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

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

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Designing Diverse and Balanced Student Teams for Enhanced Collaborative Learning: A Hybrid Approach Using Genetic Algorithms and Student Social Network Analysis

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

Team-based and collaborative learning have gained significant attention in educational research as they foster more profound understanding, critical thinking, and student engagement. These methods encourage active participation, facilitate the exchange of diverse skills and perspectives, and prepare students for real-world teamwork experiences which are essential in professional settings. However, creating effective and diverse student teams is a critical challenge in face-to-face and online educational settings, particularly in large-scale environments such as Massive Open Online Courses (MOOCs) where hundreds or thousands of students can be enrolled.

While several research works highlight the benefits of team-based and collaborative learning, research and technological gaps still exist in optimizing team formation and the availability and effectiveness of tools that can facilitate this process. To address these gaps, we present a novel web-based system and algorithm that facilitates the formation of heterogeneous student groups based on their skill diversity, social ties, and balanced group sizes...

Keywords: team-based learning, collaborative learning, heterogeneous student groups, genetic algorithms, social network analysis

Designing Diverse and Balanced Student Teams for Enhanced Collaborative Learning: A Hybrid Approach Using Genetic Algorithms and Student Social Network Analysis

Sherif Abdelhamid, Ph.D., and Mona Aly

Team-based and collaborative learning have gained significant attention in educational research as they foster more profound understanding, critical thinking, and student engagement. These methods encourage active participation, facilitate the exchange of diverse skills and perspectives, and prepare students for real-world teamwork experiences which are essential in professional settings. However, creating effective and diverse student teams is a critical challenge in face-to-face and online educational settings, particularly in large-scale environments such as Massive Open Online Courses (MOOCs) where hundreds or thousands of students can be enrolled.

While several research works highlight the benefits of team-based and collaborative learning, research and technological gaps still exist in optimizing team formation and the availability and effectiveness of tools that can facilitate this process. To address these gaps, we present a novel web-based system and algorithm that facilitates the formation of heterogeneous student groups based on their skill diversity, social ties, and balanced group sizes. The system enables teachers to define activities or projects, specify required skills, collect students' self-assessments, and visualize the student social network through a simple, easy-to-use interface. In return, students provide self-ratings on the required skills and select preferred team members. Behind the scenes, the system uses a novel hybrid algorithm integrating genetic algorithms and student social network analysis to generate diverse and balanced teams while respecting students' social ties and preferences. The algorithm optimizes three critical objectives: maximizing skill diversity, enhancing friendship closeness and social ties within groups, and achieving balanced group sizes.

Experimental results on varying-sized synthetic student networks demonstrate the system's reliability, robustness, and stability. The algorithm consistently performs well in creating diverse groups while maintaining social ties and near-perfect size balance across clusters. The results show that the system is exceptionally well-suited for large-scale classrooms and MOOCs, enabling personalized, inclusive, and effective team creation to foster collaborative learning in diverse educational contexts.

AI-Powered Career Guidance: Enhancing Student Workforce Readiness through Machine Learning and Large Language Models

Sherif Abdelhamid, Ph.D., and Jude Roberts, Virginia Military Institute, Lexington, Virginia, USA

Preparing students for the workforce requires aligning their skills and interests with career opportunities. This research presents an AI-driven system using machine learning and multimodal language models to support workforce development. The system automates resume classification and provides personalized feedback, including course recommendations, skills gap analysis, learning pathways, and training suggestions. It identifies best-fit roles for students and offers actionable insights to boost career readiness.

The system consists of two main phases: resume classification and workforce analysis. After using machine learning for resume classification to identify the best-fit role, the system utilizes the Generative Pre-trained Transformer (GPT-4) to provide contextual feedback on skills gaps, recommend learning pathways, and identify training opportunities. Two different GPT-4 instances are used simultaneously in the system. One with general knowledge of various fields and information on the required skills, training, and career development knowledge. The other GPT-4 instance has domain-specific knowledge of specific university programs, courses, internal policies, and procedures. The domain-specific GPT-4 knowledge base is a pluggable component that can easily integrate and change from one institution to another, allowing tailored, customized support for each school and its students…

Keywords: workforce readiness, machine learning, large language models, GPT-4

AI-Powered Career Guidance: Enhancing Student Workforce Readiness through Machine Learning and Large Language Models

Sherif Abdelhamid, Ph.D., and Jude Roberts

Preparing students for the workforce requires aligning their skills and interests with career opportunities. This research presents an AI-driven system using machine learning and multimodal language models to support workforce development. The system automates resume classification and provides personalized feedback, including course recommendations, skills gap analysis, learning pathways, and training suggestions. It identifies best-fit roles for students and offers actionable insights to boost career readiness.

The system consists of two main phases: resume classification and workforce analysis. After using machine learning for resume classification to identify the best-fit role, the system utilizes the Generative Pre-trained Transformer (GPT-4) to provide contextual feedback on skills gaps, recommend learning pathways, and identify training opportunities. Two different GPT-4 instances are used simultaneously in the system. One with general knowledge of various fields and information on the required skills, training, and career development knowledge. The other GPT-4 instance has domain-specific knowledge of specific university programs, courses, internal policies, and procedures. The domain-specific GPT-4 knowledge base is a pluggable component that can easily integrate and change from one institution to another, allowing tailored, customized support for each school and its students.

To evaluate the automated system, we used a dataset consisting of 962 resumes that were manually labeled. We extracted key text-based features from each resume using natural language processing techniques, like term frequency-inverse document frequency (TF-IDF) and word to vector (Word2Vec). Then, we trained and tested various machine-learning models for resume classification, including Logistic Regression, Random Forest, Support Vector Machine (SVM), K-nearest neighbors (KNN), and an Ensemble model. The test results indicated that the Random Forest was the most robust model, and the system achieved an accuracy of 99.4% in resume classification and identifying the best-fit roles. The inspection of the GPT-4 responses indicated high accuracy, robustness, and consistency in providing expert-level feedback.

The implications of the research work and implemented system extend to multiple stakeholders. It benefits students through precise career guidance. Additionally, academic advisors can use it to identify learning pathways and recommend training programs, while HR professionals can assess candidate readiness and streamline hiring decisions.

“Writing is not a frill for the few, but an essential skill for the many”-- A Must-Have Skill!

Alicia Aiken, Ed.D., Petrojma Limited, Kingston, Jamaica

“Writing today is not a frill for the few, but an essential skill for the many.” According to The National Commission on Writing (2003). Since writing is so essential, it is imperative that all university stakeholders employ an inclusive approach to academic writing to minimize students’ deficiencies in writing. Therefore, since writing is considered as the most essential skill needed for all core academic courses, collaboration is needed among all faculties and not just among language and literacy instructors and practitioners. The university and in particular, the language and linguistic division should consider investing in the most current technological infrastructure to aid in the development of students’ language competency. One example is AI (Artificial Intelligence), such as ChatGPT; however, these new technologies must be rooted in alterability, critical thinking, and referencing. There is also a need for a virtual writing centers or language labs to be developed…

Keywords: pointed, needed skill, new trends, AI

“Writing is not a frill for the few, but an essential skill for the many”-- A Must-Have Skill!

Alicia Aiken, Ed.D.

“Writing today is not a frill for the few, but an essential skill for the many,” according to The National Commission on Writing (2003). Since writing is so essential, it is imperative for that university stakeholders employ an inclusive approach to academic writing to minimize students’ deficiencies in writing. Therefore, since writing is considered as the most essential skill needed for all core academic courses, collaboration is needed among all faculties and not just among language and literacy instructors and practitioners. The university, and in particular, the language and linguistic division, should consider investing in the most current technological infrastructure to aid in the development of students’ language competency. One example is AI (Artificial Intelligence), such as ChatGPT; however, these new technologies must be rooted in alterability, critical thinking, and referencing. There is also a need for a virtual writing centers or language labs to be developed. These virtual writing spaces would provide additional exposure and practice for students to assist in the development of their language skills. One lecturer recommends edutainment to package AI content in such a way that it is appealing to the students. Furthermore, incorporating the Jamaican Patois (Mother tongue) to give instructions would aid in interpretation throughout the writing process, especially in instances when written feedback can be misleading.

Integrating ChatGPT to Enhance ESL Writing Skills in Pakistani Higher Education: An Empirical Study

Abrar Ajma, Ph.D., Minhaj University, Lahore, Pakistan

This research examines how ChatGPT, an artificial intelligence language model, can be utilised in ESL writing practice at higher education institutions in Pakistan. A quasi-experimental approach was applied wherein 120 undergraduate students from three universities participated in the study. These students were evenly distributed across control and experimental groups. The experimental group was instructed to employ ChatGPT for drafting, revising, and editing essays, while the control group was taught traditionally without any intervention. Results indicated that the experimental group showed enhanced grammar, coherence, and overall quality of writing in comparison to the control group. Additionally, students reported improved self-efficacy and motivation and increased satisfaction with the writing process while using ChatGPT.

This study identifies the potential of using ChatGPT in overcoming some of the barriers faced in ESL teaching, such as limited feedback and competency variation among students. However, it also highlights the need for a deeper understanding of the integration of AI in ESL education…

Keywords: artificial intelligence in ESL writing, AI-assisted learning, educational technology integration

Integrating ChatGPT to Enhance ESL Writing Skills in Pakistani Higher Education: An Empirical Study

Abrar Ajmal, Ph.D.

This research examines how ChatGPT, an artificial intelligence language model, can be utilised in ESL writing practice at higher education institutions in Pakistan. A quasi-experimental approach was applied wherein 120 undergraduate students from three universities participated in the study. These students were evenly distributed across control and experimental groups. The experimental group was instructed to employ ChatGPT for drafting, revising, and editing essays, while the control group was taught traditionally without any intervention. Results indicated that the experimental group showed enhanced grammar, coherence, and overall quality of writing in comparison to the control group. Additionally, students reported improved self-efficacy and motivation and increased satisfaction with the writing process while using ChatGPT.

This study identifies the potential of using ChatGPT in overcoming some of the barriers faced in ESL teaching, such as limited feedback and competency variation among students. However, it also highlights the need for a deeper understanding of the integration of AI in ESL education. This understanding is crucial for educators, researchers, and policymakers, as it will shape the future of ESL education. The study also points out the need to address issues like lack of infrastructure, ethical concerns, and dependency on AI-powered tools. These challenges must be resolved to enable the full potential of ChatGPT in ESL education. This study contributes to the ongoing debate on AI and education, particularly in under-resourced regions, and advocates for a deeper understanding of the integration of AI in the teaching and learning of language within and outside Pakistan.

Enhancing Graduate Student Learning through Educational Research: Insights from Hashemite University

Aieman Al-Omari, Ph.D., Hashemite University, Zarqa, Jordan

This research investigates the educational experiences of graduate students at Hashemite University (HU) in Jordan, with a particular emphasis on their engagement in educational research as a means to enhance learning outcomes, foster critical thinking, and address real-world challenges. Educational research plays a pivotal role in higher education by enabling students to connect theoretical frameworks with practical applications. However, graduate students, particularly in resource-limited contexts, encounter numerous challenges, such as inadequate access to research tools, limited mentorship, and evolving technological requirements.

This study adopts a mixed-methods approach to explore how HU students navigate these challenges and leverage educational research to enhance their academic and professional competencies. A quantitative survey of 100 students will assess their research practices, technological usage, and perceived outcomes, while qualitative methods, including focus groups and faculty interviews, will provide deeper insights into their experiences…

Keywords: graduate education, educational research, Hashemite University, higher education, technology integration

Enhancing Graduate Student Learning through Educational Research: Insights from Hashemite University

Aieman Al-Omari, Ph.D.

This research investigates the educational experiences of graduate students at Hashemite University (HU) in Jordan, with a particular emphasis on their engagement in educational research as a means to enhance learning outcomes, foster critical thinking, and address real-world challenges. Educational research plays a pivotal role in higher education by enabling students to connect theoretical frameworks with practical applications. However, graduate students, particularly in resource-limited contexts, encounter numerous challenges, such as inadequate access to research tools, limited mentorship, and evolving technological requirements.

This study adopts a mixed-methods approach to explore how HU students navigate these challenges and leverage educational research to enhance their academic and professional competencies. A quantitative survey of 100 students will assess their research practices, technological usage, and perceived outcomes, while qualitative methods, including focus groups and faculty interviews, will provide deeper insights into their experiences. Preliminary findings suggest that students who actively integrate technology into their research processes—such as using advanced data analysis tools or collaborative platforms—are better equipped to tackle complex academic problems. Moreover, mentorship and institutional support emerge as key factors influencing research productivity and learning outcomes.

The study highlights the critical role of innovation in addressing barriers to research engagement and proposes scalable strategies for integrating research-driven learning in global higher education contexts. By sharing findings from a leading university in the Middle East, this research contributes to the broader discourse on innovations in learning and technology, offering actionable recommendations for fostering research-oriented education worldwide.

Transformative Learning in the Age of Generative AI: Educators' Perspectives on a Paradigm Shift

Mara Alagic, Ph.D., and Jaehwan Byun, Ph.D., Wichita State University, Wichita, Kansas, USA

This study investigated the multifaceted disruption and transformative potential of Generative Artificial Intelligence (GenAI) in reshaping teaching and learning paradigms. Grounded in transformative learning theory, it examined two key dimensions: (a) Educators' Engagement: The adoption and adaptation of GenAI by educators, and (b) Paradigm Shifts: The potential shifts in educational practices, as reflected in participants' experiences with GenAI implementation.

The analysis of participants' perspectives on GenAI prevalence in the context of transformative learning revealed several themes. The most prominent theme, Critical Reflection, indicated that participants are actively evaluating the potential impact of GenAI on their teaching practices and student learning. The study highlighted the importance of considering diverse perspectives to develop effective strategies for integrating GenAI and explicated the need for further research to understand how to implement it meaningfully in educational settings…

Keywords: generative AI (Gen AI), transformative learning, paradigm shift, disruption, education

Transformative Learning in the Age of Generative AI: Educators' Perspectives on a Paradigm Shift

Mara Alagic, Ph.D., and Jaehwan Byun, Ph.D.

This study investigated the multifaceted disruption and transformative potential of Generative Artificial Intelligence (GenAI) in reshaping teaching and learning paradigms. Grounded in transformative learning theory, it examined two key dimensions: (a) Educators' Engagement: The adoption and adaptation of GenAI by educators, and (b) Paradigm Shifts: The potential shifts in educational practices, as reflected in participants' experiences with GenAI implementation.

The analysis of participants' perspectives on GenAI prevalence in the context of transformative learning revealed several themes. The most prominent theme, Critical Reflection, indicated that participants are actively evaluating the potential impact of GenAI on their teaching practices and student learning. The study highlighted the importance of considering diverse perspectives to develop effective strategies for integrating GenAI and explicated the need for further research to understand how to implement it meaningfully in educational settings.

Participants highlighted several challenges associated with using GenAI. For example, they identified GenAI's ability to provide personalized learning experiences as a significant disruption. Other concerns include the potential for GenAI to undermine academic integrity, as using GenAI tools raises questions about the authenticity of student work. Additionally, there are ethical implications, such as bias, privacy, and the potential for Gen AI to perpetuate existing inequalities.

Despite these concerns, many participants recognize the potential benefits of GenAI. They advocate for its integration into the curriculum, emphasizing the need for digital literacy and critical thinking skills to navigate a GenAI-enhanced educational landscape. The consensus among participants is that while GenAI presents significant opportunities, it also necessitates re-evaluating pedagogical strategies and ethical standards.

