Death of the Discussion Board: Navigating Higher Education eLearning in the Age of Generative AI

Kristie Rankin, Ed.D., American Cast Iron Pipe, Birmingham, Alabama, USA

The landscape of higher education eLearning is undergoing rapid transformation due to the rise of generative AI technologies. The traditional discussion board assignment, once a cornerstone of online learning and critical engagement, is facing obsolescence as the risk of AI-assisted academic dishonesty grows. The ease of producing AI-generated content challenges the authenticity of student contributions, undermining trust in the educational process. This session explores the implications of generative AI on academic integrity and proposes innovative, AI-integrated alternative assignments that uphold rigorous educational standards while embracing technological advancements ethically. Participants will gain practical insights, strategies, and hands-on examples to design authentic, future-proof assessments that foster critical thinking, creativity, and genuine student engagement in an AI-driven landscape. By integrating AI as a collaborative tool rather than an unchecked shortcut, educators can cultivate a learning environment that supports ethical tech use and prepares students for a technology-infused world. Attendees will leave equipped to inspire deeper, AI-informed learning that remains academically sound and relevant.

Keywords: AI, higher education, integrity, e-learning

Strategic Value Chain Mapping for Enhanced and Impactful L&D

Namita Ratra, Sandoz, Hyderabad, Telangana, India

In today's rapidly evolving business landscape, organizations are increasingly recognizing the critical role of Learning and Development (L&D) in driving sustainable growth and competitive advantage. However, traditional L&D approaches often fall short in addressing the dynamic needs of modern enterprises. This is where Strategic Value Chain Mapping comes into play, offering a transformative framework for enhancing and making L&D initiatives more impactful.

Strategic Value Chain Mapping involves a comprehensive analysis of an organization's value chain to identify key areas where L&D can drive significant improvements. By mapping out the entire value chain—from inbound logistics and operations to marketing and sales—organizations can pinpoint specific skills and competencies that are essential for optimizing each segment. This targeted approach ensures that L&D efforts are not only aligned with business objectives but also deliver measurable outcomes…

Keywords: value chain analysis, skill optimization, business alignment, continuous learning, workforce agility

Enhanced Learning Outcomes with Audio in E-learning

Vijayshree Rautela, MRCC IT Solutions, Hedgesville, West Virginia, USA

Audio in any form whether as narration, sound effects, or background music can make e-learning more interesting for a learner. It completes the sensory engagement in a learner where the visual meets the auditory to comprehend a learning component. As an instructional designer and trainer, over the years, I have created several e-learning courses for adult learners with and without audio. The learning outcomes of the two when compared to using several surveys and other evaluation mechanisms showed that learners not only prefer learning instruction that has audio but were also able to retain the learning and apply it to their jobs. This topic discusses how the level of learning outcomes is better in e-learning courses with audio than without audio. It shares some of the science and research that supports this. In addition, it describes the learner surveys and evaluation mechanisms that I have used to support this and discusses the national and international compliances that make audio a mandate in e-learning.

Keywords: e-learning, audio, learning outcomes, learner retention, accessibility

Revolutionizing Classroom Engagement with Real-Time Insights using an AI-Drive Platform

Kumari Surya Remanan, Bharti AI Tech, Ranchi, Jharkhand, India

MindsparksAI is an AI-powered platform designed to transform classroom engagement and learning outcomes by leveraging real-time emotion and pose detection technologies. This innovative system uses machine learning models to analyze students' facial expressions and body language, providing educators with valuable insights into student attentiveness and engagement levels.

The platform features real-time monitoring of classroom dynamics, offering immediate alerts for signs of disengagement such as boredom or confusion. A visual dashboard displays aggregate and individual student data, enabling educators to adapt their teaching strategies on the fly. At the end of each session, MindsparksAI generates comprehensive reports with actionable recommendations tailored to improve both teaching effectiveness and student performance.

Keywords: AI-powered education, student engagement, real-time analytics, data-driven teaching, emotion detection

Think Small to Win Big: Unlocking Learning Innovation with Agile Experimentation

Suzy Robertson, McKinsey & Company, Lagunilla, Heredia, Costa Rica, and Gia Fanelli, McKinsey & Company, Stamford, Connecticut, USA

Change is constant, and the pressure to keep up can feel overwhelming, but big breakthroughs don’t always require big moves, especially when working within the realities of an organization where resources, time, and capacity can limit traditional research approaches. Small, focused experiments offer a powerful way forward.

In McKinsey’s R&I Learning Lab, we’ve seen how these adaptable methods can drive meaningful results—whether you’re designing learning experiences, advancing education strategies, or building innovative solutions. We’ll share an agile framework to help you test ideas quickly, learn fast, and make progress within your organization’s constraints. Together, we’ll explore how to shape a strong hypothesis, set up experiments that deliver real insights, and turn those insights into strategies that stick. We’ll discuss practical strategies for gaining leadership buy-in to help you secure the support needed to scale your efforts. To illustrate the framework in action, we’ll share stories from our own experimentation efforts…

Keywords: experimentation, innovation, agile, problem-solving

Designing for the Brain: Learning What Works in Times of Uncertainty

Suzy Robertson and Daniel Madrigal, McKinsey & Company, Lagunilla, Heredia, Costa Rica

Imagine trying to dance when the music keeps changing unexpectedly. That’s what it feels like when our brains, wired to predict and conserve energy, struggle to keep up with a rapidly shifting world. The result? Drained energy, heightened stress, and learners unable to fully engage or retain new information. When our brains are taxed, our ability to learn and adapt diminishes. In times like these, how can we design experiences that truly support learning?

