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Brain-Computer Interfaces (BCIs) are super cool and represent a major leap in technology, connecting our brains directly to computers. This means we can interact with devices just by thinking, without needing to move our hands or anything. It's amazing how this technology captures brain signals and turns them into commands, making it possible for us to control software or devices in a whole new way.

In terms of its benefits, BCIs could really change the game in various careers, especially in education. For example, students with disabilities could gain more independence and access to learning materials by using BCIs to control digital tools through their thoughts. Imagine how empowering that would be! Plus, BCIs can offer real-time feedback on our brain activity, helping us improve our focus and study habits.

In the healthcare field, Brain-Computer Interfaces (BCIs) could totally transform how we treat patients, especially those recovering from serious injuries or illnesses. For example, people who’ve had strokes or spinal cord injuries often struggle with movement and daily activities, but BCIs could give them a new lease on life by allowing them to control prosthetic limbs or robotic devices using just their thoughts! This could mean regaining independence and improving their mobility, which is huge for their recovery process.

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Hi. My name is Deavios Barron. I was born and raised in the lovely state of Georgia. I graduated from Dooly County High School in Vienna, GA and received a Bachelor's degree from Columbus State University in Columbus, GA. I am 6 year educator at in south GA teaching 6th grade earth science.

Outside of school I love to travel! Nothing trumps traveling. I live for new experiences! From trying different foods and beverages, site seeing and learning the culture - I don't think I will ever grow old of it!

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In K-12 education, I believe that leadership and vision play a huge role in driving innovation. Effective leaders set a clear direction that helps everyone understand the goals of using technology and new practices in the classroom. When school leaders communicate a strong vision, it fosters collaboration among teachers, students, and the wider community. For example, if a principal encourages personalized learning through tech tools, teachers are more likely to try them out, creating a supportive atmosphere for innovation. Leaders also promote a culture of continuous improvement, allowing educators to experiment without the fear of failure. Overall, strong leadership not only inspires creativity but also helps build a positive environment where everyone can thrive, which is essential for enhancing student learning.

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Influential books such as, "The Principal: Three Keys to Maximizing Impact" by Michael Fullan discusses how school leaders can create a vision that fosters innovation.

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Michael Fullan at BLC14 - The Principal: Three Keys to Maximizing Impact

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This case study details how a dedicated principal drove transformative changes in school culture and academic achievement by building a school culture of shared leadership.

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How a Philadelphia School Leveraged Student Voices to Improve Instruction and Learning Outcomes — Partners in School Innovation

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This case study explores how educators in Philadelphia used strategies like cogenerative dialogues that center student voices to strengthen teacher-student relationships and instruction. Learn how listening to students helped them drive meaningful instructional change.

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Collaboration and Community Engagement - Reflection

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Collaboration and Community Engagement - Reflection

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Collaboration and community engagement are crucial for creating a positive learning environment. When schools actively involve parents, local organizations, and students in decision-making processes, they build a stronger support system that enhances educational experiences and fosters trust within the community. For instance, partnerships with local businesses for internship programs or mentorship opportunities provide students with valuable real-world experiences that connect classroom learning to essential professional skills. Additionally, collaboration among educators is vital; when teachers share strategies and resources, it encourages a culture of support and continuous improvement. Professional learning communities allow educators to reflect on their practices and adopt innovative approaches that ultimately benefit students.

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The report advocates for a multifaceted approach, including building relationships between staff and families, involving families in decision-making, and providing professional development for both school staff and families.

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This video outlines strategies for fostering collaborative practices in education to enhance strong partnership between the community and schools.

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Family Engagement with Schools: Strategies to Build Strong Partnerships

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As a 6th-grade science and STEM teacher, I see AI as a game-changer for planning my lessons and running my classroom more efficiently. With AI's ability to analyze my students' learning styles and performance, I can easily tailor my lessons to fit their individual needs, which means better engagement and understanding. One of the best parts is how much time AI saves me; it streamlines the lesson planning process by suggesting activities, resources, and even providing structured lesson outlines, allowing me to focus more on teaching and less on preparation. Plus, automated grading gives me quick feedback for my students, freeing up even more of my time. I really love everything about AI; it feels like having my own virtual assistant in the classroom, helping me make learning more fun and effective for my students!

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The video discuss how AI can be used to help teachers in the classroom.

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AI in the Classroom: Teachers Leading the Way

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Magic School AI is a super cool platform that helps teachers like me create engaging lessons and activities for our students. In my 6th-grade Earth Science class, I really use it to generate personalized lesson plans and quizzes that fit what my students need to learn about things like weather, rocks, and the Earth's layers. The AI can analyze how well my students are grasping these concepts, which helps me customize the resources I use in class so everyone stays interested and understands better. Plus, it gives instant feedback, which is awesome for keeping students motivated and on track.

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Starting a Makerspace has been a dream of mine, and I recently came across the insightful website "Teach Outside the Box" that really resonated with me. It beautifully outlines the journey of creating a Makerspace that not only sparks creativity but also fosters collaboration among students. I love how it emphasizes choosing the right tools and designing the space to inspire exploration and hands-on learning. With practical tips for integrating Makerspace activities into the curriculum, I feel motivated to transform my classroom into a vibrant hub of innovation, where students can experiment, problem-solve, and engage in meaningful STEM experiences. I can't wait to bring these ideas to life and witness the excitement in my students as they unleash their creative potential!

