Chapter 4: Learning reason, explain, and justify. For students who are learning English, customized and adaptive support for improving language skills while learning curricular content is clearly important. Developing self-regulation skills is also important. A modern vision of learning is not individualistic; it recognizes that students learn in groups and communities too. 3. From neurotypical to neurodiverse learners. AI models could help in including neurodiverse learners (students who access, process, and interact with the world in less common ways than “neurotypical” students) who could benefit from different learning paths and from forms of display and input that fit their strengths. Constituents want AI models that can support learning for neurodiverse learners and learners with disabilities. Thus, they want AI models that can work with multiple paths to learning and multiple modalities of interaction. Such models should be tested for efficacy, to guard against the possibility that some students could be assigned a “personalized” but inadequate learning resource. In addition, some systems for neurodiverse students are presently underutilized, so designs that support intended use will also be important. 4. From fixed tasks to active, open, and creative tasks. As mentioned above, AI models are historically better at closed tasks like solving a math problem or logical tasks like playing a game. In terms of life-wide and lifelong opportunities, we value learning how to succeed at openended and creative tasks that require extended engagement from the learner, and these are often not purely mathematical or logical. We want students to learn to P a g e | 35
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