Armin Hopp

Founder, Speexx

Armin Hopp is co-founder and president of Speexx, the world’s leading digital language skills testing and learning platform. He is also president of the International Council on Badges and Credentials (ICoBC) He´s passionate about family, digital learning, EdTech, HR tech, learning transformation, guitars – and Speexx.

Empowering People in large organizations worldwide through Speexx Coaching™, digital language training, and skills assessment for all team members.

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Laura Overton

Analyst - Explorer - Writer - Facilitator, Learning Changemakers

Laura Overton is an award-winning research and founder of Learning Changemakers.

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Jo Cook

Director, Lightbulb Moment

Jo Cook is Director of her company Lightbulb Moment, which specialises in developing, facilitating and training others to deliver great live online training sessions, virtual classrooms, webinars and blended, digital programmes. Jo has a background in teaching, technology and journalism. She facilitates, speaks, writes, blogs and tweets on L&D topics and part-time is the Deputy Editor of Training Journal magazine and website. Jo’s background includes further and higher education, the charity sector, small and large organisations, including CNN News and Bupa International.

Donald H Taylor

Co-Chair, Learning Technologies London

Donald H Taylor has worked in learning and technology since the mid-1980s.

He has chaired the Learning Technologies Conference in London since 2000 and writes and speaks world-wide. His annual L&D Global Sentiment Survey, started in 2014, provides a unique perspective on L&D trends from over 100 countries. From 2010 to 2021, he chaired the Learning and Performance Institute.

He chairs the Workforce Development board for VC firm Emerge Education, and advises several EdTech start-ups.

The author of Learning Technologies in the Workplace, Donald is a graduate of Oxford University and the recipience of an honorary doctorate from London’s Middlesex University.

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David James

CLO, 360Learning

David James is the Chief Learning Officer at 360Learning and a highly respected voice in the Learning & Development industry. With a focus on harnessing technology to drive impactful learning strategies, David is recognised as one of the top 10 global influencers in the L&D space. His expertise lies in helping organisations modernise their approach to workplace learning, ensuring measurable results and business alignment.

David is also the host of The Learning & Development Podcast, which has amassed almost 1M downloads and ranks in the top 1% of podcasts globally. With more than 35,000 LinkedIn followers, he continues to shape the conversation around L&D innovation and best practices, drawing on his deep experience, including his time as Director of Learning, Talent & Organisational Development at The Walt Disney Company.

The New Frontier for HR and L&D

Now in its 16th year, Speexx Exchange is one of the most established and trusted events for learning and people development leaders. Join a global community of HR and L&D industry experts, practitioners, and our event partners from 360Learning – all of us shaping the future of HR, learning, and business. Speexx Exchange 2026 explores the new frontier of people development: how HR and L&D leaders can build the human capabilities, performance partnerships and trusted systems needed when AI becomes part of everyday work. Let us explore what comes after the hype.

Speexx Exchange 2026 is RSVP only and free for friends and family of Speexx.

Agenda: To be confirmed

Natalie Deininger

Leader Media and IT Competence for Training Personnel (MIKA) Project, Federal Institute for Vocational Education and Training (BIBB)

Natalie Deininger leads the Media and IT Competence for Training Personnel (MIKA) project at the Federal Institute for Vocational Education and Training (BIBB). The nationwide, cross-sectoral, and cross-learning-location MIKA training programs are designed for vocational education and training (VET) personnel and aim to strengthen their digital and media-pedagogical competencies for everyday training practice. The standardized training programs are delivered nationwide by nearly 150 specially trained instructors across 98 cooperating educational institutions, companies, and public authorities.

In addition to her work on the professional development of VET personnel, Natalie Deininger focuses on the sustainability and further development of the digital MIKA learning ecosystem. She is also pursuing a doctoral degree.

Brian Mulligan

Consultant , Universal Learning Systems

Brian Mulligan is a leading expert in learning technologies, with a career spanning three decades in shaping digital education in Ireland. As the founder of the Irish Learning Technology Association in 2002, he has played a pivotal role in advancing the field. At Atlantic Technological University, he spearheaded the development of online distance learning, driving innovation in accessible education. Now a consultant with Universal Learning Systems (ulsystems.com), Brian specialises in the strategic application of learning technologies to transform education and expand opportunities for learners worldwide.

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Sebastian Anselmann

Research Associate, Federal Institute for Vocational Education and Training (BIBB)

Dr. Sebastian Anselmann is a researcher, project staff, and higher education lecturer specialized in vocational education and training (VET), workplace learning, and the digital transformation of professional education systems. Currently, he serves as Research Associate at the Federal Institute for Vocational Education and Training (BIBB), where he is part of the MIKA Team, working to standardize and promote media and IT competences among training personnel nationwide and across all industries.

His academic work combines empirical educational research with practical implementation. He focuses on how complex learning environments can be designed to strengthen professional competence, cooperation between learning venues, and sustainable innovation in vocational training.

John Trasler

President, European Association for Distance Learning (EADL)

Passionate about developing people John has experience of working as Managing Director for global companies as well as the non profit sector. He is the co founder of Elearn a UK blended learning training company specialising in Leadership, Management and Coaching.

Currently working on a number of coaching assignments and senior level leadership development programmes John specialises in blended and distance learning approaches using a mix of media.

He is President of the European Association for Distance Learning and has research interests in using technology to innovate and support learning.

Oliver Nahm

Scientific Officer, Federal Institute for Vocational Education and Training (BIBB)

Oliver Nahm leads the project “Learning Analytics – Distance Learning” at the Federal Institute for Vocational Education and Training (BIBB), which aims to assess the importance of Learning Analytics for vocational distance learning courses, as well as further its implementation.

He has worked as a teacher and trainer for many years, designing and teaching courses both on- and offline. His focus is on a holistic and flexible approach to education, utilizing data, while keeping the focus on the human element.