This study will advance our understanding of GenAI's effects on teaching, learning, and education in general by extending transformative learning theory to explore how technological disruption transforms the educational paradigm.

Preservice Teachers' Views and Experiences on AI in IEP Development

Bedoor Alazemi, Ph.D., Kuwait University, Almasayle, Kuwait

This study investigates the experiences of 158 English education preservice teachers using artificial intelligence (AI) for developing Individualized Education Programs (IEPs). Using a cross-sectional survey design, the research explores participants’ perceptions of how AI enhances the IEP process, in terms of efficiency and personalization, as well as the challenges encountered, such as bias issues and limited user control.

The findings reveal that participants widely appreciated the efficiency and time-saving benefits of using AI tools, with many noting their ability to provide personalized recommendations tailored to student needs. However, significant concerns were raised regarding the reliability of AI-generated suggestions, particularly around issues of bias and the need for manual adjustments to align with specific educational standards. Additionally, while the tools increased participants' confidence in navigating IEP creation, some expressed reservations about over-reliance on AI, highlighting a perceived gap in their own traditional IEP preparation skills…

Keywords: artificial intelligence (AI), individualized education programs (IEPs), preservice teacher training

Preservice Teachers' Views and Experiences on AI in IEP Development

Bedoor Alazemi, Ph.D.

This study investigates the experiences of 158 English education preservice teachers using artificial intelligence (AI) for developing Individualized Education Programs (IEPs). Using a cross-sectional survey design, the research explores participants’ perceptions of how AI enhances the IEP process, in terms of efficiency and personalization, as well as the challenges encountered, such as bias issues and limited user control.

The findings reveal that participants widely appreciated the efficiency and time-saving benefits of using AI tools, with many noting their ability to provide personalized recommendations tailored to student needs. However, significant concerns were raised regarding the reliability of AI-generated suggestions, particularly around issues of bias and the need for manual adjustments to align with specific educational standards. Additionally, while the tools increased participants' confidence in navigating IEP creation, some expressed reservations about over-reliance on AI, highlighting a perceived gap in their own traditional IEP preparation skills.

These findings underscore the potential of AI to support preservice teachers in IEP development while emphasizing the need for improved training in both AI utilization and traditional methods. This study contributes to ongoing discussions about integrating AI into teacher preparation programs and highlights the importance of balancing technological innovation with foundational educational practices.

Implementation and Challenges of IEPs and Educational Accommodations in Math and Science for Students with Disabilities in Kuwait

Bedoor Alazemi, Ph.D., Kuwait University, Almasayle, Kuwait

Teachers may express positive attitudes toward inclusive education, particularly regarding the use of educational accommodations for students with disabilities. However, the question remains: are these practices actually being implemented in their classrooms? This study investigated the knowledge and application of Individualized Education Plans (IEPs) and the implementation of educational accommodations in general education settings among teachers. The participants included eight in-service teachers, all specializing in mathematics and science, who worked in public schools but in segregated classrooms for special education students.

Utilizing a qualitative case study approach, the research collected data through initial open-ended interviews, classroom observations followed by interviews, and the collection of field notes. The data were analyzed through content analysis, with key themes emerging from multiple data sources. The findings revealed that most participants did not implement accommodations or individualized instructional plans for students with disabilities. Instead, these students were frequently placed in segregated environments where they received limited and often inadequate support…

Keywords: individual education plan (IEP), educational accommodation, students with disability, special education, math and science teachers

Implementation and Challenges of IEPs and Educational Accommodations in Math and Science for Students with Disabilities in Kuwait

Bedoor Alazemi, Ph.D.

Teachers may express positive attitudes toward inclusive education, particularly regarding the use of educational accommodations for students with disabilities. However, the question remains: are these practices actually being implemented in their classrooms? This study investigated the knowledge and application of Individualized Education Plans (IEPs) and the implementation of educational accommodations in general education settings among teachers. The participants included eight in-service teachers, all specializing in mathematics and science, who worked in public schools but in segregated classrooms for special education students.

Utilizing a qualitative case study approach, the research collected data through initial open-ended interviews, classroom observations followed by interviews, and the collection of field notes. The data were analyzed through content analysis, with key themes emerging from multiple data sources. The findings revealed that most participants did not implement accommodations or individualized instructional plans for students with disabilities. Instead, these students were frequently placed in segregated environments where they received limited and often inadequate support. Teachers’ academic backgrounds played a critical role in their knowledge and application of IEPs. Participants with degrees or training in special education demonstrated greater familiarity and competence in implementing accommodations effectively compared to their counterparts without such training.

The study also identified several barriers that hindered teachers’ ability to support students with disabilities, including insufficient professional training, lack of administrative support, and logistical challenges such as large class sizes. These findings highlight the urgent need to improve teacher preparation programs, especially for those in subject-specific fields like math and science. Ensuring all teachers are adequately equipped to implement IEPs and effective accommodations is crucial for promoting inclusive education. The study underscores the importance of developing professional development initiatives and addressing structural barriers to support educators in fostering more inclusive classrooms.

Human-Centered AI Solutions for Scalable eLearning Localization

Michael Anderson, Welocalize, Inc., New York, New York, USA

As organizations expand globally, the demand for localized eLearning and video content continues to grow. This session focuses on how AI is transforming localization processes, enabling organizations to scale efficiently while maintaining cultural relevance and content quality. By combining the speed and scalability of AI with the precision and creativity of human expertise, businesses can create engaging, multilingual content tailored to diverse audiences.

The discussion will cover practical applications of AI-powered tools, including automation in course creation, translation, and video localization workflows. Topics will also include how to balance AI-driven automation with human oversight to ensure nuanced and culturally appropriate results. Additionally, the session will highlight the benefits of integrated localization partnerships that bring creative and technical services together under one roof, simplifying global content delivery…

Keywords: e-learning, AI, localization, captioning, voiceovers

Human-Centered AI Solutions for Scalable eLearning Localization

Michael Anderson

As organizations expand globally, the demand for localized eLearning and video content continues to grow. This session focuses on how AI is transforming localization processes, enabling organizations to scale efficiently while maintaining cultural relevance and content quality. By combining the speed and scalability of AI with the precision and creativity of human expertise, businesses can create engaging, multilingual content tailored to diverse audiences.

The discussion will cover practical applications of AI-powered tools, including automation in course creation, translation, and video localization workflows. Topics will also include how to balance AI-driven automation with human oversight to ensure nuanced and culturally appropriate results. Additionally, the session will highlight the benefits of integrated localization partnerships that bring creative and technical services together under one roof, simplifying global content delivery.

Key Takeaways:
1. Enhancing eLearning Localization with AI: Learn how AI-powered tools streamline course localization, from subtitles and synthetic voiceovers to cultural adaptations such as name localization and currency adjustments. Understand the situations where AI-generated solutions excel and where human involvement remains essential.
2. Creating Localization-Ready Workflows: Identify tools and best practices that make it easier to localize content for global markets. Explore how AI and human collaboration optimize efficiency and maintain quality during post-editing and content review.
3. Innovations in Video Localization: Understand how AI improves video subtitling, dubbing, and on-screen text localization. Gain insights into how automated workflows save time and scale for large-volume video projects.
4. Future Trends in AI-Driven Localization: Explore upcoming advancements in AI technologies and how they will shape the future of eLearning and video localization.

This session will provide actionable insights for educators, content creators, and localization professionals. Attendees will leave with practical strategies to use AI tools effectively while leveraging human expertise for quality assurance, cultural sensitivity, and audience engagement.

IGIP SESSION

Sense of Social Safety in Engineering and Technology Public Higher Education

Anne Arendt, Ed.D., Utah Valley University, Orem, Utah, USA

Utah Valley University Smith College of Engineering and Technology performed a college-wide student survey to learn more about students' sense of social safety and inclusion across multiple identity groups and multiple departments. The survey addresses personal factors such as fear of the unknown or imposter syndrome, social and cultural factors such as religious or ethnic background, and physical factors such as class size or classroom layout.

This presentation will address these findings as well as offer recommendations that are relevant across broader areas of higher education. The students give input on what helps them feel more comfortable in the classroom and address what success means to them. As a wrap-up, we will address changes made at our institution. This presentation is co-authored with one undergraduate student and one graduate student. There is no external funding for this research. Instead, it is being done to work to improve student success.

Keywords: social safety, sense of inclusion

Sense of Social Safety in Engineering and Technology Public Higher Education

Anne Arendt, Ed.D.

Utah Valley University Smith College of Engineering and Technology performed a college-wide student survey to learn more about students' sense of social safety and inclusion across multiple identity groups and multiple departments. The survey addresses personal factors such as fear of the unknown or imposter syndrome, social and cultural factors such as religious or ethnic background, and physical factors such as class size or classroom layout.

This presentation will address these findings as well as offer recommendations that are relevant across broader areas of higher education. The students give input on what helps them feel more comfortable in the classroom and address what success means to them. As a wrap-up, we will address changes made at our institution. This presentation is co-authored with one undergraduate student and one graduate student. There is no external funding for this research. Instead, it is being done to work to improve student success.

Challenge Action Reward: The Building Blocks of Game-Based Learning

Rachel Arpin, Ed.D., OSUCCC - The James | LED Learning, LLC, Dublin, Ohio, USA

The research shows that game-based learning can be an effective way to engage participants and deepen learning. The differentiator of successful learning outcomes is the creation of a well-designed versus a poorly designed game. While games for the sake of fun are can be great energizers, games with learning outcomes require intentional design to create meaningful learning experiences. This session is built on an iterative, research-based, and effective set of frameworks that will help attendees with effective learning game design.

Framework 1 uses the Challenge Action Reward building blocks of learning games. This framework has received positive feedback from learning professionals in its simplicity and ability to connect gaming mechanics to learning outcomes.

Framework 2 is based on the Learning Escape Game Framework. The facilitator’s research focused on the effectiveness of escape games to deliver leadership training. In the years following this research, the framework has been applied to broader game-based learning design.

In this session, attendees will get a chance to experience game-based learning, learn and apply the frameworks, and walk away with an action plan to implement what they have learned after the conference.

Keywords: game-based learning, instructional design, gamification

Challenge Action Reward: The Building Blocks of Game-Based Learning

Rachel Arpin, Ed.D.

The research shows that game-based learning can be an effective way to engage participants and deepen learning. The differentiator of successful learning outcomes is the creation of a well-designed versus a poorly designed game. While games for the sake of fun are can be great energizers, games with learning outcomes require intentional design to create meaningful learning experiences. This session is built on an iterative, research-based, and effective set of frameworks that will help attendees with effective learning game design.

Framework 1 uses the Challenge Action Reward building blocks of learning games. This framework has received positive feedback from learning professionals in its simplicity and ability to connect gaming mechanics to learning outcomes.

Framework 2 is based on the Learning Escape Game Framework. The facilitator’s research focused on the effectiveness of escape games to deliver leadership training. In the years following this research, the framework has been applied to broader game-based learning design.

In this session, attendees will get a chance to experience game-based learning, learn and apply the frameworks, and walk away with an action plan to implement what they have learned after the conference.

The Impact of Structured Corporate Onboarding Programs on Lowering the New Hire Attrition Rate

Miguel Arroyo and Alicia Haulbrook, Fiserv, Berkeley Heights, New Jersey, USA

Employee attrition is a significant challenge for organizations, often leading to increased recruitment costs and disruptions in workflow. Structured onboarding programs are comprehensive, systematic approaches designed to integrate new employees into an organization effectively. This case study explores the impact of structured onboarding programs on reducing new hire attrition rates at the Financial Institution Group at Fiserv.

The research highlights that structured onboarding programs significantly enhance new hires’ understanding of their roles, organizational culture, and expectations. By providing clear guidance and support, these programs help new employees feel more connected, which in turn allows them to adapt faster to their new role. The study also examines various components of successful onboarding programs, such as training plans, interactive learning experiences, and engagement strategies…

Keywords: onboarding, attrition, culture, new hires, retention

The Impact of Structured Corporate Onboarding Programs on Lowering the New Hire Attrition Rate

Miguel Arroyo and Alicia Haulbrook

Employee attrition is a significant challenge for organizations, often leading to increased recruitment costs and disruptions in workflow. Structured onboarding programs are comprehensive, systematic approaches designed to integrate new employees into an organization effectively. This case study explores the impact of structured onboarding programs on reducing new hire attrition rates at the Financial Institution Group at Fiserv.

The research highlights that structured onboarding programs significantly enhance new hires’ understanding of their roles, organizational culture, and expectations. By providing clear guidance and support, these programs help new employees feel more connected, which in turn allows them to adapt faster to their new role. The study also examines various components of successful onboarding programs, such as training plans, interactive learning experiences, and engagement strategies.

Data collected from multiple organizations indicate a marked reduction in attrition rates among employees who underwent structured onboarding compared to those who did not. The findings suggest that investing in comprehensive onboarding processes improves employee retention after the first six months of employment. This research underscores the importance of a well-designed onboarding program as a strategic tool for talent retention and organizational success.

Employee Resource Group: Implementing Successful Language Teaching Initiatives in the Workplace

Miguel Arroyo, Fiserv, Berkeley Heights, New Jersey, USA

This session will explore the development of a successful language teaching program tailored specifically for busy professionals, drawing on the case study of the Juntos (Latino and Hispanic Council) Employee Resource Group at Fiserv. Juntos implemented a targeted "Learning Bites" initiative that delivered 30-minute Spanish lessons designed for beginners, focusing on essential vocabulary and phrases for conducting business in Spanish-speaking markets and Latino business communities.

Over the course of three months, 55 associates participated in these interactive sessions, which were strategically scheduled during lunch hours to accommodate the busy lifestyles of attendees. A post-session survey was conducted with 27 participants providing valuable feedback, revealing that 81% felt "Very Satisfied" with the lessons while 19% expressed being "Satisfied." This positive response underscores the program's effectiveness and the strong desire among associates to enhance their language skills…

Keywords: ERG, language skills, professional development, multiculturalism, DEI

Employee Resource Group: Implementing Successful Language Teaching Initiatives in the Workplace

Miguel Arroyo

This session will explore the development of a successful language teaching program tailored specifically for busy professionals, drawing on the case study of the Juntos (Latino and Hispanic Council) Employee Resource Group at Fiserv. Juntos implemented a targeted "Learning Bites" initiative that delivered 30-minute Spanish lessons designed for beginners, focusing on essential vocabulary and phrases for conducting business in Spanish-speaking markets and Latino business communities.

Over the course of three months, 55 associates participated in these interactive sessions, which were strategically scheduled during lunch hours to accommodate the busy lifestyles of attendees. A post-session survey was conducted with 27 participants providing valuable feedback, revealing that 81% felt "Very Satisfied" with the lessons while 19% expressed being "Satisfied." This positive response underscores the program's effectiveness and the strong desire among associates to enhance their language skills.

During this session, we will discuss the key components of creating a successful language teaching program, including curriculum design, scheduling considerations, engagement strategies, and methods for measuring success. Attendees will leave equipped with practical insights and actionable strategies to implement similar programs within their organizations, ultimately fostering inclusivity and facilitating better communication in multicultural business environments. Join us to learn how to empower professionals through effective language education!

