Cyber-Social Research: Emerging Paradigms for Interventionist Education Research in the Postdigital Era

Tzirides, Anastasia Olga; Saini, Akash Kumar; Cope, Bill; Kalantzis, Mary; Searsmith, Duane

doi:10.1007/978-3-031-35411-3_5

Cited by 9 publications

(2 citation statements)

References 23 publications

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“…To make GPT systems more useful for learning, Cope and Kalantzis suggested "recalibrating" them by prompting them with epistemic, empirical, and ontological frames (see Tzirides et al, 2023, for a related empirical study at the University of Illinois) to supplement the feedback students might get from teachers and peers:…”

Section: Chatgptmentioning

confidence: 99%

Twenty‐first century technologies and language education: Charting a path forward

Kern

2024

The Modern Language Journal

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The COVID-19 pandemic, necessitating remote instruction in the vast majority of educational institutions around the world, put technology squarely at the center of language learning and teaching. Virtually all teaching and learning was mediated by Zoom or similar videoconferencing platforms. Students could see one another's faces (rather than the backs of their peers' heads), but they could also completely hide themselves from view. They used the chat window as a communicative backchannel for both authorized and unauthorized comments. They engaged in small group work in breakout rooms that were truly out of earshot of the teacher. Interacting with native speakers online was almost as easy as holding a regular class, once a mutually convenient meeting time could be negotiated. Web content such as videos, songs, news reports, artwork, and historical documents could be seamlessly integrated into lessons without the need for data projectors. However, in many quarters, this technological mediation weakened students' feelings of belonging, of camaraderie, of esprit de corps. Many teachers (and students) believe that learning remotely was not nearly as effective as face-to-face instruction (Muscanell, 2023).We have now returned to those face-to-face classrooms, and students (at least at my institution) are overjoyed to be in co-present community with one another. But the world is not quite the same as it was prepandemic. The fact that we were able to teach students remotely with some degree of success raises new questions about how we manage instruction going forward. Should we, in an effort to increase lagging enrollments, modify our 5-day-a-week teaching schedule so that we have 3 days in person and 2 days of synchronous or asynchronous online instruction? In theory, this would reduce conflicts with other courses, especially multihour labs. Should we, in an effort to "flip" our classrooms, shift the bulk of presentation of new material to online work that students do at home and then come prepared to apply that material to interactive and reflective activities in the classroom? Should we, to support less commonly taught languages and to broaden our teaching impact more generally, negotiate interinstitutional agreements that would allow sharing of resources (e.g., adding remote students from other institutions to in-person classes)? Should we, to expand our students' opportunities to use the language they are studying, have them do virtual internships abroad (or in the United States), promoting not only their language and cultural knowledge but also their professional skill set? These and many other questions are raised by new technological possibilities that invite us to reflect on whatThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Chatgptmentioning

confidence: 99%

Twenty‐first century technologies and language education: Charting a path forward

Kern

2024

The Modern Language Journal

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“…By the end of 2023, 353 students in 15 courses across six cycles of intervention had used the environment. Each cycle of intervention produced a new software release with research and development proceeding according to a mix of agile programming and educational design research methodologies that we have called "cyber-social research" (Tzirides et al 2023a).…”

Section: Fig 10: Cgscholar Workflowmentioning

confidence: 99%

Literacy in the Time of Artificial Intelligence

Kalantzis,

Cope

2024

Preprint

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The latest mutation of Artificial Intelligence, Generative AI, is more than anything a technology of writing. Generative AI is a machine that can write. In a world-historical frame, the significance of this cannot be understated. It is a technology in which the unnatural language of code tangles with the natural language of everyday life. Its form of writing, moreover, is multimodal, able not only to write text as conventionally understood, but also to “read” images by matching textual labels and to “write” images from textual prompts. Within the scope of this peculiarly machinic writing are mathematics, actionable software procedure, and algorithm. This paper explores the consequences of Generative AI for literacy teaching and learning. In its first part, we speak theoretically and historically, suggesting that this development is perhaps as momentous for society and education as Pi Sheng’s invention of moveable type and Gutenberg’s printing press—and in its peculiar ways just as problematic. In the paper’s second part, we go on to propose that literacy in the time of AI requires a new way to speak about itself, a revised “grammar” of sorts. In a third part, we discuss an application we have developed that puts Generative AI to work in support of literacy and learning. We end with some broad-brushstroke implications for education.

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A Quantitative Investigation of Graduate Student Perceptions of Human-Generated and AI-Generated Reviews in a Cyber-Social Learning Platform

Hughes,

Tzirides,

Saini

2024

Postdigital Science and Education

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Cyber-Social Research: Emerging Paradigms for Interventionist Education Research in the Postdigital Era

Cited by 9 publications

References 23 publications

Twenty‐first century technologies and language education: Charting a path forward

Twenty‐first century technologies and language education: Charting a path forward

Literacy in the Time of Artificial Intelligence

A Quantitative Investigation of Graduate Student Perceptions of Human-Generated and AI-Generated Reviews in a Cyber-Social Learning Platform

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