2024 Conference Program

OVERVIEW

Conference Introduction

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

Keynote Speech
Complementing Human Minds with Digital Brains: The Role of GenAI in Learning

Chris Dede, Ph.D.
Associate Director for Research, National AI Institute for Adult Learning and Online Education (AI-ALOE)
Senior Research Fellow
Harvard Graduate School of Education
Cambridge, Massachusetts, USA

The global economy is moving into an era of Intelligence Augmentation (IA). Science fiction often portrays “intelligence” as involving complementary roles of reckoning and judgment. For example, In the Star Trek series the judgment and decision making of ‘Captain Picard’ are enhanced by the reckoning skills (calculations, analysis of multidimensional information, predictions) of the android ‘Data,’ a machine without human capacities like emotions. The human and machine work synergistically together to be better than their individual abilities. In the next few years, many occupations will shift to require working with a generative AI-based agent that has complementary skills and knowledge to the human worker. This talk will discuss what types of learning are most valuable for students and workers to prepare for these IA interactions in work and life, as well as how AI may aid in upskilling, reskilling, unlearning, and transfer.

TRACK 1 [IN-PERSON] - SESSION 1A
PRESIDENTIAL ROOM 1
Session Chair: Steven Schmidt, Ph.D., East Carolina University, Greenville, North Carolina, USA
2:15 PM - 4:15 PM

Using AI for Critical Thinking Assessment: A Digital Humanities Education Experience

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

Educational policy makers identify Critical Thinking (CT) as an essential driver for development and knowledge growth in any field and in the broad society. Even in the post-pandemic era, CT continues to be defined as one of the skills to be most promoted at the various levels of formal education (Thompson, Higdon & Barrow, 2023; Van Damme & Zahner, 2022; Morris, 2021; Seale, 2020) and training contexts (UNESCO-UNEVOC, 2023; Giacomazzi, Fontana & Trujillo, 2022). In particular, with the raise of AI, it is crucial for educational institutions to encourage a critical approach to technology in students, especially in the analysis, interpretation and evaluation of information in order to make decisions and solve problems, also in digital contexts (Quinn et al., 2020; Shanta & Wells, 2022). Art experiences, literary stimuli and writing activities are helpful pedagogical strategies for CT enhancement (Byma & Licette, 2023; Poce et al., 2022; Healy et al., 2017) especially when supported by the use of technologies (Chou et al., 2019).

Starting from the above-mentioned evidence, a university module was designed by combining collaborative and creative writing sessions based on critical analysis of literary texts and the experience of figurative arts…

Cognitive Clarity: Learning Unbiased Decision-Making and Critical Thinking from AI Conversational Avatars

Fernando Salvetti, Ph.D., and Barbara Bertagni, Ph.D., e-REAL Labs at Logosnet, Houston, Texas, USA

In the rapidly evolving landscape of artificial intelligence, the development of unbiased decision-making and critical thinking skills remains a cornerstone of effective education and professional training. e-REAL labs introduce a groundbreaking approach to this educational imperative through the deployment of AI conversational avatars. These avatars, powered by advanced algorithms, are designed to mimic human-like interactions, providing a laboratory for learners to engage in complex problem-solving scenarios devoid of inherent biases.

Our conversational avatars are programmed to challenge cognitive biases and facilitate a learning environment that promotes clear, critical thinking. By simulating real-world dilemmas and decision-making processes, they provide users with immediate feedback and diverse perspectives, essential for cultivating a balanced and comprehensive view. The avatars are equipped with the capacity to guide users through intricate thought experiments, encouraging them to question assumptions and consider multiple angles of a given situation.

This innovative educational tool is particularly relevant in fields where decision-making is critical, such as business, healthcare, and technology. Through iterative learning sessions with these AI entities, participants can identify and overcome personal biases, enhance their judgment, and refine their decision-making acumen. The avatars serve not only as mentors but also as mirrors, reflecting the thought patterns of the users and providing a neutral ground to reassess and evolve their cognitive strategies…

Beyond the Screen: The New Reality of Professional Education

Calum Macdonald, AICPA & CIMA, London, United Kingdom and John Hack, Interflexion, Hillsborough, New Jersey, USA

AICPA & CIMA have undertaken a “S.M.A.R.T. learning transformation” that looks holistically at the evolving learning needs of their members.  More than digital transformation, it addresses what learners need when, and how to best meet those needs.  

AICPA & CIMA’s mission is to drive accounting and finance into the future by giving their members the support, skills, and insights to meet the demands of a constantly changing world.   Serving almost 700,000 accounting and finance professionals around the world, they provide exclusive guidance and specialized resources — including prestigious designations, certifications, and credentials — empowering them to create an even brighter tomorrow, both for themselves and for the profession.

This transformation addresses the need for global scale to deliver individualized experiences, renews an emphasis on measurement and performance, and employs technology in the service of learning.  Artificial Intelligence is a key technology.  AICPA & CIMA are partnering with Interflexion to deliver AI-powered role-play interactions that help professionals improve conversational performance.  Experiential learning can be scaled to reinforce each professional's training…

TRACK 2 [IN-PERSON] - SESSION 2A
PRESIDENTIAL ROOM 2
Session Chair: Gary Dickelman, EPSScentral LLC, Boynton Beach, Florida, USA
2:15 PM - 4:15 PM

Assessing Graduate Students' Academic and Professional Growth in Learning Design and Technology (LDT)

Nada Dabbagh, Ph.D., and Teresa Wu, George Mason University, Fairfax, Virginia, USA

We analyzed the personal reflections of 31 students at the end of their academic journey in a Learning Design and Technology (LDT) graduate program using an iterative inductive qualitative approach and discovered five themes that captured the key aspects of participants’ perspectives on learning design facilitating a deeper understanding of the academic and professional growth experiences of the participants. These themes included the participants perceptions of their Professional and Personal Advancement throughout the program; Innovative Learning Design; Career Exploration and Transition; Technological Integration and Data-Informed Practices; and Collaboration, Efficiency, and Inclusivity. The results of this study are critical to informing the design of LDT curricula and shaping the competencies that govern the LDT field.

