Check out the accepted sessions for The Learning Ideas Conference 2025 below!
Our program will also include keynote talks from Michelle Cortese, Design Director, Metaverse Input & Interaction at Meta, and Dr. Bruce Martin McLaren, Full Professor at Carnegie Mellon University, as well as our always-popular panel discussion.

The complete conference program, with times, will be published later in April.

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Changing the Evaluation Game

Graham Glass, CYPHER Learning, Plano, Texas, USA

With AI-powered cheating software sprouting like kudzu among student populations, educators are responding by unholstering dozens of purported AI-detection weapons of their own. It’s an escalating classroom standoff impossible to resolve. But perhaps, to paraphrase Cold War leaders, it’s an arms race that can never be won and should not even be fought.

Yes, AI writing agents readily disgorge rivers of glib essay language feckless students are claiming as theirs. But rather than try to fix that – banning AI from academia would be as pragmatically futile as outlawing search engines or scientific calculators – let’s rethink the whole act of evaluation itself.

Let’s use this opportunity as a spark for new, smarter evaluation frameworks. Why make students produce busy-work papers they regard as tedious torture – that’s why they resort to AI in the first place – when we can design live-interview rounds, peer interrogation formats, even quiz games? We can and should develop testing tactics that put a student out of reach of AI helpmates. They might even be – although it’s sometimes a taboo notion in this space – fun…

Keywords: artificial intelligence, evaluation frameworks, AI in workplace, AI in education

Changing the Evaluation Game

Graham Glass

With AI-powered cheating software sprouting like kudzu among student populations, educators are responding by unholstering dozens of purported AI-detection weapons of their own. It’s an escalating classroom standoff impossible to resolve. But perhaps, to paraphrase Cold War leaders, it’s an arms race that can never be won and should not even be fought.

Yes, AI writing agents readily disgorge rivers of glib essay language feckless students are claiming as theirs. But rather than try to fix that – banning AI from academia would be as pragmatically futile as outlawing search engines or scientific calculators – let’s rethink the whole act of evaluation itself.

Let’s use this opportunity as a spark for new, smarter evaluation frameworks. Why make students produce busy-work papers they regard as tedious torture – that’s why they resort to AI in the first place – when we can design live-interview rounds, peer interrogation formats, even quiz games? We can and should develop testing tactics that put a student out of reach of AI helpmates. They might even be – although it’s sometimes a taboo notion in this space – fun.

Let’s consider what could be one of the most unanticipated dividends of the AI revolution in education: better metrics for student assessment, leading to more engaged, astute students.

Streaming and Broadcasting Educational Aid Documents Where There Is No Internet or WiFi Service Available

David Glickman and Saul Troen, ChipServer LLC, New York, New York, USA

Imagine providing the ability for anyone to learn anywhere, at any time—whether in a classroom, on vacation, at home, or even gathered under a tree. Most document-sharing programs rely on an internet connection or WiFi to distribute files. But what if there’s no WiFi, the internet is unreliable, or it’s simply unsafe?

ChipServer is a revolutionary, patented device that changes the game. It allows users to securely access, share, and project documents without needing an internet connection, WiFi, downloadable apps, or even a computer. ChipServer creates its own private WiFi network, at no extra cost or subscription fees, to broadcast content to your students in a classroom, your audience in a lecture hall, or even your attendees on a field trip or in a park. It’s the freedom to learn anywhere—without limitations.

Keywords: patented streaming broadcasting device

Streaming and Broadcasting Educational Aid Documents Where There Is No Internet or WiFi Service Available

David Glickman and Saul Troen

Imagine providing the ability for anyone to learn anywhere, at any time—whether in a classroom, on vacation, at home, or even gathered under a tree. Most document-sharing programs rely on an internet connection or WiFi to distribute files. But what if there’s no WiFi, the internet is unreliable, or it’s simply unsafe? ChipServer is a revolutionary, patented device that changes the game. It allows users to securely access, share, and project documents without needing an internet connection, WiFi, downloadable apps, or even a computer. ChipServer creates its own private WiFi network, at no extra cost or subscription fees, to broadcast content to your students in a classroom, your audience in a lecture hall, or even your attendees on a field trip or in a park. It’s the freedom to learn anywhere—without limitations.

Augmenting the Learning Experience - The ALEX Implementation Framework for Higher Business Education: From Affordances to Implementation

Matt Glowatz, Ph.D., University College Dublin, Dublin, Ireland

This practice-based, inclusive design and creative technology innovation research investigates and measures the effectiveness and impact of novel, innovative, immersive augmented reality (AR) enhanced curriculum design on higher education business students’ learning experience. The term “learning experience” incorporates three core components: motivation, engagement, and knowledge acquisition and retention. This thesis narrates previous research conducted in the knowledge area of immersive learning with particular focus on Augmented Reality (AR) in education settings in the context of two underlying theories deemed most relevant for this research, namely 1) Mayer’s science of instruction and multimedia learning (Mayer 2011, 2020) and 2) Koehler and Mishra’s (2009) Technological, Pedagogical, and Technology Knowledge (TPACK) framework…

Keywords: immersive learning, augmented reality, student experience, higher business education

Augmenting the Learning Experience - The ALEX Implementation Framework for Higher Business Education: From Affordances to Implementation

Matt Glowatz, Ph.D.

This practice-based, inclusive design and creative technology innovation research investigates and measures the effectiveness and impact of novel, innovative, immersive augmented reality (AR) enhanced curriculum design on higher education business students’ learning experience. The term “learning experience” incorporates three core components: motivation, engagement, and knowledge acquisition and retention. This thesis narrates previous research conducted in the knowledge area of immersive learning with particular focus on Augmented Reality (AR) in education settings in the context of two underlying theories deemed most relevant for this research, namely 1) Mayer’s science of instruction and multimedia learning (Mayer 2011, 2020) and 2) Koehler and Mishra’s (2009) Technological, Pedagogical, and Technology Knowledge (TPACK) framework.

To address and find answers, this research utilised a mixed method research approach sampling, testing, and measuring data from research participants enrolled in selected undergraduate business modules at this project’s research site, namely University College Dublin’s (UCD) College of Business (CoB). The author utilized Intrinsic Motivation Inventory (IMI) classifications to measure student motivation. In contrast, the University Student Engagement Inventory (USEI) and National Survey of Student Engagement (NSSE) principles are utilized to investigate and demonstrate the impact of AR-enhanced learning on student engagement. The learners’ knowledge acquisition and retention levels were examined by taking respective control group and test group academic performance metrics (learning content assessment components, such as individual essay submissions, group work activities and tasks, and online examinations) into account.

Research findings provide sufficient empirical evidence, deeming this thesis’ proposed novel learning approach utilising AR-enhanced learning experiences as educationally significant. Hence, it can be regarded as an optimum tool to enrich learning experiences in higher business education. The author proposes an Augmented Learning Experience (ALEX) implementation framework offering the Higher Education sector’s stakeholders a unique opportunity to successfully include Augmented Reality Learning Objects (ARLOs) into their curriculum. Hence, successful ALEX implementation allows students to engage meaningfully with curriculum material, resulting in higher motivation, engagement with learning content, and knowledge acquisition.

Consequently, this research makes an original and substantial contribution to knowledge in learning and education by introducing an empirically proven, educationally significant, best practice AR Learning Experience (ALEX) implementation framework and associated toolkit for higher business education.

Cultivating a Sustainable Future: SDG Education Initiatives in Emerging Economies

Chitisha Gunnoo, Doctoral Candidate, Vacoas-Phoenix, Mauritius

This abstract highlights the importance of education initiatives aimed at promoting Sustainable Development Goals (SDGs) in emerging economies. These initiatives strive to instill environmental awareness, social responsibility, and economic sustainability among the younger generations, aligning educational curricula with the 2030 Agenda for Sustainable Development. By equipping students with the knowledge and skills necessary for sustainable living, these programs foster innovative solutions to pressing global challenges such as poverty, inequality, and climate change. Collaboration among governments, educational institutions, and international organizations plays a critical role in implementing effective SDG education practices. This holistic approach aims to empower communities, ensuring that future leaders are well-prepared to advocate for sustainable practices and contribute to global efforts toward achieving the SDGs.

Keywords: SDGs, educational systems, emerging economies

Cultivating a Sustainable Future: SDG Education Initiatives in Emerging Economies

Chitisha Gunnoo

This abstract highlights the importance of education initiatives aimed at promoting Sustainable Development Goals (SDGs) in emerging economies. These initiatives strive to instill environmental awareness, social responsibility, and economic sustainability among the younger generations, aligning educational curricula with the 2030 Agenda for Sustainable Development. By equipping students with the knowledge and skills necessary for sustainable living, these programs foster innovative solutions to pressing global challenges such as poverty, inequality, and climate change. Collaboration among governments, educational institutions, and international organizations plays a critical role in implementing effective SDG education practices. This holistic approach aims to empower communities, ensuring that future leaders are well-prepared to advocate for sustainable practices and contribute to global efforts toward achieving the SDGs.

Assessing Micro-Credential and MOOC Providers: Understanding the Value Proposition of Upskilling Platforms for Different Types of Learners

Ryan Hamilton, Saskatchewan Polytechnic, Saskatoon, Saskatchewan, Canada

Understanding the intricacies of online course providers is an important evaluation criterion for prospective learners. There are several organizations that exist both for-profit and not-for-profit that each deliver unique value propositions for all types of learners, depending on the purpose of their learning journey. Not only is cost a consideration, but also the flexibility of a platform, the outcome of a course, whether it is a certificate of completion, or a deliverable that is graded, there are many reasons why a learner would choose one platform over another. This research paper will cover some of the most common learner types, evaluate well-established micro-credential and MOOC providers, and discuss a potential selection process one may use to assess their provider of choice. Not only are there online platforms that offer these courses, but many public institutions have gone in the direction of offering these programs al-a-carte through Centers for Continuing Education. This paper will delve into the who, why, and where, for learners who find themselves in a position of deciding to upskill, without being fully aware of the resources and platforms available.

Keywords: MOOCs, micro-credential, upskilling, learning journey, educational resources

Assessing Micro-Credential and MOOC Providers: Understanding the Value Proposition of Upskilling Platforms for Different Types of Learners

Ryan Hamilton

Understanding the intricacies of online course providers is an important evaluation criterion for prospective learners. There are several organizations that exist both for-profit and not-for-profit that each deliver unique value propositions for all types of learners, depending on the purpose of their learning journey. Not only is cost a consideration, but also the flexibility of a platform, the outcome of a course, whether it is a certificate of completion, or a deliverable that is graded, there are many reasons why a learner would choose one platform over another. This research paper will cover some of the most common learner types, evaluate well-established micro-credential and MOOC providers, and discuss a potential selection process one may use to assess their provider of choice. Not only are their online platforms that offer these courses, but many public institutions have gone in the direction of offering these programs al-a-carte through Centers for Continuing Education. This paper will delve into the who, why, and where, for learners who find themselves in a position of deciding to upskill, without being fully aware of the resources and platforms available.

The Role of Open Educational Resources (OER) and Authoring Tools in Expanding Access to Non-Formal Education in Nigeria

Moshood Ayinde Hassan, Ph.D., Adekunle Ajasin University, Akungba-Akoko, Ondo, Nigeria

The persistent educational challenges in Nigeria, including low literacy rates, inadequate resources, and limited access to formal education, necessitate innovative solutions to reach marginalized and underserved populations. Open Educational Resources (OER) and authoring tools have emerged as transformative approaches to bridge these gaps, particularly in adult and non-formal education. This study explores how OER, content creation and authoring tools can expand access to flexible, affordable, and high-quality learning opportunities for adults and out-of-school individuals in Nigeria…

Keywords: open educational resources, authoring tools, non-formal education, adult learning, accessibility

The Role of Open Educational Resources (OER) and Authoring Tools in Expanding Access to Non-Formal Education in Nigeria

Moshood Ayinde Hassan, Ph.D.

The persistent educational challenges in Nigeria, including low literacy rates, inadequate resources, and limited access to formal education, necessitate innovative solutions to reach marginalized and underserved populations. Open Educational Resources (OER) and authoring tools have emerged as transformative approaches to bridge these gaps, particularly in adult and non-formal education. This study explores how OER, content creation and authoring tools can expand access to flexible, affordable, and high-quality learning opportunities for adults and out-of-school individuals in Nigeria.

The purpose of this study is to examine the role of OER, content creation and authoring tools in addressing barriers to education, such as financial constraints, geographical inaccessibility, and the lack of culturally relevant content. The study employs a mixed-methods approach, combining qualitative interviews with educators, policymakers, and learners, and quantitative analysis of existing OER initiatives and their adoption rates in Nigeria. In addition, case studies of successful implementation of authoring tools, such as H5P and Moodle, are analysed to evaluate their impact on non-formal education outcomes.

Findings reveal that OER significantly reduces the cost of learning materials, allowing marginalized learners to access resources without financial burden. Authoring tools empower educators to create locally relevant and interactive content tailored to the specific needs of adult learners. However, challenges such as digital illiteracy, inadequate internet access, and limited awareness of OER must be addressed to maximize their potential.

This study recognizes the relevance of OER and authoring tools in promoting lifelong learning, vocational training, and literacy improvement within Nigeria’s non-formal education sector. By fostering a culture of openness and collaboration, these tools provide a pathway for achieving inclusive and equitable education in alignment with the United Nations’ Sustainable Development Goals (SDG 4). The research advocates for policy support, capacity-building programmes, and multi-stakeholder partnerships to scale their adoption and impact.

BYOD: Dynamic Branching Using ChatGPT and Twine

Tristia Hennessey, Evolve Solutions Group, Salem, Oregon, USA

In this interactive, "Bring Your Own Device" session, the audience can follow along on their own laptops as we create a branching training scenario that engages learners and enhances the learning experience.

After a brief demo of a completed example, we’ll introduce Twine, a user-friendly tool for building interactive stories, and discuss how to leverage AI tools like ChatGPT for efficient prompting for text and media content. You’ll learn how to edit your prompts to refine outcomes, ensuring that the generated content aligns with your training objectives. We’ll combine our generated media within Twine to create a cohesive and engaging interactive experience, or a rapid prototype for your next big branching training project…

Keywords: AI, Twine, branching, interactive, demo

BYOD: Dynamic Branching Using ChatGPT and Twine

Tristia Hennessey

In this interactive, "Bring Your Own Device" session, the audience can follow along on their own laptops as we create a branching training scenario that engages learners and enhances the learning experience.

After a brief demo of a completed example, we’ll introduce Twine, a user-friendly tool for building interactive stories, and discuss how to leverage AI tools like ChatGPT for efficient prompting for text and media content. You’ll learn how to edit your prompts to refine outcomes, ensuring that the generated content aligns with your training objectives. We’ll combine our generated media within Twine to create a cohesive and engaging interactive experience, or a rapid prototype for your next big branching training project.

By the end, you'll have a functional prototype ready to share, along with insights on how to implement this engaging format in your own training programs. Whether you’re new to interactive design or looking to enhance your existing projects, this session will equip you with practical skills and inspiration. Bring your laptops and get ready to unleash your creativity as we transform traditional training into an immersive, Choose Your Own Adventure-style experience!

