Transforming Teams in Turbulent Times: Linking Learning, Trust, and Performance

Ed Cohen, Nelson Cohen Global Consulting, San Clemente, California, USA

In an era defined by turbulence — from hybrid work and rapid AI adoption to shifting workforce expectations — organizations face a critical challenge: sustaining performance without losing the human connections that make learning and collaboration thrive. At the same time, leaders must navigate global complexity: diverse cultures, distributed teams, and rapidly changing markets.

Research from Google’s Project Aristotle, Gallup, and MIT Sloan demonstrates that trust, belonging, and psychological safety are the true leading indicators of performance, yet too often leaders focus on dashboards and metrics while neglecting relational health…

Keywords: Team Culture, Global Leadership, Organizational Learning, Psychological Safety, Transformation

“What Would ‘X’ Say?” Use AI to Promote Meaningful Conversations

Glen Coleman, Ph.D., glencoleman.net, Closter, New Jersey, USA

“What would Picasso say about Instagram?” Challenge students with bold questions. Engage them with meaningful research. Stimulate robust conversations. This workshop helps students and teachers use AI as an interactive tool for promoting critical thinking with real world relevance. The goal of this workshop is to explore a prompt with AI to promote dynamic, inclusive, and wide-ranging classroom conversations to bring any course content to life, where students deepen their curiosity and appreciation for each other’s points of view. The prompt is “What would ‘X’ say?”

Participants will cultivate a mindset that promotes real-world relevance to course content, and gives students flexibility to express their knowledge. They will understand the framework of “What Would ‘X’ Say?” that empowers students to research…

Keywords: AI, Community, Diversity, Engagement, PBL

Emerging Digital and AI Skills in Museum Education: A Comparative Study of Three European Contexts

Luca Contardi, University of Rome Tor Vergata, Emilia Romagna, Italy

This paper examines how emerging digital technologies—including artificial intelligence, data-driven tools, and immersive media—are reshaping the skillsets required of museum professionals, and how university programs in Italy, the Netherlands, and the United Kingdom are responding to these evolving demands. Drawing on a comparative analysis of educational offerings and national approaches, the study highlights the differentiated ways in which academic institutions integrate digital competencies into museum studies curricula, reflecting broader technological and institutional priorities across Europe. The analysis stems from a broader investigation into the digital transformation of the museum sector, where professionals are increasingly expected to combine curatorial and educational expertise with advanced digital proficiencies such as digital documentation, virtual exhibition design, AI-enhanced content management, and audience engagement through interactive platforms…

Keywords: Digital Skills, Museum Education, Artificial Intelligence, Higher Education, Comparative Study

LLMs as ID Co-Pilots: Automating Routine Tasks to Elevate Strategic Instructional Design and Pedagogy

Yijun (Diana) Dai, Columbia University, New York, New York, USA

Instructional Designers (IDs) often dedicate significant time to repetitive course development tasks, diverting focus from strategic pedagogical innovation. This session presents a real-world project that piloted Large Language Model (LLM) integration to transform the ID workflow, positioning LLMs as co-pilots.

The initiative emphasized collective learning and systematic integration across the ID team. Key deliverables, designed to improve efficiency and consistency, included a high-level workflow map to identify precise AI integration points and a categorized prompt library for common ID tasks, such as formatting syllabus and drafting assessment rubrics. We also developed and tested a Custom AI Assistant (GPT/Gemini-based) tailored to specific team processes. A critical component of the project was the creation and deployment of ethical and responsible use guidelines to govern AI application in design and faculty collaboration…

Keywords: Instructional Design (ID), Large Language Models (LLMs), AI in Education, Workflow Optimization, Prompt Engineering

Digital Multimodal Composing in the Age of AI

Zeynep Daşer, Ataturk University, Erzurum, Turkey

The swift advancement of digital technologies has significantly reshaped the second language (L2) writing process, particularly with the introduction of digital multimodal composition (DMC), which offers a creative literacy practice where meaning is redesigned by bringing together multiple semiotic modes. While DMC has been commonly explored through the lenses of multimodality and multiliteracies, as well as socio-cultural frameworks, the emergence of artificial intelligence (AI) tools and their integration with DMC projects opens new avenues for more engaging and adjustable learning opportunities. This conceptual paper seeks to examine current theoretical and pedagogical perspectives on how cutting-edge AI technologies are transforming DMC practices in L2 writing classes.

