与林肯学习解决方案的拉切尔·布克博士和查理·泰勒共同设计支持教师的AI

从学龄前到老年教育的创新，源于杰出的人才。

Innovation in preK to gray learning is powered by exceptional people.

十五多年来，各规模和阶段的教育科技公司都信赖高等教育来发掘推动影响力的人才。

For over fifteen years, Edtech companies of all sizes and stages have trusted higher education to find the talent that drives impact.

当特定技能和经验至关重要时，高等教育是能够提供支持的合作伙伴。

When specific skills and experiences are mission critical, higher education is a partner that delivers.

高等教育提供全职、兼职和高管招聘服务，深知您所需的市场人才。

Offering permanent, fractional, and executive recruitment, higher education knows the go to market talent you need.

了解更多，请访问 hireedu.com。

Learn more at hireedu.com.

那就是 hireedu.com。

That's hireedu.com.

你可以到处看到人工智能的身影，而且它正在做出回应。

You can find AI everywhere and it's responding.

它是在回应什么？或者它是如何回应的？

It's what is it responding or how is it responding?

那么，它是否在支持这种好奇心呢？

So is it supporting that curiosity?

它是否在强化查理所提到的正确教学方法？

Is it reinforcing sound instruction to Charlie's point?

它是帮助孩子思考，还是替孩子思考？

Is it helping the child to think or is it doing it for them?

因此，我担心我们这些小小学习者会模仿成年人或其他兄弟姐妹的行为，意识到这是一种捷径，而实际上这并不应该成为捷径。

So, what I fear for our little list of learners is that they will mimic adults or others' siblings, things like that in their lives and realize that it's a shortcut in ways that it shouldn't be.

进而，他们不会去学习所谓的AI素养，对吧？

And in turn, not going to learn the, let's call it AI literacy, right?

如何给出正确的提示。

How to give it the right prompts.

而这是我们非常有意识地在做的：不仅为学生提供工具，还教他们如何使用这个工具。

And that's something that we're really intentional with, providing students with not only the tool, but ways to utilize the tool.

欢迎收听《教育科技内参》，这是一档覆盖教育科技行业的顶级播客。

Welcome to Edtech Insiders, the top podcast covering the education technology industry.

从融资轮次到影响力，再到早期教育、K12、高等教育和职场领域的AI发展，您都能在这里的《教育科技内参》找到。

From funding rounds to impact to AI developments across early childhood, k 12, higher ed, and work, you'll find it all here at Edtech Insiders.

别忘了订阅我们的播客，查看我们的通讯和活动日历。

Remember to subscribe to the pod, check out our newsletter, and also our event calendar.

如需深入了解，请访问《教育科技内参》Plus，您可以获取优质内容、加入我们的WhatsApp频道、优先参与活动，并获得Alex和Ben的幕后洞察。

And to go deeper, check out Edtech Insiders Plus, where you can get premium content, access to our WhatsApp channel, early access to events, and back channel insights from Alex and Ben.

希望您喜欢今天的播客。

Hope you enjoyed today's pod.

你好，教育科技内参的听众们。

Hello, Edtech Insider listeners.

今天我们要带来一档特别的播客。

We have a special podcast today.

我们邀请到了。

We have Doctor.

来自林肯学习解决方案的拉切尔·布克博士和查理·泰勒加入我们。

Rachel Book and Charlie Thayer from Lincoln Learning Solutions joining us today.

在我们开始之前，先简单介绍一下背景。

Just a little bit of background before we jump in.

拥有二十多年教育经验的布克博士。

With over twenty years in education, Doctor.

她热衷于满足每一位学生的需求。

Book is passionate about meeting every student's needs.

她拥有南加州大学的博士学位，加油，特洛伊人！还有早期儿童教育的学士学位，以及教育心理学的硕士学位。

She holds a doctorate from USC, Go Trojans, and ABS in early childhood education, plus a master's in ed in school counseling.

在林肯学习解决方案公司，她运用自己的专业知识，促进学生的认知、情感和社会发展。

At Lincoln Learning Solutions, she leverages her expertise to enhance students' cognitive, emotional, and social development.

我们还有首席学术官查理·泰勒，他是一名前社会科学教师，我本人也是。

And then we also have Chief Academic Officer, Charlie Thayer, a former social studies teacher, myself as well.

查理拥有十五年的教育经验，专长于在线学习。

With fifteen years experience in education, Charlie specializes in online learning.

他在教学、课程开发和管理方面的丰富经验，帮助他创造出高效解决方案，以满足多样化的教育需求。

His broad experience across teaching, development, and administration helps him create efficient solutions to meet diverse educational needs.

在林肯学习解决方案公司，他致力于连接有助于教师和学生在各种教育环境中使用的相关工具。

At Lincoln Learning Solutions, he works to connect relevant tools that support teachers and students in various educational settings.

欢迎，博士。

Welcome, Doctor.

布克和查理。

Book and Charlie.

欢迎来到教育科技内参。

Welcome to Edtech Insiders.

嗨，本。

Hi, Ben.

非常感谢。

Thank you so much.

很高兴能来到这里。

Excited to be here.