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***This post contains affiliate links for hand2mind, Walmart, and Creative QT. By purchasing an item on these site using this links, I will receive a small commission.***

My most frequently asked question in emails and blog posts is how to start, schedule, and manage an elementary Makerspace. I've had a Maker area for K-2nd Grade in my classroom for the past five years, and for almost two years, my room has served as a full blown Makerspace for two days per week, serving close to 300 early childhood students. (Our sweet full day Pre-K babies have also recently joined our Makerspace time!) I've learned A LOT about how to organize, manage, and schedule effectively, what to do, and what not to do. I'm also always seeking out new strategies and experimenting with new materials to make our space and time as engaging as possible, which means I'll be updating this post regularly with new materials, tips and tricks. So whether you're a classroom teacher, media specialist, STEM teacher, or specialty teacher, I hope the following suggestions can help you get your Makerspace rocking and rolling!

First thing's first....What is a Makerspace exactly? And more importantly, how can it benefit my students?

If you've been following me for awhile, you know that I'm BIG on purposeful play, hands-on learning, and the engineering design process that accompanies STEM challenges. A Makerspace supports and nurtures all of these philosophies and promotes exactly the type of creativity and growth mindset that are so critical for our students. Whether you choose to structure your Makerspace as more open-ended or more teacher-guided, student choice is key as their multiple intelligences are nurtured and new passions are discovered.

There are FIVE key areas to keep in mind as you envision your Makerspace.
This post has a section for each of these five main areas, so feel free to scroll to the section that best applies to you!
When you consider a space for making, you have to work with any place you might have available. It's what teachers do best, am I right?! Some of you may be blessed with an entire room, while others may have a section of a room, closet, or even a small shelf, cabinet, or cart. Keep in mind that student access is of optimal importance, so it needs to be somewhere where they can easily move in and out. Keep plastic trays near the materials so that students can easily bring creation materials to the floor or other tables in the room.

Here are some examples of some amazing options for Makerspaces from Instagram. Check the captions for some awesome teachers to follow!

Left: @njstinson
Top right: @classin_it_up
Bottom right: @mcgarra

I know that it can be a bit overwhelming to walk into a fully stocked Makerspace that has been up and running for awhile. I often have visitors at my school, and I always make a point to emphasize that it takes a LOT of time and patience to fully equip a full Makerspace. Case in point:

Many of the materials you see above were left over after 10 years of teaching in the general education classroom. Many of them were also scraped out of the back of cabinets and even my home pantry. After LOTS of grant-writing, scavenging, collecting, and utilizing funds from PTA, district, and state, this is what my Makerspace looks like today:

The Maker Shop furniture piece and play table in the center has become our favorite part of our Makerspace! It has interactive panels on the sides, consumable arts and crafts materials on the interior shelves, engineering materials on the lower shelves, and STEM Bins along the top. My amazing husband built it for us last summer, and I'm excited to share that we've recently partnered with an educational furniture company to produce and sell our design. More info to come soon!

Ellie and I created these jumbo Makerspace letters together last year. They are paper mache letters from Hobby Lobby that we painted black, and we hot glued a variety of Makerspace materials to the surface.
The left shelf contains a variety of math manipulatives as well as LEGO, LEGO Baseplates, and Alpha Briks on the top, and the right shelf contains a variety of engineering materials and robotics.

The posters above the shelves are specific to our Makerspace expectations for our school. On the right poster, I add new apps, mini lessons, and project ideas for the students throughout the year.
GRAB FREE POSTERS HERE
The LEGO Wall in the center has baseplates that we hot glued to a piece of plywood, and Andy added a silver frame before we drilled it into the wall. I printed the Maker Mat above it poster sized and switch it out each month with different creation ideas. Some of the items on the right shelf that we love are Snap Circuit Jr., Botley the Robot, Gears, Code and Go Mouse, KEVA Bot Mazes, Sumblox, and Lakeshore Engineering Kits.

This is a view of the right side of our Makerspace. I made the giant "PLAY" letters using building brick clip art from Photoclipz. I enlarged the bricks in PowerPoint, printed on Astrobrights paper, and taped them together to make letters. The small table on the left is our Osmo station. The lap trays on the right are from Target Dollar spot and the "Think Big" tub is filed with cardboard rocket tubes and jumbo pipe cleaners for big engineering. The turquoise cart and and black shelf house STEM materials and projects that are still in progress.

To invent, you need a good imagination, and a pile of junk.
Thomas Edison

There are three main categories of materials that I recommend for a Makerspace:

More specifically, here are suggestions for materials within each category AND where to find them. I HIGHLY recommend Donorschoose if you're interested in writing an easy grant! Check out my list of all my favorites:

That last point - Start small and build over time - is very important to keep in mind! A room full of "stuff" does not guarantee engagement. I have absolutely loved growing our Makerspace right along with my students over the years, and I get just as excited as they do when we have a new robot or engineering material to explore together. We've also learned a lot - through practice and discussion - about being resourceful with consumables and reusing materials whenever possible.

