2024 Conference Program

OVERVIEW

Keynote Speech
Building Digital-first Assessments in the Age of Artificial Intelligence

Alina von Davier, Ph.D.
Chief of Assessment
Duolingo
Pittsburgh, Pennsylvania, USA

Recent advances in artificial intelligence (AI) and intelligent automation have revolutionized educational assessments, with a focus on scalable content generation. In this talk, I discuss a new human-centered AI framework for high-stakes testing along with a new system called the "item factory." The item factory system merges human expertise and AI for efficient, high-quality test development, mirroring the processes of intelligent automation in manufacturing. This new system integrates test design, generation, and review, improving efficiency while ensuring that AI enhances, not replaces, educators and developers.  

TRACK 1 [IN-PERSON] - SESSION 1C
PRESIDENTIAL ROOM 1
Session Chair: Subhadra Ganguli, Ph.D., Penn State Lehigh Valley, Center Valley, Pennsylvania, USA
10:30 AM - 12:30 PM

AI in Early Learning and How it Affects Higher Education and Workplace Learning

Gary Dickelman, EPSScentral LLC, Boynton Beach, Florida, USA and Jan Greenberg, National Center on Early Childhood Development, Teaching, and Learning (DTL), Washington, D.C., USA

Last year at The Learning Ideas Conference, attendees raised a number of questions concerning how the emerging AI tools and practices might affect young children. Which aspects of AI are appropriate for early learning? Are there concerns about what behaviors might manifest later in life as a result of AI? These are just some of the questions heard in Q&A sessions following presentations centered on AI in learning. Noteworthy is that there was no one present with the expertise in early learning to respond. The purpose here is to answer such questions as we fill in the gap between early learning and adult learning—and performance—as related to applications of AI. 

The presentation has two parts: (1) Survey of studies and interviews with experts on applications and trajectory of AI in early learning; and (2) Findings on how AI in early learning affect higher education and workplace learning. Specifically, what changes might we expect in academic curricula and delivery methods, and in workplace learning lifecycles? Which learning and performance methods are best suited to accommodate how AI so rapidly shifts perspectives? How do we map performance-centeredness of early learning environments with workplace performance when AI continues to challenge and disrupt conventional models and thinking? 

These and other questions will be addressed via studies, interviews, observations, and of course, informed speculation.

SceneCraft: The Multimedia Scenario Editor Revolutionizing Simulation and Debriefing

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

In this workshop, e-REAL labs unveil a revolutionary technological advancement in experiential learning and simulation: the Multimedia Scenario Editor. This editor is a paradigm-shifting tool that transforms traditional simulation frameworks into fully interactive and multisensory experiences. Our primary aim is to introduce and explore the capabilities of this cutting-edge editor, emphasizing its potential to redefine simulation-based education.

The Multimedia Scenario Editor allows educators to integrate diverse multimedia elements, such as videos, images, audio, and sometimes kinesthetic and olfactory elements into simulation scenarios. This integration enhances the realism and engagement of simulations and immersive experiences, providing learners with an immersive environment that closely mirrors real-world situations. The editor’s interactive features support real-time adaptation and customization of scenarios, ensuring that the learning experience is tailored to the specific needs of each learner.

Addressing the challenges of technology integration, we will discuss effective strategies for implementing the Multimedia Scenario Editor within existing educational, training and simulation curricula. Our session will also highlight the editor’s role in enhancing the debriefing process…

Using ChatGPT in Adult Education

Steven Schmidt, Ph.D., and Xi Lin, Ph.D., East Carolina University, Greenville, North Carolina, USA

ChatGPT is an artificial intelligence (AI) language model that can engage in natural language conversations with humans. It was developed by the company OpenAI and is based on a state-of-the art deep learning algorithm that is capable of generating human-like responses to text-based prompts. Discussion around ChatGPT in education typically focuses on issues of academic integrity and plagiarism.  However, proactive adult educators are finding ways to incorporate ChatGPT in their teaching.  This presentation will cover ways in which ChatGPT can be used in the teaching of adult learners in a variety of settings.

TRACK 2 [IN-PERSON] - SESSION 2C
PRESIDENTIAL ROOM 2
Session Chair: Lori Breslow, Ph.D., MIT Sloan School of Management, Cambridge, Massachusetts, USA
10:30 AM - 12:30 PM

AI and Gamification Synergy in Higher Education: Elevating Soft Skills Assessment and Evaluation

Agostino Marengo, University of Foggia, Foggia, Foggia, Italy, Polyxeni (Jenny) Pange, Ph.D., University of Ioannina, Ioannina, Greece, and Aras Bozkurt, Ph.D., Anadolu University, ESKİŞEHİR, Turkey

In the dynamic realm of higher education, integrating artificial intelligence (AI) and gamification is a groundbreaking approach to augmenting e-learning experiences and assessing soft skills. This presentation will present a comprehensive synthesis of various studies exploring the intertwined impact of AI and gamification within educational settings and how these tools can enhance student engagement, personalise learning, and offer more dynamic and effective soft skill assessments.

Through a comparative analysis of multiple scholarly works, this study highlights the adaptability of AI, particularly generative models such as ChatGPT, in meeting individual student needs, providing customised responses, and prompt feedback. Conversely, gamification introduces playful elements that boost student motivation and involvement, fostering a more interactive and engaging learning environment…

Digital Competencies of Older Influencers: A Focus on Lifelong Learning

Carla Bueno Sigal, Leticia Rocha Machado, Ph.D., and Patricia Alejandra Behar, Ph.D., Federal University of Rio Grande do Sul Faculty of Education - Graduate Program in Education, Porto Alegre, Rio Grande do Sul, Brazil

This study seeks to identify the digital competencies that enable older people to act as digital influencers. Society is increasingly connected to digital technologies (DT), impacted by access and the speed of change. In this sense, the number of elderly people accessing the internet and actively participating in social media has grown exponentially. This new way of interacting enables digital empowerment and lifelong learning. Thus, for seniors to be able to not only consume but also produce content supported by DT, it is necessary to build digital skills aimed at the critical and safe use of technological resources.

What's more, by using social networks to share their knowledge and position themselves on various topics, such as fashion, food, travel and well-being, they end up influencing other people on decisions not only about purchases, but also about lifestyle. The methodology employed was characterized as qualitative, exploratory and applied in nature. Online questionnaires, interviews and observation during a distance learning course were used to collect data. The target audience was influencers and elderly people aged 60 and over. Three influencers and 13 elderly people took part. The preliminary results showed six digital competencies: Digital communication, Information sharing and digital engagement, Content creation with digital tools, Digital security, Digital coexistence. Thus, the results found so far point to a need to build competences related to the production of digital content that are more relevant and contribute to lifelong learning.

Using Large Language Models to Provide Feedback to Adult Tutors in Training and Real-life Tutoring

Danielle Thomas, Ph.D., Carnegie Mellon University, Pittsburgh, Pennsylvania, USA and Erin Gatz, Ph.D., PLUS-Personalized Learning Squared, Pittsburgh, Pennsylvania, USA

Tutoring remains among the most impactful academic interventions known to improve student achievement. Despite its consistent success, there are few available opportunities for training and professional development for adult tutors. Furthermore, the task of assessing tutor performance during actual tutoring sessions is challenging and time-consuming for human evaluators—enter artificial intelligence (AI). In this work, we harness generative AI, specifically large language models (LLMs) like GPT-4, to introduce an innovative approach for delivering tutors real-time, explanatory feedback while tutors engage in online scenario-based lessons. Hosted within the Personalized Learning Squared (PLUS) tutoring platform, these lessons offer tutors opportunities to practice responding to common tutoring scenarios. For example, in the Reacting to Errors lesson, tutors practice responding to students who have made math errors and receive immediate and templated feedback generated by LLMs. Beyond tutor training, we evaluate tutors’ real-life application of tutoring skills, including their responses to students making errors. This present work demonstrates the possibilities of using LLMs to deliver real-time feedback to tutors during training lessons and their actual tutoring sessions, resulting in moderate performance using standard few-shot prompting methods. While using LLMs show promise as a low-cost and efficient method for giving adult tutors feedback on their performance in training and actual tutoring, it is not without limitations. Practical and ethical considerations are discussed. Human tutoring remains a robust and irreplaceable influence on student learning, with generative AI serving as a valuable tool to complement tutors and enhance the impact of tutoring on student learning.

What Do Students Do with Zoom Recordings, and Does It Affect Attendance in Live Sessions?

Hagit Meishar-Tal, Ph.D., May Hanania, and Yarden Zilberman, Holon Institute of Technology (HIT), Holon, Isreal

This paper examines students' usage patterns and attitudes towards Zoom recordings in higher education and the impact of Zoom recordings on student attendance in live sessions.  The research adopts a quantitative approach, employing an online questionnaire to gather data from 118 Israeli students. The research finds that students primarily use recorded lectures to supplement material due to absences but also for reviewing before exams and completing assignments. The most common method of watching recorded sessions is revisiting specific segments while watching a full recorded session more than once is less common. The study challenges the notion that watching recordings adversely affects attendance and supports the argument that there is no clear correlation between viewing recorded lectures and attendance. The research suggests that instructors should continue recording lectures to support students' learning beyond formal class hours, particularly in courses with exams or assignments.