Designing Virtual Reality Environments for Learning

Tristia Hennessey, Evolve Solutions Group, Salem, Oregon, USA

This session is intended for instructional and training designers who would like to improve their immersive training designs and communicate better with VR developers, as well as those who would like to learn more about VR design and development.

This session focuses on UX principles and environment design for immersive learning. We will explore the essentials of VR environments, including FOV, 3DOF vs 6DOF, custom virtual worlds, metaverse environments, and 360 media. We’ll discuss various methods of movement in VR such as snap, teleport, translational, and rotational. We’ll cover 3D objects, where to find them, and key factors such as polycount, materials, textures, and particle effects. We'll also explore how users can interact with objects in VR environments, covering techniques such as raycasting, grabbing, and summoning. We’ll dive into menu design in VR and balancing the use of diegetic and non-diegetic elements to create a seamless and immersive experience. Finally, we'll explore effective onboarding techniques for introducing users to the VR experience, as well as accessibility options that can enhance the comfort and inclusivity of VR experiences for all users…

Keywords: VR, UX, immersion, design, storyboarding

Designing Virtual Reality Environments for Learning

Tristia Hennessey

This session is intended for instructional and training designers who would like to improve their immersive training designs and communicate better with VR developers, as well as those who would like to learn more about VR design and development.

This session focuses on UX principles and environment design for immersive learning. We will explore the essentials of VR environments, including FOV, 3DOF vs 6DOF, custom virtual worlds, metaverse environments, and 360 media. We’ll discuss various methods of movement in VR such as snap, teleport, translational, and rotational. We’ll cover 3D objects, where to find them, and key factors such as polycount, materials, textures, and particle effects. We'll also explore how users can interact with objects in VR environments, covering techniques such as raycasting, grabbing, and summoning. We’ll dive into menu design in VR and balancing the use of diegetic and non-diegetic elements to create a seamless and immersive experience. Finally, we'll explore effective onboarding techniques for introducing users to the VR experience, as well as accessibility options that can enhance the comfort and inclusivity of VR experiences for all users.

Attendees will gain a solid foundation in VR design principles and technical aspects of creating immersive VR environments for learning. Along with a list of key terms, we will also share storyboarding templates at the end of the session to help attendees design and communicate their VR ideas more effectively.

IGIP SESSION

Chat Faculty GPT: Integrating AI in Faculty Development and Instructional Design

Humberto Hernandez, Ed.D., and Shannon McCrory-Churchill, D'Youville University, Buffalo, New York, USA

The rapid evolution of artificial intelligence (AI) has brought about significant changes in various sectors, including education. This conference proposal highlights the innovative integration of AI in faculty development and support, particularly focusing on how AI tools like ChatGPT-4 are complementing traditional instructional design Standard Operating Procedures (SOPs). The proposal underscores the growing acceptance and reliance on AI by faculty members for content creation and course design, marking a pivotal shift in educational methodologies.

The core of this presentation will be the empirical success story of a groundbreaking course titled "Nursing Global Health and Social Justice". This course, developed collaboratively by an instructional designer and the Dean of the School of Nursing and also a Graduate Nursing faculty member, stands as a testament to the potential of AI in academia. It is a pioneering example of a course that is 100% AI-aided and created, leveraging the capabilities of ChatGPT-4. This case study will demonstrate how AI can not only assist in content generation but also significantly enhance the quality and relevance of educational materials.

Keywords: artificial intelligence in education, AI in faculty development, ChatGPT-4 in instructional design, AI-aided course development, nursing

Chat Faculty GPT: Integrating AI in Faculty Development and Instructional Design

Humberto Hernandez, Ed.D., and Shannon McCrory-Churchill

The rapid evolution of artificial intelligence (AI) has brought about significant changes in various sectors, including education. This conference proposal highlights the innovative integration of AI in faculty development and support, particularly focusing on how AI tools like ChatGPT-4 are complementing traditional instructional design Standard Operating Procedures (SOPs). The proposal underscores the growing acceptance and reliance on AI by faculty members for content creation and course design, marking a pivotal shift in educational methodologies.

The core of this presentation will be the empirical success story of a groundbreaking course titled "Nursing Global Health and Social Justice". This course, developed collaboratively by an instructional designer and the Dean of the School of Nursing and also a Graduate Nursing faculty member, stands as a testament to the potential of AI in academia. It is a pioneering example of a course that is 100% AI-aided and created, leveraging the capabilities of ChatGPT-4. This case study will demonstrate how AI can not only assist in content generation but also significantly enhance the quality and relevance of educational materials.

IGIP SESSION

Implementing AI-Powered Tutoring Systems to Enhance Personalized Learning in Higher Education

Humberto Hernandez, Ed.D., D'Youville University, Buffalo, New York, USA

The integration of Artificial Intelligence Tutoring Systems (AITSs) into higher education is transforming personalized learning. This session explores the development and implementation of Chatbase, an AI-driven tutoring platform designed to provide adaptive, tailored learning experiences. Drawing on Vygotsky's Zone of Proximal Development and other foundational theories, the presentation showcases how Chatbase utilizes advanced natural language processing to support students in real-time. The session highlights the system’s deployment, including the creation of "Ask Maggie," an AI tutor trained with course-specific content, and its integration into the institution's Learning Management System (LMS).

Attendees will gain insights from a case study featuring nursing students and the AI tutor's role in assisting with health assessment coursework. Additionally, the session addresses the benefits of AI-driven tutoring systems for improving learning outcomes, promoting equity, and supporting faculty. Challenges such as accessibility issues and scalability will also be discussed, alongside strategies for fostering faculty buy-in and ethical considerations for AI in education…

Keywords: AI tutoring systems, personalized learning, Chatbase integration, adaptive education technology, AI in higher education

Implementing AI-Powered Tutoring Systems to Enhance Personalized Learning in Higher Education

Humberto Hernandez, Ed.D.

The integration of Artificial Intelligence Tutoring Systems (AITSs) into higher education is transforming personalized learning. This session explores the development and implementation of Chatbase, an AI-driven tutoring platform designed to provide adaptive, tailored learning experiences. Drawing on Vygotsky's Zone of Proximal Development and other foundational theories, the presentation showcases how Chatbase utilizes advanced natural language processing to support students in real-time. The session highlights the system’s deployment, including the creation of "Ask Maggie," an AI tutor trained with course-specific content, and its integration into the institution's Learning Management System (LMS).

Attendees will gain insights from a case study featuring nursing students and the AI tutor's role in assisting with health assessment coursework. Additionally, the session addresses the benefits of AI-driven tutoring systems for improving learning outcomes, promoting equity, and supporting faculty. Challenges such as accessibility issues and scalability will also be discussed, alongside strategies for fostering faculty buy-in and ethical considerations for AI in education.

Participants will leave with actionable knowledge on implementing and scaling AI-powered tutoring systems to transform teaching and learning in their institutions.

AI Academic Policies: Establishing Ethical, Transparent, and Equitable Use in Higher Education

Humberto Hernandez, Ed.D., and Susan Arnold, D'Youville University, Buffalo, New York, USA

As Artificial Intelligence (AI) becomes increasingly integrated into academic environments, it is critical to establish comprehensive guidelines that ensure ethical, transparent, and equitable usage. This session will present the development and key principles of D’Youville University's AI Academic Guidelines, designed to uphold faculty autonomy, protect intellectual property, and align with higher education standards.

The presentation will explore the foundational principles of these guidelines, including fairness, accountability, reliability, and innovation. It will also delve into the roles and responsibilities of faculty, students, and the university in fostering responsible AI usage while safeguarding privacy and security…

Keywords: AI ethics in academia, faculty autonomy, AI policy development, educational innovation, responsible AI integration

AI Academic Policies: Establishing Ethical, Transparent, and Equitable Use in Higher Education

Humberto Hernandez, Ed.D., and Susan Arnold

As Artificial Intelligence (AI) becomes increasingly integrated into academic environments, it is critical to establish comprehensive guidelines that ensure ethical, transparent, and equitable usage. This session will present the development and key principles of D’Youville University's AI Academic Guidelines, designed to uphold faculty autonomy, protect intellectual property, and align with higher education standards.

The presentation will explore the foundational principles of these guidelines, including fairness, accountability, reliability, and innovation. It will also delve into the roles and responsibilities of faculty, students, and the university in fostering responsible AI usage while safeguarding privacy and security.

Attendees will gain insights into the processes of creating and implementing these policies, strategies for maintaining clarity and flexibility, and methods for fostering dialogue among stakeholders. By prioritizing human oversight and critical thinking, the guidelines aim to empower academic communities to innovate responsibly while maintaining educational integrity.

L&D Professionals: Be the Model, Not Just the Messenger

Graham Herrick, SCIEX, London, Ontario, Canada

L&D professionals are tasked with shaping the growth of others, but to be truly effective, they must first model the behaviors they want to see. This presentation argues that personal branding is not just a self-promotion tool—it’s a critical leadership tool that enables L&D professionals to visibly demonstrate lifelong learning, well-being, and resilience in the face of challenges.

Too often, L&D leaders disconnect teaching from doing, leading to a credibility gap that undermines their efforts. By leveraging their personal brand, L&D professionals can publicly model continuous learning, health, and the real struggles that come with personal development. Showing both growth and vulnerability builds authenticity, trust, and engagement across the organization…

Keywords: leadership, lifelong learning, behavior modeling, organizational culture, personal branding

L&D Professionals: Be the Model, Not Just the Messenger

Graham Herrick

L&D professionals are tasked with shaping the growth of others, but to be truly effective, they must first model the behaviors they want to see. This presentation argues that personal branding is not just a self-promotion tool—it’s a critical leadership tool that enables L&D professionals to visibly demonstrate lifelong learning, well-being, and resilience in the face of challenges.

Too often, L&D leaders disconnect teaching from doing, leading to a credibility gap that undermines their efforts. By leveraging their personal brand, L&D professionals can publicly model continuous learning, health, and the real struggles that come with personal development. Showing both growth and vulnerability builds authenticity, trust, and engagement across the organization.

This presentation will explore how personal branding allows L&D leaders to walk the talk and inspire others to follow their example. Through practical strategies, we’ll show how to use personal branding to make learning visible, prioritize well-being, and show resilience when facing challenges. The message is clear: when L&D professionals use personal branding as a tool for leadership, they create a ripple effect that reshapes company culture and drives real organizational transformation.

AI as a Creative Partner in Instructional Design: Strategies for Effective Course Development

Carla Huck, Ed.D., and Anica Cisneroz, Ph.D., American College of Education, Indianapolis, Indiana, USA

As artificial intelligence reshapes higher education, instructional designers encounter new opportunities and challenges in effectively leveraging AI tools. This session explores AI's potential as a creative partner in evidence-based instructional design. Drawing from real-world experience developing courses for our fully online college, we'll present practical strategies for using AI to enhance four critical areas of course development: (1) creating authentic case studies, (2) crafting engaging discussion prompts, (3) formulating multi-level assessments, and (4) ensuring learning objective alignment. Participants will gain insights into specific techniques for using AI to generate realistic and career-relevant scenarios (or learning experiences) that resonate with students, transform mundane discussion questions into catalysts for critical thinking, and design assessments across cognitive complexity levels. We will showcase how we employ AI across programs of study to identify curriculum gaps, propose improvements in objective alignment, and diversify the range of learning activities while preserving pedagogical integrity. Through concrete examples and lessons learned, this session will equip participants with a toolkit of prompts and examples for integrating AI into their instructional design workflow.

Keywords: artificial intelligence, instructional design, curriculum, higher education

AI as a Creative Partner in Instructional Design: Strategies for Effective Course Development

Carla Huck, Ed.D., and Anica Cisneroz, Ph.D.

As artificial intelligence reshapes higher education, instructional designers encounter new opportunities and challenges in effectively leveraging AI tools. This session explores AI's potential as a creative partner in evidence-based instructional design. Drawing from real-world experience developing courses for our fully online college, we'll present practical strategies for using AI to enhance four critical areas of course development: (1) creating authentic case studies, (2) crafting engaging discussion prompts, (3) formulating multi-level assessments, and (4) ensuring learning objective alignment. Participants will gain insights into specific techniques for using AI to generate realistic and career-relevant scenarios (or learning experiences) that resonate with students, transform mundane discussion questions into catalysts for critical thinking, and design assessments across cognitive complexity levels. We will showcase how we employ AI across programs of study to identify curriculum gaps, propose improvements in objective alignment, and diversify the range of learning activities while preserving pedagogical integrity. Through concrete examples and lessons learned, this session will equip participants with a toolkit of prompts and examples for integrating AI into their instructional design workflow.

Breaking Free from Organizational Silos

Erin Huizenga, Desklight, Naperville, Illinois, USA and Ellen Muench, Desklight, Kaysville, Utah, USA

The best way to stall innovation and efficiency is to keep your organization's teams working in silos. Many organizations find they've accidentally created these barriers and aren't sure how to break them down. They know collaboration and communication across the organization would lead to cross-functional learning, collaboration, and knowledge sharing…but they don't know where to begin!

In this dynamic and interactive presentation, we'll be exploring practical ways to spark a learning ecosystem at your organization. This includes designing effective cross-functional mentorship programs, leveraging cutting-edge technology to facilitate seamless information sharing, and implementing innovative collaborative workspaces – both physical and virtual. We'll share compelling case studies that demonstrate how organizations we've worked with have successfully cultivated a culture of shared learning, leading to measurable improvements in innovation and efficiency…

Keywords: collaboration, innovation, knowledge-sharing, cross-functional

Breaking Free from Organizational Silos

Erin Huizenga and Ellen Muench

The best way to stall innovation and efficiency is to keep your organization's teams working in silos. Many organizations find they've accidentally created these barriers and aren't sure how to break them down. They know collaboration and communication across the organization would lead to cross-functional learning, collaboration, and knowledge sharing…but they don't know where to begin!

In this dynamic and interactive presentation, we'll be exploring practical ways to spark a learning ecosystem at your organization. This includes designing effective cross-functional mentorship programs, leveraging cutting-edge technology to facilitate seamless information sharing, and implementing innovative collaborative workspaces – both physical and virtual. We'll share compelling case studies that demonstrate how organizations we've worked with have successfully cultivated a culture of shared learning, leading to measurable improvements in innovation and efficiency.

Participants will discover how breaking down silos leads to improved problem-solving capabilities, increased innovation, and enhanced organizational performance. But we won't just tell you – we'll show you. Through hands-on exercises and real-world scenarios, attendees will leave with a toolkit of actionable strategies they can immediately implement in their own organizations. You'll learn how to identify existing silos, design tailored solutions to break them down, and measure the impact of your efforts. By the end of the session, you'll be equipped to create a more interconnected and knowledge-rich workplace that will drive your organization towards greater adaptability and success.