At McKinsey’s R&I Learning Lab, we’ve been exploring how to create holistic learning experiences that work with the brain’s natural processes while also challenging them in ways that drive growth. Predictability conserves energy and provides a sense of stability, but growth often requires stepping into the unexpected. By designing experiences that blend moments of comfort with opportunities to embrace uncertainty, we can foster creativity, adaptability, and resilience…

Keywords: cognitive flexibility, predictive-brain, energy management, adaptive learning, navigating change

Redesigning Learning Activities in the AI Age

Kristine Rodriguez Kerr, Ed.D., Negar Farakish, Ed.D., and Hui Soo Chae, Ed.D., NYU School of Professional Studies, New York, New York, USA

Evidence-based uses of generative AI in course activities, assignments, and assessments are central to the development of student-centered, inclusive educational practices. During this demonstration, we discuss the transformative potential of generative AI to advance critical thinking, creativity, and academic writing with examples from two undergraduate and two graduate courses. We outline the purposeful integration of tools such as Microsoft Copilot, Open AI ChatGPT, Google Gemini, and HeyGen, showcasing how they can facilitate student learning while maintaining academic integrity and student voice. In this demonstration, we share four examples of faculty-led redesigned assignments that thoughtfully integrated generative AI to serve as models with significant potential to enhance student learning. By (re)designing courses to incorporate AI tools, faculty simultaneously deepen student knowledge and provide students opportunities for hands-on experience with emerging technologies that will enable them to contribute to a rapidly evolving economy.

Keywords: generative AI, AI-enhanced assignments, faculty-led, curriculum development

Using a Bridged Curriculum Design to Connect Teaching and Learning

Mangala Sadasivan, Ph.D., Michigan State University, East Lansing, Michigan, USA

The authors were interested in showing that a 3-S Model using a bridged curriculum design helps connect teaching and learning and improves students’ retention of basic science and clinical knowledge. The authors designed three learning modules using the 3-S Model within a systems course. 304 registered MSU osteopathic medical students (3 campuses) participated in this within-subjects designed study. Students were video coached on how to complete assignments. The instructor who designed the modules also used video lectures to help students master clinical concepts and link them to the bridge. Board style practice questions relevant to the modules were used to help students improve access (increasing speed) to stored content. This data was then compared to students’ performance on a final comprehensive exam and their COMLEX medical board examinations. The authors used mean comparisons to evaluate students’ performances on module items (using 3-S Model) to non-module items on unit exams, final course exam and COMLEX medical board examination. The data shows that on average, students performed significantly better on module items compared to non-module items on exams 1 and 2…

Keywords: teaching, learning, processing, efficiency, model

Advancing Virtual Coaching: AI-Driven Avatars for Difficult Conversations, Conflict De-escalation, Diversity, Equity, and Inclusion in Healthcare

Fernando Salvetti, Ph.D., and Barbara Bertagni, Ph.D., Logosnet LLC, Houston, Texas, USA

At the e-REAL labs, jointly with the Harvard Center for Medical Simulation in Boston, we are revolutionizing professional coaching and training by introducing intelligent avatars, powered by generative artificial intelligence. These avatars, or digital humans, serve as embodied conversational agents (ECAs) that simulate real-world scenarios with precision and adaptability. Designed to facilitate immersive coaching experiences, these ECAs provide a safe, interactive environment for professionals to refine critical skills such as conflict de-escalation, fostering DEI, and navigating difficult conversations.

Our collaboration with the Harvard Center for Medical Simulation allows us to focus on real-world activities and cases that address pressing challenges in healthcare. Leveraging their expertise in simulation-based education, we have developed scenarios that enhance the ability of healthcare professionals to navigate complex interpersonal interactions, including managing conflicts with patients or colleagues, addressing unconscious biases, and leading difficult conversations in high-pressure environments…

Keywords: AI-driven avatars, conflict de-escalation, Diversity, Equity, and Inclusion (DEI), simulation-based education, healthcare training

Immersive Museum Experiences: Natural Sciences, Cultural Heritage, Ancient Building Techniques

Fernando Salvetti, Ph.D., and Barbara Bertagni, Ph.D., Logosnet LLC, Houston, Texas, USA

At e-REAL labs, we are revolutionizing museum experiences by integrating extended reality (XR) and generative artificial intelligence (AI). Collaborating with leading cultural institutions, we have developed interactive and immersive solutions that bring natural sciences, cultural heritage, and ancient building techniques to life. Our projects include installations at the Regional Museum of Natural Sciences in Turin, Italy, the "Mortar Mixer" joint initiative (managed by the University of Italian Switzerland and the University of Applied Sciences and Arts of Southern Switzerland, on behalf of the Swiss Government, the Foundation Pro Kloster St. Johann in Müstair and the City of Bellinzona, Switzerland, jointly with UNESCO in Paris, France), and the Digital Alpine Museum (DAM) that is a project developed by the European Union involving two Italian regional governments (Aoste Valley and Liguria) and two French Departments (Savoy and the Hautes-Alpes).

