AI in the Classroom: How to Boost Learning Without Enabling Cheating

Melissa Morgan, Coraltalk AI Inc., Ontario, Canada

AI has fundamentally changed how students learn, how they cheat, and how teachers must assess. While most tools automate worksheets, grading, and content delivery… they unintentionally increase passive learning and AI-generated assignments.

This session focuses on the shift teachers are already feeling: moving from text-based tasks to spoken, critical thinking tasks that AI cannot do for the student.

You’ll learn:
1️⃣ What’s now possible with voice-native AI in K–12
2️⃣ Three assessment practices that break AI-generated cheating
3️⃣ How AI can save teacher hours without erasing the human elements of learning
4️⃣ A short live example of a voice-interactive AI assessment used by schools today…

Keywords: AI, Oral Exams, Assessment, Personalized Learning

Co-Creating Energy Learning: How Rural Communities Build Skills for Biogas, Solar, and Mini-Grid Systems

Nashua Kimuli Nabaggala and Saadat Lubowa Kimuli Nakyejwe, Ph.D., Makerere University Business School, Kampala, Uganda

This study examines community-led learning processes used to build technical skills for biogas, solar home systems, and mini-gird operations in rural Uganda. Using a qualitative case study approach, data were collected from three rural districts (Kyenjojo, Iganga, Nakaseke), involving 41 participants including household users, local technicians, and community energy volunteers. Methods included participant observation during repair sessions, semi-structured interviews and community mapping exercises. Findings reveal that communities learn largely through co-created processes such as hands-on repair demonstrations, troubleshooting circles and informal peer coaching. Vernacular storytelling and analogy-based explanations played a key role in simplifying technical instructions. These collaborative methods strengthened system reliability, improved user confidence, and reduced technology breakdown incidents. The study concludes that…

Keywords: Rural Electrification, Community Learning, Clean Energy Skills, Biogas And Solar Systems, Participatory Training

Simulation-Based Decision Training for Mini-Grid Entrepreneurs: A Low-Tech Model for Teaching Critical Thinking

Nashua Kimuli Nabaggala and Saadat Lubowa Kimuli Nakyejwe, Ph.D., Makerere University Business School, Kampala, Uganda

This paper evaluates a low-tech simulation training model designed to strengthen decision-making skills among mini-grid entrepreneurs in rural Uganda. The study used an experimental training design involving 26 mini-grid operators who participated in a one-day simulation workshop using scenario cards, role-play, and guided reflection. Data were collected through pre/post-assessment tests, observation notes, and participant feedback surveys. Findings show that simulation training improved critical thinking, situational analysis, and confidence in handling operational challenges such as demand spikes, customer complaints, and tariff adjustments. Participants demonstrated a 37% improvement in decision accuracy and a 42% improvement in risk anticipation after the simulation. Because the model uses analog tools instead of computers, it proved accessible and scalable for low-connectivity environments. Recommendations include embedding simulations around and adapting scenarios to reflect local cultural and economic realities.

Keywords: Simulation Training, Mini-Grid Entrepreneurship, Critical Thinking, Low-Tech Learning, Energy Business Skills

Gendered Learning Pathways in Clean Energy: Designing Inclusive Training for Women in Rural Electrification Projects

Nashua Kimuli Nabaggala and Saadat Lubowa Kimuli Nakyejwe, Ph.D., Makerere University Business School, Kampala, Uganda

This study examines gender-specific learning experiences within rural electrification initiatives in Uganda, focusing on biogas, solar home systems, and mini-grid projects. A qualitative methodology was used, involving 29 female participants including energy users, women technicians, and participants in NGO-led training programs. Data were gathered through semi-structured interviews, field observations and reflective storytelling sessions. Findings show that women learn skills through context-specific pathways such as group-based demonstrations, informal mentoring, and shared experimentation within village women’s groups. Barriers included mobility restrictions, household workload, language gaps, and limited confidence in male-dominated technical spaces. However, women exhibited strong collaborative learning abilities, high trust-building capacity, and consistent knowledge-sharing tendencies. The study proposes a gender-responsive training model incorporating…

Keywords: Women In Energy, Gender-Responsive Training, Rural Electrification, Inclusive Learning, Clean Energy Skills

Mobile-First, Voice-Enabled Learning: Designing Generative AI Tools for Low-Literacy Workplaces in Uganda

Saadat Lubowa Kimuli Nakyejwe, Ph.D., Nashua Kimuli Nabaggala, Samuel Walulumba and Eunice Nansiima, Makerere University Business School, Kampala, Uganda

In low-literacy, low-bandwidth workplaces across Uganda, workers face barriers to learning due to limited reading skills and minimal access to formal training or high-speed internet. Yet, these same workers are increasingly using smartphones and messaging apps as part of their daily routines. This paper explores how voice-enabled, mobile-first generative AI tools like ChatGPT can support just-in-time, task-based learning for informal workers in resource-constrained environment.