Socio-affective Competence in Virtual Learning Environments: A View from the Empathetic Subject

Magali Longhi, Ph.D., Patricia Behar, Ph.D., and Leticia Machado, Ph.D., Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil

This article proposes an empathy perception model for virtual learning environments (VLEs), called EPM_VLE, based on the concepts of the empathetic subject and socio-affective competence. The empathetic subject is defined, based on Piaget's theory, as a human condition, made up of the biophysiological, affective, social, cognitive, and technological aspects, that help us to understand the other in the virtual space. Socio-affective competence comprises the knowledge, skills, and attitudes needed to deal with socio-affective situations in online education. Hence, the socio-affective competence of empathy (SACE) includes the ability to understand the affective situation of others, validating and respecting their emotional needs and opinions, as well as supporting and interacting responsibly in diverse groups and contexts. The SACE in VLEs is important for communication, collaboration, and teamwork. One of SACE’s elements, empathetic communication, can be seen in the intentionality of the texts recorded in the VLE communication tools. To build the EPM_VLE, we evaluated the social and affective indicators from the Social and Affective maps, ROODA (Cooperative Learning Network) VLE tools, one of the distance education platforms used at the Federal University of Rio Grande do Sul (UFRGS), Brazil…

Using the BERTimbau Model to Analyze Students' Affective Subjectivity in a Virtual Learning Environment

Gabriel Ferrugem, Magalí Longhi, Ph.D., Rafael Vivian, and Patricia Behar, Ph.D., Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil

This paper presents a sentiment analysis model based on the BERT (Bidirectional Encoder Representations from Transformers) model to identify students' moods in textual information from a virtual learning environment (VLE). VLEs are one way to enable social interactions and exchanges of experiences between teachers and students in distance education. In fact, student's personal needs and interests are expressed in this environment. Thus, if teachers can access these subjective possibilities, they can consider them when acting in teaching and learning processes. The Affective Word Mining (AWM) framework, integrated into the ROODA VLE (Cooperative Learning Network, available at the Federal University of Rio Grande do Sul, Brazil), mines the student‘s affective words recorded in communication tools. This mining is important to infer students’ mood throughout the class. In the previous AWM version, affective subjectivity in the text was mined based on the Affective Lexicon approach. In the current version, we decided to modify the algorithm for classifying moods using a deep learning approach. We therefore used BERTimbau as pretrained BERT model for Brazilian Portuguese. Thus, this study highlights the differences in the results between the Lexicon-based and BERT approaches, as well as discussing the limitations of the current version…

An In-depth Exploration of Unit Testing Challenges in Data-Driven MOOCs

Mohamed Elhayany, Hasso Plattner Institute, Potsdam, Germany

Automatically assessing code for learning purposes presents a significant challenge in educational contexts, particularly in online courses aimed at distance learning. With a large public and limited teaching staff, the need for automated ways to grade learners' programs becomes paramount for scalability and effective management. Python's simplicity and readability have rendered it an ideal language for beginners to embark on their programming journey. Consequently, educators have widely adopted Python unit tests as a common practice in Massive Open Online Courses (MOOCs) to assess students' programming skills and comprehension of fundamental concepts. Unit tests, automated tests designed to check the correctness of specific code units, including functions and classes, offer an efficient means of evaluating students' progress and understanding in the world of programming education. The paper addresses the challenges of unit testing in programming education within MOOCs. The focus is on the underlying philosophy of designing exercises and tests, presenting essential technical decisions for MOOC instructors. While extensively tested in MOOC settings, these approaches are equally relevant and applicable to conventional educational environments, such as universities and high schools. This paper aims to provide valuable insights into effective testing mechanisms, promoting enhanced learning outcomes in programming courses through constructive feedback and auto-grading capabilities.

Pedagogy Improvements after the International Engineering Educator Certification Program (Virtual Talk)

Kanmani Buddhi, Ph.D., BMS College of Engineering, Bengaluru, Karnataka, India

The IUCEE (Indo Universal Collaboration for Engineering Education) offers several academic initiatives for both students and faculty, and is committed to the cause of improving the quality of graduating engineers. One of the signature events of the IUCEE is the IIEECP (IUCEE International Engineering Educator Certification Program), a semester long training program for faculty. The IGIP (International Society for Engineering Pedagogy) Austria, a highly prestigious and respected organization in Europe, recognized IIEECP as being worthy of joint certification, since 2016.

In this work, the personal experience of attending IIEECP of Fall 2023 is presented. The course was conducted online (one lecture/week and one office hour/week), through the Canvas platform and included five modules: Teaching Learning Process; Course Design and Delivery; Dynamic Classroom; Harnessing Technology; Effective Assessment. The evaluation included relevant discussions and carefully designed assignments for every module; and culminated in submission of Teaching Portfolio together with Capstone presentation. After having successfully completed the course, there is an attempt to introduce improvements in course delivery and assessments of the academic workload of this semester: III semester core course on ‘Signals and Systems: Analog’. The course includes laboratory sessions using the open source tool: Python from Google colaboratory and Multisim Live, an open source electronic circuit simulation tool. Some of the initiatives for the course are…

Generic and Discipline-Specific Master's Degree Programs at the Finnish Universities of Applied Sciences

Matti Koivisto, Ph.D., South-Eastern Finland University of Applied Sciences, Mikkeli, Finland

Changes in working life and global development trends pose significant challenges and renewal needs for higher education institutions and universities. This has also been observed in schools of engineering, where the future trends of engineering education are analyzed. According to some views, master programs in particular, should provide wide-ranging expertise in many fields like artificial intelligence, sustainability as well as management and leadership. Another view is that master's studies should focus on deepening the knowledge of the field of technology acquired by the student in the undergraduate stage and focus on the latest sector specific research and its application.

The suitability of the different educational programs can be assessed from a variety of perspectives and higher education institutions, students, and other stakeholders such as funders and policy-makers have different priorities in assessing the efficiency and effectiveness of education. However, this study concentrates only on students' perceptions and focuses their opinions on generic and sector-specific master of engineering programs at seven Finnish universities of applied sciences. The results of the study suggest that both generic and sector-specific master's programs will be needed also in the future and there was no statistically significant difference in the number of students applying for them. However, the results indicate that the students of the generic programs were more satisfied with the training and their graduation rate was higher than in the discipline-specific programs.

Exploring the Engineering Education Literature: Trends, Networks, and Themes through Bibliometric Insights

Sherif Abdelhamid, PhD., and Mona Aly, Virginia Military Institute, Lexington, Virginia, USA

Engineering education research is a dynamic field that is continually evolving to meet the changing demands of technological advancements and pedagogical theories. As this area develops over time, it is increasingly necessary to study its dynamic research landscape to understand current trends, challenges, and opportunities. This paper addresses this need through a comprehensive bibliometric analysis of engineering education-related publications, leveraging the Scopus database to examine a diverse collection of scholarly outputs, including journals, conference proceedings, and books. The study aims to identify key research themes, trends, and influential authors and institutions, shedding light on how these elements have shifted over time. Additionally, by analyzing co-authorship networks, the research uncovers collaboration and knowledge-sharing patterns among scholars, highlighting the potential for future joint ventures and progress within the discipline.

Further, investigating concept co-occurrence networks provides a detailed high-level panoramic picture of the main foundational ideas and their interconnections within the engineering education research domain. This analysis captures the current state of engineering education research. Also, It charts its evolution, serving as a valuable resource for educators, researchers, and policymakers interested in navigating and contributing to this ever-changing field.

An Evaluation of the Acceptance and Use of LimiDO, an Electronic Performance Support System (EPSS),  among Instructional Designers

Gila Kurtz, Ph.D., Elad Daniel, Roni Chalilov-Tisman, and Yanay Zaguri, Holon Institute of Technology, Holon, Israel

This session presents an evaluation of the acceptance and use of LimiDO, an Electronic Performance Support System (EPSS) designed to enhance the efficiency and effectiveness of instructional designers by providing real-time support and resources. The study utilizes the Unified Theory of Acceptance and Use of Technology (UTAUT) model (Venkatesh et al., 2003) to examine the factors influencing the acceptance and use of LimiDO. The findings reveal that performance expectancy, experience in diverse content areas, comprehensive learning process management, perceived usefulness, ease of use, and attitude toward using significantly influence the acceptance and use of LimiDO. The research validates the key factors influencing the acceptance and use of EPSS among instructional designers as identified in the literature. The findings provide valuable insights into the design and implementation of EPSS like LimiDO to meet the needs of instructional designers, contributing to the existing knowledge in the instructional design and technologies field. The research also underscores the importance of examining the UTAUT model in the context of EPSS, a topic that has yet to be extensively studied.

Emotional Intelligence Training Tools in Entrepreneurship Education

Yuliia Fedorova, Ph.D., Anna Pilková, Ph.D., Comenius University in Bratislava, Bratislava, Slovakia, Denys Kovalenko, Tetyana Bondarenko, Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine, and Juraj Mikuš, Comenius University in Bratislava, Bratislava, Slovakia

Emotional intelligence (EI) is a crucial skill for future entrepreneurs. EI is the basis for successful communication, resilience, flexibility, etc. Entrepreneurs with high EI are positive and successful. At the same time, EI improves mutual understanding and has excellent potential in intergenerational entrepreneurship. In the context of digitalization, it is relevant to introduce innovative emotional intelligence training tools (EITTs) into the educational environment.

