Program

Explore the accepted sessions for The Learning Ideas Conference 2026 below!

Our program will also include a featured panel discussion and keynote talks from:

  • Dr. Maciej Pankiewicz, Senior Research Investigator and Associate Director at the Penn Center for Learning Analytics, University of Pennsylvania

  • Megan Torrance, CEO of TorranceLearning

  • Dr. Candace Thille, Associate Professor and Faculty Director for Adult and Workforce Learning at the Stanford Accelerator for Learning, Stanford University

  • Dr. Margaret Korosec, Director of Digital Education and Learning Innovation, University of Leeds

The complete conference program, including session times, will be published in April.

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Identifying At-Risk Students: An Explainable, Actionable, and Hybrid Approach Using Machine Learning and Large Language Models

Sherif Abdelhamid, Ph.D., and Mona Aly, Virginia Military Institute, Lexington, Virginia, USA

Student dropout remains a critical challenge in higher education, leading to substantial academic, financial, and societal consequences. While prior and current research has explored artificial intelligence techniques for predicting student dropout, most existing studies focus primarily on standalone predictive models, offering limited support for real-time decision-making, explainability, and actionable interventions. Moreover, the use of large language models (LLMs) to analyze unstructured student data and complement quantitative predictions remains largely unexplored in this domain. These gaps motivate the need for integrated, intelligent systems that not only predict dropout risk but also help explain underlying causes and support proactive interventions.

This research addresses the problem of identifying and predicting student dropouts, framing it as a classification task to spot at-risk students early in their academic journey…

Keywords: Student Dropout Prediction, Machine Learning in Education, Ensemble Learning, Large Language Models (LLMs), Learning Analytics

Identifying At-Risk Students: An Explainable, Actionable, and Hybrid Approach Using Machine Learning and Large Language Models

Sherif Abdelhamid, Ph.D., and Mona Aly

Student dropout remains a critical challenge in higher education, leading to substantial academic, financial, and societal consequences. While prior and current research has explored artificial intelligence techniques for predicting student dropout, most existing studies focus primarily on standalone predictive models, offering limited support for real-time decision-making, explainability, and actionable interventions. Moreover, the use of large language models (LLMs) to analyze unstructured student data and complement quantitative predictions remains largely unexplored in this domain. These gaps motivate the need for integrated, intelligent systems that not only predict dropout risk but also help explain underlying causes and support proactive interventions.

This research addresses the problem of identifying and predicting student dropouts, framing it as a classification task to spot at-risk students early in their academic journey. We conduct a comprehensive machine learning study using a publicly available student performance dataset from a public repository, which includes demographic, academic, financial, and socioeconomic features. After data preprocessing and feature scaling, and an 80/20 train–test split, multiple machine learning models are evaluated, including Logistic Regression, Decision Trees, Support Vector Machines, K-Nearest Neighbors, Random Forests, Feedforward Neural Network, Gradient Boosting, XGBoost, and ensemble methods (majority voting and stacking). Experimental results show that a majority-voting ensemble classifier achieves the best performance, with an accuracy of 94.9%, along with strong precision (95.3%), recall (91%), and F1-score (93%).

Beyond model development, this study presents EduPulse, an AI-powered web-based platform that integrates our best-performing machine learning model with an LLM (Claude Sonnet 4.5). EduPulse provides institution-, school-, and student-level dashboards, advanced filtering, and a what-if simulation module to assess the impact of academic and financial interventions. The LLM component analyzes unstructured student notes and records to extract sentiment and dropout-related indicators, offering qualitative insights that enhance model interpretability and decision support.

To the best of our knowledge, this work is among the first few studies to integrate ensemble machine learning and large language models within a unified platform for student dropout prediction and intervention. The results demonstrate that combining predictive analytics with LLM-based qualitative analysis enables accurate, interpretable, and actionable insights, supporting data-driven strategies to improve student retention and success in higher education.

 

The Future of Skills: Why “Optional” Upskilling No Longer Exists

Shelly Addison, Addison HR Services, Woodstock, Georgia, USA

The workplace is changing at a pace few organizations are prepared for. Emerging technologies, evolving business models, and shifting employee expectations are redefining which skills matter most and how quickly they must be developed. In this environment, treating upskilling as optional is no longer viable. To remain competitive, organizations must not only deliver training but also create structures of accountability and support that ensure new skills are applied in practice.

This session, The Future of Skills: Why “Optional” Upskilling No Longer Exists, explores how leaders can anticipate and respond to variations in workforce skills whether they are new, evolving, or becoming obsolete. Participants will gain practical insight into how to balance technical capabilities with critical soft skills and problem-solving competencies, while embedding accountability into learning initiatives.

Keywords: Upskilling, Workforce, Resilience, Skill Strategy, Accountability

The Future of Skills: Why “Optional” Upskilling No Longer Exists

Shelly Addison

The workplace is changing at a pace few organizations are prepared for. Emerging technologies, evolving business models, and shifting employee expectations are redefining which skills matter most and how quickly they must be developed. In this environment, treating upskilling as optional is no longer viable. To remain competitive, organizations must not only deliver training but also create structures of accountability and support that ensure new skills are applied in practice.

This session, The Future of Skills: Why “Optional” Upskilling No Longer Exists, explores how leaders can anticipate and respond to variations in workforce skills whether they are new, evolving, or becoming obsolete. Participants will gain practical insight into how to balance technical capabilities with critical soft skills and problem-solving competencies, while embedding accountability into learning initiatives.

Empowering Veteran Staff: Leveraging Generative AI for Research, Evaluation, and Data Analysis Efficiency

Kecia Addison, Ph.D., Montgomery County Public Schools, Rockville, Maryland, USA

This session explores a practical framework for integrating generative artificial intelligence (AI), specifically tools like ChatGPT and Gemini, into the daily research, evaluation, and data analysis workflows of an established office. While much of the focus on AI in higher education centers on student use, this presentation shifts the lens to workplace learning and staff development.

The core objective is to detail how we successfully increased the learning experiences and efficiency of veteran staff who, despite deep domain knowledge, often lack advanced coding or qualitative analysis skills. We highlight three key applications…

Keywords: Generative AI, Workplace Learning, Data Analysis, Staff Development, Research Efficiency

Empowering Veteran Staff: Leveraging Generative AI for Research, Evaluation, and Data Analysis Efficiency

Kecia Addison, Ph.D.

This session explores a practical framework for integrating generative artificial intelligence (AI), specifically tools like ChatGPT and Gemini, into the daily research, evaluation, and data analysis workflows of an established office. While much of the focus on AI in higher education centers on student use, this presentation shifts the lens to workplace learning and staff development.

The core objective is to detail how we successfully increased the learning experiences and efficiency of veteran staff who, despite deep domain knowledge, often lack advanced coding or qualitative analysis skills. We highlight three key applications: 1. AI for Syntax/Code Generation: Utilizing generative AI to write, debug, and translate syntax for statistical software (e.g., R, Python, SPSS), drastically reducing the time spent on routine data manipulation. 2. Qualitative Data Analysis Enhancement: Employing AI to summarize, categorize, and identify initial themes in qualitative interview data, streamlining the labor-intensive analysis process. 3. The "Gem" Initiative: The development of a customized internal resource, powered by a generative AI model, designed specifically to assist veteran staff with complex statistical syntax development in SPSS, creating a self-service learning and troubleshooting tool.

Attendees will gain actionable insights on developing internal AI training programs that foster a culture of efficiency and continuous learning, ultimately allowing experienced staff to focus on high-level interpretation and strategic evaluation.

Training for a Competitive Advantage: Leadership Learning to Build Strong Change Muscles

Vanessa Akhtar, Ph.D., and Gaurav Gupta, Kotter International, Cambridge, Massachusetts, USA

According to the International Monetary Fund’s World Uncertainty Index, which measures mentions of uncertainty in Economic Intelligence Unit reports, uncertainty has risen exponentially since the 1990s. The impact of this trend is only becoming more prescient as companies navigate everything from artificial intelligence to a new generation of workers. Building change management skills through a strategic learning and development program will be critical for leaders at every level who face more unpredictability than ever before. This session will offer insights into why building strong “change muscles” is key to the success of organizations in every industry, what kinds of skills need to be cultivated to equip leaders to face increasing rates of change, and how effective training programs can mean the difference between thriving and merely surviving. The information presented during this session is rooted in...

Keywords: Change Management, Leadership Development, Organizational Resilience, Learning and Development (L&D), Uncertainty/Adaptability

Training for a Competitive Advantage: Leadership Learning to Build Strong Change Muscles

Vanessa Akhtar, Ph.D., and Gaurav Gupta

According to the International Monetary Fund’s World Uncertainty Index, which measures mentions of uncertainty in Economic Intelligence Unit reports, uncertainty has risen exponentially since the 1990s. The impact of this trend is only becoming more prescient as companies navigate everything from artificial intelligence to a new generation of workers. Building change management skills through a strategic learning and development program will be critical for leaders at every level who face more unpredictability than ever before. This session will offer insights into why building strong “change muscles” is key to the success of organizations in every industry, what kinds of skills need to be cultivated to equip leaders to face increasing rates of change, and how effective training programs can mean the difference between thriving and merely surviving. The information presented during this session is rooted in five decades of industry-leading research and global consultancy expertise. Through real-world case studies and actionable takeaways, session attendees will walk away knowing how to enhance leadership capabilities and drive meaningful organizational change through a holistic learning and development program. In a world where constant change and uncertainty are the norm, training professionals and leaders in every sector cannot afford to operate without a strong change muscle. This session will teach them how to develop one.

Socio-Affective Competence Self-Management for Teamwork in Virtual Learning Environments and Socio-Affective Scenarios

Patricia Alejandra Behar, Jacqueline Mayumi Akazaki and Letícia Sophia Rocha Machado, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil

This work aims to identify possible socio-affective scenarios related to the socio-affective competence of Self-Management for teamwork in Virtual Learning Environments (VLEs). The socio-affective scenarios are the mapping of social indicators (Absence, Collaboration, Distance from the class, Informal groups, Drop out, Social Undefined, and Popularity) and mood (Animated, Discouraged, Satisfied, Dissatisfied, and Affective Undefined) in VLEs. In this context, the socio-affective competence of Self-Management is understood as the ability to manage one's social, affective, and technical performance. Individuals possessing this competency handle time planning and monitoring well, review presented content, are punctual, organized, observant, thoughtful, and planners in their actions within the VLEs. Teamwork is defined by a limited group of participants operating collectively, meeting certain characteristics, namely: shared goals and responsibilities, a defined staff structure, interdependence among members, absence of subgroups, and coordinated action that is regularly communicated to the team. The methodology employs…

Keywords: Socio-affective competency, Self-Management, Socio-affective Scenarios, Teamwork, Virtual Learning Environments

Socio-Affective Competence Self-Management for Teamwork in Virtual Learning Environments and Socio-Affective Scenarios

Patricia Alejandra Behar, Jacqueline Mayumi Akazaki and Letícia Sophia Rocha Machado

This work aims to identify possible socio-affective scenarios related to the socio-affective competence of Self-Management for teamwork in Virtual Learning Environments (VLEs). The socio-affective scenarios are the mapping of social indicators (Absence, Collaboration, Distance from the class, Informal groups, Drop out, Social Undefined, and Popularity) and mood (Animated, Discouraged, Satisfied, Dissatisfied, and Affective Undefined) in VLEs. In this context, the socio-affective competence of Self-Management is understood as the ability to manage one's social, affective, and technical performance. Individuals possessing this competency handle time planning and monitoring well, review presented content, are punctual, organized, observant, thoughtful, and planners in their actions within the VLEs. Teamwork is defined by a limited group of participants operating collectively, meeting certain characteristics, namely: shared goals and responsibilities, a defined staff structure, interdependence among members, absence of subgroups, and coordinated action that is regularly communicated to the team. The methodology employs a qualitative approach, conducted through a case study in a postgraduate course at a Federal University in Brazil, which took place in 2025. Data collection was carried out through the application of an online questionnaire. The target audience consisted of 16 higher education students who participated in the course and agreed to complete the questionnaire. As a result, 11 socio-affective scenarios related to the Self-Management competency for teamwork in VLEs were identified, one linked to the Animated mood, five to Satisfied, two to Dissatisfied, and three to Affective Undefined. It is important to note that no mood linked to Discouraged was related to Self-Management. Therefore, by knowing the socio-affective profile of the class, the professor can propose problem-solving situations in teams that help students build the socio-affective competency of Self-Management.