Through participatory fieldwork with 15 workers in tailoring, boda transport and market vending, the study examines how people with limited literacy interact with voice-driven AI systems on mobile devices. Using methods such as task-based prompting sessions, mobile voice interactions and post-use reflection interviews, the study uncovers how oral learners engage with AI for problem-solving, skill acquisition and knowledge-seeking at work…

Keywords: Generative AI, Mobile Learning, Voice Technology, Informal Education, Inclusive Design

Augmenting, Not Automating: How Ugandan Youth Use Generative AI for Just-in-Time Skill Development in Informal Apprenticeships

Saadat Lubowa Kimuli Nakyejwe, Ph.D., Nashua Kimuli Nabaggala, Christine Mubiru Nanyombi and Samuel Walulumba, Makerere University Business School, Kampala, Uganda

While much discourse around generative AI centers on automation and workforce disruption, young people in Uganda are using these tools to augment their informal learning and skill-building. This paper presents findings from a study of youth engaged in informal apprenticeships like carpentry, tailoring and motorbike repair, who use generative AI, including ChatGPT, as an on-demand learning assistant.

Through digital diaries, interviews and observational sessions with 20 participants aged 18-30, the study explores how these youth use generative AI to troubleshoot problems, generate ideas, and deepen their understanding of trade-specific tasks. Participants accessed AI tools using mobile phones, primarily through voice or messaging interfaces, often supplementing what they learned from mentors, Youtube, or peers…

Keywords: Generative AI, Informal Learning, Youth Apprenticeships, Mobile Learning, Skill Development

WhatsApp + ChatGPT=Learning Ecosystem? How Generative AI and Digital Platforms Are Reshaping Peer-to-Peer Learning in African Markets

Saadat Lubowa Kimuli Nakyejwe, Ph.D., Samuel Walulumba, Nashua Kimuli Nabaggala and Eunice Nansiima, Makerere University Business School, Kampala, Uganda

Across African informal markets, learning often happens through social interaction, peer mentoring and mobile communication not formal instruction. This paper explores how everyday digital platforms like WhatsApp, when combined with generative AI tools like ChatGPT, are reshaping peer-to-peer learning in surprising and innovative ways.

Based on digital ethnography and case studies of small trader and artisan groups in Uganda, the study investigates how mobile users integrate AI-generated content into existing WhatsApp-based learning and support networks. Participants shared screenshots, voice notes and videos demonstrating how they used ChatGPT to answer questions, generate promotional text, resolve customer service dilemmas or brainstorm product ideas then shared these insights with peers in their WhatsApp groups…

Keywords: Peer-to-Peer Learning, Information Education, WhatsApp, Generative AI, Digital Learning Ecosystems

Reflecting on Reflections: Taking Stock of a Common Practice

Gary Natriello, Ph.D., Teachers College Columbia University, New York, New York, USA; and Hui Soo Chae, Ed.D., New York University, New York, New York, USA

Writing in How We Think in 1910, John Dewey defined reflective thought as “Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends…” Amidst multiple formulations of reflection by subsequent commentators, this statement remains an important guide for the many educators seeking to foster student reflection. In this paper we consider our own efforts to provide students with opportunities to think carefully, i.e., to reflect, on their learning in our project-based online courses. Our approach has been to ask students to produce short, one to three pages, learning reflections at the end of each project. Over the course of five years and ten online courses our graduate students have produced hundreds of responses to prompts that ask them to think carefully about their recent project as a learning experience. Here we pause to take stock of our practice in an attempt to understand the value of these assignments for students and for ourselves as teachers. We consider the variations in prompts and the conditions for the assignments as well as the merits of the student responses. Indeed, we reflect on the learning reflections.

Keywords: Learning Reflections, Project-Based Learning, Online Learning

Mobile-First Learning Ecosystems: Designing AI-Supported Microlearning for Ugandan Small Business Teams via WhatsApp

Eunice Ninsiima, Saadat Lubowa Kimuli Nakyejwe, Ph.D., Samuel Walulumba and Nashua Kimuli Nabaggala, Makerere University Business School, Kampala, Uganda

This study explores the effectiveness of WhatsApp-based microlearning enhanced with AI tools such as ChatGPT for supporting team learning within Ugandan small businesses. A mixed-methods approach was adopted, involving a pilot intervention with 40 MSEs employees from retail, food processing and service businesses. Data were collected through usage analytics, two focus groups, and pre/post-training assessments. The intervention delivered bite-sized learning content (90-120 seconds) through WhatsApp voice notes, short videos, and AI-generated prompts. Findings reveal that WhatsApp Microlearning increased knowledge retention, team coordination and responsiveness to operational challenges. Participants reported improved problem-solving, faster onboarding of new staff and enhanced confidence when using AI-generated examples or explanations. AI played a critical role in personalizing learning, simplifying business concepts and generating multilingual support…

Keywords: Microlearning, WhatsApp Learning, AI In Entrepreneurship, Mobile Learning Ecosystems, African SMEs

Keeping the Human Voice in AI-Supported Course Design

James Olive, Ph.D., University of Idaho, New Albany, Ohio, USA

The rapid emergence of artificial intelligence (AI) in higher education has generated both enthusiasm and uncertainty among faculty. While AI offers new possibilities for efficiency and creativity in course design, concerns remain about maintaining authenticity, academic integrity, and meaningful instructor–student connection. This paper examines how AI can be thoughtfully integrated into course design as a supportive tool rather than a substitute for human expertise. Drawing on practical examples, the paper explores how AI can assist with brainstorming, organizing content, and drafting assessments, while ensuring that the instructor’s pedagogical voice and values remain central.