Here are some options for Arts and Crafts materials. Many are consumable, which is why I limit these sections to only ONE grade level per month in order to conserve supplies. During our first year of Makerspace, I figured out very quickly that they would be gone within a week if all grade levels used them. I do allow them to bring their arts and crafts creations home as long as they're not being wasteful with supplies.

Students use our monthly Maker Mats for creation ideas:

The pack above also includes a variety of blueprint options for students to document their creations, as well as a parent supply request letter.

One of my students' favorite creative materials is paper! Best of all, it's readily available and easy to reuse. Here are just a few ideas. The chart shown is from my friend, Ashley's, Makerspace (@teachingwithashley on Instagram).

Engineering is the second "big area" of a Makerspace (and also happens to be my personal favorite!) My STEM Bins are one of the easiest, space-saving ways to get creative engineering materials into your kids' hands. We use them for everything, from early finishers to STEM challenges to Makerspace time. They also include task cards for creation ideas and blackline masters for student recording sheets.

Here are some more of our favorite go-to engineering materials:

Here are a few more engineering areas in our classroom. The magnetic roller coaster and LEGO wall are big favorites! Snap circuits are also perfect for teaching beginning electrical engineering.

Here are some of the technology and robotics options in our Makerspace. I store these on the counter tops underneath my cabinets because we have plenty of outlets on that side. We have 8 iPad minis for my students to share.

We LOVE coding with apps, unplugged coding, and robotics and my students have lots of options to choose from during Makerspace:

Check out the blog post below for information ALL about Robotics!
Also, check out my Bot Basics for simple Robotics challenges to set up in your Makerspace.

Green Screens are an excellent resource for movie-making and student presentations. You can create an inexpensive Green Screen backdrop for the characters using a green plastic table cloth, green fabric, or even an empty pizza box with green construction paper taped inside. The Do Ink app is very kid-friendly and Anita Goodwin on TpT has an AMAZING bundle of themed resources that make Green Screen movies a snap!

We also love creating Stop Motion videos with Stik Bot robots using the Stik Bot Studio app.

Alright, so you've hopefully got a space, and you've gathered some stuff! Now what?! Let's talk about fitting Makerspace into your already very busy schedule. There are three ways that I recommend squeezing it in:

In our Makerspace, each class visits for 45 minutes per week and chooses from a set of activities. In between sessions, I teach new skills, design challenges, apps, and robotics that students can extend and practice during their Makerspace time. Here is our current schedule:

Here are a few other scheduling options you might consider. Perhaps you might keep only one area open per day, or you might rotate small groups and keep one group with you for a specific skill or app. If you have only a small group of students in Makerspace each day, you might have specific choices or materials available to them.

All of the scheduling charts shown above and more are found in my Makerspace Starter Kit. They're also EDITABLE to best suit your needs!

To begin the year with Makerspace, I hold 30 minute orientation sessions with each class that visits. During this time, we review procedures and expectations, go over material options, and discuss key "Dos" and "Don'ts." I use this PowerPoint to guide our discussion. ( Expectations Poster found here.) I will say that now that we're in the SECOND year of Makerspace instead of the first, this process is much easier and our space stays much cleaner than in the beginning. Students view their Makerspace time as a privilege (as they should!) and teachers will hold them accountable for their behavior in order to visit.

Here are a few simple management tips to keep in mind to keep things running smoothly:

Makerspace time can be structured in a variety of ways, from open-ended explorations to simple design challenges to skill workshops. Whenever I receive new materials, here is the structure that I prefer:

Introduce and Explore (student-driven)

Teacher Guided Challenge (teacher-driven)

Makerspace Extension (student-driven)

For example, I might have an exploratory session with Dash robots, then a series of Bot Basics challenges before opening them up during Makerspace. Because the element of student choice is important, all sessions should not be teacher-guided and students should be given ample time to choose activities that cater to their interests and learning styles. This is also an ideal opportunity for kids to collaborate and teach one another new skills.

The case for student-driven learning and purposeful play in Makerspace cannot be overemphasized. Consider the fact that every great idea, new app, or innovative invention started out with someone, somewhere, playing around with a bunch of "stuff!" The element of student ownership in a Makerspace is paramount as they grow in their problem solving and collaborative skills. Here is a simple organizational method to allow that choice within a set of parameters that you, as the teacher, can decide:

The Makerspace choices are outlined by the teacher on the left side of the chart (photo cards are used for the littles.) Student numbers (or names) are randomly drawn out of a baggie and students may put it in the chart next to their first activity. Some activities may have a limited number of spots, for example, I only had 3 Pre-K students at a time with me at the Bee Bot station. They also have an expectation that they must clean up at their current activity before moving to a new one. This system promotes fairness because names /numbers are drawn randomly and the same students don't get the same first choices each time. This also encourages students to branch out and try new activities if there aren't spots left at their first choice.

So...are you ready to start a Makerspace?! I certainly hope the answer is a big, enthusiastic YES and I hope this post makes it a little easier! To save you some time, check out my Makerspace Starter Kit with schedules, challenge cards, posters, and more!