在我们深入讨论之前，一些我们的听众可能还不了解林肯学习解决方案公司是做什么的。

Before we dive in too far, some of our folks that are listening may not know what Lincoln Learning Solutions is or does.

你们中有人能简单介绍一下林肯学习公司吗？

Can one of you provide just an overview a little bit about Lincoln Learning?

当然，我来先介绍一下。

Sure, I can start with that.

林肯学习解决方案公司已经存在二十多年了。

Lincoln Learning Solutions has been around for a little over twenty years.

我们是一家为幼儿园到十二年级提供核心课程及核心选修课数字课程的提供商。

We are in early kindergarten through grade 12 core and core elective digital curriculum provider.

最近，我们开始涉足人工智能领域，推出了一项名为林肯AI的新功能和新产品，它既集成在我们的课程中，也面向其他用户独立使用。

And most recently, we've dipped our toe into the world of AI and added a new feature and new product called Lincoln AI, which sits both in our curriculum and outside of our curriculum for other users.

是的，我们的听众对林肯AI非常感兴趣，尤其是关于AI在幼儿和小学教育中的应用。

Yeah, so our audience is super excited to hear about Lincoln AI, and especially around AI and early childhood and elementary.

蕾切尔，基于您在这一领域的多年经验，您如何区分通用型AI工具和专为学习与发展设计的AI系统？

Rachel, from your years of experience in that space, how do you distinguish between generic AI tools and purpose built AI designed specifically for learning and development?

是的，如果你在我教二年级时问我，是否认为AI会进入我的课堂——那已经是很久以前的事了，我根本无法想象。

Yeah, so if you would have asked me when I was teaching second grade, if I thought AI would be in my classroom, it's been that long, I would have never thought so.

但当我现在思考这个问题时，通用AI工具和专为学习设计的AI之间的最大区别，在于AI工具的设计初衷——是为课堂教学和学习服务的。

But when I think about it right now, generic AI tools versus that purpose built AI for learning, that's the biggest difference is the intention of the AI tool that is built for the learning for the classroom.

一般来说，通用AI旨在回答任何人、任何地方的任何问题。

So in general, that generic AI, it's built to answer just about anything for anyone anywhere.

它可能非常强大，但并没有充分考虑儿童发展、教学目标和课堂现实。

It can be incredibly powerful, but it's not necessarily designed with the child development, the instructional goals, and the classroom realities in mind.

因此，我想说的是，专为学习设计的AI，它从一个完全不同的起点出发，服务于我们的学生。

So I guess I would say that it's the purpose built AI for learning and how it starts at a very different place for our students.

它的设计围绕着学生如何真正学习、教师如何真正教学，以及什么才是对我们孩子发展适宜的内容。

And it's designed around how the student actually learns, how the teachers actually teach, and what is developmentally appropriate for our kiddos.

因此，我感到非常兴奋，尤其是在那些早期小学阶段，这些因素都至关重要，能够拥有一个真正以教育为导向的工具意义重大。

So I'm excited, and especially in those early elementary grades where all of that matters so much, to have something that is that education based.

是的，我觉得现在有很多通用型或大型科技公司推出的AI解决方案，但这些工具太过粗放，不仅没有为学习者设计，也没有为教育者和学习环境考虑。

Yeah, I feel like we have a lot of these generic or big tech companies coming in with AI solutions, and it's such a blunt tool, and it's not really built not only for the learner, but also for the educator and the learning environment.

查理，你专长于在线和混合式教学环境。

Charlie, you specialize in online and blended environments.

你觉得通用AI工具在哪些方面表现不足，而专为教学设计的AI解决方案又能提供哪些符合教育原理的教学支持？

Where do you see this difference between AI generic tools falling short and purpose built AI solutions delivering instructionally sound pedagogy and support?

我认为瑞秋刚才提到的很多点，我完全可以直接拿过来作为我的回答。

So I think a lot of the things that Rachel just mentioned, I could just grab them and pull them for my response here.

这些观点确实很有相关性。

They're definitely relevant.

但我认为，要回应这个问题，关键还是要看通用工具。

But I think really the way I would respond to this is looking at generic tools.

它们根本就不是为特定目的设计的。

They're just not purpose built.

我知道瑞秋刚说过这一点，但它们确实不是为特定目的设计的，对吧？

I know Rachel just said that, but they're not purpose built, right?

它们在基础性和广泛性任务上表现很好，也确实有其存在的价值，对吧？

They're great for basic and broad tasks, and they definitely have their place, right?

我们完全不应贬低这些工具，它们在日常生产力方面能为我们提供很多帮助。

Not taking anything away from those tools and where they exist and the things that they can offer us from a day to day kind of productivity standpoint.

但从根本上说，使用通用工具来构建教学材料或辅助教师在课堂上的工作，通常都会效果不佳，因为它没有考虑到那些真正所需的各种细微差别。

But at its core, building instructional materials or building something that can augment what a teacher's doing in a classroom, using generic tools, it's generally going fall short because it's not taking into consideration all of those extra nuances that it really needs to.