The discussion emphasizes ethical considerations and presents strategies for using AI responsibly in ways that align with faculty identity and instructional goals. Designed for faculty who are new to AI, the paper highlights approachable entry points for…

Keywords: Artificial Intelligence, Course Design, Instruction, Teaching

Reskilling Frontline Workers at Scale: A Gamified Career Transition Program in a Large Bank

Leandro Oliveira, Juliana Oliveira and Sabrina Duarte, Banco do Brasil, Distrito Federal, Brazil

Large organizations worldwide face the challenge of reskilling frontline employees whose traditional roles are shrinking due to automation and digital transformation. In the Brazilian banking sector, the rapid reduction of in-branch transactional activities has placed thousands of bank tellers at risk of role obsolescence, income loss, and disengagement. This paper presents a large-scale, human-centered reskilling initiative implemented at Banco do Brasil to support the career transition of frontline workers while aligning individual aspirations with organizational workforce needs.

The program was designed as a personalized and gamified learning journey, integrating self-assessment tools, curated learning pathways, career workshops, and structured mentoring…

Keywords: Reskilling, Career Transition, Learning Experience Design, Workforce Transformation, Corporate Learning

Corporate Certification as a Driver of Workforce Upskilling

Leandro Oliveira, Rafaela Cruz, Vladmir Chaves and Vanessa Rios, Banco do Brasil, Distrito Federal, Brazil

Large organizations increasingly struggle to scale upskilling initiatives that are both rigorous and learner-centered. In many cases, internal certification systems remain disconnected from learning pathways, functioning primarily as compliance mechanisms rather than as drivers of capability development. This case presents how Banco do Brasil redesigned its Business Certification Program to operate as a strategic driver of workforce upskilling in a large, highly regulated organization.

The initiative reframed certification as part of an integrated learning ecosystem. Competency matrices were co-developed with business areas to define critical skills across domains such as credit, retail banking, agribusiness, and public sector finance. These matrices were structured using Bloom’s taxonomy, guiding both the design of learning pathways and the construction of assessment items tailored to Banco do Brasil’s business context and real-world decision-making demands…

Keywords: Corporate Certification, Learning Analytics, Digital Assessment, Upskilling, Workforce Development

Turning Onboarding Into a Learning Journey: A Gamified Experience Demonstration

Leandro Oliveira, Flavia Paravidino and Vladmir Chaves, Banco do Brasil, Distrito Federal, Brazil

This case explores the use of digital gamification as a learning design strategy to enhance competency development and employee engagement during onboarding in a large multinational financial institution. The initiative was designed in response to the challenge of transforming traditional onboarding processes into meaningful learning journeys capable of supporting autonomy, motivation, and early capability building in a highly regulated corporate environment.

The gamified onboarding experience combined structured learning content with game mechanics designed to activate emotional and motivational drivers, encouraging voluntary participation, progression, and interaction…

Keywords: Corporate Learning, Gamification, Employee Onboarding, Learning Experience Design, Engagement

Corporate Education as a Strategy for Diversity, Equity, and Inclusion and Cultural Transformation

Leandro Oliveira, Eveline Ouriques, Katiuscia Duarte and Rafaela Cruz, Banco do Brasil, Distrito Federal, Brazil

This paper presents the Diversity, Equity, and Inclusion (DEI) educational programs and initiatives developed by the Corporate University of Banco do Brasil (UniBB), highlighting corporate education as a strategic tool for fostering inclusion, deconstructing stereotypes, and expanding representativeness within organizational contexts. The initiative is framed within the landscape of digital corporate education and integrates innovative pedagogical practices, affirmative policies, and educational technologies, in alignment with contemporary challenges in corporate learning environments.

The DEI Learning Journey is structured around three main axes: (i) a DEI Educational Trail, consisting of more than 34 self-paced courses and approximately 369,000 course completions, addressing topics such as racial literacy, neurodiversity, inclusive communication, gender equity, and female leadership; (ii) face-to-face workshops, involving the training of over 843 internal multipliers and corporate educators; and (iii) a cycle of expert-led lectures designed to promote dialogue and thematic deepening…

Keywords: Corporate Education, Diversity, Equity, Inclusion

Designing a Corporate Learning Ecosystem for Business, Inclusion, and Future Skills

Leandro Oliveira, Rodrigo Silva and Rafaela Cruz, Banco do Brasil, Distrito Federal, Brazil

Corporate Universities play a strategic role in enabling organizational transformation, especially in highly regulated and complex sectors such as banking. This presentation showcases how the Corporate University of Banco do Brasil (UniBB) has designed, implemented, and scaled an integrated learning ecosystem aligned with business strategy, digital transformation, and Diversity, Equity & Inclusion (DEI).