Amplifying Structure and Creativity: Custom AI Assistants in Marketing Higher Education

Elitsa Alexander, Ph.D., IU International University of Applied Sciences, Klettgau, Germany

This case study examines the integration of custom artificial intelligence (AI) assistants as dual amplifiers of structure and creativity in the context of marketing higher education, with a specific focus on their role in supporting students' completion of semester coursework assignments. Rather than serving as tools for lecture development or instructional delivery, these AI assistants are conceptualized as collaborative partners that accompany students throughout the process of academic production – helping them navigate the complexities of topic selection, idea development, content structuring and revision within project-based coursework. Grounded in Giddens’ structuration theory, the study explores how AI assistants operate within the recursive relationship between institutional structures – such as curricular standards, assignment formats, and grading criteria – and the agency exercised by students engaging in academic tasks. The AI is not presented as a neutral or passive medium but as an active participant in shaping how students conceptualize, draft, and refine their work. It functions simultaneously as…

Keywords: Generative Artificial Intelligence, Marketing Education, Structuration Theory, Agency, AI-Assisted Learning

Amplifying Structure and Creativity: Custom AI Assistants in Marketing Higher Education

Elitsa Alexander, Ph.D.

This case study examines the integration of custom artificial intelligence (AI) assistants as dual amplifiers of structure and creativity in the context of marketing higher education, with a specific focus on their role in supporting students' completion of semester coursework assignments. Rather than serving as tools for lecture development or instructional delivery, these AI assistants are conceptualized as collaborative partners that accompany students throughout the process of academic production – helping them navigate the complexities of topic selection, idea development, content structuring and revision within project-based coursework. Grounded in Giddens’ structuration theory, the study explores how AI assistants operate within the recursive relationship between institutional structures – such as curricular standards, assignment formats, and grading criteria – and the agency exercised by students engaging in academic tasks. The AI is not presented as a neutral or passive medium but as an active participant in shaping how students conceptualize, draft, and refine their work. It functions simultaneously as a structural scaffold and a creative stimulus, adapting to students’ evolving learning needs. Drawing on empirical classroom practice and reflective analysis, the study demonstrates how custom AI assistants can support students by scaffolding task clarity, generating marketing-relevant content ideas, enhancing argumentation, suggesting conceptual links, and helping students iterate more confidently within assigned parameters. These tools can foster deeper engagement with subject matter, amplify creativity, and enable more reflective approaches to structured problem-solving. The findings suggest that AI assistants can function effectively as co-developers in student workflows, offering real-time feedback, prompting critical thinking, and reinforcing both rigor and creativity. Ultimately, this case study contributes to a more nuanced understanding of how artificial intelligence can enhance academic agency, task engagement, and creative output in marketing education, positioning custom AI not as a surrogate for thinking, but as a dialogic partner and amplifier in the student learning process.

PEARL: Mixed Reality Labs for Collaborative Learning and Tracing Misconceptions in Electrical Engineering

Mesut Alptekin and Katrin Temmen, Ph.D., Paderborn University, EIM-E and Didactics of Technology, Paderborn, Germany

How can students learn to handle complex lab equipment – reduce anxiety, manage cognitive overload, and gain a first hands-on experience with instruments – before entering a real lab? Engineering programs still rely heavily on handouts, videos, and brief device introductions that position students as largely passive recipients of information, offering little opportunity for interactive engagement with lab devices. PEARL addresses this gap as a mixed reality (MR) preparation environment that lets learners work around virtual lab equipment before they encounter the real hardware.

PEARL is grounded in a design-based research methodology and follows a didactic structure aligned with the revised Bloom taxonomy. Learners progress through distinct levels: an onboarding phase to reduce initial cognitive load, guided tutorials for essential operations, quiz-style tasks to check understanding, and an open sandbox mode for exploratory practice. A multi-user mode enables…

Keywords: Mixed Reality, Engineering Education, Laboratory Training, Multi-User Learning, Misconceptions

PEARL: Mixed Reality Labs for Collaborative Learning and Tracing Misconceptions in Electrical Engineering

Mesut Alptekin and Katrin Temmen, Ph.D.

How can students learn to handle complex lab equipment – reduce anxiety, manage cognitive overload, and gain a first hands-on experience with instruments – before entering a real lab? Engineering programs still rely heavily on handouts, videos, and brief device introductions that position students as largely passive recipients of information, offering little opportunity for interactive engagement with lab devices. PEARL addresses this gap as a mixed reality (MR) preparation environment that lets learners work around virtual lab equipment before they encounter the real hardware.

PEARL is grounded in a design-based research methodology and follows a didactic structure aligned with the revised Bloom taxonomy. Learners progress through distinct levels: an onboarding phase to reduce initial cognitive load, guided tutorials for essential operations, quiz-style tasks to check understanding, and an open sandbox mode for exploratory practice. A multi-user mode enables pairs or small groups to operate a shared virtual oscilloscope, practice technical explanations, and coordinate troubleshooting strategies in real time. The same modular structure is explicitly designed to be platform‑open and transferable to further domains, such as additional electrical engineering setups or physics experiments.

An effectiveness study with 70 students shows substantial learning gains and positive changes in self-concept and perceived overload when using the mobile AR-based predecessor, while also highlighting usability limitations of small mobile displays. The MR implementation overcomes these constraints by enabling immersive, interactive engagement with virtual instruments and by integrating diagnostic features such as interaction logs and eye-tracking data. This creates a foundation for more comprehensive overall effectiveness evaluations that go beyond conventional online tests and allow misconceptions and learning processes to be analyzed directly in relation to laboratory equipment. Future work includes extending the experiment portfolio, refining analytic models for detecting misconceptions, and deploying PEARL as a reusable framework for MR-based lab preparation across multiple institutions.

From Scrolling to Startup: TikTok and Entrepreneurial Learning among Ugandan University Students

Juliet Joy Apio, Saadat Lubowa Kimuli Nakyejwe, Ph.D., Samuel Walulumba and Eunice Ninsiima, Makerere University Business School, Kampala, Uganda

In recent years, social media platforms have emerged as informal yet powerful tools for knowledge acquisition and skill development. Among these, TikTok has gained prominence for its short-form and visually engaging content which increasingly serves as a source of entrepreneurial learning for university students. This study investigates how students in Ugandan universities leverage TikTok to acquire entrepreneurial knowledge, develop business skills and identify market opportunities. A qualitative, cross-sectional design was employed, utilizing semi-structured interviews with undergraduate students at Makerere University Business School to explore the platform’s role in shaping entrepreneurial learning. Data was analyzed thematically using NVivo to capture lived experiences. Findings reveal that TikTok not only provides practical guidance on business management, marketing and innovation but also functions as a space for informal mentorship, peer learning and idea validation. However, challenges such as misinformation, content credibility and overreliance on trends are...

Keywords: TikTok-Based Learning, Entrepreneurial Learning, Digital Platforms, University Students, Uganda

From Scrolling to Startup: TikTok and Entrepreneurial Learning among Ugandan University Students

Juliet Joy Apio, Saadat Lubowa Kimuli Nakyejwe, Ph.D., Samuel Walulumba and Eunice Ninsiima

In recent years, social media platforms have emerged as informal yet powerful tools for knowledge acquisition and skill development. Among these, TikTok has gained prominence for its short-form and visually engaging content which increasingly serves as a source of entrepreneurial learning for university students. This study investigates how students in Ugandan universities leverage TikTok to acquire entrepreneurial knowledge, develop business skills and identify market opportunities. A qualitative, cross-sectional design was employed, utilizing semi-structured interviews with undergraduate students at Makerere University Business School to explore the platform’s role in shaping entrepreneurial learning. Data was analyzed thematically using NVivo to capture lived experiences. Findings reveal that TikTok not only provides practical guidance on business management, marketing and innovation but also functions as a space for informal mentorship, peer learning and idea validation. However, challenges such as misinformation, content credibility and overreliance on trends are highlighted as potential barriers to effective entrepreneurial learning. The study contributes to the growing discourse on digital entrepreneurship education in Africa, demonstrating the potential of social media platforms as complementary tools for fostering entrepreneurial competencies among university students. Implications for policymakers, educators, and student-led venture support programs in Uganda are discussed.

From Course Innovation to Curriculum Transformation: Scaling Blended Learning in Health Professions Education

Hadar Arien-Zakay, Ph.D., The Hebrew University, Jerusalem, Israel

Blended and hybrid learning approaches are increasingly adopted in higher and professional education; however, many implementations remain confined to individual courses and lack a structured pedagogical framework that supports higher-order learning and coherent curricular integration. This session introduces a structured, evidence-based blended learning model developed and evaluated within health professions education, encompassing digital preparation, in-person meetings, active learning, and Bloom’s taxonomy–aligned questioning strategies.

Drawing on published findings demonstrating improvements in higher-order cognitive skills, engagement, and academic performance, the session emphasizes the model’s core design principles, instructional framework, and alignment across learning activities and assessments...

Keywords: Blended Learning, Curriculum Innovation, Higher-Order Thinking, Health Professions Education, Active Learning

From Course Innovation to Curriculum Transformation: Scaling Blended Learning in Health Professions Education

Hadar Arien-Zakay, Ph.D.

Blended and hybrid learning approaches are increasingly adopted in higher and professional education; however, many implementations remain confined to individual courses and lack a structured pedagogical framework that supports higher-order learning and coherent curricular integration. This session introduces a structured, evidence-based blended learning model developed and evaluated within health professions education, encompassing digital preparation, in-person meetings, active learning, and Bloom’s taxonomy–aligned questioning strategies.

Drawing on published findings demonstrating improvements in higher-order cognitive skills, engagement, and academic performance, the session emphasizes the model’s core design principles, instructional framework, and alignment across learning activities and assessments. Particular focus is placed on how the model facilitates active clinical reasoning and learner engagement within large, diverse cohorts. Attendees will be introduced to the model's structural components, including digital pre-class preparation, taxonomy-aligned question-based learning, and structured in-class facilitation strategies.

The session further examines the translation of course-level innovations into curriculum-level design, emphasizing guiding principles, faculty responsibilities, and organizational factors for the adoption of structured blended models across various educational programs. The emphasis remains on transferable pedagogical frameworks and practical insights to assist institutions in implementing scalable, technology-enhanced curricula tailored to diverse learner populations.

Participants will acquire a conceptual and practical framework for designing blended learning systems that extend beyond individual courses, offering guidance to curriculum leaders, instructional designers, and educators interested in sustainable, evidence-based hybrid education models.

Driving Engagement in Large-Scale Digital Learning: The Espírito Santo Formação Avançada Case

Silvone Asiss, DOT Digital Group, Santa Catarina, Brazil and Bruno Lamas, SECTI/ES, Espírito Santo, Brazil

The Formação Avançada program, launched by the Government of Espírito Santo (Brazil) in partnership with Coursera and DOT Digital Group, exemplifies how visionary public leadership combined with global technology and local expertise can drive large-scale digital transformation in education. Guided by strategic direction from the Governor and the Secretary of State for Science, Technology, Innovation, and Professional Education, the initiative aims to democratize access to world-class learning opportunities and strengthen the employability and digital skills of citizens, educators, and public servants.

