Grace and Joy presented at the 2024 Annual Meeting of ISLS!
Grace presented her co-authored paper with Sanaz, Dr. Wang, and Dr. Xiong titled “Toward Productive Multivocality in AI Development: Excavating Ethics Concerns among an Interdisciplinary Team” at the Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning.
Abstract
Adapting the productive multivocality framework (Suthers et al., 2013), we engage an interdisciplinary team, which designs AI tools for children with speech and language challenges, in developing guidelines for ethical AI development and deployment. In the initial phase of this 5-year study, we investigated ethical concerns about AI in general and the AI tools being designed in particular across the varied discipline teams. Employing thematic analysis, descriptive statistics, BERT topic modeling, and WordCloud tool, we analyzed survey data and focus group interviews of 13 researchers in Speech-Language Pathology/Learning Sciences, Human-Computer Interaction, Multimodality, and Core Technology. Our analysis uncovered prevalent unease about AI, along with nuanced and varying degrees of concerns regarding the AI tools under development across different disciplines. The findings inform our broader study and highlight the potential role of productive multivocality in fostering responsible and equitable AI development and its eventual implementation.
Xing, G., Siyahrood, S. A., Wang, X. C., & Xiong, J. (2024). Toward Productive Multivocality in AI Development: Excavating Ethics Concerns among an Interdisciplinary Team. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 309-312. International Society of the Learning Sciences.
Joy presented her co-authored paper with Grace titled “Balancing Freedom and Guidance: Kindergarten Teachers’ Strategies for Outdoor Play (in the Post-COVID Era)” under Proceedings of the 18th International Conference of the Learning Sciences.
Abstract
This study investigates the balance between autonomy and teacher guidance in children’s outdoor play post-COVID-19. Conducted at an early childhood research center in the Northeastern United States, it employs scaffolding strategies within the Zone of Proximal Development, utilizing observations and interviews for data collection. The qualitative analysis reveals seven key strategies for enhancing outdoor play in line with children’s developmental stages: observation, reflection, withdrawal, supplying materials, safety and social support, involvement, and management. The study aims to refine outdoor play experiences for young learners by balancing safety, learning opportunities, and the advantages of free play with structured guidance. It offers insights into supporting children’s comprehensive development in outdoor environments, enriching the dialogue on outdoor play strategies with a Vygotsky-inspired framework and underscoring the importance of withdrawal and social support in the post-COVID era.
Cai, Z., & Xing, G. (2024). Balancing Freedom and Guidance: Kindergarten Teachers’ Strategies for Outdoor Play (in the Post-COVID Era). In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 1754-1757. International Society of the Learning Sciences.