Augmented Reality in Higher Education: Interactions in LLM-based Teaching and Learning

Delsa Silva Amino Cufuna, Josep Maria Duart, Ph.D., and Gizéh Rangel de Lázaro, Universitat Oberta de Catalunya, Barcelona, Barcelona, Spain

In the current situation, students in non-technical careers, such as education, often find the technical aspects of programming challenging, which can limit their exploration and exploitation of emerging technologies, such as Augmented Reality (AR). AR, being able to submerge digital information into the real world, offers revolutionary potential to improve learning and promote innovation in Research, Development, and Innovation (R&D&I) scenarios. This study approaches using a systematic review to understand how AR, adapted for non-code users, can be integrated into educational curricula effectively. As a result, the purpose of this study is to improve the skills and learning experiences of future teachers by using customized AR authoring tools. These tools will enable teachers to design and apply AR content without the need for advanced programming skills, therefore democratizing access to this technology. The methodology suggested is a research-action design. Focus groups will be used, in which large language models (LLM) will be used to simulate the responses and interactions of undergraduate teachers. This innovative implementation of LLM will be used to predict and analyze reactions to the integration of AR, providing a comprehensive evaluation of its integration in the educational context…

Exploring the Effectiveness of Blended Teaching in Promoting Entrepreneurship Education and Creating Decent Work Opportunities for the Youth in Uganda

Saadat Lubowa Kimuli Nakyejwe, Ph.D, Joweria Nalubuuka, and Ibtihal Nabayego, Makerere University Business School, Kampala, Uganda

The purpose of this study was to investigate the impact of blended teaching on entrepreneurial skills and decent work opportunities among Ugandan youth. This was achieved through a mixed-methods approach. Specifically, semi-structured interviews and a survey were undertaken to gather data from 25 facilitators and 305 students from Makerere University Business School who were selected using purposive and simple radom sampling. Study results indicate that there is a significant positive relationship (r = 0.418, p < 0.01) between blended teaching and decent work opportunities. This suggests that the combination of online enrichment and face-to-face teaching equips students with both soft and technical skills that are needed to start businesses that eventually create decent work opportunities. This rhymes well with the views of the facilitators, who opined that blended learning creates a flexible and convenient learning environment for the students who are in position to learn anytime, anywhere, with access to varied learning materials. This increases their understanding of entrepreneurship, resulting in feasible and viable business ideas that are implemented through face-to-face interaction with the facilitators. However, we noted that facilitators have limited blended teaching skills, which reduces physical interaction with students who have limited facilities and access to technology. As such, governments in developing countries should finance blending teaching through training facilitators to become more competent in using this pedagogy. Universities should also provide students and facilitators with laptops and the internet, which are key drivers for effective blended learning. This study makes important theoretical and empirical contributions to the extant literature on the interactions between entrepreneurship education, blending teaching and decent work opportunities using evidence from a developing country’s perspective.

Envisioning General AI in Higher Education: Transforming Learning Paradigms and Pedagogies

Agostino Marengo, University of Foggia, Ruvo di Puglia, Bari, Italy, Aras Bozkurt, Ph.D., Anadolu University, ESKİŞEHİR, Turkey, Miltiades Demetrios Lytras, Effat University, Jeddah, Saudi Arabia,and Polixeni (Jenny) Pange, Ph.D., University of ioannina, Ioannina, Greece

The advent of General Artificial Intelligence (AGI) represents a paradigm shift with profound implications for higher education. This paper delves into the potential applications of AGI in academia, envisaging a future where learning is not only augmented but fundamentally transformed. AGI, with its capability to understand, learn, and apply knowledge across a wide range of tasks, offers unprecedented opportunities for personalising education, enhancing research capabilities, and reshaping pedagogical approaches.

Our exploration begins with an overview of AGI's distinct characteristics compared to narrow AI, emphasising its potential to perform cognitive tasks at human-like levels. We then theorise potential applications in higher education, including personalised learning pathways, dynamic curriculum development, and advanced research assistance. The paper also addresses the challenges and ethical considerations of integrating AGI into educational settings, such as ensuring equity, maintaining academic integrity, and navigating the socio-economic implications…

Navigating Workplace Dynamics: Unveiling the Nuances of ESL and NES Professional Learners

Tonia Young-Babb, Ed.D., Nationwide Children's Hospital/Abilgail Wexner Research Institute; Franklin University, Kokomo, Indiana, USA, Annemarie Kuhn, MS-ID, Nationwide Children’s Hospital/Abigail Wexner Research Institute, Groveport, Ohio, USA, and Cristina Pryor, Nationwide Children’s Hospital/Abigail Wexner Research Institute, Columbus, Ohio, USA