Exploring Artificial Intelligence in Self-Regulated Personalized Learning: A Systematic Literature Review

Aidana Isaeva, Elis Özavnik, Isabella Rosamarie Acosta Delgado, and Matthias Christoph Utesch, Ph.D., Technical University of Munich, Munich, Germany

This paper provides a systematic review of the application of Artificial Intelligence (AI) in education, with a particular focus on AI-driven approaches that enhance self-regulated personalized learning (SRPL) - an emerging educational framework combining both self-regulation and personalized learning approaches. The study aims to explore how AI can support the development of learners' self-regulation skills through personalization of learning processes while also identifying existing research gaps and proposing directions for future exploration in AI's integration into educational contexts. A systematic literature review was conducted to address this underexplored topic of AI and SRPL intersection, analyzing studies published between 2018 and 2024 examining AI technologies' impact on education.

AI has been shown to significantly enhance personalized learning experiences and support student self-regulation. With the steady evolution of Artificial Intelligence technologies, research on self-regulated personalized learning (SRPL) is uncovering new theoretical, empirical, and methodological nuances to support learners. Emerging trends highlight the need for further research into integrating AI with human teaching methods and the long-term effects of AI on student outcomes. Notable developments include the increasing focus on hybrid AI-human collaboration and the expanding role of predictive analytics for early intervention…

Keywords: artificial intelligence, artificial intelligence in teaching and learning (AITL), self-regulated learning (SRL), personalized learning (PL), self-regulatedp personalized learning (SRPL)

Exploring Artificial Intelligence in Self-Regulated Personalized Learning: A Systematic Literature Review

Aidana Isaeva, Elis Özavnik, Isabella Rosamarie Acosta Delgado, and Matthias Christoph Utesch, Ph.D.

This paper provides a systematic review of the application of Artificial Intelligence (AI) in education, with a particular focus on AI-driven approaches that enhance self-regulated personalized learning (SRPL) - an emerging educational framework combining both self-regulation and personalized learning approaches. The study aims to explore how AI can support the development of learners' self-regulation skills through personalization of learning processes while also identifying existing research gaps and proposing directions for future exploration in AI's integration into educational contexts. A systematic literature review was conducted to address this underexplored topic of AI and SRPL intersection, analyzing studies published between 2018 and 2024 examining AI technologies' impact on education.

AI has been shown to significantly enhance personalized learning experiences and support student self-regulation. With the steady evolution of Artificial Intelligence technologies, research on self-regulated personalized learning (SRPL) is uncovering new theoretical, empirical, and methodological nuances to support learners. Emerging trends highlight the need for further research into integrating AI with human teaching methods and the long-term effects of AI on student outcomes. Notable developments include the increasing focus on hybrid AI-human collaboration and the expanding role of predictive analytics for early intervention. Future research should address the integration challenges of AI in education, with particular attention to ethical concerns. A hybrid model combining AI tools with human feedback may offer the most effective approach to fostering optimal learning environments. This review synthesizes the current state of AI applications in education, offering key insights into both the potential and challenges of AI in fostering self-regulated personalized learning, evaluates how SRPL-driven AI applications can address these limitations, and provides a foundation for future research.

The Value of Dedicated Innovation in Professional Development

Chantelle Ivanski and Dominic Mallett, Canadian Police Knowledge Network, Charlottetown, Prince Edward Island, Canada

The Canadian Police Knowledge Network (CPKN) is a non-profit organization dedicated to leveraging new technologies to provide top-tier training to police officers across Canada. This case study will demonstrate the positive impacts a robust and well-supported Innovation department can have by discussing how we have been able to explore the use of AI and VR for training, conduct research on course efficacy, and develop a strong national network.
We will discuss the development and implementation of our research evaluation program, which incorporates theories from the psychology of memory and retention, and present case studies of evaluated courses. Additionally, we will explore the creation of an in-house GPT AI to assist our team with course development and our plans to expand its use for integrating new opportunities within training programs…

Keywords: research, AI, VR, AR, innovation

The Value of Dedicated Innovation in Professional Development

Chantelle Ivanski and Dominic Mallett

The Canadian Police Knowledge Network (CPKN) is a non-profit organization dedicated to leveraging new technologies to provide top-tier training to police officers across Canada. This case study will demonstrate the positive impacts a robust and well-supported Innovation department can have by discussing how we have been able to explore the use of AI and VR for training, conduct research on course efficacy, and develop a strong national network.

We will discuss the development and implementation of our research evaluation program, which incorporates theories from the psychology of memory and retention, and present case studies of evaluated courses. Additionally, we will explore the creation of an in-house GPT AI to assist our team with course development and our plans to expand its use for integrating new opportunities within training programs.

Finally, we will delve into our exploration of VR in police training. While VR has been adopted by many services, it has presented challenges that we are addressing with our partners to fully leverage this technology and enhance police training nationwide.

Overall, this presentation will highlight three key ways an innovative mindset can improve training through the application of theory and technology.

One Size Fits One: The Impact of Strength-Based Development on the Bottom Line

Breanna Jackson, The Refining Company, LLC, Gresham, Oregon, USA

Driving for results in an organization is essential to maintaining a successful business. The best way to achieve those results comes from a committed and engaged workforce, but we often settle for committed employees alone. Maybe because the level of productivity seems to overpower the threat of disengagement or perhaps the process to overhaul the current culture of not checking in beyond the work to be done seems too time consuming. Either way, the health of the organization suffers when employees are not engaged. This workshop focuses on how adding the equitable lens of strength-based development can positively impact employee engagement and help build a committed and engaged workforce.

Keywords: strength-based development, equity, belonging, transformation, engagement

One Size Fits One: The Impact of Strength-Based Development on the Bottom Line

Breanna Jackson

Driving for results in an organization is essential to maintaining a successful business. The best way to achieve those results comes from a committed and engaged workforce, but we often settle for committed employees alone. Maybe because the level of productivity seems to overpower the threat of disengagement or perhaps the process to overhaul the current culture of not checking in beyond the work to be done seems too time consuming. Either way, the health of the organization suffers when employees are not engaged. This workshop focuses on how adding the equitable lens of strength-based development can positively impact employee engagement and help build a committed and engaged workforce.

IGIP SESSION

Teaching Decision-Making and Critical Thinking Skills through Creative Learning and Technology Integration

Danish Jamil, Ph.D., University of Santiago de Compostela, Santiago de Compostela, Galicia, Spain

In an era of rapid technological and societal change, decision-making and critical thinking have become indispensable skills for success in education and professional contexts. However, traditional teaching methods often fail to provide learners with engaging, practical opportunities to develop these skills. This gap calls for innovative approaches that integrate creativity, interdisciplinary insights, and advanced technologies to enhance learning outcomes.

This session presents a novel framework for teaching decision-making and critical thinking through gamified simulations, adaptive learning platforms, and AI-driven feedback systems. These tools immerse learners in real-world scenarios, fostering evidence-based reasoning, ethical decision-making, and problem-solving under uncertainty. Drawing on insights from cognitive science and educational psychology, the methodology combines interdisciplinary research with cutting-edge technology to create engaging and personalized learning experiences…

Keywords: decision-making, critical thinking, gamified learning, AI-driven education, interdisciplinary learning

Teaching Decision-Making and Critical Thinking Skills through Creative Learning and Technology Integration

Danish Jamil, Ph.D.

In an era of rapid technological and societal change, decision-making and critical thinking have become indispensable skills for success in education and professional contexts. However, traditional teaching methods often fail to provide learners with engaging, practical opportunities to develop these skills. This gap calls for innovative approaches that integrate creativity, interdisciplinary insights, and advanced technologies to enhance learning outcomes.

This session presents a novel framework for teaching decision-making and critical thinking through gamified simulations, adaptive learning platforms, and AI-driven feedback systems. These tools immerse learners in real-world scenarios, fostering evidence-based reasoning, ethical decision-making, and problem-solving under uncertainty. Drawing on insights from cognitive science and educational psychology, the methodology combines interdisciplinary research with cutting-edge technology to create engaging and personalized learning experiences.

A pilot program conducted in higher education explored the effectiveness of this approach, using interactive, scenario-based challenges that simulated workplace dilemmas. Quantitative and qualitative data were collected to assess learner engagement, skill acquisition, and real-world application. Key findings reveal that this method significantly enhances learners' ability to analyze and evaluate complex problems while maintaining high levels of motivation and retention.

This study will discuss the design and implementation of this framework, practical recommendations for integration in educational and professional settings, and its potential for scalability. The implications are far-reaching, offering strategies for equipping learners with critical skills to navigate complex environments, preparing them for future challenges.

Using Adaptivity and Personalization in Training People on Occupational Accident Prevention Based on the Artificial Intelligence Analysis of Interactions

Klaus P. Jantke, Ph.D., ADAMATIK GmbH, Weimar, Germany, Oksana Arnold, Ph.D., Erfurt University of Applied Sciences, Erfurt, Germany, Ronny Franke, Fraunhofer Institute for Factory Operation and Automation IFF, Magdeburg, Germany, and Hans-Holger Wache, Institution for Statutory Accidents Insurance and Prevention for Raw Materials and Chemical Industry, Prevention Center Berlin, Berlin, Germany

The authors’ principal area of application is training for the prevention of accidents in the process technology industries. They run a professional training center with their own 3D virtual environments. Their approach may be carried over to application domains such as health care, crime prevention, and child safety.

At TLIC 2021, the authors delivered a contribution advocating planning of training experiences as dynamically as managing disturbed technical systems back into normal operation. Trainees who failed to complete their task – thereby possibly ruining a (fortunately only virtual) technical installation – are enabled to virtually travel back in time to make good the damage…

Keywords: occupational accident prevention, game-based training, adaptivity, personalization, artificial intelligence

Using Adaptivity and Personalization in Training People on Occupational Accident Prevention Based on the Artificial Intelligence Analysis of Interactions

Klaus P. Jantke, Ph.D., Oksana Arnold, Ph.D., Ronny Franke, and Hans-Holger Wache

The authors' principal area of application is training for the prevention of accidents in the process technology industries. They run a professional training center with their own 3D virtual environments. Their approach may be carried over to application domains such as health care, crime prevention, and child safety.

At TLIC 2021, the authors delivered a contribution advocating planning of training experiences as dynamic as managing disturbed technical systems back into normal operation. Trainees who failed to complete their task – thereby possibly ruining a (fortunately only virtual) technical installation – are enabled to virtually travel back in time to make good the damage. At TLIC 2022, they introduced cascades of gradually more intricate categories of time travel games. At TLIC 2023, the extended team of authors presented a novel perspective that leads to a more human-centered adaptive guidance. Training is seen through the lens of deontic modal logic. At TLIC 2024, training was seen as interactive digital storytelling, more appropriately, as interactive story engagement. Trainees participate in stories and contribute to the personalized unfolding of the plot. The creative process in focus was the interdisciplinary design of spaces of stories with high educational potential.

At TLIC 2025, the authors focus the question where the information comes from that enables the game’s AI to adapt to a trainee’s needs and desires. The keys are patterns in the history of game play. The authors develop a catalogue of patterns and methods to respond to occurring patterns by appropriate guidance of trainees. The approach bears the potential of explainability – the game AI is able to explain what it is doing and why it is doing so.

All concepts and their respective representations are illustrated through intuitive examples and demonstrated by screenshots and videos from the authors’ running applications. This includes personalized behavior and explanations on demand.

An AI-Based Voice Assistant for Employee Performance Support

Poonam Jaypuriya, Harbinger Group, Pune, Maharashtra, India

This session will explore the role of an AI-powered voice assistant in employee training, support, and onboarding. The session will highlight how GenAI helps automate query response generation to support employee performance. It will discuss how to implement the latest LLMs and frameworks like GPT-4 and RAG.

The session will explain how an AI-powered voice assistant can help overcome employee support challenges like:
• Inability to handle a high volume of queries
• Absence of a standardized response procedure
• Dependency on high-priced support professionals
• No support for multilingual response generation
• Lack of real-time query resolution mechanism
• Inefficiency in tracking and analyzing query responses
• Difficulty in maintaining response accuracy
• Low employee engagement and knowledge retention

The session delve into the benefits of leveraging an AI-based voice assistant for employee training, support, and onboarding…

Keywords: AI-powered voice assistant, employee performance support, generative AI, translation & localization, employee training

An AI-Based Voice Assistant for Employee Performance Support

Poonam Jaypuriya

This session will explore the role of an AI-powered voice assistant in employee training, support, and onboarding. The session will highlight how GenAI helps automate query response generation to support employee performance. It will discuss how to implement the latest LLMs and frameworks like GPT-4 and RAG.

The session will explain how an AI-powered voice assistant can help overcome employee support challenges like:

• Inability to handle a high volume of queries
• Absence of a standardized response procedure
• Dependency on high-priced support professionals
• No support for multilingual response generation
• Lack of real-time query resolution mechanism
• Inefficiency in tracking and analyzing query responses
• Difficulty in maintaining response accuracy
• Low employee engagement and knowledge retention

The session delve into the benefits of leveraging an AI-based voice assistant for employee training, support, and onboarding. It will discuss how this AI assistant can enable faster employee query resolution, ensure multilingual response generation, reduce operational costs, automate hands-free knowledge sharing, and provide 24/7 employee support.

Speakers will share insights on the impact of AI-powered voice assistants. They will explain how this AI assistant can increase scalability to address and resolve employee queries. They will also show how its adoption can reduce spending on support and translation professionals, improve learning experiences, and increase employee engagement.

The session will explore the capabilities of AI-powered voice assistants in managing documents and automating document parsing for information search. It will explain how an AI assistant can create a paperless learning system, provide feedback and assessment, and integrate with LMS and other learning platforms.

The session will showcase the features and functionalities of an AI-based voice assistant:
• Translation, localization, and globalization
• Voice-enabled user interaction
• Intelligent document processing
• Centralized training datastore
• Smart search and filtering
• Robust conversational interface

Speakers will share practical examples and applications of an AI-powered voice assistant. They will specify how to design, develop, and deploy this AI assistant by balancing customizations and integrations.

The session outlines the best practices, prompt engineering techniques, and tips to implement an AI-based voice assistant. It will highlight the ways to use this AI assistant for employee training, support, and onboarding. It will also discuss the strategies to harness this technology for L&D, driving productivity and engagement in your organization.

Transformational Learning: AI-Enhanced Experiential Learning in Management Education

Michellana Jester, Ed.D., MIT Sloan School of Management, Cambridge, Massachusetts, USA, Kerry Laufer, Dartmouth College, Hanover, New Hampshire, USA, and Shannon McKeen, Wake Forest School of Business, Winston-Salem, North Carolina, USA

Experiential Learning (EL) has become a vital pedagogical approach in business education, effectively bridging theory and practice by tasking students with tackling real-world problems. Business schools must continuously innovate their EL approaches to meet student interest and employers who seek applicants with strong critical and strategic thinking, complex problem-solving, and communication skills. This presentation will explore how Generative AI and Large Language Models (LLMs) can scale and enhance EL programs while developing these crucial competencies.