While Coursera provides global-quality content, DOT ensures engagement, communication, and operational excellence through locally tailored strategies and learner support. This collaborative model resulted in engagement and completion rates far exceeding international averages. In recognition of these outcomes, the program received Coursera’s 2025 Engagement Award at Coursera Connect Mexico, standing out as a leading regional case…

Keywords: Digital Learning Innovation, Learner Engagement, Public Sector Education, Global–Local Collaboration, Scalable Learning Programs

Driving Engagement in Large-Scale Digital Learning: The Espírito Santo Formação Avançada Case

Silvone Asiss and Bruno Lamas

The Formação Avançada program, launched by the Government of Espírito Santo (Brazil) in partnership with Coursera and DOT Digital Group, exemplifies how visionary public leadership combined with global technology and local expertise can drive large-scale digital transformation in education. Guided by strategic direction from the Governor and the Secretary of State for Science, Technology, Innovation, and Professional Education, the initiative aims to democratize access to world-class learning opportunities and strengthen the employability and digital skills of citizens, educators, and public servants.

While Coursera provides global-quality content, DOT ensures engagement, communication, and operational excellence through locally tailored strategies and learner support. This collaborative model resulted in engagement and completion rates far exceeding international averages. In recognition of these outcomes, the program received Coursera’s 2025 Engagement Award at Coursera Connect Mexico, standing out as a leading regional case.

This presentation explores how strategic public leadership, combined with global EdTech platforms and strong local partners, can create sustainable ecosystems of learning and inclusion. The Formação Avançada experience demonstrates that digital learning initiatives succeed not only through technology, but through policy vision, cultural contextualization, and a shared commitment to social impact.

How We Built a Culture of Curiosity: Bringing Agile Retrospectives into L&D

Wes Atkinson, Wix.com, Winter Haven, Florida, USA

In many Learning and Development teams, the pace of project work leaves little room for reflection. We move quickly from one deliverable to the next, especially in SaaS-based environments where tools, processes, and priorities constantly evolve. Over time, that “keep moving” mindset can erode creativity, learning, and team growth.

Our team faced this same challenge until we found an unlikely source of inspiration: the Agile retrospective. Borrowing from software development culture, we began holding weekly retros designed to pause and reflect on our work. Each meeting focused on four guiding questions: What went well? What could improve? What do we need to learn more about? And what should we stop doing? These conversations transformed our typical status updates into meaningful opportunities for learning, celebration, and improvement.

The results were remarkable. We reduced repeated mistakes, strengthened collaboration, improved delivery speed, and created a rhythm of continuous improvement that…

Keywords: Continuous Learning, Retrospectives, Team Reflection, Innovation, Learning Culture

How We Built a Culture of Curiosity: Bringing Agile Retrospectives into L&D

Wes Atkinson

In many Learning and Development teams, the pace of project work leaves little room for reflection. We move quickly from one deliverable to the next, especially in SaaS-based environments where tools, processes, and priorities constantly evolve. Over time, that “keep moving” mindset can erode creativity, learning, and team growth.

Our team faced this same challenge until we found an unlikely source of inspiration: the Agile retrospective. Borrowing from software development culture, we began holding weekly retros designed to pause and reflect on our work. Each meeting focused on four guiding questions: What went well? What could improve? What do we need to learn more about? And what should we stop doing? These conversations transformed our typical status updates into meaningful opportunities for learning, celebration, and improvement.

The results were remarkable. We reduced repeated mistakes, strengthened collaboration, improved delivery speed, and created a rhythm of continuous improvement that fueled both curiosity and innovation. Our team became known as one of the most adaptive and forward-thinking groups in our organization, capable of pivoting quickly and sustaining high-quality output.

This session invites managers and L&D practitioners to reimagine how their teams learn from their own work. Participants will walk away with a clear framework for launching retros in their own environments and practical tips for embedding reflection into their team’s culture. By making space for curiosity and conversation, L&D teams can unlock greater efficiency, creativity, and business impact.

When “Over My Dead Body” Is the Data: Using Resistance to Improve Learning Design

Lara Azcona, Better Transformations, North Richland Hills, Texas, USA

Resistance to training is often treated as an attitude problem, but in many organizations it is one of the most valuable sources of feedback about learning design. This session draws on anonymized case examples from large technology, cybersecurity, logistics, and safety-related initiatives where participants strongly resisted required training or learning approaches. In one case, a Fortune 500 executive initially rejected a required ERP update outright. In another, executives and field teams at a global eye-care and medical device organization resisted a necessary mobile cybersecurity change for more than two years. In a third, one of the largest rail transportation companies in North America pushed back on learning strategies intended to improve engagement and effectiveness.

In each situation, structured listening through interviews, training feedback, and in-session reactions surfaced underlying risks, incorrect assumptions, and gaps between how learning was designed and how work was actually performed. Treating resistance as qualitative data led to…

Keywords: Learning Design, Training Effectiveness, Resistance, Organizational Learning, Decision-Making

When “Over My Dead Body” Is the Data: Using Resistance to Improve Learning Design

Lara Azcona

Resistance to training is often treated as an attitude problem, but in many organizations it is one of the most valuable sources of feedback about learning design. This session draws on anonymized case examples from large technology, cybersecurity, logistics, and safety-related initiatives where participants strongly resisted required training or learning approaches. In one case, a Fortune 500 executive initially rejected a required ERP update outright. In another, executives and field teams at a global eye-care and medical device organization resisted a necessary mobile cybersecurity change for more than two years. In a third, one of the largest rail transportation companies in North America pushed back on learning strategies intended to improve engagement and effectiveness.

In each situation, structured listening through interviews, training feedback, and in-session reactions surfaced underlying risks, incorrect assumptions, and gaps between how learning was designed and how work was actually performed. Treating resistance as qualitative data led to adjustments in learning methods, facilitation approaches, and framing, resulting in more effective and engaging learning experiences.

Participants will explore practical ways to recognize resistance as a signal, gather meaningful feedback during learning initiatives, and apply those insights to improve learning outcomes and decision-making in real-world environments.

Building a Learning Experience Platform by Experimenting in the Open

Kamila Bajaria, Finova, London, United Kingdom

This session explores what happens when an organization treats its learning platform not as a finished product, but as an ongoing experiment.

NovaLXP began as an internal response to a familiar problem: traditional learning platforms were expensive, slow to change, and poorly aligned to how people actually learn at work. Rather than selecting another off-the-shelf solution, we chose to design and build a learning experience platform iteratively—using open-source foundations, rapid prototyping, and continuous learner feedback to guide every decision.

In this session, I will share the real design choices, trade-offs, and learning moments behind NovaLXP. Attendees will see how principles such as simplicity, transparency, and experimentation shaped the platform’s architecture, content strategy, and user experience. We will explore how AI was used responsibly to…

Keywords: Learning Experience Design, Experimentation, Open-Source Learning, AI in Learning, Agile L&D

Building a Learning Experience Platform by Experimenting in the Open

Kamila Bajaria

This session explores what happens when an organization treats its learning platform not as a finished product, but as an ongoing experiment.

NovaLXP began as an internal response to a familiar problem: traditional learning platforms were expensive, slow to change, and poorly aligned to how people actually learn at work. Rather than selecting another off-the-shelf solution, we chose to design and build a learning experience platform iteratively—using open-source foundations, rapid prototyping, and continuous learner feedback to guide every decision.

In this session, I will share the real design choices, trade-offs, and learning moments behind NovaLXP. Attendees will see how principles such as simplicity, transparency, and experimentation shaped the platform’s architecture, content strategy, and user experience. We will explore how AI was used responsibly to accelerate content creation and iteration, while keeping human judgement and learning intent firmly in control.

Crucially, this is not a technology showcase. It is a learning design story about agency, adaptability, and rethinking ownership of learning systems. I will discuss what worked, what failed, and what we changed as a result of learner behavior—not assumptions. The session will also reflect on how smaller organizations can create meaningful, flexible learning ecosystems without large budgets or vendor lock-in.

Participants will leave with practical ideas they can apply immediately: how to prototype learning experiences quickly, how to involve learners as co-designers, and how to treat platforms as living systems that evolve with organizational needs.

This session is aimed at learning designers, L&D leaders, and anyone curious about building learning differently.

Making the Engaging Classroom Easier with AI

Ryan Barnhart, Ph.D., and Karen Ferguson, Ph.D., Education Affiliates, Pittsburgh, Pennsylvania, USA

Let’s be honest—faculty are tired of being told to “make the classroom more engaging” without being handed the tools, time, or tech to actually do it. This session cuts through the noise and introduces a practical, faculty-friendly way to use SchoolAi, an AI-driven platform that helps design activities, discussions, assessments, and reflections that actually work.

Dr. B will demonstrate how to leverage SchoolAi to save planning time, personalize instruction, and make engagement feel less like forced fun and more like authentic connection. Attendees will see real examples of how SchoolAi can help faculty generate lesson ideas, discussion prompts, formative assessments, and even creative ways to get students thinking again (without the eye rolls).

If you’ve ever wished engagement came with a “That Was Easy” button, this session is for you. Come ready to click, explore, and leave with tangible takeaways to make your classroom more dynamic—minus the burnout.

Keywords: AI, Classroom Management, Classroom Engagement, Online Learning, Student Success

Making the Engaging Classroom Easier with AI

Ryan Barnhart, Ph.D., and Karen Ferguson, Ph.D.

Let’s be honest—faculty are tired of being told to “make the classroom more engaging” without being handed the tools, time, or tech to actually do it. This session cuts through the noise and introduces a practical, faculty-friendly way to use SchoolAi, an AI-driven platform that helps design activities, discussions, assessments, and reflections that actually work.

Dr. B will demonstrate how to leverage SchoolAi to save planning time, personalize instruction, and make engagement feel less like forced fun and more like authentic connection. Attendees will see real examples of how SchoolAi can help faculty generate lesson ideas, discussion prompts, formative assessments, and even creative ways to get students thinking again (without the eye rolls).

If you’ve ever wished engagement came with a “That Was Easy” button, this session is for you. Come ready to click, explore, and leave with tangible takeaways to make your classroom more dynamic—minus the burnout.

A Learning Analytics–Based Model for Personality Identification and Personalized Online Learning Paths

Orit Baruth and Anat Cohen, Ph.D., Tel Aviv University, Tel Aviv, Israel

In recent years, the growing adoption of online learning environments has intensified the need for innovative and scalable personalization approaches that go beyond traditional one-size-fits-all course design. The research addresses this key challenge in online learning by exploring connections between adapting learning paths and learners' personality traits, aiming to enhance satisfaction with online courses. The study introduces a novel methodological approach for an automatic and objective identification of personality traits using Learning Analytics (LA), based on data collected from an online course (delivered both as a MOOC and as a credit-bearing course), conducted across multiple cohorts over a two-year period. A groundbreaking method is proposed that identifies personality traits from digital traces captured within the Learning Management System (LMS), rather than relying on self-report questionnaires, which may be biased or inaccurate. This methodology uses digital traces (documented activity and clicks) stored as retrievable and analyzable log files, which are utilized for personality diagnosis, enabling adaptation of personalized learning paths using LA techniques. Data analysis revealed several significant correlations between…

Keywords: Learning Analytics, Personalization, Personality Traits, Digital Traces, MOOC

A Learning Analytics–Based Model for Personality Identification and Personalized Online Learning Paths

Orit Baruth and Anat Cohen, Ph.D.

In recent years, the growing adoption of online learning environments has intensified the need for innovative and scalable personalization approaches that go beyond traditional one-size-fits-all course design. The research addresses this key challenge in online learning by exploring connections between adapting learning paths and learners' personality traits, aiming to enhance satisfaction with online courses. The study introduces a novel methodological approach for an automatic and objective identification of personality traits using Learning Analytics (LA), based on data collected from an online course (delivered both as a MOOC and as a credit-bearing course), conducted across multiple cohorts over a two-year period. A groundbreaking method is proposed that identifies personality traits from digital traces captured within the Learning Management System (LMS), rather than relying on self-report questionnaires, which may be biased or inaccurate. This methodology uses digital traces (documented activity and clicks) stored as retrievable and analyzable log files, which are utilized for personality diagnosis, enabling adaptation of personalized learning paths using LA techniques. Data analysis revealed several significant correlations between personality traits and specific digital behavioral patterns observed in the system, including frequency of system login, use of digital learning resources, and patterns of participation and interaction in online forums. In addition, to support the adaptation of learning paths to learners’ satisfaction, the relationships between personality traits and satisfaction with the courses' online learning activities were examined, revealing several significant correlations.