“Navigating Workplace Dynamics: Unveiling the Nuances of ESL and NES Professionals” offers a comprehensive examination of the professionals who are English as a Second Language (ESL) learners and their Native English Speaker (NES) counterparts in today's diverse, globalized workplace setting. It is essential to grasp the distinct experiences, communication methodologies, and viewpoints of both ESL and NES professionals to cultivate work environments that are both inclusive and effective. The research utilizes comparative analysis to investigate the career progressions of advanced degree holders, differentiating between NES and ESL individuals. This investigation is particularly focused on evaluating the effectiveness of various professional development and training approaches, considering how English language proficiency influences the success of these techniques. The study seeks to uncover trends in individuals' professional experiences and learning tactics based on their linguistic backgrounds. A vital part of the study is exploring how English language proficiency affects the efficacy of professional development and training methods. This includes an analysis of how language skills shape the learning journey for ESL professionals and influence their capacity to effectively utilize different training approaches—identifying adaptations and best practices to enhance professional learning and training for ESL professionals…

Unlocking Academic Success: Exploring the Magic of the Pomodoro Method in a Peer-Work-Group Space

Zoia Falevai and Chaniporn Tangsitpan, Brigham Young University–Hawaii, Laie, Hawaii, USA

During the COVID-19 pandemic, school closures led to a shift towards remote learning, resulting in distractions, inconsistent study environments, and a lack of teacher training in online education. Empirical evidence from the Programme for International Student Assessment (PISA) in 2020 indicates a discernible decline in both academic performance and engagement among students during this period (García and Weiss, 2020). Despite the pandemic's conclusion, students, including those at Brigham Young University–Hawaii (BYUH), continue to grapple with academic difficulties.

Addressing these challenges, the BYU–Hawaii library is reimagining its space to better address and support students' academic needs. Going beyond the traditional roles of libraries, the library offers a workshop called “Just Write” that utilizes the Pomodoro Method to help maximize students’ productivity in a peer-study setting. Our research focuses on using the Pomodoro Method within a peer-group study setting to help maximize students' productivity by enhancing focus, reducing procrastination, and improving overall task completion efficiency in higher education…

Preschool Teachers’ Perceptions:  Defensibility and Autonomy

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

This study aimed to define two novel terms in the context of preschool management in Israel: "The autonomy of preschool teachers" and "Preschool teachers' sense of defensibility." These terms had not been previously explored in the research literature. The study introduced a new model that demonstrates the predictive capabilities of these terms, along with the previously studied term "Preschool teachers' self-efficacy." Additionally, an existing term, "conditional perceptions," was expanded upon, focusing on preschool teachers and termed "conditional perceptions of a preschooler.."

The research involved 209 preschool teachers across various districts in Israel. They completed an anonymous self-report questionnaire consisting of three parts, including two designed specifically for this study and a questionnaire from a previous study on preschool teachers' self-efficacy.

The analysis employed two quantitative research methodologies: Facet Theory, chosen for its applicability to complex phenomena, and Structural Equation Modeling (SEM), which assessed the predictive power of the examined terms. The empirical model closely aligned with the theoretical model, with fit indices such as RMSEA=0.00, TLI=1.00, CFI=1.00, NFI=0.953, df=53, χ²=50.6 p=0.567, indicating a good fit between the theoretical and the observed models…

Adding Power to Open Educational Resources through Interactive Content

Dave Bostwick, Ed.D., School of Journalism and Strategic Media, University of Arkansas, Fayetteville, Arkansas, USA

Large-scale Open Educational Resource projects don’t have to rely heavily on static text or sequential videos. OER authors and instructional designers can and should focus on incorporating interactive elements that increase learner engagement and offer students abundant opportunities for self-assessment. This presentation will suggest and demonstrate strategies to reduce the volume of explanatory paragraph text in OER content by utilizing interactive quizzes, presentations, and exercises. Examples in the presentation have been created with H5P interactive OER tools, which are compatible with most online publishing platforms and learning management systems. The presentation will include statistical evidence from a foundational college course in which the adoption of an interactive OER approach led to significant gains in student proficiency. Simply put, interactive elements don’t have to be an afterthought or stapled add-ons at the end of each chapter or section in a large OER project. Instead, they can be integrated seamlessly into the overall concept and learning design.

Empowering Teachers or Infringing Copyright? Exploring the Sources of Content Generated by Educational AI

Mazid Ul Hasan and Janet Zydney, Ph.D., University of Cincinnati, Cincinnati, Ohio, USA

While generic generative AI (GenAI) tools like ChatGPT, Copilot, and Gemini are enhancing productivity for different professionals, several educational GenAI tools like Magic School AI, Diffit, and Education Copilot are streamlining tasks for educators. Based on given prompts such as topics, grade levels, and standards, these educational tools can generate lesson plans, differentiated readings, quizzes, rubrics, and more. As of early 2024, teachers are embracing such tools as GenAI is increasing their productivity and saving their time. However, although some of these tools provide attributions for the generated materials, others do not. It is also often unknown to teachers what AI large language model (LLM) and what materials were used to train these GenAI tools. Understanding the sources of AI-generated materials is critical for teachers because copyright infringement and fair use are unsettled issues in generative AI. Legal battles are going on between copyright owners of training materials and large AI developers. Therefore, at these evolving stages of GenAI, educators need to be aware of the sources and copyright issues while using GenAI tools and have a clear understanding of who owns the copyright of AI-generated materials. Following a systematic approach, this study reviews and analyzes several educational AI tools to understand the sources of generated materials, including the LLMs and training materials. By doing so, this study aims to raise awareness among educators regarding the copyright issues related to GenAI. It also recommends that educators spread awareness among students about the complexities in GenAI, copyright, and fair use.