Guided by the previously stated theories and recent scholarly works on AI-facilitated DMC in L2 writing, this paper contends that DMC in the age of AI represents a writing process that extends beyond a mere shift from traditional monomodal writing; instead, it embodies a new conceptual understanding of writing in a foreign language…

Keywords: Digital Multimodal Composing, Artificial Intelligence, Multimodality, Multiliteracies, Socio-Cultural Theory

Engineering Education in the Digital Age: A Bridge Between Technological Innovation and Advanced Training

Carlo De Medio, Tor Vergata, Rome, Italy

This session discusses the important relationship between technology and teaching methods and provides an approach to using technology to enhance the learning experience and develop necessary skills. The authors describe how artificial intelligence, virtual reality and other immersive technologies, tactile systems, the Internet of Things (IoT), and three-dimensional modeling have changed the way we personalize student learning, engage students in the classroom, and increase access to education. Of particular interest to the authors is how these technologies can be used to provide personalized learning in institutions such as museums; Integrating these new technologies into existing teaching methods, such as object-based learning, will enable students to gain a deeper understanding of the subject matter and develop the analytical, problem-solving, and collaborative skills necessary to succeed in the 21st century…

Keywords: Engineering Pedagogy, Immersive Technologies, Artificial Intelligence, Museum Learning, Skills Development

Building Community Connections through Immersive Service-Learning for Upper-Level Spanish Students

Sara De Nicolas, Ph.D., High Point University, High Point, North Carolina, USA

This presentation highlights innovative strategies I have developed as a college professor to engage upper-level Spanish majors and minors through community-based, service-learning experiences that enhance language proficiency and intercultural competence. Over several semesters, I have organized and taught these courses, creating lesson materials and projects that provide students with authentic, hands-on learning opportunities. Partnerships with Spanish immersion local schools allow students to interact with native speakers, collaborate with educators, and design lessons for young learners. These experiences foster meaningful engagement and have consistently received positive feedback from students, who value the real-world application of their language skills and the opportunity to build connections across generations.

The courses also encourage students to create original content, including lesson plans, culturally responsive materials, and digital resources that can be shared across platforms, strengthening their ties to the broader community…

Keywords: Spanish Language Education, Service Learning, Community Engagement, Experiential Learning, Immersion Programs

Enhancing Graduate Employability by Developing Professional Skills and Gaining Practical Experience through an Educational Program in Electronic Test Engineering

Serge Demidenko, Ph.D., and Moi Tin Chew, Ph.D., Sunway University, Selangor, Malaysia and Melanie Po-Leen Ooi, Ph.D., and Ye Chow Kuang, Ph.D., University of Waikato, Hamilton, New Zealand

The global semiconductor industry faces a growing shortage of skilled technical personnel. This issue is driven by the increasing complexity of electronic circuits and a systemic mismatch between engineering education and industry needs. Consequently, the skills gap between recent graduates’ technical abilities and employer requirements has become a significant bottleneck.

Electronic testing, which is crucial throughout semiconductor device manufacturing, is one of the areas of particular concern. The education and training of future test specialists have been a continuous focus of research and development since the advent of integrated semiconductor technology.

This presentation proposal is based on years of developing practical solutions through close collaboration with major industry players. Such collaboration has been highly valuable, providing access to…

Keywords: Semiconductor Industry, Electronic Testing, Engineering Education

Reversing the Paradigm: How Generative AI Is Reshaping Software Engineering Learning, Competencies, Performance

Gary Dickelman, EPSScentral LLC, Boynton Beach, Florida, USA

Generative AI tools like GitHub Copilot, ChatGPT, and Claude.ai have disrupted software development, challenging how we educate, train, and assess software engineering competencies. Unlike previous technological shifts that amplified advantages for highly skilled workers, research reveals that AI-assisted development disproportionately benefits novice developers, with productivity gains reaching 34-55% for entry-level workers compared to minimal improvements for experts.

This study synthesizes recent research in three interconnected transformations: (1) Educational curriculum redesign, where leading universities now introduce AI coding assistants before students write their first line of code, fundamentally altering what learning to program means; (2) Organizational responses, as businesses shift from credential-based to skills-based hiring while creating entirely new role categories (Prompt Engineers, LLM Operations Engineers (LLMOps), Synthetic Data Engineers, Quality and Governance Engineers, etc.), and navigating the 97% adoption rate among IT professionals; and (3) Economic restructuring, with projections suggesting $2.6-4.4 trillion in annual created value but significant uncertainty about employment trajectories…

Keywords: Learning, Performance, Software Engineering, Competencies, Education

Creating a Culture of Menopause Inclusion through Structured Role-Specific eLearning

Loretta Dignam, The Menopause Hub & the Menopause Hub Academy, Dublin, Ireland

The Menopause Hub has developed a structured and scalable suite of four eLearning modules designed to equip entire organizations, from employees to HR leaders, with practical, role-specific tools to foster menopause-inclusive cultures.

This digital learning solution responds to a growing need for accessible, evidence-based training that goes beyond awareness and empowers individuals based on their organizational roles.

