Teacher Moments: A Digital Simulation for Preservice Teachers to Approximate Parent–Teacher Conversations

Thompson, Meredith; Owho-Ovuakporie, Kesiena; Robinson, Kevin L.; Kim, Yoon Jeon; Slama, Rachel; Reich, Justin

doi:10.1080/21532974.2019.1587727

Cited by 42 publications

(28 citation statements)

References 34 publications

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“…Teacher Moments 1 is an open source platform that allows the authoring of simulations used for education [3] which we recently revised to integrate intelligent coaching agents. The initial simulation development for Teacher Moments focused on teacher education [9,2,3], but the platform is actively used for professional development with nurses, psychologists, police officers, judges, and attorneys. Simulations can range in complexity from single-user simulations to multi-user role-play simulations [2].…”

Section: Discussionmentioning

confidence: 99%

Teacher Moments: A digital clinical simulation platform with extensible AI architecture

Hillaire¹,

Waldron²,

Murray³

et al. 2021

Preprint

Self Cite

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Teacher Moments is an open source platform that allows the authoring of simulations used for education which we recently revised to integrate intelligent coaching agents. The initial simulation development for Teacher Moments focused on teacher education, but the platform is actively used for professional development with nurses, psychologists, police officers, judges, and attorneys. Simulations can range in complexity from single-user simulations to multi-user role-play simulations. Single-user simulations provide opportunities for participants to respond using text or audio inputs while multiuser simulations extend those response types to include chat functionality. To support participant learning, Teacher Moments simulations can now be configured to include intelligent coaching agents that review participant inputs, identify salient patterns in text or speech, and respond with feedback and coaching supports. Teacher Moments can be configured to incorporate text or audio binary classifiers or include conversational agents into the chat feature. Once a classifier is configured there is functionality to dynamically display content based on audio or text classification when authoring the simulation. In addition, conversational agents can interject comments into the chat directed at either a particular participant or to all participants in a chat. Finally, there is a new integrated labeling component that supports collecting binary labels from participants for text or audio data, which can be used either to validate the accuracy of a classifier or to establish training data for a classifier. In this demo, we will: 1) highlight GitHub repositories designed to support the deployment of classifiers that can be integrated into Teacher Moments; 2) demonstrate a conversational agent integrated into the chat feature to provide intelligent supports; 3) illustrate how binary classification can trigger the dynamic display of content providing options for dynamic learning supports; and 4) demonstrate how the labeling component can be used for either validation of a classifier or collection of training data.

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Section: Discussionmentioning

confidence: 99%

Teacher Moments: A digital clinical simulation platform with extensible AI architecture

Hillaire¹,

Waldron²,

Murray³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…Nevertheless, we acknowledge the limitations of digital simulations. Although there is some evidence that participants find the situations themselves to be authentic, the simulations are not always representative of the complexities of the classroom (Thompson et al, 2019).…”

Section: To Engage In Complex High Leverage Practicesmentioning

confidence: 99%

Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Group Discussions of Controversial Issues

Kaka¹,

Littenberg-Tobias²,

Kessner³

et al. 2021

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The public schoolhouse is one of the few remaining public spaces in which citizens may routinely gather to discuss controversial issues. Furthermore, it is social studies classrooms and teachers, in particular, that bear the moral imperative to ensure such civic discourse takes place. Nevertheless, many social studies teachers refrain from centering such discussions in their classrooms, often for fear of reprisal should these discussions go awry. It thus falls to social studies teacher educators to rethink how we prepare future teachers. This paper reports on a study that incorporated digital simulations of controversial issues into three preservice social studies teacher preparation methods courses to help develop high-leverage practices associated with leading whole-group discussions. Case study analysis suggests participants developed greater fluency with the teacher moves they practiced in the simulation. Accordingly, participants’ developed greater confidence with and perceived importance of facilitating discussions of controversial issues in their future classrooms. Implications and directions for future research are discussed.

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“…They provide scaffolded opportunities for educators to rehearse, receive feedback, and implement feedback on practice (Thompson et al, 2019). Through these cycles, educators learn strategies for enacting equitable behavior that they can transfer into real-world contexts.…”

Section: Linking Equity and Practice In Teacher Educationmentioning

confidence: 99%

“…Open-response data from simulations are generally in formats, text and audio, that are difficult to analyze using standard quantitative methods in education. Because traditional methods require human raters to analyze and rate each segment of text, most studies of simulations in teacher education have focused on a relatively small number of participants at a time (Dalinger et al, 2020;Self, 2016;Thompson et al, 2019).…”

Section: Using Natural Language Processing To Interpret Data From Equmentioning

confidence: 99%

Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach

Littenberg-Tobias¹,

Reich²,

Borneman³

2020

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Diversity, equity, and inclusion (DEI) issues are urgent in education, given the widespread evidence of discriminatory behavior and widening racial disparities. Although DEI trainings can change participants’ attitudes they have minimal effects on behaviors. Simulations are a promising approach to address this gap between attitudinal and behavioral change. We developed an online course for educators (N = 963) that included a series of equity simulations and applied the structural topic model (STM), to identify alignment between participants' simulated behavior and equity attitudes on surveys. STM identified meaningful topics within participants’ simulation responses and that the prevalence of these topics varied by equity attitudes. We also measured changes in participants' behaviors over different, successive, simulations, by comparing with a reference group of high equity-oriented participants. Participants made significant shifts in the simulations toward equity-promoting behaviors (ES = 0.99), which corresponded with changes in equity-oriented attitudes (ES=0.74) and self-reported equity-promoting behaviors (ES=0.30).

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Teacher Moments: A Digital Simulation for Preservice Teachers to Approximate Parent–Teacher Conversations

Cited by 42 publications

References 34 publications

Teacher Moments: A digital clinical simulation platform with extensible AI architecture

Teacher Moments: A digital clinical simulation platform with extensible AI architecture

Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Group Discussions of Controversial Issues

Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach

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