An AI Chatbot to Support Program Development with Criteria-Based Feedback, Project Management Support, and Data-Driven Insights

Sandra Metzger, Ed.D., Inspired Pathways Group, LLC, Marion, Indiana, USA

Program development is a complex and collaborative process that involves multiple tasks, stakeholders, and deliverables. This session presents a case study of designing and implementing an AI chatbot as an assistant for the entire project team. The customized AI chatbot functions as an assistant to subject matter experts, providing personalized instructional design support based on the criteria established by the team. It also answers questions about the project timeline and offers judgment-free accountability. For team leadership, the AI chatbot provides insights from the project data to empower effective management. This case study describes the design process, the challenges and solutions encountered along the way, and the evaluation of the AI chatbot in terms of user satisfaction, engagement, and productivity. The presentation will include a discussion of implications for project-specific AI chatbots.

Intelligent Workgroup Formation for Object-Based Learning and Digital Storytelling: Maximizing Knowledge Acquisition and Promoting the 4Cs

Carlo De Medio, University of Roma Tre, Rome, Italy

In this work, we delve into how intelligent algorithms for cluster creation can be applied to methodologies such as Object-Based Learning (OBL) and Digital Storytelling. These algorithms aim to form homogeneous/heterogeneous workgroups based on psychometric variables. We explore how these groups influence the development of knowledge and trasversal skills, specifically the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity) (Bialik, 2015).

Experiences grounded in OBL and DS were asynchronously proposed, focusing on the exploration of cultural heritage. This was facilitated through the utilization of virtual environments and augmented reality, gathering data from six Bachelor's degree courses across two academic years, 2021-2022 and 2022-2023, at the University of Modena and Reggio Emilia.

We will demonstrate how the use of variables obtained via the Big-Five questionnaire (Chi, 2022), employing the intelligent K-Means clustering algorithm (Gultom et al., 2018), can generate workgroups capable of optimizing knowledge and skills acquisition. The final discussion will present how heterogeneous or homogeneous groups differently stimulate trasversal skills, particularly promoting critical thinking abilities.

Lastly, we will demonstrate that compared to the control group, participants engaging in the proposed optional activities experienced an increase in course-related knowledge development, as evidenced by the analysis of results from various examination sessions.

How to Create a more Human and Engaging e-Learning Experience using Tech and Empathy

Wahiba Chair, University Canada West, Langley, British Columbia, Canada

Drawn from her experience as an educator and professional trainer for the past decade at top Canadian universities, Wahiba Chair will share proven best practices and case studies for making e-learning more human and engaging. How can we leverage the tools without compromising the human touch? How can we build deeper connections, as an online course community? How can we make our e-learning more transparent and collaborative?

The speaker will start by defining her framework for creating an online course community, and how to introduce it to students using a set of values. Learners need to feel a part of this community and that their contribution matters.

A community is a theoretical concept, and implementation requires a toolkit.

While attendees may be familiar with some of these channels, the speaker will describe the tactics she uses to bring them to life. On Twitter, for example, a course hashtag helps to create a greater sense of community.

Learners may also have preconceptions about these tools; therefore, setting clear expectations, and defining how they will be used in the context of the course community is critical.

Now that we are all set up and clear about our mission, it’s time to start learning while having some fun…

Utilizing Generative AI to Simulate ThirdPlaceLearning Dialogues

Mara Alagic, Ph.D., Wichita State University, Wichita, Kansas, USA

This research explores the potential of Generative Artificial Intelligence in simulating ThirdPlaceLearning Dialogues framed within a communicative space of relational dimensions: active listening, holistic mindfulness (Bodymindfulness), dialectic thinking, critical co-refection, intercultural sensitivity, and conscientization. Within this framework, a ThirdPlaceLearning Dialog (TPLD) is conceptualized as a conversation necessary to potentially resolve a disorienting dilemma causing cognitive dissonance with an individual's existing perspective, belief, or worldview. By qualitative analysis of TPLD scenarios designed using Generative AI within these relational dimensions, this research has the potential to inform about the possibilities of creating innovative transformative learning experiences.

Developing Inclusive and Interactive Learning Strategies in First- and Second-Year University Courses

Ryan Hamilton, McMaster University, Saskatoon, Saskatchewan, Canada

The academic world that practitioners teach in is very different than it was just three years ago. The way we assess our students' performance and measure their success varies based on the discipline, level of course and its modality. The session will focus on ways that we can develop inclusive and interactive learning strategies in primarily first and second year university courses and modules. These years are critical for student success as they transition out of a high school environment which is often much more guided and structured. Students need more support in their early years of post-secondary studies, and we as educators, have a responsibility to develop those interactive strategies in the classroom and make it engaging and inclusive of all learners. The primary focus will be on online courses as these have become the norm for many institutions, but we will also look at some in-person strategies for courses that are better suited for a classroom, such as a lab component. By the end of this presentation, you will have a good understanding of how learning strategies play a key role in classroom management and measuring the success of students.

Implementing Mobile-First Strategies in Online Education

Joseph Evanick, Ed.D., Geisinger College of Health Sciences, Montoursville, Pennsylvania, USA

The surge in smartphone usage presents a transformative opportunity for online education. The presentation "Implementing Mobile-First Strategies in Online Education" focuses on adapting educational content and methodologies to a mobile-centric approach, aligning with learners' evolving preferences and behaviors.