因此，我认为通过寻找和使用那些内置了教学法、教育理念和教学设计的工具会更好，这些工具已经针对特定任务或一组特定任务进行了优化。

So I think in that way, seeking out and utilizing tools that have baked in pedagogy, they've baked in philosophies, they've baked in instructional design, they fine tuned what that tool is geared to do to a specific task or a specific set of tasks.

我认为这将帮助你最终获得更加扎实、符合教学原则的成果。

And I think that will help you yield a much sounder, instructionally sound output at the end of that.

此外，这还将帮助使用这些工具的人最终变得更加高效。

And then in addition to that, it's only going to help make the folks that are utilizing those tools more effective at the end of the day.

如果他们把所有时间都花在反复尝试某个工具，希望它能完成特定功能，那他们就是在浪费时间，对吧？

If they're spending all their time kind of banging on a tool and hoping that it will perform a specific function for them, they're spinning their wheels, right?

尤其是在我们使用通用工具的时候。

Especially when we utilize generic tools.

所以我经常看到这种情况发生。

So I see that happening a lot.

我看到的情况是，我们正说着嘿。

I see that happening where we're hey.

我们只是随便用个通用工具，它就能为我们生成一节精彩的课程。

We'll just hop on the generic tool, and it can build an awesome lesson for us.

对吧？

Right?

太棒了。

Awesome.

不错。

Cool.

这很好。

That's great.

它缺少的是那些经过精心设计的工具所能提供的大量上下文信息，这些信息能帮助你完成课堂中所需执行的具体任务。

What it's missing is a lot of that context that an intentionally designed tool could bring to the table and help you perform those specific tasks that you need to perform inside of a classroom.

我可以整天起草邮件。

I can draft an email all day long.

轻而易举，对吧？

Easy peasy, right?

也许给我一个草稿，好的，我给你一些

Maybe give me a draft Yeah, of I'll you some

查理。

Charlie.

我觉得我们的观众对这个话题很有共鸣，但人们也在寻找人工智能与教育中真正有益的使用案例。

Just I think our audience, this resonates, but also people are searching for use cases in AI and education that actually are the beneficial ones.

在课堂上，你见过哪些最具影响力且切实可行的使用案例？这些案例既能帮助教师，又能帮助学生在他们的学习水平上得到支持？

What are some of the most impactful and realistic use cases that you've seen in the classroom, both for helping teachers, but also helping meet students where they are?

所以从我的角度来看，一些最具影响力的应用案例是能够更全面地了解课堂内发生的事情。

So I think some of the most impactful use cases from my perspective have been the ability to furnish kind of a broader visibility to what's happening inside of a classroom.

对吧？

Right?

所以扩展教师的影响力，不仅仅是扩展影响力，更是扩展他们对课堂的洞察力。

So extending reach of a teacher, and not only just extending reach, but extending the insight that they can have inside of their classroom.

对吧？

Right?

因此，我可以利用这些广泛的信息和数据，帮助我们进行分类、理解，并以单个人或课堂上少数几个人无法做到的方式，看清课堂中哪些是可以观察到的、哪些是不可以的。

So I can take these broad sets of information, this broad set of data, and help us kind of compartmentalize, help us understand, help us kind of see what can and cannot be observed inside of our classrooms in a way that one human or a couple of humans inside a classroom really can't.

在课堂中，尤其是在在线环境中，有许多事情发生在幕后或就在我们眼皮底下，而我们作为教师可能根本看不到。

There's a lot that happens behind the scenes or happens right under our noses as teachers inside of a classroom that maybe we can't see, especially in online environments.

在实体课堂中可能更难实现，但我仍然认为，当我们聚合和可视化那些本已可获取的数据时，这种方法依然适用。

It might be harder inside of a physical classroom, but I still think it's applicable when it comes to the ways in which we can aggregate and visualize data that we might already have access to.

我认为，教师们常常被大量日常的文书工作所拖累。

I think a lot of things that teachers get bogged down with are a lot of clerical tasks that they're focused on on the day to day.

人工智能可以帮助移除一些这类事务，让教师能专注于他们真正该做的事情。

AI can help move some of that out of the way and allow teachers to get at what they're doing.

因此，可视化我课堂中的趋势，或可视化我所教授的某一节课中的趋势，诸如此类的事情对我们来说至关重要，能帮助教师更快地实现他们在课堂中的目标。

So visualizing trends inside of my classroom or visualizing trends inside of a specific lesson that I've instructed or something along those lines, those kinds of things are really critical for us to bring to the table and help the teacher get at what it is that they're trying to do inside the classroom much more quickly.

是的，我对学生端的应用场景很好奇。

Yeah, I'm curious on the student use cases.

我注意到你们的产品同时支持文字和语音聊天。

I noticed that your products allow both text and voice chat.

有一种方式，你提到过课堂上的情况，以及混合式和在线学习。

There's a way and you mentioned in class and then these blended and online.

我假设在线学习已经这样做了很多年，但实际上，在线学习领域正发生着大量创新，不同的教学模式或实现拓展功能听起来非常吸引人。

I think there's an assumption that online learning has been doing this for years, but in fact, there's a lot of innovation happening in the online learning space, and just the different modalities or being able to do extensions sounds really appealing.

