2026 Conference Program

OVERVIEW

Conference Opening

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

Keynote
Navigating the AI-Generated Inflection Point: What and How We Learn

Candace Thille, Ed.D.
Associate Professor & Faculty Director for Adult and Workforce Learning
Stanford Accelerator for Learning, Stanford University
Stanford, California, USA

Artificial intelligence (AI) is transforming entire sectors of society, including higher education and workplace learning. Through thoughtful incorporation of AI—anchored in the sciences of human learning and the principles of transparency, integrity, equity, and humanity—we have the potential to make our teaching and learning systems more effective and equitable. Achieving these outcomes and mitigating negative consequences will require an associated transformation in the relationship between learning research and educational practice…In 1967, economist William Baumol asserted that a "complete revolution" in teaching approaches was necessary to surpass current levels of productivity. More than 50 years later, we find ourselves on the brink of a scientific revolution in human learning. Dr. Thille will discuss the conditions driving this transformation, the strengths and limitations of historical practice, the strengths and limitations of the emerging technology, what we can and should be learning, and the opportunities and challenges inherent in redefining the educational and cultural landscape for public good and the betterment of all learners.

Speaker bio and talk abstract

Enhancing Personalization and Efficiency of Learning with an In-Course GenAI Tutor

Alexandra Urban, Ph.D., Olwen Puralena, and Sandra Delgado Betancourth, Coursera, Mountain View, California, USA

This study examines how targeted Generative Artificial Intelligence (GenAI) enhancements can elevate both business outcomes and the learner experience for large-scale online learning environments. Focusing on Coursera Coach, an in-course AI tutor designed to improve learner engagement and mastery, we evaluate two major platform innovations: long-term memory for personalized, context-aware support and response streaming for faster, more fluid interactions. Through a mixed-methods approach combining randomized controlled trials, platform-level behavioral metrics, and in-depth qualitative research, the findings reveal that these enhancements reshape how learners perceive and utilize AI tutoring.

Quantitatively, streaming reduced perceived latency by 71%, leading to substantial improvements in learner sentiment, including a 33% increase in daily likes and a 27% decrease in dislikes…

Keywords: Generative AI (GenAI), AI Tutor, Personalized Learning, Engagement, Online Learning

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

Science Fiction for Today: The Primer

Alicia Sanchez, Ph.D., MPF, Sanford, Florida, USA

In Neal Stephenson’s Diamond Age, the “Primer” is an interactive book that teaches a child how to think, adapt, and navigate a complex world. This session presents a real world revival of that idea for adult knowledge workers, using current AI capabilities instead of science fiction.

The Primer is an AI-powered learning companion that lives inside email and the Microsoft 365 suite. It uses your existing tools, content, and policies to turn everyday work into structured practice. AI generates realistic scenarios, scaffolds complexity from simple tasks to messy multi-stakeholder problems, answers user questions in context, grades assignments against clear rubrics, and even plays virtual team roles such as client, reviewer, or regulator…

Keywords: AI-Powered Learning, Experiential Training, Scaffolding, Complexity, Sci Fi

Is My Music Helping Me Study? Exploring the Role of Background Music and Working Memory

Justin Chevalier and Cassandra Buffington-Bates, University of North Texas, Denton, Texas, USA

This interactive session will explore the role of music in academic study environments and its impact on working memory. The presenters will define working memory, background sounds and cognitive processes involved in academic studying. The presenters will facilitate discussion by employing cognitive load theory and arousal theory to examine how music impacts academic studying and highlight findings from previous studies and directions for future research. Participants will be able to define cognitive load theory and arousal theory, cognitive processes used when studying and listening to music, recall findings from related studies, and recognize future related topics to research.

Keywords: Music, Working Memory, Cognitive Science, Studying, Homework

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

PEARL: Mixed Reality Labs for Collaborative Learning and Tracing Misconceptions in Electrical Engineering

Mesut Alptekin and Katrin Temmen, Ph.D., Paderborn University, EIM-E and Didactics of Technology, Paderborn, Germany

How can students learn to handle complex lab equipment – reduce anxiety, manage cognitive overload, and gain a first hands-on experience with instruments – before entering a real lab? Engineering programs still rely heavily on handouts, videos, and brief device introductions that position students as largely passive recipients of information, offering little opportunity for interactive engagement with lab devices. PEARL addresses this gap as a mixed reality (MR) preparation environment that lets learners work around virtual lab equipment before they encounter the real hardware.