This presentation will explore the principles of mobile-first design in the context of online learning, emphasizing the importance of creating content and interfaces that are responsive and optimized for mobile user experiences. It will cover critical aspects such as intuitive design, interactive elements, and integrating mobile-specific features like touch navigation and push notifications.

Challenges associated with mobile-first strategies will be examined, including device variability, screen size limitations, and bandwidth considerations. The presentation will provide insights into effectively navigating these challenges, focusing on enhancing accessibility, engagement, and learning effectiveness on mobile platforms.

Attendees will gain an understanding of the strategies for successfully implementing mobile-first approaches in their online courses. The session aims to equip educators and instructional designers with the knowledge to effectively utilize mobile technology, thus enhancing the educational experience and meeting the needs of today's learners in the online education landscape.

Unlocking New Horizons: Virtual Reality as an Effective Learning Tool

Kryn McClain, Ph.D., DHA, LPC, MSEd, CatapalloVR, Reading, Pennsylvania, USA

Virtual Reality (VR) has transcended its gaming origins to revolutionize education and learning. This abstract provides a concise overview of VR's potential, effectiveness, and applications as a transformative tool for immersive learning experiences.

Accessible and versatile, VR technology allows users to step into realistic, three-dimensional environments where they can interact, explore, and manipulate objects, providing unparalleled engagement. Studies consistently highlight its effectiveness in enhancing learning outcomes by stimulating multiple senses, improving information retention, and bridging the gap between theory and practice.

Across various educational domains, VR offers hands-on experiences. In healthcare, VR assists in teaching mental health concepts, independent living skills, and provides distraction modules for medical procedures, offering learners the chance to practice and experience scenarios in a controlled, empathetic, and safe environment. 

The presentation explores integrating VR into educational curricula, emphasizing instructional design and implementation in an education setting. Ethical considerations, such as data privacy and digital citizenship, are addressed.  As a concise overview of how VR reshapes education, it emphasizes VR's efficacy, versatility, and potential pitfalls, underlining its capacity to engage, educate, and empower learners across diverse fields.

Form Follows Fun: Integrating Games and Play into Design Education for Increased Equity and Inclusion

Dana Ragouzeos and Kohar Scott, San Jose State University, San Jose, California, USA

The integration of semi-structured games and play into design education prepares students for future success by giving them a chance to feel experimentation, curiosity, and failure in a low-risk environment, experience collaborative decision-making within clear constraints, and build cognitive recall and creative resilience. This is especially true with diverse student populations, where many students are under-represented in their chosen design field or lack a financial or social safety net, and for whom the popular advice to “embrace failure” feels dissonant. This case study describes the use of play and games in the design class setting as high-intensity active learning activities that go beyond surface-level “gamification” and supporting community, confidence, and camaraderie. Examples include the use of gameplay to teach manufacturing processes, design research methods, and design concept refinement. While specific to design training in higher education, the methods and tools employed in this work are relevant and applicable to subjects and environments beyond these topics and settings.

Optimizing Digital Education: Strategic Approaches for Organizations and Universities in Online Learning

Sher Downing, Ph.D., Downing EdTech Consulting, Phoenix, Arizona, USA

As colleges and universities increasingly embrace online learning, the associated digital footprint has grown substantially. However, institutions face challenges such as high costs, scalability issues, and the need to balance support for both high-demand programs and those with lower enrollment. Despite implementing reactive measures, there remains a crucial gap between online learning divisions and strategic planning initiatives, often neglecting considerations of institutional culture, cost-effectiveness, and return on investment.

To address these challenges, many institutions initially turned to third-party revenue-sharing contracts, only to discover that the substantial upfront investment, coupled with ongoing revenue splits and the necessary staffing, strained their financial resources. Rather than seeking expertise, some schools internally hired based on factors like longevity, personal interest, or contractual obligations, hindering the ability to effectively assess and support their initiatives.

In an attempt to achieve scalability, some institutions flooded the digital space with numerous online courses or programs, relying on their brand to attract students…

The Real Challenge of Generative AI

Hal Christensen, QuickCompetence, Forest Hills, New York, USA

For the last year and a half, professionals in the organizational/corporate training field have been discussing the merits of Artificial Intelligence and how its output will impact the training programs they design, develop, and deliver. Many of the discussions focus on the use of AI as a ""Expert,"" often on the potential threat of ChatGPT responses—such as the notorious ""AI Hallucinations""-- and how their audience's easy access to the content could impact the quality of the learning process. Other conversations explore the power of AI as an ""Assistant"" that can enable training/learning professionals to produce large amounts of learning content much more quickly than was previous possible.

