  Recent work has explored how complementary strengths of humans and artificial
intelligence (AI) systems might be productively combined. However, successful
forms of human-AI partnership have rarely been demonstrated in real-world
settings. We present the iterative design and evaluation of Lumilo, smart
glasses that help teachers help their students in AI-supported classrooms by
presenting real-time analytics about students' learning, metacognition, and
behavior. Results from a field study conducted in K-12 classrooms indicate that
students learn more when teachers and AI tutors work together during class. We
discuss implications of this research for the design of human-AI partnerships.
We argue for more participatory approaches to research and design in this area,
in which practitioners and other stakeholders are deeply, meaningfully involved
throughout the process. Furthermore, we advocate for theory-building and for
principled approaches to the study of human-AI decision-making in real-world
contexts.