Ellen Gunning

Chief Executive Officer, Mettacomms

Ellen Gunning created Irish Academy of Public Relations in 1992. The college provides internationally recognised online professional diploma courses, modular self-learning CPD courses and corporate training in communications disciplines. Ellen is author of three books, including the global third-level core text “Public Relations – A Practical Approach”. She specialises in Crisis PR training and consultancy. Her other business, Mettacomms, is an AI powered platform offering sight of future trends in multiple disciplines. A member of the board of EADL, the European Association for Distance Learning, Ellen’s panel contribution spans both communications and future-vision inputs.

New Developments, Challenges and Solutions in Vocational Education

This two-part pre-conference examines the role of artificial intelligence in vocational education and training, with a particular focus on distance learning in Europe. The six presentations address key developments, practical applications, and emerging challenges at the intersection of AI, digital pedagogy, and remote learning environments. In addition to introducing current concepts and use cases, the sessions emphasize the exchange of experiences and the sharing of knowledge across institutional and national contexts. Overall, the pre-conference provides a platform for reflecting on how AI can support innovation, flexibility, and quality in vocational education, while also considering the implications for teaching, learning, and educational practice in distance-learning settings.

Agenda:

Part I: New Developments in Vocational Education

• 10:00 Welcome & Introduction
• 10:15 Generative AI in Vocational Education: Development, Analysis & Integration
• 11:30 Investigating the MIKA Learning Ecology: Further Training to Promote Media and IT Skills in Vocational Education and Training
• 12:15 Integration through Digital Education: Pathways into the Labour Market
• 13:00 Lunch Break

Part II: EADL Conference 2026: New Challenges and Opportunities in Distance Learning

• 14:00 Keynote: Big Tech in the Classroom: The Dependency on Providers from the US
• 14:30 How to Learn and Study with AI
• 15:30 AI and Academic Integrity: Will Our Proposed Solutions Work?
• 16:30 Fireside Discussion & Panel: New Challenges and Opportunities in Distance Learning
• 17:00 EADL Award Ceremony
• 17:30 Closing

Target Audience: Adult Learning Professionals, Vocational Education and Training Professionals, Educators, Researchers, Learning and Development Professionals, HR Professionals, Digital Learning Professionals and Education Leaders

Target Audience Sector: TVET / Vocational Education, Adult / Continuing Education, Workplace Learning, Higher Education, Public Sector

Prerequisite Knowledge: No prior knowledge of AI or distance learning is required. The programme is suitable for participants with beginner, intermediate or advanced levels of experience.

Expected Outcomes:

• A better understanding of how AI can be applied in vocational education and training
• Key insights into opportunities and challenges of AI-supported distance learning
• Examples of practical approaches and experiences from different European contexts
• Ideas for transferring innovative digital practices into institutional and teaching settings

Paul Bacsich

Managing Director and Chief Researcher, Matic Media Ltd

Paul Bacsich is the Founder and Managing Director of Matic Media Ltd, a consultancy in the UK active in online learning since 1996. In the last few years he has also been Professor of Practice for the University of West Indies Open Campus and Visiting Professor at the University of Derby. His consultancy and research interests cover: use of AI in learning and assesment, cost-benefits of online learning, project evaluation and departmental review. He has a long-standing interest in logic (in which he did his doctorate) and artificial intelligence (he led a project on enhancing Prolog in the Alvey Fifth Generation Programme). In 2023 he first started sytematically using ChatGPT as an aid in project research and in early 2025 he began extensive work on the extent to which LLMs could automate the creation and revision of well-referenced long reports (up to dissertation length and beyond) on global topics (e..g virtual schools) and the extent to which such automation was detectable. For many years he was Senior Consultant (EU projects) at Sero Consulting Ltd. He led the Sero team who reviewed Learning Technology Support at the University of Oxford, and the team who developed an accredited vocational short online course to teach teachers to teach online for Wey Education. He has a long-standing interest in Open Education via leading a large EU project (POERUP) and several EU/European Parliament studies. He was a co-author for the JRC 2017 report “Policy Approaches to Open Education in 28 Member States”. His interests in leadership in e-learning were developed during the Erasmus+ D-TRANSFORM project 2014-17, which drew on and continued his work over 20 years on management of open and distance learning. he has also worked on and led EU projects on virtual campuses (Re.ViCa) and virtual schools (VISCED) In addition to his university-related work he consults for a number of international, government, and commercial clients on market/competitor/pricing research, policy, education funding models and retention strategies. He also has consulted for commercial and venture funding clients on due diligence, competitor research and acquisition. In 2015-16 Paul chaired the review panel for the Vision and Strategy Appraisal of the UK Open University Library, where he interviewed over 70 staff and students and carried out substantial comparative and policy research. He also chaired the E-learning review panel for Uppsala University, with three days of intensive meetings and presentations, and spent four months chairing a task force for the National Forum for Learning and Teaching in Ireland to prepare a scoping document on infrastructure issues related to online learning. (He has also carried out a project review last year for an Irish University.) He also has been involved in several early-stage online providers including the UK e-University. In the university phase of his career he was a researcher at Oxford University, had many roles over 25 years at the UK Open University, ending as Assistant Director of the Knowledge Media Institute (KMI) and was for seven years Professor of Telematics at Sheffield Hallam University and then Director (Special Projects) at the UK e-University. He has also been Visiting Professor at Middlesex University, Advisor to the Rector of the Arab Open University, and Visiting Fellow at the University of Canterbury New Zealand, National Institute of Multimedia Japan, Deakin University and the School of the Future at University of Sao Paulo Brazil. He has knowledge of and/or experience in higher education in many developed countries.

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Margaret Korosec

Director of Digital Education and Learning Innovation, University of Leeds

Margaret Korosec is a forward-thinking and strategic leader in open, online, and professional learning, known for her human-centred approach and ability to scale bringing creativity, intentionality, and systems perspective to her leadership in scaling open, online and professional education. As Dean of Online and Digital Education at the University of Leeds in the UK, Margaret holds academic and strategic responsibility for advancing the institution’s online degrees and flexible learning portfolio. She has championed scalable, inclusive models for online course design and led efforts to build resilient and sustainable in-house capabilities ensuring a seamless end-to-end student experience from application through to graduation. Prior to her current role, Margaret made significant contributions to the expansion of online degree portfolios at the University of Derby Online Learning and Western Governors University (WGU). Witnessing the transformative power of inclusive, accessible and flexible education on individuals’ lives and communities solidified her dedication to advancing online and flexible learning initiatives.