Those are important discussions, but they are limited to the impact AI will have on training professionals themselves and on the traditional training process they follow. But, the real discussion needs to focus on what the proliferation of AI-based Experts and Assistants will mean for our organizations as a whole and our audiences in particular. More specifically, if AI can be an Expert that places an extraordinary amount of knowledge at workers' fingertips at the precise Point of Performance, why would they want to spend time in a class. (Would we prefer a class to teach us a driving route if a GPS were available?) And if AI can act as an Assistant and reduce the amount of work that is necessary to complete critical tasks, would workers turn it down. (Would you prefer to do complex financial calculations using paper and pencil?). The AI output will result in a drastic reduction in the amount of training required—and, obviously, a lessening of the role of professional trainers. And we know how the leaders of our organization will respond to that option…

Dynamic Techniques for Remote Learning: Teaching High-Quality Online Courses

David Hardy, James Madison University, Harrisonburg, Virginia, USA

During the pandemic, all of us were forced to pivot to online learning. In many cases, the student experience of “zoom and gloom” contributed to the overall detachment from studies. Students all felt the isolating effects of watching lectures together, yet feeling alone. This is because most online learning is setup as a one-way communication: from instructor to each student. So, how can online learning be taught in a way that feels engaging and bespoke? In responding to a call for “high-quality” online courses, I explored interactive techniques using both hardware and software. How can we get students to collaborate and give unsolicited feedback? How can you achieve better quality video? How can you effectively give remote feedback? The resulting course, user experience for social good, felt and operated more like an in-person class. This presentation will cover strategies used for collaboration, feedback, video-content, presentation, and student participation.

Gamifying Learning: Using Online Simulations to Learn Complex Skills in the Digital Pandemic World

John Censor, PCI Global Inc, Hackensack, New Jersey, USA

Two major changes have disrupted learning and life: I call it the DIGITAL PANDEMIC WORLD

1.DIGITIZING For 20 years every business and Government Agency have automated every process they can. When it works it speeds operations; when it fails it causes delays, frustration, lost time and money. 2. The PANDEMIC over 4 years has dispersed many to work (and school) remotely. Many won’t return to office or to crumbling unsafe old schoolhouse.  Work and learning now online.

GAMIFIED LEARNING. Instead of putting students in Government and Industry to sleep with virtual lectures, e-learn or videos, Gamified Learning builds a class around a game or simulation that covers the same class content but gets students engaged in learning in a way those others cannot.  

Gamified Learning Model:  Students read a Case Study that explains the subject matter and learning objectives and learn any relevant skills and digital tools they’ll need to master the game. Then in teams of 3-4 (no one left alone) they access their copy of the game. In teams they make decisions about each part of the game. Each part replaces a chapter in what was the course textbook. To win the game they must understand the content.  Teams input decisions. CLICK 1 week passes in 3 minutes and they SEE on screen what worked, what failed and most importantly – WHY. This is Learning by Doing – with Practice and Instant Feedback on Results! 

Presentation will conclude with a run of Gamified Leadership Training class taught at J&J, PFIZER, PRU, US NAVY, DOE, and DHS. This game is built around SIMULATED PEOPLE from today’s multi-generational workforce, who vary in experience, skills, and engagement. The audience will be introduced to this game, the simulated people and decision options to lead people and build a team to increase productivity AND engagement. Then we will run the game for one period CLICK. Everyone will see the results the audience achieved. Followed by questions.

Fostering Innovation through Strategic Partnerships in Aviation Training Post-Pandemic

Teemu Patala, Airport College International, Vantaa, Finland

The aviation industry faced significant challenges during the COVID-19 pandemic, with a rapid decline in air travel leading to financial strain and downsizing. As the industry accelerates its recovery, there's a critical need for more efficient upskilling and reskilling strategies to adapt employees to post-pandemic demands. These programs are vital for enhancing capabilities and sustaining growth amid the increased demand for air travel. Attracting and retaining a skilled workforce is a hurdle for aviation companies, intensified by concerns over job stability. Efforts to address these challenges involve investing in new training approaches, collaborating with educational institutions, and fostering diversity. Successfully managing workforce dynamics is crucial for sustained recovery. Two international learning development and innovation projects, including the "AVIONIC" project funded by the European Union in 2022, aim to revolutionize aviation training. This initiative focuses on promoting sustainable air transport through digital curriculums and innovative teaching practices. Run by three European universities in collaboration with aviation companies, the project aims to enhance skills and foster innovation in the aviation sector. These endeavors underscore the industry's commitment to adaptability and continuous learning, essential for navigating the complexities of the post-pandemic era…

Language Liftoff: Elevating Foreign Language Education with Cooperative AI Conversational Agents

Fernando Salvetti, Ph.D., and Barbara Bertagni, Ph.D., e-REAL Labs at Logosnet, Houston, Texas, USA

In the quest to revolutionize language education, e-REAL labs present an innovative methodology that integrates AI conversational agents into the traditional classroom setting. These conversational avatars are at the heart of a pedagogical shift towards cooperative learning, where they serve as both mentors and facilitators in group language exercises. Our approach transcends conventional rote learning, embracing the dynamism and complexity of language acquisition through interactive dialogue and collaborative learning structures.

These AI agents are designed to communicate in the target language, offering students a unique opportunity to practice and improve their language skills in real-time conversations. They are programmed to understand and produce natural language, adapting to different proficiency levels and learning styles. By interacting with these agents, students engage in a rich, immersive linguistic environment that challenges them to use the foreign language in a variety of contexts and social interactions.

The cooperative aspect of this methodology is twofold: the avatars encourage peer-to-peer collaboration as students work together to communicate effectively, and they also promote an interactive partnership between humans and artificial intelligence. This cooperative learning framework fosters a supportive community within the classroom, where students are motivated to take risks, make mistakes, and learn from one another under the guidance of their AI companions…

Developing a Framework for Effective Localization (not just language) of Learning Games

Ajay Gupta, Skills Cafe, Gurgaon, Haryana, India

Games, particularly board games, can be valuable tools for education and training. However, traditional game-based learning often fails to connect the learning content to the real-world work environment of learners. This can hinder the transfer of learning and reduce the overall effectiveness of the training.

