2026 Conference Program

OVERVIEW

Opening Session

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

Keynote Session
Not what we were, not yet what we’ll be: Liminal Leadership for Digital Transformation in Higher Education

Margaret Korosec, Ph.D., SFHEA
Director of Digital Education and Learning Innovation
University of Leeds
Leeds, West Yorkshire, England

Higher education is no longer where it was—but it is not yet what it will become. As institutions scale online and digital learning, experiment with new credential models, and respond to accelerating demands for skills-focused, flexible education, they are entering a liminal space: an in-between state defined by uncertainty, experimentation, and possibility.

This opening keynote reframes digital transformation not as a technical or strategic challenge, but as a deeply human journey of transition. It explores the tensions facing established institutions as they work at the intersection of campus and online, innovation and regulation, global reach and local identity—and the implications this has for academic practice, student expectations, and institutional purpose.

Introducing the idea of liminal leadership, the session offers a fresh lens for leading through ambiguity—one that prioritises sensemaking over certainty, recognises identity shifts alongside structural change, and creates the conditions in which innovative forms of educational practice can emerge. Rather than rushing towards premature resolution, liminal leadership asks how leaders can intentionally hold and steward the space of transition. 

Participants will be encouraged to reflect on how they lead not just change itself, but the lived experience of change - for staff, students, and their institutions - and what it might mean to lead with care, clarity and courage in the space between. 

Speaker bio and talk abstract

CulturNAO: A Humanoid Robot as a Tutor in a Simulation-Based Training Activity for New Immigrants

Gila Kurtz, Ph.D., Dan Kohen Vacs, Ph.D., Rina Polonsky, and Polina Solovyeva, Holon Institute of Technology, Central District, Israel

Navigating a new society requires adult immigrants to acquire complex cultural norms and values quickly, often sharply different from those of their cultures of origin. To meet this need, we introduce CultureNAO, a four-phase Human-Robot Interaction (HRI) activity augmented by Generative AI (GenAI), designed for adult immigrants. The activity focuses on Israeli, a culturally embedded communicative style of directness, which immigrants may find challenging or confrontational. The activity immerses learners in simulated job interviews and marketplace negotiation scenarios with a NAO Humanoid Robot. The robot uses natural language, emotional expressions (gesture, posture, gaze, tone of voice), and GenAI-driven adaptive dialogue to model and mediate the practice. The study evaluates the activity using the Technology Acceptance Model (TAM). Results from 50 participants showed…

Keywords: Cultural Gap, New Immigrants, Simulation, Humanoid Robots, GenAI

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

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

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

AI-Powered Business Mentorship in Uganda: ChatGPT Adoption by Micro and Small Enterprises

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

This study investigates the adoption and role of ChatGPT as an AI-powered business mentor among Micro and Small Enterprises (MSEs) in Uganda, a context where access to formal business training, mentorship and advisory services is limited. It explores how entrepreneurs leverage mobile-accesssible generative AI tools to support just-in-time learning, operational problem-solving and strategic decision making in resource-constrained settings. Data were collected through semi-structured interviews with 28 MSE owners across Kampala, Jinja, Mbale and Gulu. Findings reveal that ChatGPT is strategically used for price optimization, financial record-keeping, drafting customer service scripts, generating localized digital marketing content (e.g WhatsApp), and navigating regulatory compliance with agencies such as URSB and URA…

Keywords: Generative Artificial Intelligence, Micro and Small Enterprises, Digital Mentorship, Entrepreneurial Learning, Uganda

Exploring the Development of Faculty Competency to Address Student Learning Outcomes through a Course in Engineering: An Example

Kanmani Buddhi, Ph.D.,BMS College of Engineering (Retired), Karnataka, India

The aim of the Engineering Education is to develop the Program Outcomes (POs) defined by the International Engineering Alliance (IEA) through a well-designed curriculum supported with suitable pedagogy and relevant assessments that eventually translates accreditation of programs and ensures acceptance of Graduates by the Signatories of the Washington Accord. In this education process, the support, the guidelines, and contribution of stakeholders plays a key role; however, the most important stakeholder that actually ensures development of essential skills in the students are the faculty, the contribution by every faculty, and the contribution through the courses offered by the faculty. Hence, development of student attributes is through the contribution of faculty. The IGIP, has defined the competencies essential for engineering educators. In this work, there are two components: (i) to explore addressing the competencies of the engineering educator through relevant components associated with a course; and (ii) to apply the faculty competence in developing the Student Learning Outcomes (SLOs) through a Course in the Curriculum. The proposed model shall be through…

Keywords: Competencies of Engineering Educators by IGIP, Program Outcomes (POs), Global Attributes

