Center for Learning and Living with Artificial Intelligence

CELLA

Center for Learning and Living with Artificial Intelligence (CELLA) focuses on equipping K-12 learners to learn, live, and work in the age of AI. The center will bring together five research teams in learning sciences, learning analytics, and AI. CELLA is co-led by professors Sanna Järvelä (University of Oulu) and Inge Molenaar (Radboud University, the Netherlands).

Funders

Project information

Project duration

-

Funded by

Other International

Project funder

Jacobs Foundation

Project coordinator

University of Oulu

Unit and faculty

Learning and Learning Processes Research Unit
Faculty of Education and Psychology

Contact information

Project leader

Contact person

Project description

In the interest of an evidenced-based view of the role of AI in education, the Jacobs Foundation has funded the Center for Learning and Living with AI (CELLA), which is designed to equip young learners to learn, live, and work in the age of AI. This center on AI and learning focuses on K-12 learners and teachers. It will bring together research teams in learning and educational sciences, learning analytics, and artificial intelligence to develop and research AI-driven learning technologies that ensure children’s wellbeing.

CELLA is co-led by professors Sanna Järvelä from the University of Oulu (Finland) and Inge Molenaar from Radboud University (the Netherlands). They are working with professors Maria Bannert from the Technical University of Munich (Germany), Dragan Gašević from Monash University (Australia), and Roger Azevedo from the University of Central Florida (United States). CELLA research activities are coordinated by postdoctoral researchers Joni Lämsä (University of Oulu) and Susanne de Mooij (Radboud University).

Project actions

Our center will bundle the knowledge and skills from the teams in different fields to

  • Design, validate, and implement new AI-driven systems for supporting learners of different ages to improve their self-regulated learning.
  • Develop and test practices and inclusive design principles that boost the agency of learners to make informed instructional decisions about their learning while working with AI.
  • Educate the public and inform policy making in education and career education about the application of AI in education, and practices that effectively promote the development of K-12 learners' self-regulated learning skills for successful academic and workforce development and integration.

Radboud University

Technical University of Munich

Monash University

University of Central Florida

University of Oulu