Virtual Posters
Asynchronous Session
E-Learning Specialist in Education Online Graduate Degree Program : A Review of the Concentration in Culture, Cognition, and Learning Process View Digital Media
Poster Session Barbara Young, Donald Snead
This review describes the overall design, content, and goals of 100% 30-hour online Graduate Specialist in Education Degree Program / Culture, Cognition, and Learning Process. This unique online program offers high-quality e-learning that addresses cultural issues and emerging research in Learning Sciences affecting educators. Asynchronous courses provide engagement in the examination of self, cultural diversity, personal and social responsibility, and an increase in intercultural competence.
Your Professor Will Not Be Robot Maria, Robbie, or Sophia: Reminders of Human Need and Basic Equity Planning
Poster Session Diana Rios, Mary Helen Millham
Pro-innovation biases are common reactions to novelty and the promise to solve problems (Dearing & Cox). Some may see a future where robot teachers are normative and cheap, alongside robots that deliver packages. Dismantling the U.S. Dept. Education weakens policies, abilities to inform, bring knowledge to, and lift up common citizenry. More than a mouthpiece attached to a body, human educators have made use of technological innovations, over generations, to bring curriculum to many students/learners. The instructor, building from pedagogical knowledge and experience, chooses area content and teaching-learning tools most suitable, available, affordable (Stuyniski). Machines (tablets, laptops, etc), apps, media, were invaluable during COVID. World communities learned that electricity, internet, and equipment ownership are necessary to join a parallel education system online. The U.S. “least educated” states suffer low incomes (World Population Review) and experience compounded problems. Non-white ethnic/racial neighborhoods experience lower incomes and related issues. Elite neighborhoods and developed metropolitan cities take advantage of innovations for any purpose, thus perpetuating gaps (World Monetary Fund). U.S. educational inequities will not be solved by AI tutor apps created by venture capital investors. Innovations are tools, to be selected, put to work by instructors, professors. Innovations are not “replacements” for planning curriculum and learning modules for student-learners. Robotics of popular imagination, and products from private development laboratories, are intriguing. And, human educators, public good policies, are still greatly needed across educational realms (Labor Projections). Finally, basic human needs and economic inequalities are persistent battles to be won.
The Integration of Generative AI and Other Digital Tools in the Teaching of Grammar in French as a Foreign Language
Poster Session Sandrine Azéma
This study demonstrates how to integrate an AI image generator, online platforms and services and the narrative polycode text into one educational product, tested with undergraduate students in Linguistics at MSU. This product represents grammar exercises in electronic format to develop grammatical competence and skills in writing and speaking in French among students with A2 level. Its relevance rests in the actualisation of the didactic potential of polycode and narrative texts, the principles of gamification and the integration of numerous digital tools into the development of grammar exercises. The objective is to develop: 1) grammatical competence 2) oral expression competence 3) discourse competence 4) sociocultural competence. The product consists of several parts: 1) the preparatory phase aims to immerse students in the theme of the text and introduce them to the exercises' format 2) the practice phase aims to develop students' grammatical competence on an individual basis 3) the post-reading phase aims to develop grammatical, oral and written expression competences. We analyse the results of introducing the product in the target group to verify: 1) the compliance of the selected teaching material with the actual level in French that students have 2) the compliance of the grammatical material aimed to be tested with the grammatical material internalised 3) the relevance of the text frame. We identified the troubles when using digital tools and measured the influence of the format of exercises on the emotional and motivational components of the language learning process.