The eLearning pathway begins with a Foundation module for all staff, covering menopause types, symptoms, treatment options, and the importance of inclusivity. Learners then progress into one of three specialist tracks:

Line Manager module – how to support team members, apply adjustments, and build psychological safety…

Keywords: Instructional Design for Inclusion, Role-Based Learning Pathways, Workplace Health Training, eLearning for Culture Change, Scalable Learning Solutions

Redefining Aging: Empowering Seniors through Innovation, Inclusion, and Community—A Comprehensive Approach to Enhancing the Lives of Seniors

Nadra Dunbar, Silver Venere Group, Garfield Heights, Ohio, USA

This session aims to redefine aging as a phase marked by vitality, contribution, and dignity. The presenter advocates for creating inclusive communities that support seniors' health, purpose, and well-being through innovative, research-based strategies inspired by Blue Zones principles and other research.

The presenter's goal is on shifting the narrative from decline to empowerment and emphasizes the importance of equity, community engagement, sustainability, and ethical innovation. The presentation will highlight efforts to develop best practices both domestically and globally, enabling seniors to lead healthier, longer lives…

Keywords: Informative, Participatory, Purposeful

Universal Design for Learning (UDL) Lecture Design with AI: An Interactive Workshop

Srinivasan Durairaj, Ph.D., Richland Community College, Decatur, Illinois, USA

Today's classrooms demand innovative strategies to address the challenges of diverse student populations, rapid digital transformation, and student well being. This 60-minute interactive session invites educators to redesign an existing lecture or topic using AI-enhanced Universal Design for Learning (UDL) strategies. This pedagogical approach is based on my teaching experience in India, Fiji, and the USA, which has demonstrated the critical need for flexible and accessible instruction.

We begin by identifying common challenges with Gen Z learners, such as short attention spans, digital overload, and varying levels of prior knowledge. Building on this, the facilitator will model a clear step-by-step UDL workflow centered on the three principles: engagement, representation, and action/expression. Using their own course materials, attendees will experiment with user-friendly AI tools (e.g., ChatGPT, NotebookLM) to create multimodal resources such as visual organizers, audio explanations, and accessible handouts…

Keywords: Universal Design for Learning (UDL), Artificial Intelligence in Education, Inclusive Teaching Strategies, Gen Z Learners

Students using NotebookLM to Conduct Research, Learn, and Present Why Businesses Fail

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

Students today are great at finding information, but they struggle to make sense of it, connect ideas, and explain what they’ve learned clearly. This demonstration shows how NotebookLM can change that. I’ll walk through an activity I use with my entrepreneurship students, where they investigate why businesses fail by gathering sources, uploading them into NotebookLM, generating a short learning podcast, and then turning those insights into a 60-second elevator pitch.

In this session, you’ll see precisely how the process works. Understanding how they can take messy research and turn it into clear understanding is helping students think more critically. I’ll demonstrate how NotebookLM supports deeper comprehension, helps students notice failure patterns, and pushes them to generate stronger ideas. This also shows how we can use AI tools in our classrooms without adding a ton of extra work.

By attending, I want you to learn how NotebookLM works and see how you might use it in your own classes.

Keywords: Notebook LM, Student Learning, AI in Education, Entrepreneurship

A Structured Instructional Model for Game Development: Integrating Lecture, Video, and Lab to Scaffold Complex Learning

Mustafa Elfituri, Ph.D., Khalfalla Awedat, Ph.D., and James Verity, SUNY Morrisville, Fayetteville, New York, USA

Teaching game development requires students to master complex tools, design processes, and multi-step workflows, presenting a significant pedagogical challenge in traditional classroom settings. To address this challenge, we designed and evaluated a structured instructional model designed to scaffold learning. The model integrates three core components: short introductory lectures to establish context, guided video tutorials for self-paced procedural learning, and hands-on lab activities for immediate application. This sequence culminated in a final project requiring the synthesis of skills to design and implement an original game.

To assess the model’s effectiveness, a comprehensive survey was administered to students (n=49) upon course completion. Preliminary results indicate a substantial positive impact. Most notably, students’ self-reported confidence in creating games showed a significant increase, with average ratings rising from 2.60 (pre-course) to 3.70 (post-course)…

Keywords: Game-Based Learning, Instructional Design, Blended Learning, Technical Education, Self-Paced Learning

The Integration of AI-Driven Feedback Systems in Mathematics Teaching

Russina Eltoum, Ph.D., Prince Mohammed Bin Fahd University, Al-Khobar, Saudi Arabia

This study investigates the integration of AI-driven feedback systems in mathematics teaching through the use of Pearson My Lab Math in Precalculus course at Prince Mohammed Bin Fahd University (PMU). Utilizing a Precalculus course coordination data of four semesters, conceptual understanding, and assessment preference across MyLab-based and traditional paper-based modes. Quantitative analyses of Course Learning Outcome (CLO) results reveal significant improvements in procedural fluency and steady gains in overall achievement among students who actively engaged with the adaptive and automated feedback features of the platform. However, the improvement in the conceptual understanding was modest, which indicates the need for the instructors’ feedback. Students feedback highlighted the advantages of the instant and personalized feedback while emphasizing the continued need for human intervention and guidance. The study contributes to discussions of AI in higher education when integrated within a blended pedagogical model.