At the Museum of Natural Sciences in Turin, we created interactive video-mapping installations, immersive displays, and AI-powered avatars, enabling visitors to engage in dynamic dialogues with historical figures and explore ecosystems through augmented and mixed reality. Switzerland's "Mortar Mixer" initiative focuses on reconstructing medieval building methods: it features a 3D-modeled mortar mixer and interactive displays blending physical artifacts with virtual replicas. The DAM project combines digitalized artifacts and customizable virtual exhibition halls, enhancing cross-border access to cultural heritage…

Keywords: immersive technology, cultural heritage, extended reality (XR), AI-powered avatars, interactive storytelling

Talking with the Expert: An Intelligent Avatar Performing with Emotional and Social Intelligence

Fernando Salvetti, Ph.D., Logosnet LLC, Houston, Texas, USA

At the e-REAL labs, we are transforming digital interaction and expertise-sharing with Mia Williams, an agentic application designed to perform as an expert across diverse programmed topics. Powered by Retrieval-Augmented Generation (RAG) and advanced AI technologies, Mia combines human-like emotional intelligence, dynamic multimedia capabilities, and expert knowledge-sharing to provide a cooperative and engaging experience.

Mia’s revolutionary design enables her to observe and interact with her interlocutors in a highly realistic manner. She follows users with her gaze using microphone arrays and webcam-based computer vision, creating an immersive and personalized connection. Her realistic non-verbal cues—including facial expressions, gestures, and gaze alignment—make her emotionally and socially intelligent, enhancing the user experience through meaningful, human-like interactions.

Thanks to an intuitive editor, Mia’s knowledge base can be updated in minutes, allowing her to adapt effortlessly to new topics and scenarios. Whether explaining complex subjects, sketching diagrams, or presenting videos and images, she provides an interactive, multimedia-rich environment tailored to user needs…

Keywords: agentic application, emotional intelligence, retrieval-augmented generation (RAG), human-centric interaction, multimedia capabilities

Transforming Professional Education and Training: Immersive Experiences with e-REAL Technology

Fernando Salvetti, Ph.D., and Barbara Bertagni, Ph.D., Logosnet LLC, Houston, Texas, USA

At the e-REAL labs, we are revolutionizing professional training and education by integrating advanced technologies such as extended reality (XR) and AI-driven conversational agents. These immersive solutions are designed to address critical challenges across diverse domains, including healthcare, leadership development, compliance, diversity and inclusion, negotiation, and sustainability. By providing dynamic, interactive learning environments, e-REAL technology enables professionals to refine essential skills, navigate complex scenarios, and achieve better outcomes.

Our use cases span key areas such as conflict de-escalation, diversity and inclusion programs, compliance training, leadership and management development, negotiation techniques, healthcare communication, and sustainability education. These solutions foster skill development by immersing learners in realistic scenarios where they can practice critical interactions, receive real-time feedback, and enhance their decision-making capabilities in a safe, adaptive environment…

Keywords: immersive technology, AI-powered avatars, professional training, extended reality (XR), diversity and inclusion

The Art of Persuasion in a High-Risk Environment

Jeffrey Sanow, Pinnacle Global Security, Port Richey, Florida, USA

The art of persuasion is an important part of leadership. Being able to check your ego is certainly a critical part of being a successful operations officer and to leading successful operations officers. Successful leaders know to encourage and grow the ego of their teams, not so much our own egos. The objective of most, if not all, operations officers is to persuade someone to perform an act that could lead to their arrest or execution, and the impoverishment of their entire family. If that's not the definition of persuasion in a high-risk environment, I'm not sure what it is. The process of persuading someone to provide information of intelligence value in other words, commit treason, is what we refer to as the recruitment cycle. Regardless of what you may call it, it is still the art of persuasion. There are essentially four steps. First, we have to establish credibility. Second, we must frame the goal of the people we are trying to persuade, identifying common ground. Third, we must reinforce our position or what we are trying to persuade someone to do with vivid language, and compelling evidence, and why it will benefit those people. Finally, we have to connect emotionally with the people we are trying to persuade or to recruit. In the recruitment process or persuasion process, there's just as much strategy in how you present your position as in the position itself.

Keywords: leadership, persuasion, recruitment

Creative Minds: Video Podcasts as a New Format for Seminar Papers and Final Theses

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

The traditional format of written seminar papers and final theses is increasingly perceived as outdated in the digital and interdisciplinary professional world, especially with the growing use of generative AI tools like ChatGPT. Students are expected not only to acquire scientific knowledge but also to communicate it effectively and engagingly. To address these demands and make educational programs more appealing, we propose a new approach in our Master’s degree program “Software Design and Engineering”.