Building Skill Competency Today for Careers Tomorrow

Anke Audenaert, Aptly, Mountain View, California, USA

Today’s learning experiences should embrace AI and a blended approach between traditional degree programs and shorter-form skills certifications. AI is enabling many new tools and capabilities for workers—including content creation, image generation, and data analysis. In education, however, many of the conversations surrounding AI focus on monitoring or fears of cheating. Programs should instead embrace AI as part of the learning experience. Further, a blended approach that combines traditional degree programs and shorter-form certifications can help workers remain competitive in their field. The quality, availability, and relevance of these programs can vary, however. In the U.S., across markets and professional fields, a 2024 report from Georgetown University’s Center on Education and the Workforce determined that “current credential production is projected to meet only 60% of demand nationwide through 2032.” Prospective learners should know the key indicators to look for before enrolling and educators should keep pace with demand.

Keywords: workforce development, AI, skill-based learning, digital learning, professional certification

Building Skill Competency Today for Careers Tomorrow

Anke Audenaert

Today’s learning experiences should embrace AI and a blended approach between traditional degree programs and shorter-form skills certifications. AI is enabling many new tools and capabilities for workers—including content creation, image generation, and data analysis. In education, however, many of the conversations surrounding AI focus on monitoring or fears of cheating. Programs should instead embrace AI as part of the learning experience. Further, a blended approach that combines traditional degree programs and shorter-form certifications can help workers remain competitive in their field. The quality, availability, and relevance of these programs can vary, however. In the U.S., across markets and professional fields, a 2024 report from Georgetown University’s Center on Education and the Workforce determined that “current credential production is projected to meet only 60% of demand nationwide through 2032.” Prospective learners should know the key indicators to look for before enrolling and educators should keep pace with demand.

The Role of Generative Artificial Intelligence in Higher Education: Applications and Ethical Implications

Sorabh Bajaj, Ph.D., and Sheba Philip George, FLAME University, Pune, Maharashtra, India

This session delves into the integration of Generative Artificial Intelligence (AI) in higher education, examining its multifaceted applications and the ethical implications accompanying its adoption. Generative AI, capable of autonomously producing original content, holds immense potential to revolutionize teaching methodologies, enhance learning experiences, and amplify research productivity.

For instance, AI can create personalized learning pathways, automate administrative tasks, and generate insights from vast datasets, enabling educators and students to focus on higher-order thinking skills.
However, the rapid adoption of these technologies raises critical ethical concerns, such as intellectual property rights, data privacy, academic integrity, and equitable access. Questions surrounding the authorship of AI-generated content, safeguarding sensitive student data, ensuring fair use, and addressing biases inherent in AI systems are increasingly relevant in academic discussions…

Keywords: generative artificial intelligence, higher education, ethical implications, educational technology

The Role of Generative Artificial Intelligence in Higher Education: Applications and Ethical Implications

Sorabh Bajaj, Ph.D. and Sheba Philip George

This session delves into the integration of Generative Artificial Intelligence (AI) in higher education, examining its multifaceted applications and the ethical implications accompanying its adoption. Generative AI, capable of autonomously producing original content, holds immense potential to revolutionize teaching methodologies, enhance learning experiences, and amplify research productivity. For instance, AI can create personalized learning pathways, automate administrative tasks, and generate insights from vast datasets, enabling educators and students to focus on higher-order thinking skills.

However, the rapid adoption of these technologies raises critical ethical concerns, such as intellectual property rights, data privacy, academic integrity, and equitable access. Questions surrounding the authorship of AI-generated content, safeguarding sensitive student data, ensuring fair use, and addressing biases inherent in AI systems are increasingly relevant in academic discussions.

Building on the foundational work of the Digital Education Council, this session investigates the primary applications of AI in higher education, presenting real-world examples and evidence-based analysis. Additionally, it critically evaluates the ethical dilemmas that emerge from these implementations. The goal is to provide a balanced perspective on responsibly leveraging AI while preserving the core values of academia.

From Corporate to Classroom: Enhancing Learning with Advanced Authoring Tools

Patricia Bambace and Jessica Stewart, Sandvik, Alachua, Florida, USA

In today's rapidly evolving educational landscape, the integration of advanced content creation and authoring tools from the corporate sector into academic settings offers unprecedented opportunities for enhancing learning experiences. This session will explore the transformative potential of these tools, focusing on their application in technical training through AI and gamification. We will delve into holistic approaches that make training more tangible, such as increasing tactile memory for hands-on training in machine building using VR and virtual machine tours. Additionally, we will examine the role of learning evaluations and the use of technology as an aid in corporate manufacturing environments. By bridging the gap between corporate and academic learning, we aim to provide educators with innovative strategies to enhance engagement, retention, and practical skills in their students. Join us to discover how these cutting-edge tools and methodologies can revolutionize your approach to education and training.

Keywords: authoring tools, AI, gamification, technical methodologies

From Corporate to Classroom: Enhancing Learning with Advanced Authoring Tools

Patricia Bambace and Jessica Stewart

In today's rapidly evolving educational landscape, the integration of advanced content creation and authoring tools from the corporate sector into academic settings offers unprecedented opportunities for enhancing learning experiences. This session will explore the transformative potential of these tools, focusing on their application in technical training through AI and gamification. We will delve into holistic approaches that make training more tangible, such as increasing tactile memory for hands-on training in machine building using VR and virtual machine tours. Additionally, we will examine the role of learning evaluations and the use of technology as an aid in corporate manufacturing environments. By bridging the gap between corporate and academic learning, we aim to provide educators with innovative strategies to enhance engagement, retention, and practical skills in their students. Join us to discover how these cutting-edge tools and methodologies can revolutionize your approach to education and training.

Empowering Digital Citizens: AI Tools for Teaching Democratic Participation

Nina Bamberg, Pedagogy.Cloud, New York, New York, USA

As Artificial Intelligence (AI) continues to proliferate our world and impact how we engage with information, it is critical for schools to meet the moment by preparing students for the ways that this technology will shape their lives as citizens in democratic societies. Likewise, AI is becoming a widely used tool by educators because of its ability to aid in developing engaging lessons and materials, and personalizing content to meet diverse student needs. By employing AI tools in the teaching of digital literacy and civic participation, educators can equip students with the knowledge and skills to actively engage in the democratic process in a way that meets their learning needs.

This hands-on workshop will introduce educators to innovative approaches for teaching digital literacy and democratic participation using AI tools. Participants will explore practical strategies for incorporating AI-assisted learning activities that help students critically evaluate political information, understand democratic processes, and develop informed civic engagement skills…

Keywords: artificial intelligence, digital citizenship, AI literacy

Empowering Digital Citizens: AI Tools for Teaching Democratic Participation

Nina Bamberg

As Artificial Intelligence (AI) continues to proliferate our world and impact how we engage with information, it is critical for schools to meet the moment by preparing students for the ways that this technology will shape their lives as citizens in democratic societies. Likewise, AI is becoming a widely used tool by educators because of its ability to aid in developing engaging lessons and materials, and personalizing content to meet diverse student needs. By employing AI tools in the teaching of digital literacy and civic participation, educators can equip students with the knowledge and skills to actively engage in the democratic process in a way that meets their learning needs.

This hands-on workshop will introduce educators to innovative approaches for teaching digital literacy and democratic participation using AI tools. Participants will explore practical strategies for incorporating AI-assisted learning activities that help students critically evaluate political information, understand democratic processes, and develop informed civic engagement skills. It will also address how teachers can prepare students for the ways that AI technologies will continue impacting democratic systems (like elections) and particularly address the potential harms AI could cause to civic engagement. Through guided demonstrations and collaborative exercises, educators will gain concrete tools and lesson ideas that bridge technological literacy with democratic education.

Teachers' Perception of the Future of Education In Jordan: A Case Study in Public and Private Schools

Hytham Bany Issa, Ph.D., Hashemite University, Zarqa, Jordan

The study aimed to investigate teachers' perceptions of the future of education in Jordan in public and private schools. The study employed a qualitative approach using interviews. The study population included all male and female teachers enrolled in the Higher Diploma program in School Administration at Hashemite University for the academic year 2022/2023, second semester, totaling 35 teachers. The study sample was purposely selected to align with the study's objectives. For the qualitative data analysis, the study used thematic analysis. Six main themes were identified: the first pertained to teachers' vision of the future of education in Jordan, the second discussed challenges and opportunities, the third focused on technology and its role in enhancing the quality of education, the fourth explored curricula and assessment methods, the fifth examined requirements for achieving educational development in Jordan, and the sixth addressed enhancing collaboration and partnership between public and private schools to achieve educational development in Jordan.

Keywords: teachers' perception, the future of education, Jordan

Teachers' Perception of the Future of Education In Jordan: A Case Study in Public and Private Schools

Hytham Bany Issa, Ph.D.

The study aimed to investigate teachers' perceptions of the future of education in Jordan in public and private schools. The study employed a qualitative approach using interviews. The study population included all male and female teachers enrolled in the Higher Diploma program in School Administration at Hashemite University for the academic year 2022/2023, second semester, totaling 35 teachers. The study sample was purposely selected to align with the study's objectives. For the qualitative data analysis, the study used thematic analysis. Six main themes were identified: the first pertained to teachers' vision of the future of education in Jordan, the second discussed challenges and opportunities, the third focused on technology and its role in enhancing the quality of education, the fourth explored curricula and assessment methods, the fifth examined requirements for achieving educational development in Jordan, and the sixth addressed enhancing collaboration and partnership between public and private schools to achieve educational development in Jordan.

Collaborative Learning for Sustainable Development Goals: Innovations from the Aga Khan Foundation's Learning Hub

Ana Barfield, The Learning Hub - Aga Khan Foundation, Geneva, Switzerland

The Aga Khan Foundation is a leading global development organization working to tackle the root causes of poverty. For more than 50 years, AKF has helped strengthen community institutions that support sustainable, locally-driven initiatives to improve the lives of millions of people.

The Aga Khan Foundation's Learning Hub opens the doors of opportunity to everyone by combining local knowledge with global best practices and making them accessible as public goods in 30 different languages. Developed by practitioners for practitioners, the learning resources on The Learning Hub focus on: Agriculture and Food Security, Civil Society Strengthening, Climate Resilience, Early Childhood Development, Education, Health and Nutrition, and Work and Enterprise.

The global Sustainable Development Goals (SDGs) are a rallying call for collaboration across sectors to drive impact, improve the lives and outcomes of communities, share knowledge and remove traditional barriers to learning and development for all…

Keywords: blended learning innovation, learning for sustainable development, non-profit, free learning resources, cross-sector partnerships

Collaborative Learning for Sustainable Development Goals: Innovations from the Aga Khan Foundation's Learning Hub

Ana Barfield

The Aga Khan Foundation is a leading global development organization working to tackle the root causes of poverty. For more than 50 years, AKF has helped strengthen community institutions that support sustainable, locally-driven initiatives to improve the lives of millions of people.

The Aga Khan Foundation's Learning Hub opens the doors of opportunity to everyone by combining local knowledge with global best practices and making them accessible as public goods in 30 different languages. Developed by practitioners for practitioners, the learning resources on The Learning Hub focus on: Agriculture and Food Security, Civil Society Strengthening, Climate Resilience, Early Childhood Development, Education, Health and Nutrition, and Work and Enterprise.

The global Sustainable Development Goals (SDGs) are a rallying call for collaboration across sectors to drive impact, improve the lives and outcomes of communities, share knowledge and remove traditional barriers to learning and development for all.

In this spirit, The Learning Hub team is sharing their learnings from a small project between civil society partners in Mozambique to becoming a global reference in learning and development. As the silos between traditional sectors begin to blur in response to common global goals, our unique approach to blended learning, low-cost content production and human-centred learning design is open to sharing with the Learning Ideas community.

Our proposal does not only focus on sharing best practice insights into our platform and our approach to learning, but also on extending an invitation to others to share, collaborate, and learn together. We believe collaboration and partnership are the keys to ensuring that everyone has access to the skills they need to strengthen the communities around them and to ensure we continuously evolve in response to a complex and uncertain global environment.

Enhancing Feedback Practices in Design Education through Virtual Reality

Zinka Bejtic, Ph.D., Ali Matay, and Mohammed Mamdouh, American University of Sharjah, Sharjah, United Arab Emirates

A key challenge in design education is the limited opportunity for educators to learn and apply effective methods for providing constructive feedback to students. Feedback, a cornerstone of the design learning process, is often delivered one-on-one in private settings, restricting educators from observing and understanding the intricate combination of verbal and non-verbal cues—such as body language, tone, and energy—that can transform feedback from ineffective and discouraging to constructive and motivational.

Despite its potential, the role of Virtual Reality (VR) in addressing these challenges has received limited attention in design education literature. This study bridges that gap by exploring how VR can serve as an immersive tool to enhance educators’ understanding and improve their feedback practices. The research investigates how VR enables design instructors to experience and analyze feedback sessions, equipping them with practical strategies to deliver more effective, motivating, and positive critiques to their students…

Keywords: design education, feedback practices, virtual reality (VR), pedagogical innovation

Enhancing Feedback Practices in Design Education through Virtual Reality

Zinka Bejtic, Ph.D., Ali Matay, and Mohammed Mamdouh

A key challenge in design education is the limited opportunity for educators to learn and apply effective methods for providing constructive feedback to students. Feedback, a cornerstone of the design learning process, is often delivered one-on-one in private settings, restricting educators from observing and understanding the intricate combination of verbal and non-verbal cues—such as body language, tone, and energy—that can transform feedback from ineffective and discouraging to constructive and motivational.

Despite its potential, the role of Virtual Reality (VR) in addressing these challenges has received limited attention in design education literature. This study bridges that gap by exploring how VR can serve as an immersive tool to enhance educators’ understanding and improve their feedback practices. The research investigates how VR enables design instructors to experience and analyze feedback sessions, equipping them with practical strategies to deliver more effective, motivating, and positive critiques to their students.

A case study conducted at the American University of Sharjah's Department of Art and Design implemented a VR training module specifically designed for design educators. Participants were immersed in a virtual session, sitting at the table with a student and the instructor, observing scripted feedback interactions. These sessions highlighted common feedback challenges—such as providing vague, biased, or overly critical responses—and introduced techniques for distinguishing between opinions, advice, recommendations, and value judgments.

Educators who participated in the study praised the VR training experience as an innovative and highly effective tool for professional development. They reported that the immersive environment allowed them to observe nuances of feedback delivery in ways not possible in traditional settings. The overwhelmingly positive feedback from participants underscores VR's potential as a game-changing tool in design education. This research contributes to the discourse on integrating emerging technologies into pedagogy, offering a visionary approach to overcoming challenges in contemporary design education.

Enhancing Statistics Learning in Higher Education through Adaptive Virtual Reality and Neurofeedback

Meike Belter, Ph.D., University of Twente, Enschede, Netherlands

Statistics is a cornerstone of higher education, yet it remains one of the most challenging subjects for first-year students. Abstract concepts, such as probability distributions and sampling variability, often feel inaccessible, leading to low engagement and comprehension. This study presents a novel approach to statistics education: a Virtual Reality (VR) learning environment informed by neuropedagogical principles, specifically designed to enhance cognitive processing and retention of abstract concepts.

To develop this innovative solution, three focus groups were conducted with first-year students to identify specific cognitive barriers and emotional responses to statistics learning. Findings indicated that many students experience “conceptual overwhelm,” where abstract definitions lack tangible connections, paired with heightened anxiety about their ability to succeed. Leveraging these insights, we integrated cutting-edge VR technology with neuropedagogical strategies to address both cognitive and emotional learning dimensions…

Keywords: virtual reality (VR), higher education, statistics education, adaptive learning, neurofeedback

Enhancing Statistics Learning in Higher Education through Adaptive Virtual Reality and Neurofeedback

Meike Belter, Ph.D.