Keywords: AI-Driven Feedback, Mathematics Education, Digital Assessment, Learning Analytics, Higher Education

Exploring Generative AI Use in the Workplace and Higher Education for UX/LX Design

Helen Fake, Ph.D., Flexion, Inc. and George Mason University, Falls Church, Virginia, USA; Lisa Giacumo, Ph.D., George Mason University, Fairfax, Virginia, USA; and Shontá Bradford, Flexion, Inc., Austin, Texas, USA

Many studies suggest that Generative AI use is becoming integral to the UX/LXD work process (Li, Cao, Lin, Hou, Zhu, Ali, 2024; Lu, Yang, Zhao, Zhang, Jia-Jun Li, 2024). There is less clarity, however, about how this innovative technology is being used in the UX/LX Design Process.

To better understand Generative AI use for UX/LXD students and professionals in their design process, a survey was administered in Fall of 2025 (N=48). Preliminary findings suggest that students and professionals are using GenAI the most for (1) exploratory research planning, (2) data analysis and synthesis, (3) creating user stories, and (4) presenting results. Responses also indicated that participants felt that LLMs were particularly important to completing the following tasks: (1) drafting, content creation, or design and development, (2) brainstorming, (3) editing, and (4) learning. A discussion of the results explores existing opportunities and gaps between the two groups which will ultimately be used to help inform the learning activities and curriculum design of future UX/LXD courses.

Keywords: Generative AI, User Experience Design, Learning Experience Design, Iteration, Instructional Course Design

Leveraging AI and the Personalized Learning Interaction Framework to Personalize Training Programs At Scale

Helen Fake, Ph.D., Flexion, Inc. and George Mason University, Falls Church, Virginia, USA and Nada Dabbagh, Ph.D., George Mason University, Fairfax, Virginia, USA

The ongoing excitement surrounding emerging technologies has reignited interest in scaling personalized learning in meaningful ways (Bersin, 2021; Luo, Qin, Fang, & Qu, 2021). Despite this enthusiasm, however, there is little formal direction on how to implement personalized learning at scale for Workforce Training and Development programs, and specifically in a way that is also both sustainable and learner-centered. Drawing on an extensive and ongoing body of research to include a foundational Delphi study with 224 expert participants, a CLO survey, peer-reviewed publications, informal organizational and formalized international workshops, and a recently released book, The Personalized Learning Interaction Framework (PLIF) seeks to provide this guidance for CLOs and other learning leaders.

Grounded in a rigorous expert review process, the PLIF positions personalized learning as an exercise requiring a multitude of content and social, or socio-technical driven learning interactions. The framework identifies six different connections to support comprehensive personalized learning environments…

Keywords: Personalized Learning, Workforce Training and Development, Training, Training and Development, Adult Learning

Enhancing Faculty Feedback Quality and Consistency with Generative AI

Negar Farakish, Ed.D., and Hui Soo Chae, Ed.D., New York University, New York, New York, USA

High-quality feedback is one of the strongest predictors of student learning, yet it is also among the most difficult instructional practices to sustain consistently across students, assignments, and time. This session examines how Generative AI (GenAI) can be used to enhance the quality, clarity, and consistency of faculty feedback without automating judgment or minimizing the faculty voice. This demonstration-based presentation shows how GenAI tools can be integrated into existing feedback workflows to support formative, revision-oriented learning. Through concrete examples, the presenters will illustrate how GenAI can help faculty align feedback more closely with rubrics and learning outcomes, reduce repetitive commentary, and identify patterns in student work that enable more targeted and equitable responses…

Keywords: Generative AI, Human-Centered AI, AI-Supported Feedback

Building Support for Students through Generative AI Course Assistants

Negar Farakish, Ed.D., and Hui Soo Chae, Ed.D., New York University, New York, New York, USA

As Generative AI (GenAI) becomes a permanent feature of teaching and learning environments, faculty have a unique opportunity to shape how these tools support student learning in intentional and pedagogically meaningful ways. This session is a demonstration-based presentation that shows how GenAI course assistants can be created using readily available AI tools and platforms such as Google Gemini and NotebookLM. Through concrete examples, the presenters will illustrate how AI-course assistants can be grounded in materials such as course syllabi, assignments, rubrics, and learning resources to provide consistent, just-in-time support for students. Attendees will see examples of effective prompt design, content grounding, and guardrails that ensure the assistant functions as a learning companion rather than an answer engine. By the end of the session, participants will leave with a clear understanding of the tools and design decisions involved, along with practical guidance for creating similar GenAI course assistants within their own courses.