蕾切尔，考虑到你在年轻学习者方面的教学专长，我想象语音功能可能是一个真正的突破，因为让孩子们逐字打字可能是个挑战。

Rachel, given your pedagogic expertise, especially with younger learners, I could imagine voice actually being a real unlock when having to type everything out could be a challenge.

这是你感兴趣的一个使用场景吗？

Is that a use case that you're excited about?

还有哪些其他场景，特别是针对我们的小学生使用AI？

What are some other ones, especially for our elementary learners with AI?

是的，AI会做出回应吗？

Yeah, so it's definitely not, is the AI responding?

因为确实会，对吧？

Because it is, right?

它无处不在。

It's everywhere.

你可以在任何地方找到人工智能，它都会做出回应。

You can find AI everywhere and it's responding.

它是在回应什么？或者它是如何回应的？

It's what is it responding or how is it responding?

那么，它是在支持这种好奇心吗？

So is it supporting that curiosity?

它是否在强化查理所提到的正确教学？

Is it reinforcing sound instruction to Charlie's point?

它是帮助孩子思考，还是替他们思考？

Is it helping the child to think or is it doing it for them?

因此，我担心我们的年幼学习者会模仿成年人或其他兄弟姐妹，发现这是一种捷径，而这种捷径本不该存在。

So, what I fear for our little list of learners is that they will mimic adults or others' siblings, things like that in their lives and realize that it's a shortcut in ways that it shouldn't be.

结果，他们反而不会学习所谓的‘人工智能素养’，对吧？

And in turn, not going to learn the, let's call it AI literacy, right?

如何给出正确的提示。

How to give it the right prompts.

我们在这方面非常有意识，不仅为学生提供工具，还教他们如何使用这个工具。

And that's something that we're really intentional with, providing students with not only the tool, but ways to utilize the tool.

我们不会问它该给我们的小猫取什么名字。

So we're not asking it what we should name our kitten.

它会引导你回到正题，比如：‘我很高兴你有一只小猫’，它会表示认可，但我们这里不是来聊小猫的，而是来学习语文的。

It's going to redirect you back to say, I love that you've got a kitten, so it will acknowledge, but we're not here to talk about your kitten, we're here to talk about language arts.

今天我们能谈谈名词吗？

Can we talk about nouns today?

因此，它在引导和保持学生专注方面非常出色，正如查理所说，老师在面对24个、30个甚至更多学生的课堂中，很难做到这一点。

So it really has a great way of redirecting and keeping students engaged in a way that, again, to Charlie's point, a teacher might not be able to do for 24 or 30 or more students in a classroom.

这并不是说老师不在场，我们绝对100%不是要取代老师，而是作为老师的辅助，为那些需要额外支持、可以随时提问的学生提供帮助。

So not that the teacher isn't available and we absolutely 1000% are not replacing a teacher, we are being a support to a teacher where those students would have that extra support on the side to ask the questions.

实际上，本，有些情况下，我看到那些平时不敢举手的学生，或者在我上课时，我能从他们的眼神中看出他们有疑问，却不敢举手，因为他们怕自己的问题显得愚蠢。

And really, Ben, in some cases, I feel like I saw the students that wouldn't raise their hand, or I could see the question in their eye when I was teaching that wouldn't raise their hand because they didn't want to be embarrassed if they thought their question was silly.

有了我们的林肯AI，这种顾虑就不存在了。

With our Lincoln AI, that's not an option.

另一端没有人。

No one else is on the other end of it.

只有AI，学生可以对自己的问题充满信心，因为AI的回应总是非常积极，即使学生答错了。

It is just the AI, and they can feel confident in their questions because the responses from the AI are very positive, even if the student is incorrect.

因此，当学校和学区审视你们的课程和课程目录时，他们在考虑你们的项目与其他项目的区别，他们应该如何看待AI？

So as schools and districts look at your curriculum and course catalog, and they're thinking about your program versus other programs, how should they think about the AI?

假设你自己是学区领导者的角色，现在关于何时使用AI、何时不使用AI，存在诸多争议。

And just putting yourself in the shoes of school district leaders, there's all this controversy about when to use AI or when not.

从领导者的角度来看，他们应该如何评估这类产品？你们如何确保你们的产品能优化学习效果，而不是你们提到的那些捷径？

From a leadership standpoint, how should they evaluate these types of products, And how do you ensure that your product is positioned to optimize on the learning and not on those shortcuts that you mentioned?

是的，这个问题我们经常被问到。

Yeah, so that's a great question because we get that all the time.

为什么你们的更好？

Why is yours better?

或者，为什么我们应该选择你们的？

Or why should we go with yours?

我认为，总的来说，对于教师来说，要评估不同的AI机会，他们必须问几个问题。

I think in general, for a teacher, someone to evaluate different AI opportunities, they have to ask a few questions.

它是否基于课程、标准和实际教学实践？

Is it grounded in curriculum, standards, and real instructional practice?

这将是我最优先考虑的方面。

That is gonna be my number one across the board.

然后我们还要看，它安全吗？

Then we're looking, is it safe?