This initiative replaces traditional seminar papers with a video podcast format. Students produce scientific video podcasts, creatively presenting and analyzing complex topics from research and practice. The program includes access to technical resources, such as cameras and editing software, alongside training in media production and support from faculty and external experts. The podcasts are made publicly accessible to promote knowledge transfer and enhance the university’s visibility. Furthermore, students can apply this format to their final theses, offering an innovative alternative to the traditional written format…

Keywords: higher education, computer science education, video podcast, final theses

Gauging Impact and Success: Societal Impact and Assessment

Kent Seaver, University of Texas at Dallas-Naveen Jindal School of Management, Richardson, Texas, USA

Assessment in higher education has been embedded in courses and programs for decades. Its importance can be seen in the tracking of student degree completion, the creation and revision of student learning outcomes and courses, and the overall success of an academic program. At the program level, assessment has come to imply aggregating individual measures for the purpose of discovering group strengths and weaknesses that can guide improvement actions.

Beginning in the fall of 2022, all graduate and undergraduate programs in the Jindal School of Management at UT Dallas began using a modified electronic template for capturing assessment data that stresses not only societal impact strategies, but how those strategies capture diversity and equity initiatives as well as external examples of lifelong learning. The creation of this template modification was needed by the Jindal School to illustrate what we already knew but needed to document...

Keywords: assessment, societal impact, sustainability, inclusion

AI as a Tool for Humanizing Liberal Arts Education: Engaging Students in the Age of Automation

Priten Shah, Pedagogy.Cloud, Haverstraw, New York, USA

• As artificial intelligence continues to advance, liberal arts educators face the challenge of adapting their teaching practices to harness the benefits of AI while preserving the human-centered values that define the liberal arts. This session aims to empower participants with strategies to leverage AI technologies to center the human experience and engage students in meaningful learning within the context of liberal arts education. The relevance and value of this content to the higher education community lie in its potential to help liberal arts educators integrate AI technologies into their teaching practices to create student-centered learning experiences that foster critical thinking, creativity, empathy, and interdisciplinary collaboration – skills that will be essential for students' success in the age of AI.
  
  Key points that will be presented include:

• The role of the liberal arts education in the age of AI;

• The potential for AI to help us meet the goals of liberal arts education more effectively;

• Strategies for integrating AI technologies into teaching practices to foster student engagement and collaboration..

Keywords: AI & education, liberal arts, student engagement, ethics

A Comparative Analysis of Educational Process Organization at Western and Eastern Ukrainian Universities under Martial Law

Bohdan Shunevych, Ph.D., Lviv National Environmental University, Dublyany town, Lviv region, Ukraine, and Volodymyr Kukharenko, Ph.D., Kharkiv National Automobile and Highway University, Kharkiv, Kharkiv region, Ukriane

The research deals with the changes in the educational sector of Ukraine because of the Russian-Ukrainian war (2014-2024). An analysis of the changes and peculiarities of the educational process organization (EPO) of students at Western Ukrainian higher education institutions (HEIs) under martial law was carried out in Bohdan Shunevych’s and Yurii Svirskyi’s research and presented at The Learning Ideas Conference in 2024.

This session describes the results of the same changes in the educational process organization of students mentioned in the previous research (2024): 1) the dependence of certain learning technologies and teaching methods usage on the location of higher education institutions during the war; 2) creation of conditions for the safe work of students and teachers; 3) the organization of psychological training for work in extreme conditions; 4) ways to improve the qualifications of teachers for better performance of assigned tasks; as well as 5) the role of conducting scientific work among students of various levels to help the Armed Forces of Ukraine in today's conditions and creative specialists for the reconstruction of the national economy after the war…

Keywords: educational process organization, distance learning, blended learning, artificial intelligence, martial law

Reimagining Education with Custom Bots: A Student-Centered Approach

Casandra Silva Sibilin, York College, CUNY, New York, New York, USA

This session explores the integration of AI in education through the lens of student perspectives and experiences in several philosophy of education sections spanning from Fall 2023 to Fall 2024. The exploration was comprised of two different projects. The first project engaged students in evaluating ChatGPT in various educational roles, including tutor, teacher’s assistant, motivational coach, philosopher, and educational reformer. Through hands-on experimentation, students critically examined ChatGPT's capabilities, uncovering its strengths, limitations, and the complexities of its use in academic contexts.

In the second project, students took on the role of creators, designing and testing custom AI bots for specific educational purposes. Across both projects, students contributed over 500 reflective posts, sharing their hopes, concerns, and insights about using AI in education. This session will demonstrate selected uses of ChatGPT and custom AI bots and will offer takeaways based on students’ reflections. Participants will learn practical strategies for encouraging students to think critically about AI tools.

