Framing instructors as part of the solution shifted the design toward supporting instructor judgment and co-design¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In the dialogue, framing instructors as "part of the solution" shifted the discussion from an AI that determines unproductive engagement to an AI that supports instructors in determining whether there is unproductive behavior, and opened a path to co-design with impacted community members. → Chang 2022

Evidence¶

Chang 2022¶

Chang, M.A., Magana, A., Benes, B., Kao, D., & Fusco, J. (2022). Driving interdisciplinary collaboration through adapted conjecture mapping: A case study with the PECAS Mediator [Project Report]. Digital Promise. https://doi.org/10.51388/20.500.12265/156

q1 · i? · qualitative · r2

Authors' account of the case-study dialogue: after CIRCLS co-PI Judi Fusco suggested instructors be considered "part of the solution," the team — all faculty instructors themselves — was immediately receptive, and the discussion turned to how instructors could provide feedback allowing the system to improve over time.

"The dialogue shifted from how an AI-based solution may be able to effectively determine the presence of unproductive engagement to an AI-based solution that supports instructors in determining whether there is unproductive behavior."

Discussion¶

Related Claims¶

• Maritime instructors resisted automated assessment of simulator performance, preferring learning analytics that support their professional judgment and use existing simulator data — related
• The adapted conjecture map's framing around unintended consequences proved generative for interdisciplinary discussion — related
• Interdisciplinary collaboration is fundamentally relational; tools assist but relationships make or break it — related