This study aims to present innovative EITTs and demonstrate the effectiveness of their application in entrepreneurship education.

The methodological basis for the research is the 4-component instrumental model to develop EI (the 4EI Model). The 4EI Model is adapted to the entrepreneurial environment and includes four components: self-awareness, self-management, social awareness, and relationship management. According to the 4EI Model, digital EITTs are proposed for developing each EI component of entrepreneurs. The dynamics of the development of EI components in the EI profiles of the students confirm the effectiveness of the proposed EITTs…

The Role of Emerging Technologies in Shaping the Futures of Teacher Wellbeing: A Futures Thinking Perspective

Imogen Casebourne, Ph.D., Digital Education Futures Initiative (DEFI), The Bridge, Hughes Hall, University of Cambridge, Cambridge, United Kingdom and Fawaz Abu Sitta, Ph.D., UNESCO Chair, University of Dubai, Dubai, United Arab Emirates

There is a growing global teacher shortage, which could have a major implications for education systems, in part influenced by employment and working conditions, and job opportunities outside education.  Teachers’ wellbeing is essential not only for retention but also for motivation, and teaching quality. Emerging technologies such as Artificial Intelligence, Virtual reality, Augmented Reality, Wearable Technologies, and Quantum Computing could play a role in reducing teacher workloads or in transforming their roles in a variety of ways. In this study, researchers, teachers and postgraduate students at the University of Cambridge envisage a range of plausible futures of teachers’ wellbeing.

Futures Thinking methods and models including Horizon Scanning, Futures Triangle, Scenario Planning, and Backcasting were used to anticipate the impact of emerging technologies on teachers’ wellbeing. The study followed a four-step framework, rooted in process ontologies that emphasise the evolution of processes over time.  An initial Framing step involved assembling a team to consider current factors affecting teacher well-being, such as income, teaching methods, and administrative workload. Trends and drivers identified as potentially influential included the climate emergency, AI and virtual reality, as well as wearable tech and novel technologies aimed at promoting well-being. The Scanning phase involved volunteers assisting in horizon scanning to evaluate the impact of these technologies. In the later phases, participants identified driving forces and uncertainties to create and assess future scenarios…

AI for Online Courses using the ADDIE Model and Bloom’s Taxonomy

Polyxeni (Jenny) Pange, Ph.D., University of Ioannina, Ioannina, Greece

Bloom’s taxonomy and the ADDIE model are used in education but their orientation is different. Bloom’s taxonomy emphasizes cognitive skills and learning objectives whereas the ADDIE model is an instructional design framework applied to the development of a course. Both models can work complementary. Bloom’s taxonomy is used for curriculum development, creating learning objectives, and evaluating the complexity of cognitive skills, whereas the ADDIE model is a step-by-step process for creating learning programs and evaluating educational processes using a cyclical process, for improvement. Bloom’s taxonomy facilitates the process of the ADDIE model, to ensure that the learning experiences are by the desired cognitive learning outcomes. 

This study aims to describe how AI tools can support the creation of an online course using Bloom’s taxonomy and the ADDIE model. This is an ongoing study and a self-selected group of University students was participating in the selection of the AI tools.  According to the preliminary results, for the development of the online course, using the ADDIE model, an LMS including AI, was used, especially the “EdApp” application. This application includes a personalized learning environment, and the educational experiences of students could be tested using “Quizzes” in the Kahoot tool…

Digital Learning and Heritage Education: An Experience of Skills Development and Learning Design For Future Educators

Maria Rosaria Re, Ph.D., Tor Vergata University of Rome, Rome, Italy

The training of museum professionals, such as museum educators, had, at least until the spread of the COVID-19 pandemic, little emphasis on the use of new digital technologies, the promotion of entrepreneurship, digital skills and the development of soft skills (Poce, 2019; European Commission, 2017). However, the use of web, mobile and social media tools is becoming increasingly popular in the field of heritage education, particularly from 2020: the impact that the last pandemic has had on the digital transformation of the heritage world is impressive (NEMO, 2020; ICOM, 2020; UNESCO, 2020) and a simultaneous growth of professional training experiences in the sector (NEMO, 2021) have been realized by different type of educational institutions. In this context, the solicitation of Critical Thinking and Creativity skills, in addition to purely Digital skills, is crucial in order to enable educators to operate critically and consciously whenever they manipulate, implement and evaluate digital information, tools and objects (Carretero, Vuorikari & Punie, 2017).

The paper aims to present the educational path and learning outcomes of the course “Digital Learning Environments for Museum Education,” of the distance learning Bachelor’s Degree program “Digital Education”, University of Modena and Reggio Emilia…

Concrete Benefits of Tool-Supported Social Collaborative Learning: A 2CG® Case Study

Christina Merl, Ph.D., TalkShop/2CG®, Vienna, Austria

The tool-supported 2CG® multi-method approach has been applied in multiple contexts across disciplines, industries, cultures, and hierarchies since 2008. 2CG stands for content- and context-specific generic competency coaching and is aimed at human capability cultivation or 21st century skills development. The method is rooted in the principle of multiple-loop learning and collaborative social learning theories and makes use of inspirational input from poetry, literature, visual art, theatre, and music. It is anchored in communities of practice and combines existing methodologies, transforms them into new formats as well as develops completely new learning experiences in live, virtual, and blended learning environments.

This session showcases five versions of a 4 week art-inspired, extra-curricular social collaborative educational project that was implemented online over the past five years. All iterations of this project took place online, via applications and platform solutions, and benefitted from the overall technical advancements in the past few years. While AI did not play a role in version 1 five years ago, and participants were not used to interacting with machines, an artificial voice was included in the most recent iteration of the project. The facilitator of the project combined creative techniques with specifically designed content from the arts to make the learning experience worthwhile for learners, and to encourage them to engage and contribute to successful and relevant output. The outcome of this extra-curricular collaborative learning project can hardly be translated into numbers, it depends on the individual’s situation, attitude and needs…

Building Communities of Practice: Training Educators through Engaging in Experimentation with a Theoretical-Practical Model for Early Childhood Environmental Education

Mara Valente, Roma Tre University, Rome, Italy

The present contribution explores the crucial role of educator training in fostering communities of practice (CoPs) within early childhood education (ECE) settings, with a specific focus on nature and environmental education. Integrating environmental education into early childhood education is increasingly imperative, and the establishment of robust CoPs among educators serves as a pivotal mechanism to facilitate effective and sustainable practices in this domain.

Experts such as Sobel (2008) and Davis and Elliott (2014) emphasize the significance of early childhood environmental education in fostering a sense of connection to nature and environmental stewardship. This contribution argues that specialized early childhood educator training is essential to equip them with the knowledge, skills, and pedagogical approaches necessary for effectively integrating nature and environmental education into their curricula (NAAEE, 2019).

Training initiatives should encompass theoretical frameworks, practical strategies, and collaborative reflection, fostering a shared commitment to the integration of nature-based education within the early childhood curriculum. The contribution discusses the components of effective educator training programs tailored to early childhood environmental education, drawing on principles of CoPs as outlined by Wenger (1998).

In this specific case, the presentation illustrates the crucial function that educators have in experimenting with an educational and didactic model (La Rocca, 2023) within the ongoing PhD research setting…

Statistics Learning and Gender: The Case of Greek University Students

Eleni Tsami, Ph.D., University of Piraeus, Piraeus, Greece, Dimitrios Anastasopoulos, Ph.D., University of Ioannina, Ioannina, Greece, Andreas Rokopanos, Ph.D., University of Patra, Patra, Greece, and Anastasia Anastasopoulou, University of Athens, Athens, Greece

Gender bias in education has been providing diverse topics for empirical research in recent decades. The present paper presents some of the results of a survey conducted at the Department of Statistics and Insurance Science at the University of Piraeus between October 2022 and June 2023, considering various aspects of gender bias in statistics education. Our results indicate that according to the students’ perceptions there is no major difference between males and females in terms of performance or teaching adequacy, but females still tend to hide relevant academic achievement in professional environments, probably due to stereotypes relating to patriarchal norms.

