2025 Conference Program

OVERVIEW

Keynote Speech
Leaving Flatland: Strategies, Frameworks and Materials for Creating Augmented and Virtual Reality Experiences

Michelle Cortese
Design Director, Metaverse Input & Interaction, Meta
Adjunct Professor, NYU
New York, New York, USA

This presentation compiles a decade's worth of strategies and subject-matter that have proven successful in teaching augmented, virtual and extended reality (AR, VR, XR) concepts and practices. The methodologies in this talk have been successfully applied: in academia at NYU's Interactive Telecommunications program (in the form of a 14-week graduate class); in the tech industry at Meta Reality Labs' Metaverse department (in the form of an internal upskilling program); and in summary form at various conferences. The material argues that to build and use XR experiences, it’s not enough to learn the hard skills—it’s also our responsibility to prime ourselves for the human impact of the medium. As a means to develop XR experiences that are both enjoyable and accountable, this learning approach proposes we borrow structures and principles from Hedonomics, a branch of ergonomic science that facilitates pleasurable human-technology interaction. Through the Hedonomic Pyramid, we’re able to section our thinking off into regions (Safety, Function, Usability, Pleasure and Individuation) and map out industry-tested XR concepts for each. The result is a hierarchical checklist of proven principles, specifications and practices built to serve as a quickstart guide for implementing inclusive and holistic XR interfaces and systems. 

Speaker bio

The Future of Performance Support: Shaping the Human–AI Partnership in Education and the Workplace

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

Explore the deeper implications of artificial intelligence on learning and performance by looking beyond short-term solutions to the broader human–AI partnership. In this forward-thinking session, we will probe the fundamental nature of generative AI intelligence, highlight the distinction between narrow and artificial general intelligence (AGI), and address concerns about AI’s trajectory and its role in education, learning and performance. Building on established design frameworks, we will examine how machine intelligence alters and amplifies human cognition, reshaping what we regard and how we design for the future...

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

New Wine/Old Bottles: Transitioning to AI through Performance Support

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

The phrase "New Wine in Old Bottles" describes the challenge of introducing innovation into outdated systems, often leading to problems or failure. In learning and performance, AI represents an exciting “new wine,” challenging traditional models and assumptions. Existing instructional models—our “bottles”—are outdated, rooted in centuries-old methods of instructor-led, class-based training, designed more for knowledge transfer than real-time performance. Fortunately, over the last 40 years, pioneers like Gloria Gery have introduced new “bottles” under the banner of Performance Support, shifting our focus from instruction to integrated, just-in-time solutions that enhance both business and performer efficiency and effectiveness.

This session explores how Performance Support has evolved over time and now presents an ideal framework for delivering the benefits to human and organizational performance that AI promises. The participants will experience concrete examples of that evolution from traditional training to successful performance support systems and then to today’s AI-infused solutions.

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

TRACK 2 [IN-PERSON] - SESSION 2J
PRESIDENTIAL ROOM 2
Session Chair: TBD
10:30 AM - 12:30 PM

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

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

Human Connection in Digital Learning and the Hyper-Personalization Fallacy

Jihan Quail, Honor Education, New York, NY, USA

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

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

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

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

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

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

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

Fear, Freedom, and the Future of Philosophical Thought

Kate E. O'Hara, Ph.D., New York Institute of Technology, New York, New York 

Amidst the long-standing fear-instilling warning that the United States has a STEM workforce shortage is the opposing and well-supported opinion that the humanities, philosophy in particular, are what we need in this increasingly complex, interconnected, technological world.

In this interactive session (working in pairs, whole group dialogue, shared video and graphics) participants will explore how neoliberal values, discourses, and policies over the last few decades have worked to eradicate what philosophy offers undergraduate college students, many of whom are first-generation students. Also shared will be a high-impact practice curriculum design approach that grounds students in philosophical, critical, and creative thought.

Keywords: humanities, philosophy, interactive practices, critical and creative thinking

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

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

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

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

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

Backward Design Meets Prompt Engineering

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

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

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

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

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

In Search of Lost Melodies

James Bard, McGill University (Retired), Westmount, Quebec, Canada

This session will explore memory via a music-listening exercise inspired by the following:

"One day "Joe" woke up in the morning audio-dreaming of the name Scarlatti. He had heard of the composer but knew nothing about him. He went to the local library and looked up this latter’s biography in the Britannica encyclopedia...where he discovered to his amazement an extraordinary congruence between their biographies especially in relation to their respective arts (literature vs. music composition) and their relationship to their fathers (who were also artists).

