Abstract:

Since first developing a course that promised "real-world learning" nearly a dozen years ago for a masters program at a prominent school of professional studies, a persistent question has been lurking in the background. Namely, how can a curriculum be developed that not only encourages students to develop solutions to problems that enter the classroom from the real world, but how could these projects re-enter the real world and actually be implemented?

In previous research, the presenter worked closely with a colleague on laying the basic groundwork for the idea of 'implementation based learning.' The first phase of research looked into how a real-world client could act as a partner educator. The concept of a set of linkages was developed that essentially linked the learners and the partner to both each other and the project experience itself [1]. In the next phase of research, a real-world client was engaged and the concepts were used to define, develop and implement a project. The results from this research showed that while it was possible to achieve implementation, the amount of time required was problematic [2].

As it became clear during the course of the research, the standard 15-week course structure does not lend itself easily to the production of an implementable project that has real-world impact. In order to realize implementation of projects, it would be necessary somehow to "hack time." Somewhat ironically, it may be that real-world learning could receive some support from the artificial world. The possibilities that generative artificial intelligence (AI) offers are only starting to be explored and put into pedagogical use and for this next phase of research, the idea of creating and training generative AI chats-bots is being piloted in an actual classroom.

Currently the research is focused on addressing two areas that require significant time investments. The first is the time it takes to get students knowledgeable enough to effectively respond to the needs provided by the partner. The second is educating the partner so they can provide an effective project definition and prepare for the implementation of the solutions. This is where the generative AI chatbots fit in. Two bots are envisioned, one as a "subject knowledge bot" (SKB), trained on content specific to the project domain, and the other as a "project knowledge bot" (PKB), trained on the transcripts of conversations with the client. The SKB can provide support and just-in-time knowledge for the students as they develop their ideas and solutions, while the PKB relieves the client of demands on their time, while still providing their guidance on the project.

The first test of the idea is currently underway and the goal of this session is to present the state of the research at the end of the current phase.

References:
[1] Acquaro, P., & Goss, S. (2020, March 11). Is Your Real-World Experience Real Enough?: Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/effective-teaching-strategies/is-your-real-world-experience-real-enough/
[2] Acquaro, P., & Goss, S. (2022, November 9). Why Can’t Your Real-World Project Live in the Real World?: Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/course-design-ideas/why-cant-your-real-world-project-live-in-the-real-world/

Keywords:

AI, Chatbot, Project-Based Learning, Real-World Learning.