πŸ“‘ Bots, Disruptors, and Frictionless Interactions

Bookmarked Bots, Disruptors, and Frictionless Interactions by Sign in – Google Accounts (W. Ian O'Byrne)

The bot can act as a guide on the side and assist with some resources that may help. The bot can recognize the prior achievement of the learner and adjust the level of support it provides. The bot can provide realtime assurance by walking through the assignment with the learner, and either collecting the assignment, providing feedback and a chance to resubmit, or granting an extension of the deadline if things get too pressing.

Ian O’Byrne talks about the place of bots in making our learning experiences frictionless. As he explains, this potentially frees teachers from the trivial.

Done well, the use of bots in education offers an opportunity to free up the instructor while offering better scaffolding for learners. Educators can be freed up from the traditional frustrations of data collection, report filing, and administrative tasks.

Technology provides the starting point, but we cannot lose high touch when we move to high tech. Culture and professional development for learners, instructors, and support staff are even more important.

This reminds me of Bill Ferriter’s argument that technology makes learning more doable. I guess the question then becomes what sort of learning is supported and made more doable. Maybe sometimes friction actually serves a purpose?

3 responses on “πŸ“‘ Bots, Disruptors, and Frictionless Interactions”

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  • Roger Verhoeven
  • Roger Verhoeven
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