University Students' Perceptions of the Roles and Uses of Artificial Intelligence (AI) in Statistics Education

Eleni Tsami, University of Piraeus, Piraeus, Greece

This study investigates university students’ perceptions of artificial intelligence (AI) in statistics education, focusing on a sample of 230 students from the Department of Statistics and Insurance Science at the University of Piraeus. Using a structured questionnaire, the research examined students’ familiarity with AI, their attitudes toward its educational use, and their expectations regarding its role in academic and professional contexts. The study's results reveal that while a significant majority of students frequently use AI tools such as ChatGPT, they remain cautious regarding whether ChatGPT could replace traditional instructional methods in higher education. Most students prefer AI as a complementary assistant rather than a replacement for traditional instruction, expressing concerns that it would reduce their need for critical thinking and limit their creative engagement. At the same time, they acknowledge AI’s potential to enhance personalized learning, provide academic support, and strengthen career preparation…

Keywords: Artificial Intelligence, Teaching Statistics, Students

ChatGPT Use among Chinese International Students in the U.S.: A Self-Determination Theory Perspective

Meitong (Susie) Lu, Guangming School Affliated to Shenzhen University, Guangdong, China

In recent years, ChatGPT has emerged as a widely adopted artificial intelligence (AI) tool in higher education contexts. This qualitative study investigates the user experience of ChatGPT among 10 Chinese international students—those who are currently enrolled in or have graduated from U.S. higher education institutions—with a specific focus on their affective responses during academic use. Guided by Self-Determination Theory (SDT), this study examines how ChatGPT use influences the satisfaction of students’ basic psychological needs and the subsequent effects on their emotional experiences.

The findings indicate that ChatGPT elicits both positive and negative emotions: it enhances students’ sense of autonomy and competence, which in turn reduces academic anxiety and fostering feelings of confidence and relief. Conversely, it may also hinder the satisfaction of relatedness needs and induce over-reliance on the tool. Consequently, the study contributes to the existing literature by…

Keywords: Artificial Intelligence, ChatGPT, Higher Education, Learning Motivation, Self-Determination Theory

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., Universidade Aberta, 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

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

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

Collaborative Intelligence Frameworks: The Future of Organizational Learning & Competitive Advantage

Cally Mervine Kiser, Federal Government, Washington, D.C., USA

Every L&D leader faces the same puzzle: with AI everywhere, which strategies actually build lasting competitive advantage, and which deliver short-term efficiency bumps?

This session cuts through the noise. Instead of chasing the latest AI tools, we explore collaborative intelligence frameworks and deliberate strategies that integrate human judgment and AI capabilities to transform the fundamental way organizations learn and operate. I've spent the past year reviewing over 25 peer-reviewed studies published between 2020 and 2025, and the patterns are striking: organizations that build true learning ecosystems (where human creativity and emotional intelligence work alongside AI's processing power) consistently outperform their peers.

The numbers tell a compelling story. Research from the MIT Sloan Management Review indicates that…

Keywords: Collaborative Intelligence, Organizational Learning, Human-AI Collaboration, Knowledge Management, Competitive Advantage

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

Social Media Addiction and Academic Attainment in an Underrepresented Student Population

Maryam Bojulaia, Ph.D., Renad Alshaykhahmed, Beshaier Alqahtani, Ph.D.,and Maura Pilotti, Ph.D.,Prince Mohammad Bin Fahd University, Al Khobar, Saudi Arabia

Social media addiction is generally defined as an excessive preoccupation with social media, which translates into a substantial amount of time and effort spent on social media platforms.

Among the daily activities that may be compromised by social media addiction are those that shape academic performance. This study examined social media addiction in an underrepresented population of female undergraduate students (age range: 18-28) who have only recently been granted legal rights similar to those of men. For these young women, academic attainment is critical to their ability to develop and preserve a sense of agency, overcoming decades of patriarchy. Our study specifically investigated…

Keywords: Social Media Addiction, Self-Efficacy, Proactive Memory, Retroactive Memory

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

Engineering Pedagogy in the AI Era: Redesigning Biomechanics Education through Ethical and Competency-Based Approaches

Jorge Meneses, Universidad El Bosque, Bogotá, Colombia

The rapid rise of artificial intelligence is reshaping how engineering students learn, question, and make sense of complex ideas. In this experience, we share how an undergraduate Applied Biomechanics course, as part of a Bioengineering program, was redesigned to embrace these changes without sacrificing rigor, critical thinking, or the human elements that make engineering education meaningful.

