{"success":true,"data":[{"ID":1190,"Class":"Conversation","Created":1697922858,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Balancing Tradition and Technology: The Dilemma of Knowledge Constitution in AI-Assisted Writing","Handle":"balancing_tradition_and_technology--the_dilemma_of_knowledge_constitution_in_ai-assisted_writing","ShortDescription":"In this conversation, we will discuss the process of knowledge constitution in tradition and AI-driven writing practices. Drawing on Writing to Learn research, I will explore how human beings develop new knowledge and insight through first and second learning processes in the writing process. First, writers learn through memory work and data retrieval. Second, writers learn through sentence and paragraph creation. Thus, if our students turn over increasing amounts of sentence and paragraph generation to AI, they run the risk of missing out on key opportunities to learn. And yet, we cannot hide from AI. Know this fact, we can begin to develop a more \"conscious\" method of use.","Description":"Here are the major findings of my research to date:\r\n\r\nMore traditional modes of writing will always coexist with AI-infused modes of expression to the extent that users will still need to fill in prompts with original text or use original text as the basis for AI generative process. In these contexts, writers will need to evaluate proportionality of generative AI use in light of the nature of specific tasks, genres, functions, and purposes.\r\n\r\nWhat kinds of writing tasks can be turned over to generative AI processes? What kinds of writing need more human supervision or need to be written in an entirely unassisted way?\r\n\r\nThe difficulty of the matter is that we probably will not be able to know ahead of time in an a priori or axiomatic sense which writing tasks will be truly knowledge-constituting and which will not be. Even the most perfunctory piece of writing under the right conditions has the possibility of yielding a dramatic insight if not from a field-changing perspective, then at the very least from an internal psychological perspective. Except perhaps\u2026   We all can fill in that blank.\r\n\r\nCertainly, the solution here is not to hide from generative AI or avoid using it as a writing tool. Instead, what I suggest is that we think very carefully about what might be lost and what might be gained by using AI in particular cases.\r\n\r\nWhat proportion of our work do we want to turn over to AI? (Here, the questions of volition and choice are critical.) What proportion do we want to retain? Where in the writing process do we feel like we generate the most original thoughts or creative insights? What steps do we need to create a writing practice that is knowledge-constituting?","Link":["https:\/\/nickpotkalitsky.substack.com\/"],"Audience":["All School Levels"],"Practice":"I will design a learning experience that asks participants to use writing as a process of knowledge constitution. \r\n\r\nParticipants will engage in both traditional and AI-infused writing processes around a challenge or problem.\r\n\r\nParticipants will qualitatively evaluate their experiences as more or less knowledge constituting. \r\n\r\nI am anticipating that those involved in AI-infused writing will learn a lot, but the knowledge building will primarily focus on skills and competencies related to working with the medium in question (AI).\r\n\r\nBut I am very much excited to have my own hypothesis disproven.","Presenter":["Nick Potkalitsky"],"PresenterAffiliation":["The Miami Valley School"],"PresenterEmail":["nicolas.potkalitsky@mvschool.com"],"ScheduleSlotID":160,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":"Nick Potkalitsky, Ph.D.\r\nNick\u2019s dedication as an educator and researcher is directed towards the continuous enhancement of research methodologies, instructional techniques, and assessment systems in areas spanning language arts, history, media studies, and digital humanities.\r\n\r\nPresently, Nick holds the position of a high school language arts teacher at a small independent school in Ohio, where he actively contributes to the school's endeavors in crafting an AI-responsive curriculum and policy. In his prior roles, he has been actively involved in teaching and curriculum development across various educational levels, private and public, ranging from middle school to college and graduate school settings. His educational background includes a Bachelor's degree in the Classics, a Master's in Education, a Ph.D. in American Literature, two teaching licenses in Ohio, and a Montessori certificate.