The Supporting System on the Implementation of a Brand Building Program in Higher Education

Vilmos Vass, Ph.D., Budapest Metropolitan University, Budapest, Hungary

The context of the paper is, on the one hand, growing trend of portfolio-based competency development in higher education, especially focusing on assessing students’ progression, promoting self-evaluation, reflective thinking, career planning and self-directed and collaborative learning strategies. (Akar, 2001; Disthe, Engelsen, Lima, 2007; Prieto, Llácer, Escobar, 2017; Rijdt, Tiquet, Dochy, Devolder, 2006) Under the umbrella of portfolio-based higher education, brand building programs play important role in this process. (Chapleo, 2006; Hannah, 2020) On the other hand, brand building programs can develop self-management skills at individual and system levels. At individual level, brand building promotes students in higher education to develop competencies, which are based on the labour market needs in order to reduce skill gap and promote reskilling. Last, but not least, curriculum implementation plays an important role on the curriculum theory in order to understand the process from curriculum planning to action. The purpose of the paper is to introduce some results of the implementation of a 4-year MyBrand Program, especially focusing on the supporting system of the implementation. MyBRAND Program in Budapest Metropolitan University is a career-focused education initiative that focuses on practice-oriented education and the skills needed in the workplace promoting the successful future careers of students and successful placement in the labour market in the world of work. MyBRAND program is linked to the University renewed, "creative university" identity…

Enhancing Multilingual Competence: A Pilot Study on Digital Museum Language Learning Experiences for Societal Inclusion (In-Person Talk)

Maria Tolaini, Università degli Studi di Genova, Genova, Italy

Multilingual competence is recognized as an essential skill for individuals to actively participate in society (European Council, 2018). Every member of society has the right to develop this competence, regardless of their socio-economic status or disabilities (European Council Conclusions, 2021). This need is particularly critical for high school students in their final year, as acquiring these skills can significantly enhance their prospects in further studies or on the job market.

However, a 2012 report by the European Commission revealed that only 42% of students achieved proficiency in their first foreign language, predominantly English (European Commission: Europeans and their Language, 2012). A possible solution involves exploring the efficacy of informal learning settings, such as museums, and integrating digital learning tools. This paper presents an evaluation of a pilot digital museum language learning experience.

The study involved 21 Italian high school students, divided into three experimental groups: one utilizing a digital resource, another visiting the museum but using the digital resource in a different environment, and a third visiting the museum and using the digital resource on-site. The pilot experience lasted six weeks, and participants completed an experience evaluation questionnaire at the conclusion. The questionnaire assessed the perception of the introductory meeting, the pre-test, the museum visits, and the two post-museum visit workshops…

Adapting to the AI Age: Recommendations for Enhancing Computer Science Education

Sigrid Schefer-Wenzl, Ph.D., and Igor Miladinovic, Ph.D., University of Applied Sciences Campus Vienna, Vienna, Austria

The rapid advancement of Artificial Intelligence (AI) has revolutionized various sectors, making it important for educational institutions to adapt and incorporate AI concepts into their curricula. This talk and paper will investigate possibilities and strategies for integrating AI contents into Computer Science curricula, addressing the growing demand for graduates with AI proficiency.

The study begins with an analysis of the current landscape of AI education, highlighting the essential knowledge and skills required for students to navigate the evolving technological landscape. A comprehensive review of existing literature identifies key areas within AI, such as machine learning, natural language processing, and robotics, that should be integrated into Computer Science programs.

Subsequently, we discuss pedagogical approaches to teaching AI, emphasizing hands-on projects, real-world applications, and collaborative learning experiences. It also explores the role of AI in interdisciplinary contexts, fostering connections between Computer Science and other fields such as ethics, business, and healthcare…

AI as a Catalyst for Transforming Corporate eLearning Programs

Michael Anderson, Welocalize, New York, New York, USA

Artificial Intelligence (AI) is revolutionizing workplace learning, making it more efficient, engaging, and tailored to the needs of modern businesses and their employees. Its use has become not just beneficial but an essential transformation in corporate learning programs.

A pivotal aspect of this transformation is the utilization of Large Language Models (LLMs) to localize image-based learning materials. This facet of AI transcends linguistic barriers, rendering learning opportunities more accessible and inclusive, especially for a globally diverse workforce. AI's capability to automate translation and content adaptation ensures that learning materials are not only culturally resonant but also easily comprehensible for employees worldwide.

Further, the session will explore AI's role in automatic image editing, specifically for modifying text within images. This technology is essential in maintaining up-to-date and relevant learning environments that align with specific organizational goals and policies…

Emerging Tech in Learning: From Overwhelming to Innovative

Sam Lee, McKinsey & Company, New York, USA and Veronica Gomez, McKinsey & Company, San Jose, Costa Rica

In the face of a future where emerging technologies like AI, VR/AR, and Robotics are expected to influence or disrupt every industry, learning teams are pivotal in driving organizational adaptability and skill development. The challenge, however, lies in equipping these teams to lead technological integration amidst their existing commitments and resource constraints. This session offers a dynamic approach to this pressing issue.

Leveraging insights from McKinsey's R&I Learning Lab, the session presents a practical, adaptable tech fluency framework that balances the advancement of technological skills with everyday operational demands. We will unpack how learning teams can transcend the initial hype or anxiety towards new technologies to develop deeper, actionable insights and capabilities.

Designed for a diverse array of learning professionals, including L&D leaders, educators, and learning technologists, this session offers practical tools and strategies for them to transform technological overwhelm into strategic innovation. Through a case example of a recent AI fluency initiative and interactive discussions, participants will envision the application of these strategies within their own contexts…

Digital Socio-Emotional Competencies for Distance Education Students: A Focus on Emotional Competencies

Ketia Kellen Araújo da Silva, Ph.D., Escola de Guerra Naval (EGN/RJ), Rio de Janeiro, Rio de Janeiro, Brazil and Patricia Alejandra Behar, Ph.D., Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil

This article deals with mapping Socio-Emotional Competencies (SEC) for Distance Education (DE) students. The following were carried out: 1. Theoretical survey and data analysis; 2. Application of a questionnaire with experts and 3. Definition of competencies based on data crossing. In the bibliographic survey, a relationship was established between Models and socio-emotional comeptencies, mapping competencies that were validated by experts through the questionnaire. As a result, the DE student's Emotional area was established with four competencies: 1. Emotional Awareness; 2. Emotional Regulation; 3. Emotional Management and 4. Emotional communication and expression.

Measuring the Roughness of Learning

Jill Jinks, Ph.D., Karen Watkins, Ph.D., University of Georgia, Atlanta, Georgia, USA, and Victoria Marsick, Ph.D., Columbia University, New York, New York, USA

How do we adapt to the seemingly ever-increasing pace and disruption all around us? This study explored the adaptive process in incidental learning as theorized by Marsick, et.al (2017; 1990, 1992).  Marsick, et al (1990) and Livingston (1999, 2004) suggest that, in the language of complexity, there is a roughness in the shape of this learning. I hypothesized that if the qualitatively described roughness of learning (Marsick & Watkins, 1990; Watkins et al., 2018a, 2018b) can be captured quantitatively, it can then be measured using methods from complexity science (Guo, 2017; Skjeltorp, 2000).  This creates a quantitative variable, the roughness of learning (RoL), that could be used to compare contexts, develop an intervention index, develop learning interventions, and determine the floor and ceiling of adaptive capacity.  

This quantitative study used a repeated measures design applying principles of complexity science (J. Holland, 1995; Mandelbrot & Wheeler, 1998a; May, 1975; Mitchell, 2009) and informal and incidental learning (IIL) to determine and measure the extent incidental learning that affects adaptiveness in a complex context and to identify a roughness of learning variable that measures complexity in the adaptive process…

Legal Edge: Mastering Negotiation and Business Acumen for Corporate Lawyers with e-REAL Expertise

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

e-REAL Labs, in partnership with preeminent international legal and negotiation experts, introduced an exclusive training program tailored for the corporate lawyers of a leading multinational industrial group. This program was designed to cater specifically to the nuanced needs of corporate legal professionals and is the result of a synergetic collaboration between technological innovators and legal savants, aimed at equipping legal practitioners with cutting-edge skills in negotiation, an understanding of complex behavioral dynamics, and enhanced business acumen. 

The program offers a bespoke educational experience that transcends traditional learning paradigms. Participants engage with interactive scenarios using the latest in AI-driven simulation technology, providing an immersive learning environment that mirrors the high-stakes situations they face in their day-to-day practice. These scenarios are designed to refine participants’ negotiation tactics, deepen their insights into the psychological aspects of legal disputes, and broaden their strategic understanding of business operations…

Educational Synergy: Merging AI, Innovative Online Instruction, and Faculty Training

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

Integrating Artificial Intelligence (AI) into online instruction and faculty training represents a transformative advancement. "Educational Synergy: Merging AI, Innovative Online Instruction, and Faculty Training" aims to explore this integration, offering a deep dive into AI's potential to revolutionize both the learner experience and pedagogical approaches.

Central to this presentation is the exploration of AI's role in enhancing online educational environments. We examine how AI tools can create adaptive learning experiences, tailoring content to individual needs and optimizing student engagement. This includes a look at AI's capacity to analyze educational data for personalized learning paths and real-time feedback, thereby elevating both the efficacy and engagement of online courses.

