Laboratory,...

Abstract Background With increased use of artificial intelligence in the classroom, there is now a need to better understand complementarity intelligent learning technology and teachers produce effective instruction. Objective The paper reviews current research on designed make models student instruction transparent teachers, an area we call model‐based analytics. We intended gain insight into coupling between knowledge that underpin system used by their classroom decision making. Methods...

ABSTRACT In academic continuing education, the transfer of learning from an setting to workplace is critical. Current research on training has focused less situative determinants for such transfer, and how these are construed by learner. We assume actor‐oriented perspective investigating individual pathways what professional learners between contexts. Using lens self‐directed learning, paper sheds light support useful in this process. conducted a design‐based project, which we created...

In diesem Beitrag wird untersucht, welche Potenziale Künstliche Intelligenz (KI) für das Lehren und Lernen an Hochschulen bietet Lehr-Lern-Prozesse durch den Einsatz von KI-Systemen sinnvoll unterstützt werden können. Dazu wurden zahlreiche Strategiepapiere zu KI, in letzten Jahren im deutschsprachigen Raum sowie EU-Institutionen internationalen Organisationen (z. B. UNESCO, OECD) publiziert wurden, gesammelt analysiert. Um die KI systematisch erfassen bewerten, wurde Modell der fünf...

Purpose The purpose of this paper is to suggest a way support work‐integrated learning for knowledge work, which poses great challenge current research and practice. Design/methodology/approach authors first workplace context model, has been derived by analyzing work the sources used workers. then focus on part that specifies competencies applying competence performance approach, formal framework developed in cognitive psychology. From framework, methodology how model workplace. tested case...

Abstract Designing intelligent services for workplace learning presents a special challenge researchers and developers of technology. One the reasons is that considering as situated social practice nowhere so important than in case where tightly integrated with practices. The current paper analyses experience more 10 years research intending to offer through capturing leveraging knowledge structures learning. reflection looks at results several European projects have promoted this view. From...

When interacting with social tagging systems, humans exercise complex processes of categorization that have been the topic much research in cognitive science. In this paper we present a recommender approach for tags derived from ALCOVE, model human category learning. The basic architecture is simple three-layers connectionist model. input layer encodes patterns semantic features user-specific resource, such as latent topics elicited through Latent Dirichlet Allocation (LDA) or available...

Abstract Workplace learning happens in the process and context of work, is multi‐episodic, often informal, problem based takes place on a just‐in‐time basis. While this very effective means delivery, it also does not scale well beyond immediate context. We review three types technologies that have been suggested to connected theoretical discourses around its support. Based these strands an in‐depth contextual inquiry into two workplace domains, health care building construction, four...

Given the rising prominence of Artificial Intelligence (AI) in education, understanding its impact on teacher practices is essential. This paper presents an ABAB reversal design study conducted during a training, where AI-driven feedback system helped 19 teachers to create learning designs. It investigates that had quality designs and assesses pre- post-training shifts teachers' perceptions technology. We observed statistical differences between crafted without (in phase A1) with AI (B1)....

<p>Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, control over their learning. In such distributed personalized the traditional role of teacher is being transformed into that a facilitator. This change inevitably means reduced level part teacher. evidenced, for example, difficulties experienced...

When organizations create new knowledge and work practices as a reaction to challenges they face, often have difficulty adopt these "on the ground". One of reasons is that in cases, individual informal learning collective creation are insufficiently connected. In this paper, we investigate explain how generated process creating adapting applied situations. We conducted 30 semi-structured interviews five networks focusing on sharing German construction industry. Through qualitative content...

According to studies into learning at work, interpersonal help seeking is the most important strategy of how people acquire knowledge their workplaces. Finding knowledgeable persons, however, can often be difficult for several reasons. Expert finding systems support process identifying colleagues thus facilitating communication and collaboration within an organization. In order provide expert functionality, underlying user model needed that represents characteristics each individual user....

User knowledge levels in adaptive learning systems can be assessed based on user interactions that are interpreted as Knowledge Indicating Events (KIE). Such an approach makes complex inferences may hard to understand for users, and not necessarily accurate. We present MyExperiences, open learner model designed showing the users about them, well underlying data. MyExperiences is one of first models tree maps. It constitutes example how research into information visualization combined innovative way.

Adoption of technologies in secondary schools is still behind expectations. Investments are often made without a clear educational objective and teachers not sufficiently involved the process creating new teaching learning methods that would utilize this technology. We contribute to emerging perspective design by proposing co-creation-based teacher development program should lead more effective pedagogical for technology-enhanced (TEL) their adoption classroom. Using Knowledge Appropriation...

The ongoing digital transformation requires teachers and teacher educators to re-conceptualise their roles tasks. purpose of the present study is examine educators' challenges in context transformation, technological pedagogical content knowledge (TPACK) role personal contextual characteristics. To this end, employed an exploratory sequential mixed methods research design. Data were collected from individual semi-structured interviews (N = 8) online questionnaire 179). Findings reveal that...