我们与AWS合作，通过Bedrock设置了安全防护措施。

So we have partnered with AWS and we have the safety guardrails on there through Bedrock.

它安全、私密，且适合相应年龄段。

It's safe, it's private, it's age appropriate.

这些也是你需要了解的问题。

So those are questions you need to know as well.

它会把我的八岁孩子当成十八岁的人来对话吗？

Is it going to talk to my eight year old like they're 18?

这不安全。

That's not safe.

这可不是个好主意。

That's not a good idea.

所以我们需要问这些问题。

So we wanna ask those questions.

我认为最后一点是，它是否支持教师的工作？

And I think the final thing is, does it support the work of the teachers?

所以，正如我所说，我们并不是要取代教师。

So like I said, we're not replacing teachers.

那么，这个教育资源如何通过我提到的这些方面——安全性、课程一致性和标准一致性——来支持我们的教师呢？

So how can this educational resource support my teachers through all of the things that I mentioned, safety, curriculum aligned, standard aligned?

我认为所有这些都完全融入了我们解决方案的设计中，对吧？

And I think all of those things have been fully rooted in the design of our solution, right?

这些原则从一开始就存在。

Like those principles were there at the onset.

而且我认为我们在开发这些功能和方面时，确实尽了最大努力，确保始终坚守这些原则，以便在新增功能时，我们仍会重新审视那些最初的原则和核心要素，确认自己有没有偏离太远。

And I think we've really tried to do our due diligence to make sure as we've been building those features out, those facets out, that we've remained true to them as well to make sure that, you know, as we add a feature, we're still kind of revisiting those original principles, those original pieces to make sure, you know, have we gotten too far away?

我们是否在无意中替换掉了某个真正需要包含可操作干预措施的功能？

Have have we inadvertently maybe replaced a feature that really needs to have some actionable intervention included in it?

对吧？

Right?

因此，我们在利用人工智能时，始终强调‘人在环中’的理念。

So kind of making sure that that you know, we talk about human in the loop when utilizing AI for all the things.

始终让教师保持主导地位，而AI只是作为他们的辅助延伸。

It's still keeping that teacher really in that driver's seat and just being, you know, that extension.

它只是一个工具。

It's a tool.

它只是一个能帮助你在课堂上更高效工作的工具。

It's just a tool that can help you be much more powerful inside your classroom.

并不一定更有效，因为我们并不想取代教师，而是拓展教学覆盖面、提升教学可见度，诸如此类。

Not necessarily more effective because we don't wanna, you know, we're not about replacing, but extend that reach, optimize that visibility, and things like that.

我们马上回来。

We'll be right back.

Tuck Advisors 由曾创办并成功出售自己公司的企业家创立。

Tuck Advisors was founded by entrepreneurs who built and sold their own companies.

由于对其他并购公司感到失望，他们创建了自己理想中却无法找到的那一家。

Frustrated by other m and a firms, they created the one they wished they could have hired but couldn't find.

一家理解创始人真正关心什么、并以成交交易的百分比为最高目标的公司。

One who understands what matters to founders and whose North Star KPI is the percentage of deals closed.

如果你正在考虑出售或收购一家教育科技公司，请立即联系 Tuck Advisors。

If you're thinking of selling your Edtech company or buying one, contact Tuck Advisors now.

是的，你们一直是个性化学习的先驱，帮助学生实现最大潜能。

Yeah, I mean, you all have been pioneers in personalized learning and helping students reach their full potential.

你们对这些新的机遇和成果感到兴奋吗？

Are you excited about these new opportunities and gains?

同时，你们最担心的是什么？

And also, what gives you the most concern?

作为拉切尔，你提到过一些最糟糕的情况，当你看到孩子们被这些AI工具彻底淹没时，你最担心的是什么？

As Rachel, you talked a little bit about some worst case in the world, what gives you concern as you see kids who really are inundated with all of these AI tools?

基于你的专业知识，你如何思考这些新机遇和优势，同时又避免那些风险因素？

How have you really thought about both the opportunities and upsides given your expertise, but also staying away from those risk factors?

是的，我认为我们需要最谨慎的地方，是当这项技术开始取代思考、取代互动或人际关系的时候。

Yeah, I think where we need to be most cautious is anytime that that technology starts replacing thinking, it starts replacing interaction or relationships.

你已经在新闻中读到过，有些孩子在和AI交谈，并且觉得它是一个真实的人。

You've read in the news where some children are talking to AI and feel that it's a real person.

因此，我们在安全机制上做了大量工作，确保我们的虚拟形象在某个时刻会明确说：我不是真实的人。

So we do a lot with our guardrails to ensure that our avatars at some point will actually say, I'm not a real person.

如果你有这种感觉，让我们去和你信任的成年人谈谈。

If you're feeling this way, let's go talk to an adult that you trust.

所以对我个人而言，我最担心的是，对于我们最年幼的学习者来说，真实与非真实之间的界限正在模糊。

So I'd say for myself, where I get the most nervous is that distance between what is real and what is not for our youngest learners.

甚至对于一些初中生来说，那也是一个非常奇怪的年龄段。

And even for some of those middle schools are really weird age.

