Dr. Thomas M. Philip - University of California at Berkeley and Dr. Jeremy Roschelle - Digital Promise: Humanism at the dawn of the AI age: teacher roles as generative AI enters the classroom

https://is1-ssl.mzstatic.com/image/thumb/Podcasts126/v4/df/83/3f/df833f0b-1971-6a2b-ae68-689d99fd4faa/mza_16206539147387844373.jpg/600x600bb.jpg

Humans of Learning Sciences

14 episodes

1 month ago

Humans of Learning Sciences aims to amplify the diverse perspectives of scholars in the Learning Sciences. Rather than focusing on interviewee's research agendas or scholarly accomplishments, Humans will foreground what's typically unspoken: Why we do what we do, what inspires and challenges us, and what we have learned about ourselves and others by studying and supporting learning across settings. Humans of LS is co-produced by Dr. Mon-Lin Monica Ko and Andrew Gregory Krzak, with generous support from the Learning Sciences Research Institute at the University of Illinois at Chicago.

Education

RSS

All content for Humans of Learning Sciences is the property of Humans of Learning Sciences and is served directly from their servers with no modification, redirects, or rehosting. The podcast is not affiliated with or endorsed by Podjoint in any way.

Education

https://d3t3ozftmdmh3i.cloudfront.net/staging/podcast_uploaded_episode/19822413/19822413-1692815937073-804e04f5d990e.jpg

Dr. Thomas M. Philip - University of California at Berkeley and Dr. Jeremy Roschelle - Digital Promise: Humanism at the dawn of the AI age: teacher roles as generative AI enters the classroom

Humans of Learning Sciences

50 minutes 17 seconds

2 years ago

Dr. Thomas M. Philip - University of California at Berkeley and Dr. Jeremy Roschelle - Digital Promise: Humanism at the dawn of the AI age: teacher roles as generative AI enters the classroom

If you’ve been listening to the news over the last few months, you know that there’s been incredible interest, debate, and lots of speculation about the use of artificial intelligence (AI) technologies in the years to come. I’ve been really interested in the kinds of verbs and metaphors that have been used to describe the relationship between humans and AI - as collaborators, as replacements, or as a form of surveillance, for instance.

And, I've been curious about the view that learning scientists take on these emerging technologies. I’m thrilled to be bringing together two scholars who have been thinking about this – both the opportunities and challenges that arise as AI technologies make their way into schools and classrooms.

Today, we’ll be in conversation with two scholars whose works I’ve LONG admired. We’ll be talking with Drs. Jeremy Roschelle and Thomas M. Philip. Jeremy is the Executive Director of Learning Sciences Research at Digital Promise, and Thomas is Professor and Director of the Teacher Education program at the University of California, Berkeley.

---

Works Discussed:

Philip, T.M., Souto-Manning, M., Anderson, L., Horn, L., Carter Andrews, D., Stillman, J., & Varghese, M. (2018). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251-264.

Philip, T.M., Gupta, A., Elby, A., & Turpen, C. (2018). Why ideology matters for learning: A case of ideological convergence in an engineering ethics classroom discussion on drone warfare. Journal of the Learning Sciences, 27(2), 183-223.

Philip, T.M., Olivares-Pasillas, M. C., & Rocha, J. (2016). Becoming racially literate about data and data literate about race: A case of data visualizations in the classroom as a site of racial-ideological micro-contestations. Cognition and Instruction, 34(4), 361-388.

Roschelle, J. (2020). A review of the International Handbook of Computer-Supported Collaborative Learning 2021. International Journal of Computer-Supported Collaborative Learning, 15(4), 499–505.

Roschelle, J., Mazziotti, C. & Means, B. (2021). Scaling Up Design of Inquiry Environments. In C. Chinn & R.G. Duncan et al (Eds.), International Handbook on Learning and Inquiry. Routledge. ISBN 9781138922600

Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276.