Ultimately, this study offers a practical, data-driven model for the automatic identification of learners' personality traits and the subsequent adaptation of learning paths. By bridging the gap between psychological theory and LA, the research contributes a substantive framework for personality-based personalization. This approach addresses a critical challenge in digital learning: tailoring online courses to a diverse range of learners to ensure that no learner is left behind.

Applied Design in Teacher Preparation: Integrating 3D-Printed Adaptive Learning Tools to Support Inclusive Practice

Meagan Beam, OTTER Reading, Concord, North Carolina, USA

Teacher preparation programs are increasingly expected to equip pre-service teachers with the skills needed to support diverse learners, yet many candidates have limited exposure to adaptive, instructional tools. This session explores how 3D printing can be leveraged within teacher education programs to create durable, accessible learning tools that align with evidence-based instructional practices. Participants will examine examples of 3D-printed adaptive tools designed to support early literacy, language development, and foundational academic skills in K–2 settings.

The session emphasizes instructional intentionality rather than technical design, demonstrating how faculty can integrate adaptive tools into coursework by making simple changes to existing STL files rather than requiring candidates to learn 3D modeling software. Attendees will explore how these tools support universal design for learning (UDL), differentiation, and inclusive classroom practices, particularly for students with disabilities, emerging readers, and multilingual learners.

In addition, the session highlights how engaging with physical instructional tools strengthens…

Keywords: 3D Printing, Adaptive Tools, Pre-Service Teachers, Phonics, Applied Learning

Applied Design in Teacher Preparation: Integrating 3D-Printed Adaptive Learning Tools to Support Inclusive Practice

Meagan Beam

Teacher preparation programs are increasingly expected to equip pre-service teachers with the skills needed to support diverse learners, yet many candidates have limited exposure to adaptive, instructional tools. This session explores how 3D printing can be leveraged within teacher education programs to create durable, accessible learning tools that align with evidence-based instructional practices. Participants will examine examples of 3D-printed adaptive tools designed to support early literacy, language development, and foundational academic skills in K–2 settings.

The session emphasizes instructional intentionality rather than technical design, demonstrating how faculty can integrate adaptive tools into coursework by making simple changes to existing STL files rather than requiring candidates to learn 3D modeling software. Attendees will explore how these tools support universal design for learning (UDL), differentiation, and inclusive classroom practices, particularly for students with disabilities, emerging readers, and multilingual learners.

In addition, the session highlights how engaging with physical instructional tools strengthens pre-service teachers’ understanding of pedagogy by making abstract concepts, such as scaffolding, accessibility, and multisensory instruction, concrete and observable. Participants will analyze how design features (e.g., tactile elements, visual contrast, organizational systems) directly support learner access and independence, explore and practice within 3D printing software, and leave with STL files to implement immediately. Practical implementation strategies and sample activities will be shared to support integration into literacy methods, special education, instructional design, or practicum-based courses.

This session models an applied learning experience that bridges theory and classroom practice while fostering innovation, problem-solving, and instructional confidence in future educators.

Lead Like a Human: The Future of Transformational Leadership

Sally Bendersky, New Leadership, Región Metropolitana, Chile

In a world of constant transformation, the need for effective leadership and communication has never been greater. This session, led by Sally Bendersky—international speaker, leadership coach, and President of the Chilean Academy of Engineering—explores how human-centered management unlocks innovation, resilience, and high performance in organizations.

Drawing from over three decades of leadership across government, education, and industry, Sally introduces transformative distinctions in self-leadership, trust, and the power of conversations. Participants will learn how to identify and correct common communication breakdowns that lead to employee burnout, disengagement, and poor results. Through a blend of expert insight and interactive exercises, this session will help…

Keywords: Leadership, Communication, Innovation, Team Engagement, Trust

Lead Like a Human: The Future of Transformational Leadership

Sally Bendersky

In a world of constant transformation, the need for effective leadership and communication has never been greater. This session, led by Sally Bendersky—international speaker, leadership coach, and President of the Chilean Academy of Engineering—explores how human-centered management unlocks innovation, resilience, and high performance in organizations.

Drawing from over three decades of leadership across government, education, and industry, Sally introduces transformative distinctions in self-leadership, trust, and the power of conversations. Participants will learn how to identify and correct common communication breakdowns that lead to employee burnout, disengagement, and poor results. Through a blend of expert insight and interactive exercises, this session will help leaders of all levels better understand the nuances between managing and leading, and how to do both well.

Participants will leave with tools to create a culture of trust and innovation, apply distinctions that foster effective leadership, and cultivate meaningful team engagement. Whether you are a seasoned executive or a professional newly promoted into a managerial role, this session offers practical guidance to help you lead with greater clarity, humanity, and impact.

Low Tech, High Accountability: Using Slack as an Extension of Professional Learning Spaces

Julia Benedith, Ed.D., Teach For America, Washington, D.C., USA

Professional learning communities often rely on high-cost platforms and complex systems to drive engagement and accountability—yet many organizations already utilize simpler, digital spaces every day. This session explores how low-tech tools within Slack can be intentionally leveraged to create high-accountability professional learning environments.

Drawing on real-world practice, the session demonstrates how Slack templates, pinned resources, emoji conventions, and community norms can transform a messaging platform into an extension of professional learning spaces. Participants will see how structured channels, recurring templates, and shared visual cues support reflection, documentation of practice, peer feedback, and follow-through—without adding new tools or increasing cognitive load…

Keywords: Digital learning spaces, Visible accountability, Sustainable learning, Low-tech tools, Engagement strategies

Low Tech, High Accountability: Using Slack as an Extension of Professional Learning Spaces

Julia Benedith, Ed.D.

Professional learning communities often rely on high-cost platforms and complex systems to drive engagement and accountability—yet many organizations already utilize simpler, digital spaces every day. This session explores how low-tech tools within Slack can be intentionally leveraged to create high-accountability professional learning environments.

Drawing on real-world practice, the session demonstrates how Slack templates, pinned resources, emoji conventions, and community norms can transform a messaging platform into an extension of professional learning spaces. Participants will see how structured channels, recurring templates, and shared visual cues support reflection, documentation of practice, peer feedback, and follow-through—without adding new tools or increasing cognitive load.

The session highlights practical strategies for:

+Designing Slack channels that function as learning hubs

+Using templates and pinned posts to scaffold ongoing learning and action

+Establishing emoji-based accountability and feedback systems that encourage participation

+Cultivating community norms that sustain engagement over time

Participants will leave with concrete examples and transferable design principles they can apply immediately in their own professional learning contexts. This session challenges the assumption that innovation requires new technology, showing instead how intentional use of existing tools can deepen learning, strengthen community, and make accountability visible.

IGIP SESSION

A Methodology for Teaching Economics in the Digital Era

Galiya Berdykulova, Ph.D., International IT University, Almaty, Kazakhstan

The underestimation of scientific advances in development theories related to post-industrial society and breakthrough innovations as requirements of a new civilization and a new paradigm generated by the digital age is a problem of standard curricula and disciplinary programs. This session is related to the need to find out how changes in economic science should be reflected in the content of economic disciplines such as economic theory and economics and industrial engineering. One of the ways to achieve balance and harmonization of science and educational practice is to update the teaching methods of economic disciplines.

A review of relevant literature, original examples of post-industrial society and breakthrough innovations in the context of digitalization in Kazakhstan, the principle of concreteness and the principle of scientific knowledge were used to find ways to eliminate the undervaluation of new knowledge in the teaching of economic theory and the disciplines of economic and industrial engineering…

Keywords: Teaching Methodology, Digitalization, Principle Of Specificity, Principle Of Scientific Knowledge

A Methodology for Teaching Economics in the Digital Era

Galiya Berdykulova, Ph.D.

The underestimation of scientific advances in development theories related to post-industrial society and breakthrough innovations as requirements of a new civilization and a new paradigm generated by the digital age is a problem of standard curricula and disciplinary programs. This session is related to the need to find out how changes in economic science should be reflected in the content of economic disciplines such as economic theory and economics and industrial engineering. One of the ways to achieve balance and harmonization of science and educational practice is to update the teaching methods of economic disciplines.

A review of relevant literature, original examples of post-industrial society and breakthrough innovations in the context of digitalization in Kazakhstan, the principle of concreteness and the principle of scientific knowledge were used to find ways to eliminate the undervaluation of new knowledge in the teaching of economic theory and the disciplines of economic and industrial engineering. Learning theory, behavioral science, and communication management theory with a rhetorical research methodological model were implemented to overcome the negative impact of disruptive innovations in the digitalization of education. To find new insights into the teaching of economic theory and the disciplines of economics and industrial organization, a review of relevant literature, original examples of post-industrial society and breakthrough innovations in the digitalization of Kazakhstan, principles of concreteness, and principles of scientific knowledge were used.

Unlock Exponential Learning: Speed Reading and Memory Mastery for the Modern Workplace

Howard Berg, Howard Stephen Berg Learning Systems LLC, Summerfield, Florida, USA

In today's information-saturated workplace, professionals face an unprecedented challenge: processing vast amounts of complex data while maintaining deep comprehension and instant recall. This transformative session with Howard Stephen Berg—recognized by Guinness as the world's fastest reader—reveals proven strategies to dramatically accelerate learning while enhancing retention and application. Strategies he used to complete a four-year Psychology program in a single year.

Participants will discover Berg's proprietary techniques for: - Reading at accelerated speeds without sacrificing comprehension - Mastering technical and specialized content efficiently - Developing reliable memory systems for on-demand information recall - Cultivating emotional intelligence skills that amplify learning success…

Keywords: Speed Reading, Memory Retention, Workplace Learning, Emotional Intelligence, Accelerated Comprehension

Unlock Exponential Learning: Speed Reading and Memory Mastery for the Modern Workplace

Howard Berg

In today's information-saturated workplace, professionals face an unprecedented challenge: processing vast amounts of complex data while maintaining deep comprehension and instant recall. This transformative session with Howard Stephen Berg—recognized by Guinness as the world's fastest reader—reveals proven strategies to dramatically accelerate learning while enhancing retention and application. Strategies he used to complete a four-year Psychology program in a single year.

Participants will discover Berg's proprietary techniques for: - Reading at accelerated speeds without sacrificing comprehension - Mastering technical and specialized content efficiently - Developing reliable memory systems for on-demand information recall - Cultivating emotional intelligence skills that amplify learning success.

Berg's methods transcend simple speed-reading tricks. Drawing from his extensive work training elite military units including U.S. Special Forces at Fort Bragg and The Royal Thai Army, he demonstrates practical applications for high-stakes environments where rapid information processing is mission-critical.

This dynamic, demonstration-rich session equips learning and development professionals with immediately actionable tools to help their organizations eliminate information overload, reduce training time, and boost knowledge retention. Attendees will witness Berg's remarkable abilities firsthand and learn scalable techniques they can implement across their workforce.

Whether you're designing corporate training programs, leading continuous learning initiatives, or seeking to enhance your organization's competitive advantage through accelerated skill development, this session provides the blueprint for transforming how your team learns, remembers, and performs at twice the speed.