Keywords: AI in education, philosophy of education, ChatGPT roles, custom bots, critical thinking

Investigating the Application of AI-Enhanced Synesthetic Learning Pedagogy (SLP), Zeigarnik & Ebbinghaus Effects to STEM Education for Underrepresented Minorities at University Level

Lakshmi Simhan, Elizabeth City State University, Elizabeth City, North Carolina, USA

Synesthesia is a phenomenon wherein the stimulation of one sensory modality leads to a percept in another non-stimulated modality – for example, a classical music tune triggers an additional memory percept hidden in that particular tune, called as Auditory Synesthesia, which triggers variants in memory and also audio synesthesia. Until recently, it was assumed that synesthesia occurs strictly in a unidirectional manner. Although the perception of a particular topic induces a video, audio, and image percept in synesthetes, they typically do not report as to what really triggered the percept of memory. Recent data on number processing in synesthesia suggest, however, that colors can implicitly elicit numerical representations in digit–color synesthetes, thereby questioning unidirectional models of synesthesia. Using a video/audio/imagery fragment completion paradigm in synesthetes, we demonstrate and elaborate in this proposal that video/audio/imagery can implicitly influence memory. Our data provide strong support for a bidirectional nature of video/audio/imagery synesthesia and, in general, may allude to the mechanisms of cross-modality interactions in the human brain. Extending the idea further, we propose a new concept of learning called, Synesthetic Learning Pedagogy (SLP), wherein a variety of video/audio/imagery can be used to positively and/or negatively enhance learning…

Keywords: synesthetic learning pedagogy, multisensory learning, STEM education, underrepresented minorities, Zeigarnik effect

Working with Faculty to Produce Videos for Effective Online Engagement

Sean Snyder and Michael Oliveri, Harvard Graduate School of Education, Cambridge, Massachusetts, USA

Produced and polished video is one aspect of effective course design for online learning. When used in combination with well thought out written delivery, interactive elements and synchronous or asynchronous meetings, produced video provides a truly multimodal experience for learners to engage with.

Now I think most of us understand and believe in the importance of video as a learning tool, so we are not trying to convince anyone of that. What we want to discuss is how best to create these assets and go into a bit of detail about the relationship between producers and content experts.

In this session we will exhibit best practices for collaborating with faculty on producing video for their courses with a focus on process: pre-production through production, and on to post-production, accessibility and publishing. We will outline this workflow with the hope you can learn from our experience and apply to your own work as soon as possible.

Keywords: video, production, online learning, process

Learning in Uncertainty: What the Research Reveals about the Unexpected Relationship between Uncertainty and Learning

Jennifer Spear, Clean Slate Strategies, Pickering, Ontario, Canada

In today’s world, change is the only constant and the pace is accelerating.

Regardless of our roles or industry, regardless of our technology, we will have to face change on a regular, yet unpredictable, basis.

What makes change difficult for many is the uncertainty that surrounds it, and since we can’t control it, we need to be able to embrace it.

How we handle uncertainty is the key to not only unlocking creativity and innovation, but also to how we learn, and our overall well-being.

Whether it is the students or the teachers
The leaders or the employees
The one thing that is constant is change, and the uncertainty that surrounds it.

We are only capable of truly learning when we are calm, confident and curious…

Keywords: learning, change, uncertainty, resiliency, curiosity

Integrating AI Ethics in Higher Education: Fostering Responsible AI Literacy across Disciplines

Brittany Tate-Reese, Laurus College & UA Little Rock, North Aurora, Illinois, USA, Daryl A. Tate, Ed.D., UA Little Rock, Chicago, Illinois, USA and Jeremy Reese, Pepperdine University, North Aurora, Illinois, USA

This presentation explores the critical need for integrating AI ethics education across all disciplines in higher education. As artificial intelligence increasingly permeates various aspects of society, it is crucial to equip students with the knowledge and skills to navigate the ethical implications of AI technologies. The session will discuss strategies for embedding AI ethics into existing curricula, addressing key issues such as algorithmic bias, privacy concerns, and the societal impact of AI-driven decision-making. We will examine case studies of successful AI ethics integration in diverse fields, from information technology systems to audio-video production, and provide practical frameworks for developing AI literacy among students. The presentation will also highlight the importance of fostering critical thinking skills to evaluate AI systems' ethical dimensions and promote responsible AI development and use. By emphasizing the interdisciplinary nature of AI ethics, this session aims to prepare educators to cultivate a generation of students who can contribute to the ethical governance of AI in their future professions.

Keywords: AI ethics, curriculum integration, interdisciplinary education, responsible AI, critical thinking

How Technology-Supported Museum Activities Can Effectively Promote Language Learning

Maria Tolaini, Università degli Studi di Genova, Genova, Italy

Multilingual competence is recognized as essential for active participation in society making it crucial for all individuals, regardless of socio-economic status or disabilities, to have equal opportunities to develop this skill. This is especially important for high school seniors, as proficiency in multiple languages can improve their academic and career prospects. In Italy, however, only 34% of respondents in a European survey report being able to converse in English. To address this, the European Commission suggests exploring informal learning settings like museums and integrating digital technologies into education. In line with these recommendations, this paper presents preliminary findings from an ongoing doctoral project that investigates how technology-supported museum activities can effectively promote language learning. The study involved 131 Italian high school students, aged 17, with English levels ranging from A2 to B2 over 26 weeks. The students were divided into four groups: a control group and three experimental sub-groups. One group used digital tools, such as customizable interactive digital resources, in school workshops. Another participated in museum visits and workshops, while the third group followed a similar path but used educational technologies, like QR codes, augmented reality, and a real-time collaborative platform during museum visits…

