Bio:
Jessica White is a Ph.D. researcher in Education at the University of Sussex (UK) and was previously Senior Director of Learning Sciences at Area9 Lyceum™. Her doctoral research explores the intersection of digital, adaptive learning with metacognition. There is a focus on the evidence-based applications of Area9 Rhapsode™ Adaptive Learning Platform from Area9 Lyceum™ (2024) as well as Adapt© from Collins (2024) which is fully based on Area9 Rhapsode™ that explores how dialogic, multimodal approaches to metacognition can enhance equity-based teaching and learning. She served as a Research Mentor at UCL for Educate, a 4.5 million EU Horizon research project, supporting EdTech startups with evidence-based development. Previously she was an Academic Consultant at McGraw Hill Education where she collaborated with teachers and instructors integrating evidence-led adaptive technology into diverse curricula. She spear-headed beta testing with a learning science approach for EdTech startups in Germany and UK. Previously, whilst teaching, she founded Thinc, an NGO in Austria focusing on participatory education for diverse children and youth with STEAM. This involved research-led education policy reform with EDUCULT in Vienna. She managed several local governmental and large-scale EU commission’s projects with schools in multiple European countries as well as with cultural institutions, reforming education with technology.

Teams link (Members of the University only): teams.microsoft.com/l/meetup-join/19%3ameeting_ODg0ZTcyNTYtNjAyZS00ZTU2LTljNDMtZWFmZDc4MDNhODJj%40thread.v2/0?context=%7b%22Tid%22%3a%22cc95de1b-97f5-4f93-b4ba-fe68b852cf91%22%2c%22Oid%22%3a%22e44820d7-5edb-4030-9763-4c8cdc3aafd6%22%7d

Abstract:
This presentation will explore insights from a case study of teaching and learning at Key Stage 3 Biology with a research school UK applied a dialogic (Bohm, 2004; Alexander 2020, 2017, 2004; Mercer N, Howe, C, 2012, Freire P, 1970) approach to metacognitive regulation with Adapt© fully based Area9 Rhapsode™ Adaptive Learning Platform from Area9 Lyceum™.

Existing research literature indicates that the development of metacognition (Flavell, 1979, Kuhn & Dean, 2004, Schraw 2009, Schraw & Moshman, 1995, Cross & Paris, 1988 Schraw & Moshman, 1995, Whitebread et al., 2009) supports learning. Insights will be explored as to how we can understand and characterise learners’ and teachers’ metacognition in the context of AI driven adaptive, blended learning environments. This includes how they developed their self-regulation (Zimmermann & Schunk; 2001; Winne & Hadwin, 1998) shared metacognitive regulation and individual and collective self-efficacy (Bandura, 1977) (Rumjaun and Narod, 2020). This case study takes an Education Design-Based Research (DBR) methodology that is an exploratory triangulation mixed method design (Creswell, Plano Clark, Gutmann, and Hanson 2003). Furthermore, this case study has been exploring how an Open Learner Model (Bull and Kay, 2010) which is making visible their learning data from Adapt© which is fully based on the adaptive learning platform Area9 Rhapsode™ with a dialogic approach may be developing teachers and learners’ metacognition in relation to learning Biology. It will be explored how and in what ways teachers and learners have been experiencing and shaping their metacognition that supports mastery-based learning in diverse ways. Understanding further how pedagogical models for teachers and learners are at the front and center with digital learning has been an important part of this exploratory research. A key driving force from the teacher was to develop student’s critical and scientific thinking that refocused learners to unlearn the testing approach that had been adopted partly due to the Key Stage 2 focus on SAT testing. We will be exploring insights from this case study that enabled learners and teachers’ development of metacognitive strategies with Adapt©, including how to plan, monitor, and evaluate their learning and teaching with a particular dialogic approach. This case study has been exploring how digital learning can support not only teachers CPD (continuing professional development) with learners’ blended experiences with an integrated interventions, but also how teachers and learners’ development of metacognition with AI driven adaptive learning, guided by the Education Endowment Foundation model activates statutory planning and evaluation teachers already have in place by supporting their reflective teaching and learning further for best practice.

Area9 Rhapsode™ and Area9 Lyceum™. Retrieved December 1, 2023 area9lyceum.com/the-platform/rhapsode-publisher
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