Brian Mulligan

Consultant , Universal Learning Systems

Brian Mulligan is a leading expert in learning technologies, with a career spanning three decades in shaping digital education in Ireland. As the founder of the Irish Learning Technology Association in 2002, he has played a pivotal role in advancing the field. At Atlantic Technological University, he spearheaded the development of online distance learning, driving innovation in accessible education. Now a consultant with Universal Learning Systems (ulsystems.com), Brian specialises in the strategic application of learning technologies to transform education and expand opportunities for learners worldwide.

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Glenda Morgan

Market Analyst, Phil Hill & Associates

Glenda Morgan is a Market Analyst at Phil Hill & Associates and the lead analyst at Morgan EdTech Strategies, helping higher education institutions, vendors and investors navigate the edtech landscape. She brings more than 30 years of experience in higher education, including roles as a faculty member, IT administrator and education analyst at Gartner and Director of Academic Technology Services at the University of Illinois at Urbana-Champaign. Morgan holds a PhD in political science from the University of Minnesota.

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How can multiple Large Language Models be used to produce credible, decision-useful research in a limited timeframe? This hands-on workshop is structured as an AI Evidence Sprint, not a coding event, where participants work in small groups to investigate a strategic question relevant to education and training and produce a structured, referenced and verified analytical briefing.

This is a Bring Your Own LLM workshop: working with their own LLM toolkit, participants will define a research scope, establish inclusion and exclusion criteria, develop a structured outline and use AI to collect, analyse and synthesise relevant sources. The workshop focuses not only on generating content, but on developing reliable research workflows across different LLMs and tools. Participants will compare strengths and weaknesses of different approaches and learn how to identify and address uncertainty, hallucinations and weak evidence.

A mandatory verification process will be used throughout the sprint, including cross-checking at least five key claims through a second LLM, source checking or manual verification. Each group will work towards producing an analytical briefing of at least 10 pages, with a one-page executive summary, referenced claims and a methods and limitations section. Participants will leave with practical experience in AI-assisted research and transferable workflows for producing evidence-based strategic intelligence in their own organisations.

Agenda: To be confirmed

Target Audience: Researchers, Education and Training Professionals, Higher Education Leaders, Policy and Strategy Professionals, Learning and Innovation Professionals, Educational Technology Professionals

Target Audience Sector: Secondary Education, TVET / Vocational Education, Higher Education, Workplace Learning, Public Sector

Prerequisite Knowledge: Advanced experience with at least one leading SaaS LLM toolkit is required. Participants must have an active subscription to at least one frontier LLM and be comfortable using AI tools for research and document creation. Participants must bring a Windows or Mac laptop with Microsoft Word. No programming experience is required.

Expected Outcomes:

• Apply a structured workflow for AI-assisted research, from defining scope and research criteria through to synthesis and reporting.
• Explore effective cross-LLM workflows for research, review, source checking and verification.
• Evaluate the strengths and limitations of different LLMs and supporting tools for evidence-based research.
• Apply practical methods for identifying, verifying and clearly documenting uncertain or weak evidence.
• Produce a structured analytical briefing with referenced claims, an executive summary, and documented methods and limitations.

Bernard Goldbach

Developer, Iteration Ltd, Ireland

Bernie Goldbach is a creative media developer with a track record extending from the late 1990s when he trained European broadcasters how to produce their work for display online. Throughout his 25 years with adult education he has worked with creative filmmakers, digital animators, and social media content developers. He is active with Skillnets in Ireland and in the mentoring of young podcasters with Ireland's Youth Media Team.

Roger Overall

Founder, Show and Tell Communications

Roger is a story creator and consultant who helps small companies stand out. He champions the peculiar and the surprising. His humour courses through his videos, animations, illustrations, photography, podcasts and newsletter writing.

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Jef Staes

Architect Learning and Innovative Organisations, Red Monkey Company

Jef Staes (1956, Belgium) is an authority on learning processes, innovation and culture change. With decennia of professional experience (Engineering Digital Telephony, Training Manager & Corporate Learning Officer), he currently assists CEO’s and Managers to find a comprehensive answer to the changing dynamics of today’s world. He is a passionate & inspirational author, keynote speaker & concept creator. His striking metaphors and stories are guaranteed eye-openers and his thoughts on the future of business and education inspire many. Google 'Jef Staes' or 'Red Monkey' and you know where he stands for.

We are so blinded by the "Golden Calf" of Artificial Intelligence that, once again, we risk neglecting what really drives evolution. As AI rapidly reshapes learning, work and innovation, are we paying too much attention to technology and too little to the human capabilities needed to use it well? This interactive workshop challenges the assumption that technology itself is the main driver of sustainable transformation. Instead, it explores human sovereignty and engagement as essential conditions for meaningful learning, innovation and change.

Drawing on over 45 years of experience across every major technological shift since 1956, as a software engineer in early digital telephony and mobile networks, founder of an Open Learning Center, corporate learning leader, and author and keynote speaker on learning and innovation - the workshop's facilitator brings a rare, lived perspective on what actually drives change. Participants will explore what it means to become more sovereign as a learner, expert, manager or executive, and examine how organisational structures and cultures can either enable or restrict this sovereignty. Through discussion, reflection and practical exploration, the workshop will challenge participants to reconsider how learning and innovation are supported within their own organisations.

A particular focus will be placed on the role of managers and executives in creating environments where people can take ownership of their learning, develop their potential and contribute to innovation. Participants will explore what courageous leadership looks like in practice and how greater human agency can help organisations move beyond technology adoption towards disruptive, sustainable transformation - because only sovereignty in learning and doing can unlock the potential in all of us.

Agenda: To be confirmed

Target Audience: Education Leaders, Learning and Development Professionals, Managers, Executives, Innovation Leaders, Educators and Organisational Development Professionals

Target Audience Sector: Secondary Education, TVET / Vocational Education, Higher Education, Adult / Continuing Education, Workplace Learning

Prerequisite Knowledge: No specific prior knowledge is required. Participants should have an interest in learning, innovation, leadership or organisational transformation.