Keywords: museum education, language learning, educational technologies

360° Virtual Tours and Storytelling for Inclusive and Accessible Educational Museum Paths

Eliana Maria Torre, Sapienza University (Rome), Rome, Italy

How can museums foster inclusivity and ensure their collections are culturally accessible? This paper outlines part of an ongoing doctoral research project at the National Roman Museum (MNR) in Rome. Firstly, the concepts of inclusivity and accessibility will be discussed. Secondly, it will be examined how Virtual Reality (VR) can enhance inclusive education and address the communication needs of the MNR. Thirdly, four 360° virtual tours of the MNR will be introduced. These tours incorporate a digital storytelling (DST) approach, which facilitates sharing experiences and knowledge and promotes embodiment. Groups of participants involved in the experimental phase of the research collaborate to create stories that will be featured in the museum's 360° virtual tours. The final products are built in Cospaces.edu and aim to be highly accessible and autism-friendly, providing multiple communication channels to minimize barriers to access. Users can navigate the virtual environment, select narrative content available for immersive reading, interact with 3D virtual replicas of artifacts, and control the accompanying music…

Keywords: inclusivity, accessibility, 360° virtual tours, digital storytelling

Take Learning Engagement Above & Beyond through Your Learning Content Strategy!

Neha Trivedi, Alight Solutions, Carol Stream, Illinois, USA and Ted Schmitz, Alight Solutions, Racine, Wisconsin, USA

One struggle seen across industries in Learning & Development is around learning engagement and how to create more. One can have the best tools, technology and learning platforms, and still experience this issue. The biggest reasons from employees may be around having "time" for learning. No matter how one tracks learning content (utilization, pull vs. push rates, or other methods), success truly lies in the overall learning content strategy. Through robust planning and intention, our learning team has seen learning content utilization reaching a peak of 96% with a pull rate of 81%.

Join this interactive presentation to learn about the elements and best practices of a strong, but realistic learning content strategy. This includes but is not limited to: learning content selection (internal vs. external considerations), how the content is curated and promoted, how audiences are targeted, thinking through organizational and key stakeholder alignment, and how engagement is tracked. We will also provide examples from the success we have seen through our strategy at Alight Solutions, along with some lessons learned. Don’t miss this insightful session!

Keywords: learning content, content curation, engagement, strategy

Teaching and Learning Ideas for Mathematics: The Case of a Greek Game

Eleni Tsami, Ph.D., University of Piraeus, Piraeus, Greece, Dimitrios Anastasopoulos, Ph.D., University of Ioannina, Athens, Greece, and Andreas Rokopanos, University of Patra, Patra, Greece

This session discusses digital game-based learning and its applications in primary education. We present a project called KIDEDU (Play – Create – Learn) that was initiated at the University of Piraeus, in order to provide a student-appealing means for cultivating mathematical aptitude. KIDEDU is a teaching proposal for six (6) classes at the Greek Primary School in 3 different levels (A-B, C-D, E-F)'; it’s about “mathematics” and “environment” and how children 6-12 years old learn to use these areas in their everyday life. It is known that children of these ages are not familiar enough with these fields. The project’s research team consists of mathematicians, geologists, physicists, chemists, computer scientists, doctors and biologists. The game–based teaching guides children to learn with fun and solve problems in all school subjects. The project is based on the students’ books of the primary school. The team has found that the students prefer this game-based learning, they learn easily and pleasantly. The initial research started in 2021 and will be completed in 2025. The aim is to expand to all levels of education and to become the main teaching method for all students in schools. A demonstration of the game will be shown during this session.

Keywords: digital game-based learning, distance learning, differentiated learning, guided discovery learning

How AI-Powered Grading Boosts Completion through Faster, High-Quality Feedback at Scale

Alexandra Urban, Ed.D., Robert Urbaniak, Coursera, Mountain View, California, USA, and Xiaonan Sun, Ph.D, Coursera, Toronto, Ontario, Canada

Peer review assessments in large-scale online courses face challenges around inconsistency, delays, varying feedback quality, and concerns over the expertise of student graders. While peer assessment can be implemented at scale, providing efficient and effective feedback remains difficult. To address these issues, a leading online education platform implemented an AI Grading system leveraging generative artificial intelligence (GenAI) to provide immediate, consistent, and scalable feedback aligned with instructor rubrics. An initial beta test graded approximately 300,000 text submissions across several courses. Key metrics showed the AI system provided feedback 45 times faster than human grading, with 90% of learners satisfied with the AI feedback. Interestingly, first attempt pass rates were lower (72% vs 88%) and average grades were 3% lower than human grading, suggesting increased rigor. At the same time, course completions rose 16.7% with faster AI grading, a promising sign of increased learner engagement and persistence. While showing promise for scalable assessment, open questions remain around balancing rigor and accessibility, supporting learner adaptation, ensuring feedback relevance across subjects, determining which assignments still benefit from human collaboration, and addressing ethical considerations around transparency, fairness, and human oversight. The results demonstrate AI’s potential to enhance assessment scalability and speed while providing rich data to inform improvements. Careful balancing of AI and human expertise will continue to be paramount as further AI integrations are developed for online courses.