Keywords: Generative AI Course Assistants, Teaching with Generative AI, AI-Enabled Student Support

Sustainable Learning Ecosystems for Human-Centered AI in Intergenerational Digital Workplaces

Yuliia Fedorova, Ph.D., Oleksii Ilchenko and Juraj Mikus, Comenius University Bratislava, Bratislava Region, Slovakia and Denys Kovalenko, Educational and Scientific Institute "Ukrainian Engineering and Pedagogical Academy", Kharkiv, Ukraine

Rapid advances in artificial intelligence (AI) are transforming how work is performed, monitored, and optimized, yet learning practices in both higher education and workplaces often remain fragmented, tool-centric, and insufficiently aligned with human needs. This gap is particularly visible in intergenerational digital workplaces, where employees differ significantly in experience, learning preferences, emotional expectations, and trust in AI-driven systems. This paper proposes a conceptual framework for Sustainable Learning Ecosystems for Human-Centered AI, aimed at reimagining how learning, technology, and human agency can be integrated across education and work contexts.

The proposed ecosystem shifts the focus from isolated training interventions toward continuous, adaptive learning embedded directly within digital work processes. By combining human-centered AI, real-time process feedback, and AI-augmented learning and simulation mechanisms, the framework supports learning through reflection, prediction, and decision-making rather than passive content consumption…

Keywords: Human-Centered AI, Sustainable Learning Ecosystems, Emotional Intelligence, AI-Augmented Learning, Human–AI Collaboration

Teaching in an Emergency: The Teacher's Self-Efficacy Perception vs. Their Perception of Their Role

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

This study examined the professional experiences of Israeli teachers during the "Iron Swords" War, investigating the complex relationships between professional self-efficacy, perceptions of emergency teaching, and institutional preparedness. Utilizing bidirectional path analysis of 319 educators, the research revealed nuanced interactions between professional perceptions and institutional responses during crisis conditions, drawing comparative insights from both the "Iron Swords" War and the COVID-19 pandemic.

Key findings uncovered paradoxical dynamics in educational response. Professional self-efficacy demonstrated non-linear relationships with institutional effectiveness, revealing significant tensions between individual professional confidence and organizational structures. The study revealed bidirectional relationships in which teachers' emergency teaching perceptions simultaneously influenced and were influenced by institutional preparedness…

Keywords: Emergency Teaching, Professional Self-Efficacy, Institutional Preparedness, Crisis Education

Seeing Yourself Successful: Defining the Concept "Students’ Self-Efficacy and Their Perception of School Excellence”

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

This study examined high school students' perceptions of their academic self-efficacy ("student efficacy") and its relationship to perceived school excellence. A unique, valid, and reliable measurement tool was developed for Israeli students, assessing efficacy across three dimensions: functional independence in learning, social belonging, and emotional regulation.

The sample comprised 201 students in grades 10–12 from secular and religious public high schools nationwide. Data were collected through anonymous self-report questionnaires and analyzed using Facet Theory and Structural Equation Modeling (SEM).

Findings revealed that student efficacy is a multidimensional construct encompassing three core components—functional independence, social belonging, and emotional regulation—each influenced by personal characteristics, family, teachers, social environment, and intrinsic or extrinsic motivation…

Keywords: Student Efficacy, School Excellence, Structural Equation Modeling, High School Students, Facet Theory

The Future of Higher Education and the Global Learning Village

Gabriel Flacks, Champlain College and Linkr, Quebec, Canada

As a Humanities Professor and Experiential Learning Program Coordinator, Flacks has been tracking the evolution of learning in colleges "boots on the ground" since 2006. Having discovered technological limitations to various approaches to teaching and learning, in 2016, he co-founded Linkr education, a web-based software that enables the enhancement and scaling of experiential and global learning programs.

The heart of this presentation will review the way a set of formal education programs running on Linkr supports the needs of 2026 learners: online, social, and collaborative experiences that give learners true agency, makes academic work practical, and nurtures the skills which continue to grow in significance as AI makes access to content and generated ideas accessible…

Keywords: Experiential Learning, Global Learning, Educational Technology, Collaboration, Microcredentials

Nurturing New Teachers: Connecting School Mentors through Online Collaboration

Jenny Fogarty and Leanne Gray, Ed.D., Anglia Ruskin University, Essex, United Kingdom

Training to become a teacher in England has undergone significant transformation in recent years resulting in changes across the country to how teacher training is delivered (Fogarty and Gray, 2024). This research provides an overview of the approach taken by one Higher Education Institution to create a Community of Practice (Lave and Wenger, 1991) to provide situated learning for professionals in their workplace, as they support the next generation of teachers in their profession.