A crucial element of this technological integration is faculty development. As educational technology evolves, educators must adapt, embracing AI to enhance their teaching. This session covers strategies for faculty upskilling, emphasizing the need to familiarize educators with AI and equip them with the skills to effectively employ these tools in their teaching methodologies…

Learning Motivation in Self-Regulated Learning: The Role of Intelligent Tutoring Systems

Emanuele Marsico, Umberto Barbieri, Muhammad Amin Nadim, Alfonso Filippone, and Raffaele Di Fuccio, Ph.D., Pegaso Telematic University, Naples, Italy

The Self-Regulated Learning field of study is now a hot trend of coming days. The evident progress in education shows an increasingly significant focus on the regulation strategies implemented by the student during a course of study (Panadero, 2017; Järvenoja et al., 2015). In this context, recent advances in the Intelligent Tutoring Systems landscape have allowed the structure tools to adapt to the student’s needs (Lin et al., 2023). Within this framework, the project presented aims to analyze the differential impact of two different types of ITS in the context of L2 learning (Weng & Chiu, 2023). These two systems allow the student to explore different lexical aspects of the Vimmi pseudolanguage through interaction with a virtual tutor (one with content-based and motivational-based feedback and the other with only content-based feedback). The research hypothesis underlying the study is that the tool that allows better learning based on feedback adapted to the motivational profile of the student, defined based on the reference cluster obtained through a predictive model that allows the retrieval of data (cognitive, affective, intra-individual and socio-demographic) on which to train a Machine Learning algorithm that defines the statistical groupings. To derive useful data for the training of the dataset we have previewed the use of an experimental protocol (consisting of multiple tests and psychological questionnaires) that concurs to analyze the components of the motivational processes that have greater support in the literature (Golapan et al., 2017)…

Chatbase: Revolutionizing AI-Powered Tutoring in Higher Education

Humberto Hernandez, Ed.D., D'Youville University, Buffalo, New York, USA

In the evolving landscape of higher education, the integration of artificial intelligence (AI) into learning environments is becoming increasingly critical. This proposal outlines the implementation of Chatbase, a custom-built AI system, within our institution's educational framework. Chatbase, more than just a chatbot, represents a paradigm shift in AI tutoring. It's designed to embed directly into course materials, providing real-time, interactive support to students. By integrating with a variety of learning resources, including PDFs and PowerPoint presentations, Chatbase offers a personalized learning experience, adapting to individual student needs and learning styles.

Our initiative aims to utilize Chatbase as an embedded tutor, assisting students in navigating course content, clarifying complex concepts, and offering tailored learning support. This AI-driven approach promises to enhance student engagement, foster deeper understanding, and support diverse learning paths in a scalable manner. The proposed session will delve into the technical implementation, pedagogical strategies, and preliminary outcomes of integrating Chatbase in our courses…

The Impact of Social Network Integration in E-Learning on Student Satisfaction: An Empirical Study

Danijela Jaksic, Ph.D., and Kristian Stancin, University of Rijeka, Faculty of Informatics and Digital Technologies, Rijeka, Croatia

This paper investigates the influence of incorporating social networks into e-learning environments on student satisfaction. The study aims to clarify the impacts of social network use on student satisfaction by examining various aspects such as community building, collaborative learning, peer interactions, informal learning, personalized teacher-student interactions, multimedia integration, real-time communication, and flexibility and accessibility. The main goal is to investigate if leveraging social networks in e-learning environment can positively impact student satisfaction.  

The research employs a comprehensive questionnaire designed to capture students' perspectives, with both closed statements and open-ended questions for gaining deeper insight. Through participant input, the study aims to identify factors that positively or negatively affect student satisfaction during e-learning, specifically focusing on the use of social networks in higher education. The research also aims to shed some light onto the types of activities students favor within the e-learning and social network context, as well as to explore students' preferences for specific social networks, delving into the reasons behind their choices and the functionalities they find most beneficial…

The Simulated Mineral Exploration Project: A Tool For Higher Education Teaching Faculty

Mohan Kambampati, Friends University, Wichita, Kansas, Wichita, Kansas, USA

The prevailing trend of teaching exploration geology is to follow a prescribed textbook, supplemented by instructor prepared notes. So, the aim is to present a student-centered teaching model appropriate for workplace and/or real-world applications. This paper and session are primarily for the benefit of faculty which teaches higher level Mineral Exploration Course. The proposed lesson incorporates an exceptional aspect which is an eye catcher. Hence, the lesson contains Project Based Teaching (PBT) integrating simulation of an authentic mineral exploration project. Such a project mimics an actual exploration procedure. Thus, the student will walk out into the real world with unique skills. The course work includes economic geology, ore forming processes, types of ore deposits, traditional exploration techniques and simulation of proposed mineral exploration procedure wherein students obtain hands on experience. Unintended benefits of PBT are students learn teamwork, critical thinking, presentation skills, and cooperative learning. All these skills are essential for a successful career. A model lesson plan is included.

Beyond Potential: Exploring the Lived Experiences of Artificial Intelligence (AI) Usage in Ugandan Universities for Quality Education

Kasimu Sendawula, Ph.D., Allan Kirugga, Joweria Nalubuuka, Makerere University, Kampala, Uganda, and Noordin Ssembajjwe, Kibuli secondary school, Kampala, Uganda

The overarching aim of this study was to explore the lived experiences of AI usage and its impact on quality education within Ugandan universities. This was realised through employing a qualitative approach in which views of students and facilitators from Makerere, Kyambogo and Kampala International Universities were gathered using a semi-structured interview guide. The study results show that the impact of AI on quality education is multifaceted. Specifically, we noted that students actively use a number of AI tools, which include ChatGPT, SnapAI, Bard, and QuestionnaireAI. For example, students use and interact with ChatGPT for information retrieval, learning support and handling research projects. This facilitates personalized learning experiences, catering to individual needs and learning styles, that result in improved learning outcomes. It is also evident that AI usage enhances students’ efficiency and productivity since AI-driven educational platforms are automated and interactive, which allows students to focus on comprehension and critical thinking. However, the integration of AI in the education system is likely to bring about job displacement with the potential to uncover users' privacy, limit students creative thinking and research potential, as well as make them lazier and copycats. Moreover, facilitators exhibit limited awareness and interest in AI usage despite the activeness of the student community. Therefore, we recommend that universities provide robust AI training to facilitators, empower them to leverage AI tools in teaching, and develop ethical guidelines to inform AI usage. Universities should also provide essential resources like laptops and internet access and develop a policy to regulate AI usage. This study makes important contributions to existing literature at the intersection of AI and education, using evidence from a developing context where empirical findings on the study phenomenon are scarce.

AI Tools and Inclusion for Professional Development: An Analysis of Opportunities for South Asian Heritage

Luca Contardi, Sapienza Università di Roma, Bologna, Bologna, Italy

In recent years, there has been an increased global focus on cultural policies in the areas of digitization and online accessibility to cultural heritage, which has often resulted in a significant increase in the funds allocated to the sector. In parallel, more attention is also being paid to marginalized communities and cultures, with new policies for inclusion and representation being established, both on international/national level and by cultural institutions themselves. These two aspects can also be intertwined: digitization can translate into an engagement tool for disadvantaged and marginalized communities. 

In addition to the manifest implications related to overcoming barriers - both physical and cognitive -, digitization, in fact, offers numerous tools to support activities and practices aimed at social inclusion: it can act as a driver for the dissemination of awareness of and knowledge about heritage, thus becoming an element of cohesion between communities - including diaspora ones - and of identity-building in today's globalized and migratory landscape, ensuring representation in decolonial terms. 

However, such tools and policies also imply a need for ad hoc training for professionals in the cultural sector…

Interactive Digital Storytelling for Industrial Accident Prevention based on Time Travel Prevention Games

Ronny Franke, Fraunhofer Institute for Factory Operation and Automation IFF, Magdeburg, Germany, Hans-Holger Wache, Institution for Statutory Accidents Insurance and Prevention for Raw Materials and Chemical Industry, Prevention Center Berlin, Berlin, Germany, Oksana Arnold, Ph.D., Erfurt University of Applied Sciences, Erfurt, Germany, and Klaus P. Jantke, Ph.D., ADICOM Software, Weimar, Germany

The authors‘ principal area of application is training for the prevention of accidents in the process technology industries.  They run a professional training center with own 3D virtual environments.

At TLIC 2021, the authors delivered a contribution advocating planning of training experiences as dynamically as managing disturbed technical systems back into normal operation.  Trainees who failed to complete their task – thereby possibly ruining a (fortunately only virtual) technical installation – are enabled to virtually travel back in time to make good the damage.  At TLIC 2022, they introduced cascades of gradually more intricate categories of time travel games.  With every step of refinement, the deployed AI gets more powerful and effective in providing adaptive guidance of human trainees.  The most advanced time travel games dynamically modify events in the past.  This way, the game system evolves over time and adapts to the needs of human trainees.  At TLIC 2023, the extended team of authors presented a novel perspective at time travel prevention games that leads directly to a more human-centered adaptive guidance.  Training is seen through the lens of deontic modal logic.  The system’s AI is reasoning about necessity and possibility offering helpful chats about modalities of decisive events.

At TLIC 2024, training is seen as interactive digital storytelling…

E-learning in the Workplace: What Can Higher Education Institutions Learn from Industry Practices?

Danijela Jaksic, Ph.D., University of Rijeka, Faculty of Informatics and Digital Technologies, Rijeka, Croatia, Andrea Toic, iOLAP, Rijeka, Croatia, and Patrizia Poscic, Ph.D., University of Rijeka, Faculty of Informatics and Digital Technologies, Rijeka, Croatia

This research explores the landscape of e-learning in the workplace, focusing on lessons that higher education (HE) institutions can glean from industry practices. The study is divided into two parts, each shedding light on distinct aspects of e-learning implementation in the workplace.