PEARL is grounded in a design-based research methodology and follows a didactic structure aligned with the revised Bloom taxonomy. Learners progress through distinct levels: an onboarding phase to reduce initial cognitive load, guided tutorials for essential operations, quiz-style tasks to check understanding, and an open sandbox mode for exploratory practice. A multi-user mode enables…

Keywords: Mixed Reality, Engineering Education, Laboratory Training, Multi-User Learning, Misconceptions

AI-Driven Conversational Agents for Aviation Hiring: A Patented System for High-Reliability Assessment 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

Building Community through an Asynchronous Online Course: A Non-AI Approach to Helping Students Thrive

Todd Buker, Jill Anderson, Paul Couture and Merranie Zellweger, North Carolina State University - DELTA, Raleigh, North Carolina, USA

Can an asynchronous online course give students a sense of community? In a world that can feel full of global wicked problems on top of uncertainty around AI and emerging technologies, can such a course build students’ confidence coming into a new higher education experience?

Since 2020, the data collected from student responses to Wicked Problems, Wolfpack Solutions (WPWS) has indicated such a course can indeed do both.

Wicked Problems, Wolfpack Solutions is an innovative 2-credit, fully online, asynchronous course offered free of cost to all incoming first-year and transfer NC State University students. It is available and accessible regardless of…

Keywords: Innovation, Asynchronous Learning, Research, Accessibility, Inclusivity

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

New Directions in Assessment: Societal Impact and Artificial Intelligence

Kent Seaver, University of Texas at Dallas-Naveen Jindal School of Management, Richardson, Texas, USA

Artificial Intelligence is one of the most talked about phrases in higher education. From an assessment standpoint, what can be achieved by implementing AI into assessment? In this session, we will learn why the need for indirect measures is more important now than ever. The impact of using this approach inside the classroom, as well as your college in general, can be felt for years to come and can help shape policy decisions that impact all educational stakeholders. In addition, we will also examine how AI and indirect measures can be used to assist student organizations in gaining a better understanding of the needs of the communities in which they live, work, and serve. The session will conclude by sharing ideas on how to create and use data visualizations to document and tell the assessment story. The presentation will explain how indirect measures are an important part of assessing learning…

Keywords: Artificial Intelligence, Indirect Measures, Society

Digital Resilience in Teacher Education: The Role of School Leadership in Strengthening Work-Integrated Learning across Contexts

Thuthukile Jita, Ph.D., and Loyiso Jita, Ph.D., University of the Free State, Free State, South Africa and LS Spencer, Ed.D., Prairie View A&M University, Prairie View, Texas, USA

The pressure of digital transformation has become one of the most significant contemporary challenges that educational institutions around the world face, especially in contexts characterized by deepening inequalities and multiplying crises. This article investigates how institutional digital resilience is framed by leadership practices, professional learning cultures, and policy environments in schools. Framed by an interpretivist paradigm, this research adopts a comparative qualitative case study design, analyzing institutional documents and annual reports from two divergent educational contexts. Institutional documents were analyzed to identify patterns in how institutions conceptualize, plan for, and realize digital strategies.

The findings have a number of cross-cutting insights: Firstly, distributed leadership is an enabling condition that permits shared ownership of digital transformation responsibilities at multiple levels of the organization. Secondly, communities of practice act as necessary social structures which maintain peer learning and build collective competence in digital matters…

Keywords: Digital Resilience, Work-Integrated Learning, School Leadership, Teacher Education, Comparative 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

Designing Multimodal Learning Experiences through High-Immersion Virtual Reality in English for Specific Purposes

Maria Christoforou, Cyprus University of Technology, Limassol, Cyprus

This paper reports on a technology-in-practice pedagogical activity that integrated High-immersion Virtual Reality (HiVR) into an English for Specific Purposes (ESP) course for Fine Arts students at a public university in Cyprus. The activity was designed to engage students with the six elements of art (line, shape and form, space, color, and texture) through hands-on, immersive multimodal composition using “Open Brush VR” with MetaQuest 3 headsets. Students navigated virtual palettes, brush tools, and spatial arrangements while verbalizing and reflecting on their creative choices in English, fostering transmediation (Mills & Brown, 2021) as they transformed written and verbal instructional content into visual, spatial, and embodied representations (Mills & et al, 2022).

