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AI4K12 wiki

Website |
View Website
AUDIENCE: Higher Education, K-12 | TOPICS: STEM

Brief Description

This wiki is a collaborative effort across 2 organizations; and they are, aaai.org (Association for the Advancement of Artificial Intelligence)aaai.org (Association for the Advancement of Artificial Intelligence) and CSTA (Computer Science Teachers Association)CSTA (Computer Science Teachers Association) and is informative for K-12 Districts that are contemplating bringing CS & AI into their curricula. Looks like the purpose of the wiki is to organize the AI for K-12 initiative jointly sponsored by AAAI and CSTA”.

Disruptive Technologies and Higher Education (2019 - )

Working Group TEAM: R.Borasi, R.DeMartino, J.Hall, N.Harris, D.Miller |
AUDIENCE: Higher Education | TOPICS: Future of Work, New Education Models

Brief Description

We are living in a critical time for the field of higher education, as traditional HE institutions are facing significant challenges due to negative demographic trends and unsustainable cost increases, combined with the emerging of alternatives made possible by developments in digital technologies and new market entrances (such as for-profit online universities). The growth of online education, and the advent of the MOOCs in particular, have been accompanied by predictions that these will prove to be disruptive technologies for higher education, leading to a radical transformation of the field – similar to what has happened in most industries, as well as fields such as photography and music. This prediction has not been realized – yet! Why is this the case? What key forces are causing resistance to adopting radical technology-rich innovations in higher education, both on the supply side (HE institutions) and the demand side (prospective students and their “influencers”)? What are examples of radical technology-rich innovations in higher education, and what can we learn from those experiments? How are digital technologies changing traditional HE institutions, even if not in the “radical way” it was originally predicted? To address these questions, we have put together an interdisciplinary team that brings combined expertise in higher education, business, entrepreneurship and pedagogy.

Key accomplishments to date

  • Panel presentation at the October 2019 LiDA Colloquium Series, entitled
  • Panel presentation entitled “Are universities immune to disruptive technology innovations? Looking at failed predictions from multidisciplinary perspectives“ - Online Learning 2019: Global Summit & EdTech Expo, October 8-10, 2019, Toronto, Canada.

Links for More Information

NYSCATE Annual Conference

Conference |
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AUDIENCE: K-12 | TOPICS: Blended, Online

Conference Description

The NYSCATE Annual Conference brings over 1,500 educators together with the knowledge and resources they need to transform the future of teaching and learning. BOCES, RICs and district-level administrators, curriculum and technology leaders, teachers, librarians, and champions of ed tech will convene to share and discover innovative ways to engage students, enhance curriculum, and increase productivity.

Comments

This conference has traditionally be held in Rochester, NY, and as such it provides a unique opportunity to

LiDA community members that have presented at this conference:

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LiDA community members that have attended this conference:

Raffaella Borasi, Dave Miller, Yu Jung Han,

21st Century Learning Ecosystem Opportunities (2018 - )

Project TEAM: Gloria Jacobs , Kathryn Harris, Jill Castek, Jen Vanek |
AUDIENCE: General, Higher Education, Informal | TOPICS: Blended, Digital Learning, Digital Literacy, Equity, Formal and Informal Learning, Research

Brief Description

This collective effort seeks to identify the factors that encourage frontline service workers to engage in workplace-sponsored learning activities that support development of 21st century skills, including specific workplace skills, digital literacy, English language and literacy, problem solving, and adult basic skills. Central to this study is elevating the voice of the working learner. The study includes an expansive and iterative approach. Data include semi-structured interviews of frontline service workers and employers, analyses of learning opportunities, and digital surveys. The iterative nature of our data collection and analysis ensures that our questions and processes are relevant to stakeholders and working learners.

Key accomplishments to date

  • Established web page & blog for communication and community building
  • Published a series of blog posts
  • Over 25 conversations and meetings with interested colleagues from multiple organizations across the US
  • Presented early work at: Open edX Conference, San Diego, March, 2019; Coalition on Adult Basic Education (COABE) in New Orleans, March, 2019; Net Inclusion, Charlotte, April, 2019; Western Pathways Conference, Portland, May, 2019; Digital US meeting, Washington, June 2019; Metro Denver Retail Partnership Event, Denver, September, 2019; ProLiteracy Conference, San Diego, September, 2019
  • Proposals to: American Education Research Association Conference (AERA), San Francisco, CA for conference in April 2020 (accepted); Coalition on Adult Basic Education (COABE) in Baltimore, MD, in April 2020
  • Collecting and analyzing data: -Conducted semi-structured interviews or focus groups with 26 individuals at five different sites, including: 20 frontline service workers; -3 managers, supervisors, or employers; 3 educators or education organizers; Conducted three observations & site visits; Initial data analysis; Convened stakeholder expert advisory group

Links for More Information

Strategic Mergers in Higher Education

Book |
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AUDIENCE: Higher Education | TOPICS: Leadership

Brief Description

https://jhupbooks.press.jhu.edu/title/strategic-mergers-higher-education

With the pool of high school graduates decreasing, national and global competition increasing, and the need to invest in new technologies and approaches growing, many universities and small colleges alike are struggling—not just to thrive, but to survive. In this challenging environment, mergers and consolidations are often viewed as options of last resort. Strategic Mergers in Higher Education, however, argues that college and university mergers are a legitimate and proactive strategic option to help ensure success, maximize quality and service, and yield the best return for faculty and students.