Grounded in the 70–20–10 learning model and a lifelong learning mindset, UniBB combines formal education, experiential learning, social learning, and advanced learning technologies to develop critical capabilities at scale. In 2024 alone, the ecosystem delivered more than 12 million learning hours, reaching nearly 100% of employees through blended journeys that integrate self-paced digital learning, live online and in-person programs, mentoring, certification pathways, and real-world application…

Keywords: Corporate University, Learning Ecosystems, Digital Upskilling, Leadership Development, Diversity, Equity & Inclusion

Preparing Future Educators: Implementing the CALScratchJr-GR Curriculum in Preservice Teacher Training

Stamatios Papadakis, Ph.D., University of Crete, Rethymnon, Greece

While the demand for computational thinking (CT) in early childhood education is growing, many future educators feel unprepared to introduce these concepts in the classroom. This session presents findings from the CALScratchJr-GR project, focusing specifically on the training and preparation of preservice teachers at the University of Crete.

We examine the impact of integrating the "Coding as Another Language" (CAL) methodology into the undergraduate curriculum. Unlike traditional technical training, this approach frames coding as a literacy, helping preservice teachers understand how to use ScratchJr as a tool for expression rather than just a technical skill. The study assesses the participants' shifts in self-efficacy, pedagogical content knowledge, and attitudes toward teaching computer science to young children…

Keywords: Preservice Teachers, Teacher Education, Computational Thinking, Self-Efficacy, CALScratchJr-GR

Level Up Pyramid (LUP): A Preventive Framework for Democratic Values and Citizenship in Secondary Education

Vasiliki Papathanasiou and Aikaterini Zafeiri, Atsoglou Junior High School, Megara, Greece

Level Up Pyramid (LUP) is a values-based pedagogical framework designed to address a central gap in international citizenship education: while most school systems emphasize rules and sanctions, few provide preventive, structured models that cultivate democratic dispositions before disciplinary issues arise. Grounded in Self-Determination Theory, humanistic pedagogy, and classroom climate research, LUP proposes a four-tier progression from personal responsibility to active citizenship. This study examines the implementation of LUP in a small Greek lower-secondary school (N=27, ages 12–15). Methodologically, the project employed qualitative classroom observation, student reflective journals, and micro-interventions. One example includes a flipped-classroom activity in which a student facilitated peers’ learning through guided questions, revealing increased engagement among typically low-performing learners and demonstrating leadership without competitiveness…

Keywords: Values-Based Education, Citizenship Education, Democratic Schooling, Student Agency, Classroom Climate

Evolving MOSAIC: Nurturing Connection, Belonging, and Sustainability in Online Learning Ecosystems

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

Since the initial articulation of the MOSAIC framework (Modular, Outcome‑based, Stackable, Adaptive, Integrated Curriculum), interest in “ecosystem health” has expanded to include not only human relationships and institutional structures but also the growing AI fabric woven through online learning. In many courses and programs, AI now functions as a silent co‑designer, tutor, grader, and curator of content. This session offers a theoretical update on online learning ecosystems that foregrounds human connection within this AI-rich environment. Drawing on research on social presence, communities of practice, and academic integrity in the age of generative AI, the session introduces the concept of the AI Coagent Effect-AI’s role as a co‑agent in teaching and learning and the accompanying fatigue, confusion, and even paranoia that can arise when sharing intellectual space with an opaque, constantly present “co‑host.”

Using MOSAIC as an organizing lens, the session explores how the AI Coagent Effect can serve as a diagnostic signal, revealing where human relationships, trust, and clear roles are most needed to sustain ecosystem health…

Keywords: Online Learning Ecosystems, MOSAIC Framework, AI Coagent Effect, Human Connection and Belonging, Communities of Practice

AI Co-Pilots for the Human Mosaic: Strengthening Mentorship and Community in Online Learning Ecosystems

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

Online graduate programs are often evaluated through visible metrics (enrollment, completion, grades), yet their long-term sustainability is frequently determined by less visible variables: mentorship, belonging, and the quality of peer-to-peer connection. Building on the MOSAIC framework (Modular, Outcome-based, Stackable, Adaptive, Integrated Curriculum), this presentation proposes a human connection layer for e-learning ecosystem health and demonstrates how generative AI, used explicitly as a co-pilot and co-agent under human oversight, can help educators find, foster, and scale meaningful relationships without automating away what makes learning human.

Participants will be guided through a practical workflow that pairs MOSAIC’s community and mentorship “puzzle pieces” with AI-enabled supports (e.g., connection mapping, peer-feedback scaffolding, mentor check-in summaries, and ethical routing to human support). The session is designed for virtual delivery with interactive design exercises and a take-home “MOSAIC Human Connection Canvas” that attendees can adapt to their own programs.