The presenters will use standards from their EL Assurance of Learning framework [as discussed in Texas Education Review (2018) “Assurance of learning standards and scaling strategies to enable expansion of experiential learning courses in management education.” 7(1), 154-174] to demonstrate practical applications of AI tools in project-based learning, showcasing how these tools can streamline program administration and assessment; provide personalized learning experiences at scale; support faculty in designing and facilitating complex projects; and guide students to develop effective teamwork norms and reflection to help them make sense of their experience…

Keywords: management education, experiential learning, AI, innovation

Transformational Learning: AI-Enhanced Experiential Learning in Management Education

Michellana Jester, Ed.D., Kerry Laufer, and Shannon McKeen

Experiential Learning (EL) has become a vital pedagogical approach in business education, effectively bridging theory and practice by tasking students with tackling real-world problems. Business schools must continuously innovate their EL approaches to meet student interest and employers who seek applicants with strong critical and strategic thinking, complex problem-solving, and communication skills. This presentation will explore how Generative AI and Large Language Models (LLMs) can scale and enhance EL programs while developing these crucial competencies.

The presenters will use standards from their EL Assurance of Learning framework [as discussed in Texas Education Review (2018) “Assurance of learning standards and scaling strategies to enable expansion of experiential learning courses in management education.” 7(1), 154-174] to demonstrate practical applications of AI tools in project-based learning, showcasing how these tools can streamline program administration and assessment; provide personalized learning experiences at scale; support faculty in designing and facilitating complex projects; and guide students to develop effective teamwork norms and reflection to help them make sense of their experience.

Through interactive exercises, participants will gain hands-on experience using LLMs to design EL projects, craft learning objectives, and facilitate team collaboration. The session will address technical aspects, such as prompt engineering, and pedagogical considerations for meaningful student engagement.

Participants will leave with actionable strategies for integrating AI tools into their EL programs while maintaining educational rigor and authenticity. We will explore real-world examples of successful AI implementation in business schools, discussing opportunities and challenges in this emerging space.

This session is designed for educators, instructional designers, academic leaders, and HR professionals interested in scaling their experiential learning initiatives while preserving the human elements that make EL transformative.

Transforming Education: Harnessing Generative AI to Empower Students with Disabilities

Alyse Jordan, Ed.D., Indiana State University, Terra Haute, Indiana, USA

In an increasingly digital world, the integration of generative AI technologies in education presents a transformative opportunity, particularly for students with disabilities. This presentation explores the potential of tools like Otter.ai and similar generative AI applications to create inclusive learning environments that cater to diverse needs. Generative AI can facilitate personalized learning experiences by adapting educational content to match the unique abilities and preferences of each student, ensuring that all learners have equitable access to knowledge.

The primary outcome of this presentation is to equip educators, administrators, and policymakers with a comprehensive understanding of how generative AI technologies, such as Otter.ai and similar applications, can be effectively integrated into educational settings to support students with disabilities…

Keywords: students with disabilities, student retention, student support

Transforming Education: Harnessing Generative AI to Empower Students with Disabilities

Alyse Jordan, Ed.D.

In an increasingly digital world, the integration of generative AI technologies in education presents a transformative opportunity, particularly for students with disabilities. This presentation explores the potential of tools like Otter.ai and similar generative AI applications to create inclusive learning environments that cater to diverse needs. Generative AI can facilitate personalized learning experiences by adapting educational content to match the unique abilities and preferences of each student, ensuring that all learners have equitable access to knowledge.

The primary outcome of this presentation is to equip educators, administrators, and policymakers with a comprehensive understanding of how generative AI technologies, such as Otter.ai and similar applications, can be effectively integrated into educational settings to support students with disabilities.

The presentation will also highlight various generative AI applications that can support students with disabilities, such as personalized learning assistants that provide tailored feedback and resources. By harnessing these technologies, educators can create more engaging and supportive learning environments that empower students to reach their full potential.

Ultimately, this discussion will emphasize the need for ongoing collaboration between educators, technologists, and policymakers to ensure that generative AI tools are implemented thoughtfully and inclusively. By embracing these innovations, we can significantly enhance educational success and foster a more inclusive society for students with disabilities.

How to Design and Deliver Effective Learning Content Using Generative AI

Vikas Joshi, Harbinger Group, Pune, Maharashtra, India

Whether you’re an instructional designer, eLearning content developer, or eLearning design professional, this insightful session is for you. Equip your teams with the transformative power of Generative AI to revolutionize learning content design and delivery. Reimagine learning experience design with our eLearning and technology experts.

Explore real-world success stories where Harbinger helped developed AI-based automated custom content development solutions for global clients. Learn how to use AI-powered automation tools like the Harbinger iContent Framework to revolutionize eLearning design and development. Get in-depth understanding of how AI-based automation can:

Automate the course development process.

Accelerate content translation, localization, and globalization.

Improve content accuracy and instructional design standards.

Seamlessly integrate multimedia and interactive features.

Tailor content to meet specific learner needs with utmost precision.

Get actionable Generative AI strategies to remove the roadblocks to efficiently creating and delivering personalized, engaging, and scalable learning content. Watch live demos, enjoy real-life success stories, and explore tools like Generative AI-powered intelligent content automation to discover a new level in learning content design and delivery…

Keywords: generative AI to automate learning content development, generative AI strategies, content automation

How to Design and Deliver Effective Learning Content Using Generative AI

Vikas Joshi

Whether you’re an instructional designer, eLearning content developer, or eLearning design professional, this insightful session is for you. Equip your teams with the transformative power of Generative AI to revolutionize learning content design and delivery. Reimagine learning experience design with our eLearning and technology experts.

Explore real-world success stories where Harbinger helped developed AI-based automated custom content development solutions for global clients. Learn how to use AI-powered automation tools like the Harbinger iContent Framework to revolutionize eLearning design and development. Get in-depth understanding of how AI-based automation can:

Automate the course development process.
Accelerate content translation, localization, and globalization.
Improve content accuracy and instructional design standards.
Seamlessly integrate multimedia and interactive features.
Tailor content to meet specific learner needs with utmost precision.

Get actionable Generative AI strategies to remove the roadblocks to efficiently creating and delivering personalized, engaging, and scalable learning content. Watch live demos, enjoy real-life success stories, and explore tools like Generative AI-powered intelligent content automation to discover a new level in learning content design and delivery.

This session is your gateway to shaping the future of learning through effective eLearning content design and delivery that drive the best outcomes for you and your end users. Get ready to elevate your learning content design and delivery success!

You will get an immersive introduction to Generative AI and explore its potential to transform learning content development, visualization, and delivery. Our live demos will provide you a hands-on look at how Generative AI can be utilized to create text, images, and interactive content, bridging the gap between abstract concepts and practical application.

Furthermore, this session will discuss how to:
- Craft and deliver learning content that is both engaging and effective in today’s rapidly evolving digital age.
- Develop custom learning content that captures and sustains the attention of diverse audiences with varying learning preferences and needs.
- Enable learning content scalability, accessibility, and adaptability.
- Create personalized, dynamic, and interactive learning experiences.
- Ensure accuracy, relevance, and depth of information in learning content.
- Streamline and fast-track content creation and delivery to save time and resources.
- Facilitate content translation and localization to cater to global audiences, including international and non-native English-speaking learners.
- Use AI to continuously improve learning content to support learner success.

The session will explore tried-and-tested strategies for leveraging Generative AI to design and deliver learning content and visualizations. It will equip attendees with practical tips and tools to efficiently create effective learning content and visualizations.

Speakers will share valuable insights on overcoming challenges like fine-tuning ChatGPT prompts. The session will describe real-life examples, case studies, and answer questions from attendees.

The session will showcase the capabilities of a Generative AI-powered intelligent content automation tool. Attendees will receive insightful guidance on how a framework-based approach can help integrate AI into their learning content design and delivery strategy.

Peer Support in Higher Education by and for Adults Returning to Study

Raehda Kabir and Hecham Maimouni, University College of Francisco Ferrer, Brussels, Belgium

Higher education in Belgium is a constantly evolving field, with changing teaching methodologies. Adults returning to education face unique challenges and obstacles when returning to education (Kabir, 2023). This paper proposal examines the challenges and advantages of peer support for these adults returning to education (Bourgeois, 2018). We limited ourselves to research with an upward angle during which final-year university students accompanied beginning-year students during certain university learning activities during the 2022-2023 academic year. During this research, we attempted to highlight the sociological and educational policy elements that influenced this support and that were able to make it sustainable and optimal. We will conclude our presentation with a perspective on our model and the possibility of implementing it in other university structures. ( Van Zanten, 2017)

Keywords: peer supports, adults, higher education, methodology, educational policy

Peer Support in Higher Education by and for Adults Returning to Study

Kabir Raehda and Hecham Maimouni

Higher education in Belgium is a constantly evolving field, with changing teaching methodologies. Adults returning to education face unique challenges and obstacles when returning to education (Kabir, 2023). This paper proposal examines the challenges and advantages of peer support for these adults returning to education (Bourgeois, 2018). We limited ourselves to research with an upward angle during which final-year university students accompanied beginning-year students during certain university learning activities during the 2022-2023 academic year. During this research, we attempted to highlight the sociological and educational policy elements that influenced this support and that were able to make it sustainable and optimal. We will conclude our presentation with a perspective on our model and the possibility of implementing it in other university structures. ( Van Zanten, 2017)

Tourism Employees' Well-Being: An Innovative Educational Framework Integrating the PERMA Model of Well-Being and Transformative Learning

Sofia Kallou, Ph.D., Katerina Kikilia, Ph.D., University of West Attica, Aegaleo, Greece, Michael Kalogiannakis, Ph.D, University of Thessaly, Lamia, Greece, and Dimitrios A. Papachristos, National Kapodistrian University of Athens, Psachna-Evia, Greece

In today's fast-changing work environment, there is a growing emphasis on the well-being of employees in both organizations and academia. While previous research in the tourism sector has mainly focused on the well-being of tourists, the psychological well-being of tourism employees has been neglected. This paper aims to fill this gap by focusing on the well-being of tourism employees and presenting an educational framework that integrates well-being, modern adult learning theories, and interactive educational technologies into tourism education and training.

The educational framework is rooted in Positive Psychology, emphasizing well-being, empowerment, resilience building, and flourishing. It also incorporates Transformative Learning Theory as a contemporary adult education approach derived from adults' experiences. Incorporating Transformative Learning into the educational process helps students challenge their existing beliefs and values through critical reflection and rational dialogue…

Keywords: well-being, positive psychology, Perma model, tourism education, transformative learning

Tourism Employees' Well-Being: An Innovative Educational Framework Integrating the PERMA Model of Well-Being and Transformative Learning

Sofia Kallou, Ph.D., Katerina Kikilia, Ph.D., Michael Kalogiannakis, Ph.D, and Dimitrios A. Papachristos

In today's fast-changing work environment, there is a growing emphasis on the well-being of employees in both organizations and academia. While previous research in the tourism sector has mainly focused on the well-being of tourists, the psychological well-being of tourism employees has been neglected. This paper aims to fill this gap by focusing on the well-being of tourism employees and presenting an educational framework that integrates well-being, modern adult learning theories, and interactive educational technologies into tourism education and training.

The educational framework is rooted in Positive Psychology, emphasizing well-being, empowerment, resilience building, and flourishing. It also incorporates Transformative Learning Theory as a contemporary adult education approach derived from adults' experiences. Incorporating Transformative Learning into the educational process helps students challenge their existing beliefs and values through critical reflection and rational dialogue. This enables them to become more open and receptive, inspiring them to change their mindset and develop within the diverse and multicultural environment of the tourism sector. This paper also utilizes Seligman's PERMA model, which emphasizes five key elements of well-being: Positive emotion, Engagement, Relationships, Meaning, and Accomplishment. Digital learning tools are also employed since they enhance learning and transform the educational process into an engaging and effective experience.

AI’s Role in Transforming Educator-Student Dynamics and Teaching Efficacy in Ugandan Secondary Schools: Advancing Quality Education in the New Competency-Based Curriculum

Saadat Kimuli, Ph.D., Makerere University Business School, Kampala, Uganda, Nashua Kimuli Nabaggala, Kibuli Secondary School, Kampala, Uganda, Samuel Walulumba, and Apio Juliet Joy, Makerere University Business School, Kampala, Uganda

This study explores the role of artificial intelligence (AI) in transforming educator-student dynamics and enhancing teaching efficacy within Uganda’s newly adopted competency-based curriculum for secondary schools. The curriculum, designed to promote critical thinking, practical skills, and student-centered learning, aligns with Sustainable Development Goal 4 (SDG 4) on Quality Education. However, achieving these objectives presents significant challenges, including limited resources, large class sizes, and insufficient teacher training, especially in rural and under-resourced areas.

Using a qualitative approach, this research incorporates in-depth interviews and case studies to gather insights from educators and students in Ugandan secondary schools that have begun integrating AI technologies. Findings reveal that AI tools, such as adaptive learning platforms and automated assessment systems, contribute to personalized feedback and more targeted instruction. However, teachers report challenges in adapting to AI-enhanced instructional roles and express concerns about limited infrastructure and training, which impact effective AI integration. Additionally, discrepancies in technology access hinder equitable student engagement, especially in rural schools…

Keywords: artificial intelligence, competency-based curriculum, educator-student dynamics, teaching efficacy, quality education

AI’s Role in Transforming Educator-Student Dynamics and Teaching Efficacy in Ugandan Secondary Schools: Advancing Quality Education in the New Competency-Based Curriculum

Saadat Kimuli, Ph.D., Nashua Kimuli Nabaggala, Samuel Walulumba, and Apio Juliet Joy

This study explores the role of artificial intelligence (AI) in transforming educator-student dynamics and enhancing teaching efficacy within Uganda’s newly adopted competency-based curriculum for secondary schools. The curriculum, designed to promote critical thinking, practical skills, and student-centered learning, aligns with Sustainable Development Goal 4 (SDG 4) on Quality Education. However, achieving these objectives presents significant challenges, including limited resources, large class sizes, and insufficient teacher training, especially in rural and under-resourced areas.

Using a qualitative approach, this research incorporates in-depth interviews and case studies to gather insights from educators and students in Ugandan secondary schools that have begun integrating AI technologies. Findings reveal that AI tools, such as adaptive learning platforms and automated assessment systems, contribute to personalized feedback and more targeted instruction. However, teachers report challenges in adapting to AI-enhanced instructional roles and express concerns about limited infrastructure and training, which impact effective AI integration. Additionally, discrepancies in technology access hinder equitable student engagement, especially in rural schools.

The study highlights the dual impact of AI in supporting the competency-based curriculum while also identifying barriers to effective implementation. Recommendations for policymakers and school leaders include enhancing teacher training, improving digital infrastructure, and ensuring equitable access to AI tools. These findings contribute to a deeper understanding of AI’s role in advancing high-quality, inclusive education in resource-constrained settings, offering actionable insights to optimize AI integration for competency-based education in Uganda.