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1197,"Class":"Conversation","Created":1698253075,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Capturing Intergenerational Oral Histories: Connecting with Elders to Preserve Stories and Build Community","Handle":"capturing_intergenerational_oral_histories--connecting_with_elders_to_preserve_stories_and_build_community","ShortDescription":"The 12th grade STRIPES program at Belmont Charter High School in the Parkside section of Philadelphia explores themes of protest and change in the surrounding neighborhood through lenses such as storytelling. Collecting and sharing the stories of community elders is one powerful way students gain perspective and connection.","Description":"After writing and recording their own \u201cThis I Believe\u201d essays, 12th graders in STRIPES begin to expand outward in the community. Protest and change are major themes of the course, and often students have narrow views of what these look like in action. By connecting with elders from a local senior center, students build relationships and begin to understand how the Parkside neighborhood has changed over time. In addition, students hear how others have navigated change in their lives, as well as ways that people have confronted and protested injustice. Students develop and apply interviewing skills, and then work in a media lab to edit and consolidate the elders\u2019 stories. The unit ends with an exhibit at the senior center in which students share the final stories along with photo portraits they took of their interviewees. The elders\u2019 stories are cataloged in an archive for posterity.\r\n\r\nThe various pieces of the oral history project reflect the mission of STRIPES: Students learn through real-world, local experiences in the city of Philadelphia to develop a sense of connection, purpose, and possibility that empowers them to shape and impact their communities. STRIPES relies on three main pathways to attain its mission: authentic partnerships, integrated learning, and self-knowledge.\r\n\r\nIn this conversation, we will share the scope and sequence of the oral history project, along with final products. We will discuss with participants the ways that we connected and partnered with local organizations and senior centers in order to implement this project.","Link":["https:\/\/www.belmontcharternetwork.org\/bchs\/stripes"],"Audience":["High School","All School Levels"],"Practice":"At EduCon we will offer breakout sessions\/discussions centered around the main aspects of the unit: developing interviewing skills, connecting with elders in the community, editing interviews, and other elements. Current STRIPES students will be among the facilitators.\r\n\r\nThe conversation will wrap up with a focus on the nuts and bolts: the logistical pieces of implementing such a unit, including scheduling and rostering, grading, permission slips, and other logistical pieces. Participants will leave with the information and inspiration needed to develop an oral history unit at their school.","Presenter":["Alyssa Ripley","Taylor Lewis","Michael Friedman"],"PresenterAffiliation":["Belmont Charter Network"],"PresenterEmail":["alyssa.ripley@belmontcharternetwork.org","taylor.lewis@belmontcharternetwork.org","michael.friedman@belmontcharternetwork.org"],"ScheduleSlotID":160,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1216,"Class":"Conversation","Created":1698854673,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Do collaborations really work? Exploring lessons learned from a successful seven-school community of practice in Philly implementing student-centered initiatives.","Handle":"do_collaborations_really_work-exploring_lessons_learned_from_a_successful_seven-school_community_of_practice_in_philly_implementing_student-centered_initiatives.","ShortDescription":"Cross-school collaboration can be a powerful way to expand teacher, administrator, and school capacity. In this conversation, teachers from seven Philadelphia schools - public and charter - share what it took for their Community of Practice (CoP) to introduce a new SEL advisory curriculum in their school communities.","Description":"Broadly this discussion is about how the Philadelphia Learning Collaborative (PLC), an educational nonprofit that often functions as an intermediary organization, convenes schools in its membership to take on initiatives that are too daunting for individual schools to tackle alone, such as implementing new curriculum or strengthening school-based real-world learning programs. Specifically, teachers from the CoP will share details from the first of a two-year long journey of working across seven schools to implement an SEL curriculum in advisory that addressed students post-pandemic needs. \r\n\r\nPLC and the Learning Accelerant partnered to build a CoP of 30-educators with representation from seven Philadelphia schools. The goal of this ongoing initiative is to maximize advisory by using a common curriculum (nXu)  and learning how it is adapted in different contexts. The curriculum guides teachers in helping students to: 1. navigate transitions 2. find their voice 3. chart a path for the future, and 4.prepare for what\u2019s next.\r\n\r\nIn our conversation teachers will openly share the benefits and challenges of this approach. \r\n\r\nAttenders will learn about how to:\r\nengage with school leaders about an identified challenge\r\nremove barriers to participation to create an open community \r\ncollaborate with colleagues in your school\r\nbuild a virtual community to advance the initiative\r\n\r\nAfter the panel, the session will transition into small groups where attendees will take some time to strategize around needs and innovations that have been tabled in their own schools and determine how cross school collaboration could be meaningful.","Link":["https:\/\/www.phlcollab.org\/"],"Audience":["High School"],"Practice":"This panel will feature teachers who are CoP members.  