Keywords: Human-Centered AI, Online Learning Ecosystems, Mentorship, Community, Learning Analytics

Decolonizing Instruction in Times of Liquid Modernity: Curtailing AI Inside a Classroom

Maura Pilotti, Ph.D., Khadija El Alaoui, Ph.D., and Maryam BoJulaia, Ph.D., Prince Mohammad bin Fahd University, Al-Khobar, Saudi Arabia

In international education endeavors, critical thinking skills are key learning outcomes. This study asks whether curtailing the use of AI for assessment purposes benefits students’ critical thinking performance. Selected was a history course that highlighted the view of indigenous people, casting doubt on Western frameworks through historical narratives. In separate course sections, critical-thinking assignments were performed in class without any technological aid (treatment condition) or at home (control condition). At the end, curtailing AI use did not impact AI-free exam performance based on critical thinking operations or students’ sense of agency. It was concluded that in courses adopting culturally relevant pedagogy, students’ self-regulatory activities weaken the potentially deleterious impact of AI reliance on critical thinking skills.

Keywords: Decolonization, Curriculum, Instruction, AI, Middle East

Integrating Film in the Classroom: Pedagogical Practices and Challenges in Greek Education

Chryssa Pipili and Chryssa Sofianopoulou, Harokopio University of Athens, Virginia Beach, Virginia, United States

International research indicates that the rapid growth of Information and Communication Technologies and the increasing emphasis on AI-related literacy have posed new challenges for education while student pressure in Greece is constantly increasing as intensification prevails. Teaching with films can promote interactive learning, students’ engagement as well as the development of various digital, social and critical thinking skills. This raises an important question: can the use of film material be integrated in modern classrooms in a way that genuinely motivates, inspires and support student learning? The purpose of this study is to investigate whether Greek teachers use films to teach and how they incorporate them in the learning process both in primary and secondary education. Particular emphasis is placed on the practices and educational approaches teachers apply and, also, the obstacles faced to integrating film material in classroom…

Keywords: Film-Based Teaching, Educational Practices, Greek Education, Film Education

Heritage Alive: AI, Robotics, and Object-Based Learning at Museo Sant’Agostino

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

This paper presents an innovative educational experiment developed by the University of Rome Tor Vergata in collaboration with Museo Sant’Agostino in Genoa, one of the city’s leading museums dedicated to medieval sculpture. The initiative explores how artificial intelligence (AI), humanoid robotics, and Object-Based Learning (OBL) can be meaningfully integrated to enrich visitor engagement and promote inclusive, technology-enhanced learning with cultural heritage.

The project combines 3D digital replicas, interactive digital objects, and the Pepper humanoid robot within a structured museum experience designed to foster critical thinking, collaboration, and accessibility for diverse audiences, including older adults and individuals with limited familiarity with museums or digital tools…

Keywords: Artificial Intelligence, Humanoid Robotics, Object-Based Learning, Museum Learning Innovation, Accessibility And Inclusion

From Speed to Impact: Rethinking AI for Microlearning Videos

Erick Prospero, Ninja Tropic eLearning, Tucson, Arizona, USA

AI is transforming how we create learning content, but too often the conversation stops at speed. Yes, today’s tools can generate videos in minutes — but speed alone doesn’t guarantee impact. In this session, we’ll explore how AI can help us build better, not just faster, microlearning videos.

Using the “AI Pathway” — speed, quality, transformation, and impact — we’ll reframe how to think about AI adoption in learning. Much like the evolution of digital cameras, early excitement is about efficiency, but the true potential is realized when quality catches up, when workflows transform, and when the impact changes how people actually learn…

Keywords: Microlearning, AI Video, Competency, Behavior

Beyond Fast: Leveraging AI Video Tools to Drive Measurable Outcomes

Erick Prospero and Carlos Alfaro, Ninja Tropic eLearning, Tucson, Arizona, USA

AI is rapidly transforming how we create learning videos—but speed is only the beginning. This session explores how human creativity, combined with the precision and scalability of AI tools, can produce educational videos that measurably improve learner engagement, retention, and outcomes.

AI video tools are revolutionizing how we design learning—but the real opportunity isn’t speed; it’s strategy. This session explores how learning leaders can harness AI video technologies to produce educational content that not only looks polished but also drives measurable behavior change and brand alignment.

The session will demonstrate how combining human creativity with tools like Google Veo, Sora, Synthesia, and ChatGPT can yield videos that emotionally connect learners to an organization’s mission and values…

Keywords: Microlearning, AI Video, Competency, Behavior Change

Building AI-Powered, SCORM-Compliant Role Play Simulations Without the SaaS Price Tag

Erick Prospero and Hugo Schaad, Ninja Tropic eLearning, Tucson, Arizona, USA

Traditional eLearning simulations often require costly SaaS solutions that limit customization and scalability. This session demonstrates how learning professionals can build AI-driven, SCORM-compliant interactive experiences using open technologies such as Google Cloud AI Studio, Firebase, and Gemini models—all integrated within Articulate Storyline or Rise.

