"Better than my professor?" How to develop artificial intelligence tools for higher education.

Artificial Intelligence (AI) tools are currently designed and tested in many fields to improve humans' ability to make decisions. One of these fields is higher education. For example, AI-based chatbots ("conversational pedagogical agents") could engage in conversations with students in order to provide timely feedback and responses to questions while the learning process is taking place and to collect data to personalize the delivery of course materials. However, many existent tools are able to perform tasks that human professionals (educators, tutors, professors) could perform, just in a timelier manner. While discussing the possible implementation of AI-based tools in our university's educational programs, we reviewed the current literature and identified a number of capabilities that future AI solutions may feature, in order to improve higher education processes, with a focus on distance higher education. Specifically, we suggest that innovative tools could influence the methodologies by which students approach learning; facilitate connections and information attainment beyond course materials; support the communication with the professor; and, draw from motivation theories to foster learning engagement, in a personalized manner. Future research should explore high-level opportunities represented by AI for higher education, including their effects on learning outcomes and the quality of the learning experience as a whole.

I'm in Tales MOOC on Tangible User Interfaces and the UDL Model: A Case Study Design.

This paper presents the design and implementation of a Massive Open Online Course (MOOC) developed on Universal Design for Learning (UDL) principles within the I'm in Tales Erasmus Project, focused on Tangible User Interfaces (TUIs) and their potential in enhancing storytelling for inclusive education. The MOOC aims to equip educators with the knowledge and skills necessary to design and implement TUIs in educational settings, promoting their understanding of TUIs as tools for creating accessible and engaging storytelling experiences for all learners. The course follows a self-paced and independent learning approach, incorporating active, contextual, social, and reflective learning methods. Preliminary evaluation results are discussed, and further evaluation methods are planned to assess the MOOC's impact on educators' understanding of TUIs and their potential for inclusive education. The use case presented illustrates the practical application of TUIs in universally designed learning experiences. The study concludes that the MOOC provides a valuable resource for educators and learners interested in TUIs and their role in enhancing inclusive education.

'Touching' Stories: Towards the Development of Tangible User Interfaces Story-Building Authoring Tool for Inclusive Education.

Tangible User Interfaces (hereafter, TUIs) are novel forms of human-computer interactions based on the physical manipulation of any kind of object/artifact. A great potential of TUIs technologies is the possibility to personalize objects and interaction between the user and the system. The high level of platform flexibility allows, for example, a multisensory approach, that is crucial for children that have sensory limitations and disabilities. This contribution aims at presenting and discussing the development of an authoring tool for creating TUI-supported activities for inclusive digital storytelling. The authoring tool is a product of collaboration and consultation with researchers and teachers involved in the ERASMUS+ project I'M IN TALES. A preliminary usability validation study using a mixed-method approach has been conducted involving 50 educators and assistive technology professionals. The results indicate an overall acceptance of the system. The feedback provided by the participants involved will be used for the future refinement of the tool.

Hyper-Activity Books and Serious Games: How to Promote Experiential Learning beyond Distance.

The COVID-19 pandemic has accelerated the adoption of digital tools for learning. Experiential learning, a crucial process in the educational pathway, can also be promoted at a distance. This paper describes HAB, hyper-activity books and serious games (SG) as methodologies to be used for assessment and training that overcome physical distancing due to COVID-19 in learning. We introduce some examples of these methodologies. The experiences and results represent a pool of resources for experiential learning in everyday educational practice and not merely for responding to emergencies caused by pandemics.