Then Joe got more curious and paid a visit to the local music store where he was able to listen to piece of music from Scarlatti’s final years when he produced his greatest and most complex pieces…evolving as he was throughout his career… becoming more prodigious…

Never had he, Joe, listened to music with such rapt attention… his intensity was almost supernatural (fueled by a bond of artistic "brotherhood" he was sharing with Domenico Scarlatti…) focusing on every nuance, he was able, with almost no music background, to pick up on all the cultural influences (i.e. gypsy music) that informed Scarlatti’s masterpiece. A testimony to the infinite power of memory when it is infused with meaning (service, gift, exchange), forgiveness (to give, hand), and hope (bends, curves ), from a higher power (M-orpheus?)."

Keywords: mind, intelligence, learning, copy, simulacrum vs. homogeneity

Human Flourishing through Transformative Experience Design (TED): Learning and Talent Development in the Technological Age

Rayan Magon, Villanova University, Philadelphia, Pennsylvania, USA

In the digital age, concerns about technology’s impact on mental health, human connection, and the meaningfulness of work have intensified—all of which are essential to human flourishing. Freud’s concept of Prosthetic Godhood illustrates how technology expands our capabilities while often leaving us dissatisfied, revealing a disconnect between its promises and reality. This demonstration explores how technology can be reframed as a catalyst for self-actualization, flourishing, and well-being rather than a source of fear. A central focus is Transformative Experience Design (TED), an approach grounded in Mezirow’s transformative learning theory, which fosters deep engagement, perspective shifts, and intrinsic learning. Unlike traditional models that reduce individuals to human capital—driven by grades, salaries, or external rewards—TED emphasizes lifelong learning through epistemic emotions like awe, curiosity, and wonder. This interactive demonstration will showcase how TED can be applied in educational and professional settings to support skill development, leadership, and innovation…

Keywords: human flourishing, transformative learning, transformative experience design, talent development, self-actualization

Bridging Community Engagement and Leadership Development through Experiential Learning

Baron A. 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

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

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

Enhancing Control in Microgrids with Simulink and OPC: A Methodology to Boost Researchers’ and Students’ Skills

Enrico De Tuglie, Ph.D., Luigi Pio Savastio, Giulia Amato, Giovanni Maulà, and Arya Abdollahi, Polytechnic University of Bari, Bari, Italy

A method for transferring control strategies designed in MATLAB/Simulink environment into an actual SCADA systems through OPC communication is presented in this session. The primary focus is on the regulation of a microgrid, overseen by a SCADA system, using MATLAB/Simulink. The OPC protocol facilitates the connection between the simulation software and the SCADA system, streamlining the process for researchers and students by eliminating the reliance on conventional devices, such as PLCs, thereby enhancing operational flexibility. This methodology is particularly advantageous for students, enabling them to gain practical experience in managing microgrids and energy systems through advanced software tools, without the complexities of traditional hardware programming.

The study includes the management of a cogenerator within the PrInCE Lab microgrid at the Polytechnic University of Bari, with the aim of balancing electrical demand and eliminating dependence on the external grid. The paper details the development of the MATLAB code and the configuration of control systems within Simulink, facilitating communication with the SCADA system via OPC protocol. The proposed methodology provides an effective and educational tool for practical learning.

Keywords: OPC, MATLAB, Simulink, SCADA, microgrids

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This session discusses digital game-based learning and its applications in primary education. We present a project called KIDEDU (Play – Create – Learn) that was initiated at the University of Piraeus, in order to provide a student-appealing means for cultivating mathematical aptitude. KIDEDU is a teaching proposal for six (6) classes at the Greek Primary School in 3 different levels (A-B, C-D, E-F)'; it’s about “mathematics” and “environment” and how children 6-12 years old learn to use these areas in their everyday life. It is known that children of these ages are not familiar enough with these fields.

The project’s research team consists of mathematicians, geologists, physicists, chemists, computer scientists, doctors and biologists. The game–based teaching guides children to learn with fun and solve problems in all school subjects. The project is based on the students’ books of the primary school. The team has found that the students prefer this game-based learning, they learn easily and pleasantly. The initial research started in 2021 and will be completed in 2025. The aim is to expand to all levels of education and to become the main teaching method for all students in schools. A demonstration of the game will be shown during this session.

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