Keywords: peer review, completion, feedback, generative AI, learning analytics

Enhancing Learning Through Peer Assessment: A Comparison of Two Pilot Experiences in Higher Education

Mara Valente, Roma Tre University, Rome, Italy

Peer assessment is increasingly recognized as an effective pedagogical strategy in higher education, as it fosters active learning, student engagement, and the development of essential soft skills. A broad body of research highlights its benefits in soliciting critical thinking, autonomy, and self-awareness (Topping, 2009). Through the critical evaluation of peers' work, students enhance their cognitive and metacognitive abilities while simultaneously developing key social skills (Nicol et al., 2014). Gielen et al. (2010) demonstrating that peer assessment significantly improves the quality of learning compared to traditional methods by soliciting greater interaction and a heightened sense of responsibility among students. Moreover, the transparency and personalization inherent in peer feedback promote a deeper understanding of academic content (Van den Berg et al., 2006).

Building on this foundation, the present study aims to analyze and compare the outcomes of two pilot experiences carried out within the framework of peer assessment workshops. These workshops actively engaged students in peer review and assessment processes using a dedicated digital platform. The research investigates the extent to which these experiences foster transversal and digital competences. Specifically, it examines the impact of providing well-structured examples—used as references—on students' performance and competence development during the assessment process, comparing workshops where such examples were included with those where they were not…

Keywords: self-assessment, peer review, transversal skills, digital skills, peer evaluation

The Relationship between Artificial Intelligence and Knowledge Transfer in Light of Changing Knowledge and Learning Concepts in Higher Education

Vilmos Vass, Ph.D., Budapest Metropolitan University, Budapest, Hungary

In the introduction of the presentation, the following basic theses should be formulated, outlining the context of the topic: 1. the exponential growth of information is fundamentally changing the way universities operate (information revolution). 2. Artificial intelligence is fundamentally transforming the culture of design, development and evaluation in higher education. 3. The prior knowledge (beliefs and experience) on learning and knowledge of academics should be examined to ensure effective knowledge transformation. It is also worth looking at students' learning and knowledge. For them, procedural knowledge (not just declarative knowledge) and a broader understanding of learning (let's be optimistic) is a basic necessity, the basis of their needs. The progressive changes that have taken place over the last decades can be summarized as a transformational university, a competence-based higher education. Nota bene, the traditional concept of knowledge in higher education prioritizes declarative, technical-content knowledge, which is reproductive and of low utility. The traditional function of the universities is based on “knowledge giving." It is obvious that in the case of knowledge transfer universities, the transformation of tacit knowledge has little effect, since the transformation process is based on action, interaction and a broader understanding of learning…

Keywords: artificial intelligence, knowledge transfer, tacit knowledge, procedural knowledge, human factors

Boosting Engagement through an Effective Externship Program

Sue Venable-Shelton and Emily Hall, Spotsylvania County Public Schools, Spotsylvania, Virginia, USA

This workshop explores how a well-structured externship program can significantly increase student engagement and enhance their career readiness. Participants will learn strategies to create meaningful partnerships with industry professionals, foster hands-on learning opportunities, and align externships with academic goals. The session will highlight best practices for managing externship programs, from recruitment to evaluation, and offer insights into how to maintain strong relationships with host sites. Attendees will leave with actionable steps to develop or refine their externship programs, ultimately driving higher engagement and preparing students for real-world success.

Keywords: student engagement, career readiness, externships

Revolutionizing Knowledge Preservation and Transfer with AI: The "Knowledge Safe" Initiative

Katharina Vögl-Duschek, Ph.D., and Kaja McKnight, tts, Berlin, Germany

The "knowledge safe" project is a pioneering initiative aimed at addressing the critical challenge of preserving institutional knowledge in the face of an aging workforce and rapid digitalization. As experienced employees retire, organizations risk losing valuable procedural knowledge that is often not documented. The Knowledge Safe project, spearheaded by Fraunhofer FOKUS, tts, and several industry partners, leverages advanced AI technologies to automate the externalization of expert knowledge. This is achieved through intelligent questioning methods that systematically capture and document procedural knowledge.

The captured knowledge can then be integrated into digital platforms and workflows, ensuring that essential expertise remains accessible and can be utilized effectively across the organization. This initiative is particularly relevant for industries that rely heavily on specialized knowledge and skills, making it a vital tool for long-term workforce planning and knowledge management…

Keywords: corporate learning, AI, new technology, lifelong learning, knowledge transfer

Improving STEM Education for Hispanic Students: A Case Study at Our Lady of the Lake University

Stacy Ybarra Evans, Ed.D., and Steven Linely, Ph.D., Our Lady of the Lake University, San Antonio, Texas, USA

This presentation will explore the challenges and successes of Our Lady of the Lake University's (OLLU) initiative to improve STEM education for Hispanic students. Funded by a Title V Developing Hispanic-Serving Institution (DHSI) grant, the program focuses on redesigning core STEM courses and expanding academic support resources.