Evolving Perceptions of Generative AI in Higher Education

Nina Bhardwaj, Ph.D., University of New England, New South Wales, Australia

Generative AI (GenAI) tools have rapidly become embedded in higher education, transforming how students learn and how faculty teach. While early research highlights both opportunities and challenges—ranging from enhanced productivity and personalized learning to concerns about academic integrity and overreliance—most studies provide only single time-point insights. This limits understanding of how perceptions and practices evolve as exposure to GenAI increases. Responding to calls from UNESCO (2023) and recent scholarship (Francis et al., 2025), this study examines the longitudinal and developmental nature of AI adaptation among students and academic staff.
Using a longitudinal mixed-method design, the research follows 30 students (undergraduate/postgraduate) and 30 academic staff across three stages (early, mid, and end) of university courses. Data were collected through short online surveys and 30–45-minute semi-structured interviews to capture both descriptive trends and nuanced narratives. The study investigates…

Keywords: Generative Artificial Intelligence, Higher Education, Longitudinal Study, Teaching and Learning Practices, Academic Integrity

Evolving Perceptions of Generative AI in Higher Education

Nina Bhardwaj, Ph.D.

Generative AI (GenAI) tools have rapidly become embedded in higher education, transforming how students learn and how faculty teach. While early research highlights both opportunities and challenges—ranging from enhanced productivity and personalized learning to concerns about academic integrity and overreliance—most studies provide only single time-point insights. This limits understanding of how perceptions and practices evolve as exposure to GenAI increases. Responding to calls from UNESCO (2023) and recent scholarship (Francis et al., 2025), this study examines the longitudinal and developmental nature of AI adaptation among students and academic staff.

Using a longitudinal mixed-method design, the research follows 30 students (undergraduate/postgraduate) and 30 academic staff across three stages (early, mid, and end) of university courses. Data were collected through short online surveys and 30–45-minute semi-structured interviews to capture both descriptive trends and nuanced narratives. The study investigates how familiarity, confidence, ethical reasoning, learning behaviors, and teaching practices shift across the learning cycle.

Initial findings reveal significant tensions within the teaching community, who are grappling with students’ increasing ability to generate rapid AI-produced answers without deep engagement—creating emerging equity gaps between digitally skilled and less experienced users. Staff also report confusion stemming from inconsistent or unclear institutional guidelines on ethical AI use. Students, meanwhile, describe sophisticated and rapidly evolving AI practices: from generating draft responses to building customized bots for presentations, emails, job applications, and even personal support.

This study will produce a model of GenAI adaptation over time and offer evidence-based recommendations for policy, assessment design, and digital literacy training. Findings aim to support responsible, transparent, and pedagogically aligned integration of AI in higher education.

References Francis N.J., Jones S, & Smith D.P. (2025). Generative AI in Higher Education: Balancing Innovation and Integrity. Br J Biomed Sci., 9 (81)14048. doi: 10.3389/bjbs.2024.14048. UNESCO (2023). Guidance for Generative AI in Education and Research. United Nations Educational, Scientific and Cultural Organization, https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research

Social Media Addiction and Academic Attainment in an Underrepresented Student Population

Maryam Bojulaia, Ph.D., Renad Alshaykhahmed, Beshaier Alqahtani, Ph.D., and Maura Pilotti, Ph.D., Prince Mohammad Bin Fahd University, Al Khobar, Saudi Arabia

Social media addiction is generally defined as an excessive preoccupation with social media, which translates into a substantial amount of time and effort spent on social media platforms.

Among the daily activities that may be compromised by social media addiction are those that shape academic performance. This study examined social media addiction in an underrepresented population of female undergraduate students (age range: 18-28) who have only recently been granted legal rights similar to those of men. For these young women, academic attainment is critical to their ability to develop and preserve a sense of agency, overcoming decades of patriarchy. Our study specifically investigated…

Keywords: Social Media Addiction, Self-Efficacy, Proactive Memory, Retroactive Memory

Social Media Addiction and Academic Attainment in an Underrepresented Student Population

Maryam Bojulaia, Ph.D., Renad Alshaykhahmed, Beshaier Alqahtani, Ph.D., and Maura Pilotti, Ph.D.

Social media addiction is generally defined as an excessive preoccupation with social media, which translates into a substantial amount of time and effort spent on social media platforms.

Among the daily activities that may be compromised by social media addiction are those that shape academic performance. This study examined social media addiction in an underrepresented population of female undergraduate students (age range: 18-28) who have only recently been granted legal rights similar to those of men. For these young women, academic attainment is critical to their ability to develop and preserve a sense of agency, overcoming decades of patriarchy. Our study specifically investigated whether social media addiction (as measured by BSMAS; Andreassen et al., 2016) could predict academic attainment (GPA) better than traditional cognitive and motivational measures. The latter included a measure of proactive and retroactive memory concerns (PRMQ; Crawford et al., 2003) and a measure of self-confidence in one’s abilities (self-efficacy scale; Chen et al., 2001). Purposive sampling was used to recruit 356 female undergraduate students from general education courses at a Saudi Arabian university. As expected, GPA was found to be inversely related to BSMAS as well as to PRMQ, whereas it displayed a positive association with self-efficacy. Interestingly, BSMAS predicted 41% of the variance in academic attainment, whereas each of the other measures predicted no more than 12% of such variance. A K-Means Cluster analysis illustrated two distinct groups of students. Students with high BSMAS tended to report memory concerns and low self-efficacy, as well as to exhibit poor academic attainment. Conversely, those with low BSMAS reported fewer memory concerns and high self-efficacy, as well as displayed satisfactory academic attainment. These findings suggest that BSMAS can become an effective tool for predicting academic performance. Training specifically devoted to shaping students’ metacognitive beliefs is discussed.

From Speeding Tickets to Smarter Learning: A Journey into Choice Theory and AI

Jeremy Boles, Kentucky Farm Bureau, Louisville, Kentucky, USA

Training programs often emphasize compliance, technical accuracy, and procedural skill, but they frequently overlook the deeper motivational drivers that determine whether learning truly sticks. As a result, they might not address some of the intrinsic motivations behind learning. This session examines how William Glasser’s Choice Theory (addressing the five basic psychological needs of survival, belonging, power, freedom, and fun) can transform learning design by aligning instruction with the realities of human behavior. When these needs are intentionally embedded into training, learners experience greater autonomy, relevance, and emotional connection, all of which are linked to improved engagement, retention, and performance.

Participants will explore practical strategies for designing learning experiences that…

Keywords: AI, Corporate Learning, Choice Theory, Branching, Interactive

From Speeding Tickets to Smarter Learning: A Journey into Choice Theory and AI

Jeremy Boles

Training programs often emphasize compliance, technical accuracy, and procedural skill, but they frequently overlook the deeper motivational drivers that determine whether learning truly sticks. As a result, they might not address some of the intrinsic motivations behind learning. This session examines how William Glasser’s Choice Theory (addressing the five basic psychological needs of survival, belonging, power, freedom, and fun) can transform learning design by aligning instruction with the realities of human behavior. When these needs are intentionally embedded into training, learners experience greater autonomy, relevance, and emotional connection, all of which are linked to improved engagement, retention, and performance.

Participants will explore practical strategies for designing learning experiences that honor these motivational needs through structured choice, meaningful interaction, and emotionally resonant activities. We will examine real-world examples, including AI-driven negotiation simulations that allow learners to experiment, make decisions, and receive personalized feedback in a psychologically safe environment, an approach consistent with immersive learning and stronger cognitive processing.

This session invites attendees to work hands-on with AI prompts, enabling them to practice negotiation, decision-making, and communication skills while experiencing Choice Theory principles in action.

The Problem with Experts: Working with SMEs Who Don't Know What They Don't Know

Jeremy Boles, Kentucky Farm Bureau, Louisville, Kentucky, USA

Many assume that effective training hinges on deep subject‑matter expertise, yet this misconception frequently presents obstacles for learning professionals tasked with designing and delivering instruction across a wide range of topics. A facilitator’s limited technical knowledge should not prevent them from teaching a subject; when anchored in strong Adult Learning Principles, instructional design becomes a powerful equalizer. These principles enable trainers to translate unfamiliar or complex content into accessible, engaging learning experiences that support comprehension and retention.

This session explores the often‑overlooked tension between SME expertise and instructional design, highlighting why misunderstandings and resistance arise during the development process. We will examine…

Keywords: Learning Development, Collaboration, SME, Presenting

The Problem with Experts: Working with SMEs Who Don't Know What They Don't Know

Jeremy Boles

Many assume that effective training hinges on deep subject‑matter expertise, yet this misconception frequently presents obstacles for learning professionals tasked with designing and delivering instruction across a wide range of topics. A facilitator’s limited technical knowledge should not prevent them from teaching a subject; when anchored in strong Adult Learning Principles, instructional design becomes a powerful equalizer. These principles enable trainers to translate unfamiliar or complex content into accessible, engaging learning experiences that support comprehension and retention.

This session explores the often‑overlooked tension between SME expertise and instructional design, highlighting why misunderstandings and resistance arise during the development process. We will examine practical strategies that help learning professionals build credibility, negotiate expectations, and guide SMEs toward productive collaboration. Through the lenses of change management, communication, and strategic compromise, attendees will learn how to transform potential friction into partnership.

Participants will walk away with actionable methods for co-creating content, managing gaps in their own subject knowledge, and fostering shared ownership of the learning experience.

Text Analysis and Visualization for Scholarly Inquiry: A Paradigm Shift in Academic Reading

Mayra Bonet, Ph.D., Saint John's University, Queens, New York, USA

Text analysis tools provide a distinct approach to organizing information, identifying patterns, categorizing topics, and examining language use within broader contexts. These tools support quantitative, qualitative, and mixed-method analyses, generating visualizations that enable readers to compare findings across sources. Nevertheless, key questions remain; for instance, does the application of text analysis methods improve reading comprehension, develop critical analysis skills, and foster self-discovery? Do text analysis tools directly influence the inclusion or exclusion of relevant themes? Do they lessen potential bias in the interpretation of complex topics? Furthermore, to what extent do text analysis tools compel researchers to foster deeper engagement with scholarly research across disciplines.

This presentation is divided into two sections: The first examines pedagogical approaches and findings when introducing text analysis software in selected courses, and the second considers the research implications of applying text analysis to scholarly work…

Keywords: Text Analysis, Text Analysis Software, Discourse Analysis, Data Visualization

Text Analysis and Visualization for Scholarly Inquiry: A Paradigm Shift in Academic Reading

Mayra Bonet, Ph.D.

Text analysis tools provide a distinct approach to organizing information, identifying patterns, categorizing topics, and examining language use within broader contexts. These tools support quantitative, qualitative, and mixed-method analyses, generating visualizations that enable readers to compare findings across sources. Nevertheless, key questions remain; for instance, does the application of text analysis methods improve reading comprehension, develop critical analysis skills, and foster self-discovery? Do text analysis tools directly influence the inclusion or exclusion of relevant themes? Do they lessen potential bias in the interpretation of complex topics? Furthermore, to what extent, do text analysis tools compel researchers to foster deeper engagement with scholarly research across disciplines.

This presentation is divided into two sections: The first examines pedagogical approaches and findings when introducing text analysis software in selected courses, and the second considers the research implications of applying text analysis to scholarly work. Text analysis tools can enhance teaching and research by supporting evidence-based inquiry and can be leveraged across disciplines to organize data, identify emerging themes, and explore analytical insights. The discussion will highlight the extent to which text analysis and data visualization significantly contribute to broadening an individual’s understanding of information, as well as its acquisition and processing. By illustrating relationships among concepts, frequency distributions, and semantic connections, readers gain a deeper insight into the underlying and multifaceted structures of textual information that might be hindered in traditional linear reading approaches. In scholarly articles, the synergy between text and visualization has the potential to transform an individual’s approach to the concepts of discourse, data, and analysis. By applying text analysis tools, researchers can represent and compare their findings from multiple perspectives, thereby enriching their interpretation and understanding of scholarly work.

