https://papiro.unizar.es/ojs/index.php/rc51-jos/issue/feed 2024-11-20T08:15:20+00:00 Fabio Giglietto fabio.giglietto@uniurb.it Open Journal Systems <p>Welcome to the JOURNAL OF SOCIOCYBERNETICS, the official Journal of the <a href="http://sociocybernetics.wordpress.com/">Research Committee on Sociocybernetics (RC51) of the International Sociological Association (ISA)</a>. The Journal is publishing since Vol. 9 (2011) using the Open Journal System. All previous issues of the journal are available here: "<a href="https://papiro.unizar.es/ojs/index.php/rc51-jos/about/history">About the Journal/Other/Journal History</a>" and "<a href="https://papiro.unizar.es/ojs/index.php/rc51-jos/about/history">Previous Issues</a>".</p> <p>ISSN-e 1607-8667<br />DOI 10.26754/ojs_jos</p> https://papiro.unizar.es/ojs/index.php/rc51-jos/article/view/10822 2024-09-03T16:18:00+00:00 Shantanu Tilak stilak@cba-va.org Blake Bagley bibagley@vwu.edu Jadalynn Cantu jncantu@vwu.edu Mya Cosby mcosby@vwu.edu Grace Engelbert gmengelbert@vwu.edu Ja'Kaysiah Hammonds jjhammonds@vwu.edu Gabrielle Hickman gnhickman@vwu.edu Aaron Jackson ajackson@vwu.edu Bryce Jones bdjones@vwu.edu Kadie Kennedy kfkennedy@vwu.edu Stephanie Kennedy smkennedy@vwu.edu Austin King amking@vwu.edu Ryan Kozlej rjkozlej@vwu.edu Allyssa Mortenson ajmortenson@vwu.edu Sebastien Muller smuller@vwu.edu Julia Najjar janajjar@vwu.edu Sydney Queen skqueen@vwu.edu Milo Schuehle mcschuehle@vwu.edu Nolan Schulte njschulte@vwu.edu Emily Schwarz eschwarz@vwu.edu Joshua Shearn jnshearn@vwu.edu Kalyse Williams ktwilliams1@vwu.edu Malik Williams mtwilliams@vwu.edu

<p>This participatory study, conducted in an introductory psychology class, recounts self-reflections of 22 undergraduate students and their instructor engaging in an GenAI-mediated storyboard generation process. It relies on Gordon Pask’s conversation theory, structuring out the nature of interactions between students, instructor, and GenAI, and then uses a qualitative narrative to describe these conversational feedback loops constituting the creation of draft and final storyboards. Results suggest students engaged in cyclical feedback driven processes to master their creations, used elements of photography related to the relationships between objects in frame, image processing, and cultural objects/themes to generate narratives. Issues were faced with generating text on images, and the consistency and style of generated frames as they interacted with GenAI tools. This study provides guidelines to university teaching professionals to design effective activities mediated by text-to-image GenAI.</p>

2024-11-20T00:00:00+00:00 Copyright (c) 2024 Shantanu Tilak, Blake Bagley, Jadalynn Cantu, Mya Cosby, Grace Engelbert, Ja'Kaysiah Hammonds, Gabrielle Hickman, Aaron Jackson, Bryce Jones, kadie Kennedy, Stephanie Kennedy, Austin King, Ryan Kozlej, Allyssa Mortenson, Sebastien Muller, Julia Najjar, Sydney Queen, Milo Schuehle, Nolan Schulte, Emily Schwarz, Joshua Shearn, Kalyse Williams, Malik Williams https://papiro.unizar.es/ojs/index.php/rc51-jos/article/view/10947 2024-09-03T05:35:06+00:00 Shantanu Tilak stilak@cba-va.org Jesse Lincoln jesselincolnresearch78@gmail.com Tara Miner tnminer55@gmail.com Natasha Christensen tashaallred@gmail.com Judy Jankowski jjankowski@cba-va.org Kadie Kennedy kfkennedy@vwu.edu

<p>This participatory study recounts conversational practices occurring between three teachers, a head of school, and a researcher during a month-long curriculum design workshop mediated by the MagicSchool AI technology to create social studies, language arts, science, and mathematics lessons for a virtual special education program. A social paradigm of AI-mediated educational practices is presented, wherein teachers interact with AI tools by embodying co-agency and a spirit of inquiry. Collective practices are interpreted using Gordon Pask’s conversation theory framework, showcasing how to design systems of human-AI feedback loops devoted towards curriculum design. Meeting transcriptions, AI-prompt data, AI-mediated lesson plans, teacher feedback, and final products are shared using narrative inquiry to illustrate how collaborative co-agency culminated in lesson plans that co-observers felt confident in deploying.</p> <p><br style="font-weight: 400;" /><br style="font-weight: 400;" /></p>

2024-11-20T00:00:00+00:00 Copyright (c) 2024 Shantanu Tilak, Jesse Lincoln, Tara Miner, Tasha Christensen, Judy Jankowski, Kadie Kennedy