Drawing on the development of an AI De-escalation Simulator for Customer Service, presenters will showcase how to combine Vibe coding, responsive AI dialogue, and instructional design principles to create emotionally realistic, two-dimensional training simulations that enhance learner engagement and retention…

Keywords: AI Learning Design, AI Role Play, Simulation, Microlearning

MuseoGo: AI-enhanced Museum Learning Platform

Ruby Ren, Western Governors University, Salt Lake City, Utah, USA and Yue Zhao, University of Pennsylvania, Mountain View, California, USA

MuseoGo is an AI-powered platform designed to make museum visits more engaging, personalized, and interactive. It addresses common challenges in museum learning—such as passive observation, lack of structured guidance, and minimal post-visit reflection—by providing tailored support at every stage of the visit. Before the visit, MuseoGo curates personalized itineraries and preparatory resources. During the visit, an AI-powered chatbot offers real-time insights and interactive engagement. After the visit, the platform reinforces learning through quizzes, AI-generated summaries, and reflective activities.

In this paper, we first outline the challenges of traditional museum learning, including a lack of structured preparation, passive information delivery, and limited post-visit reflection. We then introduce MuseoGo’s core features and explain how its AI-driven approach fosters autonomy, engagement, and deeper learning…

Keywords: Museum Education, Artificial Intelligence, Personalized Learning, Interactive Engagement, Self-Determination Theory

10 Stages to Thrive – From Zero to Super‑Hero

Jonathan Rhau, Bell Canada, Quebec, Canada

In this interactive workshop, participants will explore the Thrive Framework—a ten-stage roadmap designed to help individuals reclaim control of their personal and professional trajectory. This session is ideal for professionals, educators, and learning designers looking to reignite growth, break through imposter syndrome, and cultivate intentional development. Through real-world storytelling, practical reflection, and group dialogue, participants will map their current stage, identify blind spots in their development, and apply new tools for continuous momentum. Whether you're building a culture of learning or supporting others through change, this framework offers both clarity and flexibility to support thriving in high-pressure, fast-moving environments. Attendees will leave with new insights, action steps, and a renewed sense of agency in how they learn, grow, and lead.

Keywords: Leadership, Growth Mindset, Learning Design, Career Development, Personal Transformation

The S.K.I.L.L. Lab Challenge: Unlocking Career-Connected Learning Design

Elizabeth Robertson Hornsby, Ph.D., Southern University at New Orleans, Hammond, Louisiana, USA

Across higher education and the workplace, learning professionals face a shared challenge: designing learning experiences that develop knowledge, skills, and confidence while remaining adaptable to rapidly changing expectations. This interactive session introduces the S.K.I.L.L. Lab Challenge, an escape-room–inspired learning design experience that helps participants rethink how learning connects to real-world application across sectors. S.K.I.L.L. stands for Strengthening Knowledge through Industry-Linked Learning, a design approach that supports intentional alignment between learning goals and practical skill development without prescribing specific platforms or credentials. Participants engage in a sequence of collaborative challenges that guide them through the 4T Framework—Topics, Tasks, Tools, and Trends—solving design problems that mirror those faced in academic curriculum planning and corporate training environments…

Keywords: Learning Design, Workforce Development, Experiential Learning, Curriculum Innovation, Professional Learning

Adaptive Learning: Using AI-Powered Risk Management (ERM) to Sustain Innovation and Institutional Integrity

Arturo Rodriguez, Ph.D., Cynotex Strategy Partners, Lafayette, Louisiana, USA

In a rapidly changing educational landscape, institutions face unique threats, from technology disruption and program obsolescence to research misconduct and financial pressures. This session redefines Enterprise Risk Management (ERM) as an essential component of adaptive learning and institutional strategy.

We will equip academic and administrative leaders with practical, deployable strategies for embedding risk-aware thinking across curriculum development, research administration, and operational planning. Crucially, attendees will learn how to leverage readily available AI tools to automate and accelerate organizational risk assessment—allowing leaders to quickly triage emerging threats related to program enrollment, IT security, and policy compliance. You will leave with a powerful, forward-looking framework to stabilize your institution and confidently drive confident, ethical technology adoption.

Keywords: Enterprise Risk Management (ERM), Generative AI, Institutional Strategy, Educational Resilience, Organizational Learning

Using AI as a Leadership Coach: Integrating Technology into Technical Leader Development

Randall Ross, Ph.D., University of Minnesota - Twin Cities, Minneapolis, Minnesota, USA

Artificial intelligence is increasingly shaping how learning and development occur in both educational and organizational settings. While much attention has focused on AI’s impact on instruction, analytics, and content delivery, less emphasis has been placed on its emerging role as a developmental coaching tool—particularly in leadership development for technical professionals. This session describes an applied approach to using AI as a structured leadership coach to support learning, reflection, and development planning in both graduate education and corporate leadership programs.