The first section presents a case study of an IT company from Rijeka, Croatia, detailing its multifaceted approach to e-learning. The firm employs three distinct methods: 1) knowledge-based e-learning (dissemination of knowledge through a structured, content-driven approach tailored to meet the specific needs of learners), 2) Learning Management System (comprehensive platform designed to administer, track, and manage e-learning initiatives within an organization), and 3) Coursera (online learning platform that offers a wide range of courses). Each method is described, providing insights into the company's strategy for fostering continuous learning among its employees. 

The second part delves into the results of a comprehensive questionnaire administered within the same IT company. The survey focuses on various aspects of employee education and improvement, including frequency, accessibility, possibility for career advancement, flexibility, perceived usefulness and more. The analysis of the survey results offers valuable insights into participants' opinion, enabling a comprehensive assessment of e-learning in the workplace…

Educational Process Organization in Ukraine under Martial Law

Bohdan Shunevych, Ph.D., Lviv National Environmental University, Dublyany town, Lviv region, Ukraine, and Yurii Svirskyi, Lviv Polytechnic National University, Lviv, Ukraine

First, COVID-19, and then the large-scale invasion of the troops of the Russian Federation on the territory of our country caused great damage to the Ukrainian national economy. During the Russian-Ukrainian war, there were also significant changes in the educational sector of Ukraine.

An analysis of the changes and peculiarities of the educational process organization of students in Ukrainian higher education institutions under martial law was carried out, namely: the dependence of the use of certain learning technologies, teaching methods on the location of higher education institutions during the war; creation of conditions for the safe work of students and teachers was examined in more detail; the organization of psychological training for work in extreme conditions; ways to improve the qualifications of teachers for better performance of assigned tasks; as well as the role of conducting scientific work among students of various levels to help the Armed Forces of Ukraine in today's conditions and creative specialists for the reconstruction of the national economy after the war. 

This session describes examples of scientific research in Lviv National Environmental University (robots, drones) and Lviv Polytechnic National University (a system of consolidation of cargo transportation using machine learning, etc.), which will help the Armed Forces of Ukraine in the defense of our country, as well as our people in the future reconstruction of Ukraine.

The Use of Technologies for Learning in Museums: A Case Study

Sabina Pirchi, Civita Mostre e Musei, Rome, Italy

The experiences of the last few years have shown that the use of technology in museums contributes to adding value to the user-visitor experience, enriching the content proposal offered by the museum, today called upon to welcome and educate increasingly heterogeneous audiences, and improving the outcomes of its communication. Emblematic for these concepts is the case study of the Domus Romane of Palazzo Valentini, an underground archaeological site among the first in Rome, in 2010, to be designed with multimedia projections, films and graphic reconstructions that flank the real archaeological remains during the exhibition to help visitors better understand the spaces observed. Starting from this premise, it was decided to investigate whether and to what extent the use of technology in museums facilitates the learning of notions and concepts presented during the visit, making a comparison with the results produced by more traditional exhibition supports such as captions, totems and explanatory panels. To do this, the quantitative method of the standardised survey was chosen, through the administration of a questionnaire to be submitted to visitors at the end of the museum visit. The results collected will be presented for the first time at the conference.

Process over Product: Managing Your Classroom in the Age of Artificial Intelligence

Amanda Reamer, Ph.D., Westmoreland County Community College, West Newton, Pennsylvania, USA

The learning curve is steep for professors and students alike when it comes to generative artificial intelligence (AI) and the use of tools such as ChatGPT and Dall-e in their classrooms.  This presentation aims to offer practical tools for instructors.  It will review some of the positive and negative effects of AI, but the presentation is more concerned with giving instructors actual tools to manage this new technology.  For example, this presentation will review how to craft a syllabus statement and whether you should or should not permit the use of AI in your classroom.  It will offer assignment ideas to introduce students to AI and also to make them aware of its limitations.  Finally, the presentation will offer suggestions to instructors about how they might use AI in their classroom including grading, creating rubrics, or helping with lesson plans. The intended audience of the presentation is those who are just learning about AI or those who have concerns about how it is being used in the classroom.  The goal is to make instructors feel confident about their understanding of AI as well as knowing how to use the tool as little or as much as they feel comfortable with in teaching and learning.

The Effectiveness of Regulating Students' Emotions through Artificial Agents: A Systematic Literature Review

Elvis Ortega-Ochoa, Marta Arguedas, Ph.D., and Thanasis Daradoumis, Ph.D., Universitat Oberta de Catalunya, Barcelona, Barcelona, Spain

Recent advances in Affective Computing have enabled the development of artificial agents that can scaffold and regulate students’ learning, including their emotions. When students receive feedback, they produce cognitive and affective responses, leading to adaptive or maladaptive behavioral responses that impact task performance and learning. The student responses include affective components regardless of the agent's empathic behavior (emotional communication competence, emotion regulation, and cognitive mechanisms). It is relevant because the analysis of the affective Human-Computer Interaction should not be limited to analyzing the level of empathic behavior of the conversational agent, but also the student processing of each empathic feedback in the flow of events. Nevertheless, no systematic literature review has explored the intersection between the regulation of students’ emotions, virtual agents, and online learning. Therefore, this study aims to provide a comprehensive overview of the effectiveness of regulating students’ emotions provided by artificial agents in computer-based learning. The work-in-progress paper follows the following review protocol. The data sources are empirical studies, including peer-reviewed conference papers and journal articles, and the most recent publications, from the ACM Digital Library, IEEE Xplore, ProQuest, ScienceDirect, Scopus, SpringerLink, Taylor & Francis Online, Web of Science, and Wiley Online Library. The remaining papers will undergo a rigorous quality assessment. A filter study meeting the objective is based on keywords. Comparative analysis and synthesis of results are used to handle data and combine study outcomes. The main contribution is a strategies framework for regulating students’ emotions that virtual agents should evoke to enhance learning outcomes.

Learning through Vulnerability: Applying the Principle of Prospect-Refuge to Create Emotionally Resonant Learning Experiences

Sarah Sniderman, Learning Codes Inc, Montreal, Quebec, Canada

What lies at the heart of learning? It’s a process of change, of moving from who we are to who we will become. We all know what it feels like to struggle through that transformation: feeling uncertain, anxious, vulnerable in the face of the unknown.

We can integrate principles from other design disciplines, such as prospect-refuge, to support learners as they take risks and work through the challenges inherent in meaningful growth and development.

The principle of prospect-refuge is fundamental in fields such as architecture and landscape design. It reflects a dynamic tension between our human desires for both vista and sanctuary.  There are times when we want a broad view out into the world, to explore, discover, and take chances. At other times, we crave the protection and comfort of a safe space. We especially appreciate the freedom to move from one state to the other in response to our needs in the moment, from the view off a balcony to closed curtains as we fall asleep.

When we learn, especially in more difficult moments, we naturally want access to these same two states: exploring new ways of feeling, thinking, and behaving (prospect) balanced with opportunities to retreat and reflect (refuge). As learners, we should be able to recognize our desire for refuge when it arises and either take or create opportunities to pause and take stock of where we are and how we’re feeling…

Measuring Adaptability to Remote Teaching and Learning Conditions: The Individual Digital Readiness Scale (IDR-24)

Jana Steinbacher and Christian Rietz, Ph.D., Heidelberg University of Education, Heidelberg, Germany

The COVID-19 pandemic has been classified as a multisystem disaster that disrupted the functionality of almost all vital systems, including education. The sudden change to Emergency Remote Teaching (ERT) presented educators and learners with unprecedented challenges that had to be overcome alongside countless other psychosocial adversities (e.g. infection and illness, isolation, death). Challenges encountered in higher education included social relationships, competence acquisition, students’ behavioural inhibition and increasing independence, self-reliance, and responsibility. While a pandemic can be viewed as an example of a variety of disasters (e.g. natural disasters, war, or terrorism), one question is inherent in all of them: Why do some individuals remain relatively unscathed?

Based on resilience as a theoretical framework, an exploratory sequential mixed methods design was carried out to 1) identify adaptive (resilient) responses to ERT (and how these differ from maladaptive responses), and 2) to operationalize adaptability to remote teaching and learning conditions. Eight key factors have been identified: solution orientation, digital sociality, reflexivity, willingness to learn, autonomy, future orientation, affinity for technology, and digital participation. A 24-item scale has been developed and validated allowing to measure and support adaptability through prevention and intervention…

Asset Discovery: A Key to Effective Adult Learner Engagement

Sangeetha Carmona, Ed.D., California State University, Fullerton, Rancho Cucamonga, California, USA

In this demo presentation, participants will explore the valuable application of asset-based survey or interview questions to extract insights from their target audience (learners) regarding their funds of knowledge, which is their cultural, social, and family/community-based capital and experiences that they bring into their workplace or learning environment. While conventional learner analysis used to develop lesson plans or trainings unintentionally tends to emphasize deficiencies, the asset-based approach shifts the focus towards recognizing and leveraging learners' existing strengths, skills, and resources. Participants are invited to engage in a proven process that fosters a more inclusive and empowering learner analysis, ultimately leading to effective training design with successful outcomes.

