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Ming Liu1, Rosalie Goldsmith2,Sumati Ahuja3, Xiaodi Huang4 Abstract Reflective writing is a fundamental learning activity across learning contexts. With the recent advancement of natural language processing techniques, text analytics are able to identify salient textual features of students’ written assignments, such as academic reflective essays and reflective statements, and generate actionable feedback. However, how to best use reflective writing analytics tools, such as AcaWriter, in d...
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Open to all who are interested... [Teams link / CB01:27:014] Generative AI as intellectual augmentation for the polycrisis/metacrisis Simon Buckingham Shum (CIC) https://youtu.be/gxDcl9A0I-8 Abstract: The global “polycrisis” has been defined as “the causal entanglement of crises in multiple global systems in ways that significantly degrade humanity’s prospects”. Exacerbating the polycrisis is the mainstream arrival of generative AI, which has enchanted and dismayed in equal measure. Whil...
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We were delighted to host Nancy Law, Professor and Associate Dean (Research) at the Faculty of Education, University of Hong Kong, who will be presenting a hybrid seminar on the innovative IDEALS system. Enjoy the replay below... Abstract: Spectacular advances have been made in learning and pedagogical theories as well as in learning technologies that foster such learning, including learning analytics, but these have not changed teachers’ pedagogical roles in fundamental ways to become a lear...
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We are excited to welcome Alexandra Farazouli, a final year doctoral student at Stockholm University in the Department of Education. Alexandra's research focuses on the emerging AI technologies and their ethical implications in higher education practices. Learn about her work and replay her webinar... In addition to her doctoral studies, Alexandra is an active member of the AI expert group at the Centre for the Advancement of University Teaching (CeUL) at Stockholm University. Her insights an...
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We are thrilled to announce a special event featuring Professor Rupert Wegerif, Director of the Digital Education Futures Initiative at Cambridge University. Rupert brings a wealth of knowledge and experience, with decades of research into the importance of dialogue and dialogic learning. He has co-chaired the Educating for Collective Intelligence initiative and has authored several influential books, including: The Theory of Educational Technology: Towards a Dialogic Foundation for Desi...
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We were delighted to welcome Theresa Anderson (CIC Alumnus, MDSI Course Director, and now Honorary Fellow) back to UTS to share her current thinking on one of the most pressing challenges... Abstract: As calls for more ethical applications of AI grow, so too does the need for guidance about what it means to work responsibly with data and AI technologies. This seminar offers techniques to transform ethical intentions into justifiable and practical actions. Theresa will share seven practical...
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Replay CI.edu 2024! • Program & Notes • Zoom Chat Collective Intelligence Intersecting, urgent challenges are precipitating large-scale crises, ecological, democratic, military, health and educational, to name just a few. This complexity is overwhelming our sensemaking capacity, provoking deep reflection across government, business, civic society and the academy. Fields as diverse and intersecting as organisation science, cognitive science, computer science and neuroscience are convergin...
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