IGIP SESSION

Integrating Generative AI in Active Learning: A Case Study in Project Management Education

Matti Koivisto, Ph.D., South-Eastern Finland University of Applied Sciences, Mikkeli, Finland

In today's rapidly evolving educational environment, the fusion of technology and pedagogy shapes in many ways how we approach learning. In recent years, different ways of combining the possibilities of generative AI and different learning and teaching methods have been of particular interest. This paper focuses on the application of AI in active learning. Active learning is a teaching method that activates students in the learning process through various activities such as discussions, problem solving, and practical projects. This method can manifest itself in many forms, such as group works, case studies, interactive lectures, and digital simulations. By promoting participation and critical thinking, active learning helps students to better assimilate and apply knowledge. The empirical part of the paper presents an active learning task based on a simple but effective method developed at a Finnish University of Applied Science…

Keywords: active learning, AI, project management

Integrating Generative AI in Active Learning: A Case Study in Project Management Education

Matti Koivisto, Ph.D.

In today's rapidly evolving educational environment, the fusion of technology and pedagogy shapes in many ways how we approach learning. In recent years, different ways of combining the possibilities of generative AI and different learning and teaching methods have been of particular interest. This paper focuses on the application of AI in active learning. Active learning is a teaching method that activates students in the learning process through various activities such as discussions, problem solving, and practical projects. This method can manifest itself in many forms, such as group works, case studies, interactive lectures, and digital simulations. By promoting participation and critical thinking, active learning helps students to better assimilate and apply knowledge. The empirical part of the paper presents an active learning task based on a simple but effective method developed at a Finnish University of Applied Science. The purpose of the learning exercise is to improve the project management skills of the master of engineering students by utilizing the power of generative artificial intelligence. By simulating a dynamic real-world scenario, this exercise aims to advance a deeper understanding about project management principles, improve decision-making ability, and activate the students' participation. The study aims to understand how different factors of the technology acceptance model (TAM) affect the attitudes toward and intentions to the use of artificial intelligence-based learning tools. The findings of the study provide some useful information on the possibilities of generative AI in education not only in project management but also in other areas of active learning.

Leveraging Technology to Enhance Professional Learning Communities

Kenneth Kroog, Ed.D., Nassau BOCES, Garden City, New York, USA

The technology used in today's school districts is a valuable tool for supporting professional learning communities. School leaders face challenges in providing ongoing, targeted professional learning experiences that meet the specific needs of their schools. Technology can bridge these gaps by creating flexible and highly accessible learning communities for school leaders and educators, allowing them to connect regardless of distance or time. In an upcoming session, a team of district leaders from Nassau BOCES will share their methods for leveraging technology to enhance their professional learning communities for administrators and teachers. They will demonstrate how district leaders can begin building and designing professional learning communities that are connected over virtual platforms and enhanced with online professional development.

Keywords: technology integration, professional learning communities, virtual learning

Leveraging Technology to Enhance Professional Learning Communities

Kenneth Kroog, Ed.D.

The technology used in today's school districts is a valuable tool for supporting professional learning communities. School leaders face challenges in providing ongoing, targeted professional learning experiences that meet the specific needs of their schools. Technology can bridge these gaps by creating flexible and highly accessible learning communities for school leaders and educators, allowing them to connect regardless of distance or time. In an upcoming session, a team of district leaders from Nassau BOCES will share their methods for leveraging technology to enhance their professional learning communities for administrators and teachers. They will demonstrate how district leaders can begin building and designing professional learning communities that are connected over virtual platforms and enhanced with online professional development.

Organizational Culture and L&D Departments: Their Influence on GenAI Integration in Organizations

Gila Kurtz, Ph.D., Holon Institute of Technology (HIT), Holon, Israel

This study investigates the impact of Learning and Development (L&D) units and organizational culture on adopting Generative AI (GenAI) tools in organizations. As GenAI technologies rapidly evolve, understanding the factors influencing their adoption becomes crucial for organizational success and competitiveness. The research employs a qualitative approach, conducting semi-structured interviews with nineteen decision-makers from diverse L&D units across various organizations in Israel.

Key findings reveal that organizational culture significantly influences GenAI adoption. Organizations fostering innovation, agility, and continuous learning demonstrate more advanced adoption processes, while conservative cultures characterized by bureaucracy and technological hesitation impede progress. Importantly, L&D units emerge as change agents, perceiving themselves as leaders of technological innovation and actively developing tailored training programs to support GenAI adoption…

Keywords: generative AI adoption, organizational culture, L&D units, learning units

Organizational Culture and L&D Departments: Their Influence on GenAI Integration in Organizations

Gila Kurtz, Ph.D.

This study investigates the impact of Learning and Development (L&D) units and organizational culture on adopting Generative AI (GenAI) tools in organizations. As GenAI technologies rapidly evolve, understanding the factors influencing their adoption becomes crucial for organizational success and competitiveness. The research employs a qualitative approach, conducting semi-structured interviews with nineteen decision-makers from diverse L&D units across various organizations in Israel.

Key findings reveal that organizational culture significantly influences GenAI adoption. Organizations fostering innovation, agility, and continuous learning demonstrate more advanced adoption processes, while conservative cultures characterized by bureaucracy and technological hesitation impede progress. Importantly, L&D units emerge as change agents, perceiving themselves as leaders of technological innovation and actively developing tailored training programs to support GenAI adoption.

This research contributes to the understanding of GenAI integration in organizations by offering concrete examples of how organizations navigate the adoption process, highlighting the role of L&D units as key facilitators, and emphasizing the critical influence of organizational culture. The findings provide valuable insights into GenAI-driven knowledge management strategies and offer practical implications for organizations seeking to implement GenAI technologies effectively and successfully.

Self-Directed Learning Practices of Digital Intelligence Workers: An Analysis Based on the Capability Approach

Laurence Lachapelle-Bégin, Université Laval, Montréal, Québec, Canada

The speed of technological progress makes the initial training of artificial intelligence (AI) and data science professionals insufficient to maintain competence throughout their career. Therefore, the ability for self-directed learning (SDL), i.e., taking charge of one's own learning practice, is critical in the workplace and is a significant hiring factor in the AI and data science sector. As the demand for AI and data science professionals grows, it becomes a priority to examine the SDL experiences and needs of these critical actors, as well as how organizations facilitate (or hinder) this aspect of their professional development…

Keywords: self-directed learning, artificial intelligence, capability approach, organizational aupport, professional development

Self-Directed Learning Practices of Digital Intelligence Workers: An Analysis Based on the Capability Approach

Laurence Lachapelle-Bégin

The speed of technological progress makes the initial training of artificial intelligence (AI) and data science professionals insufficient to maintain competence throughout their career. Therefore, the ability for self-directed learning (SDL), i.e., taking charge of one's own learning practice, is critical in the workplace and is a significant hiring factor in the AI and data science sector. As the demand for AI and data science professionals grows, it becomes a priority to examine the SDL experiences and needs of these critical actors, as well as how organizations facilitate (or hinder) this aspect of their professional development.

Using the theoretical framework of capabilities, this doctoral project studies the way in which digital intelligence workers in three organizations are enabled to accomplish self-directed learning activities to develop their professional skills. This approach allows us to appreciate the effect of work environments on this development, and the way in which they can make it (im)possible, bearing in mind that individual dispositions are an integral part of seizing learning opportunities. We will therefore examine these enabling dynamics through the lens of individual/environment interactions and see how they condition the way in which workers carry out their SDL activities in different social space-times, to develop their professional skills in AI and data science.

Interactive Learning in Fashion Design Education: Enhancing Creativity and Engagement with AI

Ngan Yi Kitty Lam, Ph.D., Kawai Lo, Ph.D., and Xingxing Zou, Ph.D., School of Fashion and Textiles, The Hong Kong Polytechnic University, Hong Kong, China

In the rapidly evolving landscape of fashion design education, integrating artificial intelligence (AI) is becoming increasingly essential to foster creativity and engagement among students. The interaction between learners and instructors plays a pivotal role in interactive learning environments, aiming to enrich the student learning experience and elevate learning outcomes. This paper examines the integration of AI into these environments, focusing on how AI can enhance interactions and elevate student creativity. The study employs a mixed-methods approach, utilising pre- and post-test assessments to evaluate the impact of AI integration on student creativity and engagement…

Keywords: interactive learning, artificial intelligence (AI), fashion design education, creativity enhancement, student engagement

Interactive Learning in Fashion Design Education: Enhancing Creativity and Engagement with AI

Ngan Yi Kitty Lam, Ph.D., Kawai Lo, Ph.D., and Xingxing Zou, Ph.D.

In the rapidly evolving landscape of fashion design education, integrating artificial intelligence (AI) is becoming increasingly essential to foster creativity and engagement among students. The interaction between learners and instructors plays a pivotal role in interactive learning environments, aiming to enrich the student learning experience and elevate learning outcomes. This paper examines the integration of AI into these environments, focusing on how AI can enhance interactions and elevate student creativity. The study employs a mixed-methods approach, utilising pre- and post-test assessments to evaluate the impact of AI integration on student creativity and engagement.

Participants included both fashion design majors and students taking the course as an elective. AI tools were integrated into the course curriculum, allowing students to explore innovative design solutions and receive real-time insights from instructors. Results from the pre- and post-tests indicate significant improvements, highlighting the effectiveness of AI in enriching students' learning experiences in fashion and textile design within an interactive learning environment.

Student feedback reveals that AI tools significantly elevated their work, offering new perspectives and enhancing their design capabilities. These tools not only supported creative exploration but also strengthened the interaction between learners and instructors, fostering a more collaborative and responsive learning environment. This paper underscores the transformative potential of AI in fashion design education, providing practical recommendations for educators on leveraging technology to optimise classroom dynamics and student outcomes.

AI in the Classroom: How to Effectively Use the Power!

Christopher Lenhart Sr., Ph.D., State of Delaware/Wilmington University, Seaford, Delaware, USA

Artificial Intelligence (AI) is transforming education by enabling personalized learning, streamlining administrative tasks, and enhancing engagement. To use AI effectively in the classroom, educators can integrate AI-driven tools tailored to students’ needs, such as adaptive learning platforms and virtual tutors. These technologies assess individual learning styles and pace, offering customized resources and feedback that cater to diverse skill levels.

AI supports inclusive education by providing tools like speech-to-text applications, language translation, and text simplification, ensuring accessibility for students with disabilities or language barriers. Furthermore, it encourages active learning through interactive simulations, gamified platforms, and AI-powered chatbots, which make complex concepts more engaging and comprehensible…

Keywords: artificial intelligence, inclusive, ethical, training, time

AI in the Classroom: How to Effectively Use the Power!

Christopher Lenhart Sr., Ph.D.

Artificial Intelligence (AI) is transforming education by enabling personalized learning, streamlining administrative tasks, and enhancing engagement. To use AI effectively in the classroom, educators can integrate AI-driven tools tailored to students’ needs, such as adaptive learning platforms and virtual tutors. These technologies assess individual learning styles and pace, offering customized resources and feedback that cater to diverse skill levels.

AI supports inclusive education by providing tools like speech-to-text applications, language translation, and text simplification, ensuring accessibility for students with disabilities or language barriers. Furthermore, it encourages active learning through interactive simulations, gamified platforms, and AI-powered chatbots, which make complex concepts more engaging and comprehensible.

Teachers can leverage AI for automating time-consuming administrative tasks, including grading, attendance tracking, and curriculum development. This allows educators to focus on meaningful interactions with students. AI also aids in data-driven decision-making, helping educators identify learning gaps and implement targeted interventions.

However, effective use of AI requires thoughtful integration, ethical considerations, and ongoing teacher training. It’s essential to balance AI with human oversight to foster critical thinking, creativity, and social skills. By embracing AI as a supportive tool rather than a replacement, educators can create a dynamic, inclusive, and future-ready learning environment.

IGIP SESSION

Rethinking Project-Based Learning for Online Engineering Education: Engaging Students Beyond the Virtual Classroom

Allan MacKenzie, McMaster University, W Booth School of Engineering Practice & Technology, Hamilton, Ontario, Canada

The shift to online learning has urged educators to rethink traditional project-based learning (PBL) methodologies, especially in engineering education. This session presents a success story of a comprehensive redesign of a senior-level engineering management Entrepreneurial Thinking and Innovation course into a virtual-hybrid model. The course significantly enhanced student engagement and learning outcomes and fostered an entrepreneurial mindset among engineering students, demonstrating the potential of online learning to be as effective as traditional methods.

Participants will explore practical strategies that led to an 8-10% increase in final project grades in the redesigned course. The session will focus on actionable methods for maintaining student engagement online, such as synchronous team meetings, studio-quality video lessons, and interactive feedback tools. These practical strategies can be implemented in any online or hybrid course, ensuring the session's relevance and applicability…

Keywords: project-based learning, educational effectiveness, student engagement, online learning, entrepreneurship

Rethinking Project-Based Learning for Online Engineering Education: Engaging Students Beyond the Virtual Classroom

Allan MacKenzie

The shift to online learning has urged educators to rethink traditional project-based learning (PBL) methodologies, especially in engineering education. This session presents a success story of a comprehensive redesign of a senior-level engineering management Entrepreneurial Thinking and Innovation course into a virtual-hybrid model. The course significantly enhanced student engagement and learning outcomes and fostered an entrepreneurial mindset among engineering students, demonstrating the potential of online learning to be as effective as traditional methods.

Participants will explore practical strategies that led to an 8-10% increase in final project grades in the redesigned course. The session will focus on actionable methods for maintaining student engagement online, such as synchronous team meetings, studio-quality video lessons, and interactive feedback tools. These practical strategies can be implemented in any online or hybrid course, ensuring the session's relevance and applicability.

This presentation is tailored for educators, instructional designers, and administrators. It explores innovative online teaching methodologies, learning strategies that support undergraduate workforce preparation, and digital tools to enhance student-centered learning. By the end of this session, participants will be equipped with actionable strategies to redesign project-based courses for online and hybrid delivery, creating a flexible and dynamic learning environment that prepares students for the evolving demands of the workforce.

Bridging the Digital Divide: AI-Powered Learning in Low-Resource Environments

Kevin Martin, Ph.D., Digital Education Futures Initiative (DEFI), The Bridge, Hughes Hall, University of Cambridge, Cambridge, United Kingdom

In regions with limited infrastructure, low connectivity, and scarce resources, digital learning has often failed to meet the needs of learners. Drawing on the transformative work of the TIST Learning Centre in rural East Africa, this talk explores how artificial intelligence can be harnessed to foster inclusive education in low-resource environments. By integrating dialogic pedagogy, indigenous learning traditions, and AI tools such as offline GPTs and WhatsApp chatbots, we present scalable solutions that align with local needs.

The presentation will examine practical design strategies, including offline content sharing, lightweight app development, and peer-facilitated learning models, all of which prioritize accessibility and community engagement. Case studies of subsistence farmers using these tools for agricultural education, community leadership, and environmental sustainability will illustrate how AI might empower learners and reduce the digital divide.

We will also discuss challenges such as power constraints, cost barriers, and regional adaptation, alongside the potential for extending these innovations to disaster response, teacher training, and underserved communities in high-resource settings. This talk offers a blueprint for using AI to create equitable, human-centered education systems, emphasizing collaboration and shared values.