Upon the completion of data analysis, the participants will be guided in utilizing the gathered information to develop strength-based training programs, using the Universal Design for Learning (UDL) framework. Throughout the demonstration session, practical exercises, including a scenario-based approach and real-time audience data capture will be used to craft a preliminary plan for training. The presentation aims to identify key objectives and align them with relevant UDL checkpoints, ensuring optimal, inclusive, and engaging learning training outcomes. Some exercises will be facilitated using the power of generative AI.

Scaling Collaboration and Engagement through Innovative Online Learning Experiences: 3 Case Studies

Nisha Abraham and Andreina Bloom Parisi-Amon, Ph.D., Engageli, San Francisco, California, USA

Creating meaningful online learning experiences at scale is a challenge for educators and institutions alike. Research shows that engaging in social and active learning improves outcomes. Effectively incorporating these in online formats, synchronous or asynchronous, is a difficult task. In this session, Andreina Bloom Parisi-Amon, Vice President of Learning and Teaching, and Nisha Abraham, Learning Development Specialist, will draw on their extensive experience in Higher Education and L&D to explore this issue in depth. They will discuss questions such as: How can we effectively incorporate active learning in digital classrooms? What strategies can foster genuine engagement in online synchronous and asynchronous settings? How can learning be both flexible and social?

This interactive presentation will focus on three case studies where each organization faced different challenges with online learning. At DeVry University, a primarily online institution with a non-traditional student body, faculty found traditional virtual meeting tools were limiting their ability to foster collaboration and active learning. Almost 75% of their students opted for asynchronous learning sessions and were left out of the community experience. At a large insurance company, after shifting from 95% in-person to fully remote during the pandemic, adopting new tools enabled them to replicate the engagement from in-person sessions with added flexibility and cost efficiency. Finally, Quality Matters, a global organization focused on quality assurance in online and innovative teaching environments, found themselves searching for a tool that enabled easy active facilitation and consistent quality of professional development workshops across their many facilitators…

Using Immersive Online Simulations to Teach Structured Document Authoring

Mike Mowad, ASC Author-It Software Corporation, Marlton, New Jersey, USA

Our company’s premier product is Docuvera, a cloud-based structured component authoring platform that allows Life Sciences companies to author, review, approve, translate, and publish regulated documents. The software is constantly updated and enhanced, requiring our training materials to align with our software development lifecycle (SDLC) and integrate with our existing product documentation process.

In 2022, the decision was made to create the Docuvera Training Center (DTC), a self-guided eLearning solution for our Life Sciences customers. The requirements included:

• New user training and certification

• Continual training on new releases for existing users

• Immersive software experience

• Hosting on an LMS platform

• Certification and reporting

• One-time usage or subscription

The key takeaway from our needs analysis was that any eLearning implementation needed to immerse learners in the Docuvera processes and systems through simulation. In addition, we needed a solution that would allow us to create discrete learning modules to be mixed and matched to different learning paths. We chose Articulate Storyline to develop modules using the Tell Me, Show Me, & Try Me reinforcement method (consisting of lessons, demos, and exercises). For our Learning Management System, we chose TalentLMS because of its ease of use and its ability to create detailed learning paths (tying the modules together in a logical order). It was also important that we could self-administrate it without the need for a dedicated programming resource…

Valfee: Using AI-Assisted Observation Learning to Boost Confidence in Public Speaking

Lori Breslow, Ph.D., MIT Sloan School of Management, Cambridge, Massachusetts, USA and Nwanacho Nwana, Sojourner Truth Public Charter Montessori School, Washington, D.C., USA

Valfee is a mobile app designed by one of the session’s presenters, Nwanacho (Nacho) Nwana, to help middle school and high school students strengthen their presentation skills. Valfee can bolster students’ confidence in speaking whether they are talking to friends, contributing to a classroom discussion, participating in a debate, pitching an idea, or giving a formal presentation. Valfee is built on the principle that people learn by observing and mimicking the behavior and abilities of others, research that was pioneered by social psychologist Albert Bandura. In using Valfee, students choose an avartar based on professional speakers from business, entertainment, or politics as a role model. They select from a variety of topic areas, such as the environment, philosophy, or entrepreneurship, and then they answer a question Valfee gives them on that topic. AI returns targeted feedback to compare the user’s speaking to their role model’s using three metrics: pace, frequency of pauses, and number of filler words. Valfee can also be used in game mode to motivate students to keep improving…

Improve Instructional Designer Efficiency with Reusable Learning Content

Rebecca Wyatt and Emily Crockett, Enterprise Knowledge, LLC., Arlington, Virginia, USA

For too many years, L&D professionals have relied on copy/paste to reuse learning content. While convenient at the time of creation, copy/paste ultimately creates a repository so hard to navigate that instructional designers end up recreating the wheel every time resulting in duplicates, inaccuracies, and wasted time. In addition to standard content being difficult to manage, personalization of the learning content becomes either too hard to accomplish or so inefficient that everyone is losing time and money. The first step to solving this problem is creating a Learning Content Model. 

In this interactive session, Emily and Rebecca will guide participants through the creation of a learning content model. This involves analyzing instructional content and logically chunking it into components which are semantically meaningful. Perhaps a process is documented in a series of tasks or steps. Those steps may vary, depending upon who the learner is (not all steps in the process are performed by all people). This means that in our learning content model, steps (and not processes) become independent content components. Our technical system must allow for the smallest logical components to be individually addressable with metadata. This technical content structure enables us to show the right steps to the right learners (so they don’t have to weed through steps which are not relevant to them at the moment of need - when trying to perform a task)…

Navigating the AI Landscape: Understanding the Differences and Prompt Strategies

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

This session will explore the differences between three AI language models: ChatGPT, Copilot, and Bard. Each of these presents the user with different information. Some display sources while others don’t, and the value of the prompt provided to the model is often the key to getting complete information. We will demonstrate the differences we have seen that would affect faculty and students so you can learn how to use the best tool for your specific needs.

Prompt Engineering has been the cornerstone of using any of these models; in this session, I plan to show a specific method I have developed that will show the audience how to make a better prompt to gain better results. Our focus is on the freely available tools that everyone has access. By using these, we can understand how to gain insights into information that may have taken us drastic amounts of time in the past.

The data tells us that AI usage in the last year has drastically increased among those between the ages of 25 and 34 around the world. It is estimated that 100 million users use an AI model daily. The US government allocated $1.7 billion to AI research and development in the 2022 fiscal year.  We must understand the importance of these tools and functionality to harness our skills as these models develop…

Using Mixed Reality Scenarios to Assess Danielson's Fourth Domain

Colleen Duffy, Ed.D., and Bobbi Yeager, Ed.D., Misericordia University, Dallas, Pennsylvania, USA

This session describes how a teacher preparation program overcame an identified challenge- limited student access to field placements - by creating an original mixed-reality scenario (MRS) that immerses learners in real-time teaching situations. In this case, a virtual IEP meeting that requires special education majors to collaborate as a member of a multi-disciplinary team to establish annual goals and specially designed instruction that meet a fictitious student’s academic, social, or behavioral needs. The original tool was also found to be an effective performance evaluation to assess Danielson’s Fourth Domain.

Trataka: An Attention Improvement Intervention for Front Line Associates in Trust and Safety Practice

Aparna Samuel Balasundaram, DSW, Wipro, Georgetown, Texas, USA, Srihari Swamy, Wipro, Bangalore, Karnataka, India, and Bindiya Lakshmi Raghunath, Wipro, Hyderabad, Telangana, India

Sustained attention is crucial for professionals evaluating user-generated content in the Trust and Safety field, thereby contributing to a more effective moderation process. Integrating practices that enhance sustained attention potentially plays a significant role in efficient performance at work and in supporting mental wellbeing of front-line associates in the challenging environment they operate in. 

At WIPRO (India-headquartered global IT, consulting, and business solutions company) we recognized the need to promote sustained attention. It was decided the intervention must be something physical and practice driven.  Trataka was chosen as the intervention to improve attention.  Trataka is a practice rooted in ancient Indian practice to improve cognitive functions. In modern terms, it can be classified as a meditation practice.  Instead of breath, this uses the sense of sight to quieten the mind. The word Trataka means to stare unwaveringly. This one-pointed focus over a period, contributes to improved cognitive functions, primarily attention and memory. Trataka has other benefits too, which are outside the scope of this experiment…

Is Investing in Game-Based Learning Right for You?

Ben Zimmer, Enable Training and Consulting, Milton, Ontario, Canada

Investing in game-based learning is a substantial commitment for any business. This presentation explores the critical factors that should influence the decision to make such an investment, ensuring it not only meets learning objectives but also aligns seamlessly with your business strategy. By understanding the nuanced benefits of learning games, organizations can make informed decisions about their future learning investments. 

Distinguishing between gamification and game-based learning is crucial. While gamification integrates game elements into non-game contexts, game-based learning embeds game characteristics and principles within the learning activities themselves. 