我现在有个上中学的孩子，他们非常渴望被接纳。

I have a middle schooler now and it's really, they want to be accepted so much.

所以对我来说，无论是个人还是职业层面，关键就在于AI所呈现的现实与非现实之间的那条微妙界限。

So I think that for me, both personally and professionally, it's that very fine line between the reality and what isn't real on the other side of AI.

我觉得你们两位都是教育工作者，并且拥有深厚的经验，这一点非常有力。

I mean, I think it's powerful that both of you are educators and have this deep experience.

这同时也是Amazon Bedrock的一个绝佳应用场景，它主要围绕设置防护机制和训练展开。

It's also a really great use case for Amazon Bedrock, which really is around putting in guardrails and kind of training.

对于那些可以在线体验的人，你们的虚拟形象并不试图假装自己是真人。

And for those of you who can check it out online, your avatars, they're not trying to pretend like they're real people.

它就像一只老虎，可以有趣、吸引人、互动性强，帮助孩子突破困境或引导他们提问，但不会干扰真正的学习体验。

It's like a tiger who can be fun, engaging, interactive, and help kids get unstuck or help them ask questions, but is not trying to distract from the actual learning experience.

我认为亚马逊应该把这个作为典型案例来研究。

I think it's a really Amazon should be using this as a case study.

当你向教师、学生以及有多年经验的教育工作者展示这一点时，他们的反应如何？

When you show this to teachers, to students, educators who've been around a long time, what's their reaction been?

查理，我想知道作为首席学术官，你最近观察到了什么？

Charlie, I'm curious what you've been seeing as Chief Academic Officer.

人们感到惊讶吗？

Are people surprised?

大家的普遍反应如何？

What's the kind of general response been?

是的，这完全取决于对象是谁，对吧？

Yeah, so it all depends on who it is, right?

我们有些人会说，嘿，这是只老虎。

So we have some folks that say, Hey, it's a tiger.

为什么是老虎呢？

Why is it a tiger?

对吧？

Right?

而另一些人则说，我很喜欢能利用我的吉祥物这个想法。

And then we have other folks that are like, I love the idea of being able to utilize my mascot.

而对于那些第一个问‘为什么是老虎’的人，

And then, you know, for those first folks that say, why is it Tiger?

我们会说，你并不一定要使用老虎，

We say, well, you don't have to utilize a Tiger.

这只是一个选项，

It's just an option.

我们真正关注的是把这些选项自然地融入到人们的认知中，

You know, we're really about kind of baking those options into folks.

所以这仅仅是最初的初步介绍，

So that's just kind of the first the first primer.

但当我们进入互动环节时，无论使用的是哪个虚拟形象——无论是我们的老虎、詹姆斯、莉莉，还是其他参与这个体验的人——一旦你真正进入这个体验，我认为这才是‘哇’的感觉真正开始显现的地方，

But when we get into the interaction, regardless of the avatar, if it's, you know, if it's like our tiger, if it's James or Lily, or whomever else we have involved in that experience, once you start getting into that experience, I think that's really where the wow factor starts to establish itself.

因为通过这个快速的练习，与这个虚拟形象进行对话，去梳理你在特定时刻所学的内容，并立即对学生的提问给予支持或回应，无论他们是说‘我对这个概念非常了解’还是‘我对此一无所知’，

Because going through that very quick exercise to have a dialogue with this avatar, to unpack what you're learning about in a given moment, and immediately start supporting or responding to the inquiry that that student has, whether they say, hey, I know a whole bunch about this specific concept or I know nothing.

对吧？

Right?

Link 能够立即与你互动，并根据情况调整其回应，这是我最兴奋的一点。

Link is able to meet you immediately and just kind of tune its responses based on that, which is one of the things that I get most excited about.

当我们有观察和使用这个工具的人时，这种接纳感似乎无处不在。

It seems like that reception kind of permeates when we have folks observing the tool and utilizing the tool.

当它超越单纯的互动，提供补充资源，无论以何种媒介，都能帮助孩子完成作业时，情况就更不一样了。

And then when it goes beyond just kind of the interaction, supporting with supplemental resources, being able to, you know, assist a kiddo with their homework regardless of the medium.

这是我最喜欢的一点。

That's one of my favorite things.

对吧？

Right?

我会上传一张手写的笔记，比如一道手写的文字题之类的。

I upload kind of a handwritten note, you know, a handwritten word problem or something.

Link 能够接收、处理、准确识别并理解它，然后在学生解题过程中提供指导。

Link's able to take that, consume it, accurately read it, understand it, and provide guidance to the student as they're going through it.

所以它是一种非常灵活的工具，能够支持学习者、帮助教师，而且反响很好。

So it's just such an adaptable tool to be able to, you know, support learners, assist teachers, the reception.

我总是喜欢看到人们第一次体验并逐步了解这个工具时的表情。

I always love to see folks' faces when they kind of first see the experience and walk through, you know.

有时候当老虎开始说话时，你会忍不住笑出来，但总体来说，这都是积极的反应。

Sometimes you get a chuckle when the tiger starts talking or something like that, but positive, I think, overall.

是的。

Yeah.

