School of Education Professor Jennifer Pankowski, EdD, specializes in working with neurodivergent students, embracing the role of technology in supporting both students and teachers in the classroom. Seidenberg Clinical Assistant Professor Tom Schmidt, DSc, has devoted his career thinking about the interplay between education and information systems, and how technology can cultivate a better learning experience.
Working together on a potentially groundbreaking research project was destined to happen.
男女操逼视频软件淚 connected with Jennifer, and I男女操逼视频软件檝e so much enjoyed working her that it feels like we男女操逼视频软件檝e always been in touch,男女操逼视频软件 says Schmidt.
Both professors Pankowski and Schmidt have a strong interest in empowering neurodivergent students to reach their potential in the classroom. During the summer of 2024, Professor Schmidt continued his longstanding mentorship within this domain, serving as the faculty research advisor for then-Seidenberg student Ashley Peleg 男女操逼视频软件24; who based on her own experiences, sought to improve traditional teaching methods using XR technologies (virtual reality and augmented reality), so that teachers can better accommodate diverse learning styles in the classroom.
Fortuitously, this work aligned with a grant from the New York State Department of Education that Pankowski recently received. Entitled Enhancing Supports for Post Secondary Students with Disabilities, the grant focuses primarily on developing ways to help neurodivergent students have a better classroom learning experience男女操逼视频软件攚hile additionally assessing if these innovations will improve the learning experience for all students.
As Schmidt elaborates, 男女操逼视频软件淏y benefitting neurodivergent students, can we also further benefit everybody by the way we teach? This aligns very much with the research I男女操逼视频软件檝e published over the past eight years, the science of successful learning. How do we adapt our teaching to make sure everyone feels included in the lesson? Can embracing (neuro)diversity make a better university for everyone?男女操逼视频软件
How do we adapt our teaching to make sure everyone feels included in the lesson? Can embracing (neuro)diversity make a better university for everyone?男女操逼视频软件
For many years, Pankowski has been employing avatars in the classroom to simulate complex situations that teachers may encounter in the classroom. Ashley男女操逼视频软件檚 research provided a foundation from which to further explore this area.
男女操逼视频软件淭om knew I worked with neurodivergent students and knew I worked with avatars. He reached out,男女操逼视频软件 she says. 男女操逼视频软件淚 had still been working with the avatar technology software I男女操逼视频软件檇 long been using, but through another platform, Edstutia, there was a lot more opportunity for innovation. He had me do a demo. That got us into this wormhole of男女操逼视频软件攈ow do we really expand this thing?男女操逼视频软件
For Pankowski, a major focus of her practice is training her students to handle delicate and complex interpersonal situations with grace, poise, and expertise. Traditionally, this has been taught through case studies and role play simulations男女操逼视频软件攂oth of which Pankowski note are not ideal, since case studies lack an experiential component, and role play can be tinged with implicit bias given the participants are already familiar with one another.
With Ashley男女操逼视频软件檚 research and the Edstutia platform as a launching point, Pankowski thought男女操逼视频软件攚hat if, using this new technology, these simulations could be automated with artificial intelligence?
Thus, an idea was born. With direction from both Schmidt and Dan Buffone of Pace男女操逼视频软件檚 Learning Commons男女操逼视频软件攚ho is also employing this technology男女操逼视频软件攁 few students are now helping to program the AI of Edstutia to automate a phone call simulation. The premise? A teacher is required to deliver not-so-good-news about a student男女操逼视频软件nd must get the parent to come in for a parent-teacher conference before the parent hangs up the phone.
男女操逼视频软件淲e男女操逼视频软件檙e hoping by the start of the spring semester, our initial AI phone call will be ready to go,男女操逼视频软件 notes Pankowski. 男女操逼视频软件淭he goal is to get the parent (simulated by AI) to come in for a parent-teacher conference and not hang up the phone on you. If the AI-simulated parent hangs up the phone, the SOE student playing the role of the teacher will get a prompt to reach out to their professor, and then they男女操逼视频软件檒l do the phone call with me.男女操逼视频软件
For Pankowski, this automation accomplishes several objectives simultaneously. For one, it significantly cuts down on the administrative load for faculty members tasked with creating simulations and role play scenarios, enabling her to focus on the actual skill-building and development of her students.
男女操逼视频软件淚 have a class of 30 education students. To really work one-on-one with students, or to have time to debrief in class, having an AI component that automates much of the process is hugely helpful. That frees up my availability, and now we男女操逼视频软件檙e able to bring the report into the classroom and discuss.男女操逼视频软件
To really work one-on-one with students, or to have time to debrief in class, having an AI component that automates much of the process is hugely helpful. That frees up my availability, and now we男女操逼视频软件檙e able to bring the report into the classroom and discuss.
Additionally, having a programmed AI bot removes some of the potential bias from the equation. It also offers the potential to significantly improve the learning experience for neurodivergent students, as it provides impartial analysis in a way that a standard role play simulation cannot.
男女操逼视频软件淲hen we use this technology, we have a unique opportunity to be a fly on the wall男女操逼视频软件攖o give the feedback you男女操逼视频软件檒l never hear from a parent. This allows us to discuss something like hey, this pinged on the AI as something you shouldn男女操逼视频软件檛 say, so let男女操逼视频软件檚 have a conversation; what were you trying to convey? And then we can have a redo.男女操逼视频软件
The redo component, Pankowski explains, is central to the value-add of this new technology. It provides Pace students ways to continuously develop real-world skills within the classroom setting男女操逼视频软件攕imilar to the way a pilot in flight school builds their skills repeated simulations.
男女操逼视频软件淭he biggest benefit is that it男女操逼视频软件檚 giving that experiential component男女操逼视频软件攖he real-world application without the potential downfall of a real-world application,男女操逼视频软件 explains Pankowski. 男女操逼视频软件淚n the medical field, if you give someone bad advice, you don男女操逼视频软件檛 get a redo. In education, if you have a bad interaction with a parent, you don男女操逼视频软件檛 get a redo. What this does for students is allows them, like in gaming, to restart and get a do-over.男女操逼视频软件
In the medical field, if you give someone bad advice, you don男女操逼视频软件檛 get a redo. In education, if you have a bad interaction with a parent, you don男女操逼视频软件檛 get a redo. What this does for students is allows them, like in gaming, to restart and get a do-over.
As Pankowski and Schmidt look to further implement and expand this work, they hope to potentially be able to apply it other fields in which complex interpersonal interactions take place, such as within medicine or psychology.
As Pace is a leader in this field男女操逼视频软件擯ankowski has noted that educators from Stanford, Michigan, Vanderbilt, Miami-Dade Schools, and as far as Israel have reached out to discuss this work男女操逼视频软件攖he potential for continued expansion and success can not only elevate the impactful work of our faculty and students, but make a difference in the lives of all students.
男女操逼视频软件淣o one is really looking at being a practitioner in this regard男女操逼视频软件攚e think about it for astronauts, racecar drivers, pilots. We don男女操逼视频软件檛 think about this for doctors, educators, psychologists, but they can benefit from this repeated simulation. That男女操逼视频软件檚 what we男女操逼视频软件檙e hoping to give, this Pace difference.男女操逼视频软件
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