Research seminars

21 January: Shuchi Grover (Looking Glass Ventures)

Teaching with and about AI in K–12 education: A clear-eyed approach to navigating the road ahead

AI has a dual role in K–12 education: it can be used as a teaching tool (teaching with AI) and it necessitates the promotion of AI literacy (teaching about AI). 

Through these two themes, Shuchi Grover will look at how generative AI can be used in STEM and computer science (CS) classrooms to ethically support teaching and learning. She will also explore how foundational AI literacy and AI concepts can be integrated into CS curricula, to develop students' understanding of AI and machine learning as well as AI ethics. 

Through concrete examples and recently developed frameworks, this seminar aims to equip educators with practical insights to understand AI's impact on society and its role in the future of education.

Dr Shuchi Grover is the Director of AI and Education Research at Looking Glass Ventures in Austin, Texas. She is a computer scientist and learning scientist with over 20 years’ experience in PK–12 computing education in formal and informal settings. She has led several National Science Foundation-funded projects involving research & design of curriculum, assessments, tools, and environments that help develop 21st-century competencies in computing, data science, AI, and cybersecurity, as well as the integration of STEM, computer science, and data science. 

11 February: Franz Jetzinger (Technical University of Munich)

AI in K–12 education: Empowering teachers through professional development and evidence-based theories from classroom implementation

It's true — AI is everywhere! Consequently, AI-related competencies are gradually being integrated into computer science (CS) curricula across the globe. However, this raises two challenges: first, teachers are not adequately prepared for this topic, which requires both AI and pedagogical knowledge. Second, evidence-based theories on teaching and learning about AI in K–12 education are still lacking. Franz Jetzinger will address both issues in this talk. 

In the first part, Franz will present the implementation and evaluation of a scalable professional development (PD) programme that addresses relevant challenges such as limited resources, a large number of teachers to be trained, and the considerable heterogeneity of teachers’ backgrounds.

In the second part, he will share findings from an action research project investigating how teachers implement the topic in their classrooms and the difficulties teachers and students face, to provide a foundation for evidence-based advancements of teaching AI. 

Franz Jetzinger is a passionate high school teacher of computer science, physics, and music. He has authored several German CS textbooks, and conducted numerous workshops for teachers. Since 2021, he has been a member of the Computing Education Research Group at the Technical University of Munich and is actively working on improving computing education in the classroom. To this end, he designs professional development programmes to prepare CS teachers for effectively teaching about AI. His research focuses on evaluating these PD programmes and investigating the implementation of AI-related competencies in the CS classroom.

11 March: Lukas Höper and Carsten Schulte (Paderborn University)

Developing data awareness: Understanding and navigating the data-driven world

In our increasingly AI-powered world, there’s no question that we should teach students about data-driven technologies to empower them to understand these everyday technologies and to help them make informed and self-determined decisions about their everyday interactions with such technologies. However, the question remains as to what exactly students should learn and how we can support them in connecting the concepts they learn in class to their everyday lives. 

In this seminar, Lukas Höper and Carsten Schulte will present the Data Awareness Framework. This explanatory model of data-driven technologies and designed interventions for middle school students is a way for students to explore the role of data in such technologies and apply it to applications they use daily. 

Lukas and Carsten will introduce the framework, show how it can be implemented in middle schools, and briefly summarise interesting findings from their research on fostering students’ data awareness.

Lukas Höper is a PhD student in Computing Education Research at Paderborn University, Germany. His main research interest is empirical research on teaching and learning processes in K–12 computing education. In his dissertation, he develops and evaluates the data awareness framework. Since 2020, he has been working on data awareness and other topics related to AI and data science education in schools in the ProDaBi project.

Dr Carsten Schulte is a Professor for Computing Education Research at Paderborn University, Germany. His work and research interests are the philosophy of computing education, artificial intelligence in education, and empirical research on teaching and learning processes (including eye movement research). Since 2017, he has been working together with Didactics of Mathematics (Paderborn University) on the ProDaBi project, in which data science and artificial intelligence are prepared as teaching topics. He is also a part of the collaborative research centre ‘Constructing Explainability’ on explainable AI.

8 April: David Weintrop, Rotem Israel-Fishelson and Peter F. Moon (University of Maryland)

Situating high school data science in the lives of students

This seminar will introduce ‘API Can Code’, an interest-driven data science curriculum for high-school students. It will focus on strategies for integrating data science learning within students’ lived experiences and fostering authentic engagement. Drawing on insights from classroom implementations, the speakers will explore methods for designing contextually relevant and meaningful educational experiences in data science.

Dr David Weintrop is an Associate Professor and the Dean's Impact Professor in the Department of Teaching & Learning, Policy & Leadership in the College of Education with a joint appointment in the College of Information at the University of Maryland (UMD). His research focuses on the design, implementation, and evaluation of effective, engaging, and equitable computational learning experiences. His work lies at the intersection of design, computer science education, and the learning sciences. David holds a PhD in the Learning Sciences from Northwestern University and a B.S. in Computer Science from the University of Michigan.

Dr Rotem Israel-Fishelson is a postdoctoral researcher in the Department of Teaching & Learning, Policy & Leadership in the College of Education at the University of Maryland. Her research focuses on exploring ways to introduce learners to data science using engaging computational learning experiences. She is also interested in assessing computational thinking and creativity skills in game-based learning environments using learning analytics methods. Rotem holds a PhD in Science Education from Tel Aviv University, an M.Sc. in Media Technology from Linnaeus University, and a B.A. in Instructional Design from the Holon Institute of Technology.

Dr Peter F. Moon is a postdoctoral researcher at the University of Maryland. He graduated from UMD's PhD program in Mathematics Education in 2024. He has taught math, statistics, and computer science at Archbishop Curley High School in Baltimore while coaching swimming and he has taught courses in statistics for undergraduate middle grades pre-service teachers at UMD.

10 June: Jesús Moreno Leon (University of Seville)

How to measure AI literacy

In this seminar, Jesús Moreno-León will explore methods for measuring and evaluating artificial intelligence literacy. He will present an assessment instrument that has been successfully implemented in several research studies, involving thousands of primary and secondary education students across Spain, discussing both its strengths and limitations. 

Additionally, he will share recent progress in developing a new instrument influenced by the SEAME framework, which groups learning objectives and resources related to teaching AI and machine learning based on whether they focus on Social and Ethical aspects (SE), Applications (A), Models (M), or Engines (E — how AI works).

Jesús Moreno-León is a computer science researcher and professor at the University of Seville. His career spans diverse educational landscapes, including leadership roles at the Spanish Ministry of Education and pedagogic management of Fundación Telefónica's 42 Campus network across Spain. He is also co-director of Programamos, a non-profit organisation fostering computer science education from early ages that has won multiple awards.

14 October: Viktoriya Olari (Free University of Berlin)

More information to follow soon.