Date
Publisher
arXiv
Increasing diversity in educational settings is challenging in part due to
the lack of access to resources for non-traditional learners in remote
communities. Post-pandemic platforms designed specifically for remote and
hybrid learning -- supporting team-based collaboration online -- are positioned
to bridge this gap. Our work combines the use of these new platforms with
co-creation and collaboration tools for AI assisted remote
Work-Integrated-Learning (WIL) opportunities, including efforts in community
and with the public library system. This paper outlines some of our experiences
to date, and proposes methods to further integrate AI education into
community-driven applications for remote WIL.
Study at a glance
- Question: How can AI tools and collaboration platforms support work-integrated learning for non-traditional students in remote communities?
- Setting and data: Non-traditional learners in remote communities, including community settings and the public library system.
- Method: Descriptive report outlining program experiences and proposed methods.
Why it matters
Increasing diversity in educational settings is challenging, in part because non-traditional learners in remote communities lack access to resources. Platforms designed for remote and hybrid learning are positioned to help bridge this gap.
Key findings
- In remote communities and public libraries, combining collaborative tools supports AI-assisted, work-integrated learning opportunities for non-traditional learners.
- Platforms designed specifically for online, team-based collaboration are positioned to bridge resource access gaps for remote learners.
- A lack of access to resources for remote, non-traditional learners contributes to difficulties in increasing educational diversity.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
What is the application?
Who is the user?
Who age?
