In deep knowledge fields, cursory reading and passive listening to a lecture is often not enough to experience deep knowledge breakthrough.
Reported by EdSurge, The University of Memphis’ AutoTutor is an attempt to engage students with multiple tutor agents who will debate each other, in order to intentionally create cognitive disequilibrium for the student, all while monitoring student emotions to avoid frustration.
The takeaway? This Plato’s Republic version of tutoring is seeing significant success at University of Memphis. How can we better use Socratic method technologies and tutoring like these to support our students in their academic quest while being cognizant of the very real emotional realities at play?
May you continue to fight the good enrollment growth fight at your institution today, and we’ll see you again tomorrow.
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