所以，查理，我想补充一点，你之前提到过关于差异化的问题。

So, Charlie, one thing to add, and then it was something you mentioned earlier about, like, the differentiation.

你可以和它对话。

You can talk to it.

你可以打字。

You can type.

哇。

Wow.

我最感动的时刻是，Link 能根据学生提出的问题，直接在聊天中为他们找到游戏、视频或互动式学习资源。

The moments that I get are when Link actually procures a game, a video, or an interactive learning object right in the chat for the students to interact with and engage with based on what questions they were asking.

所以，如果我们问一些关于分数的问题，它从资源库中调出一个关于分数的视频，这个视频会符合学生的年龄并具有吸引力。

So if we're asking questions about fractions and it pulls from the repository a video on fractions, it will be age appropriate and engaging for that student.

因此，他们不是被动地听讲，而是在使用Link的过程中参与各种动手活动。

So they're not just being talked at, they're getting hands on different activities to do throughout their time working with Link.

他们确实触及了多模态的方面，对吧？

They're really hitting that multimodal aspect, right?

能够从各个维度进行评估。

Being able to score from all dimensions.

是的，我的意思是，这非常有趣，因为你有数百门课程和这么多学习资源，既有嵌入式AI在学生卡在课程时提供帮助，又有整体性的AI能够从整个资源库中提取内容。

Yeah, I mean, it's so interesting too, because across, you have hundreds of courses, and all of these learning objects, you've got both the embedded AI that helps you when you're stuck in a lesson, but then you've got this overarching AI that really can pull from the full library.

我很好奇教师的角色发生了怎样的变化。

I am curious about the role of the teacher and how you're seeing that shift.

林肯学习在不同学习环境方面是创新者。

You have different Lincoln Learning is an innovator in terms of different learning environments.

因此，它可以是在线的，也可以是混合式的，或者完全面对面的。

So it can be online, it can be hybrid, it can be fully in person.

您注意到教师有哪些转变？当他们能够引导学生向AI助手寻求帮助，而不是自己直接提供帮助时？

What are the teacher shifts that you're noticing and seeing as they've been able to maybe redirect the student to get the help from their AI assistant rather than them?

这对教师支持学习过程的能力产生了什么影响？

And what's that doing for teacher capacity to really support the learning journey?

是的，Charlie，那我先来回答这个问题，你不介意吧。

Yeah, so I'll start this one, Charlie, if you don't mind.

这让我感到非常兴奋。

This makes me really excited.

我们有一个教师仪表板，教师可以访问它，查看学生提出了哪些问题。

We have a teacher dashboard that the teachers are able to access that highlights what their students are asking.

因此，系统会以可视化方式展示最常被提问的问题，帮助教师了解哪些内容需要在课堂上加强，或者哪些内容需要重新讲解，因为有更多学生在询问这些内容。

So there's a visual representation of the most asked questions so that can redirect and guide the teacher on what to enhance more in the classroom, maybe what they need to revisit because more students are asking about it.

教师可以查看全班的整体情况，也可以深入查看某个学生的情况，这极大地帮助了针对学生的个性化教学。

They can get the whole class overview or drill down into a student, and that really helps with that differentiation for the students.

他们可以看到每个学生提出了哪些问题、问了多少次、何时掌握了这些内容，以及学生的活跃度，从而建议那些活跃度较低的学生多回来看看并更多地使用LINK。

They can see what that individual student is asking, how many times they've asked it, when they've mastered it, inactivity so that they can suggest that the students do go back on and utilize LINK more often if they're showing low activity.

我真的很认为，这为教师提供了更多数据，使他们能够更直接地教育学生，更精准地指导学生需要帮助或感兴趣的领域。

I really think that it is empowering the teacher with more data to more directly educate the students, to give them more finite direction as to where the students might need help or even interest areas.

所以也许他们在英语上表现不佳，并且就这个话题提出了大量问题。

So that maybe they're not doing great in English and they're asking a whole lot of questions about this topic.

也许这就是你们接下来让他们阅读的小说，关于这个主题的。

Maybe that's the next novel you have them read, something on that topic.

你可以根据自己的需求，从中获取尽可能多的信息，以提升对这些学生的教学体验。

So it is as much information as you wanna sit down and take from it to enhance the teaching experience for these students.

是的。

Yeah.

而且我认为，这最终自然地提升了教学能力。

And I think it ultimately it naturally increases capacity.

对吧？

Right?

归根结底，教师要承担这么多不同的角色。

At the end of the day, teachers are wearing so many different hats.

它有助于融合这些角色，或许还能减少教师需要承担的某些角色。

It helps to kind of blend those hats and maybe reduce some of those hats that they have to wear.

因此，提升这种能力并不是为了提高产量，而是为了帮助教师，使他们在日常教学中能获得更多有意义的互动，并理解这些洞察。

So increasing that capacity, not necessarily to increase production, so to speak, but to help guide a teacher or make available to a teacher more meaningful interactions in the day to day and be able to understand what those insights are.

