#385: Co-Designing Hybrid Intelligent Learning Environments: One Educator’s Journey Navigating Relationships with AI

Recent advancements in artificial intelligence (AI) have resulted in a “replacement framing” in education. Hybrid intelligence (HI) has been proposed to reframe the relationship between educators and AI as collaborative, positioning humans and AI as partners in learning. Empirically, however, little is known about the impact of the HI system on the complex ecologies of learning in K-12 classrooms. To foreground educators’ agency in shaping HI systems for learning, we partner with a group of secondary science teachers exploring the role of hybrid intelligent systems in science learning contexts. We present a case of one educator’s experience to illustrate how teachers navigated their relationship with AI during the process to co-design a hybrid learning environment based on the existing science learning simulation, HoloOrbits. Findings highlight teachers’ evolving trajectories and leadership in co-designing AI-augmented systems, which reveals how teachers negotiate forms of AI-teaming aligned with their pedagogical visions.