Expected Outcomes:

• Explore the role of human sovereignty and engagement in learning, work and innovation.
• Identify organisational conditions that enable or restrict individual agency and potential.
• Reflect on how managers can create environments that strengthen learning, collaboration and innovation.
• Explore how leaders can support greater human agency and more sustainable organisational transformation.

Gilly Salmon

CEO, Education Alchemists. Ltd

Professor Salmon is the founder and CEO of Education Alchemists Ltd - formed around her life's work including Carpe Diem learning design, pedagogical transformation, online education, technology-enhanced teaching, the 5 stage model, e-tivities, and Education 4.0. Until recently, Professor of Learning Transformation and pro-vice-chancellor at universities in the UK and Australia, she is now based in London with all workshops offered fully digitally and worldwide. She is a well-known keynote speaker and workshop leader. Her books E-moderating and E-tivities are considered seminal texts. https://www.linkedin.com/in/gillysalmon/

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How can we think differently about complex educational challenges and explore futures beyond our immediate assumptions? This interactive workshop introduces a creative and structured methodology for navigating uncertainty, identifying opportunities and shaping possible pathways for learning futures.

Using a curated set of visual "vision cards", participants will explore imagery as a cognitive and strategic tool for expanding perspectives and connecting ideas in new ways, drawing on research in cognitive science showing that mental imagery enhances creative cognition and supports the exploration of alternative futures. Working individually, in pairs or in small groups, participants can bring their own complex challenge or wicked problem, or contribute to challenges brought by others. Through an iterative process, they will move from the current situation towards possible futures, considering constraints, emerging opportunities and the decisions that could shape different outcomes.

Groups will identify critical decisions, potential risks and non-negotiable areas of human judgement. They will then compare their perspectives and pathways with the wider group, exploring where different assumptions lead to different futures. Participants will leave with new ideas to extend and explore throughout the conference, a practical, transferable methodology for collaborative future-shaping that can be applied in teaching, leadership and organisational contexts.

Agenda: To be confirmed

Target Audience: Educators, Learning Designers, Education Leaders, Trainers, Researchers, Organisational Leaders and Innovation Professionals

Target Audience Sector: Primary Education, Secondary Education, TVET / Vocational Education, Higher Education, Adult / Continuing Education, Workplace Learning

Prerequisite Knowledge: No prior knowledge of the methodology is required. Participants may bring a complex educational challenge or contribute to a challenge presented by another participant.

Expected Outcomes:

• Apply a practical methodology for exploring and shaping learning futures.
• Use visual imagery to expand perspectives and support creative problem-solving.
• Explore complex challenges collaboratively through iterative future-oriented design.
• Identify critical decisions, risks and areas where human judgement remains essential.
• Transfer the methodology to teaching, leadership and organisational contexts.

Caroline Steel

Independent Consultant, University of Queensland

Dr. Caroline Steel, a recognised expert in micro-credentials, provides thought leadership, evaluation models and practical strategies on the rapidly evolving micro-credential landscape, consulting with industries, professional bodies, and educational institutions across the globe. Drawing on her own Micro-credential readiness, maturity and impact model, Caroline specialises in assessing institutional readiness for micro-credentials and guiding organisations from conceptualisation through end-to-end processes, including quality assurance, assessment policies, and alignment with learner needs and industry demands. She was involved in foundational work in the Erasmus+ funded Potential of Microcredentials in Southern Africa (PoMiSA) project.

Caroline is a highly experienced strategic education consultant with over 30 years of experience across more than 35 country and regional contexts. She advises senior leaders, international organisations, universities and professional bodies on strengthening education systems, policy implementation, evaluation and institutional transformation. She has led, advised on and evaluated more than 100 projects spanning education strategy, policy, framework design, organisational capability and digital learning transformation for ministries, universities, professional bodies and international agencies.

Caroline has delivered 50+ international keynotes and presentations, authored 40+ publications and whitepapers, and co-designed and developed benchmark models and evaluation frameworks applied across Africa, the Middle East and the Asia-Pacific. Her passion is to advance equitable, skills-aligned learning opportunities and systems that empower individuals and communities through lifelong learning that can make a genuine difference to lives.

Herman van der Merwe

Deputy Dean: Teaching & Learning, North-West University

Prof Herman van der Merwe is Deputy Dean: Teaching and Learning in the Faculty of Economic and Management Sciences at North-West University, South Africa, and former Executive Dean of the Faculty of Economic Sciences and Information Technology, having served two consecutive terms. He brings more than four decades of experience in higher education leadership, curriculum innovation, and technology-enhanced learning.

He is a recognised leader in advancing micro-credentials in the Southern African context and has contributed to regional frameworks and institutional readiness through his involvement in the Potential of Microcredentials in Southern Africa (PoMiSA) initiative.

Prof Herman has led large-scale digital learning and institutional transformation initiatives, driving the integration of technology-enabled and technology-managed teaching and learning systems to enhance student success and align curricula with future skills and industry needs. His work bridges strategy, policy, and implementation within complex, multi-campus university environments.

He is also CEO of the Centre for the Utilisation of Technology in Education (CUTE) and one of the founding directors of the International Association for Mobile Learning (IAmLearn) and has played a pioneering role in advancing online and multi-modal teaching and learning in higher education in South Africa.

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As micro-credentials expand across higher education, vocational education and professional learning, a key question remains: what makes a micro-credential genuinely valuable to learners and trusted by employers? In rapidly changing labour markets, credentials need to do more than document participation. They need to provide credible evidence of what learners can actually do and how their capabilities can be applied in the workplace.

This interactive workshop introduces a question-led approach to evaluating the impact of micro-credentials across learner value, employer trust and workforce capability. Participants will explore five dimensions: WHY, WHO, WHAT, HOW and WHICH. Are we designing for real demand and meaningful value, or just producing more credentials? Through practical group activities, they will examine whether micro-credentials respond to real demand, develop meaningful and transferable capabilities, and use assessment approaches that convincingly demonstrate applied skills.

