For Assignment 3: Forecasting Project, I decided to imagine and create a proposed mobile intelligence tool which I preemptively named EdI, an education focused generative AI designed to support secondary students and teachers.
The idea came from the gaps I see in classrooms where students need guidance, prompting, and language support, not fully generated answers. EdI, pronounced as [ed-ee], is short for Educated Intelligence and is meant to work inside a school’s LMS so its feedback is tied directly to the class materials, grade level, and expectations already set by the teacher. Instead of giving solutions, it would help students think through problems, clarify instructions, and build the skills they actually need to learn. It also gives teachers insight into how students approach their work by showing the questions and interactions students ask it and the steps they take to reach an answer.
My goal by conceptualizing EdI is to imagine a tool that strengthens real learning while making meaningful support accessible to all students, not just the ones who receive funded services.
Make sure you turn on your sound and view it presentation style so that my robot self can talk you through each section!
Here is the link to the video presentation if you have ay issues:
https://www.canva.com/design/DAG5l9ZDXVE/I9iqPaNW8ol41pyrGggV0g/edit?utm_content=DAG5l9ZDXVE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
I really liked the idea that EdI records the questions students ask during tasks. That kind of data is usually invisible in classrooms, yet it reveals so much about how students think, where they hesitate, and what they are genuinely confused about. Teachers rarely get access to that level of insight.
Your point about identifying repeated misconceptions or skill gaps feels incredibly useful too. Instead of discovering issues only after marking a final product, EdI makes the whole thinking process visible. I also appreciated that you positioned AI as a generator of feedback “starting points” rather than as the final evaluator. That approach keeps the teacher in the loop and avoids the trap of AI overstepping its role.
I really love your EdI concept Brie, it’s such a thoughtful way to address real gaps in secondary classrooms. Focusing on guiding thinking rather than giving full answers feels like a smart approach to building real skills.
Integrating it with the LMS is clever, and I can see how giving teachers insight into students’ thought processes could really improve learning and assessment. I’m curious how EdI might balance helpful prompts with encouraging independent problem-solving.
Thank you for sharing!
Brie, your concept for EdI is clear, practical, and grounded in real classroom needs. I appreciate how you focus on guidance rather than generated answers, which supports authentic learning and student thinking. Integrating the tool within an LMS makes it more usable for teachers while keeping feedback aligned with curriculum expectations. Your emphasis on accessibility is especially strong, ensuring all students can benefit from structured support. The demonstration is easy to follow and shows how EdI could genuinely enhance both teaching and learning. Overall, this is a thoughtful and realistic vision for mobile intelligence in education.
The presentation and the design of your EDL is well-developed and comprehensive. Your presentation includes the rationale, the practical integration into the classroom teaching, and critical considerations like privacy and security.
I am particularly impressed by EdI’s core feature of supporting diverse learners by facilitating the decomposition of large assignments into smaller, more manageable steps and providing guidance, not answers.
As ELL learner, I wonder if the below features could also be incorporated to promote learning and effective pacing,
1. “Pleasantly Frustrating” Missions: Integrate specific language learning challenges or missions within the content. These tasks should be designed to be slightly above the student’s current level (creating “pleasurable frustration”) to drive language skill development and ensure sustained engagement.
2. Adaptive Time Management: Incorporate a feature that helps students manage their timeline and progress. This adaptive scheduling could break down the larger task into milestone deadlines, helping them pace their studies more effectively.
I think it would strengthen the EDL’s utility, I am curious to know your thoughts on it. Thanks.
Any use of AI that encourages critical thinking or works to ensure that the student hasn’t just memorized, or even worse, just copy and pasted the answer the better. The notion of a curated knowledge base is really smart. I wonder if this might lead to a disparity in educational opportunity if one school didn’t have the same quality database as others.
The talking robot made this presentation surprisingly more engaging than I thought it would! Your delivery of speech was clear and well-paced, preventing the presentation from feeling sluggish or dull.