Drawing on work conducted over the past year, this presentation examines the design and implementation of an AI-enabled leadership development process used with two populations: graduate students in the College of Science and Engineering at the University of Minnesota and participants in a high-potential leadership development program at a Fortune 500 company…

Keywords: Artificial Intelligence, Leadership Development, AI Coaching, Workplace Learning, Human Resources

Developing Authentic College Writers in the Age of AI: Challenges, Strategies, and the Path to Better Academic Writing

Patricia Rossi, Molloy University, Merrick, New York, USA

College writing has long been a cornerstone of higher education, requiring students to think critically, analyze complex texts, and communicate their thoughts effectively. Today, however, with the advent of advanced generative AI tools, the writing landscape has undergone a radical transformation, not only offering new opportunities for learning support but also tempting some students to copy, paraphrase, or otherwise misrepresent AI-generated content as their own. My proposal explores the evolving challenges of teaching writing to college students in the era of AI and provides practical strategies for fostering authentic, rigorous, and student-driven writing development. Generative AI tools can inadvertently enable shortcuts that undermine learning and critical thinking. Rather than resisting these technologies outright, educators must rethink how writing is taught, assessed, and supported in ways that both leverage AI’s strengths and…

Keywords: Generative AI Tools, Challenges, Innovative Strategies, College Writing, Critical Reasoning

The Use of Programming and Robotics Activities to Enhance Learning in Early Education

José Manuel Sáez López, Ph.D., Pilar Quicios García, Ph.D., and Esteban Vázquez Cano, Ph.D., Universidad Nacional de Educación a Distancia, Madrid, Spain and Maribel Miranda Pinto, Ph.D., Minho University, Braga, Portugal

This study examines in depth the educational impact of a series of robotics and programming-based activities designed to enhance learning in the early years of compulsory education. The intervention was carried out with 704 primary school students from Madrid, providing a large, balanced, and sufficiently representative sample of the urban educational context. Projects focused on block-based programming and the use of sensor-equipped robots were implemented, allowing children to practically explore various concepts related to computational thinking. These activities were structured through interdisciplinary proposals that integrated content from Natural Sciences and environmental education, fostering connections between technology and real-world problems. The CRT test was used to assess student learning and progress. A paired-samples t-test was used for the first dimension evaluated, and a non-parametric Wilcoxon signed-rank test was used for the second, ensuring a rigorous interpretation of the results. The post-test revealed notable progress in understanding sequences, loops, sensor use, and actuator operation, as well as in the ability to assemble and operate a robot…

Keywords: Coding, Educational Technology, Elementary School, Environmental Projects, Robotics

From Learning Analytics to Learning Coach: Evidence-Based Design of Adaptive AI in Higher Education

Fatemeh Salehian Kia, Ph.D., University of British Columbia, British Columbia, Canada

As generative AI becomes increasingly embedded in educational technologies, a central challenge for learning engineering is how to design adaptive systems that are grounded in learning theory and informed by empirical evidence at scale. This work presents a theory- and data-driven approach to the design of an AI-supported learning technology for higher education, drawing on large-scale institutional deployment and longitudinal learning analytics.

We designed and deployed My Learning Analytics, a student-facing tool embedded within a university-wide Canvas learning management system across multiple large public universities in the United States and Canada. The tool was intentionally designed to support key self-regulated learning (SRL) processes, including assignment planning, metacognitive monitoring, and strategic engagement with learning resources. Over five years, this deployment generated interaction data from more than 4,000 students across diverse undergraduate and graduate courses…

Keywords: Self-Regulated Learning, Adaptive Learning, Learning Analytics, Generative AI, Evidence-Informed Design

Designing a Blended Book Club for Professional Development on Generative AI & Assessment Design

Zeenar Salim, Ph.D., University of Georgia, Athens, Georgia, USA

Book clubs offer a powerful yet underutilized strategy for professional development, creating space for practitioners to grapple with complex, evolving topics through sustained dialogue. However, engaging busy professionals in ongoing learning experiences remains a persistent design challenge. This session presents the design, implementation, and outcomes of a blended book club model combining Perusall, a social annotation platform, with synchronous discussion sessions—an approach adaptable across corporate training, learning and development, and other professional contexts.
The presenters will share the storyboard and design decisions behind a faculty book club on AI and academic integrity, demonstrating how asynchronous social annotation can prime participants for richer synchronous conversations. The model incorporates scaffolded reading assignments, guiding questions that prompt learners to connect concepts to their professional contexts, and structured synchronous sessions for facilitated dialogue and collaborative problem-solving…

Keywords: Social Annotation, Blended Learning, Professional Development, Book Clubs

Socratic Prompting and AI Avatars: Reimagining Critical Thinking through the Socrates Agent

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

As generative AI becomes embedded in learning ecosystems, the ability to prompt effectively is emerging as a core cognitive skill. This session introduces a novel application of Socratic prompting operationalized through an intelligent avatar—Socrates, a conversational agent designed to cultivate critical thinking, metacognition, and structured reasoning across higher education and professional contexts.