Working with examples and challenges from their own contexts, participants will identify strengths, gaps and opportunities for improvement, including how micro-credentials support progression, recognition and portability. They will then prioritise key challenges and collaboratively develop potential actions and solutions. Throughout the workshop, the focus remains on the architecture of trust: how learning design, assessment, recognition and evidence of capability can work together to create micro-credentials that deliver meaningful value to learners and credible signals for employers.

Agenda: To be confirmed

Target Audience: Higher Education Leaders, Learning Designers, Credentialing Professionals, Educators, Training and Workforce Development Professionals, Employers and Industry Representatives

Target Audience Sector: TVET / Vocational Education, Higher Education, Adult / Continuing Education, Workplace Learning

Prerequisite Knowledge: Some prior experience with micro-credentials, learning design, assessment or workforce development. No prior knowledge of the readiness, maturity and impact model is required.

Expected Outcomes:

• Evaluate micro-credential impact across five dimensions of readiness, maturity and impact.
• Identify how micro-credentials can respond to real demand and develop meaningful, transferable capabilities.
• Explore assessment approaches that provide credible evidence of applied capabilities in authentic contexts.
• Identify strategies for signalling learner capabilities in ways that strengthen employer trust.
• Identify strengths, challenges and opportunities for improvement in their own micro-credential initiatives.

Michael Dietrich

Senior Engineer, Educational Technology Lab, Deutsches Forschungszentrum für Künstliche Intelligenz

Michael Dietrich has been working in the field of technology-enhanced learning since 2001. He started as a research assistant and, after completing his graduation, became a full member of a research group at Saarland University. In 2012, he joined the Educational Technology Lab at the German Research Center for Artificial Intelligence (DFKI). Throughout his career, he has worked as an engineer on intelligent tutoring systems for mathematics, physics, chemistry, and medicine, as well as on health-related mobile applications for kindergarten staff. In addition, he has contributed to projects focusing on performance support and knowledge application for industrial shop-floor environments.

Sheikh Faisal Rashid

Professor of Artificial Intelligence, International University of Applied Sciences (IU)

Dr. Sheikh Faisal Rashid is a Professor of Artificial Intelligence at the International University of Applied Sciences (IU) and a Senior Researcher and Project Lead at the Educational Technology Lab, German Research Centre for Artificial Intelligence (DFKI), Berlin. He holds a Ph.D. in Computer Science specializing in machine learning, with over 15 years of experience in academia and industry. His research focuses on supervised machine learning, generative AI, and responsible AI applications in healthcare and education. Dr. Rashid has authored around 40 publications in leading conferences and journals and received international recognition, including a Best Paper Award and first prize at ICDAR 2013. He also serves as Vice President of the Pakistan Pattern Recognition Society (PPRS) and was a professional member of the ACM.

Miloš Kravčík

Senior Researcher Educational Technology Lab (EdTec), German Research Center for Artificial Intelligence (DFKI)

Dr Miloš Kravčík is a Senior Researcher at the Educational Technology Lab (EdTec) of the German Research Center for Artificial Intelligence (DFKI) in Berlin. His research focuses on learning technologies, particularly personalised and adaptive solutions in university and workplace settings. He has successfully acquired funding for, and contributed to, several EU and national projects. These have included projects focusing on developing adaptive learning environments and tools for self-regulated learning, as well as solutions that support personalised competence development, scalable mentoring, and psychomotor training. Dr Kravčík is the editor of various conference and workshop proceedings as well as the author of numerous publications, articles and book chapters.

Alexander Zimmermann

Technical Support and Software Development , DFKI Berlin

Alexander does technical support and software development at DFKI Berlin. He is interested in AI technology and finding new applications for it.

With the rapidly growing number of AI tools available, how can universities identify which tools are actually suitable for specific educational and administrative tasks? This interactive workshop introduces a taxonomy of criteria developed to support the systematic assessment and comparison of AI tools in higher education.

Participants will explore how the taxonomy was developed, examine a selection of AI tools already reviewed through the project, and gain insight into the underlying evaluation process. They will then work in groups to review AI tools and apply the criteria in practice, using their own experience and perspectives to assess how useful and meaningful the framework is.

A central part of the workshop will be the critical discussion of the taxonomy itself. Participants will identify strengths and weaknesses, consider which criteria and feature groups matter most, and highlight aspects that are missing, unclear or insufficiently detailed. The workshop will also explore how the taxonomy and evaluation approach could be adapted to other contexts, including companies and public administration. Participants will contribute to refining a practical framework while exchanging perspectives with researchers and practitioners working with AI in higher education.

The workshop will be conducted by researchers from the Education Technology Lab, which is part of the Deutsches Forschungszentrum für Künstliche Intelligenz GmbH (DFKI) in Berlin.

Agenda:

• Welcome & Project Framing (25 min)
• Exploring the Taxonomy & Evaluation Process (30 min)
• Reviewed AI Tools & Assessment Examples (25 min)
• Coffee Break (10 min)
• Hands-on: Reviewing AI Tools in Groups (35 min)
• Refining the Taxonomy: Strengths, Gaps & Priorities (45 min)
• Wrap-up (10 min)

Target Audience: Higher Education Leaders, Educators, Researchers, Learning Designers, Educational Technology Professionals, University Administration and Digital Learning Professionals

Target Audience Sector: Higher Education

Prerequisite Knowledge: Some prior experience with AI tools or digital technologies in higher education. Participants do not need prior knowledge of the taxonomy or its evaluation methodology.

Expected Outcomes:

• Understand the purpose and structure of a taxonomy for assessing AI tools in higher education.
• Apply evaluation criteria to assess AI tools against specific educational or administrative needs.
• Identify strengths, weaknesses and gaps in the current taxonomy.
• Contribute practical insights to refine and extend the evaluation framework.
• Explore how the taxonomy could be adapted to other contexts, including companies and public administration.