IGIP SESSION

The Potential of Human–AI Collaboration

Joseph Bostic, Ph.D., Retention Frontiers, Inc., Bowie, Maryland, USA

As generative artificial intelligence accelerates into classrooms, workplaces, and communities, new models of human–AI collaboration are redefining how individuals think, create, and problem-solve. This session explores the emerging potential of human–AI partnerships to enhance learning, accelerate innovation, and expand equitable access to expertise. Grounded in current research and practitioner experiences, the study examines three central questions: (1) In what ways do humans and AI systems complement each other’s strengths? (2) How can AI support deeper cognitive engagement, creativity, and decision-making rather than replace it? and (3) What structures, ethics, and professional learning are required to ensure responsible, human-centered collaboration?

Keywords: Values-Driven, Decision-Making, AI - Rapid Data Analysis, Idea Generation, Knowledge Retrieval

The Potential of Human–AI Collaboration

Joseph Bostic, Ph.D.

As generative artificial intelligence accelerates into classrooms, workplaces, and communities, new models of human–AI collaboration are redefining how individuals think, create, and problem-solve. This session explores the emerging potential of human–AI partnerships to enhance learning, accelerate innovation, and expand equitable access to expertise. Grounded in current research and practitioner experiences, the study examines three central questions: (1) In what ways do humans and AI systems complement each other’s strengths? (2) How can AI support deeper cognitive engagement, creativity, and decision-making rather than replace it? and (3) What structures, ethics, and professional learning are required to ensure responsible, human-centered collaboration?

Beyond the Script: Using AI Avatar Simulations to Build Competence in High-Stakes Workplace Conversations

Dorothy Bouldrick, Elsevier, Atlanta, Georgia, USA

In workplace organizations worldwide, effective communication is essential to organizational success. Most individuals communicate well under normal day-to-day workplace circumstances, but what happens when professionals must navigate an emotionally charged conversation, deliver difficult news to a patient, communicate with angry stakeholders, patient's families or customers. These moments define workplace communication and leadership skills across every industry, yet most professionals receive minimal formal training in how to handle these high-stakes workplace conversations. The result is avoidance, turnover, burnout, conflict, and workplace violence.

Traditional communication training relies on role-play with colleagues which can be awkward and inconsistent, live actors (expensive and scheduling-dependent), or…

Keywords: Scenario-based Learning, AI-Powered L&D, Communication Skills, Instructional Design, Video-Based Learning

Beyond the Script: Using AI Avatar Simulations to Build Competence in High-Stakes Workplace Conversations

Dorothy Bouldrick

In workplace organizations worldwide, effective communication is essential to organizational success. Most individuals communicate well under normal day-to-day workplace circumstances, but what happens when professionals must navigate an emotionally charged conversation, deliver difficult news to a patient, communicate with angry stakeholders, patient's families or customers. These moments define workplace communication and leadership skills across every industry, yet most professionals receive minimal formal training in how to handle these high-stakes workplace conversations. The result is avoidance, turnover, burnout, conflict, and workplace violence.

Traditional communication training relies on role-play with colleagues which can be awkward and inconsistent, live actors (expensive and scheduling-dependent), or passive video observation (no actual engagement or skill-building). Meanwhile, upGrad Enterprise's latest study, The Workforce Wishlist 2025: United States highlights that 55% of professionals want training tailored to their specific role, 60% prefer self-paced learning, and power skills top the list of what organizations prioritize for development.

This session introduces AI avatar simulations as a scalable, psychologically safe learning solution for building competence in communication in high-stakes conversations. Using Synthesia.io AI video platform and scenario-based learning, learners practice empathic responses, receive coaching feedback, and build confidence through repetition without real-world consequences.

Grounded in Designing for Performance and the 5Cs of scenario-based learning framework, this session demonstrates how evidence-based communication models can be embedded within AI avatar interactions. Using healthcare as a case study, where difficult conversations carry life-and-death consequences, participants will observe frameworks like SPIKES (Setting, Perception, Invitation, Knowledge, Emotions, Strategy) and NURSE (Name, Understand, Respect, Support, Explore) in action, then explore how these structures adapt to difficult conversations in any context: performance management, customer de-escalation, change communication, crisis response, and more.

Participants will leave with design templates and practical methods for building AI avatar simulations that will turn abstract communication ideas into real-world skills applicable across all industries.

Rethinking Project-based Learning in the GenAI Era: Key Findings from a Scoping Review

Maaike Bouwmeester, Ph.D., New York University, Brooklyn, New York, USA and Rui Tammy Huang, Ph.D., University of Florida, Gainesville, Florida, USA

This presentation reports the findings of a Prisma-based scoping review that examined research on AI-assisted Project-Based Learning (PjBL). The review identified 295 articles from 10 academic databases using two sets of keywords related to Project-Based Learning (e.g., PjBL, “project-based learning”) and Artificial Intelligence (e.g., “AI”, “Generative AI”, “chatbot”).

The goal of the review was to identify types and the role of AI technology being used within PjBL, definitions, theories, outcomes, and identify gaps in current scholarship at the intersection of AI and project based learning…

Keywords: Project Based Learning, AI-assisted Learning, Scoping Review, Collaborative Learning, Experiential Learning

Rethinking Project-based Learning in the GenAI Era: Key Findings from a Scoping Review

Maaike Bouwmeester, Ph.D., and Rui Tammy Huang, Ph.D.

This presentation reports the findings of a Prisma-based scoping review that examined research on AI-assisted Project-Based Learning (PjBL). The review identified 295 articles from 10 academic databases using two sets of keywords related to Project-Based Learning (e.g., PjBL, “project-based learning”) and Artificial Intelligence (e.g., “AI”, “Generative AI”, “chatbot”).

The goal of the review was to identify types and the role of AI technology being used within PjBL, definitions, theories, outcomes, and identify gaps in current scholarship at the intersection of AI and project based learning.

Guided by a structured review protocol, in our analysis we examine several core questions: How is AI being used to support learning in PjBL environments? In what ways is student work documented and evaluated when using AI in project work? What are common pedagogical challenges and opportunities when integrating AI within project-based learning?

The presentation will highlight key themes that surfaced across the literature and highlight areas where empirical work remains limited or absent. We will also suggest emerging recommendations for educators and learning designers as they navigate the rapidly evolving landscape of AI enhanced PjBL. Given the rapid adoption of generative AI in higher education, understanding its role in PjBL is increasingly urgent.

Navigating the New "Normal": Trauma in the Classroom

Craig Boykin, Ph.D., Craig Boykin LLC, Montgomery, Alabama, USA

One thing more important than what you teach is who you teach. Knowing and understanding your students emotionally yields tremendous relational dividends. This session will explore the causes of generational trauma on students' learning and behaviors. The presenter is a former at-risk student who dropped out of high school, endured a mother abusing drugs, absent father and learning disability. Participants will also explore strategies to mitigate the traumatic impact of adverse childhood events for students of color. 50% of any interaction with a student is you. Creating a Trauma-Sensitive School is about creating a culture that prioritizes safety, trust, choice, and collaboration. Within a trauma-sensitive school, everyone (e.g., teachers, administrators, support staff, paraprofessionals, cafeteria staff, bus drivers, etc.) learns about the prevalence and impact of trauma in the lives of children and families. This awareness motivates and guides the examination and transformation of the school environment, policy/practice, educational strategies, staff training, and family involvement, etc. to ensure that...

Keywords: Trauma

Navigating the New "Normal": Trauma in the Classroom

Craig Boykin, Ph.D.

One thing more important than what you teach is who you teach. Knowing and understanding your students emotionally yields tremendous relational dividends. This session will explore the causes of generational trauma on students' learning and behaviors. The presenter is a former at-risk student who dropped out of high school, endured a mother abusing drugs, absent father and learning disability. Participants will also explore strategies to mitigate the traumatic impact of adverse childhood events for students of color. 50% of any interaction with a student is you. Creating a Trauma-Sensitive School is about creating a culture that prioritizes safety, trust, choice, and collaboration. Within a trauma-sensitive school, everyone (e.g., teachers, administrators, support staff, paraprofessionals, cafeteria staff, bus drivers, etc.) learns about the prevalence and impact of trauma in the lives of children and families. This awareness motivates and guides the examination and transformation of the school environment, policy/practice, educational strategies, staff training, and family involvement, etc. to ensure that children impacted by trauma can learn and be successful. Craig’s trademark slogan, “GED to PHD,” is a concrete paradigm that educators should never give up on any student.

Introducing Social Service through Engineering Education

Kanmani Buddhi, Ph.D., BMS College of Engineering, Karnataka, India

Social service is emphasized in higher education. This component usually involves students taking up community service during semester breaks, and is a mandatory internship to be successfully completed. This community engagement often takes the students to places away from the location of the college/institution: for example; (i) students from our city go to a village; (ii) students from the USA go to Africa for engaging in community service. The activities that students engage in usually address one/more of the SDGs. It becomes a good practice to identify engineering problems/engineering projects/engineering products that can benefit the community that the students are engaged with. This practice exists and is successful.

However, our proposed idea here is that the community is a collection of homes, and the smallest entity in a community is "The Home." Hence, there is a need to recognize and incorporate community service as…

Keywords: Sustainable Development Goals, AICTE Activity points, Community service, Engineering Curriculum

Introducing Social Service through Engineering Education

Kanmani Buddhi, Ph.D.

Social service is emphasized in higher education. This component usually involves students taking up community service during semester breaks, and is a mandatory internship to be successfully completed. This community engagement often takes the students to places away from the location of the college/institution: for example; (i) students from our city go to a village; (ii) students from the USA go to Africa for engaging in community service. The activities that students engage in usually address one/more of the SDGs. It becomes a good practice to identify engineering problems/engineering projects/engineering products that can benefit the community that the students are engaged with. This practice exists and is successful.

However, our proposed idea here is that the community is a collection of homes, and the smallest entity in a community is "The Home." Hence, there is a need to recognize and incorporate community service as two components: (i) service in the home; and (ii) service beyond the home. The values and tasks in every home are different. If at the beginning of the program students are able to list unpaid tasks the elders in the home take up, and the efforts of the students in engaging in service within the home; then there is likely the possibility of witnessing improved societal values. It is incorrect to assume that remote and far-off locations need support from engineering students. With increased dependency on AI, there is urgent need for real engagement within the members of the family. In this model, the parents become a part of the learning process. With time, this model will evolve and eventually lead to healthy happy homes; and hence happy sustainable communities. In addition, there is a need to identify and make a Product for the Home, a product that is an application of the engineering concepts and that shall benefit the members of the home.

IGIP SESSION

Exploring the Development of Faculty Competency to Address Student Learning Outcomes through a Course in Engineering: An Example

Kanmani Buddhi, Ph.D., BMS College of Engineering, Karnataka, India

The aim of the Engineering Education is to develop the Program Outcomes (POs) defined by the International Engineering Alliance (IEA) through a well-designed curriculum supported with suitable pedagogy and relevant assessments that eventually translates accreditation of programs and ensures acceptance of Graduates by the Signatories of the Washington Accord. In this education process, the support, the guidelines, and contribution of stakeholders plays a key role; however, the most important stakeholder that actually ensures development of essential skills in the students are the faculty, the contribution by every faculty, and the contribution through the courses offered by the faculty. Hence, development of student attributes is through the contribution of faculty. The IGIP, has defined the competencies essential for engineering educators. In this work, there are two components: (i) to explore addressing the competencies of the engineering educator through relevant components associated with a course; and (ii) to apply the faculty competence in developing the Student Learning Outcomes (SLOs) through a Course in the Curriculum. The proposed model shall be through…

Keywords: Competencies of Engineering Educators by IGIP, Program Outcomes (POs), Global Attributes

Exploring the Development of Faculty Competency to Address Student Learning Outcomes through a Course in Engineering: An Example

Kanmani Buddhi, Ph.D.