The presentation delves into a case study involving a leader in data-driven networking. Faced with bridging the gap between training completion and practical application, they collaborated with Enable Education to develop an innovative game-based learning solution and mobile app…

Honing the Human Eye: Strategies for Detecting AI-Generated Content

Humberto Hernandez, Ed.D., D'Youville University, Buffalo, New York, USA

As Artificial Intelligence (AI) continues to advance, distinguishing between human-generated and AI-generated content becomes increasingly challenging. In the educational domain, this distinction is crucial, particularly in the context of academic integrity and the authenticity of student work. This session proposes to explore effective strategies and techniques to train educators and administrators to detect AI-generated content, especially in the absence of reliable automated tools like GPT Zero.

The presentation aims to provide an in-depth understanding of the characteristics and nuances of AI-generated content. We will discuss the current limitations of automated detection tools and emphasize the importance of human expertise in this scenario. The session will explore various linguistic, stylistic, and content-based indicators that can signal AI involvement in content creation.

Participants will be engaged in interactive exercises designed to sharpen their skills in recognizing AI-generated text. The session will also highlight the importance of staying updated with the evolving capabilities of AI content generators, as well as the need for continuous learning and adaptation in detection methods…

Digital Transformation of Professional Education: Internet-Assisted Signature Pedagogy for Learning Arts

Svetlana Karkina, Juanjo Mena, Ph.D., University of Salamanca, Salamanca, Castile and Leon, Spain, and Lubov Yao, Ph.D., Kazan Federal University, Kazan, Tatarstan Republic, Russia

The study presents the implementation of the Internet-assisted signature pedagogy at a university in the framework of digitalization in professional education of future teachers in the field of arts. The changes in higher education which determine the notable transformations of the way of teaching arts and preparing future specialists in this area were characterized. Based on the literature review, it was stated the gap in teaching methods suitable for digital learning environments, where students get a more active role in enhancing knowledge and improving practical skills according to their personal needs. Following the theory of professional training, elaborated by American researcher Shulman, the method of critique as a signature pedagogy in music and fine-art education was characterized. The purpose of the study was defined as: Is the method of self-critique as a signature pedagogy effective for professional training on the Internet-assisted learning of arts? The hypothesis of the research work was determined: in the context of digital transformation of professional education the signature pedagogy for learning arts will be enhanced from the method of critique to self-critique.  486 undergraduate students of music and fine-art education were involved. The methodology used questionnaire, implemented by the google forms, and statistical methods: median, mean score, standard deviation and Pearson chi-square test. The obtained results demonstrated strong correlation between the level of students’ ability to be self-critical and activity in using by them of digital tools in professional training.

Digital Learning Roadmaps: A Visual Method for Organizing Course Content

Desiah Melby, Mid-State Technical College, Wisconsin Rapids, Wisconsin, USA

Digital Learning Roadmaps are a transparent and innovative way to engage students in the learning process. Adapted from the concept of Hyperdocs, they allow the instructor to visually scaffold all the assignments, rubrics, examples, resources, and review materials on a single document. Digital Learning Roadmaps are a great visual way to organize unit content. By emphasizing learning as a process, Digital Learning Roadmaps allow for easy access to resources and the incorporation of multiple methods of instructing a concept. This empowers students to self-pace, differentiate, and easily access materials, supporting student ownership over the learning process.  Additionally, Digital Learning Roadmaps facilitate absence learning recovery for students who miss class.

This session will introduce the participants to the concept, design, and implementation of Digital Learning Roadmaps for the college classroom. They incorporate seamlessly into any LMS platform and can save instructors time while framing the learning process visually.

Join this session to learn best practices on how to construct and use a learning road map in your courses. Leave with inspiration, a new way of framing instructional content, and plenty of helpful templates and resources.

Unlocking Academic Excellence: A Simple Framework for Evaluating Graduate-Level Writing in the Digital Era of AI

Jessica McCallister, Hermiston, Oregon, USA

In the global education arena, the rapid proliferation of AI tools for writing has presented an increasingly challenging dilemma for educators of all experience levels, new and seasoned. As AI-driven content creation continues to gain prominence, educators often grapple with a perplexing question: "How can they fairly assess papers that appear to be generated and pieced together by ChatGPT?"

At its core, this framework offers educators a straightforward yet highly effective approach, enabling them to navigate the delicate balance between academic rigor and the digital era of AI. It acknowledges the changing landscape of higher education and embraces the true role of AI, all while emphasizing the safeguarding of the fundamental principles of academic integrity and rigor. Furthermore, the presentation will discuss theories supporting this approach, explaining the reasoning that underlies the framework's design and its practical application in academia and beyond.

Drawing from extensive experience in social work education and teaching graduate-level research courses, the presenter offers a unique perspective on assessing student work. This framework has naturally evolved from this background, ensuring that students are held to the highest standards of graduate-level writing, particularly within the social sciences and evidence-based professions…

Investigating the Impact of Large Language Model Agents in a Collaborative Annotation Context for Multi-Modal Classrooms

Mark McCormack and John G. Keating, Ph.D., Maynooth University, Maynooth, Ireland

Collaborative Annotation (CA) is an effective strategy in promoting both engagement and understanding of course material by involving students in dialogic interactions with their peers. However, students may not fully understand the material at first, and as such may not produce novel and insightful annotations for both themselves and their peers. With the introduction of Large Language Model (LLM) technologies, we hypothesize that these LLM systems can be integrated alongside students effectively as peers in a group, where they collaboratively generate informative annotations and feedback for users regarding the activity.

We begin by using prompt engineering to design several personas for these LLMs to adopt, such as teacher, tutor and student. Each persona is designed to guide the LLM in responding in an appropriate fashion for the students. From here, we integrate these LLM agents into our existing CA software for use in our classroom. We will design two tasks, a text-based task and image-based task to assess the LLM’s capability on single and multi-modal activities. We instruct students to annotate the document both individually and in their group context, after which they then request that the AI provide them with both personal feedback and annotations on the document…

AI in Academia: Navigating the New Frontier of Student Assignments and Faculty Grading

Humberto Hernandez, Ed.D., D'Youville University, Buffalo, New York, USA

In the rapidly evolving educational landscape, a notable trend has emerged: students increasingly utilizing Artificial Intelligence (AI) tools to produce academic content, while faculty members employ similar technologies for grading purposes. This session seeks to explore the multifaceted implications of this trend, focusing on the interaction between student-generated AI content and AI-assisted grading methodologies in higher education.

The proposal aims to unpack the complexities of this scenario, examining how AI's dual role impacts teaching, learning, and assessment authenticity. We will delve into the ethical considerations, the challenge of maintaining academic integrity, and the potential effects on student learning outcomes and critical thinking skills. Furthermore, the session will scrutinize the reliability and limitations of AI grading systems when evaluating AI-generated student work.

By fostering a rich discussion among participants, this session intends to illuminate the nuances of this emerging dynamic, providing educators and administrators with insights into effectively navigating this new territory.

A Descriptive Paper Exploring Blended Learning HyFlex Adoption Factors in Higher Education Institutions for Administrators, Faculty, and Graduate Students: The Need for a Comprehensive Institutional Model

Pamela McCray, Ph.D.(c), and Norman S. St. Clair, Ph.D., The University of the Incarnate Word, San Antonio, Texas, USA

For Higher Educational Institutions (HEI) to remain viable in the post-pandemic era, they must reconsider their student value propositions and how to deliver upon their missions in a volatile and changing educational environment. HEIs need a realistic and integrated framework that includes the voices and priorities of relevant stakeholders, from policymakers, administrators, faculty, and graduate students, to address the current challenges and to plan for future sustainability. This study will test the ability of the Comprehensive Institutional Model (CIM) to address the real-world HEI challenges of readiness, technology investments, student support, and changing student expectations in the post-COVID environment. The CIM was developed based on the findings of a previous study, Perceptions of Online Strategies and Digital Readiness in the COVID-19 Environment: An Instrumental Case Study, McCray et al. (2023), as a response to address these HEI multi-faceted challenges. The model organizes how aligning administrators, faculty, and graduate students impacts effective Hy-flex teaching and learning environments to support a "new normal" in higher education. The study will also address the scholarly gaps of a limited number of tested HEI models to support the Hy-flex learning and teaching environment, especially models using an integrated stakeholder approach and those using DBR for iterative testing of education interventions. The instrumental case study design will include rich, thick context descriptions, multiple data sources to collect a variety of perspectives, member checking, and triangulation to support the general transferability of the evidence-based testing results.

Do Chatbots Have a Role in Higher Education? Exploring Educator Perspectives through TAM and UX

Carlina Grivas, George Mason University, Chantilly, Virginia, USA

Chatbots have shown great promise in education research; however, for them to be leveraged successfully in higher education, user buy-in and acceptance are needed. More specifically, it is essential to understand how educators perceive chatbots before they can be used effectively in a classroom setting. The technology acceptance model (TAM) measures user perceptions and acceptance of technology, however, it has limitations. Therefore, an extended TAM is needed to fully understand the complex nature of educator acceptance of chatbots as a learning technology. User experience (UX) models can provide a holistic view of educators and their perceptions. Thus, this paper focuses on the need to use both an extended TAM in conjunction with UX to better understand how higher educators perceive chatbots.