Statistics is a cornerstone of higher education, yet it remains one of the most challenging subjects for first-year students. Abstract concepts, such as probability distributions and sampling variability, often feel inaccessible, leading to low engagement and comprehension. This study presents a novel approach to statistics education: a Virtual Reality (VR) learning environment informed by neuropedagogical principles, specifically designed to enhance cognitive processing and retention of abstract concepts.

To develop this innovative solution, three focus groups were conducted with first-year students to identify specific cognitive barriers and emotional responses to statistics learning. Findings indicated that many students experience “conceptual overwhelm,” where abstract definitions lack tangible connections, paired with heightened anxiety about their ability to succeed. Leveraging these insights, we integrated cutting-edge VR technology with neuropedagogical strategies to address both cognitive and emotional learning dimensions.

Key features of the VR application include:

Sensory Immersion for Conceptual Anchoring: Students explore statistical distributions as spatial landscapes, engaging multiple senses to deepen understanding.

Embodied Learning: Tasks like “balancing” datasets or “building” confidence intervals use physical gestures, aligning with research on embodied cognition to solidify abstract concepts.

Dynamic Feedback Loops: Real-time neural feedback (via wearable headsets) monitors cognitive load, dynamically adapting the VR experience to optimize learning flow.

Our iterative testing revealed that combining immersive environments with adaptive VR elements significantly improved knowledge retention, reduced math-related anxiety, and fostered a sense of mastery. The study represents one of the first applications of neurofeedback-driven adaptive VR in statistics education.

This session offers novel insights into designing VR environments that go beyond content delivery to actively engage the brain’s learning mechanisms. Educators, instructional designers, and researchers will leave with actionable strategies to transform abstract subjects into accessible, engaging experiences that support all learners.

Communication and Presentation Skills (CaPS!) Project: A Scalable Approach to Enhancing Presentation Skills

Maaike Bouwmeester, Ph.D., New York University, Brooklyn, New York, USA and Elaine Li, Columbia University, New York, New York, USA

The Communication and Presentation Skills Project (CaPS!) enhances the presentation skills of graduate students and professionals through a structured, mastery-based program. By combining AI-driven feedback, peer feedback, and scaffolded practice, CaPS! integrates seamlessly into coursework and professional development efforts, helping participants improve delivery, organization, and visual design skills while allowing instructors to focus on their course's core learning objectives. This presentation will showcase the CaPS! approach, learning modules, and outcomes, providing a scalable and replicable model for skill development in higher education and professional settings.

Keywords: presentation skill development, AI-enhanced learning, performance assessment, mastery-based learning, deliberate practice

Communication and Presentation Skills (CaPS!) Project: A Scalable Approach to Enhancing Presentation Skills

Maaike Bouwmeester, Ph.D., and Elaine Li

The Communication and Presentation Skills Project (CaPS!) enhances the presentation skills of graduate students and professionals through a structured, mastery-based program. By combining AI-driven feedback, peer feedback, and scaffolded practice, CaPS! integrates seamlessly into coursework and professional development efforts, helping participants improve delivery, organization, and visual design skills while allowing instructors to focus on their course's core learning objectives. This presentation will showcase the CaPS! approach, learning modules, and outcomes, providing a scalable and replicable model for skill development in higher education and professional settings.

How Many Steps Does It Take to Build a Learning Tool? An Overview of Our Learning Design Lab

Felix Brito, Ph.D., and Sara Ombres, Embry-Riddle Aeronautical University, Daytona Beach, Florida, USA

At our institution, the Instructional Design team is committed to using research-based best practices to create high-quality courses. We focus on developing content that’s both accessible and user-friendly, and we continuously evaluate external tools to ensure they enhance the learning experience. However, we sometimes find that the tools we need either don’t exist or don’t fully meet our needs. With tight deadlines and heavy workloads, addressing these gaps can be a challenge.

To solve this, we launched the Learning Design Lab, a space where “what if” ideas are transformed into practical solutions. The Lab brings together cross-disciplinary teams to develop innovative tools and strategies outside of our regular course development process, allowing us to tackle unique challenges without disrupting our course schedules…

Keywords: learning design lab, instructional design, online learning, innovation

How Many Steps Does It Take to Build a Learning Tool? An Overview of Our Learning Design Lab

Felix Brito, Ph.D., and Sara Ombres

At our institution, the Instructional Design team is committed to using research-based best practices to create high-quality courses. We focus on developing content that’s both accessible and user-friendly, and we continuously evaluate external tools to ensure they enhance the learning experience. However, we sometimes find that the tools we need either don’t exist or don’t fully meet our needs. With tight deadlines and heavy workloads, addressing these gaps can be a challenge.

To solve this, we launched the Learning Design Lab, a space where “what if” ideas are transformed into practical solutions. The Lab brings together cross-disciplinary teams to develop innovative tools and strategies outside of our regular course development process, allowing us to tackle unique challenges without disrupting our course schedules.

Some recent successes include creating an interactive polling tool integrated into our learning management system, a GenAI tool for generating random discussion prompts, and personalized learning presentations for students. The Lab encourages creative problem-solving, focusing on “small wins” that can have a big impact.

This session is aimed at instructional designers and technologists. We’ll share how we set up the Learning Design Lab, showcase successful projects, and explain the steps we took to find solutions. Attendees will also participate in brainstorming activities to come up with “outside the box” ideas for their own institutions, using tools like Padlet to share insights and foster collaboration. By the end of the session, participants will be equipped with actionable steps to create innovation labs at their own institutions and develop small-scale tools for online learning.

Crafting Impactful Learning with Simplicity, Surprise, and a Filing Cabinet

Todd Brown, Ed.D., Operation Outbreak, Staunton, Virginia, USA

This presentation provides insight into making content more impactful for student learning using a specific framework emphasizing simplistic, unexpected, and story-based approaches to enhance message retention. Capturing attention requires breaking patterns, as schemas (mental frameworks) filled with preconceived ideas help guide our understanding. Surprises and being post-dictive can disrupt schemas, sparking interest. Understanding how to get beyond the curse of knowledge will allow people to communicate more effectively when teaching content. This will help eliminate the difficulty for experts in conveying ideas to novices. Using models such as mystery-based narratives or 'gap theories' of curiosity keeps students engaged. To make content and ideas land more, focus on core messages, highlight unexpected insights, and empower educators to refine learners’ predictive models, making them feel impactful in the learning process.

Keywords: simplistic, unexpected, gap theory, postdictive, schema

Crafting Impactful Learning with Simplicity, Surprise, and a Filing Cabinet

Todd Brown, Ed.D.

This presentation provides insight into making content more impactful for student learning using a specific framework emphasizing simplistic, unexpected, and story-based approaches to enhance message retention. Capturing attention requires breaking patterns, as schemas (mental frameworks) filled with preconceived ideas help guide our understanding. Surprises and being post-dictive can disrupt schemas, sparking interest. Understanding how to get beyond the curse of knowledge will allow people to communicate more effectively when teaching content. This will help eliminate the difficulty for experts in conveying ideas to novices. Using models such as mystery-based narratives or 'gap theories' of curiosity keeps students engaged. To make content and ideas land more, focus on core messages, highlight unexpected insights, and empower educators to refine learners’ predictive models, making them feel impactful in the learning process.

The Need for a Paradigm Shift in Engineering Education in View of Available Computation Power

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

Engineering education can be viewed as the application of fundamental concepts of mathematics, statistics, science and engineering for the benefit of society. The fundamental concepts do not change with time. The distribution of marks secured by students in a class; the height of students in a class; the emoluments earned by the alumni of graduating batch shall always follow the normal distribution with specific mean and standard deviation. The people arriving at a restaurant; the parcels arriving at a post office; the packets arriving at a node in network; always follow the Poisson distribution with interarrival times following the exponential distribution. The frequency components present in a continuous time signal can always be obtained through the Fourier Transform (FT); and this signal can be converted to an equivalent digital signal through the sampling theorem; and its frequency components obtained through the Discrete Fourier Transform (DFT). The course on engineering mathematics provides the essential mathematical foundation to define and solve engineering problems in various domains; and hence the ability to implement and demonstrate an application of the engineering concept. The course on engineering mathematics also introduces students to numerical techniques for established mathematical operations like integration, differentiation, solving differential equations. Today there is significant development in the computation power; and is available with every student through the electronic device he/she possesses. However, students refer to the Tables at the back of text books to compute the area of Normal curve/ to compute the bit error rate of a digital modulation scheme/ to obtain the coefficients of a digital filters/ to compute telecom traffic using Erlang Table/ to apply the companding law/ and others. There is a need to ensure these back of book Tables vanish; and students develop simple code to compute the desired parameter in view of available computation power…

Keywords: numerical integration, Fourier transform, Gaussian distribution, FIR filter design, engineering concepts

The Need for a Paradigm Shift in Engineering Education in View of Available Computation Power

Kanmani Buddhi, Ph.D.

Engineering education can be viewed as the application of fundamental concepts of mathematics, statistics, science and engineering for the benefit of society. The fundamental concepts do not change with time. The distribution of marks secured by students in a class; the height of students in a class; the emoluments earned by the alumni of graduating batch shall always follow the normal distribution with specific mean and standard deviation. The people arriving at a restaurant; the parcels arriving at a post office; the packets arriving at a node in network; always follow the Poisson distribution with interarrival times following the exponential distribution. The frequency components present in a continuous time signal can always be obtained through the Fourier Transform (FT); and this signal can be converted to an equivalent digital signal through the sampling theorem; and its frequency components obtained through the Discrete Fourier Transform (DFT). The course on engineering mathematics provides the essential mathematical foundation to define and solve engineering problems in various domains; and hence the ability to implement and demonstrate an application of the engineering concept. The course on engineering mathematics also introduces students to numerical techniques for established mathematical operations like integration, differentiation, solving differential equations. Today there is significant development in the computation power; and is available with every student through the electronic device he/she possesses. However, students refer to the Tables at the back of text books to compute the area of Normal curve/ to compute the bit error rate of a digital modulation scheme/ to obtain the coefficients of a digital filters/ to compute telecom traffic using Erlang Table/ to apply the companding law/ and others. There is a need to ensure these back of book Tables vanish; and students develop simple code to compute the desired parameter in view of available computation power. For example, numerical integration can be used to compute the area of the Gaussian distribution; to evaluate the Fourier transform of any continuous time signal (without moving to the discrete time/frequency domain); to evaluate the product of time-duration and band-width for any signal; to compute the coefficients of a linear phase Finite-Impulse-Response (FIR) filter directly from the frequency response of the analog Butterworth filters. Hence, there is a need to exploit available computation power and redefine performance metrics for engineering systems. Few of the above examples shall be illustrated through Python using the Google colaboratory. Graduating engineering students usually equipped themselves with text books for engineering concepts. However, today there is a need to ensure every graduating engineer has blocks of code to implement/demonstrate every engineering concept using any open source tool. This becomes possible in view of the power of electronic gadgets available; together with the availability of open source programming tools. This paradigm shift will enable engineers to have a successful professional career.

Addressing Sustainable Development Goals through Engineering Education: An Example

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

In this work we present an example for addressing the Sustainable Development Goals through Engineering Education. In India, engineering education is governed by guidelines from the AICTE (All India Council for Technical Education), the UGC (University Grants Commission) and the NEP (National Education policy 2020). Engineering Institutions in India are broadly classified as Tier-I (institutions with academic autonomy), and Tier – II (institutions with affiliation to a University). Programs effectively addressing the guidelines together with well-defined pedagogy, assessments to address the attributes of the 21st century are accredited by NBA (National Board of Accreditation). The guidelines provide broad framework for credits to be earned for the award of degree; a suggested framework for credit distribution among various curricular components: Basic Science Courses; Basic Engineering Courses; Program Core Courses; Program Elective Courses; Humanities and Social Sciences; Projects, Internships and Seminars; Ability Enhancement Courses; and mandatory non-credit courses. In addition to complying with the credit framework; the AICTE has mandated since 2019, the need for every student to earn 100 points through activities during semester breaks. These activities need to be spread across five different heads from the total of 15 typical activities; with each head contributing to a maximum of 20 points; with 80 to 90 hours of cumulative work/association. These domains include: creation of local job opportunities; improve quality of education in village; plan for doubling the income of villagers; developing sustainable water management system; low cost sanitation; promotion of tourism; energy conservation; skill development leading to employment; localized techniques for construction; sustainable growth of villages; support to women leading to addressing social/economic issues; efficient garbage disposal system; skill India/ digital India/Swachh Bharat initiatives…

Keywords: sustainable development goals, signals and systems analog, AICTE activity points

Addressing Sustainable Development Goals through Engineering Education: An Example

Kanmani Buddhi, Ph.D.

In this work we present an example for addressing the Sustainable Development Goals through Engineering Education. In India, engineering education is governed by guidelines from the AICTE (All India Council for Technical Education), the UGC (University Grants Commission) and the NEP (National Education policy 2020. Engineering Institutions in India are broadly classified as Tier-I (institutions with academic autonomy), and Tier – II (institutions with affiliated to a University). Programs effectively addressing the guidelines together with well-defined pedagogy, assessments to address the attributes of the 21st century are accredited by NBA (National Board of Accreditation). The guidelines provide broad framework for credits to be earned for the award of degree; a suggested framework for credit distribution among various curricular components: Basic Science Courses; Basic Engineering Courses; Program Core Courses; Program Elective Courses; Humanities and Social Sciences; Projects, Internships and Seminars; Ability Enhancement Courses; and mandatory non-credit courses. In addition to complying with the credit framework; the AICTE has mandated since 2019, the need for every student to earn 100 points through activities during semester breaks. These activities need to be spread across five different heads from the total of 15 typical activities; with each head contributing to a maximum of 20 points; with 80 to 90 hours of cumulative work/association. These domains include: creation of local job opportunities; improve quality of education in village; plan for doubling the income of villagers; developing sustainable water management system; low cost sanitation; promotion of tourism; energy conservation; skill development leading to employment; localized techniques for construction; sustainable growth of villages; support to women leading to addressing social/economic issues; efficient garbage disposal system; skill India / digital India / Swachh Bharat initiatives. It is surprising to note that each of these activity heads align directly to one or more SDGs. Every engineering student takes up four to six weeks of social internships during the semester break after the first year. This activity helps address one or more SDGs. Further activities through the engineering program ensure students gain the required knowledge and are sensitized towards the SDGs through carefully designed assessments of courses of the curriculum. In this work, we present an example of the plan of action towards addressing SDGs by the class of students; and an application of the concepts of the course for society to address the SDG; as implemented through a carefully designed assessment task for the III semester course on "Signals and Systems Analog."

Hacking Distance: Enhancing Workplace Learning in Contemporary Scenarios of Digital Disruption - Lessons Learned from a Case Study

Verónica Chehtman, AySA S.A., Buenos Aires, Argentina

Since 2013, our organization has been developing a comprehensive, situated, ICT-based learning model to integrate learning seamlessly into the workplace. This approach promotes continuous learning as a natural part of daily work life. Over the years, this model has evolved into a robust learning ecosystem, including an LMS, a mobile app, an open content hub, and more than 50,000 learning hours accessible to employees.