***This post contains affiliate links for hand2mind, Walmart, and Creative QT. By purchasing an item on these site using this links, I will receive a small commission.***

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This post contains affiliate links for hand2mind, Walmart, and Creative QT. By purchasing an item on these site using this links, I will receive a small commission.*** My most frequently asked question in emails and blog posts is how to start, schedule, and manage an elementary Makerspace.

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Watch this video to see how makerspaces in Eastern Carver County Schools are changing the way students learn STEM, coding, robotics and more.

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BCIs can really change the game for students with disabilities by giving them new ways to learn and interact with educational technology. For instance, students with mobility challenges can use BCIs to control computers or tablets just by thinking, which means they can access information and complete assignments without needing traditional tools like keyboards or mice. This not only makes learning more accessible but also boosts their confidence in participating in class. BCIs can provide teachers with real-time feedback on how well students are focusing, so they can adjust lessons to better suit individual needs.

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Research article Open access | Available online on: 19 October, 2022 | Last update: 28 November, 2022

Abstract

Brain-Computer Interface (BCI) enables direct communication between the brain and an external device. BCI systems have become a popular area of study in recent years. These technologies can be utilized in various ways to assist people with disabilities and healthy individuals. Regarding substantial BCI advancements, we can say that these systems are on the verge of commercialization. This review has considered current trends in BCI research on inclusive education to assist students with disabilities in achieving improved learning outcomes for all students in an inclusive environment.

Keywords: Brain-computer interface, inclusive education, student with disabilities

Cite this paper:

Othman, A. (2022). Using Brain-Computer Interface to improve learning skills for students with disabilities: a rapid review. Nafath, 7(21). https://doi.org/10.54455/mcn.21.05

Introduction

Over the past few decades, research on brain-computer interface (BCI) devices has become widespread. BCI enables a direct connection between the brain and an external device such as a computer, robot, neuro-prosthesis, exoskeleton, speech prosthesis, assistive technology, or wheelchair [1] [2]. Through several focus groups with persons with disabilities, we found an interest in using BCI technology to innovate new solutions and products [3]. These systems can be utilized for a variety of purposes. They are typically employed for clinical purposes but can also be used for entertainment, training, security, treatment, education, safety, communication, and control, among other applications [4][5]. Most BCI systems are separated into invasive and non-invasive approaches. The non-invasive technique is the most popular and most secure of these options. Even though numerous publications have been published and several actual applications have been developed, BCI systems still face numerous obstacles and restrictions.

Understanding how the brain functions to measure and interpret brain waves is crucial. The electrical and magnetic phenomena of neural function can be monitored during brain functioning. The most popular form of electrophysiological observation is electroencephalography [6], in which biosensors measure and record electrical signals generated by brain activity. Brain cells communicate by sending electrical impulses; the more impulses sent, the more electricity the brain generates. The pattern of this electrical activity can be measured by an electroencephalogram (EEG); these EEG data are often analyzed by a quantitative EEG (QEEG) approach, in which the frequency spectrum of the EEG signals is evaluated [7]. Figure 1 presents an overview of possible placement over the scalp to detect and monitor electrical impulses of brain activities [8].

Figure 1. Possible Electrode placement over the scalp.

Taking an EEG requires sophisticated, expensive, extensive, and immobile equipment; however, technological advancements have enabled mobile EEG biosensor-based embedded devices for new applications, including entertainment, control devices, and education. In these applications, a BCI establishes the relationship between the EEG-observed brain activity and the generated function [9]. Advanced BCIs include biosensors and modern signal processing units, are less expensive and more portable due to their simple design, and are as accurate as clinical EEG equipment [10]. Table 1 presents a summary of different methods.

Figure 2. Sample illustration: a model of bioelectric signals.

Education research demonstrates that active student participation facilitates acquiring and retaining new information more effectively than traditional lecture-based instruction [11]. Moreover, when this active engagement is group-based as opposed to individual-based, students' problem-solving, written, and speaking skills, as well as their learning and cooperative skills [12].

Effective acquisition of practical engineering skills is possible through problem-based learning (PBL) [13], team-based learning [14], and project-based learning (PjBL) [15]. Engineering strongly emphasizes the ability to apply information in the real world.

BCI as an Assistive Technology

Significant advances have been made in the research of BCI control [16] [17]. It can be used in different use cases such as and not limited to:

Control of external devices, such as limbs prostheses [18]

Smart home environments [19]

Robots and Exoskeletons [20]

Robotic hand [21]

Hearing prostheses [22]

Wheelchairs [23]

Computer programs [24]

Virtual reality, avatars, and metaverse [25]

Virtual environment and smart cities [26]

BCI's most important use is to give individuals intuitive control over overreaching and grasping movements using their paralyzed limbs [27]. Additional possible applications include communication [28]. One of the biggest challenges is restoring and replacing motor function or communication for people with physical disabilities.

