- Jasmine R.
References:

Bates, T. (2014). MOOCs. In Teaching in digital age, Chapter 5. Retrieved from http://opentextbc.ca/teachinginadigitalage/part/chapter-7-moocs/ 

In the brain/neural computer interaction field, the brain-computer interface (BCI) area has grown dramatically over the past few years (BNCI Horizon 2020, 2015). A BCI enables communication without movement; it may be “the only communication system possible for severely disabled users who cannot speak or use keyboards, mice, or other traditional interfaces” to learn (Brunner et al., 2015, p.2). According to Brunner et al. (2015), a BCI works by measuring users’ central nervous system (CNS) activity and converting the signal into artificial output, supplementing or improving the natural CNS interaction with the environment (both internal and external). Specifically in education, the future applications of BCI include integrating game-based learning and augmented reality (AR) to further facilitate learning experiences.

Another example will be Mobile brain/body imaging (MoBI), which is “an integrative multimethod approach used to investigate human brain activity, motor behavior, and other physiological data associated with cognitive processes that involve active behavior” under naturalistic conditions (Jungnickel et al., 2019, p.59). MoBI overcomes the disadvantages of stationary experimental settings and allows experiments to be conducted outside the lab. Therefore, MoBI studies can record ever-changing real-world classroom experiences and improve educational practices. Specifically, MoBI allows for a deeper understanding of human-machine interaction (students/educators with computers, robots, and AI systems), which has grown dramatically and has the potential to revolutionize education (Gramann et al., 2017). 

Designing more efficient and valuable educational practices presupposes fundamental neuroscience research. With fast-growing technologies, more neuroscience and educational experiments can be conducted, thus, improving our understanding of the brain and learning and hopefully aiding the development of educational practices shortly.

-- Bingying (Iris) Wang 

References

BNCI Horizon 2020. (2015). The future in brain/neural computer interaction: Horizon 2020. Retrieved from http://bnci-horizon-2020.eu/Links to an external site.

Brunner, C., Birbaumer, N., Blankertz, B., Guger, C., Kübler, A., Mattia, D., Del R Millán, J., Miralles, F., Nijholt, A., Opisso, E., Ramsey, N., Salomon, P. R., & Müller-Putz, G. (2015). BNCI Horizon 2020: towards a roadmap for the BCI community. Brain Computer Interfaces, 2(1), 1–10. https://doi.org/10.1080/2326263x.2015.1008956

Gramann, K., Fairclough, S. H., Zander, T. O., & Ayaz, H. (2017). Editorial: Trends in Neuroergonomics. Frontiers in Human Neuroscience, 11. https://doi.org/10.3389/fnhum.2017.00165

Jungnickel, E., Gehrke, L., Klug, M., & Gramann, K. (2019). MoBI—Mobile Brain/Body Imaging. Elsevier EBooks, 59–63. https://doi.org/10.1016/b978-0-12-811926-6.00010-5

 

As a teacher, I think we should be positive about the changes, but also critical and outspoken. We could embrace AI and other educational technologies have to offer but also be aware of the challenges they bring. YWe need to start to look at AI as partners and tools that can support our teaching and learning goals while we continue to update our skills and knowledge of different tech. 

 

Not only with do we need to accept AI as partners but we need to look at all different forms of educational technologies, such as MOOCs, and take advantage of these ideas. Although to some, especially to higher educational institutions, this may be considered a disruptive technology, MOOC's offer minimal cost for students around the world and are able to reach diverse learners from countries who may struggle with practical educational models (Bates, 2014). It is important that we, as educators, continue to push our students to become lifelong learners and make universities accessible to all. However, as Bates' article concludes, he suggests that MOOC's are only part of the answer to the challenges of teaching in a digital world (Bates, 2014), in which I would have to agree. Can we make this model even more productive and reduce the dropout rates for MOOC's? Are there ways to better assess students in MOOC's and better facilitate discussions and make learning authentic? 

 

I feel that we are at a very important crossroads in education and I think that programs like the MET should be something that all educators learn on professional development days. IT's critical that educators don't forget that we are mentors and facilitators in a students learning journey that cannot be replaced. Teachers are also designers and curators that engage students and create lasting relationships that create change in students' lives. These relationships are what education will always have on our side. Relationships cannot be programmed or fabricated and are the exact thing that get students to want to come to school in the first place. Here's hoping for educators to embrace changes and challenges while staying true to believing in the importance of our practice day in and day out. 

Cheers,

Carlo

 

Bates, T. (2014). MOOCs. In Teaching in digital age, Chapter 5. Retrieved from http://opentextbc.ca/teachinginadigitalage/part/chapter-7-moocs/