All trainee teachers in England are required to spend 120 days in a school setting under the expert guidance and supervision of an experienced teacher: their School Mentor. Providing the necessary support to these mentors is a challenge for all teacher training providers, particularly as the School Mentor role is voluntary and there is no statutory requirement by schools in England to provide trainee teachers with a placement. The role of the provider in quality assuring…

Keywords: Professional Learning, Collaboration, Community of Practice

Pedagogical Design Guidelines of a Self-Regulated Smart Learning Environment to Support Online Learning Experiences: A Case Study in Adamawa State University, Mubi

Yusufu Gambo, Ph.D., Adamawa State University Mubi, Adamawa, Nigeria

The developments in smart and mobile technologies impact the design of a smart computing environment to support diverse aspects of life. These technologies can be used to support the development of a self-regulated smart learning environment to support online learning systems. Several research works have developed design guidelines for open learning environments; however, most of them were not validated and lack a well-documented process. This paper developed and validated the design guidelines of a self-regulated smart learning environment. The research used mixed methods employing interviews and surveys to explore and examine the level of agreement among experts across departments of Computer Science, Education, and of Directorate of ICT at a University in Nigeria. The analyses used both thematic and descriptive statistics to explore respondents’ opinions and level of agreement on the design guidelines…

Keywords: Self-Regulated Learning, Smart Learning Environment, Pedagogy, Design Guideline, Online Open Education

Quantitative Analysis of the Sustainability of Consumer Decision-Making through Human-AI Collaboration: An Experiential Assignment

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

Consumer decision making in microeconomics is grounded in the principle of maximizing satisfaction subject to budget constraints. This study examines how human–AI collaboration influences such decision processes in an educational setting. Using a two-stage assignment administered to approximately 100 undergraduate students across the 2024–25 academic year, the research first requires students to independently make purchase decisions within fixed income and budget limitations. In the second stage, students apply prompt-engineering strategies to collaborate with a Large Language Model (LLM), re-evaluating their choices under identical budget constraints. Students further explore decision making through two perspectives: that of a typical consumer and that of a dietician-nutritionist, allowing for sustainability-oriented comparisons…

Keywords: Sustainable Consumer Behavior, Prompt Engineering LLMs, Microeconomics, Budget Constraint

Nimbus: An Industry-Aligned Learning Studio

Smaranjit Ghose, Ph.D., byteXL TechEd Private Limited, Telangana, India

As industry hiring expectations increasingly emphasize system thinking, production readiness, and real-world project execution, computing education must evolve beyond isolated problem-solving exercises. This paper presents a real-world case study of a proprietary learning portal, Nimbus, which operationalizes this shift through an integrated ecosystem for content authoring, delivery, assessment, and analytics. The platform is currently deployed across 100+ industry-aligned courses, serves over 150,000 learners across multiple partner institutions, supports an average of 250 assessments per month, more than a lakh project submissions on the Nimbus Workspace.

Innovation in the platform lies in its structured yet flexible content-creation framework, built around hierarchical course design, reusable learning components, version control, and controlled import–export workflows. Levels of abstraction are calibrated to help learners assemble functional systems using frameworks such as PyTorch, while remaining anchored in core concepts, ensuring that theoretical knowledge is consistently experienced in production-like contexts…

Keywords: Learning Platforms, Content Authoring, Project-based Assessment, Bloom's Taxonomy, Coding Challenges

BreakThrough Communication+: Transform Learning From Knowledge to Lived Practice

Peter Glaser, Ph.D., and Susan Glaser, Ph.D., Glaser & Associates, Inc., Eugene, Oregon, USA

BreakThrough Conflict+ is our evidence-based blended learning curriculum that helps people move independently from knowing communication skills to actually living them in real conversations through innovative learning experiences designed for lifelong learning. These pre/post measures add objective impact evidence alongside completion, badges, and progress tracking—showing not just what learners finished, but what they feel prepared to do differently—supported by evaluation/learning analytics from pre-post surveys. Built on over 35 years of our published research, this new program structures learning into clearly defined tiers each with real-world assignments, self-reflection, and measurable progress, grounded in collaborative learning methodologies. Participants proceed at their own pace and begin, in tier 1 with a thorough foundational knowledge check. They then progress through applied practice in each of the core action learning competencies, with action practice to turn learning into mastery. Advanced tiers focus on leaders who facilitate team practice, design recurring communication rituals, and cultivate a culture of psychological safety and accountability…

Keywords: Hybrid Learning, Experiential Learning, Blended Learning, Communication Skills, Micro-Learning

Augmenting the Learning Experience: The ALEX Implementation Framework for Higher Business Education: From Affordances to Implementation

Matt Glowatz, Ph.D., University College Dublin, Dublin, Ireland

This practice-based, inclusive design and creative technology innovation research titled “Augmenting the Learning Experience: The A L E X Implementation Framework for Higher Business Education: From Affordances to Implementation” investigates and measures the effectiveness and impact of novel, innovative, immersive augmented reality (AR) enhanced curriculum design on higher education business students’ learning experience. The term “learning experience” incorporates three core components: motivation, engagement, and knowledge acquisition and retention. This thesis narrates previous research conducted in the knowledge area of immersive learning with particular focus on Augmented Reality (AR) in education settings in the context of two underlying theories deemed most relevant for this research, namely 1) Mayer’s science of instruction and multimedia learning (Mayer 2011, 2020) and 2) Koehler and Mishra’s (2009) Technological, Pedagogical, and Technology Knowledge (TPACK) framework…

Keywords: Immersive Learning, Metaverse, AI, Student Engagement

Civic Learning Without Limits: The National Mall Experience Anywhere

Jeremy Goldstein, Trust for the National Mall, Washington, D.C., USA

As the nation commemorates its 250th anniversary in 2026, the National Park Service and the Trust for the National Mall have partnered to create an innovative tool for educators, students, and visitors: the National Mall Gateway. This digital platform offers unprecedented access to images, content, and civic learning resources from the nation's "Front Yard," serving both onsite and virtual audiences. Beginning with a survey of research on public lands and civic education, this session explores the challenges and opportunities educators face in today's evolving civic learning landscape.