The COVID-19 pandemic accelerated digital transformation, acting as a catalyst for rethinking workplace learning. Post-pandemic, we find ourselves navigating a VUCA (Volatile, Uncertain, Complex, and Ambiguous) environment that demands creativity and agility to solve complex problems while operating in a heavily regulated industry that requires strict certification and accountability.

The Role of ICT: In an era of digital disruption—where emerging technologies and business models reshape traditional value propositions—ICT plays a pivotal role in enabling innovative workplace learning. This aligns with the growing emphasis on lifelong learning as essential to personal and organizational growth. ICT has become the backbone of new learning modalities, facilitating both flexibility and accessibility in an ever-changing landscape…

Keywords: workplace learning, situational learning, generative leadership

Hacking Distance: Enhancing Workplace Learning in Contemporary Scenarios of Digital Disruption - Lessons Learned from a Case Study

Veronica Chehtman

Since 2013, our organization has been developing a comprehensive, situated, ICT-based learning model to integrate learning seamlessly into the workplace. This approach promotes continuous learning as a natural part of daily work life. Over the years, this model has evolved into a robust learning ecosystem, including an LMS, a mobile app, an open content hub, and more than 50,000 learning hours accessible to employees.

The COVID-19 pandemic accelerated digital transformation, acting as a catalyst for rethinking workplace learning. Post-pandemic, we find ourselves navigating a VUCA (Volatile, Uncertain, Complex, and Ambiguous) environment that demands creativity and agility to solve complex problems while operating in a heavily regulated industry that requires strict certification and accountability.

The Role of ICT

In an era of digital disruption—where emerging technologies and business models reshape traditional value propositions—ICT plays a pivotal role in enabling innovative workplace learning. This aligns with the growing emphasis on lifelong learning as essential to personal and organizational growth. ICT has become the backbone of new learning modalities, facilitating both flexibility and accessibility in an ever-changing landscape.

Lessons Learned and Success Factors

Over the years, we have identified key lessons and success factors that drive effective workplace learning:

* From Training to Learning: Transitioning from being a "training unit" to a "learning unit" by fostering a culture of learning.
* Leadership in Learning Facilitation: Cultivating leadership that supports and drives learning initiatives across teams.
* Diversification of Learning Modalities: Leveraging diverse resources, including mobile apps, on-the-job (OTJ) kits, LMS tools, and in-person facilitators.
* Situated, Active Learning: Recognizing workplace learning as a dynamic process embedded in the context of work, addressing real-world problems through formal, informal, and non-formal methods.
* Flexible Learning Time: Providing employees with adaptable schedules to integrate learning into their routines.
* Workplace Learning Affordances: Identifying and maximizing learning opportunities naturally present in working environments.
* Structured Instruction: Offering systematic workplace instruction that supports knowledge acquisition and skill development.
* Fostering a Learning Culture: Encouraging active engagement and motivation among practitioners to adopt and sustain lifelong learning practices.

Challenges and Opportunities

We continue to face challenges such as:
* Connectivity issues in hybrid and remote work environments.
* Managing digital fatigue versus commuting difficulties.
* Limited motivation for mandatory training programs.

However, we also see significant opportunities:
* Flexible Training Modalities: Combining virtual and face-to-face methods to suit diverse needs.
* Relevant Learning Actions: Designing situated, scenario-based, and active learning experiences.
* Blended Approaches: Integrating long-term programs for deep learning with fast, self-paced microlearning for reinforcement (e.g., certifications, system use, integrity training).
* Performance Support: Providing just-in-time, workflow-based learning that is brief, highly relevant, and engaging.
* LMS as a Collaborative Ecosystem: Leveraging the LMS not only as a repository but as a hub for knowledge sharing and collaboration.

By embedding workplace learning into our organizational culture and aligning it with real business needs, we aim to enhance employee engagement, improve performance, and support the continuous evolution required to meet future challenges.

Applying AI and Dialogical Approaches to Enhance Corporate-Level Training for Serendipity

Xuanning Chen, Ph.D., Rupert Wegerif, Ph.D., Imogen Casebourne, Ph.D., and Pedro Salinas, University of Cambridge, Cambridge, England

Serendipity — the ability to recognise and capitalise on unexpected opportunities — has played a pivotal role in numerous business innovations, from Honda’s strategic entry into the US market to the launch of 3M’s Post-it® notes (Busch, 2024). Acknowledging its critical role in driving innovation, workplace training programmes, particularly those focused on creativity, have increasingly prioritized serendipity as a core training focus (de Rond, 2014).

The dialogical approach, particularly contingent responsiveness — the ability to dynamically adapt to unexpected events (Dunst & Kassow, 2008) — can be instrumental in cultivating serendipity. By integrating this approach into training methodologies, particularly through the use of AI, organizations can better prepare managers to navigate uncertainty and capitalize on unforeseen opportunities for innovation…

Keywords: serendipity, dialogical intelligence, generative AI, workplace training

Applying AI and Dialogical Approaches to Enhance Corporate-Level Training for Serendipity

Xuanning Chen, Ph.D., Rupert Wegerif, Ph.D., Imogen Casebourne, Ph.D., and Pedro Salinas

Serendipity — the ability to recognise and capitalise on unexpected opportunities — has played a pivotal role in numerous business innovations, from Honda’s strategic entry into the US market to the launch of 3M’s Post-it® notes (Busch, 2024). Acknowledging its critical role in driving innovation, workplace training programmes, particularly those focused on creativity, have increasingly prioritized serendipity as a core training focus (de Rond, 2014).

The dialogical approach, particularly contingent responsiveness — the ability to dynamically adapt to unexpected events (Dunst & Kassow, 2008) — can be instrumental in cultivating serendipity. By integrating this approach into training methodologies, particularly through the use of AI, organizations can better prepare managers to navigate uncertainty and capitalize on unforeseen opportunities for innovation.

To translate the above training concepts into practical applications, the University of Cambridge and the innovative software company Yeltic have partnered on a research and design initiative. Leveraging GenAI and VR, the project aims to create a flexible, on-demand learning platform that develops contingent responsiveness. Three core components make up the platform: (1) A dialogical heuristic-enlightened prompt library used to fine-tune large LLMs for more adaptive conversational capabilities; (2) Real-life-inspired training scenarios drafted to effectively apply and reinforce these heuristics; (3) GenAI-driven digital humans for immersive role-play in allowing users to practice their contingent responsiveness in realistic, interactive environments.

As one of the few initiatives combining dialogical education with generative AI to facilitate workplace-based serendipity training, this project contributes significantly to theory and practice: (1) Theoretically, it expands the understanding of dialogical spaces within the context of the AI era. Also, it provides new perspectives on how serendipity can be intentionally designed to enhance learning, creativity, and decision-making processes. (2) Practically, the project tackles the challenges of navigating difficult workplace conversations, presenting innovative solutions for improving professional communication and collaboration.

Resistance to Resilience: Leading People through the Emotions of Change

Dave Collins, Oak and Reeds, Castro Valley, California, USA

This interactive workshop gives HR leaders the tools to understand and guide teams through the emotional journey of change—a crucial skill for fostering resilience and adaptability in today’s evolving workplaces.

You’ll explore the origins of the “change curve” and its parallels with the stages of grief, enabling you to recognize and respond to your team’s emotional needs at each step. By learning to identify behaviors associated with different stages, you’ll gain insights to monitor progress and provide targeted support.

This session covers practical techniques for coaching individuals effectively through each phase of the “change curve”. You’ll develop the skills to shift from emotional support to strategic guidance that empowers your colleagues with a “test and learn” attitude, essential for adopting new habits and behaviors.

You’ll walk away from this workshop ready to lead change with empathy and purpose, transforming obstacles into opportunities for growth and collaboration.

Keywords: resilience, adaptability, learning, change, emotions

Resistance to Resilience: Leading People through the Emotions of Change

Dave Collins

This interactive workshop gives HR leaders the tools to understand and guide teams through the emotional journey of change—a crucial skill for fostering resilience and adaptability in today’s evolving workplaces.

You’ll explore the origins of the “change curve” and its parallels with the stages of grief, enabling you to recognize and respond to your team’s emotional needs at each step. By learning to identify behaviors associated with different stages, you’ll gain insights to monitor progress and provide targeted support.

This session covers practical techniques for coaching individuals effectively through each phase of the “change curve”. You’ll develop the skills to shift from emotional support to strategic guidance that empowers your colleagues with a “test and learn” attitude, essential for adopting new habits and behaviors.

You’ll walk away from this workshop ready to lead change with empathy and purpose, transforming obstacles into opportunities for growth and collaboration.

Mission-Driven Storytelling: Building Emotional Connections with Candidates and Colleagues

Dave Collins, Oak and Reeds, Castro Valley, California, USA

Unlock the power of storytelling to captivate, inspire, and drive action. In this engaging session, you’ll discover how to harness the brain’s natural wiring for stories to create memorable, persuasive messages.

Through practical tools and insights from neuroscience, you'll learn to weave descriptive language into personal narratives that build emotional connections with colleagues, clients, and candidates. Walk away with a "personal story playbook"—a collection of authentic stories tailored to resonate with any audience and a toolkit of proven techniques to keep listeners hanging on your every word.

Whether you're leading teams or recruiting talent, this session will equip you to tell stories that not only leave a lasting impression but inspire change.

Keywords: emotions, leadership, language, inspiration

Mission-Driven Storytelling: Building Emotional Connections with Candidates and Colleagues

Dave Collins

Unlock the power of storytelling to captivate, inspire, and drive action. In this engaging session, you’ll discover how to harness the brain’s natural wiring for stories to create memorable, persuasive messages.

Through practical tools and insights from neuroscience, you'll learn to weave descriptive language into personal narratives that build emotional connections with colleagues, clients, and candidates. Walk away with a "personal story playbook"—a collection of authentic stories tailored to resonate with any audience and a toolkit of proven techniques to keep listeners hanging on your every word.

Whether you're leading teams or recruiting talent, this session will equip you to tell stories that not only leave a lasting impression but inspire change.

Practical Diversity: How to Lead Conversations about Identity at Work

Dave Collins, Oak and Reeds, Castro Valley, California, USA

This "train-the-trainer" session empowers HR leaders to bring powerful identity and self-awareness conversations back to their organizations. Through this session, you’ll gain the tools and frameworks to lead impactful discussions around identity, helping employees explore and share their unique perspectives within an inclusive environment. Learn how to guide others in recognizing unconscious biases and supporting diverse expressions of identity. With practical strategies and a personalized “Path to Discovery” roadmap, you’ll leave prepared to champion self-awareness and inclusivity, creating a culture that encourages growth and understanding across all levels of your organization.

Keywords: diversity, equity, inclusion, culture

Practical Diversity: How to Lead Conversations about Identity at Work

Dave Collins

This "train-the-trainer" session empowers HR leaders to bring powerful identity and self-awareness conversations back to their organizations. Through this session, you’ll gain the tools and frameworks to lead impactful discussions around identity, helping employees explore and share their unique perspectives within an inclusive environment. Learn how to guide others in recognizing unconscious biases and supporting diverse expressions of identity. With practical strategies and a personalized “Path to Discovery” roadmap, you’ll leave prepared to champion self-awareness and inclusivity, creating a culture that encourages growth and understanding across all levels of your organization.

Decolonizing Cultural Heritage: Virtual Museums and Co-Design with Marginalized Communities in Italy

Luca Contardi, Sapienza University of Rome, Bologna, Emilia Romagna, Italy

Museums play a central role in informal learning and are increasingly reclaiming their social mission (Poce, 2020). In recent years, many institutions worldwide have embraced a paradigm shift inspired by the concept of decoloniality (Mignolo, 2018) and are pioneering practices that promote equity, diversity, and inclusion. A key driver of this transformation has been the adoption of co-design practices within the framework of the participatory museum (Simon, 2010).

According to the Museums Association's ‘Decolonising Principles’, effective decolonisation involves challenging neutrality, acknowledging power and privilege, building meaningful relationships, and valuing diverse knowledge systems. As Simona Bodo (2012) highlights, museums can achieve this by engaging communities in creating new narratives through storytelling, theatre, and other interpretative methodologies. These approaches recognize participants' unique contributions to understanding and reinterpreting museum collections…

Keywords: decolonization, participatory museum, virtual heritage, co-design, social inclusion

Decolonizing Cultural Heritage: Virtual Museums and Co-Design with Marginalized Communities in Italy

Luca Contardi

Museums play a central role in informal learning and are increasingly reclaiming their social mission (Poce, 2020). In recent years, many institutions worldwide have embraced a paradigm shift inspired by the concept of decoloniality (Mignolo, 2018) and are pioneering practices that promote equity, diversity, and inclusion. A key driver of this transformation has been the adoption of co-design practices within the framework of the participatory museum (Simon, 2010).

According to the Museums Association's ‘Decolonising Principles’, effective decolonisation involves challenging neutrality, acknowledging power and privilege, building meaningful relationships, and valuing diverse knowledge systems. As Simona Bodo (2012) highlights, museums can achieve this by engaging communities in creating new narratives through storytelling, theatre, and other interpretative methodologies. These approaches recognize participants' unique contributions to understanding and reinterpreting museum collections.

Digital and virtual spaces expand these possibilities, especially when physical access to collections is limited due to logistical or socio-cultural barriers. This contribution explores the development of a virtual museum featuring 3D objects and narratives co-created with migrant-background communities in Italy. It examines the methodologies employed, the challenges faced, and the processes of defining, selecting, and creating content within a decolonial framework.

The project also evaluates the impact of these activities on participants' social inclusion and well-being, offering valuable insights into the replicability of such initiatives. It serves as a model for fostering heritage decolonisation and engaging marginalized communities through co-design processes, thereby contributing to the creation of more inclusive and equitable cultural institutions.

Augmented Reality and Virtual Reality in Higher Education: Challenges and Advantages Based on a Literature Review

Delsa Silva Amino Cufuna, Josep Maria Duart, Ph.D., and Gizéh Rangel de Lázaro, Universitat Oberta de Catalunya, Barcelona, Spain

This study presents a systematic literature review comparing the advantages and challenges of Augmented Reality (AR) and Virtual Reality (VR) in higher education. Both emerging technologies are transforming learning environments by providing immersive and personalized experiences. AR, by superimposing digital information on the real world, enables learning to be embedded in authentic contexts, while VR, by generating fully virtual environments, fosters total immersion and controlled simulations.

The advantages of AR include its ability to enrich interaction in physical environments and its accessibility through conventional mobile devices. On the other hand, VR excels in disciplines where simulation of complex scenarios is key, such as medicine and engineering, allowing risk-free practices for students. However, both technologies face common challenges, such as high implementation costs, technical barriers, and the need for specialized teacher training. VR additionally faces criticism for possible adverse effects, such as eyestrain or isolation, while AR relies heavily on device quality and software stability…

Keywords: augmented reality, virtual reality, higher education, literature review, immersive learning

Augmented Reality and Virtual Reality in Higher Education: Challenges and Advantages Based on a Literature Review

Delsa Silva Amino Cufuna, Josep Maria Duart, Ph.D., and Gizéh Rangel de Lázaro

This study presents a systematic literature review comparing the advantages and challenges of Augmented Reality (AR) and Virtual Reality (VR) in higher education. Both emerging technologies are transforming learning environments by providing immersive and personalized experiences. AR, by superimposing digital information on the real world, enables learning to be embedded in authentic contexts, while VR, by generating fully virtual environments, fosters total immersion and controlled simulations.