Laurie Forcier

VP of Strategy, EDT&Partners

Laurie Forcier works at the intersection of education, innovation, and systems change. Over two decades, she has helped EdTech startups, universities, large corporates, and think tanks make sense of complexity and move good ideas forward - across K–12, higher education, and skills. She has led global teams, launched new initiatives, and built partnerships at scale. As a communicator and
editorial strategist, she is often the public voice for the organizations she represents, and specializes in making complex ideas clear and actionable. That approach shaped her contribution to Intelligence Unleashed, one of the most widely cited reports on AI in education.

Nina Huntemann

Senior Consultant North America, EDT&Partners

Nina Huntemann has spent two decades helping organizations get learning right at moments of growth, transformation, and technological change. As Chief Academic Officer at Chegg, she led product strategy through the integration of AI into the student experience, pushing teams beyond engagement metrics toward proficiency, confidence, and independence. As VP of Learning at edX, she led learning strategy across 160+ university partners, 3,300+ courses, and 40 million learners. At EDT&Partners, she advises EdTech companies and higher education institutions on product-market fit, go-to-market strategy, and positioning across US higher education and K–12. She is a founding member of Women Applying AI.

Over 90% of university staff now use AI in their work, and institutional adoption jumped 17 percentage points in a single year. Yet much of this adoption remains invisible to institutional leadership. Staff are experimenting with AI in their everyday work, while institutions are still developing the structures needed to understand, coordinate and govern what is already taking place. The challenge is no longer whether AI will be adopted, but how universities can shape that adoption intentionally.

In this interactive, hands-on working session, university leaders will explore the AI Management System (AIMS) framework and three key dimensions of institutional AI governance: Visibility (do you know where AI is operating?), Shared Capability (is institutional knowledge compounding or staying siloed?) and Continuous Oversight (are people, not algorithms, driving the decisions that matter?). A fourth dimension, AI Stewardship, frames the leadership question underneath all three: what kind of institution are you becoming, and is that a deliberate choice? Participants will assess where their own institution currently stands, identify gaps and challenges, and compare perspectives with peers facing similar questions.

Working in small groups, participants will then take a live governance challenge from their own institution and use a structured canvas to design a practical response. Real-world implementation examples will illustrate the decisions, trade-offs and approaches behind effective institutional AI governance. Participants will leave with a working governance framework, a concrete action plan and one prioritised AI governance challenge to address within 30 days.

Agenda:

• Welcome & Icebreaker (10 min)
• From AI Adoption to Institutional Intention (30 min)
• Institutional AI Governance: Diagnostic & Peer Reflection (45 min)
• Coffee Break (15 min)
• Hands-on: Designing Your Institutional Response (45 min)
• Peer Exchange & What Good Looks Like (25 min)
• From Insight to Action (10 min)

Target Audience: University Leaders, Higher Education Executives, Academic Leaders, Digital and AI Strategy Leaders, Institutional Decision-Makers

Target Audience Sector: Higher Education

Prerequisite Knowledge: Some prior experience with AI adoption, digital transformation or institutional strategy in higher education. No technical AI expertise is required.

Expected Outcomes:

• Assess their institution’s current position across key dimensions of AI governance.
• Understand the AI Management System (AIMS) framework and its application at institutional scale.
• Identify practical approaches to improving visibility, shared capability and continuous oversight.
• Design a concrete response to an institutional AI governance challenge.
• Define one prioritised governance action to take forward within 30 days.

Inge Donkervoort

Xerte Documentation Team, Xerte PMC Member and Apereo Board Member, Open Source Xerte Project

Inge Donkervoort is a passionate educator with a strong belief that digital learning should be accessible to everyone. Known for her enthusiasm, warmth, and practical mindset, Inge helps teachers, organisations, and beginners feel confident using Xerte. She enjoys turning complex accessibility requirements into clear, usable guidance, and she thrives on empowering others to create inclusive learning materials. Inge is an active and supportive member of the Xerte Community, always ready to share knowledge and inspire creative learning solutions.

Tom Reijnders

Core Developer Xerte/ PMC Member, Open Source Xerte Project

Tom Reijnders is a lead developer and core maintainer of the Xerte open-source authoring environment. With extensive experience in software architecture, accessibility implementation, and standards-based development, Tom has been instrumental in modernising Xerte’s codebase and ensuring its alignment with WCAG guidelines. He specialises in developing scalable frameworks, improving authoring workflows, and integrating emerging technologies while maintaining the tool’s accessibility-first philosophy. Tom plays a critical role in coordinating contributions across the global developer community.

How can educators and learning designers create engaging, accessible and media-rich online learning experiences without advanced technical skills? In this practical, hands-on workshop, participants will explore Xerte, an open-source authoring tool for creating interactive e-learning content.

Working step by step through the design and development process, participants will create their own online learning module and explore how to combine multimedia, interactive elements and learner engagement strategies. They will also discover how Xerte’s built-in accessibility features and responsive design can support more inclusive digital learning experiences.

The workshop focuses on learning by doing. Participants will experiment with different interactive components, make design decisions and apply the tool to a learning context relevant to their own practice. By the end of the session, each participant will have created a functional prototype module and gained the practical skills and confidence to continue to continue using Xerte independently. No prior experience with Xerte or programming is required. This workshop is ideal for educators, instructional designers, trainers, educational technologists and anyone interested in open-source solutions for digital learning.

Agenda:

• Welcome, Goals & Demonstration (15 min)
• Getting Started: Creating Your First Xerte Project (20 min)
• Guided Practice: Building Your First Pages (30 min)
• Coffee Break (10 min)
• Adding Interaction & Media (45 min)
• Coffee Break (10 min)
• Hands-on: Independent Building Challenge (35 min)
• Publishing, Sharing & Wrap-up (15 min)

Target Audience: Educators, Learning Designers, Instructional Designers, Trainers, Educational Technologists

Target Audience Sector: Primary Education, Secondary Education, TVET / Vocational Education, Higher Education, Adult / Continuing Education

Prerequisite Knowledge: Basic computer skills. No prior experience with Xerte or programming is required.