As you stated, students need guidance rather than ready-made answers. The personalization that comes with incorporating existing class structure, connection to the LMS, grade level, and teacher expectations, makes this tool seem like it could have a very realistic and effective potential.
Hi Brie,
Thanks so much for sharing your thoughts! I love how you’re highlighting that EdI isn’t about giving students the answers, but about guiding them with prompts and language help. That idea fits perfectly with equity—not just handing out the same things to everyone, but really breaking down barriers so each student can succeed. And I totally get what you mean about the “digital tax.” Some tools make learning harder if they’re confusing or too fancy, but EdI seems to keep things straightforward so students can really follow along and learn.
I also think it’s awesome that teachers get to see how students are thinking, not just their final answers. That insight can make a big difference, helping teachers support students better. The example about graphic organizers was great too—showing how something simple, combined with AI coaching, can give students a confidence boost.
And the integration idea really clicks with me—when AI tools work smoothly with the platforms teachers already use, it just feels so much more natural and useful. Plus, when feedback is tied to actual class content instead of generic advice, it really hits home.
I really like how EdI focuses on giving students prompts, guidance, and language support instead of full answers. It connects well to the idea of equality vs. equity. Equality gives everyone the same resource, but equity removes barriers so each learner can succeed. EdI feels like an equity-focused tool because it adjusts to students’ level and links directly to the teacher’s goals and class materials (International Women’s Day, 2023)*.
Your idea also made me think about the digital tax—the extra effort some students face when tools are confusing, too advanced, or not accessible. Many AI tools increase that burden, but EdI lowers it by helping students think step-by-step and understand instructions clearly. That keeps learning real while giving all students fair support.
I also like that teachers can see students’ process, not just the final answers. That kind of insight makes EdI feel both helpful and responsible for classroom use.
*https://www.internationalwomensday.com/Missions/18707/Equality-versus-Equity-What-s-the-difference-as-we-EmbraceEquity-for-IWD-2023-and-beyond
I agree with what you said, Sean, about equality vs. equity. Edl is extremely user-friendly, which would also be beneficial in lowering the technological knowledge threshold for teachers to use too.
I think EdI could help provide additional strategies to try in the classroom for teachers, too. For instance, I felt helpless when some of my students could not remember the steps for long division and required constant prompts. When I introduced a graphic organizer for their work, students were better able to see their next step. I think if EdI was available to coach students through the process, their confidence level would rise, too.
You have made a very applicable and helpful projection on the use of AI Brie.
Hi Brie,
I really enjoyed your presentation and found it very engaging! I loved the visuals and the way you organized the information, which made everything easy to follow. The concept of this tool is excellent, and I especially appreciate how much control teachers have built into it. Being able to manage how much students use it, select the resources it draws from, and see the types of questions students ask is incredibly valuable. It gives teachers insight into how students are thinking and learning, which allows us to adjust our approach and better support each student’s growth.
Hi Brie,
I really enjoyed your presentation, the talking robot made it seem like Edi was already here!
I echo Mark’s thoughts that it was refreshing to hear you embrace AI to support the learning process, rather than expecting it to solve problems outright. One issue that I have come across when using AI is that it does not always work very well across applications, so I really appreciated how you designed Edi to operate directly within the school’s LMS and Teams etc. That integration will ultimately ensure feedback is more meaningful because it will be grounded in the actual course materials and expectations, rather than generic advice. I also like that Edi focuses on prompting students to think, rather than producing answers for them. That’s the direction I hope more educational tools move toward.
I appreciate how well thought out your forecasting project is. You addressed so many potential issues that could occur from such a powerful technology. I like the focus you have placed on AI being used to support the learning process rather than just solving a problem. It’s also a great feature of your product that EDL can be tailored to a classroom’s individual expectations and be integrated with Microsoft Teams. Finally, the way you presented your forecasting project was engaging and displayed information clearly.