|Category||EdTech, AI Neural Networks|
|Keywords||Education, Dialogic Learning, adaptive guidance|
The COVID-19 Pandemic shut down the world and in particular schools, forcing a global conversion on how to digitally enable effective remote learning. The education system drastically changed the academic format to meet the increased need to develop digital tools, supporting dialogic learning.
The “Dialogic Teaching” approach involves a two-way communication between the teacher/mediator and their students, as well as between the students themselves. This kind of carefully designed interaction helps to utilize ‘common sense’ perspectives, engage in developing ideas, and recognize, explain, and sometimes change misconceptions or common viewpoints.
Two groups of researchers joined forces to develop AI-educational tools supporting dialogic learning and teaching. The project focuses on analyzing student chat dialogues over a study task. The following features are being investigated:
- Tracking the outline of online dialogue – both in terms of the knowledge accumulated and the types of interaction taking place (e.g., agreement, disagreement, elaboration), resulting in the creation of “knowledge maps” and “dialogue maps”)
- Identification of critical moments in the conversation to generate effective interventions and implement adaptive guidance in a joint argumentative-critical discourse in the group.
- Real time monitoring of several discussion groups simultaneously
The technology enables integration into EdTech systems and products in the following segments:
- Classroom management solutions: orchestration of online discussions (possible in multiple groups in parallel), assessment of the quality of dialogue, and investigation of emotional discourse through textual analysis.
- Dialogic activities of higher education: development of a platform for sustaining discussions around texts in a variety of areas (especially humanities), and provision of tools for assessing these discussions.
- Technology companies: acquisition of rights to use the technology itself for solutions outside the field of education (such as the use of textual analysis for security companies or organizational consulting)