About the project
The AI4AfL is an interdisciplinary project that will combine the efforts of the pedagogy, IT researchers and Hypatia Learning company to achieve the projects’ goals. Two PhD candidates will be employed in the project affiliated with the Faculty of Teacher Education and Languages and the Faculty of Computer Sciences, Engineering and Economics at Østfold University College.
Understanding how to go about learning to be able to engage in lifelong learning is crucial for learners in the 21st century. Assessment for learning (AfL) is one of the strategies to develop such an understanding with learners and it has been a priority area in Norwegian schools since 2010. However, educational practice shows that AfL is extremely time and resource consuming process. In addition, teachers need to develop their profound understanding of the AfL approach to be able to design meaningful activities for learners to enhance their understanding of the target concepts and their capacity in learning to learn.
In summary, the AI4AfL project will foster collaboration among research environments, a private company Hypatia Learning and schools in Halden Municipality. Such collaboration is vital not only to develop technology that supports pedagogical practice but also to minimise the gap between the developers of educational technology, teachers and students who are consumers of such technology. In doing so, the project’s participants will contribute to develop new knowledge about how AI can improve pedagogical practice and students’ learning in Norwegian classrooms.
Project period
01.11.2021 - 31.10.2026
Project type
Collaborative and Knowledge-building Project
Objectives
The project Artificial Intelligence (AI) for Assessment for Learning (AfL) to Improve Learning and Teaching in 21st Century (AI4AfL) aims to develop Artificial Intelligence (AI) technology that is able to analyse students’ texts and offer semantic, syntactic and sentimental feedback. Such feedback is tailored to the needs of each individual student and can be used to improve learners’ written texts. In addition, the AI technology will help teachers to facilitate students’ writing process and address their individual needs.
The project also aims (i) to examine how students interact with the technology and the feedback it offers and (ii) how teachers organise and facilitate students’ learning during the writing process with the AI technology. In doing so, the project will develop new knowledge about students’ learning in the writing process with the AI technology, teachers’’ facilitating of such process and the development of students’ capacity in learning to learn.
Funding
Total budget- 19,1 million NOK. From Research Council of Norway - 11,2 million NOK
Partners
Høgskolen i Østfold
Høgskolen i Volda
HYPATIA LEARNING
HALDEN KOMMUNE- UNDERVISNING OPPVEKST OG KULTUR
Publications
Engeness, Irina; Kunna Segaran, Meerita & Krange, Ingeborg Hognestad (2024).Learning to write in English: Development of conceptual understanding in the writing process with feedback from artificial intelligence and collaborating peers.I Skulstad, Aud Solbjørg (Red.), Current issues in English Teaching . Fagbokforlaget. ISSN 9788245047189.
Gamlem, S. M., Segaran, M., & Moltudal, S. (2024). Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2024.2325365
Krange, I., Segaran, M., Gamlem, S., Moltudal, S., & Engeness, I. (2023). A Triple Challenge: Students’ Identification, Interpretation, and Use of Individualized Automated Feedback in Learning to Write English as a Foreign. Interaction Design & Architecture (s)–IxD&A Journal, (56). DOI: 10.55612/s-5002-059-001