Join us at our free online research seminars
The Raspberry Pi Foundation hosts regular online seminars focusing on current computing education research topics. Featuring presentations from researchers from around the world, the seminars provide the opportunity to hear about some of the latest work in the field of computing education research, make connections with fellow researchers, and take part in discussions.
All researchers, academics, educators, and students with an interest in computing education research are welcome!
Dates and format
The seminars take place on the first Tuesday each month at 17:00–18:30 GMT / 12:00–13:30 EST / 9:00–10:30 PST / 18:00–19:30 CET.
The focus of our seminars are on computing education research in school/with young people. We aim to present recent and relevant academic research through our line-up of speakers, who are all currently actively researching in the field. We hope you find their insights useful, and can take something away from each presentation for your own practice, study or research.
We’re also keen to encourage discussion where everyone’s views are welcome and listened to. We do this through breaking into small groups and sharing perspectives on the presentation. We hope that through these talks, we can build up a community of participants who will get to know others with similar interests — a bit like a very slow conference! Thus we really look forward to your participation and getting to know you.
We are delighted that starting this autumn, we are hosting seven free seminars on the topic of AI, machine learning, and data science education, in partnership with The Alan Turing Institute. In November we are also hosting a panel session on the topic of AI.
|7 Dec 2021
||What is it about AI that makes it useful for teachers and learners?||Rose Luckin (University College London)|
|11 Jan 2022
||Teaching Artificial Intelligence in K-12||Dave Touretzky (Carnegie Mellon University, AI4K12 Initiative) and Fred Martin (University of Massachusetts Lowell, AI4K12 Initiative)|
|1 Feb 2022
||Teaching youth to use AI to tackle the sustainable development goals||Tara Chklovski (Technovation)|
|1 Mar 2022
||Democratizing AI education with and for families||Stefania Druga (University of Washington)|
What is it about AI that makes it useful for teachers and learners? (7 Dec 2021)
Rose Luckin (University College London)
There are many ways in which AI can be used to support the teaching and learning process. For example, adaptive tutors and tutoring platforms help deliver one-to-one tutoring in particular subjects, and across the curriculum, voice-activated interfaces allow people to interact without needing to use a keyboard, and recommender systems help teachers to find the most suitable resources for their students quickly and effectively. However, for teachers to know exactly how to use AI with a group of students and for students to know how best to use AI to meet their requirements, they all need to understand something about AI. For this reason we have developed the concept of AI Readiness as a framework to support our conversations with teachers about AI and to underpin a training course aimed at providing teachers and students with a contextualised course about AI, specifically designed for people within education and training. The aim is that the course will help increase confidence within teachers and learners and enable them to make better decisions about the way they apply AI in their practice.
In this talk, I will discuss some examples of the work that we have done with educational organisations using the AI readiness framework and I will explain the structure of the AI Readiness course we have developed. In the process, I will explain what it is about AI that makes it useful in education and how to know if the AI you are looking at or interacting with is likely to be useful to you.
Rosemary (Rose) Luckin is Professor of Learner Centred Design at UCL Knowledge Lab. She was named one of the 20 most influential people in education in the Seldon List, 2017. Rose is Founder of EDUCATE Ventures Research Ltd., a London hub for start-ups, researchers and educators developing evidence-based educational technology. She is past president and current treasurer of the International Society for AI in Education and co-founder of the Institute for Ethical AI in Education. Rose’s 2018 book, Machine Learning and Human Intelligence: The Future of Education for the 21st Century describes how AI supports teaching and learning. Prior to joining Knowledge Lab in 2006, Rose was Pro-Vice Chancellor for Teaching and Learning at the University of Sussex
Teaching Artificial Intelligence in K-12 (11 Jan 2022)
Dave Touretzky (Carnegie Mellon University, AI4K12 Initiative) and Fred Martin (University of Massachusetts Lowell, AI4K12 Initiative)
What should K-12 students know about artificial intelligence, and what should they be able to do with it? The AI4K12 Initiative (AI4K12.org) is a joint project of the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA), with funding from the US National Science Foundation. AI4K21.org is developing national guidelines for teaching AI in K-12. Our work began with the release of a list of “Five Big Ideas in AI”, described in a poster that is now available in 15 languages. The guidelines themselves are organized as a series of progression charts, one for each big idea, covering four grade bands: K-2, 3-5, 6-8, and 9-12.
In this talk, we describe some of the key insights into AI that we hope children will acquire, and how we see K-12 AI education evolving over the next few years.
David S. Touretzky is a Research Professor in the Computer Science Department and the Neuroscience Institute at Carnegie Mellon University. He is also the founder and chair of the AI4K12 Initiative (AI4K12.org). Dr. Touretzky’s 40 year research career spans work in knowledge representation, artificial neural networks, computational neuroscience, autonomous mobile robots, and computer science education. He is a Senior Member of Association for the Advancement of Artificial Intelligence, a Fellow of the American Association for the Advancement of Science, and was named a Distinguished Scientist by the Association for Computing Machinery.
Dr. Fred Martin is professor of Computer Science and associate dean for Teaching, Learning, and Undergraduate Studies for the Kennedy College of Sciences at the University of Massachusetts Lowell. Martin’s research group, the Engaging Computing Group, develops and studies novel computational design environments for learners, empowering them to create meaningful, personally satisfying projects.
Martin is presently co-leading an NSF-funded researcher-practitioner partnership, “CS Pathways RPP: A District Ownership-based Approach to Middle School Computer Science” with SUNY Albany and three urban school districts (two in Massachusetts, and one in New York State).
Martin is a past chair of the Computer Science Teachers Association (CSTA), served on Massachusetts’ Digital Literacy and Computer Science Standards Panel, and was a founding member of the AI4K12 Initiative’s steering committee.
Teaching youth to use AI to tackle the sustainable development goals (1 Feb 2022)
Tara Chklovski (Technovation)
Tara Chklovski is CEO of Technovation, a nonprofit that has empowered 300,000 participants from underserved communities in 100+ countries to tackle local problems using cutting-edge technologies (mobile and AI). She has been featured in the award-winning documentary Codegirl, and named “the pioneer empowering the incredible tech girls of the future” by Forbes. She has led the Global Online Education Taskforce to address education needs during COVID, the 2019 education track at the UN’s AI for Good Global Summit, presented at the International Joint Conference on AI, and the Global Partnership on AI for Humanity convened by the French Government.
Democratizing AI education with and for families (1 Mar 2022)
Stefania Druga (University of Washington)
Children are now growing up with AI and we are slowly transitioning from a digital generation to an AI generation. From 2017 until now I conducted research to explore how children interact with and make sense of the growing collection of “smart” inter-connected playthings in the world around them. Our findings uncovered how children, as they play with these new devices, develop new ways of thinking about intelligence, emotion, and social interaction. We also proposed guidelines and curriculum for teachers and parents to best support youth to develop a critical understanding of algorithmic bias and demystify AI capabilities. In this seminar, I will present findings from the most recent international studies we conducted and present also our open-source education tools such as Cognimates and curriculum.
Stefania Druga is currently a third-year Ph.D. candidate at the University of Washington Information School. Her research focuses on AI Literacy and the design of new computing platforms for children and parents. She also enjoys designing and building future smart toys and games. She is a Weizenbaum Research Fellow and awardee of the Jacobs Foundation Grant. She was previously a LEGO Papert Fellow during her time as a master’s student at MIT researching with Professor Mitch Resnick and the Scratch team. For more information, please have a look at her projects, papers, or resume.