This website for the forecasting project was made in collaboration between Rylan Klassen and Amy Lee.
https://sites.google.com/view/etec523forecastingproject?usp=sharing
We hope you enjoy it.
A3) AI: The Mobile Feedback of the Future
7 responses to “A3) AI: The Mobile Feedback of the Future”
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Ryan & Amy,
Your motivations for this project are clear from your rationale sets, but a deeper dive into your rationale, including how your idea drives the innovation of AI in this field could be powerful. The incorporation of current tools and apps demonstrated your points effectively, when it came to showcasing the power of AI. The content about reading and writing tools you have provided is informative, however I am unsure of what your intended created project is. Are you hoping to create an additional AI tool for users? What is missing from the tools you have provided in your presentation? Applying your research to specific scenarios wherein you imagine your app being utilized could show a deeper understanding of what you’re imagining.
Rylan and Amy, you provided a good rational for giving instantaneous feedback. Timely and specific feedback indeed improves student engagement and teaching.
In addition, your presentation listed interesting AI tools used in providing feedback on reading and writing skills.
For example, it was interesting to learn about how AWE facilitates learning of writing skills.
One of the aspects that could be beneficial to explore is if there is a difference on AWE effectiveness for learners of different age groups.
Moreover, are there any AI tools that provide feedback on teachers giving feedback? They say that quality of an answer depends on a question asked. Are there any tools that help teachers ask questions better that engage students more?
Hi Ryan and Amy,
My initial thoughts prior to reading your research were that AI can’t be that accurate, and there is no way it can be viewed as unbiased due to the fact that the datasets it would need to be trained on would have biases when selected. While I am still very weary about claiming that AI is unbiased, while fully agreeing with and acknowledging that grading is very subjective, I was very impressed by your presentation. You presented numerous tools that I had no idea existed, and am eager to test them out. Our province has sets of student writing exemplars available for teachers to reference to help understand what is expected in relation to the curriculum in various grade levels. I think I will try experimenting with many of these different writing tools by running the exemplars through them. It will be very interesting to see how the results compare between the different programs, and how those results support or contrast the feedback provided with the exemplars. It would also be interesting to host a PD session around this topic and provide the teachers with the different feedback forms, get them to discuss, and then share the source of the data, and see if opinions shift based on the knowledge that the feedback was generated by an AI. Thank you for an amazing presentation, I learned a lot, and you’ve helped me change my perspective a bit in regards to AI.
Hi Rylan and Amy,
Your exploration of AI assessment tools, particularly the MagicSchool and Eduaide ones, is enlightening. The benefits you outlined make a compelling case for the convenience and efficiency they bring to the feedback process. I’m especially intrigued by the idea of integrating AI into Google Classroom for instant feedback.
While the advantages of AI are evident, I believe there’s a unique value in human teachers providing warm, personalized feedback. The human touch fosters a social and communicative aspect crucial for effective learning. I see AI as a powerful formative assessment tool, complementing the informative role of teachers rather than replacing it entirely.
Do you believe that adopting a collaborative approach, where both students and teachers utilize AI feedback tools for improvement and reference, could enhance the overall learning experience? Could engaging in reflective discussions after AI assessments also be beneficial?
Looking forward to seeing how this dynamic blend of AI and human expertise shapes the future of education.
Thank you!
Hi Debbie,
Thank you for your thoughts. I agree that collaboration is the way to go. In no way can AI take over for a personal relationship. Of course, as marking is subjective, sometimes that means any tool used makes mistakes, whether person or computer. However, I still believe marking without human involvement is a mistake, but AI can provide things like instantaneous feedback that is difficult in the one-on-thirty scenario many classrooms are in. I also agree that reflecting on AI use is important. It can make some pretty glaring mistakes and anything it does needs to be edited and taken with a grain of salt. However, the technology is also rapidly developing and in the next ten years may be applicable for the kind of feedback we discuss in the elementary system.
This was a good research topic as you are trying to solve a common problem for teachers/instructors.
Although I’ve never used an AWE tool, I’ve used an AI assistance tool that provided some similar benefits . When Grammarly (founded in Ukraine) came out years ago and created some buzz, I signed up for a trial version/period to test it out. I found some of the features innovative, such as the linguistic feedback, and suggestions for writing style (informational, instructional, persuasive, conversational), writing voice (you tend to sound…you tend to use…), tone, and clarity. I never used it past the trial period, but I can imagine it enriching students’ writing ability and having a positive impact on the motivation and attitude towards writing.
The first page of the site highlights key benefits of adopting AI and mobile feedback; however, some detriments of using AI mobile feedback can include dependence on technology, resistance to change from teachers and students (i.e. teachers fear job replacement or students lack trust in the AI robot), and accuracy to evaluate essays and creative writing.
Rylan and Amy
Thanks for the detailed resource. I had no idea that there were so many commercial tools to support students in reading and writing, and to support teachers in grading. It seems to me that some of the current tools might actually *add* to the teachers workload – teachers need to check the AI feedback, create the correct prompts to train it, etc. But I’m sure that as the AI improves the need for intervention will reduce. For now I’d suggest that these tools are best used for formative rather than summative assessment, though. In your video diary you talk about plug-ins for LMS tools where students could submit written work to be assessed via an existing rubric. But who would create this rubric? Would that be part of the plug in or would it be added by the teacher?
How would you manage issues of academic integrity? You talk about how you would want to make sure students don’t use the AI to write the work for them, but how would you mitigate against that? More AI, or some kind of alternative assessment strategy (which would add to the teachers load)?
I agree that the main area where AI will be beneficial is in the role of personal tutors offering personalized and adaptive learning.