Chapter 7: Research and Development adaptive algorithm that works on one educational platform, it often remains hard to apply to additional platforms; research can be too detailed as well. The research community is also thinking about new partnerships that could bring more data and more diverse perspectives to the table, the topic of the next section. Focusing on the long tail of learner variability is particularly important to addressing a long- standing key research question: “Do new AI-enhanced approaches work to improve learning, and for whom and under what conditions?” 7.3. Partnership in Design-Based Research Of course, teachers must be included in rethinking their own professional development. This thought leads to another priority aspect of context: partnership in design-based research. With regard to inclusive design, attendees in our listening sessions brought up a variety of co-design and other participatory processes and goals that can be used in R&D. By co-design, they mean sharing power with nonresearchers and non-developers through all the phases of design and development, which would result in more influence by teachers, students, and other constituents in the shape of AIenabled edtech. The shift toward co-design was palpable throughout our listening sessions, but as researchers and developers have not standardized on one particular co- design method, we share some representative examples. ● Youth can powerfully participate in design when researcher methods include participant co-design. Such research can investigate how to improve edtech while educating students. A listening session attendee asked about developing 78 | P a g e
89 Publizr Home