Cps Learn Lab Cps Learn Lab

The LEARN Lab is a hub for use-inspired research that leverages AI and technology to transform teaching and learning across educational contexts. As an innovation incubator and research hub, we connect faculty, students, researchers, practitioners, and external partners to explore and document effective approaches to AI-enhanced teaching, learning, and research. Through structured inquiry and rigorous documentation, we help bridge the gap between AI’s potential and its practical implementation in education. Under the co-leadership of Dr. Allison Ruda and Dr. Chris Unger, the LEARN Lab serves as a catalyst for advancing strategic priorities of access, scale, technology, innovation, and partnership.

By fostering a community of practice around AI in education, we’re contributing to Northeastern’s leadership in evidence-based approaches to AI integration. Our vision is to create a dynamic ecosystem where methodological rigor meets innovative practice, generating valuable insights that benefit the entire educational community. At the LEARN Lab, we believe that the best way to advance education is through experimentation, collaboration, and a willingness to rethink how learning happens — together with faculty, students, and partners who share... Co-Director, CPS LEARN Lab, Northeastern University The LEARN Lab advances AI integration in education through systematic research, experimental pilots, and organizational capacity building. We work across K-12, higher education, community and workforce settings to generate evidence-based insights that inform platform developers and guide institutional adoption of AI-enhanced teaching, learning, and research.

We combine academic research with user-centered design to create and test practical solutions that address real educational challenges while advancing scholarly understanding. Use-Inspired Research: Every project starts with real challenges from educational partners Iterative Development: Rapid prototyping and testing with continuous feedback loops Collaborative Design: Co-design and co-creation with educators, students, and technology partners Assistant Teaching Professor for the Graduate School of Education at Northeastern University. Former Interim Provost and Vice President for Academic Affairs at MassArt.

POST 7 of 10: Practical Transformations - What Actually Changes Theory is only valuable if it transforms practice. So what does relationally-grounded education actually look like? Here are four concrete shifts: 1. MULTI-YEAR COHORTS REPLACE SEMESTER CHURN The semester system—rapid rotation of subjects and teachers—is absurd from a relational perspective. Deep knowing requires a sustained relationship. Instead, students work with the same teachers and peers across multiple years.

Like mycorrhizal networks, these take time to establish but become increasingly rich and resilient. Mentorship and apprenticeship models become primary, not supplementary. The extended relationship allows for embodied, tacit knowledge transfer that lectures can't provide. 2. PLACE-BASED AND MULTI-SPECIES LEARNING Students spend significant time learning with forests, rivers, gardens, and animals, not just studying them as objects. Knowledge emerges reciprocally.

This isn't nature field trips. It's recognizing that understanding emerges through a sustained, embodied relationship with particular places and beings. A building project becomes a semester-long relationship with materials—wood, light, water—as active participants in learning. Making becomes an epistemological practice rather than an application of theory. 3. COLLABORATIVE ASSESSMENT If knowledge and identity are relational, individual testing through isolation is ontologically incoherent.

Assessment focuses on: - Network health and vitality - Collective accomplishment (what has this group created together?) - Relational capacity (how well can individuals build and navigate relationships?) - Emergent understanding (what novel insights... 4. RECIPROCITY AND CARE AS CORE PRACTICES Students regularly ask: - What am I receiving from this forest, this community, this teacher, these peers? - What am I giving back? - How do my actions affect the whole network? This manifests as service to land and community (not as volunteering but as an essential practice), creating resources for future learners, and maintaining the physical and social commons.

The pattern: Everything becomes relational, reciprocal, sustained. These aren't add-ons. They're what education becomes when we take relationships as fundamental. What's one of these you could experiment with in your context? Do you know of any examples already in progress? #EducationalInnovation #PlaceBasedEducation #Assessment #LearningDesign #HigherEd #EdLeadership Artwork by Alexa Serig.

https://lnkd.in/gzF6VtgE Assistant Teaching Professor for the Graduate School of Education at Northeastern University. Former Interim Provost and Vice President for Academic Affairs at MassArt. POST 6 of 10: What This Means for Education - Foundational Shifts If we take radical relationalism seriously as ontology rather than a metaphor, education transforms at its roots. Here are three foundational shifts that follow: 1. FROM ISOLATED MINDS TO RELATIONAL BEINGS We stop viewing students as empty vessels to fill or isolated processors to program.

They're nodes of potential in networks of becoming. Their flourishing depends on the quality, diversity, and vitality of their relationships with other humans, other species, places, ideas, and materials. The atomized individual competing for grades becomes incoherent. You can't assess an entity that doesn't exist independently of its relationships. 2. FROM KNOWLEDGE ACQUISITION TO KNOWLEDGE CO-CREATION Knowledge isn't transferred from expert to novice.

It emerges in the space between. Every learning encounter creates knowledge that didn't exist before in the system, rather than in the individual. A classroom becomes a site of knowledge generation, not just transmission. Like Simard's mycorrhizal networks, the learning community creates emergent intelligence through interaction that no individual could produce alone. 3. FROM DISCIPLINARY SILOS TO RELATIONAL WEBS If reality is fundamentally relational, the boundaries between biology, physics, literature, and mathematics are pedagogical obstacles rather than organizing principles.

Education restructures around phenomena, questions, or places: A watershed becomes a site for understanding hydrology, ecology, community, history, governance, and art. Fermentation integrates microbiology, chemistry, cultural anthropology, economics, and sensory experience. A building project combines physics, geometry, ecology, social organization, and aesthetics Pattern recognition across domains—one of connectivism's core capacities—becomes central, rather than supplementary. These aren't pedagogical preferences. They're ontological necessities. If relationships constitute reality, then education must be organized relationally, or it contradicts the nature of what it's trying to teach.

Next: What this actually looks like in practice. Which of these shifts feels most challenging to your context? Most necessary? #EducationalTransformation #LearningTheory #HigherEducation #CurriculumDesign #SystemsThinking #EdLeadership Artwork by Alexa Serig. https://lnkd.in/gzF6VtgE Assistant Teaching Professor for the Graduate School of Education at Northeastern University.

Former Interim Provost and Vice President for Academic Affairs at MassArt. This guidebook provides considerations for doctoral students, qualitative researchers, and academic faculty in using AI responsibly to assist and support inquiry and research. AI-assisted analysis of police body-camera footage is dramatically improving officer behavior, with studies showing major gains when officers receive direct, immediate AI feedback. Read More… AI-powered learning platforms could eventually disrupt traditional schooling if they prove dramatically better at meeting learners’ real needs. Read More…

You must have cookies enabled in order to sign in to your PeopleSoft application. Return to Sign In with cookies enabled.If your attempt fails, please contact your System Administrator. Ready to explore how AI can transform learning in your context? Reach out! Email: LEARNLab@northeastern.eduLocation: College of Professional Studies, Northeastern University

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