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Joyner, David A.

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    Mechanisms for Supporting Emergency Remote Classes: Towards a Distributed Classroom
    (Georgia Institute of Technology, 2021-02) Joyner, David A.
    During the rapid emergency transition to remote classes in 2020, our online Master of Science in Computer Science program supported the newly remote traditional classes in several ways. In this chapter, we go over some of those ways, including providing direct feedback, opening up remote instructional resources, reassigning classes to remote instructors, and providing material for the formation of local cohorts. We then investigate how these mechanisms are small steps toward a broader, more fundamental reimagining of classrooms as distributed across time and space.
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    Extended Reality (XR) for Teaching and Learning
    ( 2019-02-07) Contis, Didier ; Joyner, David A. ; MacIntyre, Blair ; Malesevic, Miroslav ; Posner, Noah ; Swarts, Matthew E.
    Extended reality (XR) refers to real-and-virtual combined environment, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). This talk explores the potential uses for extended reality in teaching and learning. We will discuss projects currently underway in Georgia Tech classes and discuss the future of XR in education.
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    Metacognitive tutoring for inquiry-driven modeling
    (Georgia Institute of Technology, 2015-01-07) Joyner, David A.
    Over the past several decades, many K-12 classes have moved to use open, inquiry-based approaches to science instruction; research has shown some benefits from these approaches. However, there also exist significant challenges in teaching scientific modeling and inquiry, some based on their nature as metacognitive skills and others based on the general difficulty in providing guided instruction in open-ended exploratory learning contexts. To address these challenges, this dissertation presents a metacognitive tutoring system that teaches students an authentic process of inquiry-driven scientific modeling within an exploratory science learning environment. The design of the metacognitive tutoring system is informed by the literature on the process of scientific modeling and inquiry in both education and science, and it draws from AI theories of metacognition and intelligent tutoring. The tutoring system monitors the performance of teams of students in an open inquiry task in ecology. The system provides feedback on demand about how well the team is doing in investigating and explaining the system, and it also intervenes when errors in the process are observed or when new abilities are demonstrated. To evaluate this system, a controlled experiment was conducted with 237 students in a middle school life science classroom. In one condition, teams of students completed the activity without the tutoring system enabled, while in the other condition teams interacted with the tutoring system during part of their inquiry and modeling process. Evaluations of this experiment have shown that students who interact with the tutoring system improved in their attitudes toward scientific inquiry and careers in science, and that teams that interact with the tutoring system generate better explanations of ecological phenomena.
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    An Experiment in Teaching Cognitive Systems Online
    (Georgia Institute of Technology, 2015) Goel, Ashok K. ; Joyner, David A.
    In Fall 2014 we offered an online course CS 7637 Knowledge-Based Artificial Intelligence: Cognitive Systems (KBAI) to about 200 students as part of the Georgia Tech Online MS in CS program. We incorporated lessons from learning science into the design of the project-based online KBAI course. We embedded ~150 microexercises and ~100 AI nanotutors into the online videos. As a quasi-experiment, we ran a typical inperson class with 75 students in parallel, with the same course syllabus, structure, assignments, projects and examinations. Based on the feedback of the students in the online KBAI class, and comparison of their performance with the students in the inperson class, the online course appears to have been a success. In this paper, we describe the design, development and delivery of the online KBAI class. We also discuss the evaluation of the course.