Keywords: Civics, K-12, Public Lands, Civic Learning

Enhancing Asynchronous Distance Education: Using Online Forums to Connect Learners to other Learners, with Lecturing Staff and Experts

Gloria Gomez, Ph.D., OceanBrowser and University of Sydney, Otago, New Zealand

OB3, a self-directed learning platform, was developed to address issues in asynchronous online education around student engagement and isolation. It is adopted by programs catering to students who are older and want to access quality education from where they work or live. Informed by concepts drawn from study skills for academic success, visual design improving metacognition, and networked learning, this interactive platform [1] enables students and lecturing staff to co-create media-rich resources that promote active learning, critical thinking, and reflection; [2] fosters learning relationships among students and with educators to reduce dropout rates; and [3] allows students to share, feel connected, and work together with resources curated by lecturing staff.

In an undergraduate program, students prefer OB3 for sharing experiences about practice placements undertaken in communities, hospitals, and virtual reality. In a postgraduate program, academic staff say that OB3 documents are ‘live’, can be shared to allow multiple subject matter experts to contribute to a unit, and invite students to collaborate…

Keywords: Active Learning, Asynchronous Online Education, Students Co-Creating Curriculum, Inter-Institutional Collaboration, Lifelong Learning

Bridging Design Prototypes and Sustainable Microinnovations in Flexible Learning

Gloria Gomez, Ph.D., OceanBrowser and University of Sydney, Otago, New Zealand

The bridging design prototype (BDP) approach is a human-centred design method used to advance novel educational practice. BDPs are fully functional rapid prototypes of resources/technologies that educators accept to incorporate in real activities with students, making them suitable to investigate and design user experience sustainably, equitably, and flexibly. It comprises six principles underpinned by concepts from human-centred product development, user-centred design, inclusive design, participatory design, and a meaningful learning theory. The first set of principles helps to understand who we are designing for: [1] bring a multidisciplinary team thinking approach to researching a learning community and their context; [2] achieve similar mental models to stimulate empathy and solidarity; and [3] understand the prior knowledge and familiar interactions of each member of a learning community…

Keywords: Bottom-Up Adoption, Flexible Learning, Human-Centered Design, Users Become Designers, Microinnovations

From Prediction to Action: Artificial Intelligence for Equitable Allocation of Student Support Resources

Alejandra González, Ph.D., David Barrera, Ph.D., and Jorge Marquez, Pontificia Universidad Javeriana, Distrito Capital, Colombia

Improving student success has become a central priority for higher education institutions worldwide. While many universities deploy academic support, their effectiveness depends heavily on aligning interventions with the diverse needs, and performance trajectories of students. A key question therefore emerges. Which interventions should be available for which students? This requires moving beyond uniform support schemes and instead adopting data-informed strategies that acknowledge heterogeneity in academic performance, learning behaviors, socioeconomic constraints, health conditions, and access to educational resources. Since offering all types of support to all students is neither operationally feasible nor cost-effective, institutions must advance toward targeted, equitable, and impact-oriented allocation of resources.

This work synthesizes findings from three applied research projects in learning analytics and AI conducted at two high-quality Colombian universities: Pontificia Universidad Javeriana and the Universidad Nacional de Colombia. Our work moves beyond traditional predictive models focused solely on classifying students by dropout risk…

Keywords: Student Support Resources, Artificial Intelligence, Dropout

Advancing Online Learning: A Strategic Approach to Quality and Innovation

Sara Gretencord, Purdue University, Fowler, Indiana, USA

This presentation aims to provide insight into Purdue University Online’s (PUO) structured approach to quality assurance (QA) for both credit and noncredit courses. By showcasing the standard operating procedure (SOP) established for data intake from course review requests and IDATA lists, this session will emphasize best practices for ensuring high-quality online education.

In an era where online learning plays a pivotal role in higher education, maintaining course quality is crucial. The PUO QA team has developed a comprehensive SOP that ensures a consistent, organized, and efficient method for obtaining course review requests, processing semester course lists, and managing faculty approvals. This process enables academic institutions to enhance the quality of their digital learning environments while fostering student success.

