Several existing projects have shown promise in using robot-assisted interventions for social and academic skills teaching with autistic children, including emotion recognition. Dr. Alyssa Alcorn presents The DE-ENIGMA Horizon2020 project, which seeks to extend and “scale up” the available evidence in this area, comparing a robot-focused and human-focused emotion teaching programme across a large sample of autistic children in London and Belgrade. These children (age 5-12), represent a wide range of ability and include many children with intellectual disabilities and limited language, who are often excluded from educational technology research. This talk will give some background on the rationale for using humanoid robots with autistic children, present some initial results from DE-ENIGMA’s first year of studies, and reflect on what we have learned—both with the robot, and in the associated background and qualitative work with schools, parents, and families.

Exploring the current and future structure of Computer Supported Collaborative Learning (CSCL), contrasting the Utopian and Dystopian outcomes if a comprehensive instruction framework is, or is not, introduced. Building on a recent position paper (Rummel, Walker & Aleven, 2016, Journal of Artificial Intelligence in Education, 26(2), 784-795), Nikol Rummel argues against supporting collaborative learners in an overly simplistic manner and for CSCL support provided within a comprehensive instructional framework.

In 2014, the Bloomsbury Learning Environment (BLE) Consortium initiated a wide-ranging, two-year-long research and dissemination project focusing on the use of technology in assessment and feedback. Our aim was to understand and improve processes, practices, opportunities and tools available to the institutional members of the BLE Consortium. From the project, we produced three research papers investigating current practice and 21 case studies describing both technology-enabled pedagogy and technical development. Now presented as a free ebook, co-edited by Leo Havemann and Sarah Sherman, we offer the flavour of the variety and breadth of the BLE’s activities relating to the project theme as a contribution to the education sector’s widening conversation about the interplay of assessment, feedback, pedagogy and technology.

Questions related to referencing and citation from the 'Art and visual culture in early modern England' course. These questions aim to teach students how to correctly cite and reference different material types.