The work of the EDSAFE centers around the SAFE Benchmarks Framework as we engage stakeholders to align equitable outcomes for all learners and improved working experiences for dedicated and innovative educators. We intend to clarify the urgency and specific areas of need to prevent failures in data management that compromise the potential for how responsible AI can be a lever for equity and innovation while protecting student privacy. Frameworks and benchmarks are important to innovation as a means of targeted guidance, focusing disparate efforts towards shared objectives and outcomes and ensuring the development of appropriate guidelines and guardrails.
This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. The paper offers a definition and high level description of ACAD and goes on to explain the underlying motivation. The paper also provides an overview of two current areas of development in ACAD: the creation of explicit design rationales and the ACAD toolkit for collaborative design meetings. As well as providing some ideas that can help teachers, design teams and others discuss and agree on their working methods, ACAD has implications for some broader issues in educational technology research and development. It questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.
This document sets out the general framework for assessment in the 2014 Research Excellence Framework (REF) and provides guidance to UK higher education institutions about making submissions to the 2014 REF. It includes guidance on procedures, the data that will be required, and the criteria and definitions that will apply. The deadline for submissions is 29 November 2013.
The Australian Framework for Generative AI in Schools (the Framework) seeks to guide the responsible and ethical use of generative AI tools in ways that benefit students, schools, and society. The Framework supports all people connected with school education including school leaders, teachers, support staff, service providers, parents, guardians, students and policy makers.
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641 - 651(2010)Learning in Digital Worlds: Selected Contributions from the CAL 09 Conference.
G. Biegel, and V. Cahill. Proceedings of the Second IEEE International Conference on Pervasive Computing and Communications (PerCom'04), page 361--. Washington, DC, USA, IEEE Computer Society, (2004)