Keywords: AI, low resource, digital divide, learning, pedagogy

Bridging the Digital Divide: AI-Powered Learning in Low-Resource Environments

Kevin Martin, Ph.D.

In regions with limited infrastructure, low connectivity, and scarce resources, digital learning has often failed to meet the needs of learners. Drawing on the transformative work of the TIST Learning Centre in rural East Africa, this talk explores how artificial intelligence can be harnessed to foster inclusive education in low-resource environments. By integrating dialogic pedagogy, indigenous learning traditions, and AI tools such as offline GPTs and WhatsApp chatbots, we present scalable solutions that align with local needs.

The presentation will examine practical design strategies, including offline content sharing, lightweight app development, and peer-facilitated learning models, all of which prioritize accessibility and community engagement. Case studies of subsistence farmers using these tools for agricultural education, community leadership, and environmental sustainability will illustrate how AI might empower learners and reduce the digital divide.

We will also discuss challenges such as power constraints, cost barriers, and regional adaptation, alongside the potential for extending these innovations to disaster response, teacher training, and underserved communities in high-resource settings. This talk offers a blueprint for using AI to create equitable, human-centered education systems, emphasizing collaboration and shared values.

Leveraging Generative AI as a Secondary Research and Thought Partner: Lessons and Ethical Considerations in a Qualitative Instrumental Case Study Dissertation

Pamela McCray, Ph.D.(c), and Norman S. St. Clair, Ph.D., The University of the Incarnate Word, San Antonio, Texas, USA

This position paper explores our experiences as a doctoral candidate and dissertation Chair leveraging and integrating Generative Artificial Intelligence (GenAI) as secondary research and thought partner in a qualitative instrumental case study dissertation. The purpose of our paper is to share lessons learned and provide strategies, insights, and ethical considerations for researchers in academia and the social sciences seeking to responsibly incorporate GenAI into their work. We developed protocols to ensure the doctoral candidate maintained their role as the primary research instrument, content producer, and analyst while leveraging GenAI as a supportive tool. GenAI assisted with data organization, theme identification, and iterative coding, enhancing efficiency while preserving the researcher’s critical role in analysis and interpretation. Using domain-specific prompts and structured workflows, we found GenAI could complement traditional research methods by streamlining synthesis and coding processes, validating themes, and deepening insights without compromising rigor or integrity. Through this process, we balanced the capabilities of GenAI by emphasizing and prioritizing researcher judgment, ensuring ethical standards, methodological accuracy, and accountability were upheld. This paper highlights actionable lessons and methodologies for integrating GenAI into academic research, emphasizing transparency and the researcher’s primary role in the research process…

Keywords: generative artificial intelligence (GenAI), instrumental case study dissertation, ethical considerations, GenAI-assisted research

Leveraging Generative AI as a Secondary Research and Thought Partner: Lessons and Ethical Considerations in a Qualitative Instrumental Case Study Dissertation

Pamela McCray, Ph.D.(c), and Norman S. St. Clair, Ph.D.

This position paper explores our experiences as a doctoral candidate and dissertation Chair leveraging and integrating Generative Artificial Intelligence (GenAI) as secondary research and thought partner in a qualitative instrumental case study dissertation. The purpose of our paper is to share lessons learned and provide strategies, insights, and ethical considerations for researchers in academia and the social sciences seeking to responsibly incorporate GenAI into their work. We developed protocols to ensure the doctoral candidate maintained their role as the primary research instrument, content producer, and analyst while leveraging GenAI as a supportive tool. GenAI assisted with data organization, theme identification, and iterative coding, enhancing efficiency while preserving the researcher’s critical role in analysis and interpretation. Using domain-specific prompts and structured workflows, we found GenAI could complement traditional research methods by streamlining synthesis and coding processes, validating themes, and deepening insights without compromising rigor or integrity. Through this process, we balanced the capabilities of GenAI by emphasizing and prioritizing researcher judgment, ensuring ethical standards, methodological accuracy, and accountability were upheld. This paper highlights actionable lessons and methodologies for integrating GenAI into academic research, emphasizing transparency and the researcher’s primary role in the research process. Our findings demonstrate GenAI’s potential to refine methodologies, enhance research productivity, and foster innovation in qualitative inquiry. We advocate for expanded exploration of GenAI’s role in academic and social science research, particularly its ability to support established methodologies while safeguarding the unique contributions of human expertise. This paper serves as a practical resource for researchers navigating the evolving landscape of AI-assisted research, offering a framework for using GenAI effectively and ethically in diverse contexts without compromising the integrity of the research process.

Personal Leadership: An ARC Perspective

Michael McGough, Ed.D., M. R. McGough, LLC, Abbottstown, Pennsylvania, USA

Whether you are at a sun-rising or sun-setting phase in life, or living your way through one of the broad expanses in between, you can and should be a powerful force in your life. You can more thoughtfully lead, more genuinely inspire, more supportively motivate, and more empathetically care for yourself. When you do, your ability to help others thoughtfully lead, genuinely inspire, supportively motivate, and empathetically care for themselves is amped up significantly. Doing so is based on a series of conscious choices you can make each and every day that will directly enhance your accessibility, reliability, and commitment to yourself and others.

Personal Leadership: An ARC Perspective examines the essential link between personal and organizational leadership. Sources of leadership power and potential are defined within the context of that relationship. The three critical attributes of ARC leaders, their Accessibility, Reliability, and Commitment, are the core theme and central focus of this seminar/session. Common characteristics of ARC leaders and central elements of their leadership model are offered to help define the ARC theme and refine the ARC focus…

Keywords: personal leadership, accessibility, reliability, commitment, life enrichment

Personal Leadership: An ARC Perspective

Michael McGough, Ed.D.

Whether you are at a sun-rising or sun-setting phase in life, or living your way through one of the broad expanses in between, you can and should be a powerful force in your life. You can more thoughtfully lead, more genuinely inspire, more supportively motivate, and more empathetically care for yourself. When you do, your ability to help others thoughtfully lead, genuinely inspire, supportively motivate, and empathetically care for themselves is amped up significantly. Doing so is based on a series of conscious choices you can make each and every day that will directly enhance your accessibility, reliability, and commitment to yourself and others.

Personal Leadership: An ARC Perspective examines the essential link between personal and organizational leadership. Sources of leadership power and potential are defined within the context of that relationship. The three critical attributes of ARC leaders, their Accessibility, Reliability, and Commitment, are the core theme and central focus of this seminar/session. Common characteristics of ARC leaders and central elements of their leadership model are offered to help define the ARC theme and refine the ARC focus.

At the tactical level, this seminar offers brief tactical, actionable suggestions and insights for enhancing leaders’ accessibility, reliability, and commitment. Participants are encouraged to develop and maintain a leading role in their lives. As noted in the summary of this session: The ever-evolving script of your life story is written and played out in real time. It’s brought to life through your day-to-day existence. The part you play in this unique narrative can largely be determined by you, but only if you’re willing to assume a leading role. Life isn’t a dress rehearsal. It’s the real deal each and every day!

Backward Design Meets Prompt Engineering

Anna Medvedev, Georgetown University - Washington, D.C., Washington, D.C., USA

This interactive session explores the powerful intersection of backward design and prompt engineering, revealing how principles from each approach enhance clarity, alignment, and intended outcome. The session begins by aligning backward design, with prompt engineering—the systematic design, refinement, and optimization of prompts. Both approaches emphasize defining desired outcomes first, then crafting processes that maximize the performance.

Through real-world examples, participants will see how backward design concepts can inform prompt engineering to achieve high-quality AI outputs in educational settings. Following the presentation, participants will engage in an activity to identify tasks from their roles, explore evaluation metrics, develop GenAI prompts for these tasks, and experiment with prompting techniques.

This session is ideal for instructional designers, training specialists, and all educators involved in course design and AI integration. With the tools and strategies shared, attendees will leave with a deeper understanding of the intersection of backward design and prompt engineering and practical skills to apply prompt techniques in the educational setting.

Keywords: backward design, prompt engineering, success metrics, evaluation, GenAI

Backward Design Meets Prompt Engineering

Anna Medvedev

This interactive session explores the powerful intersection of backward design and prompt engineering, revealing how principles from each approach enhance clarity, alignment, and intended outcome. The session begins by aligning backward design, with prompt engineering—the systematic design, refinement, and optimization of prompts. Both approaches emphasize defining desired outcomes first, then crafting processes that maximize the performance.

Through real-world examples, participants will see how backward design concepts can inform prompt engineering to achieve high-quality AI outputs in educational settings. Following the presentation, participants will engage in an activity to identify tasks from their roles, explore evaluation metrics, develop GenAI prompts for these tasks, and experiment with prompting techniques.

This session is ideal for instructional designers, training specialists, and all educators involved in course design and AI integration. With the tools and strategies shared, attendees will leave with a deeper understanding of the intersection of backward design and prompt engineering and practical skills to apply prompt techniques in the educational setting.

Academic Researchers' Ethical Standpoints on Generative AI Usage in Scientific Writing

Hagit Meishar-Tal, Ph.D., Holon Institute of Technology (HIT), Holon, Israel

Scientific writing is a cornerstone of academic research, essential for disseminating findings and contributing to scholarly dialogue. The precision, clarity, and adherence to rigorous standards required in scientific writing, however, pose significant challenges. Recent advancements in generative AI (GenAI) tools, such as ChatGPT, have introduced new opportunities for aiding researchers with tasks including linguistic editing, translation, and summarization. While these tools offer substantial benefits in managing the technical aspects of writing, their integration into the academic writing process raises profound ethical concerns.

This study empirically investigates the ethical considerations researchers face when incorporating generative AI into their scientific writing. Conducted through a comprehensive survey of 102 researchers and research students within Israeli academia, the research delves into their perceptions regarding the ethical boundaries and appropriate conditions for the use of GenAI. Key areas of focus include the potential for plagiarism, data fabrication, issues of authorship, and the preservation of the researcher’s original voice and intellectual contribution…

Keywords: generative AI, scientific Writing, ChatGPT, ethics

Academic Researchers' Ethical Standpoints on Generative AI Usage in Scientific Writing

Hagit Meishar-Talr, Ph.D.

Scientific writing is a cornerstone of academic research, essential for disseminating findings and contributing to scholarly dialogue. The precision, clarity, and adherence to rigorous standards required in scientific writing, however, pose significant challenges. Recent advancements in generative AI (GenAI) tools, such as ChatGPT, have introduced new opportunities for aiding researchers with tasks including linguistic editing, translation, and summarization. While these tools offer substantial benefits in managing the technical aspects of writing, their integration into the academic writing process raises profound ethical concerns.

This study empirically investigates the ethical considerations researchers face when incorporating generative AI into their scientific writing. Conducted through a comprehensive survey of 102 researchers and research students within Israeli academia, the research delves into their perceptions regarding the ethical boundaries and appropriate conditions for the use of GenAI. Key areas of focus include the potential for plagiarism, data fabrication, issues of authorship, and the preservation of the researcher’s original voice and intellectual contribution.

Findings from the survey reveal a nuanced landscape where GenAI is largely seen as beneficial for performing technical tasks that enhance the efficiency and accuracy of academic writing. However, the role of GenAI in content creation is much more contentious. Researchers express concerns about the transparency of GenAI usage, the critical evaluation of AI-generated outputs, and the maintenance of originality and intellectual integrity. The study underscores the importance of establishing clear guidelines and ethical standards for the use of GenAI in academic writing to ensure that the integrity of scholarly work is upheld.

Using OpenAI GPTs and Google NotebookLM to Enhance Learner Experience

Jose Mendoza, DBA, and Hui Soo Chae, Ed.D., New York University's School of Professional Studies, New York, New York, USA

In this paper, we discuss the development of an OpenAI GPT in a graduate Marketing course and the implementation of Google NotebookLM in an undergraduate Internship course. Specifically, we describe how the purposive integration of these applications impacted the design of course activities, assignments, and assessments. We also highlight research on technology-mediated learning and educational theories such as social constructivism that informed our optimization of these technologies to support personalized and self-directed learning. Lastly, we theorize the impact of these generative AI tools on student interactions with instructors and peers, student engagement with course resources, and student motivation and metacognition.

The GPT was created as a course assistant, providing 24/7 support to graduate students in a Business Analytics and Data Visualization course at the NYU School of Professional Studies. By uploading the syllabus, assignments, projects, and rubrics to the GPT, students were able to receive relevant guidance on demand as they navigated the class. Students reported that the GPT effectively responded to various prompts, from broad logistical questions to assignment-specific inquiries. The use of the GPT in the course also enabled students and the instructor to focus on applying knowledge and research to real-world contexts…

Keywords: large language models, higher education technology, adaptive learning, custom GPT, NotebookLM

Using OpenAI GPTs and Google NotebookLM to Enhance Learner Experience

Jose Mendoza, DBA, and Hui Soo Chae, Ed.D.

In this paper, we discuss the development of an OpenAI GPT in a graduate Marketing course and the implementation of Google NotebookLM in an undergraduate Internship course. Specifically, we describe how the purposive integration of these applications impacted the design of course activities, assignments, and assessments. We also highlight research on technology-mediated learning and educational theories such as social constructivism that informed our optimization of these technologies to support personalized and self-directed learning. Lastly, we theorize the impact of these generative AI tools on student interactions with instructors and peers, student engagement with course resources, and student motivation and metacognition.

The GPT was created as a course assistant, providing 24/7 support to graduate students in a Business Analytics and Data Visualization course at the NYU School of Professional Studies. By uploading the syllabus, assignments, projects, and rubrics to the GPT, students were able to receive relevant guidance on demand as they navigated the class. Students reported that the GPT effectively responded to various prompts, from broad logistical questions to assignment-specific inquiries. The use of the GPT in the course also enabled students and the instructor to focus on applying knowledge and research to real-world contexts.

The instructor of the undergraduate internship course utilized NotebookLM to facilitate a deeper student understanding of course resources. By creating “notebooks” that contained resources such as readings, websites, and video transcripts, the instructor was able to create a new type of “interaction” between students and course materials. In addition to using the tool to generate summaries, study guides, and frequently asked questions, students were able to “discuss” the course materials with NotebookLM.

Our experiences incorporating generative AI provide insight into how faculty create a more responsive learning environment and better prepare students for the workplace of the future.

Bridging Languages with Technology: An Interdisciplinary Master’s Program

Igor Miladinovic, Ph.D., and Sigrid Schefer-Wenzl, Ph.D, University of Applied Sciences Campus Vienna, Vienna, Austria

The globalized and increasingly technological world has created a growing demand for skills in transcultural communication and the development of multilingual technologies, including speech recognition and machine translation. These competencies are critical in today's job market. The interdisciplinary field of language technology and computational linguistics equips students with these skills, which are the focus of the English-language master's program "Multilingual Technologies", jointly offered by the University of Vienna and the University of Applied Sciences Campus Vienna.