BCI control in Educational and Serious Games

All kids rely heavily on play for their learning and growth. Both neurotypical and neurodiverse children gain more from engaging in activities that keep them interested, engaged, and offer embedded learning opportunities [29]. However, current BCI software focuses on basic, utility-driven applications, such as spelling grids and cursor movement. While valid, such applications are limited in their appeal for sustained use, particularly for young BCI users. Evidence suggests that enhancing engagement in BCI through gamified learning may result in a broader acceptance of the technology while aiding in the dissemination of BCI control schemes.[30]. A growing trend across BCI research endeavors reveals that more engaging. User-friendly activities may promote a variety of tangible boons in BCI use-both in short-term task learning and long-term BCI accuracy [31]. Therefore, there is an obvious need to support the development of more engaging, accessible BCI software that includes key play components in pediatric BCI.

BCI systems provide the new potential for both virtual plays (e.g., videogames and digital media) and physical play (e.g., manipulation of toy robots, cars, et cetera). Using the non-muscular properties of BCI, such technologies may enable previously excluded populations to explore and learn through play. BCI systems provide potential for both virtual play (e.g., videogames and digital media) and physical play (e.g., manipulation of toy robots, cars, et cetera). Using the non-muscular properties of BCI, such technologies may enable previously excluded populations to explore and learn through play. Previous research has demonstrated mediums as essential for continued learning and rehabilitation in children with disabilities. Advancements in BCI research furthering the interaction between BCI systems and play thus represent a promising untapped potential for pediatric BCI end-users.

The outcome of learning activities using BCI

BCI can play a vital role in closing the knowledge gap and improving educational skills in students with disabilities [32]. The primary learning outcomes of these courses are that students with disabilities can:

Classify systems based on their properties and understand and exploit the implications of linearity, time invariance, and stability;

Determine and use Fourier transforms and other signal analysis methods;

Understand the application of control methods, proportional-integral-differential algorithms, and properties of a control;

Understand and analyze the design implications and interconnections of physical and control systems;

Develop mathematical models for real physical and control systems and produce block diagram implementations of the mathematical models and control methods.

BCI can present an alternative technology to control and take online courses during crises [33].

Conclusion and future work

In general, BCI connects the brain and external devices. BCI is suitable for the improvement and facilitation of the life of everyone. BCIs can be used in many areas and inclusive education. Overall, findings show that BCI is a topic being closely studied by scientists worldwide. This study also demonstrates that BCI technology was commonly used for medical objectives. In education, BCI can be used in remote learning to control the computer for students with physical disabilities. The technology is still under development and can achieve excellent results with impact in the future.

References

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[2] Lahiri, Anirban, Achraf Othman, Dena A. Al-Thani, and Amani Al-Tamimi. "Mada Accessibility and Assistive Technology Glossary: A Digital Resource of Specialized Terms." In ICCHP, p. 207. 2020.

[3] Al Thani, Dena, Amani Al Tamimi, Achraf Othman, Ahmed Habib, Anirban Lahiri, and Shahbaz Ahmed. "Mada Innovation Program: A Go-to-Market ecosystem for Arabic Accessibility Solutions." In 2019 7th International conference on ICT & Accessibility (ICTA), pp. 1-3. IEEE, 2019.

[4] P. Aricò, G. Borghini, G. D. Flumeri, N. Sciaraffa, and F. Babiloni, "Passive BCI beyond the lab: current trends and future directions," Physiol. Meas., vol. 39, no. 8, p. 08TR02, Aug. 2018, doi: 10.1088/1361-6579/aad57e.

[5] C. S. Nam, A. Nijholt, and F. Lotte, Brain-computer interfaces handbook: technological and theoretical advances. CRC Press, 2018.

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[9] L.-D. Liao et al., "Biosensor Technologies for Augmented Brain-Computer Interfaces in the Next Decades," Proc. IEEE, vol. 100, no. Special Centennial Issue, pp. 1553-1566, May 2012, doi: 10.1109/JPROC.2012.2184829.

[10] A. Andrews, "Integration of Augmented Reality and Brain-Computer Interface Technologies for Health Care Applications: Exploratory and Prototyping Study," JMIR Form. Res., vol. 6, no. 4, p. e18222, 2022.

[11] M. Prince, "Does Active Learning Work? A Review of the Research," J. Eng. Educ., vol. 93, no. 3, pp. 223-231, 2004, doi: 10.1002/j.2168-9830.2004.tb00809.x.

[12] J. Katona and A. Kovari, "A Brain-Computer Interface Project Applied in Computer Engineering," IEEE Trans. Educ., vol. 59, no. 4, pp. 319-326, Nov. 2016, doi: 10.1109/TE.2016.2558163.

[13] M. C. LaPlaca, W. C. Newstetter, and A. P. Yoganathan, "Problem-based learning in biomedical engineering curricula," in 31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No. 01CH37193), 2001, vol. 2, pp. F3E-16.

[14] S. Honeychurch, I. Ikegwuonu, and M. Fletcher, "Team-Based Learning: Optimising active and Collaborative Learning in a blended model of learning and teaching".

[15] M. Kószó, "Projects on environmental education as means and methods to develop abilities used in the training of lower primary teachers," in Proc. Projects Environ. Educ., 2013, pp. 136-142.

[16] Luu, Trieu Phat, Yongtian He, Sho Nakagome, and Jose L. Contreras-Vidal. "EEG-based brain-computer interface to a virtual walking avatar engages cortical adaptation." In 2017 IEEE International Conference on Systems, Man, and Cybernetics (SMC), pp. 3054-3057. IEEE, 2017.