In this thoughtful book, Ricardo Azziz and his coauthors—including higher education leaders who have led successful consolidations—address the many questions surrounding institutional mergers. When, they ask—and why—should a merger be considered? How can leaders deal effectively with the many challenges and opposition that a merger will inevitably face? What are the predictors of merger failure and success? And how do we successfully address the postmerger cultural divide?

This thorough text demonstrates how mergers can dramatically accelerate the goals of postsecondary institutions. The book is informed by an extensive review of published reports, interviews with over thirty higher education leaders, individual case studies, and the experiences of the authors themselves. Addressing numerous critical questions, this practical guide is aimed at higher education leaders and their boards, the campus leaders charged with executing transformative mergers, and any policy makers interested in change management or the future of higher education.

A qualitative inquiry of video learning by Chinese L2 learners: Learning internalization, understanding social realities, and reflecting on challenges (2018)

Article BY: Huang, T. & Lammers, J. C. |
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AUDIENCE: Higher Education, Informal | TOPICS: Digital Literacy, Language Learning, Online

APA Reference

Huang, T. & Lammers, J. C. (2018). A qualitative inquiry of video learning by Chinese L2 learners: Learning internalization, understanding social realities, and reflecting on challenges. CSL: Chinese as a Second Language, 53(3), 257-294. https://doi.org/10.1075/csl.18004.hua

Building bridges from classrooms to networked publics: Helping students write for the audience they want (2019)

Article BY: Lammers, J. C., & Van Alstyne, J. H. |
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AUDIENCE: Informal, K-12 | TOPICS: Digital Literacy, Online, Writing, Youth Digital Practices

APA Reference

Lammers, J. C., & Van Alstyne, J. H. (2019). Building bridges from classrooms to networked publics: Helping students write for the audience they want. Journal of Adolescent & Adult Literacy 62 (6), 653-662. DOI: 10.1002/jaal.933

Developing methods to trace participation patterns across online writing (2019)

Article BY: Magnifico, A. M., Lammers, J. C., & Curwood, J. S. |
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AUDIENCE: General, Informal | TOPICS: Research Methods

APA Reference

Magnifico, A. M., Lammers, J. C., & Curwood, J. S. (2019). Developing methods to trace participation patterns across online writing. Learning, Culture, and Social Interaction. [early online] https://doi.org/10.1016/j.lcsi.2019.02.013

K-12 Digital Consortium (2016 - )

Project TEAM: Borasi, Miller, Sutorius, Allen, Grow |
AUDIENCE: K-12 | TOPICS: Blended

Brief Description

How can school districts be supported at various stages of a digital conversion journey, to ensure success and best use of resources? The partnership of the UR Warner School of Education with East Irondequoit made us aware of the many pitfalls a school can encounter along that journey, and the value for schools engaging in digital conversion to network and learn from each other. This realization led to the creation of the K-12 Digital Consortium (originally named Western New York K-12 Digital Conversion Consortium), with the mission to advance efforts towards digital conversion across local K-12 schools through collaborative efforts to facilitate sharing of information, resources and services. The Consortium was originally launched in 2016, with Warner, East Irondequoit, and Monroe BOCES 1 and 2 as founding members, and since 2018 is being “incubated” within the Center for Learning in the Digital Age.

Key accomplishments to date

  • A half-day “Kick-off Workshop” has been designed and offered to date to a total of over 200 participants from over 20 school districts.
  • A $3M grant has been awarded by the National Science Foundation to develop a cadre of 20 teacher leaders in 6 high-need districts within the Consortium.
  • Develop an interactive website (K12Digital.org) to serve as a clearinghouse for resources, as well as a vehicle for communication and collaboration, for districts within the Consortium.

Links for More Information

Investigating teachers’ identity development in a hybrid course to prepare online teachers (2019)

Dissertation BY: Hafsa, S. F. |
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AUDIENCE: General, Higher Education | TOPICS: Identity, Online, Teacher Education

APA Reference

Hafsa, S. F. (2019). Investigating teachers’ identity development in a hybrid course to prepare online teachers (Doctoral Dissertation).