Developed in collaboration at the e-REAL Labs with internationally renowned scholars in philosophy, cognitive science, and AI ethics, the Socrates model draws from classical dialectic and contemporary learning science. It was first presented at the Politecnico di Torino during the opening session of the Festival del Classico 2025, the most influential annual European gathering of humanities scholars and practitioners. This launch situated the project within a broader intellectual tradition that bridges ancient inquiry with modern AI-enhanced learning…

Keywords: Socratic Prompting, AI Avatars, Socrates Agent, Critical Thinking and Metacognition, Conversational Learning Design

Multilingual Conversation Mastery: AI-Driven Training, Assessment, and Selection for Nursing Education

Fernando Salvetti, Ph.D., and Barbara Bertagni, Ph.D., LOGOSNET LLC, Houston, Texas, USA and Roxane Gardner, MD, MSHPEd, DSc, and Jenny Rudolph, Ph.D., Harvard Center for Medical Simulation, Boston, Massachusetts, USA

Healthcare systems worldwide increasingly depend on nursing students and nurses who must deliver safe, effective care in a foreign language. Communication failures contribute to patient safety incidents, while international staff frequently face linguistic and cultural barriers. Across multiple countries, communication challenges significantly affect healthcare safety and workforce performance: in the United Kingdom, 19% of NHS international staff encounter language barriers and 25% of patient safety incidents involve communication failure; in the United States, nearly 25% of hospitals report language or communication issues as contributors to adverse events, with limited-English-proficiency patients twice as likely to experience preventable errors; in Canada, about 17% of healthcare providers cite language barriers as a major obstacle, and over 20% of critical safety events involve communication breakdowns; in Australia, around 20% of nurses report difficulties linked to linguistic diversity, with communication failures contributing to nearly one in five serious incidents; in Singapore…

Keywords: Multilingual Clinical Communication, AI-Driven Nursing Education, Assessment and Selection, Adaptive Digital Humans, Phygital and XR Simulation Ecosystems

Intelligent Compliance in a Fragmented World: AI Agents and XR for Future Legal Systems

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

Compliance, legal training, and decision-making are undergoing a structural shift driven by the convergence of agentic artificial intelligence and extended reality (XR). Traditional compliance models—reactive, document-centered, and focused on post-incident verification—are increasingly inadequate in a world where regulatory environments shift rapidly across jurisdictions. This session explores how intelligent agents and immersive simulation environments can transform compliance into a proactive, anticipatory practice aligned with the demands of modern organizations.

Drawing on global comparative research and real-world case studies, the presentation illustrates how agentic AI systems can autonomously monitor regulatory changes, detect inconsistencies, and propose explainable remedies. These tools support lawyers, compliance officers, and decision-makers by surfacing patterns and enabling more deliberate use of human judgment, rather than replacing it…

Keywords: Agentic Artificial Intelligence, Extended Reality, Intelligent Compliance, Conversational Avatars, Digital Humans

AI-Driven Conversational Agents for Aviation Hiring: A Patented System for High-Reliability Selection and Training

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

Airlines must assess and train large cohorts of flight attendants and ground staff with high reliability, psychological accuracy, and strict safety standards. This session presents a U.S.-patented, end-to-end e-REAL system in which intelligent conversational agents support both digital hiring and continuous training, delivered seamlessly across online platforms and phygital immersive environments.

Developed at the e-REAL Labs and demonstrated with a major European airline, the system integrates automated CV screening, structured avatar-led interviews, behavioral simulations, and rubric-based assessment models—as documented in the Neos field demonstration. But its impact extends beyond hiring. Once candidates are selected, the same agentic AI framework powers ongoing professional development, enabling staff to practice customer communication, conflict de-escalation, crisis management, and operational coordination in both online modules and XR-based immersive rooms, including interactive walls, holographic projections, and scenario-based phygital setups…

Keywords: Aviation Recruitment, Conversational Agents, Flight Attendants and Ground Staff, Competency-Based Assessment, AI-Driven Training

Beginning with the End in Mind: Designing Effective and Engaging Online Learning Environments for the Workplace Learner

Angela Samuels, Ed.D., Bright Learning Path, Jackson, Mississippi, USA

Engaging, Impactful, and effective online learning environments can be achieved by focusing on the workplace learner's experience. Specifically, when designing online learning environments, employees must be approached as workplace learners. Workplace learners are a unique group of adult learners with specific needs and characteristics who desire specific outcomes from the learning experience. This session will delve into the attributes of the workplace learner and review the components that should be addressed to design an effective and engaging online learning experience for employees.

The session will also review how to design online learning environments that will enhance the workplace learner experience by increasing the sense of connection with others despite being online. The components of an online learning environment will be appraised through the lens of educational theories to identify the components necessary to support workplace learners' formal and informal learning by decreasing feelings of isolation. The session will also discuss…

Keywords: Adult Learners, Online Learning Environments, Learning Experiences, Online Training, Transactional Distance

Digging into the Science of Learning: Unearthing the Science Behind Study Success

Elisa Sance, University of Maine, Dearborn Heights, Michigan, USA

Faculty across disciplines are increasingly disheartened by students' reliance on generative AI tools to complete coursework, often at the expense of genuine understanding. While assessment redesign is one solution, large-enrollment and content-heavy courses often lack the flexibility to implement major changes. What if we took another approach and taught students how to learn in the age of AI?

By embedding short "Science of Learning" modules into existing courses, instructors can help students understand how their brains process, store, and retrieve information. They also learn how AI can be used to support rather than replace those processes. These modules combine cognitive science principles such as retrieval practice, spacing, and metacognition with explicit guidance on productive AI use. Instead of warning students away from generative tools, they are invited to experiment with AI as a learning partner…

Keywords: Generative AI, Science Of Learning, Learning Module, Formative Assessments