[17] Hong, Xin, Zhong Kang Lu, Irvin Teh, Fatima Ali Nasrallah, Wei Peng Teo, Kai Keng Ang, Kok Soon Phua, Cuntai Guan, Effie Chew, and Kai-Hsiang Chuang. "Brain plasticity following MI-BCI training combined with tDCS in a randomized trial in chronic subcortical stroke subjects: a preliminary study." Scientific reports 7, no. 1 (2017): 1-12.

[18] Buccino, Alessio Paolo, Hasan Onur Keles, and Ahmet Omurtag. "Hybrid EEG-fNIRS asynchronous brain-computer interface for multiple motor tasks." PloS one 11, no. 1 (2016): e0146610.

[19] Minguillon, Jesus, M. Angel Lopez-Gordo, and Francisco Pelayo. "Trends in EEG-BCI for daily-life: Requirements for artifact removal." Biomedical Signal Processing and Control 31 (2017): 407-418.

[20] Frisoli, Antonio, Claudio Loconsole, Daniele Leonardis, Filippo Banno, Michele Barsotti, Carmelo Chisari, and Massimo Bergamasco. "A new gaze-BCI-driven control of an upper limb exoskeleton for rehabilitation in real-world tasks." IEEE Transactions on Systems, Man, and Cybernetics, Part C (Applications and Reviews) 42, no. 6 (2012): 1169-1179.

[21] Cho, Jeong-Hyun, Ji-Hoon Jeong, Kyung-Hwan Shim, Dong-Joo Kim, and Seong-Whan Lee. "Classification of hand motions within EEG signals for non-invasive BCI-based robot hand control." In 2018 IEEE International Conference on Systems, Man, and Cybernetics (SMC), pp. 515-518. IEEE, 2018.

[22] Van Eyndhoven, Simon, Tom Francart, and Alexander Bertrand. "EEG-informed attended speaker extraction from recorded speech mixtures with application in neuro-steered hearing prostheses." IEEE Transactions on Biomedical Engineering 64, no. 5 (2016): 1045-1056.

[23] Chen, Xin, Yang Yu, Jingsheng Tang, Liang Zhou, Kaixuan Liu, Ziyuan Liu, Siming Chen et al. "Clinical Validation of BCI-Controlled Wheelchairs in Subjects With Severe Spinal Cord Injury." IEEE Transactions on Neural Systems and Rehabilitation Engineering 30 (2022): 579-589.

[24] Gannouni, Sofien, Kais Belwafi, Mohammad Reshood Al-Sulmi, Meshal Dawood Al-Farhood, Omar Ali Al-Obaid, Abdullah Mohammed Al-Awadh, Hatim Aboalsamh, and Abdelfettah Belghith. "A Brain Controlled Command-Line Interface to Enhance the Accessibility of Severe Motor Disabled People to Personnel Computer." Brain Sciences 12, no. 7 (2022): 926.

[25] El Ghoul, Oussama, and Achraf Othman. "Virtual reality for educating Sign Language using signing avatar: The future of creative learning for deaf students." In 2022 IEEE Global Engineering Education Conference (EDUCON), pp. 1269-1274. IEEE, 2022.

[26] Kohli, Varun, Utkarsh Tripathi, Vinay Chamola, Bijay Kumar Rout, and Salil S. Kanhere. "A review on Virtual Reality and Augmented Reality use-cases of Brain Computer Interface based applications for smart cities." Microprocessors and Microsystems 88 (2022): 104392.

[27] Brandman, David M., Tommy Hosman, Jad Saab, Michael C. Burkhart, Benjamin E. Shanahan, John G. Ciancibello, Anish A. Sarma et al. "Rapid calibration of an intracortical brain-computer interface for people with tetraplegia." Journal of neural engineering 15, no. 2 (2018): 026007.

[28] Herweg, Andreas, Julian Gutzeit, Sonja Kleih, and Andrea Kübler. "Wheelchair control by elderly participants in a virtual environment with a brain-computer interface (BCI) and tactile stimulation." Biological psychology 121 (2016): 117-124.

[29] Kelly, D., Floreani, E. D., Jadavji, Z., Rowley, D., Zewdie, E. T., Anaraki, J. R., Bahari, H., Beckers, K., Castelane, K., Crawford, L., House, S., Rauh, C. A., Michaud, A., Mussi, M., Silver, J., Tuck, C., Adams, K., Andersen, J., Chau, T., . . . Kirton, A. (2020). Advancing Brain-Computer Interface Applications for Severely Disabled Children Through a Multidisciplinary National Network: Summary of the Inaugural Pediatric BCI Canada Meeting. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2020.593883

[30] Powers, J. Clark, Kateryna Bieliaieva, Shuohao Wu, and Chang S. Nam. "The human factors and ergonomics of P300-based brain-computer interfaces." Brain sciences 5, no. 3 (2015): 318-354.

[31] Faller, Josef, Jennifer Cummings, Sameer Saproo, and Paul Sajda. "Regulation of arousal via online neurofeedback improves human performance in a demanding sensory-motor task." Proceedings of the National Academy of Sciences 116, no. 13 (2019): 6482-6490.