Expected Outcomes:

• Understand the core features and possibilities of Xerte as an open-source authoring tool.
• Create an interactive, media-rich and accessible e-learning module.
• Apply multimedia, interactive elements and accessibility features to an online learning experience.
• Gain the practical skills and confidence to develop open-source digital learning content independently.

Joitske Hulsebosch

Consultatnt Innovative Learning with Technology, Ennuonline, Netherlands

Joitske is intrigued by technology (and lately gen AI) which makes innovative learning possible. From good blended design to learning via chatbots. She missed the start of the internet when I worked in Mali in 1995, but made up for it by diving into online learning. She is always looking for new tools and platforms (tries out at least one new tool every month), which allows her to stay at the cutting edge.

She works with Sibrenne Wagenaar at Ennuonline. Ennuonline helps learning professionals make the transition from traditional to innovative learning. They inspire them to use technologies for learning through positive experiences and practice. Joitske en Sibrenne love writing and share a lot in blogs (see ennuonline.substack.com), but also in books. Their latest book is Workplace learning with AI. Specialties include: designing and facilitating blended learning; tools and platforms; AI for learning. Joitske co-facilitated OEB pre-conference workshops in 2019 (chatbots for coaching and reflection) and 2024 (AI and creativity).

Links

Twitter

Steven van Luipen

Change and Learning Consultant, Van Luipen Advies

Steven van Luipen is an independent consultant specialising in professional learning, team collaboration and organisational change — primarily for public-sector organisations navigating complex challenges such as digitalisation, leadership development and cross-organisational collaboration. He works largely within public construction and infrastructure, where he designs learning programmes and facilitates change for organisations tackling shared, high-stakes issues. His aim is to help teams reach a better understanding of the problems they face, agree on lasting solutions, and improve how they perform together.

His practice combines hands-on programme design with a strong interest in the theory beneath it, drawing on institutional and organisational thinking to make sense of how professionals learn inside complex systems. He is increasingly focused on how AI can support learning and behaviour change in the flow of work, rather than as a bolt-on to traditional training. Steven co-facilitated OEB pre-conference workshops in 2019, on using chatbots for coaching and reflection, and in 2024, on AI and creativity.

Links

Twitter

Natasja van Schaik

Teacher, Author, Facilitator, Designer, Hogeschool Van Amsterdam

Natasja van Schaik is captivated and inspired by people taking action. She is a passionate trainer and change program designer with an eye for unique combinations of talent and opportunities aimed at progress. She is an independent consultant specialized in code of conduct and social safety in the workplace. She is also a Lecturer in Behavioural Design at Amsterdam University of Applied Sciences (HvA), where she teaches in the Behaviour Design minor within the Communication and Multimedia Design programme. She specialises in designing interventions that change behaviour in professional contexts — combining insights from behavioural science, speculative design and emergent technology. Natasja is the author of Het waait niet vanzelf over (Boom, 2023) and co-facilitated an OEB pre-conference workshop in 2019 on using chatbots for coaching and reflection.

Sibrenne Wagenaar

Consultant Learning and Technology, Ennuonline

Sibrenne Wagenaar is fascinated by how people learn in everyday work, in teams, and through professional networks. She is a Dutch learning designer, facilitator, writer, and AI enthusiast who enjoys translating new ideas and technologies into practical ways of learning, collaborating, and improving performance. Her specialties include: designing and facilitating blended and workplace learning; learning in teams and networks; generative AI for learning; and group facilitation.

She works with Joitske Hulsebosch at Ennuonline. Ennuonline helps learning professionals move from traditional training to innovative blended and workplace learning. They inspire people to experiment with technology, especially generative AI, through practical activities and positive learning experiences.

Joitske and Sibrenne love writing and share their ideas in blogs on ennuonline.com and ennuonline.substack.com, as well as in books. Their latest book is Workplace Learning with AI. Sibrenne is also an editor for the Dutch journal TvOO.

Learning does not automatically lead to behaviour change. While AI is increasingly used for content creation, personalised learning and productivity, its potential to support people in developing new habits and applying learning in the flow of work remains largely unexplored - and offers a fresh perspective on the future role of learning professionals.

In this interactive, hands-on workshop, participants will explore how AI can support behaviour change as a coach, feedback partner, reflection facilitator, performance support tool and source of timely nudges. Combining behavioural science with practical AI applications, the workshop will introduce frameworks for understanding behaviour change and explore where AI can complement, rather than replace, human support.

Through a series of hands-on exercises and group activities, participants will analyse workplace challenges, identify opportunities for AI-supported interventions and design a behaviour change intervention tailored to their own context - an approach tailored to their own context. The workshop will also consider where human judgement, trust and social interaction remain essential. Participants will leave with practical ideas and a behaviour change intervention they can adapt to challenges such as leadership, collaboration, knowledge sharing, safety practices or new ways of working.

Agenda:

• Welcome & Framing (5 min)
• Why Training Rarely Changes Behaviour (10 min)
• Behaviour Change Foundations: Applying a Framework to Workplace Challenges (30 min)
• Guided Design: Identifying Behaviours & Moments That Matter (25 min)
• Coffee Break (15 min)
• AI in the Flow of Work: Coaching, Feedback & Reflection (25 min)
• Hands-on Design: Building an AI-Supported Behaviour Change Intervention (40 min)
• Sharing, Peer Feedback & Human–AI Collaboration (20 min)
• Reflection & Transfer: From Workshop to Practice (10 min)

Target Audience: Learning & Development Professionals, Trainers, Learning Designers, HR and People Professionals, Education and Training Leaders, Workplace Learning Specialists

Target Audience Sector: Workplace Learning, Higher Education, Adult / Continuing Education, Corporate Training, Public Sector

Prerequisite Knowledge: Some prior experience in learning, training or workplace development. No technical AI expertise required.

Expected Outcomes:

• Understand why learning does not automatically translate into behaviour change.
• Apply a behaviour change framework to analyse a workplace challenge.
• Identify opportunities for AI to support habit formation, feedback and performance support.
• Design an AI-supported behaviour change intervention tailored to their own context.