The attendees will be encouraged to ask questions. Following the panel, CoP teachers will facilitate structured small group discussions aimed at guiding attendees to workshop their own next steps and leave the session with ideas about how to move a similar initiative forward in their own context.","Presenter":["Crystal Cubbage","Jennifer Brevoort","Robbie Marsden and two additional CoP members (To be confirmed)"],"PresenterAffiliation":["Philadelphia Learning Collaborative"],"PresenterEmail":["crystal@phlcollab.org","jennifer@phlcollab.org"],"ScheduleSlotID":160,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1214,"Class":"Conversation","Created":1698757121,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Failure in the Generative Age","Handle":"failure_in_the_generative_age","ShortDescription":"A conversation about seeing failure as an important part of the AI world.","Description":"Artificial Intelligence is not new. It is not perfect. But, it is also not going away. So, as educators, the question really isn't how can we ban AI in our schools; the question is how do we invite a conversation about it into the classroom? We see an opportunity here to simultaneously develop a nuanced conversation about what Amy Edmonson calls \"intelligent failure\" in her book, The Right Kind of Wrong (2023). How we guide our students through the Generative Age will require us to also be more adapt at leveraging the moments when things don't go the way we wanted.","Link":["https:\/\/sites.google.com\/view\/alana-winnick\/home?authuser=0","https:\/\/www.nicholasfargnoliconsulting.com\/","https:\/\/www.toastedpodcast.com\/"],"Audience":["All School Levels"],"Practice":"This conversation will be based on a variety of interactive activities and restorative circle protocols. We will converse in an effort to develop ideas about what it means to live and teach in uncertain times--and with tools that seem to develop as fast as the mythology around them.","Presenter":["Alana Winnick"],"PresenterAffiliation":["Toasted Podcast","Finger Lakes Community College","The Generative Age","Pocantico Hills Central School District"],"PresenterEmail":["alana.edtech@gmail.com"],"ScheduleSlotID":160,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1206,"Class":"Conversation","Created":1698680454,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Finding Joy in Centering Inclusion","Handle":"finding_joy_in_centering_inclusion","ShortDescription":"Where do we find joy in our schools, classrooms and communities? How can we center joy, and with that, also elevate inclusivity? In this session, we will explore how to more purposefully cultivate joy and center students\u2019 identities, experiences and perspectives. A collaborative and hopefully joyful conversation uplifting some practices from Gholdy Muhammad\u2019s Unearthing Joy.","Description":"1. Using Alok's quote: \"Your role on this earth is to cultivate the truest form of yourself, and other people are going to feel threatened by that because they are living an abbreviated version of their own joy\" We will reflect on our own identities and how they bring us joy and how they present challenges to showing up as our authentic selves. We will draw on this reflection to ask, when or how have we caused our students to live an abbreviated version of their own joy? What would it take in our schools to allow everyone to show up as the \u201ctruest form of themselves\u201d?\r\n2. We will present findings from SDP\u2019s Student Experience Survey and discuss the under-reporting of LGBTQ experiences. We will discuss and provide alternative measures to gather more accurate data on all students' experiences in schools. \r\n3. Cultivating Joy in\/and Inclusivity\r\nParticipants will explore Gholdy Muhammed's \"Unearthing Thought\" exercise, completing an evaluation regarding opportunities for Joy in schools. \r\nWe will explore, \u201cWhat is getting in the way of Joy in our schools?\u201d and tie this back to Alok\u2019s message that \u201cpeople are living an abbreviated version of their own joy.\u201d\r\n4. Finally, we will view art, listen to music and ask participants to share examples of how joy is cultivated in their own educational spaces. We will share strategies to center joy and create truly inclusive communities in schools, drawing on the facilitators\u2019 experiences facilitating Equity Centered PD with leaders and working to establish more inclusive communities in schools.","Link":[],"Audience":["All School Levels"],"Practice":"We will provide many opportunities to discuss, collaborate and share ways to cultivate joy, and how we recognize and center the many beautiful identities in our schools. Drawing on the experiences of those in the group, we will reflect on when and how school was joyful for us and where and how we bring joy to our school communities now. Participants will view and discuss art, listen to music and spoken word, and problem solve around what is getting in the way of centering joy?","Presenter":["Katie Culver","Dylan Van Duyne"],"PresenterAffiliation":["School District of Philadelphia"],"PresenterEmail":["kculver@philasd.org","dvanduyne@philasd.org"],"ScheduleSlotID":160,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1218,"Class":"Conversation","Created":1698864043,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Meaningful Making With Middle Schoolers (Year 2)","Handle":"meaningful_making_with_middle_schoolers-year_2","ShortDescription":"In Year 2 of our hands-on program to engage and educate middle school makers:  What best practices in STEM, STEAM, Makerspaces, Engineering, and more can be used to create an engaging and educational experience?  