The aim of the Engineering Education is to develop the Program Outcomes (POs) defined by the International Engineering Alliance (IEA) through a well designed curriculum, supported with suitable pedagogy and relevant assessments that eventually translates accreditation of programs and ensures acceptance of Graduates by the Signatories of the Washington Accord. In this education process, the support, the guidelines, and contribution of stakeholders plays a key role; however, the most important stakeholder that actually ensures development of essential skills in the students are the faculty; the contribution by every faculty, and the contribution through the courses offered by the faculty. Hence, development of student attributes is through the contribution of faculty. The IGIP has defined the competencies essential for engineering educators. In this work, there are two components: (i) to explore addressing the competencies of the engineering educator through relevant components associated with a course; and (ii) to apply the faculty competence in developing the Student Learning Outcomes (SLOs) through a Course in the curriculum. The proposed model shall be through the undergraduate course on 'Probability and Statistics for Machine Learning using Python'. This model can then be expanded to all courses of the curriculum, commencing with capacity building of faculty, and followed by application of academic practices to courses handled by faculty. The identification of the fundamental science/mathematics concepts, the pre-requisites of the course, the design of the Course, the use of digital tools to comprehend the concepts, the application to concepts of the Course, framing the Course Outcomes aligned to the SLOs, designing assessments, eventually measuring the student learning, and incorporating improvements based on feedback, shall be addressed.

Using Problem-Based Learning Embedded into a Collaborative Learning Experience to Engage Students in a Chemical Engineering Course

David Antonio Buentello Montoya, Ph.D., Tecnologico de Monterrey, Jalisco, Mexico and Camila Andrea Cifuentes Castro, Universidad del Alba, Antofagasta, Chile

Intercultural and global competencies are necessary for professionals in an ever-changing globalized world of work. Unfortunately, studying abroad is not trivial for a large number of students, and another approach to develop intercultural competencies and learning must be followed. At the same time, Problem-Based Learning (PBL) has been demonstrated to enhance the learning experience. This work presents a case study where chemical engineering students were subject to PBL as well as a Collaborative Online International Learning (COIL) experience in a chemical engineering “transport phenomena” course to enhance their intercultural competencies, increase their engagement and improve their learning. Results indicate that students were not as appreciative of COIL as they were of PBL, and that the students do think PBL made learning abstract concepts easier.

Keywords: Collaborative Online International Learning, Problem-Based Learning, Technology-Enhanced Education

Using Problem-Based Learning Embedded into a Collaborative Learning Experience to Engage Students in a Chemical Engineering Course

David Antonio Buentello Montoya, Ph.D., and Camila Andrea Cifuentes Castro

Intercultural and global competencies are necessary for professionals in an ever-changing globalized world of work. Unfortunately, studying abroad is not trivial for a large number of students, and another approach to develop intercultural competencies and learning must be followed. At the same time, Problem-Based Learning (PBL) has been demonstrated to enhance the learning experience. This work presents a case study where chemical engineering students were subject to PBL as well as a Collaborative Online International Learning (COIL) experience in a chemical engineering “transport phenomena” course to enhance their intercultural competencies, increase their engagement and improve their learning. Results indicate that students were not as appreciative of COIL as they were of PBL, and that the students do think PBL made learning abstract concepts easier.

Building Community Through an Asynchronous Online Course: A Non-AI Approach to Helping Students Thrive

Todd Buker, Jill Anderson, Paul Couture and Merranie Zellweger, North Carolina State University - DELTA, Raleigh, North Carolina, USA

Can an asynchronous online course give students a sense of community? In a world that can feel full of global wicked problems on top of uncertainty around AI and emerging technologies, can such a course build students’ confidence coming into a new higher education experience?

Since 2020, the data collected from student responses to Wicked Problems, Wolfpack Solutions (WPWS) has indicated such a course can indeed do both.

Wicked Problems, Wolfpack Solutions is an innovative 2-credit, fully online, asynchronous course offered free of cost to all incoming first-year and transfer NC State University students. It is available and accessible regardless of…

Keywords: Innovation, Asynchronous Learning, Research, Accessibility, Inclusivity

Building Community Through an Asynchronous Online Course: A Non-AI Approach to Helping Students Thrive

Todd Buker, Jill Anderson, Paul Couture and Merranie Zellweger

Can an asynchronous online course give students a sense of community? In a world that can feel full of global wicked problems on top of uncertainty around AI and emerging technologies, can such a course build students’ confidence coming into a new higher education experience?

Since 2020, the data collected from student responses to Wicked Problems, Wolfpack Solutions (WPWS) has indicated such a course can indeed do both.

Wicked Problems, Wolfpack Solutions is an innovative 2-credit, fully online, asynchronous course offered free of cost to all incoming first-year and transfer NC State University students. It is available and accessible regardless of financial means, geographic location, or daily work schedule/obligations. The course name reflects its content: “Wicked Problems” are complex challenges that require many disciplines and perspectives to solve, and one broad category of wicked problems (e.g. global health, climate change) is the focus of each offering. “Wolfpack Solutions” are how a diverse cross section of our academic community (the NC State Wolfpack) study and address those problems.

We will share our challenges, lessons learned, and “wolfpack solutions” that have resulted in a course experience unlike any other at NC State, one that has helped students feel part of the larger Wolfpack community and be primed for success in their college careers.

"I initially took Wicked Problems for the free credits, but it ended up being the most impactful course of my first year. The connections I made, the confidence I gained, and the perspective I developed on complex global issues completely changed my approach to my studies. Now I actively seek out diverse viewpoints and high-impact experiences I wouldn't have considered before." - NC State Student

https://wolfpacksolutions.ncsu.edu/

From Conflict to Connection: Restorative Practices in Learning Spaces

El Cameron, The Cameron Circle Group, Laramie, Wyoming, USA

Conflict is inevitable in learning environments—whether classrooms, workplaces, or community programs. Too often, these moments are managed through compliance or avoidance, leaving mistrust and disengagement in their wake. From Conflict to Connection: Restorative Practices in Learning Spaces reframes conflict as an opportunity for repair, growth, and deeper engagement.

This session introduces restorative justice as a practical framework for educators, trainers, and organizational leaders seeking to build trust and resilience in learning communities. Drawing on trauma‑informed facilitation and narrative repair, participants will explore how structured dialogue, circle processes, and reflective storytelling can transform conflict into connection.

Through case studies from higher education, workplace training, and advocacy coalitions, attendees will see…

Keywords: Restorative Justice, Trauma‑informed Facilitation, Conflict Resolution, Narrative Repair, Learning Communities

From Conflict to Connection: Restorative Practices in Learning Spaces

El Cameron

Conflict is inevitable in learning environments—whether classrooms, workplaces, or community programs. Too often, these moments are managed through compliance or avoidance, leaving mistrust and disengagement in their wake. From Conflict to Connection: Restorative Practices in Learning Spaces reframes conflict as an opportunity for repair, growth, and deeper engagement.

This session introduces restorative justice as a practical framework for educators, trainers, and organizational leaders seeking to build trust and resilience in learning communities. Drawing on trauma‑informed facilitation and narrative repair, participants will explore how structured dialogue, circle processes, and reflective storytelling can transform conflict into connection.

Through case studies from higher education, workplace training, and advocacy coalitions, attendees will see how restorative practices foster psychological safety, strengthen relationships, and create inclusive environments where learners feel valued. Interactive exercises will model restorative dialogue techniques, giving participants hands‑on experience with tools they can immediately apply in their own contexts.

By the end of the session, participants will understand how restorative practices move beyond “managing” conflict to actively repairing harm and rebuilding trust. They will leave with actionable strategies to integrate restorative approaches into curriculum design, professional development, and organizational learning systems.

This session contributes to the conference’s mission by bridging theory and practice, offering a roadmap for transforming learning spaces into communities of dignity, accountability, and connection.

Transformative Learning: Cultivating Resilience, Engagement, and Leadership in Today's Workforce

Jim Carlough, Jim Carlough Leadership, Dallas, Texas, USA

In today’s fast-paced and ever-changing work environment, organizations face unprecedented challenges in maintaining engagement, fostering resilience, and developing effective leaders. This session explores actionable strategies to transform learning experiences into catalysts for organizational growth and individual empowerment. Drawing from decades of leadership experience, Jim Carlough will illustrate how integrating adaptive learning methodologies, emotional intelligence, and practical leadership skills can dramatically enhance employee performance and well-being.

Attendees will learn how to design and implement learning initiatives that not only impart knowledge but also inspire behavioral change, promote psychological safety, and strengthen workplace culture. Through real-world examples…

Keywords: Community Leadership, Environmental Stewardship, Volunteer Engagement, Motivation & Inspiration, Team Building

Transformative Learning: Cultivating Resilience, Engagement, and Leadership in Today's Workforce

Jim Carlough

In today’s fast-paced and ever-changing work environment, organizations face unprecedented challenges in maintaining engagement, fostering resilience, and developing effective leaders. This session explores actionable strategies to transform learning experiences into catalysts for organizational growth and individual empowerment. Drawing from decades of leadership experience, Jim Carlough will illustrate how integrating adaptive learning methodologies, emotional intelligence, and practical leadership skills can dramatically enhance employee performance and well-being.

Attendees will learn how to design and implement learning initiatives that not only impart knowledge but also inspire behavioral change, promote psychological safety, and strengthen workplace culture. Through real-world examples, interactive exercises, and proven frameworks, this session will provide educators, trainers, and organizational leaders with tools to foster engagement, retain top talent, and prepare teams for future challenges.

Participants will leave with a clear understanding of how to create learning programs that are engaging, measurable, and impactful, equipping them to cultivate resilient, high-performing teams. This session aligns with the conference’s theme of innovative learning strategies that drive meaningful organizational outcomes.

The Art of Onboarding: Creative and Research-Driven Strategies for Human-Centered Learning

Darin Challacombe, Ph.D., and Amanda Wilkinson, Verisma Systems, Alpharetta, Georgia, USA

In today’s dynamic workplace, onboarding must go beyond compliance checklists and static modules. Effective training requires creativity, empathy, and research-driven insight while balancing sustainability and scalability. This session explores how to transform onboarding into a storytelling experience, generate meaningful research questions, and cultivate empathy across diverse job functions. Participants will learn to apply design thinking for brainstorming impactful research topics and use ethnographic techniques to understand the lived experiences of colleagues. Through interactive examples and practical frameworks, this session empowers instructional designers, trainers, and learning leaders to build inclusive, engaging, and research-informed learning ecosystems aligning with organizational culture and innovation.

Keywords: Research, Creativity, Empathy, Sustainability, Brainstorming

The Art of Onboarding: Creative and Research-Driven Strategies for Human-Centered Learning

Darin Challacombe, Ph.D., and Amanda Wilkinson

In today’s dynamic workplace, onboarding must go beyond compliance checklists and static modules. Effective training requires creativity, empathy, and research-driven insight while balancing sustainability and scalability. This session explores how to transform onboarding into a storytelling experience, generate meaningful research questions, and cultivate empathy across diverse job functions. Participants will learn to apply design thinking for brainstorming impactful research topics and use ethnographic techniques to understand the lived experiences of colleagues. Through interactive examples and practical frameworks, this session empowers instructional designers, trainers, and learning leaders to build inclusive, engaging, and research-informed learning ecosystems aligning with organizational culture and innovation.

IGIP SESSION

The Metaverse in STEM Education Transforming Education & the STEM Landscape through Virtual and Augmented Reality

Magesh Chandramouli, Ph.D., Purdue University Northwest, Hammond, Indiana, USA

The metaverse represents a global, shared virtual space that allows interactive and immersive experiences for the user in a digitally pervasive (generally) 3D environment. The metaverse has the immense potential to serve as a canvas that can bring together diverse applications and blend them in a seamless manner. With its ability to facilitate decentralization and interoperability, metaverse is capable of revolutionizing education, industrial training, engineering & technology applications, gaming, healthcare, retail experiences, and numerous other domains. This presentation will especially focus on engineering, technology, STEM, and educational applications of metaverse.

