Tag: #aicoaching

Dr. Jasmin Cowin (lead author) Co-Publishes “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training” at Springer Nature, Switzerland

I am delighted to announce the recent publication of our paper, titled “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training.” This paper has been featured in the conference proceedings titled “Towards a Hybrid, Flexible and Socially Engaged Higher Education,” published by Springer Nature, Switzerland.

Our transdisciplinary collaborative effort grew from the International Conference on Interactive Collaborative Learning (ICL 2023), Madrid, and signifies a significant step forward in our journey to reshape educational paradigms through the integration of cutting-edge technologies (Cowin et al., 2024).

Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2024). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training [ICL]. In M. E. Auer, U. R. Cukierman, E. Vendrell Vidal, & E. Tovar Caro (Eds.), Towards a Hybrid, Flexible and Socially Engaged Higher Education (CLDM_Dv; Vol. 899, pp. 532–541). Springer Nature Switzerland; /Research/Education. https://doi.org/10.1007/978-3-031-51979-6_55

Conference Presentation

Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2023, September 26). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training [Presentation] [Conference]. International Conference on Interactive Collaborative Learning (ICL 2023), Madrid, Spain. http://icl-conference.org/icl2023/

Paper Abstract
As the world undergoes remarkable transformations powered by Artificial Intelligence, the challenge arises for educational systems and institutions to adapt. How can we adequately equip educators-in-training to flourish in unprecedented change? The emergence of flexible, hybrid, and socially engaged learning environments has created a need for effective training methodologies that empower educators-in-training to thrive in this new paradigm. Higher education institutions need to expand aspiring educators’ human and professional potential amidst accelerating change, in line with the clarion call of the Sustainable Development Goal 4 Quality Education “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States” [1]. Simulation-based training coupled with Artificial Intelligence offers a solution to equip educators with the necessary skills and competencies to navigate complex real-world educational settings to succeed in classrooms of the 21st century. Simulation-based training allows educators-in-training to develop their skills and build confidence in their abilities to effectively engage with students in multifaceted classroom environments by providing a safe and controlled space for experimentation and practice. In conclusion, this paper and presentation explore the shifting teaching paradigms in higher education using simSchool and Mursion simulation platforms as examples and examine inclusive and dynamic practices that promote sustainable systems change in line with SDG 4. Quality Education, supporting educators-in-training by identifying strengths and encouraging personal and professional growth through AI feedback loops and faculty coaching.

Keywords: Artificial Intelligence, Educators-in-training, Simulation-based training, Sustainable systems change

Acknowledgments
I extend my heartfelt gratitude to my colleagues and peers and the supportive community that made this research possible. Our collaborative efforts reflect a unified vision for the future of education, one that embraces the challenges and opportunities presented by the digital age.

Disclosure statement
No conflict of interest pertains to the research presented above.

ORCID

Jasmin Cowin http://orcid.org/0000-0002-0405-8774

Birgit Oberer http://orcid.org/0000-0001-7231-7902

Alptekin Erkollar http://orcid.org/0000-0003-3670-5283

James Lipuma https://orcid.org/0000-0002-9778-3843

Cristo Leon https://orcid.org/0000-0002-0930-0179

Dr. Jasmin (Bey) Cowin Presents: Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training for 26th International Conference on Interactive Collaborative Learning

I am pleased that my presentation was received well at the International Conference on Interactive Collaborative Learning and 52nd IGIP International Conference on Engineering Pedagogy (ICL2023). This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy.

Our paper’s Abstract: “Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training.”

Abstract
This paper conducts an interdisciplinary investigation into the transformative potential of Artificial Intelligence (AI) in the realm of teacher education by integrating methodologies and frameworks from education, business admin-istration, and computer science. The rapid advancements in AI are ushering in a possible Cambrian explosion of systems transformation for educational and governmental institutions. Simulation mentoring and training are gaining traction for teacher education. The authors’ investigation into simulation-based training and AI coaching for high-leverage teacher training practices intertwines an interdisciplinary dialogue on modernizing 21st-century teacher training and the possibility of a Cambrian explosion in teacher education for higher education institutions. By examining asynchronous AI-driven simula-tion mentoring and teaching experiences and their impact on instructional teacher effectiveness, the authors frame, explore, and consider possible new resource allocations and economic implications for teacher training in higher education. Simulation tools promise to promote scalable approaches to fos-tering pedagogical expertise by incorporating research-based psychological, sensory, and cognitive domains inspired by Bloom’s educational objectives taxonomy. Using the examples of simSchool and Mursion, the authors co-construct meaning-making and hypothesize on forward-looking, scalable ed-ucator training approaches, the interplay between learning, knowledge acqui-sition, and embodied cognition, highlighting the importance of reflective practice in teacher education. AI-driven mentoring holds promise for scala-bility to achieve by 2030 the Sustainable Development Goal 4.c, aiming to “increase the supply of qualified teachers, including through international cooperation”. In conclusion, this paper will explore using AI simulations as practice arenas to stimulate and shape the dialogue between stakeholders in higher education, focusing on integrating existing best practices that will eventually change teacher education locally and globally, accelerating a higher education Cambrian explosion.

Cowin, J., Oberer, B., Lipuma, J., Leon, C., & Erkollar, A. (2023). Accelerating Higher Education Transformation: Simulation-Based Training and AI Coaching for Educators-in-Training.  (Virtual Presentation, Sept. 27, 2023). 26th International Conference on Interactive Collaborative Learning and 52nd IGIP International Conference on Engineering Pedagogy (ICL2023)