The study documents the practical implementation of this lesson, detailing lesson sequencing, scaffolding strategies, and the integration of multimodal tasks that allowed students to explore…

Keywords: High-Immersion Virtual Reality (HiVR), Multimodality, Multimodal Compositions, English for Specific Purposes (ESP), Transmediation

Socratic Prompting: Critical Thinking as a Foundational Skill for the Age of Generative AI

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

Built to Belong? How Physical Workspaces Shape Gen Z Engagement and Well-Being

Stephanie Bilderback, Ph.D., and Cutter Shepherd, Austin Peay State University, Clarksville, Tennessee, USA

As organizations continue to invest in open, collaborative office designs, questions remain about whether these physical environments align with the needs and expectations of Generation Z employees entering the workforce. While prior research on workplace architecture has examined productivity, collaboration, and satisfaction, limited attention has been given to how physical workspaces influence Gen Z employee engagement and well-being, particularly in post-pandemic organizational contexts. This conceptual paper explores the relationship between workspace design and Gen Z employee experiences, focusing on how environmental features such as openness, privacy, noise, flexibility, and sensory stimulation shape psychological safety, engagement, and perceptions of belonging.

Drawing on interdisciplinary literature from organizational behavior, environmental psychology, and generational research, the paper integrates person-environment fit, self-determination theory, and job demands and resources perspectives to examine how misalignment between physical workspaces and Gen Z psychological needs may contribute to disengagement, stress, and resistance toward traditional office environments…

Keywords: GenZ, Wellbeing, Engagement, Workspace Design, Belonging

Who Gets to Lead? Gender Bias and Resistance to Female Authority in Gen Z Workplaces

Stephanie Bilderback, Ph.D., and Brody Burgess, Austin Peay State University, Clarksville, Tennessee, USA

Despite growing organizational commitments to diversity, equity, and inclusion, resistance to female authority persists in many workplace contexts. While prior research has documented gender bias in leadership evaluation and advancement, less attention has been given to how these dynamics manifest among Generation Z employees entering the workforce. This conceptual paper examines gender bias and resistance to female leadership within Gen Z workplaces, with a particular focus on how power structures, cultural norms, and implicit expectations shape responses to women in positions of authority.

Drawing on interdisciplinary literature from organizational behavior, gender studies, and generational research, the paper integrates perspectives on power, social role theory, and leadership legitimacy to explore why female leaders may encounter heightened scrutiny, compliance resistance, or diminished authority compared to their male counterparts. The analysis considers how Gen Z’s emphasis on autonomy, informality, and peer-oriented workplace norms may unintentionally reinforce resistance to hierarchical authority when women embody leadership…

Keywords: Gender Bias, Authority, Power, Gen Z, Leadership

Managing Change Fatigue in Learning Organizations and Its Influence on Engagement

Stephanie Bilderback, Ph.D., and Emily Gill, Austin Peay State University, Clarksville, Tennessee, USA

Learning organizations are characterized by continuous adaptation, innovation, and responsiveness to evolving technological, policy, and instructional demands. However, the rapid pace of organizational change may unintentionally contribute to change fatigue among both instructors and students, potentially undermining engagement, performance, and overall organizational effectiveness. While existing research often highlights the strategic importance of agility in modern organizations, less attention has been given to the human capacity required to sustain ongoing transitions within learning environments.

This conceptual study examines how repeated course redesigns, platform transitions, policy updates, and evolving instructional expectations may contribute to psychological strain and reduced engagement within learning organizations…

Keywords: Change Management, Employee Engagement, Organizational Behavior, Learning Organizations, Change Fatigue

From Course Innovation to Curriculum Transformation: Scaling Blended Learning in Health Professions Education

Hadar Arien-Zakay, Ph.D., The Hebrew University, Jerusalem, Israel

Blended and hybrid learning approaches are increasingly adopted in higher and professional education; however, many implementations remain confined to individual courses and lack a structured pedagogical framework that supports higher-order learning and coherent curricular integration. This session introduces a structured, evidence-based blended learning model developed and evaluated within health professions education, encompassing digital preparation, in-person meetings, active learning, and Bloom’s taxonomy–aligned questioning strategies.