This paper proposes a novel approach to game-based learning called localization. Localization involves adapting learning games to specific job and work contexts by incorporating domain-specific language, characters, and scenarios that are relevant to the learners' experiences.  Note that localization here does not refer to language alone. 

This research will explore the theoretical foundations of localization and its potential to improve learning outcomes in a variety of game formats, including board games, simulations, and role-playing games. Through case studies of successful localization projects, we will identify best practices and develop a framework for effectively localizing learning games. The findings of this research will have significant implications for the design and development of more effective and engaging learning games.

Female Empowerment in Old Age: A Focus on Digital Technologies

Leticia Sophia Machado, Ph.D., and Patricia Alejandra Behar, Ph.D., Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil

The present study aimed to present the perceptions of elderly people about female digital empowerment in old age. To achieve this, it was necessary to reflect on the perceptions of elderly women who participated in a Distance learning course in Brazil. The data collection methodology was qualitative, of the case study type. The target audience were elderly women who participated in a course on the topic, having 20 synchronous meetings in which a questionnaire was administered. The results show that elderly women understand what empowerment is and consider that they have such an attitude, but they still do not know how to express themselves, create and share their productions on the internet. Thus, it can be observed that despite there being an understanding of the concept, they still do not put it into practice, requiring intervention, through pedagogical strategies, of education in order to enable the breaking of prejudices and stereotypes related to female old age.

Doing Things Differently: Integrating BIPOC Knowledge and Ways of Knowing into Curriculum

Jessica Langston, Ph.D., Cegep Heritage College, Gatineau, Quebec, Canada

Post-secondary institutions in North America continue to center European knowledge and pedagogical approaches, leaving the rich knowledges of Black, Indigenous, and other racialized communities on the margins. The fact that such Eurocentric curricula contribute to a sense of isolation, shame, and disconnect for many BIPOC students is well established. What is less obvious – especially for teachers who were themselves educated in a Eurocentric system – is how to do things differently.

This session will explore a multi year project that took a community-based approach to co-creating curricula that addresses this need for different ways of knowing and doing. Exploring my experience working with a community of practice made up of BIPOC community members and students, this session will discuss the benefits of listening and sharing with BIPOC peoples when working on creating anti-racist course content. Additionally, this session will share some of the materials for active and experiential learning that came out of this project. Ultimately, the session will provide ways that teachers can reflect the knowledge and lived experiences of BIPOC communities while also building students’ capacity to tackle structural inequalities within the spaces and institutions shaping their lives.

The session will include a brief background of the project, interactive learning opportunities, and access to a wealth of learning resources.

Mathematics Education for Peacebuilding: An Innovative Approach to Instilling Values

Priya Mathew, Ph.D., St. Joseph's College of Education, Mysuru, Karnataka, India, Prasanth Mathew, Ph.D., Jessy N.C, Ph.D., PKM College of Education, Kannur, Kerala, India, and Prince J. Peechattu, De Paul International Residential School, Mysore, Karnataka, India

This research examines the nexus of mathematics education, peacebuilding, and values instillation for sustainable development, addressing threats like conflict, instability, weak institutions, and corruption. Emphasizing a holistic approach, it underscores education's pivotal role, challenging the notion that mathematics cannot contribute to fostering peace and harmony in alignment with UNESCO's commitment to transforming lives, building peace, and promoting sustainable development.

This session delves into an innovative approach that began with a two-week workshop on ""Instilling Values through Mathematical Concepts"" for teacher trainees at St. Joseph's College of Education in Mysuru, Karnataka, India. This novel approach sought to extract values from mathematics concepts in textbooks for grades 8-10, thereby promoting critical thinking and problem-solving abilities. A critical examination of the mathematics textbook by teacher trainees revealed values associated with various mathematical concepts. For example, the negative of a number represented the importance of remaining positive, whereas the role of zero emphasized the importance of respecting others and acknowledging everyone's unique strengths. These values were extracted through discussions on different concepts like quadrilaterals, exponents, equality, etc., which highlighted the similarities between mathematical principles and positive attitudes in life…

Assembly Time: Strategies for Creating Learner Connections Online

Gary Natriello, Ph.D., Teachers College Columbia University, New York, New York, USA, and Hui Soo Chae, Ed.D., NYU School of Professional Studies, New York, New York, USA

There are both theoretical and practical foundations that call attention to the value of facilitating social connections among students to enhance their learning (Bolliger & Martin, 2021; Gaytan & McEwen, 2007). Social learning theory and its derivatives highlight the value of social interactions and peer-to-peer learning, both through direct knowledge exchange from interaction and through the motivational impact of such connections on individual students. Long standing practices of educators in face-to-face settings have also evolved from an appreciation of the value of student interaction. Such practices are symbolized in the common practice of the school assembly in which a group of students, often the entire student  body, is brought together to share a common experience (Natriello, 1994). 

Face-to-face learning settings are replete with opportunities for social interaction, both formal and informal. Indeed, educators in face-to-face settings are confronted with the challenge of moderating and often curtailing such interactions to maintain an orderly school or classroom environment. Thus, experienced  educators have evolved practices for managing ongoing student interaction.