This program targets students with backgrounds in either translation or computer science, ensuring that both groups have acquired foundational knowledge in the other discipline before beginning the master's program. This is supported through preparatory curricula offered by both institutions. The increasing popularity of this field, particularly with the rise of neural approaches like large language models (e.g. ChatGPT), highlights the demand for professionals with expertise in both the technical and linguistic aspects of language technologies. The master's program emphasizes a student-centered approach, offering internships in the industry to bridge theory and practice...

Keywords: higher education, interdisciplinary curriculum, multilingual technologies, computer science education

Bridging Languages with Technology: An Interdisciplinary Master’s Program

Igor Miladinovic, Ph.D., and Sigrid Schefer-Wenzl, Ph.D.

The globalized and increasingly technological world has created a growing demand for skills in transcultural communication and the development of multilingual technologies, including speech recognition and machine translation. These competencies are critical in today's job market. The interdisciplinary field of language technology and computational linguistics equips students with these skills, which are the focus of the English-language master's program "Multilingual Technologies", jointly offered by the University of Vienna and the University of Applied Sciences Campus Vienna.

This program targets students with backgrounds in either translation or computer science, ensuring that both groups have acquired foundational knowledge in the other discipline before beginning the master's program. This is supported through preparatory curricula offered by both institutions. The increasing popularity of this field, particularly with the rise of neural approaches like large language models (e.g. ChatGPT), highlights the demand for professionals with expertise in both the technical and linguistic aspects of language technologies. The master's program emphasizes a student-centered approach, offering internships in the industry to bridge theory and practice.

In this presentation, we will discuss the learning goals and learning outcomes that led to the curriculum of this program which is unique in Austria. The interdisciplinary nature of the program provides students with a broad knowledge base, fostering collaboration between translation and computer science experts. As the courses are held on two very differently organized institutions, we will also outline the major cross-institutional challenges we had to manage to ensure good study conditions for students. We will also include evaluation results from our courses as well as from the whole study program that reflect student satisfaction with this program. Finally, we will also present our future plan to further develop this study program.

Building Adaptive and Inclusive Learning Experiences with GenAI

Apurva Misra, Sentick, Vancouver, British Columbia, Canada

As workplaces and educational institutions navigate the challenges of preparing learners for a rapidly evolving world, generative AI technologies like ChatGPT are revolutionizing how we design, deliver, and evaluate learning experiences. This talk explores how generative AI can create adaptive, inclusive, and personalized learning pathways that address diverse learner needs while fostering critical thinking and decision-making skills.

Using real-world case studies, I will demonstrate how AI-powered platforms can support collaborative learning, simulate complex scenarios for decision-making, and provide real-time performance feedback. Attendees will gain insights into practical implementation strategies, best practices for integrating AI into hybrid learning approaches, and methods for evaluating the effectiveness of AI-driven learning programs…

Keywords: education, AI, adaptive, personalized evaluation

Building Adaptive and Inclusive Learning Experiences with GenAI

Apurva Misra

As workplaces and educational institutions navigate the challenges of preparing learners for a rapidly evolving world, generative AI technologies like ChatGPT are revolutionizing how we design, deliver, and evaluate learning experiences. This talk explores how generative AI can create adaptive, inclusive, and personalized learning pathways that address diverse learner needs while fostering critical thinking and decision-making skills.

Using real-world case studies, I will demonstrate how AI-powered platforms can support collaborative learning, simulate complex scenarios for decision-making, and provide real-time performance feedback. Attendees will gain insights into practical implementation strategies, best practices for integrating AI into hybrid learning approaches, and methods for evaluating the effectiveness of AI-driven learning programs.

This session is ideal for educators, corporate trainers, instructional designers, and technologists interested in leveraging generative AI to enhance workplace learning and higher education. Whether you're exploring AI for the first time or looking to scale your existing efforts, join us to discover innovative strategies that are transforming the future of learning.

IGIP SESSION

A Multi-Stage VR Approach to Boosting Student Engagement and Learning in Engineering

Daria Mizza, Ph.D., American University in Cairo, New Cairo, Cairo Governorate, Egypt

This study investigates the impact of a multi-staged virtual reality (VR) experience, including an immersive CAVE demonstration, on undergraduate engineering students' situational interest. By focusing on the dimensions of presence, involvement, and representation fidelity, we aim to understand how the VR experience can enhance learning and engagement.

To address this research question, we conducted a mixed-methods study involving both quantitative and qualitative data collection among a cohort of university students enrolled in an engineering course on stress computation. Quantitative data was analyzed using statistical methods, including Cronbach's alpha to assess the reliability of the Presence scale. This scale measures the degree to which students feel engaged in the VR environment…

Keywords: virtual reality, situational interest, instructional design, undergraduate education

A Multi-Stage VR Approach to Boosting Student Engagement and Learning in Engineering

Daria Mizza, Ph.D.

This study investigates the impact of a multi-staged virtual reality (VR) experience, including an immersive CAVE demonstration, on undergraduate engineering students' situational interest. By focusing on the dimensions of presence, involvement, and representation fidelity, we aim to understand how the VR experience can enhance learning and engagement.

To address this research question, we conducted a mixed-methods study involving both quantitative and qualitative data collection among a cohort of university students enrolled in an engineering course on stress computation. Quantitative data was analyzed using statistical methods, including Cronbach's alpha to assess the reliability of the Presence scale. This scale measures the degree to which students feel engaged in the VR environment.

The findings of this study will provide valuable insights into the effectiveness of VR-based learning experiences in engineering education. By understanding the factors that contribute to situational interest, we can optimize the design of future VR interventions to maximize undergraduate student engagement and learning outcomes.

IGIP SESSION

Engineering Education: A Framework from Modeling to Experimental Validation of Dynamic Systems

Fariba Moghaddam, Ph.D., University of Applied Sciences Western Switzerland, Sion, Switzerland

This work presents a comprehensive framework for teaching dynamic systems to engineering students, integrating modeling, numerical simulation, hardware-in-the-loop (HIL) testing, and hands-on experimentation.

By sequentially guiding students through each phase, we aim to enhance their understanding of dynamic behavior in engineering systems and develop essential technical skills. The proposed framework emphasizes the use of software tools, such as MATLAB/Simulink, for model development and numerical analysis, while HIL testing provides a critical interface between theoretical concepts and real-world applications. Furthermore, structured laboratory experiments facilitate the validation of models, allowing students to engage in iterative learning processes. These experiments are designed to reinforce theoretical concepts and encourage critical thinking, as students manipulate variables and observe real-time system responses.

Through capstone projects, students collaboratively apply their knowledge, simulating real-world scenarios and enhancing their problem-solving abilities. This hands-on experimentation not only solidifies their understanding of dynamic systems but also instills a sense of confidence in their practical skills…

Keywords: dynamic systems, modeling, numerical simulation, hardware-in-the-loop, hands-on experimentation

Engineering Education: A Framework from Modeling to Experimental Validation of Dynamic Systems

Fariba Moghaddam, Ph.D.

This work presents a comprehensive framework for teaching dynamic systems to engineering students, integrating modeling, numerical simulation, hardware-in-the-loop (HIL) testing, and hands-on experimentation.

By sequentially guiding students through each phase, we aim to enhance their understanding of dynamic behavior in engineering systems and develop essential technical skills. The proposed framework emphasizes the use of software tools, such as MATLAB/Simulink, for model development and numerical analysis, while HIL testing provides a critical interface between theoretical concepts and real-world applications. Furthermore, structured laboratory experiments facilitate the validation of models, allowing students to engage in iterative learning processes. These experiments are designed to reinforce theoretical concepts and encourage critical thinking, as students manipulate variables and observe real-time system responses.

Through capstone projects, students collaboratively apply their knowledge, simulating real-world scenarios and enhancing their problem-solving abilities. This hands-on experimentation not only solidifies their understanding of dynamic systems but also instills a sense of confidence in their practical skills. Our approach not only fosters a deeper comprehension of dynamic systems but also prepares students for the complexities of modern engineering challenges. Preliminary assessments indicate increased engagement and improved learning outcomes, highlighting the effectiveness of this integrated pedagogical strategy, particularly in the context of laboratory-based learning.

Student Dropout Prediction in Higher Education Using Generative AI and Large Language Models

Muhammad Amin Nadim, Sher Alam Khan, and Usman Nawaz, University of Telepegaso,Rome,Italy, Rome, Italy

Student dropout rates in higher education pose significant challenges, leading to academic, economic, and social consequences for both students and institutions (Santos et al., 2024). Early identification of at-risk students is crucial for timely interventions (Simón et al., 2022). However, traditional dropout prediction models often overlook the complex, multifactorial nature of student behavior, including academic, social, and emotional factors.

Recent advancements in artificial intelligence (AI) and machine learning (ML), particularly in Generative AI (GAI) (Peláez-Sánchez et al., 2024), have disrupted educational research and offer new opportunities for enhancing dropout prediction accuracy. This study proposes the Pegaso Student Dropout Prediction Framework (PSTUD), which utilizes Large Language Models (LLMs) to analyze open datasets from higher education institutions. These datasets include student demographics, academic performance, engagement metrics, and social interactions, which are critical to predicting dropout risk. By leveraging LLMs to process and analyze vast amounts of both textual and behavioral data (Won et al., 2024), the study aims to identify patterns that improve dropout prediction…

Keywords: student dropout, higher education, genAI, role of LLM, students development

Student Dropout Prediction in Higher Education Using Generative AI and Large Language Models

Muhammad Amin Nadim, Sher Alam Khan, and Usman Nawaz

Student dropout rates in higher education pose significant challenges, leading to academic, economic, and social consequences for both students and institutions (Santos et al., 2024). Early identification of at-risk students is crucial for timely interventions (Simón et al., 2022). However, traditional dropout prediction models often overlook the complex, multifactorial nature of student behavior, including academic, social, and emotional factors.

Recent advancements in artificial intelligence (AI) and machine learning (ML), particularly in Generative AI (GAI) (Peláez-Sánchez et al., 2024), have disrupted educational research and offer new opportunities for enhancing dropout prediction accuracy. This study proposes the Pegaso Student Dropout Prediction Framework (PSTUD), which utilizes Large Language Models (LLMs) to analyze open datasets from higher education institutions. These datasets include student demographics, academic performance, engagement metrics, and social interactions, which are critical to predicting dropout risk. By leveraging LLMs to process and analyze vast amounts of both textual and behavioral data (Won et al., 2024), the study aims to identify patterns that improve dropout prediction.

The proposed framework will be trained using publicly available datasets and tested on real student data from the University of Telepegaso, Italy. The findings will contribute to the development of AI-driven tools that enhance student retention by providing administrators and educators with evidence-based recommendations for supporting at-risk students and implementing personalized interventions.

This pilot study underscores the importance of integrating diverse predictors—academic, behavioral, and social—into the model to improve both its accuracy and interpretability. The PSTUD framework aims to provide a more comprehensive understanding of the factors contributing to student dropout, thereby enabling more targeted and effective interventions.

Transformative but Troubled: Examining the Barriers to AI Adoption in Uganda's Higher Education System

Saadat Lubowa Kimuli Nakyejwe, Ph.D., Makerere University Business School, Kampala, Uganda, Edwin Bulonge, Uganda Christian University Mukono Uganda, Mukono, Uganda Nashua Kimuli Nabaggala, and Inayah Nabalamba Kimuli, Makerere University Business School, Kampala, Uganda

Uganda's higher education system is at a critical juncture, positioned to leverage the transformative potential of Artificial Intelligence (AI) while confronting significant obstacles to its implementation. This abstract examines the challenges impeding AI adoption in Ugandan universities and colleges. Despite AI's potential to revolutionize pedagogical approaches, research capabilities, and administrative processes, several barriers hinder progress. Inadequate infrastructure, including insufficient internet connectivity and obsolete computer systems, presents a fundamental challenge. Financial limitations constrain institutions' capacity to invest in AI technologies and provide staff training. A dearth of AI expertise among faculty and administrators further exacerbates the issue. Resistance to technological change and apprehensions regarding job displacement also impede adoption rates. Furthermore, ethical considerations pertaining to data privacy and algorithmic bias necessitate careful consideration. This abstract analyzes these barriers through a multifaceted perspective, encompassing technological, economic, social, and ethical dimensions…

Keywords: artificial intelligence, higher education, Uganda, adoption barriers, infrastructure

Transformative but Troubled: Examining the Barriers to AI Adoption in Uganda's Higher Education System

Saadat Lubowa Kimuli Nakyejwe, Ph.D., Edwin Bulonge, Nashua Kimuli Nabaggala, and Inayah Nabalamba Kimuli

Uganda's higher education system is at a critical juncture, positioned to leverage the transformative potential of Artificial Intelligence (AI) while confronting significant obstacles to its implementation. This abstract examines the challenges impeding AI adoption in Ugandan universities and colleges. Despite AI's potential to revolutionize pedagogical approaches, research capabilities, and administrative processes, several barriers hinder progress. Inadequate infrastructure, including insufficient internet connectivity and obsolete computer systems, presents a fundamental challenge. Financial limitations constrain institutions' capacity to invest in AI technologies and provide staff training. A dearth of AI expertise among faculty and administrators further exacerbates the issue. Resistance to technological change and apprehensions regarding job displacement also impede adoption rates. Furthermore, ethical considerations pertaining to data privacy and algorithmic bias necessitate careful consideration. This abstract analyzes these barriers through a multifaceted perspective, encompassing technological, economic, social, and ethical dimensions. It underscores the pressing need for strategic planning, increased funding, and collaborative initiatives between government, educational institutions, and industry partners to surmount these obstacles. By addressing these challenges, Uganda's higher education system can harness the transformative potential of AI, enhancing educational quality, research output, and global competitiveness. However, the path forward requires a delicate equilibrium between embracing innovation and addressing the complex realities of the Ugandan context.

Preparing Ugandan University Students for the AI-Driven Gig Economy: Advancing Decent Work for All through Education

Saadat lubowa Kimuli Nakyejwe, Ph.D., Sarah Nassali, Nashua Kimuli Nabaggala, and Ibtihal K Nabayego, Makerere University Business School, Kampala, Uganda

The gig economy, characterized by short-term, flexible, and task-based employment facilitated through digital platforms, is reshaping the labor market globally. In Uganda, university students face significant challenges in aligning their education with the skills needed to thrive in this evolving employment landscape. This study focuses on achieving "Decent Work for All," a key target of SDG 8, by examining how universities in Uganda—Makerere University Business School, Makerere University, Kampala University, Kampala International University, and Kyambogo University—prepare students for meaningful and equitable participation in the gig economy.

