In what ways can AI be the companion that teachers and professionals across contexts need to flourish?
How can teachers retain their agency, and avoid being replaced by AI?
Think of Noticing as a middleware that lies between the teacher and AI, to ensure that the AI does not inadvertently take over the teacher's role.
Instead of speaking directly with generative AI, the teacher interacts with Noa, our mediating conversational agent, so that Noticing can augment the teacher's expertise and experience, producing outputs which are rich, appropriate, and their own.
Private, audio-visual, context-, theory- and sentiment-aware, Noticing utilises multiple generative AI models to assist and guide teachers in reflective practices, lesson planning and exploratory classroom investigations.
What does this feel like when:
planning a lesson reflecting post-lesson investigating your classroomTeachers and mentors are already using Noticing to plan lessons and activities, to reflect both pre- and post-lesson, and to conduct Exploratory Action Research. Meanwhile, we are continuing to develop new dialogic formats in any area that we feel could benefit from structured exploration.
We are always looking for new partners and collaborators. If you are interested in using Noticing in your educational context, or if you would like to contribute to our research, please get in touch.
