Embedded Files
Tuesday, 4.30pm - 5.30pm
Tuesday, 4.30pm - 5.30pm
Room: D102, Design workshop
Room: D102, Design workshop
Rachel Brennan, Todd Shimoda
Thinkertools
Thinkertools: free knowledge building tools at teachers’ fingertips
In this internet-reliant world, employing technology to advance students’ learning is often an important feature of a teacher’s curriculum, however, incorporating different types of approaches can be overwhelming for both students and teachers. Thinkertools, a non-profit organization, provides an online educational website with two active user-friendly ‘tools’ to assist with technology-based learning. The goals of the tools, Quipx and Web of Inquiry, are to help structure students' online learning and to facilitate their development of research skills, discussion etiquette, and collaboration. The Thinkertools website also includes a subsite that allows teachers to create a virtual classroom to be able integrate the technology into their lesson plans quickly. The tools, Quipx and Web of Inquiry, offer two complementary approaches to learning. Quipx is a discussion-based activity around a specific question that leads a team of students through stages of discussion, reflection, improvement, and final review, while Web of Inquiry is a personalized game-based approach around a research question. The games are designed to be flexible templates to allow inquiry around a type of research question, to personalize objectives and goals for research, and to optimize discussions with fellow teammates about the results of their research. The team members take turns to complete the game to solve their inquiry. This game builds the necessary personal and team-based skills to do complex research projects quickly and effectively. For teachers, these tools are easily included in the curriculum as they have full control over how their students interact with the game; they can create teams and assign different discussion or research questions, see the tool's history, and also have the option to help moderate their students' work. Additionally, there is a shared lesson plan bank, example questions from subjects, and soon to be hundreds of open games to take inspiration from. Thinkertools is dedicated to helping teachers help their students. We are designing user-friendly education technology that can be incorporated in a student personalized manner into K-12 curricula to improve the soft skills and technical capabilities of the next generation of learners.
Room: D201, Design workshop
Room: D201, Design workshop
Pilar Quezzaire
International Baccalaureate
Toying with teaching: representing practice in text, images and physical manipulatives
International Baccalaureate provides curriculum and professional learning to teachers in over 150 countries and supports at least 12 languages. Educators in IB programmes have indicated that the organization’s curriculum documentation is complex and at times difficult to implement, especially in schools with limited resources for professional learning. An effort to reimagine the IB’s content is underway and includes research and development to produce more accessible content across modalities.
Multimodal learning has been proven to be effective to teach complex concepts, processes and procedures. For example, combinations of virtual and physical objects are used with younger learners to introduce programming and algorithmic thinking (Evripidou, et al 2021) and tangible user interfaces (TUIs) are frequently used in adult learning in numerous disciplines (Li et al 2022). The IB has developed and is testing a specific approach that uses combinations of simple text explanations, images and physical manipulatives to reinforce professional learning. The resulting experience for teachers is intended to make IB pedagogy more accessible, but also more engaging, teaching some frameworks and processes using text, images and manipulatives that evoke concepts and processes. Some inspiration for the manipulatives derives from design methodologies for teaching the visually impaired (Phutane, et al 2022) in keeping with the IB’s stance on inclusion.
Two projects are presented in the workshop:
1) A card-based activity to help teachers engage with IB expectations for classroom teaching and curriculum development, based on Programme standards and practices, the IB’s documentation for authorizing schools. 2) Two physical manipulatives used to help teachers understand the unit planning process in the IB curriculum.
Participants in the workshop will be able to play with the physical manipulatives, combine them with images and text, and comment on their effectiveness in conveying the concepts and processes they represent.
Multimodal learning has been proven to be effective to teach complex concepts, processes and procedures. For example, combinations of virtual and physical objects are used with younger learners to introduce programming and algorithmic thinking (Evripidou, et al 2021) and tangible user interfaces (TUIs) are frequently used in adult learning in numerous disciplines (Li et al 2022). The IB has developed and is testing a specific approach that uses combinations of simple text explanations, images and physical manipulatives to reinforce professional learning. The resulting experience for teachers is intended to make IB pedagogy more accessible, but also more engaging, teaching some frameworks and processes using text, images and manipulatives that evoke concepts and processes. Some inspiration for the manipulatives derives from design methodologies for teaching the visually impaired (Phutane, et al 2022) in keeping with the IB’s stance on inclusion.
Two projects are presented in the workshop:
1) A card-based activity to help teachers engage with IB expectations for classroom teaching and curriculum development, based on Programme standards and practices, the IB’s documentation for authorizing schools. 2) Two physical manipulatives used to help teachers understand the unit planning process in the IB curriculum.
Participants in the workshop will be able to play with the physical manipulatives, combine them with images and text, and comment on their effectiveness in conveying the concepts and processes they represent.
Anna Dailey, Leslie Dietiker
Boston University, Boston University
Designing for Inquiry with AI
Participants will learn about AI’s potential as a lesson-planning tool as they explore prompting strategies and critique the results. Participants will leave with an understanding of the limitations and affordances of tools such as ChatGPT, as well as frameworks for evaluating lessons created by AI.