Peter Gillis

Lead Researcher, Learnovate Centre, Trinity College Dublin

Dr Peter Gillis Researcher and Academic with expertise in the psychology of learning, innovation, and digital strategy. Peter has developed a career at the intersection of educational research and organisational practice, with a particular focus on the design and evaluation of technology-enhanced learning. Peter’s academic background includes a First Class Honours degree in Psychology, an MSc in Technology-Enhanced Learning from Trinity College Dublin, and a PhD on the psychology of academic motivation, also at Trinity College Dublin. These studies have provided a rigorous foundation for both Peter’s research and teaching, with a strong emphasis on motivation, learning theory, and applied innovation frameworks. Peter has published and presented on topics relating to innovation in education and has held leadership roles that combine team management with research excellence. His ongoing research interests include the challenges of sustaining academic motivation and learning in rapidly evolving environments, transversal and digital skill development, and the role of structured innovation in shaping the future of work.

How can we make sure we are solving the right problems before designing new solutions? In education and EdTech, innovation often starts with assumptions about what learners, educators or organisations need. The Jobs To Be Done (JTBD) approach shifts the focus from products and solutions to the underlying challenges people are trying to solve. Developed by Learnovate, the edtech research and innovation centre at Trinity College Dublin, this approach has recently been applied in initiatives such as the EDEH: EU EdTech for Sovereign Education Futures project.

In this hands-on workshop, participants will be introduced to the JTBD framework and learn how to move from assumptions to evidence-based insights. Using real-world challenges related to EdTech and sovereign education futures, they will identify meaningful “jobs to be done”, develop proto-personas, and explore the problems, barriers and desired outcomes connected to them. Participants will also learn how to formulate and refine Job Statements that provide a clear starting point for innovation.

Through practical exercises and guided collaboration, participants will apply JTBD techniques to a challenge relevant to their own context and explore how to validate assumptions with target audiences. They will leave with a practical, repeatable framework for identifying meaningful problems and translating deeper user insights into opportunities for impactful solutions.

Agenda:

• Welcome & Scene Setting (20 min)
• JTBD & Design Thinking: Methods & Team Formation (20 min)
• User-Segment Deep Dive: Framing the Challenge (30 min)
• Proto-Persona Development (20 min)
• Uncovering Jobs To Be Done & Barriers (30 min)
• Ranking Jobs & Barriers: Identifying Priorities (30 min)
• Full-Room Discussion & Sharing (30 min)

Target Audience: Education and Innovation Leaders, Strategists, Innovation Leads, Entrepreneurs and Founders, Product Managers and Designers, Educators and Trainers

Target Audience Sector: Primary Education, Secondary Education, TVET / Vocational Education, Higher Education, Adult / Continuing Education, EdTech

Prerequisite Knowledge: No prior knowledge of Jobs To Be Done is required. Participants should bring an education, learning or innovation challenge they would like to explore.

Expected Outcomes:

• Understand the core principles of the Jobs To Be Done approach.
• Identify the underlying problems, barriers and desired outcomes behind a real-world education challenge.
• Develop Job Statements and proto-personas to guide problem-led innovation.
• Apply practical techniques to validate assumptions with target audiences and identify opportunities for impactful solutions.

Fabiane Candido Mariano Recker

Primary School Teacher, Berlin Metropolitan School

I am an International educator passionate about leveraging technology and innovative methodologies to shape the future of education. I've developed my skills where education and technology meet. My journey has focused on empowering educators and students, fostering an inclusive and forward-thinking learning environment. With experiences as a PYP Homeroom Teacher in international schools in Germany and Chile, I've gained insights into inquiry-based learning, personalized instruction, and curriculum development. I've excelled in using technology to teach, seeing students more engaged and actively involved in their learning. I aim to use technology intentionally to boost cognitive development and problem-solving abilities. My core values are inclusivity, innovation, and continuous growth. I believe in fair educational experiences and using modern tools to expand learning opportunities for all. Core Competencies: Curriculum Development | Educational Technology Use | Instructional Design | Collaboration | Personalized Learning | Enhancing Critical Thinking | Professional Development | Advocacy for Inclusive Education.

How can educators use AI to design more inclusive learning experiences without compromising human judgement, professional expertise or meaningful interaction? Rather than starting with technology, this hands-on workshop explores how AI can support pedagogically driven planning through the lenses of Universal Design for Learning (UDL), TPACK and applied classroom practice.

Participants will examine real-world examples of lesson planning, assessment adaptation and inquiry design and teacher professional development, exploring how AI can help identify barriers to learning, strengthen differentiation and create multiple pathways for engagement, representation and expression. Examples will include approaches for supporting multilingual learners, students with executive functioning challenges and diverse learning profiles through intentional scaffolding, multimodal access and flexible instructional design.

Through collaborative reflection and barrier-analysis activities, participants will apply an AI-supported planning process to a learning experience and explore how it can be adapted to their own context. The workshop will also consider where AI can enhance teaching practice and how to integrate AI in ways that enhance human-centred learning rather than prioritising efficiency, automation, or technology for its own sake. Participants will leave with practical frameworks and adaptable strategies for more inclusive, accessible and thoughtful AI integration.

Agenda:

• Setting the Scene: AI, Pedagogy & Teacher Agency (20 min)
• Understanding Learning Barriers Through UDL (35 min)
• AI as a Planning Partner: Tools, Strategies & Examples (45 min)
• Coffee Break (15 min)
• Hands-on Design Workshop: Redesigning a Lesson with AI (50 min)
• Reflection, Transfer & Discussion (15 min)

Target Audience: Educators, Teachers, Learning Designers, Education Leaders, Teacher Educators and Educational Innovation Professionals

Target Audience Sector: Primary Education, Secondary Education

Prerequisite Knowledge: Some prior experience in teaching or learning design. No advanced technical knowledge of AI is required.

Expected Outcomes:

• Understand how UDL and TPACK can inform more inclusive AI-supported learning design.
• Identify barriers to learning and opportunities for AI-supported differentiation and accessibility.
• Analyse and redesign learning experiences using an AI-supported, human-centred planning approach.
• Apply practical strategies for integrating AI in ways that support learner agency, inclusion and pedagogical intent.