The advantages of AR include its ability to enrich interaction in physical environments and its accessibility through conventional mobile devices. On the other hand, VR excels in disciplines where simulation of complex scenarios is key, such as medicine and engineering, allowing risk-free practices for students. However, both technologies face common challenges, such as high implementation costs, technical barriers, and the need for specialized teacher training. VR additionally faces criticism for possible adverse effects, such as eyestrain or isolation, while AR relies heavily on device quality and software stability.

The results of the review suggest that the integration of AR and VR in higher education requires a strategic approach that considers not only investment in infrastructure, but also in teacher training and evaluation of pedagogical impact. In conclusion, both technologies offer high potential to transform learning, but their adoption requires overcoming significant technical and pedagogical challenges.

IGIP SESSION

Hands-On from Afar: The Future of Embedded Systems Education with the MICRO Remote Lab

Jakob Czekansky, University of Applied Sciences Mittelhessen, Giessen, Germany

The MICRO Remote Lab, developed at the University of Applied Sciences Mittelhessen, transforms embedded systems education by enabling remote microcontroller experiments. This platform bridges the gap between conventional and digital learning methodologies, enhancing hands-on educational experiences in engineering. Integrated initially into the Microprocessor Technology course, the lab allows students to engage with complex engineering tasks from any location, using a standard web browser to interact with hardware components in real-time.

The lab's design emphasizes modularity and scalability, facilitating continuous interaction with physical experiments through live video streams and integrated diagnostic tools such as oscilloscopes and signal generators. The upcoming conference workshop will demonstrate how the MICRO Remote Lab aligns with international educational standards and fosters global collaboration, preparing students for advanced engineering challenges…

Keywords: remote lab, embedded systems, programming, technical computer engineering

Hands-On from Afar: The Future of Embedded Systems Education with the MICRO Remote Lab

Jakob Czekansky

The MICRO Remote Lab, developed at the University of Applied Sciences Mittelhessen, transforms embedded systems education by enabling remote microcontroller experiments. This platform bridges the gap between conventional and digital learning methodologies, enhancing hands-on educational experiences in engineering. Integrated initially into the Microprocessor Technology course, the lab allows students to engage with complex engineering tasks from any location, using a standard web browser to interact with hardware components in real-time.

The lab's design emphasizes modularity and scalability, facilitating continuous interaction with physical experiments through live video streams and integrated diagnostic tools such as oscilloscopes and signal generators. The upcoming conference workshop will demonstrate how the MICRO Remote Lab aligns with international educational standards and fosters global collaboration, preparing students for advanced engineering challenges.

This session highlights the lab's role in enhancing practical learning opportunities and its potential for broader application across various courses. The workshop will also discuss future enhancements, including robotic systems for automated setup changes, to improve efficiency and expand learning possibilities.

Transforming Teaching and Learning Experiences Through AI: AI as a Powerful Mindtool

Nada Dabbagh, Ph.D., George Mason University, Fairfax, Virginia, USA

As educators and academics, we are all struggling to figure out how to use AI in teaching and learning contexts. We need principles and guidelines that inform the integration of AI into the learning environment. With AI-powered chatbots, the time is ripe for applying tried and true theoretical frameworks such as generative learning, to the use of AI in teaching and learning contexts. Participants in this presentation will learn how to integrate AI as a MindTool for meaningful learning; i.e., learning that is active, constructive, intentional cooperative, and constructive (Dabbagh, Marra, and Howland, 2019). Mindtools are knowledge construction or knowledge representation tools that enable learners to think about what they know in meaningful ways. Mindtools scaffold different forms of reasoning about content and enable generative learning (e.g., explaining, visualizing, enacting). While there are several classes of Mindtools, such as semantic organization tools, dynamic modeling tools, content creation tools, collaboration and communication tools, information search and resource management tools, AI can be an exemplary mindtool…

Keywords: generative learning, generative AI, mindtools, meaningful learning

Transforming Teaching and Learning Experiences Through AI: AI as a Powerful Mindtool

Nada Dabbagh, Ph.D.

As educators and academics, we are all struggling to figure out how to use AI in teaching and learning contexts. We need principles and guidelines that inform the integration of AI into the learning environment. With AI-powered chatbots, the time is ripe for applying tried and true theoretical frameworks such as generative learning, to the use of AI in teaching and learning contexts. Participants in this presentation will learn how to integrate AI as a MindTool for meaningful learning; i.e., learning that is active, constructive, intentional cooperative, and constructive (Dabbagh, Marra, and Howland, 2019). Mindtools are knowledge construction or knowledge representation tools that enable learners to think about what they know in meaningful ways. Mindtools scaffold different forms of reasoning about content and enable generative learning (e.g., explaining, visualizing, enacting). While there are several classes of Mindtools, such as semantic organization tools, dynamic modeling tools, content creation tools, collaboration and communication tools, information search and resource management tools, AI can be an exemplary mindtool.

Generative AI can enable learners to engage in generative learning. Just like AI-powered chatbots generate text using LLMs, learners can generate meaningful knowledge and understanding using AI as a personal information interpretation tool, a cognitive assistant, and a learning partner and coach. Mindtools have pedagogical affordances that make them attractive for both learners and instructors. Mindtools allow for knowledge representation, organization and synthesis. Mindtools work with any discipline and are ubiquitous. When technology is used as a mindtool, the learner creates content and represents it via the affordances of the tool thus making external the knowledge structures so that they can be made available for reflection and feedback. Using Generative AI as a mindtool supports generative learning by creating a more interactive, personalized, and responsive educational environment. By leveraging generative AI's capabilities, educators can enhance the learning experience, making it more engaging and effective in helping students construct their own knowledge.

Advanced Communication Skills and Tech Innovations for Workplace Learning

Glenn Daniels II, Touch Stone Publishers Ltd., Denver, Colorado, USA

This workshop explores the intersection of advanced communication strategies and innovative technologies, revolutionizing how professionals in workplaces and higher education engage, learn, and lead. Participants will uncover techniques to enhance interpersonal communication, leverage cutting-edge tools, and foster collaborative environments that drive success. By integrating transformational communication practices with emerging technologies, this session equips attendees with actionable insights to navigate the complexities of modern learning ecosystems effectively. Join us to unlock the potential of advanced communication skills and pioneering tech solutions to shape the future of education and professional development.

Keywords: advanced communication, workplace learning, innovative technologies, professional development, higher education

Advanced Communication Skills and Tech Innovations for Workplace Learning

Glenn Daniels II

This workshop explores the intersection of advanced communication strategies and innovative technologies, revolutionizing how professionals in workplaces and higher education engage, learn, and lead. Participants will uncover techniques to enhance interpersonal communication, leverage cutting-edge tools, and foster collaborative environments that drive success. By integrating transformational communication practices with emerging technologies, this session equips attendees with actionable insights to navigate the complexities of modern learning ecosystems effectively. Join us to unlock the potential of advanced communication skills and pioneering tech solutions to shape the future of education and professional development.

Enhancing Corporate Wellness through Work Passion Focused Learning Environments

Jhoanna Paula Daria, Shangri-La Group, Hong Kong, China

Corporate wellness programs traditionally emphasize physical health and superficial engagement activities, often neglecting deeper intrinsic factors like work passion. This paper redefines corporate wellness by integrating work passion into wellness programs, highlighting the importance of a supportive learning environment that fosters enthusiasm for work. By focusing on the emotional and cognitive dimensions of employee engagement and satisfaction, the paper suggests that conceptual change through online learning and self-regulated learning via performance management can effectively nurture work passion. This approach reduces stress and burnout and enhances job satisfaction, performance, and retention, ultimately contributing to organizational success. The aim is to provide a framework for developing work passion-oriented corporate wellness programs that promote a holistic approach to employee well-being, valuable for HR professionals and organizational leaders aiming to enhance corporate wellness and employee performance through a passion-driven approach.

Keywords: corporate wellness, work passion, conceptual change, self-regulated learning

Enhancing Corporate Wellness through Work Passion Focused Learning Environments

Jhoanna Paula Daria

Corporate wellness programs traditionally emphasize physical health and superficial engagement activities, often neglecting deeper intrinsic factors like work passion. This paper redefines corporate wellness by integrating work passion into wellness programs, highlighting the importance of a supportive learning environment that fosters enthusiasm for work. By focusing on the emotional and cognitive dimensions of employee engagement and satisfaction, the paper suggests that conceptual change through online learning and self-regulated learning via performance management can effectively nurture work passion. This approach reduces stress and burnout and enhances job satisfaction, performance, and retention, ultimately contributing to organizational success. The aim is to provide a framework for developing work passion-oriented corporate wellness programs that promote a holistic approach to employee well-being, valuable for HR professionals and organizational leaders aiming to enhance corporate wellness and employee performance through a passion-driven approach.

Integrating Digital Object-Based Learning into Video Games: Enhancing Engagement and Cultural Heritage Promotion through the Tor Vergata Virtual Museum

Carlo De Medio, Roma Tor Vergata, Roma, Italy

This paper examines the integration of the Tor Vergata Virtual Museum and the RESTART narrative comic project into an innovative interactive videogame, designed as a platform to enhance audience engagement, promote the cultural heritage of the Tor Vergata area, and develop transversal skills. At the core of this experience lies the digital Object-Based Learning (OBL) methodology, which uses virtual historical objects as a starting point to foster active learning, critical thinking, and creative interaction.

The videogame is designed to offer an immersive, multidisciplinary narrative that combines historical, scientific, and technological elements. Through interactive missions, players will explore virtual reconstructions of significant objects and environments, discovering both the cultural and archaeological heritage of the area and the grand scientific challenges faced by researchers at the University of Tor Vergata. Leveraging advanced technologies, such as virtual reality and haptic devices, the gaming experience translates into a multisensory and engaging form of learning…

Keywords: digital object-based learning, virtual reality, transversal skills, educational innovation, AI

Integrating Digital Object-Based Learning into Video Games: Enhancing Engagement and Cultural Heritage Promotion through the Tor Vergata Virtual Museum

Carlo De Medio

This paper examines the integration of the Tor Vergata Virtual Museum and the RESTART narrative comic project into an innovative interactive videogame, designed as a platform to enhance audience engagement, promote the cultural heritage of the Tor Vergata area, and develop transversal skills. At the core of this experience lies the digital Object-Based Learning (OBL) methodology, which uses virtual historical objects as a starting point to foster active learning, critical thinking, and creative interaction.

The videogame is designed to offer an immersive, multidisciplinary narrative that combines historical, scientific, and technological elements. Through interactive missions, players will explore virtual reconstructions of significant objects and environments, discovering both the cultural and archaeological heritage of the area and the grand scientific challenges faced by researchers at the University of Tor Vergata. Leveraging advanced technologies, such as virtual reality and haptic devices, the gaming experience translates into a multisensory and engaging form of learning.

The digital Object-Based Learning methodology transforms virtual objects into dynamic educational tools that convey cultural and scientific content while fostering the development of transversal skills such as problem-solving, collaboration, and creativity. Additionally, the videogame seeks to spark interest in local heritage and promote active, participatory interaction, making players the protagonists of a journey that blends history, science, and technology.

This innovative approach offers a replicable model for other cultural and academic institutions, demonstrating the value of converging culture, technology, and advanced educational methodologies. The project not only increases the visibility and accessibility of cultural heritage but also contributes to redefining the role of digital experiences in edutainment and territorial enhancement.

Performance Support in the Age of Artificial Intelligence

Gary Dickelman, EPSScentral, Boynton Beach, Florida, USA and Hal Christensen, QuickCompetence LLC, Forest Hills, New York, USA

In 1989 Gloria Gery introduced the concept of the Electronic Performance Support System (EPSS) as a framework for eliminating unnecessary training while bolstering on-the-job performance through real-time support. Tools and practices evolved through personal computing, mobile technology, the Internet, and human-centered design. It was a significantly new approach to employee onboarding and upskilling to new tasks, jobs, and responsibilities, shifting focus from up-front learning to just-in-time knowledge within a human-centered workflow. Performance Support Systems significantly reduce cognitive overload and accompanying cost and effort of achieving worker competency and productivity. Today generative AI (genAI) offers advanced tools that enable quick, quality outputs—text, images, audio, and video—via simple, natural language prompts, seemingly fulfilling many performance support promises. However, the potential of enterprise performance-centeredness remains unrealized in the AI-integrated workplace. Specific processes, tools and analytics are needed to optimize AI’s role in supporting human and organizational performance…

Keywords: EPSS, performance support, performance-centered design, artificial intelligence

Performance Support in the Age of Artificial Intelligence

Gary Dickelman and Hal Christensen

In 1989 Gloria Gery introduced the concept of the Electronic Performance Support System (EPSS) as a framework for eliminating unnecessary training while bolstering on-the-job performance through real-time support. Tools and practices evolved through personal computing, mobile technology, the Internet, and human-centered design. It was a significantly new approach to employee onboarding and upskilling to new tasks, jobs, and responsibilities, shifting focus from up-front learning to just-in-time knowledge within a human-centered workflow. Performance Support Systems significantly reduce cognitive overload and accompanying cost and effort of achieving worker competency and productivity. Today generative AI (genAI) offers advanced tools that enable quick, quality outputs—text, images, audio, and video—via simple, natural language prompts, seemingly fulfilling many performance support promises. However, the potential of enterprise performance-centeredness remains unrealized in the AI-integrated workplace. Specific processes, tools and analytics are needed to optimize AI’s role in supporting human and organizational performance. Besides notable benefits, AI raises new concerns, including alignment challenges between humans and machines (aka “The Alignment Problem”), dubious and misleading attempts at artificial general intelligence (AGI), fears of intelligent machine takeover and cheating, and marketing hype that confounds responsible adoption. The paper examines successful, tailored performance-support solutions, then explores both the opportunities and challenges AI introduces. It addresses contemporary concerns in education, cognitive science, neuroscience, workplace learning and performance, and the substantial resource demands of AI. Balancing the benefits of AI with these challenges is critical to responsibly integrating AI into effective performance-centered systems. The paper serves as a performance support primer for practitioners across this spectrum of disciplines in the age of artificial intelligence.

Prerequisites for Successful Work-Based Learning Partnerships between Industry and Colleges/Universities

Oran Doherty, Ph.D., Ibec, Letterkenny, Donegal, Ireland

The L&D function within many organizations is being elevated to new heights. Employers are recognizing that skills and investment in skills will not just influence success in the modern work environment but will determine success. With this in mind, an increasing number of employers are looking to develop partnerships with colleges/universities to address their skill needs. At the same time, many colleges and universities want to expand their services to industry for both financial and non-financial reasons.

However, collaborations between industry and education providers are notoriously difficult. Many of the challenges relate to cultural differences between industry and colleges/universities as well as internal cultural practices and policies…

Keywords: industry-education collaborations

Prerequisites for Successful Work-Based Learning Partnerships between Industry and Colleges/Universities

Oran Doherty, Ph.D.

The L&D function within many organizations is being elevated to new heights. Employers are recognizing that skills and investment in skills will not just influence success in the modern work environment but will determine success. With this in mind, an increasing number of employers are looking to develop partnerships with colleges/universities to address their skill needs. At the same time, many colleges and universities want to expand their services to industry for both financial and non-financial reasons.

However, collaborations between industry and education providers are notoriously difficult. Many of the challenges relate to cultural differences between industry and colleges/universities as well as internal cultural practices and policies. This session will explore the challenges and benefits of industry-college/university collaborations and, using a respected cultural framework, present the prerequisites for successful partnerships. The session is informed by significant research over a 4-year period and will provide numerous practical recommendations for employers and colleges/universities to consider to improve how they should collaborate.

