This project envisions Learning Commons 2,0, a mix of virtual and mobile-first AI platform that intelligently connects students for peer-to-peer learning by matching them based on both their learning needs AND their current context (location, time, cognitive state, availability). The core innovation addresses a critical gap in educational technology: fast response times + high-quality peer explanations + context-aware matching. A combination that is hard to find in any current platform.
We have pieces of a solution scattered across tools that don’t talk to each other. None connects peers intelligently, in context, at the moment of need. That’s the gap Learning Commons 2.0 fills.
Link:
https://prezi.com/view/p8EtNUJCCNS2OOtULHCz/?referral_token=MQkslzlnB3FN
References:
Chi, M. T. H. (2009). The self-explanation principle in multimedia learning
Community of Practice literature (Wenger, 1998)
Godden & Baddeley (1975). Context-dependent memory
Lockspeiser, T. M., et al. (2008). Teaching roles of near-peer teachers
Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education
Vygotsky’s Zone of Proximal Development
This is a strong rethinking of what learning spaces need to look like today. I appreciate how you go beyond updating a physical commons and instead design for a world where learners move fluidly between contexts. Your emphasis on modularity and adaptability stands out because it mirrors how students already behave. I also like the idea that space design should follow learner behavior instead of trying to force learners into older models. It feels like a realistic vision for what learning environments could be.
Dave, your vision for Learning Commons 2.0 is both ambitious and grounded in a real need that current educational tools fail to meet. I appreciate how clearly you identify the gap between fast AI responses, meaningful peer explanations, and context-aware matching. Your concept respects the value of human connection by positioning peers as active contributors rather than passive recipients of AI support. The focus on timing, availability, and cognitive state adds a thoughtful layer that could meaningfully improve how students access help.
Your presentation makes the idea feel practical and well considered. I found myself wondering how this system might also support students in building long-term learning relationships, not just in the moment connections. Overall, this is a compelling and forward-thinking contribution.
Hey Dave, very cool concept!
I loved your scenario as it really speaks to the realities of the learning environment. Similar to my A3, I also pointed out that many (but not all) aspects of supporting students’ learning can be addressed through technology.
At my school, our ELL department has a tutoring program where we match ELL students with peer tutors after school. In exchange for volunteering and references, tutors work with language learners to help clarify and practice topics. We try to match students up based on language, but this is not always possible. The process of matching them is very time consuming as language, level of understanding, and scheduling are huge issues. However, your idea would answer most of these issues and make it more accessible for both those who need to be tutored and those who want to tutor! If you could remove the barriers of proximity, there could be more access and representation of all linguistic and cultural needs!
I find the concept of Learning Commons 2.0 compelling. The integration of fast response times, high-quality peer interaction and true context-aware matching addresses the gap in current educational technology. The proposed mechanism of connecting students for peer-to-peer knowledge co-construction is powerful. This will be particularly invaluable for self-motivated learners seeking immediate, quality support. I also wonder if Learning Commons 2.0 can motivate a student who is currently disengaged and how, how about the introduction of gamification elements that guiding disengaged users toward the enjoyment of learning and meaningful co-construction of knowledge? Thanks again for your presentation.
I appreciate the direction you’re taking with AI-facilitated group sessions and home-study assistance, especially because it aligns with what I often see as a certified Scrum Master and facilitator: people learn better when collaboration is intentional, structured, and lightly guided. Your idea creates those conditions by helping students find peers who share the same goals, timing, or challenges—without forcing interaction. When a system analyzes patterns in study behaviour, it can recommend a small micro-group that forms naturally and supports each student’s momentum.
This resonates with current student trends. Many Gen Z learners are blending technology with a renewed interest in physical books, libraries, and human connection to avoid overload and stay grounded (World Economic Forum, 2023: https://www.weforum.org/stories/2023/03/gen-zers-are-bookworms-but-say-theyre-shunning-e-books-because-of-eye-strain-digital-detoxing-and-their-love-for-libraries/). Your model fits this balance well: AI handles coordination, while the learning itself becomes social and human-centered.
There’s also meaningful potential for equity. Students who struggle quietly—international learners, newcomers, or those without established networks—gain access to supportive peers without needing to initiate connections. The challenge is ensuring the matching logic focuses on learning patterns, not assumptions about demographics.
Then I am wondering how can AI group suggestions avoid stereotyping when matching students with similar “demographics”?
This is an interesting approach to AI utilization. Whenever we use technology to connect people in meaningful ways we are doing something right. I do think there would be some resistance from users to simply slide back into their staring alone at the screen rather than making the effort to connect, but that’s a fairly universal problem in the digital domain. There are probably plenty of logistical details to address but it seems like a useful tool. I could see this being especially useful within a smaller context — rather than connecting people from all over what if it focused on the people in a specific school or program. Plenty of applications.
Cool concept! I appreciate a tool that is designed to foster connection. As you mentioned, developments in AI technology can create a greater degree of isolation as they make individuals less reliant on each other. Because of that, it’s refreshing to see an idea that uses AI in the “opposite direction!”
Your presentation explains the tool’s purpose clearly, and the focus on helping students find peers who are working on similar tasks feels genuinely useful. Many students want support but don’t always know who to approach, and person-to-person can feel awkward. Having a mobile technology option could give particular students more confidence to seek the support that they need.
Hi Dave,
I really love the idea of having someone who’s going through the same assignment or study topic be instantly accessible. The whole “virtual library” concept where you just run into someone and start working together feels both organic and exciting with collaboration, peer teaching, and shared problem-solving all in one space really does feel like a win-win. It has so much potential.
I’d love to learn more about how you imagine this actually working in practice though. Would students interact through a live chat system? Would it work more like opening a study room around a specific topic that others can join? I’m really curious about what the interface would feel like from a student’s perspective.
Hi Dave,
I really enjoyed reviewing your project and can see strong potential for it in the classroom and learning spaces. I often encourage students to check in with one another before coming to me, since peers can explain ideas in ways that feel more relatable and accessible. In a digital age where so many students are absorbed in their phones, many are reluctant to engage with those around them and miss out on the powerful learning that happens through peer interaction. Your idea offers a meaningful way to bridge that gap by using digital platforms students already know, connecting them with classmates they may hesitate to approach, and giving them space to learn from one another in ways that feel natural and comfortable. This approach also supports students who find it intimidating to ask teachers for help. By giving them a structured and familiar place to reach out to peers, you are creating an environment that builds confidence, encourages collaboration, and strengthens their sense of community. It is a thoughtful and practical solution that responds to real challenges students face.
Hello Dave,
I was immediately hooked by your intro slide and found your rationale immediately engaging. The slides were visually stimulating and transitioned well into one another. I found your vision for this technology to be a useful product, especially with students participating in remote learning. It would likely be more challenging to incorporate into the elementary classroom, but would be well utilized in secondary and post-secondary schools. Learning commons should always be adapting to our modern world, and your forecasted product is a likely one that could be achieved in the near future.
Hi Dave,
I really like how you focused on using AI to connect peers with peers, rather than users with AI. It reminds me of service models that are popular today, such as food delivery, rideshare services, and dating apps, which connect users to each other while technology acts as the intermediary.
One challenge I foresee with this Learning Commons 2.0 idea is building a strong enough user base. In urban areas with many educational institutions, it may be easier for students to connect with other peers. However, in more rural areas with fewer institutions, it might be more difficult to match users with peers.