AI-Empowered Instruction at Duke University

ABOUT THIS EPISODE

Jon Reifschneider, Director of Masters Studies of the Artificial Intelligence for Product Innovation at Duke University joined the podcast to discuss how their artificial intelligence assistant empowers faculty to provide more personalized instruction.

I started using the tool also on anindividual student basis, to look at what I call it: a mastery map freechstudent, so that's basically sort of a map of all the topics were covering inthe class and which ones they have reached ther level of mastery, onit, you're, listening to enrolment growth,university from heliks education, the best professional development podcastfor higher education leaders looking to Growin Romant at their college oruniversity, whether you're looking for fresh and Roman growth techniques andstrategies or tools and resources. You've come to the right place. Let'sget into the show, welcome back to enromant growthuniversity, a proud member of the connect Edu podcast network, I'm EricWolesom with helics education and we're here today with John Reipeschneider,director of Master Studies of the artificial intelligence for productinnovation at Duke University. John Welcome to the show thank sorry groadto be here so excited to talk with you today about how artificial intelligencecan help impower faculty to provide more personalized instruction. Beforewe dig into that. Can you get t e listeners a little bit of background onboth Duke and your role? There sure so, I'm in the faculty, at the EngineeringSchool at Duke and my main job there is to run our new program and artificialintelligence. So we have a graduate level program. That's designed forearly career folks from engineering, Thoir, science backgrounds. You want tolearn about machine learning and AI and specifically how I can apply in variousindustries, and so I run that program as well as teaching it love it John tohelp set up this conversation today. Can you highlight this common problemfaculty have of being able to broadly understand where their students areacademically based on test cores, but not always understanding where a singlestudent, specific competency gaps are sure. So, a little bit of background onthis problem when I first started a...

...teaching and when I joined the factwith the duke one of the surprising things to me- and it was also a sourceof frustration- was that I had a really difficult time, knowing whether mystudents werewere understanding what I was trying to teach them, and it wasonly once we would get to assessments and I was able to assess that through ahomework or a quiz or test and look at the results was I able to o determinethat, but the challenge of determing, that even from assessments, was thatthe tools we as instructors have it are disposable, like our learningmanagement system will are generatl design to just give you aggregatescores on things so homework. One student got in eighty five quiz one.They got a ninety two, but that doesn't really give you insight into what thestudent is understanding and where they're struggling to really figurethat out. You have to dive much deeper or really engage the student indiscussion to figure that out, and so, as I start teaching. I really struggledwith this. But I also realized that, now more than ever, we have such a vastamount of data at our disposal about our students through online homeworks.You know everything these days is online lectures, quizzes Antesticcetaand I started looking at. How can I use all of this dat AF that have availableto give me as an instructor, more insight into both where my class andaggregate was was understanding things well and wash struggling, but also wereeach individual student was, was undertestanding things well and andstruggling so that I could provide a much more personalized experience andmore personize guidance for all my students yeah. So in terms of diggingdeperint that data, can you give us this high level overview of theintelligent classroom assistant that you and your colleague is designed tohelp Salv for this challenge sure so I started building a tool. The genesis ofit really was last summer when we started prototyping things and we calldthe intelligent classroom assistant and...

...what it does is uses all of the datathat we have available to us as instructors again, whether that's in mycase for the classes, I teach it's weekly formative assessments, simplelow, staks, quizzes that we do to weekly homework assignments. It's ourweekly lectures, it's any test that we have during the class. We take all thatdata into the tool and what the tool fundamentally does is it mapseverything we do in the class across all of those things back to a set oflearning objectives or topics that the instructor has defined for what theywant? The students to get out of the class, and by doing that, we're thenable to evaluate how students are doing on each of the topics that they'resupposed to be understanding. So now we can start to see things on a sort of atopic or learning objective level, rather than just looking at aggregatescores which are really difficult to distill, any any sort of meaning fromso. Finally, that's that's what it does and the reason for doing that is topride the other insight to me as an instructor in terms of how it classisdoing on each of the topics and where I need to spend my time and then also togive students that insight for themselves. So they can seeindividually, how well they're doing and where they're struggling on certaintopics in the class yeah. Now, let's talk some use cases here. Can you giveus an example of how this Ai Assystamt would inform your classroom teaching infront of the larger group sure I am highly adaptive in my teaching style inthat each week I start preparing for the following week and when I start mycoeparation, I spend time in in my tool the intelligent classroom, Assystan andI look at the aggregate picture as well as pictures of indigididual students,and that helps me identify a couple of things. First of all, it helps meidentify certain topics where students are struggling and then. Secondly, Ican actually dive one layer deeper and...

