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Responsive teaching, a pedagogical approach that foregrounds and builds instruction on student ideas, requires teachers to attend to and build on student resources. However, teachers’ interpretations of student resources, especially during live teaching, remain understudied. In this study, we examined in-the-moment interpretations, teachers’ real-time sense-making of and reflection on students’ epistemic and emotional resources, and explored how teachers’ in-themoment interpretations can support their responsive teaching talk moves and knowledge. Employing a convergent mixed-methods research design, we designed and implemented a generative artificial intelligence (AI)-supported virtual simulation as a pedagogical sandbox for 40 preservice teachers (PSTs) to practice teaching with virtual students, interpret student resources, and act on these interpretations in real time. Linear regression analysis was conducted and found that PSTs’ in-the-moment interpretations are significant predictors of their responsive teaching talk moves and knowledge. Qualitative thematic analysis identified themes that corroborated and extended the findings of the quantitative component. Implications for teacher education and simulation design are discussed. 

This case study reports on the perceptions and dialogic behaviors of 15 preservice K-12 teachers engaging in simulation-based teaching practice with AI-powered student agents. Data included transcripts of text-based classroom dialogue, interviews, observations, and conversation logs. Using mixed-methods analyses and a framework of ambitious science teaching, we identified two key findings that are important to Human-AI interaction researchers and teacher trainers. First, AI-powered student agents exhibit naturalistic discourse behavior, with ambitious talk moves leading to more rigorous student contributions and conservative talk moves leading to low rigor contributions. And second, preservice teachers’ dialogue was responsive to the AI-powered students’ contributions. 

New frontiers in simulation-based teacher training have been unveiled with the advancement of artificial intelligence (AI). Integrating AI into virtual student agents increases the accessibility and affordability of teacher training simulations, but little is known about how preservice teachers interact with AI-powered student agents. This study analyzed the discourse behavior of 15 preservice teachers who undertook simulation-based training with AI-powered student agents. Using a framework of ambitious science teaching, we conducted a pattern analysis of teacher and student talk moves, looking for evidence of academically productive discourse. Comparisons are made with patterns found in real classrooms with professionally trained science teachers. Results indicated that preservice teachers generated academically productive discourse with AI-powered students by using ambitious talk moves. The pattern analysis also revealed coachable moments where preservice teachers succumbed to cycles of unproductive discourse. This study highlights the utility of analyzing classroom discourse to understand human-AI communication in simulation-based teacher training. 

The Jellyfish network has recently been proposed as an alternative to the fat-tree network for data centers and high-performance computing clusters. Jellyfish uses a random regular graph as its switch-level topology and has shown to be more cost-effective than fat-trees. Effective routing on Jellyfish is challenging. It is known that shortest path routing and equal cost multi-path routing (ECMP) do not work well on Jellyfish. Existing schemes use variations of k-shortest path routing (KSP). In this work, we study two routing components for Jellyfish: path selection that decides the paths to route traffic, and routing mechanisms that decide which path to be used for each packet. We show that the performance of the existing KSP can be significantly improved by incorporating two heuristics, randomization and edge-disjointness. We evaluate a range of routing mechanisms, including traffic oblivious and traffic adaptive schemes, and identify an adaptive routing scheme with noticeably higher performance than others. 

The Dragonfly network has been deployed in the current generation supercomputers and will be used in the next generation supercomputers. The Universal Globally Adaptive Load-balance routing (UGAL) is the state-of-the-art routing scheme for Dragonfly. In this work, we show that the performance of the conventional UGAL can be further improved on many practical Dragonfly networks, especially the ones with a small number of groups, by customizing the paths used in UGAL for each topology. We develop a scheme to compute the custom sets of paths for each topology and compare the performance of our topology-custom UGAL routing (T-UGAL) with conventional UGAL. Our evaluation with different UGAL variations and different topologies demonstrates that by customizing the routes, T-UGAL offers significant improvements over UGAL on many practical Dragonfly networks in terms of both latency when the network is under low load and throughput when the network is under high load.