Keywords: Hispanic-Serving Institutions (HSIs), STEM education, UDL, experiential learning, Title V grant

Future-Proofing Leadership: Leveraging Blended Learning, AI, and Generational Strategies for Workforce Development

Tonia Young-Babb, Ed.D., Nationwide Children's Hospital/Abilgail Wexner Research Institute; Franklin University, Elwood, Indiana, USA

As organizations navigate the complexities of a globalized workforce, leadership agility and professional development are essential to future-proofing operations. This study examines the interplay between leadership practices, professional growth, and organizational success, emphasizing the importance of innovative approaches, including blended learning, artificial intelligence (AI), and progressive learning strategies. These methods address the diverse and evolving needs of a multigenerational workforce while fostering leadership development that is adaptable and resilient in dynamic environments.
The research highlights the importance of tailoring professional development to generational differences, recognizing that each cohort—from Baby Boomers to Generation Z—has distinct preferences and expectations for learning. While older generations may prioritize structured and formal training programs, younger generations often value flexibility, technology-driven solutions, and opportunities for continuous, on-demand learning. Blended learning and AI-driven personalization create scalable and inclusive strategies to meet these varied needs, ensuring all employees can access relevant and impactful development opportunities…

Keywords: professional development, leadership agility, blended learning, artificial intelligence, progressive learning strategies

Higher Education/Training Small Teams in Tech Startups

Ganna Zavolodko, Ph.D., Valeriy Zavolodko, and Yevhenii Hliebov, NTU KhPI, Kharkiv, Ukraine

The "Training Small Teams in Tech Startups" initiative fosters innovative educational methodologies, emphasizing teamwork and mentorship in real-world tech environments. This type of mentoring integrates gamification and startup principles to build professional competencies through collaborative project development. The approach aligns with the demands of modern industry, providing practical skills, interdisciplinary learning, and employability enhancement. By bridging theoretical knowledge with practical application, this initiative cultivates sustainable skillsets, enabling students to thrive in dynamic and competitive technology sectors.

The main aim of the initiative is the synergistic relationship between academic instructors and industry mentors, which accelerates the learning process by combining theoretical foundations with hands-on expertise. This dual perspective allows students to achieve deeper understanding and skill acquisition within shorter timeframes.

Furthermore, interdisciplinary approaches foster adaptability, while startup principles provide practical exposure to project management, problem-solving, and innovation. By bridging theoretical knowledge with practical application, this initiative prepares students to thrive in dynamic and competitive technology sectors, cultivating sustainable skillsets and enhancing employability. Ultimately, this model redefines higher education, transforming it into a platform for agile and impactful learning experiences.

Keywords: tech startups, team collaboration, mentorship, gamification in education, project-based learning

Preparing International Students for College Success: The Power of AI Culture Simulation Games

Max Zhang, Dragonfly Games For Impact Studio, Monmouth Junction, New Jersey, USA

Join our team of former international student services staff members and former international students as we introduce and live-demo CampusTalk, an innovative educational game designed to prepare international students for US college life. This AI-powered virtual campus offers a 24/7 immersive environment where students can practice English, explore US campus culture, and gain essential interpersonal skills.

CampusTalk addresses common anxieties by simulating real-life scenarios such as class discussions, project communication, roommate conflicts, urgent care visits, campus parties, and dealing with racism. Participants will learn how to implement CampusTalk as a pre-departure orientation tool, enabling international students to build confidence and make friends with ease upon arrival.

Keywords: AI, simulation, game, international students, culture

A Three-Tiered Approach for Teaching Biostatistics and Computing to Public Health Students

Qi Zheng, Ph.D., Texas A&M University School of Public Health, College Station, Texas, USA

The ever-increasing flood of public health data has created a demand for an unprecedented increase in both breadth and depth of biostatistical knowledge in public health curricula, as well as a concomitant increase in computational skills that are clamoring for inclusion in today's biostatistics curricula for public health students. In this presentation I discuss a three-tiered pedagogical model that interweaves biostatistics and computing to allow instructors to achieve a beneficial synergistic effect in teaching both subjects. This three-tiered approach is based on the premise that computing ability is universal, which implies that the widely varying computing proficiency of public health students upon enrollment is due to the amount of time they have previously spent learning and practicing computing. The three-tiered strategy aims to help students maximize their potential and allows them to choose their career goals objectively. At the first tier, students take an introductory biostatistics course, in which they learn basic statistical concepts first by doing manual computations, later by writing simple computer code to perform computations that help them understand statistical concepts. At the second tier, students take several follow-on courses such as categorical data analysis or longitudinal data analysis. Students at this tier acquire deeper conceptual statistical knowledge by writing computer scripts to perform computational experiments that are designed for them to construct conceptual knowledge. Students hone their computational thinking skills extensively via hands-on active learning exercises that focus on key statistical concepts such as the likelihood function. At the third tier, students focus sharply on solving advanced, computation-intensive biostatistical problems and simultaneously learn coding skills in a systematic way.

Keywords: biostatistics, computing, computational thinking