[32] Khribi, Mohamed Koutheair, Achraf Othman, and Aisha Al-Sinani. "Toward Closing the Training and Knowledge Gap in ICT Accessibility and Inclusive Design Harnessing Open Educational Resources." In 2022 International Conference on Advanced Learning Technologies (ICALT), pp. 289-291. IEEE, 2022.

[33] Tlili, Ahmed, Natalia Amelina, Daniel Burgos, Achraf Othman, Ronghuai Huang, Mohamed Jemni, Mirjana Lazor, Xiangling Zhang, and Ting-Wen Chang. "Remote Special Education During Crisis: COVID-19 as a Case Study." In Radical Solutions for Education in a Crisis Context, pp. 69-83. Springer, Singapore, 2021.

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Using Brain-Computer Interface to improve learning skills for students with disabilities: a rapid review - Nafath periodical by Mada

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Abstract Brain-Computer Interface (BCI) enables direct communication between the brain and an external device. BCI systems have become a popular area of study in recent years. These technologies can be utilized in various ways to assist people with disabilities and...

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Check out this Presentation designed by Deavios Barron.

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I watched this video to help increase student engagement in the classroom.

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Using Blooket to Increase Student Engagement

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Brain-Computer Interface: No Open Brain Surgery Required 🧠

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In 6th grade science, I discovered Diffit, and it totally changed how I approached my assignments. With its awesome tools, I was able to easily access different resources that matched my learning style, whether it was videos or interactive quizzes. I remember working on a project about ecosystems and using Diffit to find readings at my level, which helped me grasp complex concepts much better. It made learning more engaging and allowed me to challenge myself without feeling overwhelmed.

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Use existing curriculum, or generate standards-aligned content with real, cited sources.

Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Use existing curriculum, or generate standards-aligned content with real, cited sources. Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Pictory.ai is an amazing tool that I use to create engaging videos from my lesson plans and written materials. It allows me to transform text into dynamic visuals, which keeps my students interested and focused. I can easily summarize complex topics into short videos, making it easier for them to grasp key concepts. Also, it supports my flipped classroom approach by providing pre-recorded content that students can watch at their own pace.

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Pictory - Easy Video Creation For Content Marketers

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Pictory’s powerful AI enables you to create and edit professional quality videos using text, no technical skills required or software to download.

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This website allows you to create questions that can be integrated into any quiz format including Kahoot and Quizziz.

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AI question generator. Input a reading and align standards or learning outcomes so the AI writes multiple choice, fill in the blank, short answer, and essential questions that can be exported to Kahoot, Quizziz, Google Forms, Microsoft Forms, Gimkit, Moodle, Canvas, Blooket, and Quizlet.

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These are the top 10 AI Tools for Teachers to use in the classroom. Many of these tools can utilized across all subjects,

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Eduaide is a fantastic platform that I use to simplify lesson planning and streamline my classroom management. It offers a range of resources, including customizable lesson plans, assessments, and teaching materials that save me valuable time. I appreciate how it allows me to easily track student progress and adapt my teaching strategies based on individual needs. Moreover, Eduaide helps facilitate communication with parents through its integrated tools, keeping everyone informed about class activities and student performance. Overall, it's a great resource that enhances my teaching efficiency and supports student success.

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An integrated lesson planning platform

All your tools in one place

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The act of using a Large Language Model to write the basis for a generative educational resource. Generating content is only the first step.

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Look at generated content as a sculptor might a block of marble. Shape the raw material to suit your unique context. Use our suite of personalization tools to more deeply differentiate instruction.

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Cultivate expertise and collaborate with other users. Share your educational resources with a community of practice to reuse, revise, remix, and redistribute to find what works best for students.

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1. Join us on Discord

Get help, ask questions, and interact with other Eduaide users and learn how they are using Eduaide.

2. Advisory Board

Learn more about our Advisory Board and how they are helping us build the best lesson planning platform for teachers.

3. Podcasts & Press

If you want to learn more about Eduaide, our philosophy, and our mission, check out our featured podcasts and press.

Copyright © 2024 Eduaide.Ai. LLC All Rights Reserved. Icons provided by Icons8. Site elements by Denys Koltovskyi - stock.adobe.com

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Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

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When I think about the ethics of AI in our everyday lives, I believe it really comes down to being responsible and respectful of individuals' rights and personal data. Using AI is definitely acceptable when it enhances productivity, provides personalized recommendations, or tackles complex problems, as long as we ensure that informed consent is a part of the process. In education, for instance, AI can be incredibly beneficial in creating tailored learning experiences, identifying students who may need extra support, or even automating administrative tasks that allow teachers to focus more on teaching. However, it's crucial that students and educators are aware of how their data is being used and that these AI tools remain inclusive and fair, avoiding any biases that could affect their efficacy.