我知道我们几分钟前聊过，就是那种对整个课堂的宏观洞察力，类似于给教师提供一种能力，就像蕾切尔说的：这里有一个趋势，我会采取这样的行动。

I know we talked about it a few minutes ago, you know, the ability to have that macro visibility across your classroom kind of along the same lines of giving the teacher the ability to, you know, just like Rachel said, here's a trend, here's something I'm going to do.

我可以通过这个仪表盘快速轻松地看到这一点，从而立即采取行动，做出调整。

I can see that very quickly and very easily through that dashboard, so I can take action on it right now and make that move.

因此，我真正认为这是教师能力的延伸，使他们能够在教育环境中有效利用这一工具。

So I really see this as, just an extension of the capacity of a teacher who is able to utilize this inside their educational setting.

是的，我很喜欢它为教师带来的改变。

Yeah, I love it for what it does for teachers.

它真正让教师能够专注于实际的教学与学习，大大减轻了行政负担。

It really allows them to focus on the actual teaching and learning, and really lightens the burden on the administrative side.

查理，这就像你开场时说的，真正扩展了教师在整个教育生态系统中的影响力。

Charlie, it's like what you said at the opening, which is really like the extendability of that teacher across the ecosystem.

这真是一场非常引人入胜的对话，我能理解为什么林肯学习AI获得了它所赢得的奖项。

Well, this is a super fascinating conversation, and I can understand why Lincoln Learning AI has won the awards that it's won.

很多人并不知道你们是一家非营利组织，是这样吗？

Many people don't realize that you all are a nonprofit, is that right?

是的，没错。

We are, correct.

这同样是一个非营利组织引领前沿创新的绝佳范例。

It's just also such a great example of really cutting edge innovation from a nonprofit leader.

对于想要进一步了解的观众来说，他们如何才能获取更多关于林肯学习的信息呢？

For those of our audience that want to follow-up and learn more, what's the best way for them to find out more about Lincoln Learning?

是的，我认为最简单的方式是访问我们的网站 lincolnlearning.org，或者通过邮件联系我们，邮箱是名字首字母加姓氏，格式为 firstinitiallastname@lincolnlearningsolutions.org。

Yeah, so I think the easiest way is probably checking out our website at lincolnlearning.org, or our emails, it's just first initial, last name lincolnlearningsolutions dot org.

这是针对查理和我的联系方式。

So that's for Charlie and myself.

太棒了。

Awesome.

另外提醒一下，我们在播客笔记中会提供链接，包含网站以及一些视频演示，供你们收听时查看。

And just note that we'll also have links in the podcast notes with both the website, as well as some links to video demos so that you all can check it out if you're listening.

好的，博士。

Well, Doctor.

布克博士，非常感谢您加入我们。

Book, thank you so much for joining us.

查理·泰勒，感谢您加入我们。

Charlie Thayer, thank you for joining us.

也感谢各位Edtech Insiders的听众一路收听。

And thank you, Edtech Insiders listeners, for following along.

我们下周再聊。

We'll talk to you all next week.

我们即将举办一场关于人工智能与效果的网络研讨会，希望你们能准时参加，深入了解博士提到的这些应用场景。

We've got our AI and efficacy webinar coming up, and we hope you'll all join us live to really hear about some of these use cases that Doctor.

以及这些应用背后的研究所和效果评估。

Book and Charlie were talking about and the research and efficacy studies behind them.

非常感谢您的参与。

Thanks so much for joining.

感谢您收听本期《Edtech Insiders》。

Thanks for listening to this episode of Edtech Insiders.

如果您喜欢这个播客，请记得为其评分并分享给教育科技领域的其他人。

If you liked the podcast, remember to rate it and share it with others in the Edtech community.

对于想要获取更多《Edtech Insiders》内容的朋友，请在Substack订阅免费的《Edtech Insiders》通讯。

For those who want even more Edtech Insider, subscribe to the free Edtech Insiders newsletter on Substack.

本季《Edtech Insiders》由Cooley LLP赞助播出。

This season of Edtech Insiders is brought to you by Cooley LLP.

Cooley是教育和教育科技创新者的首选律师事务所，为从学龄前到成人教育的全阶段提供行业洞察的法律咨询。

Cooley is the go to law firm for education and Edtech innovators, offering industry informed counsel across the preK to gray spectrum.

凭借跨领域的专业团队和强大的教育科技生态系统，Cooley助力塑造教育的未来。

With a multidisciplinary approach and a powerful Edtech ecosystem, Cooley helps shape the future of education.

本季《Edtech Insiders》由Starbridge赞助播出。

This season of Edtech Insiders is brought to you by Starbridge.

每年，K-12学区和高等教育机构的支出超过1万亿美元，但大多数销售团队都忽略了这些信号。

Every year, K-twelve districts and higher ed institutions spend over half $1,000,000,000,000, but most sales teams miss the signals.

Starbridge追踪董事会纪要、预算草案和战略计划等早期迹象，并帮助您快速将其转化为个性化沟通。

Starbridge tracks early signs like board minutes, budget drafts, and strategic plans, and then helps you turn them into personalized outreach fast.

在招标阶段之前就赢得交易。

Win the deal before it hits the RFP stage.

这就是顶尖教育科技团队保持领先的方式。

That's how top Edtech teams stay

领先。

ahead.