NSF Human-Technology Interface Series Pathways to Products for Lifelong Learning Workshop #2

As we take steps towards recovery from COVID 19, we, as a society, must grapple with the aftermath in terms of learning loss, job loss, and continuing economic uncertainty as we work towards envisioning the future of education, both for K12 and adult learning.  This workshop convenes experts and stakeholders in all elements of learning at the human-technology interface (HTI) to address topics related to re-envisioning education in the wake of COVID 19.  The workshop encompasses concerns related to personalization, contextualization, and equity as they relate to this broad theme.

In the wake of the emergency shift to online learning, we are more keenly aware of the need to make strategic decisions about which technologies will best meet the needs of students. Success stories have been published regarding technologies purporting to offer learning experiences to students that are cognitively and emotionally engaging. Nevertheless, results in practice vary depending upon how the technologies are integrated with specific curricula and classroom practices.  Furthermore, with a particular focus on the issue of social isolation in online learning, we must consider learning as it has been contextualized in the lived experiences of educators and students through COVID 19. Finally, issues regarding equitable access to high quality educational experiences have become more pronounced in the wake of COVID 19. We must consider equity concerns raised when intelligent technologies are introduced into the classroom, whether in-person, virtual or in hybrid contexts, and across K-16 and beyond learning contexts. Introduction of advanced technologies open up the possibility of biases and inequities being introduced if care is not taken in considering (a) how developers construct those technologies, (b) when and how equity, diversity, inclusion, and access are considerations in design, refinement, or use testing and implementation. Processes of translation from research to practice have been forged through past efforts, but these pathways that have been effective at meeting real needs in earlier times may need to be reconsidered in light of the realities we have seen during COVID lockdown and beyond.