Virtual Reality (VR) is a critical element of the metaverse that signifies the vast interconnected network of immersive and interactive 3D digital worlds. Powered by various tools including AI, the transformative power of the metaverse can facilitate real-time immersive experiences that allow the users to navigate and interact with the digital worlds. This keynote speech will demonstrate many VR frameworks that were designed for different VR applications developed for STEM education, computational thinking, and VR applications in other related disciplines. VR especially is at the heart of metaverse’s ability to provide…

Keywords: Metaverse, STEM, Virtual Reality, Augmented Reality

The Metaverse in STEM Education Transforming Education & the STEM Landscape through Virtual and Augmented Reality

Magesh Chandramouli, Ph.D.

The metaverse represents a global, shared virtual space that allows interactive and immersive experiences for the user in a digitally pervasive (generally) 3D environment. The metaverse has the immense potential to serve as a canvas that can bring together diverse applications and blend them in a seamless manner. With its ability to facilitate decentralization and interoperability, metaverse is capable of revolutionizing education, industrial training, engineering & technology applications, gaming, healthcare, retail experiences, and numerous other domains. This presentation will especially focus on engineering, technology, STEM, and educational applications of metaverse.

Virtual Reality (VR) is a critical element of the metaverse that signifies the vast interconnected network of immersive and interactive 3D digital worlds. Powered by various tools including AI, the transformative power of the metaverse can facilitate real-time immersive experiences that allow the users to navigate and interact with the digital worlds. This keynote speech will demonstrate many VR frameworks that were designed for different VR applications developed for STEM education, computational thinking, and VR applications in other related disciplines. VR especially is at the heart of metaverse’s ability to provide interactive and especially, immersive experiences. Interaction is critical for learner engagement, which is critical for STEM learning and retention. Being able to explore and interact are critical factors in the learning process. The highly visual, interactive VR approach to training complex tasks holds several cognitive advantages and these allow the trainee to connect largely abstract and concrete concepts, thus reducing the cognitive load (e.g., memory, attention) on the trainee. With AR (augmented reality), the superimposition of task relevant information on visualizations of the task helps the trainee develop spatial skills and acquire schemas, as well as encourages active participation in the training.

For optimal user experience in the metaverse, careful consideration of the human sensory stimuli (visual, auditory, haptic, etc.) is inevitable. The various modes range from fully immersive to semi or partially immersive experiences as well as features that involve juxtaposing the real world and virtual objects. Considering the wide range of options available, besides selecting the optimal mode (VR/AR/MR) for specific application and audience, it is vital to design and deliver XR experiences in manufacturing for optimal user experience with reduced cognitive load and higher engagement. This presentation will demonstrate the successfully implemented engineering and educational applications including digital manufacturing, computational thinking, construction, automobile engineering, graphics, and other related applications in the metaverse.

Hacking Distance: Workplace Learning in Contemporary Scenarios of Digital Disruption

Veronica Chehtman, AySA, Buenos Aires, Argentina

This presentation presents a case study that shows the lessons learned, key success factors on the implementation of a new learning model in a 7000+-employee company.

Context
Since 2013, we've been working in a comprehensive, situated, ICT-based model to support learning in the workplace, allowing (and promoting) learning to become a part of our working life. This model resulted in a learning ecosystem integrated by an LMS, a Mobile App, an open content hub system and more than 50,000 learning hours available. The COVID-19 pandemic has been a game-changer and accelerated many processes. Now, post-pandemic finds us struggling in a VUCA environment that requires creativity and agility to solve complex work problems, and on the other hand a very regulated industry requires processes certification and accountability.

ICT role
Contemporary scenario of Digital disruption, (change that occurs when new digital technologies and business models affect the value proposition of goods and services) particularly AI, give ICT a huge role as a driver that…

Keywords: Elearning, Development Process, Situated Elearning

Hacking Distance: Workplace Learning in Contemporary Scenarios of Digital Disruption

Veronica Chehtman

This presentation presents a case study that shows the lessons learned, key success factors on the implementation of a new learning model in a 7000+-employee company.

Context

Since 2013, we've been working in a comprehensive, situated, ICT-based model to support learning in the workplace, allowing (and promoting) learning to become a part of our working life. This model resulted in a learning ecosystem integrated by an LMS, a Mobile App, an open content hub system and more than 50,000 learning hours available. The COVID-19 pandemic has been a game-changer and accelerated many processes. Now, post-pandemic finds us struggling in a VUCA environment that requires creativity and agility to solve complex work problems, and on the other hand a very regulated industry requires processes certification and accountability.

ICT role

Contemporary scenario of Digital disruption, (change that occurs when new digital technologies and business models affects the value proposition of goods and services) particularly AI, give ICT a huge role as a driver that allows new ways to improve workplace learning, consistent with current thinking about life-long learning.

Lessons learned and success factors

Some of our lessons learned and success factors are:

How to not be a training unit, but a learning unit

Learning facilitation leadership

Diversification of knowledge sources and skills support: mobile, OTJ kits, LMS, face-to-face facilitators

Situated, active learning: Workplace learning is a dynamic process to solve workplace problems through learning. It refers not only to formal, informal and non-formal learning in the workplace, but also to the learning embodied and embedded in the context of work.

Flexible learning time has been increasing

Recognition of learning affordances in working environments

Learning opportunities through systematic instruction at the workplace

Developing a workplace learning culture as well as practitioners' active engagement and motivation to learn have become key elements.

We face challenges such as connectivity issues, digital fatigue vs. difficulties to commute, remote working coexisting with on-site working, lack of motivation for some mandatory training, among others. We also see opportunities such as a more Flexible training, balancing virtual and face-to-face training proposals, more relevant (situated, active, scenario-based) learning actions, long deep programs that embedded efficacy combined with fast and self-paced microlearning to reinforce knowledge (certifications, hys, integrity), performance support (systems use), LMS as a knowledge-sharing ecosystem and collaboration environment, workflow learning (brief, in the point of need, relevant and engaging) online and on-site.

Is My Music Helping Me Study? Exploring the Role of Background Music and Working Memory

Justin Chevalier and Cassandra Buffington-Bates, University of North Texas, Denton, Texas, USA

This interactive session will explore the role of music in academic study environments and its impact on working memory. The presenters will define working memory, background sounds and cognitive processes involved in academic studying. The presenters will facilitate discussion by employing cognitive load theory and arousal theory to examine how music impacts academic studying and highlight findings from previous studies and directions for future research. Participants will be able to define cognitive load theory and arousal theory, cognitive processes used when studying and listening to music, recall findings from related studies, and recognize future related topics to research.

Keywords: Music, Working Memory, Cognitive Science, Studying, Homework

Is My Music Helping Me Study? Exploring the Role of Background Music and Working Memory

Justin Chevalier and Cassandra Buffington-Bates

This interactive session will explore the role of music in academic study environments and its impact on working memory. The presenters will define working memory, background sounds and cognitive processes involved in academic studying. The presenters will facilitate discussion by employing cognitive load theory and arousal theory to examine how music impacts academic studying and highlight findings from previous studies and directions for future research. Participants will be able to define cognitive load theory and arousal theory, cognitive processes used when studying and listening to music, recall findings from related studies, and recognize future related topics to research.

Empowering Educators through a Digital Navigation Program

Pallavi Chhabra, Ph.D., Maia Elkana and Shelly Lane, Washington University in St. Louis, St. Louis, Missouri, USA

As technology integration becomes increasingly critical in K-12 education, many teachers lack foundational skills in computer science and information technology needed to confidently navigate digital learning environments. This case study presents a pilot Digital Navigation professional development program designed to build essential technology competencies among K-12 educators. The program addresses a significant gap in teacher preparation by providing accessible, practical training in basic computer science concepts, information technology fundamentals, and digital navigation skills. Delivered through a scaffolded learning model, the program emphasizes hands-on application and immediate classroom relevance, enabling teachers to progress from digital novices to confident technology users. This session will share the program's design framework, implementation strategies, and measurable outcomes from the pilot year. Participants will learn how the program is structured to accommodate diverse skill levels, the pedagogical approaches that proved most effective for adult learners, and the barriers encountered during implementation. Most importantly, we will present data demonstrating positive impacts on teacher confidence, technology integration practices, and instructional effectiveness.

Keywords: Education, Teachers, Digital Tools, Learning, TPACK

Empowering Educators through a Digital Navigation Program

Pallavi Chhabra, Ph.D., Maia Elkana and Shelly Lane

As technology integration becomes increasingly critical in K-12 education, many teachers lack foundational skills in computer science and information technology needed to confidently navigate digital learning environments. This case study presents a pilot Digital Navigation professional development program designed to build essential technology competencies among K-12 educators. The program addresses a significant gap in teacher preparation by providing accessible, practical training in basic computer science concepts, information technology fundamentals, and digital navigation skills. Delivered through a scaffolded learning model, the program emphasizes hands-on application and immediate classroom relevance, enabling teachers to progress from digital novices to confident technology users. This session will share the program's design framework, implementation strategies, and measurable outcomes from the pilot year. Participants will learn how the program is structured to accommodate diverse skill levels, the pedagogical approaches that proved most effective for adult learners, and the barriers encountered during implementation. Most importantly, we will present data demonstrating positive impacts on teacher confidence, technology integration practices, and instructional effectiveness.

Designing Multimodal Learning Experiences through High-Immersion Virtual Reality in English for Specific Purposes

Maria Christoforou, Cyprus University of Technology, Limassol, Cyprus

This paper reports on a technology-in-practice pedagogical activity that integrated High-immersion Virtual Reality (HiVR) into an English for Specific Purposes (ESP) course for Fine Arts students at a public university in Cyprus. The activity was designed to engage students with the six elements of art (line, shape and form, space, color, and texture) through hands-on, immersive multimodal composition using “Open Brush VR” with MetaQuest 3 headsets. Students navigated virtual palettes, brush tools, and spatial arrangements while verbalizing and reflecting on their creative choices in English, fostering transmediation (Mills & Brown, 2021) as they transformed written and verbal instructional content into visual, spatial, and embodied representations (Mills & et al, 2022).

The study documents the practical implementation of this lesson, detailing lesson sequencing, scaffolding strategies, and the integration of multimodal tasks that allowed students to explore…

Keywords: High-Immersion Virtual Reality (HiVR), Multimodality, Multimodal Compositions, English for Specific Purposes (ESP), Transmediation

Designing Multimodal Learning Experiences through High-Immersion Virtual Reality in English for Specific Purposes

Maria Christoforou

This paper reports on a technology-in-practice pedagogical activity that integrated High-immersion Virtual Reality (HiVR) into an English for Specific Purposes (ESP) course for Fine Arts students at a public university in Cyprus. The activity was designed to engage students with the six elements of art (line, shape and form, space, color, and texture) through hands-on, immersive multimodal composition using “Open Brush VR” with MetaQuest 3 headsets. Students navigated virtual palettes, brush tools, and spatial arrangements while verbalizing and reflecting on their creative choices in English, fostering transmediation (Mills & Brown, 2021) as they transformed written and verbal instructional content into visual, spatial, and embodied representations (Mills & et al, 2022).

The study documents the practical implementation of this lesson, detailing lesson sequencing, scaffolding strategies, and the integration of multimodal tasks that allowed students to explore artistic concepts experientially. Data were collected through classroom observations of students’ creative processes, multimodal artifacts, written descriptions, and PowerPoint presentations. Findings illustrate how HiVR-mediated, technology-in-practice activities can support the development of disciplinary literacy, multimodal meaning-making (Jauregi-Ondarra et al., 2024), and authentic language use, while promoting engagement, creativity, and reflective learning in higher education ESP contexts.

This work highlights both pedagogical benefits and practical challenges of designing and implementing HiVR lessons, offering guidance for instructors aiming to integrate immersive technologies into language and content-specific classrooms, and underscoring the value of multimodal, technology-in-practice for innovative, multimodal learning experiences.