Online learning settings present a different set of challenges when it comes to harnessing the power of social interaction to support learning. In the online setting educators often encounter students, alone or in groups, who have little or no prior interaction before entering the course or learning opportunity. In this session we will highlight a variety of strategies and practices for leveraging the social connections among students to foster learning…

The Intersection of AI Applications in Higher Education: Big Data, Research, Teaching, and Organizational Development

Alyse Jordan, Ed.D., Mary & John Gray Library at Lamar University, Beaumont, Texas, USA

In the dynamic landscape of higher education, the integration of artificial intelligence (AI) has emerged as a transformative force, permeating facets of research, teaching, and leveraging vast pools of big data. The presentation explores the intersection of AI applications within higher education, interpreting its multifaceted role in revolutionizing traditional paradigms. Through the lens of big data utilization, it delves into how AI augments research methodologies, enabling unparalleled insights and innovative approaches. Additionally, it navigates the intricate synergy between AI-driven teaching methodologies and the cultivation of dynamic, personalized learning experiences. By unraveling the intricate tapestry of AI's integration in higher education, this presentation illuminates the evolving landscape, poised at the confluence of technological advancement and educational enhancement.

The Personalized Learning Interaction Framework In Practice (PLIFs): Current Implementations According to Chief Learning Officers

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

Emerging from multiple peer reviewed research studies, a foundational iterative Delphi study, and a recently published book, The Personalized Learning Interaction Framework (PLIF), offers a sustainable framework for Chief Learning Officers (CLOs) to develop personalized learning environments for Workforce Training and Development Programs (Dabbagh & Fake, 2023; Fake, 2018; Fake & Dabbagh, 2023; Fake & Dabbagh, 2018).  

The framework, grounded by an iterative expert review (n=224), posits that personalized learning is a learner driven experience characterized by flexible resources (e.g., multimedia experiences or organizational interactions), competency mapping and setting expectations, assessment (e.g., self-assessment, needs assessments, assessment in general), involving a community of practice or a network (e.g., interacting with self-selected small groups or peers), mentor or coach involvement (in an individual or group capacity), as well as providing overall implementation considerations.  Therefore, the framework posits that creating a sustainable personalized learning ecosystem involves providing a series of social and content interactions with the learner. Based on this expert review, personalized learning requires 5 different interactions to include learner to content, learner to other learners, learner to small groups, learner to mentor, coach, or AI coach, and learner to community of practice or social network.  The research suggests that effective personalized learning programs support and facilitate these interactions between the learner and the outside world that go beyond the design of content and extend to the development of productive and collaborative learning relationships…

Designing Virtual Professional Learning using a UDL Framework

Kenneth Kroog, Ed.D., Nassau BOCES, Garden City, New York, USA

This presentation will share findings and research about using technology to design professional learning that is sustained, on-going, and embedded into the work.  In today’s school districts, leaders face many obstacles to provide professional learning experiences that are ongoing and targeted to the specific needs of their faculties and colleagues. Time constraints, limited resources, and a lack of access to expertise from the field can impede school leaders from offering high-quality professional learning that today’s educators need to be successful. When designed with a Universal Design for Learning (UDL) framework, virtual professional learning in teams can promote adult learning, collective efficacy, and collaboration among teachers. Virtual professional learning can be a valuable tool for districts with teachers located in different schools, limited time to schedule in-service training, or limited funds for expert presenters.   The experience of virtual professional learning can also provide participants with a model of how technology can be leveraged to promote learning through a UDL framework.

Creating a Culture of Learning: Fostering Employee Engagement and Growth in Today's Competitive Job Market

Denise Hart, Ed.D., and Bernadette Pieters-Harilal, BDO, Palm Coast, Florida, USA

In today's highly competitive job market, organizations are recognizing the need to engage their employees in order to attract and retain top talent. It is no longer enough to offer autonomy, flexibility, and purpose in the workplace; employees also seek opportunities for growth and development.

This presentation will delve into how BDO, a leading organization, is prioritizing the employee experience by fostering a culture of learning within the company. BDO understands that in order to keep employees motivated and engaged, it is crucial to provide them with continuous learning opportunities that align with their career progressions.

The focus of this presentation will be on the strategic alignment of customized learning programs. BDO has recognized that a one-size-fits-all approach to employee development is no longer effective. Instead, they have implemented a tailored approach that takes into account the unique needs and aspirations of each employee. By aligning learning initiatives with individual career paths, BDO ensures that employees are equipped with the skills and knowledge necessary to succeed in their current roles and advance in their careers…

Revolutionizing Apprenticeships: A Tech-Driven Holistic Approach for Enhanced Workforce Development and Success

Carlos Vazquez, GoSprout, Miami, Florida, USA

In an era where technological advancements shape the landscape of workforce development, the apprenticeship paradigm is undergoing a transformative shift with GoSprout at its forefront. GoSprout is not merely a platform; it is a catalyst for redefining how we perceive and implement apprenticeship initiatives. 

This session aims to unravel the intricate ways in which technology is harnessed to bolster apprentices and employers comprehensively, transcending the conventional boundaries of skill acquisition.

The presentation will elucidate how GoSprout leverages cutting-edge technology to provide a holistic support system for apprentices, encompassing skill development, mentorship, and overall well-being. Through a dynamic interface, the platform facilitates seamless communication, progress tracking, and personalized mentorship, fostering an environment where apprentices can thrive.

Moreover, the session will shed light on how GoSprout ensures the well-rounded development of apprentices, addressing not only their technical proficiency but also their mental and emotional well-being. By amalgamating technology with a human-centric approach, GoSprout aims to enhance workforce outcomes by producing not just skilled workers but resilient, adaptable professionals ready to navigate the complexities of the modern workplace.