The research adopts a qualitative approach, using interviews with students and university staff to explore the alignment of curricula and teaching practices with the skills required for the gig economy. The study also highlights the role of emerging technologies, including artificial intelligence (AI), in shaping the gig economy landscape. Interviews with academic staff reveal that while universities recognize the growing importance of the gig economy, they often struggle with integrating practical, technology-driven skills such as AI proficiency, digital literacy, and entrepreneurship into their curricula due to resource constraints and a lack of industry collaboration…

Keywords: gig economy, artificial intelligence in education, university curriculum development, skills for future work, decent work for all

Preparing Ugandan University Students for the AI-Driven Gig Economy: Advancing Decent Work for All through Education

Saadat lubowa Kimuli Nakyejwe, Ph.D., Sarah Nassali, Nashua Kimuli Nabaggala, and Ibtihal K Nabayego

The gig economy, characterized by short-term, flexible, and task-based employment facilitated through digital platforms, is reshaping the labor market globally. In Uganda, university students face significant challenges in aligning their education with the skills needed to thrive in this evolving employment landscape. This study focuses on achieving "Decent Work for All," a key target of SDG 8, by examining how universities in Uganda—Makerere University Business School, Makerere University, Kampala University, Kampala International University, and Kyambogo University—prepare students for meaningful and equitable participation in the gig economy.

The research adopts a qualitative approach, using interviews with students and university staff to explore the alignment of curricula and teaching practices with the skills required for the gig economy. The study also highlights the role of emerging technologies, including artificial intelligence (AI), in shaping the gig economy landscape. Interviews with academic staff reveal that while universities recognize the growing importance of the gig economy, they often struggle with integrating practical, technology-driven skills such as AI proficiency, digital literacy, and entrepreneurship into their curricula due to resource constraints and a lack of industry collaboration.

Findings from staff also indicate a pressing need for universities to adapt teaching strategies to foster self-directed learning, project management, and critical thinking, which are essential for success in the gig economy. Both students and staff emphasize the lack of exposure to real-world applications, such as ethical AI usage and platform-based gig work, as a barrier to preparing students effectively for the gig economy.

The study recommends integrating AI-focused training into university curricula, fostering partnerships between academia and industry, and implementing mentorship programs to equip students with the necessary skills for flexible and dignified employment. These interventions aim to bridge the identified gaps, ensuring students are prepared to achieve "Decent Work for All" in the gig economy, while advancing the broader objectives of SDG 8.

Transformers and Battlebots: A New Battle of the Requirements?

Gary Natriello, Ph.D., Teachers College, Columbia University, New York, New York, USA, and Hui Soo Chae, Ed.D., NYU School of Professional Studies, New York, New York, USA

In his 1932 book on The Sociology of Teaching, Willard Waller explained how instructors and students negotiated and renegotiated the boundaries of student learning and assessment. In this paper we revisit the same issues by considering how contemporary instructors and students, now armed with artificial intelligence tools such as ChatGPT, Google Gemini, Microsoft CoPilot, Midjourney, and LM Studio, rejoin the battle. We take as a case our own online courses where we have created conditions to normalize the use of artificial intelligence by instructors and students. By modeling the use of generative AI tools, encouraging their use as part of the learning process, and making such use visible to all we are able to examine their impact. To create such conditions we took several steps. First, we explicitly introduced AI applications in the courses. Second, we encouraged students to bring any additional AI tools into the courses to support their own work on assigned tasks. In both cases the use of tools was made visible so that everyone was aware of them…

Keywords: AI, assessment, requirements, online

Transformers and Battlebots: A New Battle of the Requirements?

Gary Natriello, Ph.D., and Hui Soo Chae, Ed.D.

In his 1932 book on The Sociology of Teaching, Willard Waller explained how instructors and students negotiated and renegotiated the boundaries of student learning and assessment. In this paper we revisit the same issues by considering how contemporary instructors and students, now armed with artificial intelligence tools such as ChatGPT, Google Gemini, Microsoft CoPilot, Midjourney, and LM Studio, rejoin the battle. We take as a case our own online courses where we have created conditions to normalize the use of artificial intelligence by instructors and students. By modeling the use of generative AI tools, encouraging their use as part of the learning process, and making such use visible to all we are able to examine their impact. To create such conditions we took several steps. First, we explicitly introduced AI applications in the courses. Second, we encouraged students to bring any additional AI tools into the courses to support their own work on assigned tasks. In both cases the use of tools was made visible so that everyone was aware of them. AI tools and applications are introduced into the course by instructors and students alike. Indeed, we encouraged students to share any AI tools that they found useful. As a first level of analysis we created an inventory of AI tools used by either instructors and/or students. We examined the use of the tools for specific purposes, gathering both the prompts employed and the resulting products. At the next level we considered the impact of AI tool use in products central to the course. Finally, we considered the overall effect of AI use on the maintenance of course requirements. These analyses allow us to review and interpret the course requirements and student performance on those requirements from the perspective of their legitimacy in an era of artificial intelligence.

AI and 3Digital Object-Based Learning: Insights from Workshops in Italy, Germany, and the UK

Antonella Poce, Ph.D., Tor Vergata University of Rome, Rome, Italy

Object-Based Learning (OBL) is an active learning methodology (Freeman et al., 2014) rooted in a socio-constructivist approach. It leverages museum objects to promote deeper levels of learning (Romanek & Lynch, 2008). Teachers and cultural educators act as facilitators, while learners actively construct meaning through peer-to-peer, object-centered interactions (Hannan et al., 2013), building on prior knowledge (Chatterjee & Hannan, 2015).

Museum studies demonstrate that both hands-on and OBL approaches can effectively foster critical thinking across educational levels. Where logistical challenges prevent direct object handling, technology serves as a mediator, enabling engagement with artistic elements in innovative ways (Poce, 2018). Particularly impactful is the use of OBL in fully digital contexts, where technology enhances the educational, cultural, and social potential of heritage engagement. However, rigorously designed pedagogical frameworks are essential to ensure meaningful and transformative experiences (Carretero, Vuorikari, & Punie, 2017)…

Keywords: AI, digital object-based learning, digital 3D objects, 4C skills

AI and 3Digital Object-Based Learning: Insights from Workshops in Italy, Germany, and the UK

Antonella Poce, Ph.D.

Object-Based Learning (OBL) is an active learning methodology (Freeman et al., 2014) rooted in a socio-constructivist approach. It leverages museum objects to promote deeper levels of learning (Romanek & Lynch, 2008). Teachers and cultural educators act as facilitators, while learners actively construct meaning through peer-to-peer, object-centered interactions (Hannan et al., 2013), building on prior knowledge (Chatterjee & Hannan, 2015).

Museum studies demonstrate that both hands-on and OBL approaches can effectively foster critical thinking across educational levels. Where logistical challenges prevent direct object handling, technology serves as a mediator, enabling engagement with artistic elements in innovative ways (Poce, 2018). Particularly impactful is the use of OBL in fully digital contexts, where technology enhances the educational, cultural, and social potential of heritage engagement. However, rigorously designed pedagogical frameworks are essential to ensure meaningful and transformative experiences (Carretero, Vuorikari, & Punie, 2017).

This contribution presents findings from three workshops utilizing digital OBL with 3D digital objects (both Digital Twins and AI-generated) and thinking routines, conducted in distinct geographical and socio-cultural contexts (Genoa, Italy; Leipzig, Germany; London, UK). Participants were profiled through a range of data, including socio-demographics, personality traits, artistic preferences, motivations for museum visits, and engagement preferences (interactive, participative, multimodal, traditional). Factor analysis informed the development of personas, while learning objectives were evaluated through assessments of digital and 4C skills (Creativity, Communication, Collaboration, Critical Thinking).

The results reveal the effectiveness and broad appeal of digital OBL as an innovative methodology that fosters cognitive growth, transversal skill development, and enhanced well-being and social inclusion. By integrating cultural heritage into a lifelong learning framework, digital OBL demonstrates its potential as a transformative tool for education and societal development.

Human Connection in Digital Learning and the Hyper-Personalization Fallacy

Joel Podolny, Ph.D., Honor Education, San Francisco, California, USA

The rise of generative AI has sparked widespread excitement about the promise of hyper-personalized learning experiences that tailor content to a student’s specific needs and skill level. But too much emphasis on personalization can be flawed if it puts students in a silo. As any great teacher knows, human connection is the cornerstone of the best learning experiences. When students have the chance to learn together, they don’t just gain knowledge, they gain greater self-awareness, critical thinking, and empathy. Personalized consumption has dominated the digital learning landscape, but truly transformational learning is rooted in personalized expression: the opportunity for students to express their ideas and feel seen by their instructor and peers. In this session, hear from Joel Podolny, the CEO and co-founder of Honor Education and the founding Dean of Apple University, about strategies for engaging students in a collective learning journey beyond the classroom in asynchronous and online learning environments.

Keywords: human connection, personalization, artificial intelligence, online learning

Human Connection in Digital Learning and the Hyper-Personalization Fallacy

Joel Podolny, Ph.D.

The rise of generative AI has sparked widespread excitement about the promise of hyper-personalized learning experiences that tailor content to a student’s specific needs and skill level. But too much emphasis on personalization can be flawed if it puts students in a silo. As any great teacher knows, human connection is the cornerstone of the best learning experiences. When students have the chance to learn together, they don’t just gain knowledge, they gain greater self-awareness, critical thinking, and empathy. Personalized consumption has dominated the digital learning landscape, but truly transformational learning is rooted in personalized expression: the opportunity for students to express their ideas and feel seen by their instructor and peers. In this session, hear from Joel Podolny, the CEO and co-founder of Honor Education and the founding Dean of Apple University, about strategies for engaging students in a collective learning journey beyond the classroom in asynchronous and online learning environments.

The Impact of Generative Artificial Intelligence in Team-Based Learning Sessions

Tatiana Praça, Patricia Behar, Ph.D., and Ketia Kellen de Araújo Silva, Ph.D., Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil

Team-based learning (TBL) is an active methodology which uses different strategies for building self-regulated teams, able to make collective decisions in order to solve problems. It has been used successfully in higher education for decades and more recently in Distance Education (DE). This study aims to verify the impact of Generative Artificial Intelligence (GAI) in TBL practices. In order to reach this goal, a questionnaire was applied after a course with undergraduates where TBL was the methodology. The results show the influence of GAI during TBL sessions, not only helping with the tasks but also determining the content and decisions presented by students. The fast and apparently thorough reply given by the machine prevent team members from discussing the issues and formulating their own answers based on what they have studied. It shows how GAI can impact not only decisions but also the dynamics of team work in online education.

Keywords: generative artificial intelligence, team-based learning

The Impact of Generative Artificial Intelligence in Team-Based Learning Sessions

Tatiana Praça, Patricia Behar, Ph.D., and Ketia Kellen de Araújo Silva, Ph.D.

Team-based learning (TBL) is an active methodology which uses different strategies for building self-regulated teams, able to make collective decisions in order to solve problems. It has been used successfully in higher education for decades and more recently in Distance Education (DE). This study aims to verify the impact of Generative Artificial Intelligence (GAI) in TBL practices. In order to reach this goal, a questionnaire was applied after a course with undergraduates where TBL was the methodology. The results show the influence of GAI during TBL sessions, not only helping with the tasks but also determining the content and decisions presented by students. The fast and apparently thorough reply given by the machine prevent team members from discussing the issues and formulating their own answers based on what they have studied. It shows how GAI can impact not only decisions but also the dynamics of team work in online education.

Remote Classes Amid Climate Crises: A Case Study in a Corporate Setting in Southern Brazil

Tatiana Praça, Patricia Behar, Ph.D., and Ketia Kellen de Araújo Silva, Ph.D., Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil

Due to the climate crises in the south of Brazil, in May of 2024, when the state of Rio Grande do Sul suffered severe floods with dramatic consequences in most of its territory, collaborators of a multinational company had remote English classes. Based on the experience of this period, it is possible to learn more about the impressions of students in the corporate context about online classes. This study aims to understand what is the impact of online teaching during a moment of crisis and whether there is any relevant impact on the learning process. It is a case study that brings insights about how remote classes can help students overcome critical moments and what possible improvements might be done in the area in order to make the learning process more satisfactory and fulfilling.

Keywords: remote education, climate crises, online classes, language teaching, corporate education

Remote Classes Amid Climate Crises: A Case Study in a Corporate Setting in Southern Brazil

Tatiana Praça, Patricia Behar, Ph.D., and Ketia Kellen de Araújo Silva, Ph.D.

Due to the climate crises in the south of Brazil, in May of 2024, when the state of Rio Grande do Sul suffered severe floods with dramatic consequences in most of its territory, collaborators of a multinational company had remote English classes. Based on the experience of this period, it is possible to learn more about the impressions of students in the corporate context about online classes. This study aims to understand what is the impact of online teaching during a moment of crisis and whether there is any relevant impact on the learning process. It is a case study that brings insights about how remote classes can help students overcome critical moments and what possible improvements might be done in the area in order to make the learning process more satisfactory and fullfilling.

Pause for Impact! Evaluating the Efficacy of Microbreaks on Wellbeing and Productivity in Content Moderation through a Controlled Study

Bindiya Lakshmi Raghunath, Wipro, Hyderabad, Telangana, India, Aparna Samuel Balasundaram, Wipro, Austin, Texas, USA, and Sunil Varma Mudundi, Wipro, Hyderabad, Telangana, India

Content moderators operate in high-stress environments, continually exposed to potentially distressing material, necessitating innovative approaches to support their well-being and productivity. While existing research underscores the benefits of microbreaks in routine tasks, their role in mitigating stress and improving performance in the unique context of content moderation remains underexplored. Despite efforts to encourage breaks, our survey with more than 3,000 content moderators revealed that 91.68% take only three or fewer breaks per shift, with a mere 38% incorporating short breaks. Hence, there was a need to formally introduce structured breaks into the work shift to harness their benefits and examine their specific impact in the unique context of content moderation…

Keywords: microbreaks, content moderation, wellbeing, productivity, controlled experimental study

Pause for Impact! Evaluating the Efficacy of Microbreaks on Wellbeing and Productivity in Content Moderation through a Controlled Study

Bindiya Lakshmi Raghunath, Aparna Samuel Balasundaram, and Sunil Varma Mudundi

Content moderators operate in high-stress environments, continually exposed to potentially distressing material, necessitating innovative approaches to support their well-being and productivity. While existing research underscores the benefits of microbreaks in routine tasks, their role in mitigating stress and improving performance in the unique context of content moderation remains underexplored. Despite efforts to encourage breaks, our survey with more than 3,000 content moderators revealed that 91.68% take only three or fewer breaks per shift, with a mere 38% incorporating short breaks. Hence, there was a need to formally introduce structured breaks into the work shift to harness their benefits and examine their specific impact in the unique context of content moderation.

This controlled study with 307 content moderators introduces formal microbreaks as a novel workplace intervention for content moderators, leveraging automated reminders via Microsoft Teams to integrate structured breaks into daily workflows. Participants were divided into three groups with differing microbreak frequencies (every hour, every 1.5 hours, and no scheduled breaks). Outcomes were measured through long-term indicators (stress levels, coping mechanisms) and immediate metrics (mood and task efficiency).

This presentation will share key findings, including the optimal frequency of microbreaks and their transformative effect on well-being and performance. The study demonstrates how structured, automated microbreaks can serve as a scalable, evidence-based strategy to sustain operational effectiveness and emotional resilience in high-stress environments. Future directions include exploring the potential of AI to refine microbreak schedules for individual needs, further enhancing their impact. Attendees will gain actionable insights into designing learning experiences and organizational strategies that incorporate structured microbreaks, fostering resilience and productivity.