HR/L&D managers from industry as well as those in colleges and universities with a responsibility for industry engagement would find this session extremely useful.

Bridging Community Engagement and Leadership Development through Experiential Learning

Baron Dyer, Ed.D., New Britain Police Department, Avon, Connecticut, USA

In an increasingly complex world, civic leaders and educators face the challenge of fostering trust and engagement within diverse communities. This presentation explores how experiential learning serves as a transformative approach to bridge these gaps, drawing from my doctoral research focused on police interactions with BIPOC communities. By immersing leaders in real-world situations, experiential learning cultivates empathy, reshapes perceptions, and builds stronger relationships between civic leaders and the communities they serve.

The session will begin with an overview of the foundational principles of experiential learning and its role in leadership development. Key findings from my research will illustrate how action-based strategies and immersive programs helped police officers engage more effectively with marginalized communities, overcoming barriers such as mutual distrust and cultural divides. These lessons highlight the importance of proactive engagement, transparent communication, and genuine community involvement in fostering public trust…

Keywords: experiential learning, community engagement, leadership development, public trust, inclusive governance

Bridging Community Engagement and Leadership Development through Experiential Learning

Baron Dyer, Ed.D.

In an increasingly complex world, civic leaders and educators face the challenge of fostering trust and engagement within diverse communities. This presentation explores how experiential learning serves as a transformative approach to bridge these gaps, drawing from my doctoral research focused on police interactions with BIPOC communities. By immersing leaders in real-world situations, experiential learning cultivates empathy, reshapes perceptions, and builds stronger relationships between civic leaders and the communities they serve.

The session will begin with an overview of the foundational principles of experiential learning and its role in leadership development. Key findings from my research will illustrate how action-based strategies and immersive programs helped police officers engage more effectively with marginalized communities, overcoming barriers such as mutual distrust and cultural divides. These lessons highlight the importance of proactive engagement, transparent communication, and genuine community involvement in fostering public trust.

Attendees will learn practical methods for implementing experiential learning in leadership training programs, adaptable to educational institutions, civic organizations, and local governments. The presentation will showcase how experiential learning initiatives can be tailored to suit varied community structures and international contexts, ensuring broader applicability and relevance. Examples of successful initiatives will demonstrate the tangible impact of these strategies and provide a framework for participants to replicate or adapt in their own settings.

Participants will leave with a deeper understanding of how experiential learning can be integrated into educational and leadership development programs to inspire inclusive, community-centered leadership. The session will also encourage discussions on the adaptability of these methods to different cultural and democratic traditions, promoting strategies that engage and empower communities.

By attending, educators, trainers, and civic leaders will be equipped with actionable insights for fostering empathy, building trust, and strengthening community relationships through experiential learning.

Visual Learning and How AI-Generated Images Can Engage Students

David Ecker, Stony Brook University, Stony Brook, New York, USA

The way we learn has changed dramatically over the past few years. With technology advancements and shifting learning styles, students are increasingly becoming visual learners. As educators, it's our job to adapt and find new ways to engage them. I have begun to incorporate visual images into my presentations. This has helped them to understand better or relate to the concepts.

I did this by creating artificial intelligence-generated images. This tool can create visually appealing ideas that allow the students to follow along. Imagine if we give a student a picture of Aristotle, and he follows us along through the class. By giving them a tangible picture and in different expressions, he can help humanize the work. You can even make your own unique character that will go along with the class on their journey of learning these materials…

Keywords: artificial intelligence, education, visual learning, teaching differently

Visual Learning and How AI-Generated Images Can Engage Students

David Ecker

The way we learn has changed dramatically over the past few years. With technology advancements and shifting learning styles, students are increasingly becoming visual learners. As educators, it's our job to adapt and find new ways to engage them. I have begun to incorporate visual images into my presentations. This has helped them to understand better or relate to the concepts.

I did this by creating artificial intelligence-generated images. This tool can create visually appealing ideas that allow the students to follow along. Imagine if we give a student a picture of Aristotle, and he follows us along through the class. By giving them a tangible picture and in different expressions, he can help humanize the work. You can even make your own unique character that will go along with the class on their journey of learning these materials.

We can all do this if we know the AI tools and the process to implement them. In this session I will demonstrate the tools to learn a proven process. Attendees will walk away with skill and confidence to make your own visual images to incorporate into your presentation and books.

AI as a Co-Educator: Crafting the Perfect Balance in Modern Courses

Joseph Evanick, Ed.D., Geisinger College of Health Sciences, Scranton, Pennsylvania, USA

As artificial intelligence reshapes education, educators face a critical challenge: how to meaningfully integrate AI tools while preserving the irreplaceable human elements of teaching and learning. This presentation moves beyond the AI-versus-human narrative to explore practical frameworks for human-AI collaboration across diverse learning environments.

Drawing from current educational research and real-world implementations, we examine how AI can be a co-educator that amplifies rather than replaces instructor expertise. Through practical examples and case studies, participants will discover strategies for leveraging AI in three key areas: personalized learning support, course material development, and student engagement. We'll explore how AI tools can handle routine tasks and provide adaptive feedback, freeing educators to focus on higher-order teaching activities like mentoring, fostering critical thinking, and building meaningful student connections…

Keywords: artificial intelligence, human-AI collaboration, teaching effectiveness

AI as a Co-Educator: Crafting the Perfect Balance in Modern Courses

Joseph Evanick, Ed.D.

As artificial intelligence reshapes education, educators face a critical challenge: how to meaningfully integrate AI tools while preserving the irreplaceable human elements of teaching and learning. This presentation moves beyond the AI-versus-human narrative to explore practical frameworks for human-AI collaboration across diverse learning environments.

Drawing from current educational research and real-world implementations, we examine how AI can be a co-educator that amplifies rather than replaces instructor expertise. Through practical examples and case studies, participants will discover strategies for leveraging AI in three key areas: personalized learning support, course material development, and student engagement. We'll explore how AI tools can handle routine tasks and provide adaptive feedback, freeing educators to focus on higher-order teaching activities like mentoring, fostering critical thinking, and building meaningful student connections.

The session addresses common concerns about AI in education, including academic integrity, over-reliance on technology, and the maintenance of authentic human interaction. Participants will learn concrete approaches for implementing AI tools thoughtfully, ensuring technology serves pedagogical goals while strengthening the essential human elements of education. Special attention will be given to establishing clear boundaries and expectations for AI use, developing AI-inclusive course policies, and creating assignments that capitalize on human and AI capabilities.

Attendees will leave with practical strategies for crafting a balanced approach to AI integration that enhances rather than diminishes their teaching effectiveness, along with actionable guidelines for implementing these tools in their courses.

Building the Future: Ongoing Lessons from Developing a Faculty Center for AI Innovation in Education

Joseph Evanick, Ed.D., Geisinger College of Health Sciences, Scranton, Pennsylvania, USA

The rapid evolution of AI in education has created both opportunities and challenges for higher education institutions. This presentation chronicles the development and ongoing implementation of a faculty center for AI in education, offering valuable insights for institutions considering similar initiatives. The session explores the essential components of building an effective AI support center, from initial conception through operational success.

Through practical examples and lessons learned, we examine critical strategic decisions in establishing the center, including faculty engagement strategies, resource allocation, professional development frameworks, and the creation of sustainable support systems. Particular attention is given to developing policies that promote responsible AI use while fostering innovation in teaching and learning.

Keywords: faculty development, AI integration, educational innovation

Building the Future: Ongoing Lessons from Developing a Faculty Center for AI Innovation in Education

Joseph Evanick, Ed.D.

The rapid evolution of AI in education has created both opportunities and challenges for higher education institutions. This presentation chronicles the development and ongoing implementation of a faculty center for AI in education, offering valuable insights for institutions considering similar initiatives. The session explores the essential components of building an effective AI support center, from initial conception through operational success.

Through practical examples and lessons learned, we examine critical strategic decisions in establishing the center, including faculty engagement strategies, resource allocation, professional development frameworks, and the creation of sustainable support systems. Particular attention is given to developing policies that promote responsible AI use while fostering innovation in teaching and learning.

The presentation addresses critical challenges faced during implementation, such as managing faculty concerns, establishing clear guidelines for AI use, and creating scalable support mechanisms. We discuss successful strategies for building faculty confidence in AI tools, developing comprehensive training programs, and fostering a community of practice around AI innovation. Specific focus areas include:
Creating effective governance structures for AI initiatives
Developing targeted professional development programs
Establishing best practices for AI integration in various disciplines
Building collaborative networks among faculty, instructional designers, and technical specialists
Measuring the impact and success of AI innovation efforts

Attendees will gain practical insights into establishing their own AI support structures, understanding common pitfalls to avoid, and identifying key success factors in developing faculty AI initiatives. The session includes actionable strategies for institutions at various stages of AI adoption, from those just beginning to explore AI integration to those looking to enhance existing programs.

Faculty Insights on Utilizing Generative AI in Professional Programs

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

This study explores the adoption rates and generative AI tool use among undergraduate and graduate faculty across various disciplines. Based on survey data from faculty at NYU School of Professional Studies, this study illuminates generative AI adoption patterns and provides critical insights on actual experiences of these tools by this group. The core of this analysis pulls from quantifying the percentage of faculty who are (or are not) actively using these technologies across academic, personal, and professional spaces. We believe this information is crucial for devising effective pedagogical strategies that leverage AI capabilities to maximize engagement and learning efficiency. That is, we wanted to know faculty members' (1) self-reported level of AI adoption, (2) perceptions of these tools, and (3) perceived benefits, challenges, and concerns about using generative AI tools. Additionally, the findings enrich theoretical discussions about generative AI technology adoption in education and contribute substantially to the evolving discourse on the role of these tools in education, informing theoretical, practical, and policy advancements in this evolving area.

Keywords: generative AI, AI faculty use, AI engagement, AI adoption

Faculty Insights on Utilizing Generative AI in Professional Programs

Negar Farakish, Ed.D., Kristine Rodriguez Kerr, Ed.D., and Hui Soo Chae, Ed.D.

This study explores the adoption rates and generative AI tool use among undergraduate and graduate faculty across various disciplines. Based on survey data from faculty at NYU School of Professional Studies, this study illuminates generative AI adoption patterns and provides critical insights on actual experiences of these tools by this group. The core of this analysis pulls from quantifying the percentage of faculty who are (or are not) actively using these technologies across academic, personal, and professional spaces. We believe this information is crucial for devising effective pedagogical strategies that leverage AI capabilities to maximize engagement and learning efficiency. That is, we wanted to know faculty members' (1) self-reported level of AI adoption, (2) perceptions of these tools, and (3) perceived benefits, challenges, and concerns about using generative AI tools. Additionally, the findings enrich theoretical discussions about generative AI technology adoption in education and contribute substantially to the evolving discourse on the role of these tools in education, informing theoretical, practical, and policy advancements in this evolving area.

Bloom's Taxonomy in the Generative AI Age

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

This session proposes an examination and reimagining of Bloom's Taxonomy in the context of advancements in generative AI in higher education. With the rise of tools like OpenAI's ChatGPT, Google Gemini, NotebookLM, Anthropic Claude, and Perplexity, traditional educational frameworks such as Bloom's Taxonomy need to evolve to better serve modern learners. The original taxonomy, which categorizes learning objectives into six progressive categories—Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation—was later revised into six cognitive actions: Remember, Understand, Apply, Analyze, Evaluate, and Create. However, the advent of AI challenges these hierarchical structures, as AI capabilities enable students to create complex outputs or analyze data without engaging in foundational cognitive steps like remembering or understanding. This session discusses the implications of AI in educational settings and suggests strategies for adapting Bloom’s Taxonomy. These adaptations aim to guide educators in crafting learning experiences that leverage generative AI technologies, acknowledging that the cognitive domains of remembering, understanding, applying, analyzing, evaluating, and creating are intertwined rather than discrete, thereby facilitating a more flexible and responsive educational approach.

Keywords: generative AI, Bloom’s taxonomy, cognitive processes

Bloom's Taxonomy in the Generative AI Age

Negar Farakish, Ed.D., and Hui Soo Chae, Ed.D.

This session proposes an examination and reimagining of Bloom's Taxonomy in the context of advancements in generative AI in higher education. With the rise of tools like OpenAI's ChatGPT, Google Gemini, NotebookLM, Anthropic Claude, and Perplexity, traditional educational frameworks such as Bloom's Taxonomy need to evolve to better serve modern learners. The original taxonomy, which categorizes learning objectives into six progressive categories—Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation—was later revised into six cognitive actions: Remember, Understand, Apply, Analyze, Evaluate, and Create. However, the advent of AI challenges these hierarchical structures, as AI capabilities enable students to create complex outputs or analyze data without engaging in foundational cognitive steps like remembering or understanding. This session discusses the implications of AI in educational settings and suggests strategies for adapting Bloom’s Taxonomy. These adaptations aim to guide educators in crafting learning experiences that leverage generative AI technologies, acknowledging that the cognitive domains of remembering, understanding, applying, analyzing, evaluating, and creating are intertwined rather than discrete, thereby facilitating a more flexible and responsive educational approach.

The Role of Gen AI in Enhancing the Emotional Intelligence of Entrepreneurs

Yuliia Fedorova, Comenius University in Bratislava, Bratislava, Slovakia, Denys Kovalenko, Ukrainian Engineering Pedagogics Academy, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine, Anna Pilkova, Comenius University in Bratislava, Bratislava, Slovakia, Juraj Mikuš, Comenius University in Bratislava, Bratislava, Slovakia, and Nazim Ali, Ph.D., School of Medicine, Keele University, United Kingdom

Emotional intelligence (EI) is the basis skill for successful entrepreneurship. Today, several generations (Baby Boomers, Generation X, Generation Y, and Generation Z) work together in the labor market. Each generation has values, expectations, needs, and peculiarities of professional activity, different educational and professional profiles. Working together, several generations can complement each other, sharing knowledge, professional experience, and giving place to positive synergies for an intergenerational match. EI fosters mutual understanding and enhances engagement, loyalty, and openness, facilitating the exchange of ideas, knowledge, and experiences among colleagues. Individuals with high EI are more effective at building and nurturing social relationships and are more readily accepted within groups. With the emergence of artificial intelligence, we see new opportunities for enhanced EI development of future entrepreneurs. In particular, generative artificial intelligence (Gen AI) can be used to develop all components of EI and to build emotional intelligence profiles of entrepreneurs…

Keywords: emotional intelligence, generative artificial intelligence, entrepreneurship

The Role of Gen AI in Enhancing the Emotional Intelligence of Entrepreneurs

Yuliia Fedorova, Denys Kovalenko, Anna Pilkova, Juraj Mikuš, and Nazim Ali, Ph.D.

Emotional intelligence (EI) is the basis skill for successful entrepreneurship. Today, several generations (Baby Boomers, Generation X, Generation Y, and Generation Z) work together in the labor market. Each generation has values, expectations, needs, and peculiarities of professional activity, different educational and professional profiles. Working together, several generations can complement each other, sharing knowledge, professional experience, and giving place to positive synergies for an intergenerational match. EI fosters mutual understanding and enhances engagement, loyalty, and openness, facilitating the exchange of ideas, knowledge, and experiences among colleagues. Individuals with high EI are more effective at building and nurturing social relationships and are more readily accepted within groups. With the emergence of artificial intelligence, we see new opportunities for enhanced ЕI development of future entrepreneurs. In particular, generative artificial intelligence (Gen AI) can be used to develop all components of EI and to build emotional intelligence profiles of entrepreneurs.