Grounded in Engineering Pedagogy, Competency-Based Learning (CBL), and Universal Design for Learning (UDL), the redesign introduced Large Language Models (LLMs) as supportive learning companions during students’ pre-class preparation. Rather than treating AI as a shortcut, students learned to use it as a scaffold that could clarify difficult concepts, offer multiple perspectives, and lower the initial barrier of approaching dense biomechanical readings. Alongside these benefits, we emphasized the ethical responsibilities that come with AI use: verifying information, acknowledging its contributions, and maintaining ownership of one’s intellectual work…

Keywords: Engineering Pedagogy, Competency-Based Learning, Ethical and Responsible AI, Student-Centered Design, Biomechanics Education

The Integration of AI-Driven Feedback Systems in Mathematics Teaching

Russina Eltoum, Ph.D., Prince Mohammad 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

Empowering Educators through a Digital Navigation Program

Pallavi Chhabra, Ph.D., Maia Elkana and Shelly Lane,Washington University in St. Louis, St. Louis, Missouri, USA

As technology integration becomes increasingly critical in K-12 education, many teachers lack foundational skills in computer science and information technology needed to confidently navigate digital learning environments. This case study presents a pilot Digital Navigation professional development program designed to build essential technology competencies among K-12 educators. The program addresses a significant gap in teacher preparation by providing accessible, practical training in basic computer science concepts, information technology fundamentals, and digital navigation skills. Delivered through a scaffolded learning model, the program emphasizes hands-on application and immediate classroom relevance, enabling teachers to progress from digital novices to confident technology users. This session will share the program's design framework, implementation strategies, and measurable outcomes from the pilot year. Participants will learn how the program is structured to accommodate diverse skill levels, the pedagogical approaches that proved most effective for adult learners, and the barriers encountered during implementation. Most importantly, we will present data demonstrating positive impacts on teacher confidence, technology integration practices, and instructional effectiveness.

Keywords: Education, Teachers, Digital Tools, Learning, TPACK

From Color to Competency: Using Insights Discovery to Build Behavior-Based Leadership Development

Stacy McCracken, Ph.D., Impact and Lead, Austin, Texas, USA

Organizations invest heavily in leadership competency models and personality assessments, yet many still struggle to translate these insights into day-to-day behaviors leaders can actually practice. This session demonstrates how Insights Discovery and the Transformational Leadership (ITL) model can be aligned with organizational values and competencies to create a clearer, more personalized approach to leadership development.

Drawing on the eight transformational leadership dimensions, participants will see how competencies such as Strategic Agility, Organizational Communication, Continuous Improvement, and Coaching/Feedback can be mapped to specific color energy preferences and practical behaviors to customize development within existing models.

Using a simple framework and real-world examples, including competency mapping across Agile Thinking, Leading Change, Communicating with Impact, and Facilitating Development, this session shows…

Keywords: Leadership Development, Insights Discovery, Competency Mapping, Transformational Leadership, Behavior Change

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

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

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

Re-Introducing Social-Emotional Learning: From Buzzword to Practice

Dennis Ibude, Ph.D.,Teach Emotions Inc., Brooklyn, New York, USA

Social-Emotional Learning (SEL) is often spoken about as a trending buzzword in education, but its true power lies in its practical application. This presentation, led by Dr. Dennis Ibude, Ed.D. in Social-Emotional Learning, reframes SEL as an essential framework for teaching, learning, and student success.

Participants will explore what SEL really is—beyond theory or jargon—by grounding it in real classroom, school, and community practices.

Educators will leave with not just an understanding of SEL, but with tools to make it visible, relevant, and actionable for students, staff, and families. This is more than a conversation about SEL—it is a roadmap for creating schools where emotional intelligence and academic excellence work hand-in-hand.

Keywords: Doctorate Led Social-Emotional Learning

From Conflict to Connection: Restorative Practices in Learning Spaces

El Cameron,The Cameron Circle Group, Laramie, Wyoming, USA

Conflict is inevitable in learning environments—whether classrooms, workplaces, or community programs. Too often, these moments are managed through compliance or avoidance, leaving mistrust and disengagement in their wake. From Conflict to Connection: Restorative Practices in Learning Spaces reframes conflict as an opportunity for repair, growth, and deeper engagement.

This session introduces restorative justice as a practical framework for educators, trainers, and organizational leaders seeking to build trust and resilience in learning communities. Drawing on trauma‑informed facilitation and narrative repair, participants will explore how structured dialogue, circle processes, and reflective storytelling can transform conflict into connection.

Through case studies from higher education, workplace training, and advocacy coalitions, attendees will see…

Keywords: Restorative Justice, Trauma‑informed Facilitation, Conflict Resolution, Narrative Repair, Learning Communities