2025 Conference Program

OVERVIEW

Opening Session

David Guralnick, Ph.D.
President and CEO
Kaleidoscope Learning
New York, New York, USA

Keynote Speech
Dialogic Education and Generative AI

Rupert Wegerif, Ph.D.
Professor of Education
University of Cambridge
Cambridge, UK

That generative AI can outperform humans on many assessments should challenge us to rethink what we are doing in education. Students using GenAI to achieve targets in the current system are becoming less intelligent and more passive. But there are many ways of using GenAI that augment and expand intelligence. This talk argues that the advent of GenAI requires that we respond by developing a dialogic pedagogy which understands education as being about expanding shared dialogic space.

Drawing on The Theory of Educational Technology (Wegerif & Major, 2024) and Rethinking Educational Theory: Education as Expanding Dialogue (Wegerif, 2025), I argue via illustrations that AI should be used to help students think together with each other and with AI chatbots, getting them to ask better questions and make better evaluative decisions while at the same time equipping them with knowledge by inducting them into participation in long-term cultural dialogues. AI chatbots trained on vast datasets, potentially vetted data sets, can embody and give voice to the "dialogue so far"--what has been said in any given area of human endeavor--but the learning only happens when students dialogue with these cultural voices, engaging critically, refining prompts, and evaluating AI-generated responses.

Generative AI then is both a threat and an opportunity. If we do not change how we think about and assess education then using AI could reduce human intelligence and even make human beings seem increasingly irrelevant. If we respond to the challenge posed by rethinking what we are doing in education to turn all education into the expansion of dialogic space then this new AI has the potential to greatly increase intelligence, but a new kind of intelligence; human-AI collective intelligence.

Speaker bio

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

Gila Kurtz, Ph.D., Einav Yehilaviz, and Shachar Mahalal, Holon Institute of Technology (HIT), Holon, Israel

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

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

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

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

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

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

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

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

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

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

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

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

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

Beyond Kolb: A Socio-Experiential Approach to Learning

Imane Terrab, Ph.D., WDHB SAS, Paris, France

In this session, Dr. Imane Terrab from WDHB will explore an advanced framework for experiential learning that extends beyond David Kolb’s well-established model by integrating the sociocultural insights of Lev Vygotsky. While Kolb’s cycle emphasizes individual reflection and iterative learning, this session will introduce a socio-experiential approach that prioritizes social interaction, cultural contexts, and collective meaning-making, transforming how organizations approach learning and development.

At the core of this approach are WDHB’s five guiding principles: Authenticity, Otherness, Reflection, Conversation, and Protected Spaces. These elements create immersive, high-impact learning experiences that go beyond theoretical knowledge to drive real behavioral and strategic shifts. Participants will gain firsthand insight into this model through an interactive experiential learning activity designed to illustrate its practical application…

Keywords: experiential learning, socio-cultural learning, learning design, L&D

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

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

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

Furthermore, ethical considerations pertaining to data privacy and algorithmic bias necessitate careful consideration. This abstract analyzes these barriers through a multifaceted perspective, encompassing technological, economic, social, and ethical dimensions…

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

Digital Museum Experiences to Support Emotional Learning and Well-Being

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

This study is the follow-up to a study started in 2020, which aimed to compare two object-based learning methodologies – Artful Thinking and Visual Thinking Strategies – in order to determine whether a strategy born in the academic sphere with the aim of enhancing critical thinking was as likely to produce well-being in work session participants as the practice born in the museum sphere. The theoretical underpinnings of this research can be found primarily in the pioneering work of Helen Chatterjee's team at UCL in exploring the role of museums in promoting wellbeing (Chatterjee & Noble, 2013). This strand of research has highlighted how interaction with art and cultural heritage can have positive effects on mental health and psychological wellbeing. This has paved the way for research into how technology can enhance these benefits, as also highlighted by studies on object-based learning (Chatterjee & Kador, 2021).

The use of digital technologies for the enjoyment of cultural heritage is also linked to issues of social inclusion (Kinsley, 2016), and research on the link between critical thinking and well-being (Tishman, Palmer, & Harvard Project Zero, 2006;) underline how technology can support this process through collaborative platforms and virtual learning environments, with benefits for motivation, engagement and a sense of belonging to a group-community (Fancourt & Finn, 2019)…

Keywords: digital object-based learning, well-being, emotional learning, museum education

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 Pilková, 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

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

Muhammad Amin Nadim, Emanuele Marsico, Raffaele Di Fuccio, Pegaso University, Rome, Italy, Mohammed Saqr, Ph.D., School of Computing Department, University of Eastern,Finland, Usman Naseem, School of Computing Department, Macquarie University, Australia, Sher Alam Khan, University of Ferrara, Italy, and Usman Nawaz, Lahore Leads University, Lahore, Pakistan

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

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

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

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

Mara Valente, Roma Tre University, Rome, Italy

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

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

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

Supporting Grieving Children in School – Teachers' Perspectives

Rivi Frei-Landau, Ph.D., Achva Academic College, Yinon, 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

Transformers and Battlebots: A New Battle of the Requirements?

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

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

Keywords: AI, assessment, requirements, online

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

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

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

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

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

Through capstone projects, students collaboratively apply their knowledge, simulating real-world scenarios and enhancing their problem-solving abilities…

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

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

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

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

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

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

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

Sahith Kumar Tadepalli, Aidana Isaeva, Elis Özavnik, Isabella Rosamarie Acosta Delgado, Jennifer Kaylie Hartono, and Matthias Christoph Utesch Ph.D., Technical University of Munich, Munich, Germany

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

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

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

The Value of Dedicated Innovation in Professional Development

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

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

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

Keywords: research, AI, VR, AR, innovation

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

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

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

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

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

Beyond MOSAIC: AI and Analytics as Catalysts for Thriving Online Learning Ecologies

Cory Pettijohn, Ph.D., University of Illinois, Urbana, Illinois, USA

This session extends the MOSAIC framework (Modular, Outcome-based, Stackable, Adaptive, Integrated Curriculum) by positioning emerging digital technologies as active agents in sustaining and evolving online learning environments. Rather than serving as passive platforms, digital tools catalyze new modes of interaction and knowledge co-construction, gauge the “health” of learning ecosystems through real-time analytics, monitor engagement patterns and cognitive presence, and assess learner growth within a dynamic feedback loop. The result is an e-learning ecology that is not only responsive but also regenerative – capable of adapting across multiple modalities and timeframes.

From modular course designs that incorporate multimedia and mixed-reality experiences to program-level architectures supporting lifelong learning pathways, the extended MOSAIC approach ensures long-term ecological sustainability by continuously evolving with learner needs and contextual changes. Central to this vision are adaptive, data-driven assessment strategies: AI-driven tutors and analytics dashboards provide ongoing formative feedback, guiding personalized learning trajectories and informing iterative improvements at both micro and macro levels…

Keywords: e-learning ecologies, learning analytics, adaptive assessment, MOSAIC framework, AI in education

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

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

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

Transforming Education through Faculty Development and AI-Driven Course Design

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

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

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

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

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

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

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

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

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

Breaking Free from Organizational Silos

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

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

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

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

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