The workshop will begin with a discussion of the goals of using AI for lesson planning. Presenters will share an example of a lesson created by ChatGPT (“Plan a geometry lesson on midpoints”). Participants will critique the lesson in groups, noting both strengths and weaknesses. We will co-construct a list of desirable qualities of math lessons.
Next, presenters will share prompts and strategies from their own design work with the tool and will generate a new version of the lesson. Participants will be invited to analyze this version’s alignment with the previously constructed qualities. Participants will have the opportunity to generate lessons using ChatGPT, informed by what they’ve learned. Lesson topics can come from their own disciplines and contexts.
To close, participants will discuss remaining critiques of ChatGPT’s lesson output, concerns about AI, and how participants envision using ChatGPT in design.
The presenters will focus on content from secondary mathematics, but participants will be encouraged to explore using ChatGPT for content from their own disciplines and contexts.
The workshop will begin with a discussion of the goals of using AI for lesson planning. Presenters will share an example of a lesson created by ChatGPT (“Plan a geometry lesson on midpoints”). Participants will critique the lesson in groups, noting both strengths and weaknesses. We will co-construct a list of desirable qualities of math lessons.
Next, presenters will share prompts and strategies from their own design work with the tool and will generate a new version of the lesson. Participants will be invited to analyze this version’s alignment with the previously constructed qualities. Participants will have the opportunity to generate lessons using ChatGPT, informed by what they’ve learned. Lesson topics can come from their own disciplines and contexts.
To close, participants will discuss remaining critiques of ChatGPT’s lesson output, concerns about AI, and how participants envision using ChatGPT in design.
The presenters will focus on content from secondary mathematics, but participants will be encouraged to explore using ChatGPT for content from their own disciplines and contexts.
Room: D202, Design workshop
Room: D202, Design workshop
David C. Webb
University of Colorado Boulder
Designing Tasks to Support Active Learning in the Undergraduate Calculus Sequence
Studies on undergraduate mathematics education show that when students engage in peer communication and reasoning with meaningful tasks, there is a significant improvement in their engagement and persistence in undergraduate mathematics, esp. the calculus sequence (Freeman et al, 2014; Laursen et al, 2014; Rasmussen & Laursen, 2019). However, postsecondary mathematics instructors often face difficulties adopting active learning strategies since these AL instructional practices often demand additional planning time with limited opportunities for professional learning. This session showcases design features of tasks with low instructional overhead— i.e., tasks requiring minimal additional planning time yet elicit student interaction and reasoning opportunities.
Drawing inspiration from Malcolm Swan’s work, as well as research on undergraduate mathematics education, design principles will be exemplified, including the use of multiple representations, the organization of related prompts around core conceptual ideas, and a focus on anticipating and using student thinking to guide discussion. This session will also include engaging with select tasks that were co-designed through iterative cycles of design, classroom testing, and refinement. Many of these tasks are publicly available through the Boulder-Omaha Active Learning Alliance (https://math.colorado.edu/activecalc/), which includes ready-to-use activities organized around common topics in the undergraduate calculus sequence.
Discussion will also focus on how these design principles can be adapted for use in a variety of secondary and tertiary mathematics contexts beyond calculus. This session should be of interest to university instructors, curriculum designers, and researchers seeking practical, research-informed strategies to enhance student learning and engagement while addressing the realities of instructional time and planning constraints.
Drawing inspiration from Malcolm Swan’s work, as well as research on undergraduate mathematics education, design principles will be exemplified, including the use of multiple representations, the organization of related prompts around core conceptual ideas, and a focus on anticipating and using student thinking to guide discussion. This session will also include engaging with select tasks that were co-designed through iterative cycles of design, classroom testing, and refinement. Many of these tasks are publicly available through the Boulder-Omaha Active Learning Alliance (https://math.colorado.edu/activecalc/), which includes ready-to-use activities organized around common topics in the undergraduate calculus sequence.
Discussion will also focus on how these design principles can be adapted for use in a variety of secondary and tertiary mathematics contexts beyond calculus. This session should be of interest to university instructors, curriculum designers, and researchers seeking practical, research-informed strategies to enhance student learning and engagement while addressing the realities of instructional time and planning constraints.
Room: D301, Paper presentations
Room: D301, Paper presentations
Ó Murchú, D., Milopoulos, G., Coakley, P., Hand-Campbell, T., and Rayfus, J.
Drumcondra Education Centre. Ellinogermaniki Agogi Greece. Dublin West Education Centre. THC Consult Ireland. Merlyn Mind, Ireland/USA.