...then identify individual so to subtopics or questions where skens are struggling and the way I utilize thatthen, as I prepare for the following week, is isn't in two ways one. I willmake sure that we spend classtime working through that topic orparticular aspects of that topic, that my softare has helped me identify asareas of weakness for a broad portion of the class. So I make sure we spendon reinforcing those things when we're together in coast time and it. Secondly,I'll continue to bring those things back in new ways through assessmentagain, whether that shows up lather in homework or shows up later throughadditional questions on quizes, so that I can see as I'm dedicating more timeto that topic and as I'm flagging it for students or maybe they're in thetool fighting it for themselve and identifying it as a weakness and thenspending additional study time on the topic by bringing it back over and overagain through the following weeks. I can then start to see our studentsprogressing in their knowledge of that topic, or are they still struggling, inwhich case I need to continue to make additional adjustments and spend moretime with it. I love that I love that and how about the more personalized usecase? How can this Ai Assystan better inform your one on one help sessionswith individual students yeah? So this was another bit of frustration when Iearly in my y teaching days that I would have students show up to myoffice hours or to one on one sessions for help, and I wouldn't really knowwhere the students needed to help I'd have to ask them, and I have to hopethat they were selfaware enough to understand that for themselves. So Istarted using the tool, also on an individual student basis, to look atwhat I call it: a mastery map, freeach student. So that's basically sort of amap of all the topics were covering in the class and which ones they havereached thei level of mastery on and which ones they have have knowledgegaps and are struggling on and by...

...spending time on that in advance ofmeeting one on one with the student, I can show up to that discussion with thestudent much more prepared and we can talk through together the areas thathave been flagged as there is a weakness and then I can. I can providethem a much more personalized n invaluable experience when we gettogether is there in the future, potentially a student facing usecasefor this AI assistant, helping students to see for themselves and betterunderstand their own learning analytics. Absolutely so. One of the things I'mprothotyping right now that I built over the holidays is a student facingaspect of the tool. So our tool now lives on a a public rl intelligentclassroom, Dat Org. My students in my spring class are now able to go to thewebsite log into their class with with their individual creventials and thenview their own data. So they can see their own mastery map of how wellthey're doing todate on each of the topics we've covered in the class. Theycan dig in on any given topic and see how their performance on that topic hasbeen trending over time as they've gone through the weeks in the class, and I'malso able to provide them personalized, help recommendations andthe way I do that is for questions that they have gotten incorrect on thehomework or the quizes. I use my machine learrning Alogoim to analyzeall of the lectruric transcript. So that's one of the great things aboutteaching online is that we're able to Altho transcribe all of our lectures.So I can use my algorithm to actually direct the student to exactly whichlecture and and Specifil were in the lecture. They should go for help onwhatever particular topic. They have a weakness and I can do thatautomatically without me having to spend hours and hours going through andfiguring all that out. So so we're piloting that now in my intridition,the machine learning class that I'm teaching this spring and it's had agood good response from the student. So...