Keywords: Quality Assurance, Innovation

Self-Efficacy and Financial Acumen: Leveraging Personal and Professional Contexts to Deepen Learning in Finance Education

Ryan Hamilton, Ph.D., McMaster University, Ontario, Canada

The primary objective of tertiary business education is to ensure content mastery translates into tangible workforce value. However, traditional finance instruction, often reliant on standardized case studies, frequently fails to cultivate students’ practical skills and critically, their self-efficacy (the confidence needed to apply complex financial concepts in professional settings). This failure creates a persistent theory-to-practice gap.

This paper proposes and examines a novel pedagogical model for business finance education designed to overcome this challenge. The model centers on contextualized learning by actively integrating students’ current personal financial realities and existing hands-on work experiences directly into the curriculum. I replace abstract assignments with utility-driven projects that tie to learning outcomes that compel students to analyze and solve real-world problems from their own lives or professional contexts…

Keywords: Self-Efficacy, Financial Acumen, Experiential Learning, Workforce Readiness, Contextualized Learning

The Forgotten Sense in Adult Learning: Vestibular Function in Digital Work and Education

Constance Hamner Campbell and Pam McCray, Ph.D., University of the Incarnate Word, San Antonio, Texas, USA

Digital environments have fundamentally reshaped adult work and learning, offering unprecedented access, flexibility, and innovation across professional, higher education, and lifelong learning contexts. However, these environments also represent a significant shift in how adult learners physically engage with learning tasks and their surrounding environments. Emerging evidence suggests that reduced vestibular input—a consequence of prolonged, screen-based engagement—may contribute to challenges in balance, visuomotor coordination, attention, anxiety, reading efficiency, and information processing. These factors are closely tied to core adult learning outcomes, including cognitive endurance, self-regulation, and sustained attention, all of which directly affect learning effectiveness and workplace performance. This paper examines the physiological implications of increasingly screen-dependent work and learning environments, with a specific focus on the vestibular system—a foundational sensory system that is primarily activated by head movement and spatial orientation…

Keywords: Vestibular System, Adult Learning, Digital Learning Environments, Cognitive Performance, Screen-Based Learning

Better Learning by Design: Applying AI + Human Insight in Learning Experience Design

Jessica Hecht and Tiffany Chapman, Ph.D., Six Red Marbles, Needham, Massachusetts, USA

As AI adoption accelerates across higher education and workplace learning, institutions face a familiar tension: How can we leverage AI for efficiency without compromising academic integrity, equity, or instructional quality? This session delivers best practice design considerations for higher ed decision makers as well as instructional design professionals.

Presenters will demonstrate a practical AI + HI Workflow: a balanced approach that positions AI as an accelerator for ideation, drafting, and consistency checks while ensuring that human expertise drives pedagogy, accessibility, context, and ethical judgment. Participants will explore short case vignettes showing how instructional designers and faculty have tested AI responsibly in real course development projects, with lessons learned along the way…

Keywords: AI in Education, Course Design, Learning Experience Design, AI in Course Development

AI Playbooks for Education Leaders: Work Faster, Work Smarter, Communicate with Impact

Yukima Hughes, Beyond the Classroom Consulting, LLC, South Plainfield, New Jersey, USA

Schools and small teams need fast, reliable ways to use AI without chaos or compliance risk. This session shows a practical playbook you can apply immediately to planning, meeting agendas, family communications, data-to-decisions, and everyday writing. We’ll frame AI as a workflow, not a magic trick: clear inputs, quality checks, and guardrails that match your policies. You will see live prompts and side-by-side outputs, then practice a simple prompt pattern that produces consistent results across roles. We will map three high-leverage use cases that typically save 3–5 hours per week and review a lightweight privacy checklist you can adapt. You will leave with a one-page workflow template, a starter prompt pack for instructional leadership and curriculum tasks, and a quick rubric for evaluating AI outputs. The aim is confidence and repeatability so teams work faster, work smarter, and communicate with impact without adding tools or stress. Session fits K–12 leaders, coaches, faculty, and small business education teams; it also translates well to higher ed centers for teaching and learning.

Keywords: AI in Education, Instructional Leadership, Prompt Engineering, Curriculum and Literacy, Workflow Design

Designing Human-Centered Learning in an Age of Intelligent Systems

Chris Huizenga, Desklight, Chicago, Illinois, USA

As learning technologies become increasingly intelligent, scalable, and automated, the central challenge in higher education and workplace learning is no longer access to content, but the intentional design of learning experiences that produce durable individual and organizational change.

This session advances a shift from course-centric and platform-centric models toward learning ecosystems which are integrated, human-centered systems in which research, technology, organizational context, and learner motivation interact over time. Drawing on interdisciplinary research from adult learning theory, human-centered design, systems thinking, and organizational learning, as well as applied case examples from higher education, professional associations, and workplace learning environments, the session examines how learning ecosystems can better support skill transfer, identity development, and sustained engagement…

Keywords: Human-Centered Design, Learning Ecosystems, Workplace and Higher Education Learning, Systems Thinking, Integration