What outcomes do we value when creating these programs? What did we learn from year one?","Description":"Making in middle schools can be both exhilarating and frustrating in equal measures.  Planning hands-on projects for our students is a lot of fun, and also a lot of work.  From the initial planning, to creating materials and activities, scaffolding lessons, managing projects, and designing assessments, a lot of work goes into a successful project.  Join a middle school Pre-Engineering teacher and Makerspace teacher for a discussion around best practices, planning, management, and projects for a broad spectrum of maker programs.  We\u2019ll dive into conversations around topics such as structuring a multi-year program, developing project ideas, managing creative spaces, creating capstone projects, and what we changed from last year.  Come prepared to share your experiences, both what has worked and what hasn\u2019t, as well as future goals and \u2018pie in the sky\u2019 ideas.  Don\u2019t have a standalone maker class?  No problem!  We\u2019ll also discuss ways to integrate these types of projects into more traditional classrooms.","Link":["https:\/\/sites.google.com\/philasd.org\/independent-exploration\/home?authuser=0"],"Audience":["Middle School"],"Practice":"Presenters will facilitate conversation both within the whole group and smaller breakout groups.  Ideas and suggestions will be compiled in a shared Google Doc.","Presenter":["Meredith Martin","Michael Franklin"],"PresenterAffiliation":["SLA Middle School"],"PresenterEmail":["mbmartin@philasd.org","msfranklin@philasd.org"],"ScheduleSlotID":160,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11},{"ID":1217,"Class":"Conversation","Created":1698859841,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Social Emotional Learning and Brave Spaces in a STEM Classroom","Handle":"social_emotional_learning_and_brave_spaces_in_a_stem_classroom","ShortDescription":"Discover how SEL activities can enliven curriculum and deepen student connections. The FirstHand team shares tools from the evidence-based CASEL framework, and how these practices have impacted the outcomes of our informal STEM program. Attendees will participate in a fishbowl discussion called Brave Spaces prompted by a student-created question.","Description":"FirstHand is a program of the University City Science Center that offers free informal STEM education to Philadelphia students through real-world, hands-on experiences that connect middle and high school students to careers in Philadelphia. In 2021, we began visioning how the FirstHand program could best incorporate evidence-based SEL (Social Emotional Learning) strategies to support student growth. In this discussion, we will detail our successes in implementing SEL activities, and speak about the positive student outcomes when combined with STEM learning. Recent, relevant feedback gathered from student focus groups will be shared, including student quotes that describe the FirstHand Lab as a safe place where students are free to be themselves and how the program sparks an interest in science that students may not have known was there.\r\n\r\nWhile learning about FirstHand SEL practices, including Brave Spaces, session attendees will have the opportunity to experience activities themselves and discuss how these strategies could be best implemented in the context of their own classroom.","Link":["https:\/\/sciencecenter.org\/programs\/firsthand"],"Audience":["High School","Middle School"],"Practice":"Participants will join us for a Brave Spaces conversation to discuss a student-created question related to building positive teacher-student relationships. Brave Spaces is an activity that University City Science Center uses both as SEL time for FirstHand students, as well as a DEI initiative to build community with our staff. We aim to foster a safe, affirming, and inclusive environment where all voices are heard and respected. The fishbowl formation provides two concentric circles: those who wish to speak may join the inner circle and active listeners sit in the outer circle. Over the course of the conversation, participants switch positions\/roles, and there is no pressure to speak if folks do not want to. Our goal is for attendees to experience SEL activities as a participant and share ideas for implementation in new contexts.","Presenter":["Andrea Poulsen","Stefanie Bingham"],"PresenterAffiliation":["FirstHand at University City Science Center"],"PresenterEmail":["apoulsen@sciencecenter.org","sbingham@sciencecenter.org"],"ScheduleSlotID":160,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":11}],"conditions":{"Status":"Accepted","ConferenceID":11,"ScheduleSlotID":160},"total":7,"limit":false,"offset":false}