On the other hand, there are areas where I feel the use of AI can be quite problematic. Relying on AI for sensitive decisions, like in healthcare or legal matters, can lead to unfair outcomes due to potential biases in the algorithms or a lack of accountability. For example, using AI to grade student assessments raises concerns about whether the technology can truly reflect a student’s understanding or creativity. Additionally, if we allow AI to make judgment calls where human empathy is required such as in mental health support there’s a risk of overlooking the emotional nuances that only humans can grasp. As we continue integrating AI into various aspects of our lives, advocating for transparency and establishing regulations to ensure ethical use becomes imperative. Ultimately, while AI can be an incredible tool for innovation and efficiency, it’s essential to handle it with care and maintain a balance that empowers our human experiences rather than diminishes them.

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This website discuss how AI can be beneficial when collecting data.

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Verifying you are human. This may take a few seconds.

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As mentioned in my reflection, this article discusses the Ethical Issues of Artificial Intelligence in Medicine and Healthcare

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Ethical Issues of Artificial Intelligence in Medicine and Healthcare

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Artificial intelligence (AI) is a term applied to a machine or software and refers to its capability of simulating intelligent human behavior, instantaneous calculations, problem-solving, and evaluation of new data based on previously assessed data (1). AI heavily influences many industries and fields, including agriculture and farming, manufacturing and production, autonomous vehicles, fashion, sports analytics and activities, healthcare, and the medical system. This technology has the power to impact the future of the industry and human beings, but it is a double-edged sword.

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Adaptive learning is an educational approach that tailors learning experiences to meet the individual needs of each student. Instead of relying on a one-size-fits-all curriculum, adaptive learning technologies adjust the pace, level, and style of instruction based on how students interact with the material and demonstrate their understanding.

One of the most significant benefits I've noticed in a K-12 setting is that adaptive learning allows students to learn at their own pace. For instance, if a student struggles with a particular math concept, the system can provide them with additional resources or exercises to help master that concept before moving on. If a student grasps the material quickly, they can advance more rapidly, keeping them engaged and motivated. This flexibility ensures that no student is left behind simply because they didn't catch on as quickly as others, which can often lead to frustration and disengagement.

Another great aspect of adaptive learning is its ability to cater to different learning styles. Some students are visual learners, thriving on diagrams, videos, and infographics, while others might benefit more from hands-on activities or auditory resources like podcasts and discussions. By incorporating various methods based on student preferences and needs, adaptive learning creates a more inclusive classroom environment where every student can find a way to connect with the material that resonates with them.

I find that adaptive learning tools can motivate students in ways that traditional teaching methods might not. Gamification elements, such as earning points or badges for achieving milestones, can turn learning into an engaging and enjoyable experience. Students often feel encouraged to explore topics deeper, not just because they have to, but because they want to, fostering a genuine interest in learning.

As a teacher, using adaptive learning systems also gives me valuable insights into my students' progress. I can see real-time data about how each student is progressing, which informs my lesson planning and allows me to provide targeted interventions when necessary. For example, if I notice that a group of students consistently struggles with a specific reading comprehension strategy, I can adjust my upcoming lessons to focus more on this area. This data-driven approach does not only help me better understand my students' needs, but it also enhances my overall teaching effectiveness.

Adaptive learning systems often include diagnostic assessments that help identify students' strengths and weaknesses early on. This means I can start the school year with a clear understanding of where each student stands, empowering me to create a more tailored learning plan from day one.

In K-12 education, where classrooms are often diverse with varying skill levels and backgrounds, the adaptability of these learning systems is invaluable. Students feel recognized and supported in their learning journey, which fosters a sense of belonging in the classroom. This is particularly important in diverse classrooms, where equity and access to quality education can sometimes be challenging.

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Watching this video details how to successfully implement adaptive learning in K-12 settings as well as Developmental Tools that aligns with students needs.

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What is Adaptive Learning, Components | Implementations | Development Tools | Education Technology

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What is Adaptive Learning? Adaptive learning is a technique to use data-driven instruction to adjust and tailor learning experiences to meet the individual needs of each student. Adaptive learning systems can track data such as student progress, engagement, and performance, and use the data to provide personalized learning experiences. While equal education opportunity affords individuals […]

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I absolutely love using Canva for presentations! It’s become my go-to tool because it’s super easy to use, which is a big plus for someone like me who doesn’t have a design background. The variety of stunning templates makes it so fun to get started, and I enjoy personalizing my slides with images, icons, and colors that reflect my style.

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I really like using Google Slides when it comes to classifying things in my presentations. One of the best features is the ease of inserting tables, which allows me to organize information neatly and effectively. This is especially helpful for group projects or when I need to present data clearly.

Creating tables gives me the ability to categorize different elements side by side, making comparisons super straightforward. For instance, if I’m comparing different technologies or theories, having everything laid out in a table helps my audience grasp the information quickly.

Plus, Google Slides integrates seamlessly with other Google tools like Google Docs and Sheets, making it easy to pull in data and visuals directly. This interconnectedness helps streamline my workflow, allowing me to focus more on the content rather than the tech side of things.

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Beautiful presentations created together

Create and edit polished presentations in your browser-no software required. Multiple people can work at the same time so everyone always has the latest version.

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Google Slides: Online Presentations for Business | Google Workspace

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Use Google Slides to create beautiful presentations together. Share, collaborate, and start quickly with pre-made templates. Get Slides as part of Google Workspace.