This study aims to present the ways in which Gen AI can be used to develop the EI.

The methodological basis is the 4-component instrumental model to develop EI (4EI Model). The 4EI Model is based on D. Goleman's latest EI model but includes 19 competencies adapted to the business environment.

As a result of the study, four components of the 4EI Model: self-awareness, self-management, social awareness, and relationship management are proposed ways of applying Gen AI.

Gen AI will enable the development of EI through training and skill enhancement, as well as the creation of personalized content based on employee status analysis, interaction personalization, forecasting, and decision-making support. Accordingly, EI profiles will become larger after the implementation of Gen AI.

Cultivating Practice in Disruptive Design Education

Nicole Feller-Johnson, and Elise Krespan, Drexel University, Philadelphia, Pennsylvania, USA

Establishing a spontaneous, iterative, and reflective Design Practice is essential to successful Disruptive Design Education. The Disruptive Design Educational Format (DDEF) challenges students to break down current design processes as a means of locating maladaptive tendencies and unconsciously-biased thought patterns. Students are then able to assess and rebuild their design processes and outcomes with more deliberate intent.

Disruptive Design Practice within the DDEF includes micro-assignments and mini-prompts to set the stage for divergent ideation; students engage in active instinctual making, context creation, rigorous documentation, and individualized emotional analysis. Disruptive Design Practice allows students to build a robust developmental repository for examination, in service of reframing design inquiry…

Keywords: design education, disruptive design, practice

Cultivating Practice in Disruptive Design Education

Nicole Feller-Johnson and Elise Krespan

Establishing a spontaneous, iterative, and reflective Design Practice is essential to successful Disruptive Design Education. The Disruptive Design Educational Format (DDEF) challenges students to break down current design processes as a means of locating maladaptive tendencies and unconsciously-biased thought patterns. Students are then able to assess and rebuild their design processes and outcomes with more deliberate intent.

Disruptive Design Practice within the DDEF includes micro-assignments and mini-prompts to set the stage for divergent ideation; students engage in active instinctual making, context creation, rigorous documentation, and individualized emotional analysis. Disruptive Design Practice allows students to build a robust developmental repository for examination, in service of reframing design inquiry.

By offering recurrent and varied opportunities for student discovery and instructor interventions, this Practice supports students in locating pivotal moments in process and guides their trajectory towards lifelong Disruptive Design Practice. This case study will examine the methods, observations, and applications of Disruptive Practice across multiple cohorts of Disruptive Design Students.

TLwT&PA (Teaching, Learning with Technology and Peer Assessment)

Yael Fisher, Ph.D., Achva Academic College, Tel Aviv, Israel

The TLwT&PA (Teaching, Learning with Technology, and Peer Assessment) model represents a comprehensive educational framework designed for both undergraduate and graduate students. The model integrates modern pedagogical methods with technological tools, emphasizing active learning and digital literacy development through current (2024) digital platforms, including learning management systems and collaborative software. At its core, the model facilitates knowledge acquisition and internalization through a structured approach combining traditional academic content with practical digital skills application.

The learning process unfolds through collaborative small-group interactions of 3-5 students, promoting knowledge sharing and diverse perspective integration. Students create interactive digital presentations using modern design tools, incorporating multimedia elements and data visualization. The assessment component features structured online evaluation processes where students review and provide constructive feedback on their peers' work using standardized digital rubrics…

Keywords: teaching, learning with technology, peer assessment, data visualization

TLwT&PA (Teaching, Learning with Technology and Peer Assessment)

Yael Fisher, Ph.D.

The TLwT&PA (Teaching, Learning with Technology, and Peer Assessment) model represents a comprehensive educational framework designed for both undergraduate and graduate students. The model integrates modern pedagogical methods with technological tools, emphasizing active learning and digital literacy development through current (2024) digital platforms, including learning management systems and collaborative software. At its core, the model facilitates knowledge acquisition and internalization through a structured approach combining traditional academic content with practical digital skills application.

The learning process unfolds through collaborative small-group interactions of 3-5 students, promoting knowledge sharing and diverse perspective integration. Students create interactive digital presentations using modern design tools, incorporating multimedia elements and data visualization. The assessment component features structured online evaluation processes where students review and provide constructive feedback on their peers' work using standardized digital rubrics.

The model implements both formative and summative evaluation through digital platforms, complemented by collaborative analysis in digital discussion forums. The process concludes with a comprehensive synthesis phase that combines group and individual insights. This final stage includes personalized assessment incorporating both peer and instructor evaluations through digital channels, documenting lessons learned and areas for improvement. The framework's strength lies in integrating traditional educational principles with contemporary technological tools, creating a dynamic and interactive learning environment that prepares students for modern professional contexts.

Online Simulations in the Service of Death Education in Higher Education

Rivi Frei-Landau, Ph.D., Achva Academic College, Shikmim, Israel

In recent decades, there has been increased advocacy of death education and grief literacy, which refers to the ability to understand grief and loss in order to act competently when supporting grieving individuals (Breen et al., 2022). This is particularly important in the context of pediatric grief as childhood bereavement can profoundly affect child development, yet children may receive insufficient support post-loss (Frei-Landau, 2023). Similarly, in the last decade, simulation-based learning has been extensively integrated into higher education (Dotger & Chandler-Olcott, 2022) and during the COVID-19 pandemic it was modified to the online platform (Frei-Landau et al., 2022). Although digitalization was previously explored in the context of death education (Sofka & Gilbert, 2012), the benefits of using online simulations to facilitate death education related to pediatric grief have yet to be examined. The current study explored the integration of simulation-based death education, related to childhood bereavement, in an undergraduate online course, to gain insight into the learning outcomes alongside the role of the online platform. Employing a qualitative case study design, 37 students participated in an online simulation workshop related to pediatric grief. Data collection included open-ended reflections, a focus group, and semi-structured interviews, all of which were analyzed using thematic analysis. Findings revealed four themes denoting the learning outcomes. In addition, the analysis indicated the ways in which the online format facilitated these learning outcomes. The study provides theoretical insights into the role of simulation-based death education in the service of grief literacy alongside practical implications to promote best practices when supporting grieving children.

Keywords: simulation-based learning, online learning, death education, childhood bereavement, qualitative study

Online Simulations in the Service of Death Education in Higher Education

Rivi Frei-Landau, Ph.D.

In recent decades, there has been increased advocacy of death education and grief literacy, which refers to the ability to understand grief and loss in order to act competently when supporting grieving individuals (Breen et al., 2022). This is particularly important in the context of pediatric grief as childhood bereavement can profoundly affect child development, yet children may receive insufficient support post-loss (Frei-Landau, 2023). Similarly, in the last decade, simulation-based learning has been extensively integrated into higher education (Dotger & Chandler-Olcott, 2022) and during the COVID-19 pandemic it was modified to the online platform (Frei-Landau et al., 2022). Although digitalization was previously explored in the context of death education (Sofka & Gilbert, 2012), the benefits of using online simulations to facilitate death education related to pediatric grief have yet to be examined. The current study explored the integration of simulation-based death education, related to childhood bereavement, in an undergraduate online course, to gain insight into the learning outcomes alongside the role of the online platform. Employing a qualitative case study design, 37 students participated in an online simulation workshop related to pediatric grief. Data collection included open-ended reflections, a focus group, and semi-structured interviews, all of which were analyzed using thematic analysis. Findings revealed four themes denoting the learning outcomes. In addition, the analysis indicated the ways in which the online format facilitated these learning outcomes. The study provides theoretical insights into the role of simulation-based death education in the service of grief literacy alongside practical implications to promote best practices when supporting grieving children.

Supporting Grieving Children in School – Teachers' Perspectives

Rivi Frei-Landau, Ph.D., Achva Academic College, Shikmim, Israel

Coping with grief has been at the forefront of concerns amidst the COVID-19 pandemic (Petry et al., 2021). A recent study (Hillis et al., 2021) estimated that more than 1.5 million children worldwide lost a caregiver due to the pandemic. Grief can have a profound impact on a child’s development, yet children are at risk of receiving no support. Although 70% of teachers report having at least one grieving student in their classroom (American Federation of Teachers, 2012), little is known about teachers' needs when dealing with bereaved children. Studies have examined the role of psychologists and counselors in supporting grieving students, whereas research into the role of teachers lags far behind. Hence, the study's goal was to examine how teachers' needs are manifested in the context of supporting grieving children, drawing upon a well-established framework – the self-determination theory (SDT; Ryan & Deci, 2017), which focuses on three human needs considered essential to optimal functioning: autonomy, competence, and relatedness. Employing a qualitative approach, 30 teachers who reported having a grieving student in their classrooms were interviewed about their needs. Content analysis revealed three SDT-related needs…

Keywords: childhood grief, self-determination theory, loss, teacher coping, trauma-informed education

Supporting Grieving Children in School – Teachers' Perspectives

Rivi Frei-Landau, Ph.D.

Coping with grief has been at the forefront of concerns amidst the COVID-19 pandemic (Petry et al., 2021). A recent study (Hillis et al., 2021) estimated that more than 1.5 million children worldwide lost a caregiver due to the pandemic. Grief can have a profound impact on a child’s development, yet children are at risk of receiving no support. Although 70% of teachers report having at least one grieving student in their classroom (American Federation of Teachers, 2012), little is known about teachers' needs when dealing with bereaved children. Studies have examined the role of psychologists and counselors in supporting grieving students, whereas research into the role of teachers lags far behind. Hence, the study's goal was to examine how teachers' needs are manifested in the context of supporting grieving children, drawing upon a well-established framework – the self-determination theory (SDT; Ryan & Deci, 2017), which focuses on three human needs considered essential to optimal functioning: autonomy, competence, and relatedness. Employing a qualitative approach, 30 teachers who reported having a grieving student in their classrooms were interviewed about their needs. Content analysis revealed three SDT-related needs.

The study's findings enhance our theoretical understanding of childhood bereavement and may promote policy change that ensures teaches' needs satisfaction. Its significance lies in the basic premise that supporting teachers' needs in the context of grieving children will eventually lead to their optimal ability to enact best practices for supporting grieving students' well-being.

How Can Generative AI Assist in Business Forecasting Techniques?

Subhadra Ganguli, Ph.D., Penn State University Lehigh Valley, Center Valley, Pennsylvania, USA

Students in a Business Forecasting course apply Generative AI to seek the benefits of such collaboration. The students use a case study to analyze the role of business forecasting for predicting demand of a new product in the market under specific conditions. Students first discuss the case study individually, and then use AI with prompt engineering techniques to compare results under two different scenarios. Students mention that collaboration with AI proved productive and raised the quality of their analysis. They consider AI more as a collaborator than as a personal assistant in this case. While AI mostly increased productivity and quality of work, there were instances where results were not always as promising. However, the students maintained that AI is more a friend than a foe and that working with AI has been a rewarding experience in general in completion of tasks.

Keywords: SoTL, forecasting, generative AI, business, economics

How Can Generative AI Assist in Business Forecasting Techniques?

Subhadra Ganguli, Ph.D.

Students in a Business Forecasting course apply Generative AI to seek the benefits of such collaboration. The students use a case study to analyze the role of business forecasting for predicting demand of a new product in the market under specific conditions. Students first discuss the case study individually, and then use AI with prompt engineering techniques to compare results under two different scenarios. Students mention that collaboration with AI proved productive and raised the quality of their analysis. They consider AI more as a collaborator than as a personal assistant in this case. While AI mostly increased productivity and quality of work, there were instances where results were not always as promising. However, the students maintained that AI is more a friend than a foe and that working with AI has been a rewarding experience in general in completion of tasks.

Changing Museum Learning: The VR Banjo Museum Experience

Yuning Gao, New York University, Brooklyn, New York, USA

Explore the future of museum experiences with Yuning Gao's presentation on the VR Museum of Banjo. Discover how VR technology can transform museum engagement by providing immersive, interactive experiences that transcend traditional barriers. Yuning will discuss the development of her VR museum, which uses detailed 3D models and multimedia to bring the history of the banjo and its cultural impact to life. Attendees will learn about the potential of VR to enhance educational content and visitor satisfaction, drawing on Yuning's firsthand experiences and research findings.

Keywords: museum education, learning technology, emotional design, virtual reality

Changing Museum Learning: The VR Banjo Museum Experience

Yuning Gao

Explore the future of museum experiences with Yuning Gao's presentation on the VR Museum of Banjo. Discover how VR technology can transform museum engagement by providing immersive, interactive experiences that transcend traditional barriers. Yuning will discuss the development of her VR museum, which uses detailed 3D models and multimedia to bring the history of the banjo and its cultural impact to life. Attendees will learn about the potential of VR to enhance educational content and visitor satisfaction, drawing on Yuning's firsthand experiences and research findings.

Risk Taking in Questioning Assumptions and exploring New Behaviors: The Role of Identity in Transformative Learning

Rajashi Ghosh, Ph.D., Pierre Faller, Ed.D., and Victoria Marsick, Ph.D, Teachers College, Columbia University, New York, New York, USA

Mezirow (1975) defines transformative learning (TL) as a rational process of perspective transformation which includes “interrogating our assumptions and then confronting the distortions in our meaning schemes and perspectives” (Lawrence, 2012, p. 472). This self-examination is precipitated by a disorienting experience which forces one to confront the realization that their current assumptions are not serving them well and hence, they feel disoriented with what they are experiencing. While the experience of disorientation can be an effective catalyst to bring on this realization, whether one gets to interrogate their assumptions is predicated on their ability to explore new behaviors that might contradict their current assumptions…

Keywords: identity intersections, risks, assumptions, new behaviors, transformative learning

Risk Taking in Questioning Assumptions and exploring New Behaviors: The Role of Identity in Transformative Learning

Rajashi Ghosh, Ph.D. Pierre Faller, Ed.D., and Victoria Marsick, Ph.D.

Mezirow (1975) defines transformative learning (TL) as a rational process of perspective transformation which includes “interrogating our assumptions and then confronting the distortions in our meaning schemes and perspectives” (Lawrence, 2012, p. 472). This self-examination is precipitated by a disorienting experience which forces one to confront the realization that their current assumptions are not serving them well and hence, they feel disoriented with what they are experiencing. While the experience of disorientation can be an effective catalyst to bring on this realization, whether one gets to interrogate their assumptions is predicated on their ability to explore new behaviors that might contradict their current assumptions.

However, the TL theory has not paid sufficient attention to what risks one’s identity might pose to their efforts of questioning assumptions and exploring new behaviors if their identities are minoritized and hence, lack power within their context. While Mezirow’s TL theory incorporates context in terms of acknowledging that one’s assumptions are derived from one’s early life context through cultural and social experiences (Schnepfleitner & Ferreira, 2021), his theory does not give as much attention to how challenging those assumptions within one’s current life contexts might pose risks if their identities are largely powerless within their contexts. Due to this gap, Mezirow’s TL theory has been critiqued to have conceptualized transformative learning as largely psychological and cognitive (Taylor & Cranton, 2013).

This session is designed to support attendees to reflect upon the risks they face in questioning their assumptions and experimenting with new behaviors needed to transform their perspectives shaping their disorienting experience. In that inquiry, we would invite them to explore how their identity intersections (e.g., gender, race, and sexual orientation) might be shaping the risks facing them in their efforts to transform their perspectives.