...far, it's still prettty early in thesemester, so it'll be very interesting to see as a semester goes how valuableit is for the students that is such an exciting one, I think of a just a verysimplistic usecase with duolingo. It knows that I, a four out of five. Youknow with knowing how to give someone directions to the discothecqhe, butthat's all I say as well. It's like what am I really misunderstanding here,my understanding. You know conje gets verbs like like what is the thing thatI'm missing and you're solving th you're, creating a situation here whereboth the faculty and the student would both have a broader awareness of wherethose those defitits are super exciting right, John Franyon, listening withconcerns about the integration of teaching and artificial intelligence,any response to those concerned that AES could end up outsourcing teachingall together. Yeah, that's an interesting topic and, I would say H,there's a number of websites and software out there that provide sort ofautomated ow, intelligent tutors and that type of thing for students thatthey can use outside of the setting of any type of of normal classroom orengagement with human instructors. I really focus my research and thedevelopment of my softwareis is designed to support the classroom,experience and specifally tot support instructors to be able to provide ofbetther experience for their students and for the students to have a betterexperience, a learning in the context of a class. It's not designed toreplace the instructor, but really to help the instructor deliver of thatexperience, but also helped the instructor to scale. It's a wellestyblishd problem in education that there's this sort of at least wastraditionally considered to be an iniverseal relationship between scale Den quality of the educational experience, and that's one of thethings that makes edtect so so challenging. Is that inverserelationship? And we know that there's there's incredible value to greatteachers, but when a great teacher can...

...only teach ten therr twenty students ata time, we're really not able to get a lot of leverage out of that particularteacher skill. So part of this is thinking about. How can we take thatsame grate teacher and we can enaval that teacher to give worldclass quality educationalexperience to fifty, or maybe a hundred students at a time versus ten er twenty,so I'm starting to look at ways that we can enable that and again, this is alldesigned to support great teachers in what they, because I am myself ateacher and I firmly believe in h the value of the human interaction betweeninstructors and learthers. I think that's not something we should seek toreplace, but we should look at ways to scale it and to increase the the valueof the experience for learners. It is incredibly incredibly exciting workthat you're doing John any next steps: Advice for institutions listeninglooking to leverage or look into leveraging a I empowered instruction.Where should they start or where should they look? First sure? In my opinion,the first places to look are actually don't really have anything to do withhey. I there's two so thet pre requisites in my mind, to be able touse a tool like this. The first one is good teaching practices, so you knowspecifically, are we using formative assessment in the classroom to createthis feedback loop between between learners and instructors, becausewithout any type of formative assessment, whether that's most stakes,quizzes or questions in class or classroom, discussion or homework, orsomething else? Without that feedback loop, it's impossible to know what's ina student's brain and until we figure that out, there's really nothing. Wecan do h with any type of analytics, and it's surprising how you know howmuch that varies between the structor and instructor. So following you know,best practices in Pentagogi is a key sor thef prerequisite here and then thesecond one is making sure we're capturing all that data in some way,thatit's available so through a...

...learning management system were throughsome type of system that we have data available to Instracte, theirs to beable to use once you've done. Those two things then then you're a spot whereyou're able to start to apply some machine learning or other types ofanalytics t to extract value from from the data that you've got, and then youhave options you can? U Ow, build things yourself. As I did there's youknow various commercial software out there that's either available or in theprocess of being developed as Pokn on the number of at tech companies, and alot of folks are outlooking at how we can accomplish things like this. Sothere are a lot of things coming on the market and there will be you knowcommercial options available to I'm sure. But again the immediate focuseson those two things I mentiond is prerequisites before you even start.Thinking about what the right you know tool is super great advice. Tohn. Thankyou. So much for your time today. What's the best place for listeners toconnect with you, if they have any followup questions, sure feel free tocontact me. Probably the simplest thing is that have a personal website. It'sJohn Reishesneter dicoms belt, Jo n Reif, Sch Nei dercom, and that, as myemail linked in etcetea on there so feel free to reach out by any of thosemethods and Havebe to talk awsome thanks so much for joining us today.John, thank you or it's been my pleasure, attracting today's new post,traditional learners means adopting new enrolmant strategies. helics educationsdata driven enterprise, wide approach to enrolment growth is uniquely helpingcolleges and universities thrive in this new education, landscape and Helixhas just published the second edition of their enrolment growth playbook,with fifty percent brand new content on how institutions cansolve today's mostpressing enromant growth challenges download it today for free at Helocks,Educationcom playbook you've been listening to enromantgrowth university from helics education...

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