Expansive Design Across Borders: AI-Powered Education and Organisational Psychology to Cultivate the Joy of Learning Among Migrant and Minority Communities in Ireland
This paper examines the transformative potential of AI-enhanced educational tools in fostering inclusive learning environments for migrant and minority students. Drawing upon empirical data from the AI4EDU initiative in Ireland, we analyse how AI-powered platforms—TeacherMate and StudyBuddy—have supported and are continuing to support Ukrainian refugees, African migrants, and Roma/Traveller communities in overcoming educational barriers. We also highlight the crucial role of organisational psychology in shaping supportive institutional cultures and effective team dynamics, enhancing both the design and sustainable implementation of AI solutions.
Our findings reveal a paradigm shift in educational design, challenging traditional notions of classroom boundaries. We demonstrate how culturally responsive AI(4EDU) tools, when implemented effectively, can mitigate educational disparities by providing personalised learning pathways that honour students’ diverse cultural and linguistic backgrounds while maintaining high academic standards.
This research aligns with the UNESCO AI Competencies framework and the EU AI Act (Articles 4 & 5), ensuring AI adoption remains ethical, transparent, and in compliance with global governance standards. By focusing on student agency, cultural pride, and engagement, the study showcases AI’s potential to cultivate joy in learning while maintaining rigorous academic expectations.
Our findings reveal a paradigm shift in educational design, challenging traditional notions of classroom boundaries. We demonstrate how culturally responsive AI(4EDU) tools, when implemented effectively, can mitigate educational disparities by providing personalised learning pathways that honour students’ diverse cultural and linguistic backgrounds while maintaining high academic standards.
This research aligns with the UNESCO AI Competencies framework and the EU AI Act (Articles 4 & 5), ensuring AI adoption remains ethical, transparent, and in compliance with global governance standards. By focusing on student agency, cultural pride, and engagement, the study showcases AI’s potential to cultivate joy in learning while maintaining rigorous academic expectations.
De Van Vo; Geraldine Mooney Simmie
EPI•STEM - The National Centre for STEM Education, School of Education, University of Limerick
Design Interactive Simulation Tasks for Enhancing Scientific Inquiry of Post-Primary Students in Ireland
Inquiry-based learning has been increasingly incorporated into science curricula in many countries. However, effectively teaching and assessing students’ scientific inquiry skills remains a challenge. Interactive simulations hold significant potential to engage young learners, spark their interest in science, and simultaneously support a data-driven approach to evaluating scientific inquiry abilities.Our study combined user-centred development guidelines with psychometric standards to develop simulation-based tasks in Junior Cycle Physics in Ireland. This paper will discuss the initial stages of the process, focusing on establishing a simulation framework and designing interactive simulations.Scientific inquiry is defined as the methods by which scientists investigate the natural world and propose explanations based on evidence derived from their work. In the literature, there is variation among the frameworks used to assess scientific inquiry. However, four core categories are commonly identified: hypothesis formation (formulating predictions or hypotheses, posing questions), experimental design (designing experiments), data collection (manipulating independent variables, measuring dependent variables, controlling confounding variables), and data interpretation (interpreting data, describing findings, and drawing reasonable conclusions) (Vo & Simmie, 2024).We apply the microworld models (microFIN and microDYN) as psychometric frameworks to design the simulation tasks. The simulations were developed in a web-based application. This paper illustrates two of our proposed simulation packages, called Trolley Motion and Climate Change.The Trolley Motion provides an interactive simulation for exploring the characteristics of motion through graphical representations of a trolley's motion on inclined and horizontal planes. The simulation allows users to investigate how factors such as slope, mass, and surface conditions influence motion. Users can adjust variables, including the number of blocks (slope), the trolley's mass, and the surface friction by varying the amount of grass on the horizontal plane. The Climate Change offers an interactive simulation to visualise the impact of human activities - carbon emissions, deforestation, and renewable energy- on global warming. Key features include dynamic visualisations of the impact of carbon emissions, deforestation, and renewable energy use. Users can adjust these variables and play the simulation to observe the effects of changes on global warming. The simulation packages are expected as resources for pedagogical innovation and formative assessment in relation to science inquiry.
Marie Joubert and Geoff Wake
University of Nottingham
Designing for a professional development behaviours in a randomised controlled trial
The University of Nottingham’s Mastering Maths team ran two randomised controlled trials (RCTs), one in 2021-22 and the second in 2024-25. In both trials, teachers in the treatment (or intervention) group used ‘mastering maths’ pedagogic approaches with classes of students who had previously performed poorly in mathematics. They also took part in lesson study cluster meetings in which they explored the ‘mastering maths’ approach in some detail. The lesson study cluster meetings were run by a team of expert ‘Lead Teachers’; in the second trial these Lead Teachers were at arms’ length from the University and they were fully responsible for running the trial.Within the mathematics classroom and professional development contexts described above, it is clearly impossible for the RCT design to provide exactly the same ‘treatment’ for the treatment group. However, it may be possible to design for overarching similar behaviours. In this presentation we consider in some detail the materials we designed for the Lead Teachers and, in particular, we focus on the framework of Lead Teacher behaviours we wanted to promote and the framework of trial teacher behaviours we wanted the Lead Teachers to promote.
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