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Schmidt, A. ; Väänänen, K. ; Goyal, T. ; Kristensson, P. O. ; Peters, A. ; Mueller, S. ; Williamson, J. R. ; Wilson, M. L. (Ed.)Enabling students to dynamically transition between individual and collaborative learning activities has great potential to support better learning. We explore how technology can support teachers in orchestrating dynamic transitions during class. Working with five teachers and 199 students over 22 class sessions, we conducted classroom-based prototyping of a co-orchestration technology ecosystem that supports the dynamic pairing of students working with intelligent tutoring systems. Using mixed-methods data analysis, we study the resulting observed classroom dynamics, and how teachers and students perceived and experienced dynamic transitions as supported by our technology. We discover a potential tension between teachers’ and students’ preferred level of control: students prefer more control over the dynamic transitions that teachers are hesitant to grant. Our study reveals design implications and challenges for future human-AI co-orchestration in classroom use, bringing us closer to realizing the vision of highly-personalized smart classrooms that can address the unique needs of each student.more » « less
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Abstract Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and how teachers' voices might be included to inform design decisions. The goal of our article is twofold. First, we describe a secondary analysis of our co‐design process comprising six design methods to understand how teachers conceptualise sharing control with an AI co‐orchestration tool, called
Pair‐Up . We worked with 76 middle school math teachers, each taking part in one to three methods, to create a co‐orchestration tool that supports dynamic combinations of individual and collaborative learning using two AI‐based tutoring systems. We leveraged qualitative content analysis to examine teachers' views about sharing control withPair‐Up , and we describe high‐level insights about the human‐AI interaction, including control, trust, responsibility, efficiency, and accuracy. Secondly, we use our results as an example showcasing how human‐centred learning analytics can be applied to the design of human‐AI technologies and share reflections for human‐AI technology designers regarding the methods that might be fruitful to elicit teacher feedback and ideas. Our findings illustrate the design of a novel co‐orchestration tool to facilitate the transitions between individual and collaborative learning and highlight considerations and reflections for designers of similar systems.Practitioner notes What is already known about this topic:
Artificial Intelligence (AI) can help teachers facilitate complex classroom activities, such as having students move between individual and collaborative learning in unplanned ways.
Designers should use human‐centred design approaches to give teachers a voice in deciding what AI might do in the classroom and if or how they want to share control with it.
What this paper adds:
Presents teacher views about how they want to share control with AI to support students moving between individual and collaborative learning.
Describes how we adapted six design methods to design AI features.
Illustrates a complete, iterative process to create human‐AI interactions to support teachers as they facilitate students moving from individual to collaborative learning.
Implications for practice:
We share five implications for designers that teachers highlighted as necessary when designing AI‐features, including control, trust, responsibility, efficiency and accuracy.
Our work also includes a reflection on our design process and implications for future design processes.
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AI-based educational technologies may be most welcome in classrooms when they align with teachers' goals, preferences, and instructional practices. Teachers, however, have scarce time to make such customizations themselves. How might the crowd be leveraged to help time-strapped teachers? Crowdsourcing pipelines have traditionally focused on content generation. It is an open question how a pipeline might be designed so the crowd can succeed in a revision/customization task. In this paper, we explore an initial version of a teacher-guided crowdsourcing pipeline designed to improve the adaptive math hints of an AI-based tutoring system so they fit teachers' preferences, while requiring minimal expert guidance. In two experiments involving 144 math teachers and 481 crowdworkers, we found that such an expert-guided revision pipeline could save experts' time and produce better crowd-revised hints (in terms of teacher satisfaction) than two comparison conditions. The revised hints however, did not improve on the existing hints in the AI tutor, which were carefully-written but still have room for improvement and customization. Further analysis revealed that the main challenge for crowdworkers may lie in understanding teachers' brief written comments and implementing them in the form of effective edits, without introducing new problems. We also found that teachers preferred their own revisions over other sources of hints, and exhibited varying preferences for hints. Overall, the results confirm that there is a clear need for customizing hints to individual teachers' preferences. They also highlight the need for more elaborate scaffolds so the crowd can have specific knowledge of the requirements that teachers have for hints. The study represents a first exploration in the literature of how to support crowds with minimal expert guidance in revising and customizing instructional materials.more » « less
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null (Ed.)A convenient method based on deep neural networks and an evolutionary algorithm is proposed for the inverse design of FinFET SRAM cells. Inverse design helps designers who have less device physics knowledge obtain cell configurations that provide the desired performance metrics under selected wearout conditions, such as a set specific stress time and use scenario that creates a specific activity level (duty cycle and transition rate). The cell configurations being considered consists of various process parameters, such as gate length and fin height, in the presence of variations due to process and wearout. The front-end mechanisms related to wearout include negative bias temperature instability (NBTI), hot carrier injection (HCI), and random telegraph noise (RTN). The process of inverse design is achieved quickly and at good accuracy.more » « less
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Because data from a variety of wearout mechanisms is confounded in circuits, we apply machine learning techniques to detect the parameters of competing failure mechanisms in ring oscillators, which more closely mimic circuit behavior than test structures. This is the first known application using data analysis to distinguish competing wearout mechanisms in circuit-level data. To quickly and efficiently analyze failure data, we propose to use maximum likelihood estimation to separately determine the parameters of each underlying distribution by only observing the time-to-failure of samples. The quasi-Newton methodmore » « less
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Advanced FinFET SRAMs undergo reliability degradation due to various front-end and back-end wearout mechanisms. The design of reliable SRAMs benefits from accurate wearout models that are calibrated by accelerated test. With respect to testing, the accelerated conditions which can help separate the dominant wearout mechanisms related to circuit failure is crucial for model calibration and reliability prediction. In this paper, the estimation of optimal accelerated test regions for a 14nm FinFET SRAM under various wearout mechanisms is presented. The dominant regions for specific mechanisms are compared and analyzed for effective testing. It is observed that for our SRAM example circuit only bias temperature instability (BTI) and middle-of-line time-dependent dielectric breakdown (MTDDB) have test regions where their failures can be isolated, while the other mechanisms can’t be extracted individually due to acceptable regions’ overlap. Meanwhile, the SRAM cell activity distribution has a small influence on test regions and selectivity.more » « less