Drawing on published findings demonstrating improvements in higher-order cognitive skills, engagement, and academic performance, the session emphasizes the model’s core design principles, instructional framework, and alignment across learning activities and assessments...

Keywords: Blended Learning, Curriculum Innovation, Higher-Order Thinking, Health Professions Education, Active Learning

Text Analysis and Visualization for Scholarly Inquiry: A Paradigm Shift in Academic Reading

Mayra Bonet, Ph.D., Saint John's University, Queens, New York, USA

Text analysis tools provide a distinct approach to organizing information, identifying patterns, categorizing topics, and examining language use within broader contexts. These tools support quantitative, qualitative, and mixed-method analyses, generating visualizations that enable readers to compare findings across sources. Nevertheless, key questions remain; for instance, does the application of text analysis methods improve reading comprehension, develop critical analysis skills, and foster self-discovery? Do text analysis tools directly influence the inclusion or exclusion of relevant themes? Do they lessen potential bias in the interpretation of complex topics? Furthermore, to what extent do text analysis tools compel researchers to foster deeper engagement with scholarly research across disciplines.

This presentation is divided into two sections: The first examines pedagogical approaches and findings when introducing text analysis software in selected courses, and the second considers the research implications of applying text analysis to scholarly work…

Keywords: Text Analysis, Text Analysis Software, Discourse Analysis, Data Visualization

Building an Algorithmic Workforce: How AI is Creating a "Human Premium" Paradox in Financial Services

Paul Monk, Alpha Development, Ontario, Canada

In 2024, 89% of executives reported that their workforce required improved AI skills – but only 6% were engaged in “meaningful” upskilling efforts (BCG/IBM). 2025 has therefore seen a massive upsurge in demand for digital skills development – AI, data, and cyber are now considered the new baseline for entry-level roles in many industries, including financial services.

However, a paradox is also quickly emerging. As machines become increasingly competent and autonomous at handling tasks, human judgement is becoming ever-more valuable. This ‘algorithmic workforce’, where human talent and intelligent systems operate side-by-side, will generate a "human premium" around skills such as adaptability, strategic thinking and ethical judgement…

Keywords: AI Reskilling, Human-Led Finance

Organizational Learning as a Factor Enhancing Human Resource Competitiveness in Innovative Small and Medium Enterprises

Ana Kazaishvili and Nana Gadelia, Caucasus International University, Tbilisi, Georgia

The competitiveness of human resources has become a critical factor determining organizational resilience and innovation capability, particularly for small and medium-sized enterprises (SMEs) operating in rapidly changing economic environments (Maclean, Appiah and Addo 2023). In Georgian innovation-active SMEs, the need to enhance workforce adaptability, stimulate innovative behavior, and ensure long-term employee retention is increasing amid growing competitive pressures.

The aim of this study is to determine how organizational learning influences the enhancement of human resource competitiveness in innovation-driven small and medium-sized enterprises (SMEs), and to identify the most significant learning practices and mechanisms that contribute to the development of employee competencies and innovative activity…

Keywords: Organizational Learning, Human Resource Competitiveness, Innovation-Active SMEs, Knowledge Sharing, Workforce Capabilities

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

The Limits and Challenges of Using Technology at a Teacher Training School in Africa

Leonel Vicente Mendes, Universidade de São Paulo, São Paulo, Brazil

This study aims to analyze the limits and challenges of integrating Information and Communication Technologies (ICTs) as tools to stimulate the production and construction of knowledge in teacher training processes in Guinea-Bissau, with a focus on the intersection between training, technology use, and institutional instability. The integration of ICTs has the potential to enrich the educational environment by fostering active, critical, and creative engagement among both educators and learners. The research was conducted in the city of Bissau, at the Higher School of Education (ESE), encompassing the Tchico Té and 17 de Fevereiro campuses, which are responsible for training secondary and primary school teachers, respectively. A qualitative approach was employed, using semi-structured interviews with faculty and students from both units, conducted between March and June 2025…

Keywords: Education, Teacher Training, Technology, Guinea-Bissau