Schedule / Program

This presentation shares the process of designing a graduate-level seminar integrating generative AI (GenAI) into interdisciplinary learning, teaching, and researching for education graduate students. Through ten co-constructed modules, we explored GenAI tools like ChatGPT, Claude, Diffit, DALL·E 2, and Synthesia, creating multimodal projects in storytelling, language learning, and pedagogy. Grounded in multiliteracies theory, universal design for learning, and translanguaging pedagogy, the course framed GenAI as both a tool and creative collaborator, as well as a subject of ethical inquiry. I will share insights into designing inclusive, reflective, and critically engaged learning environments for future educators navigating AI's evolving role in education and pose questions on what's next in and for teaching and learning spaces.

  Anchored in the Production-Oriented Approach, the quasi-experimental research contrasts teacher-only, ChatGPT-only, and teacher-ChatGPT feedback across three cohorts of twenty dual-degree undergraduates. Teacher commentary affords nuanced rhetorical scaffolding; ChatGPT yields rapid, context-specific edits; the hybrid condition produces statistically significant, superior gains in grammatical accuracy, discourse cohesion, genre mastery, and stylistic versatility overall.

  The Center for Learning in the Digital Age (LiDA center), co-host of VirtuaTELL2025, presents a session that reimagines literacy as a human-centered, evolving practice that empowers multilingual learners in the face of rapid technological and educational change. By foregrounding students’ lived experiences and identities, it offers practical strategies for educators to support sustainable literacy development.

• Lamya Almomani, U of R - “Designing Human-AI Collaboration for Empowering Multilingual Learners” 

  Explore how to design responsible and equitable human-AI collaboration that supports multilingual learners. This session highlights culturally sustaining practices, translanguaging-friendly tools, and ethical frameworks to ensure AI enhances—not replaces—human learning relationships in diverse classrooms. 

• AIyse Cunzio & Jina Cui, U of R - “Empowering Graduate Students in Criticality and Culturally Responsive AI Literacy Engagement and Consumption”

  In this interactive session, we will explore how graduate students in a foundation literacy course  are empowered to critically engage with AI through the lenses of bias, ethics, cultural responsiveness, and agency. Participants will consider who shapes AI, whose voices are excluded, and how multilingual learners can navigate and reshape AI-enhanced academic spaces. 

• Jeongsoo Kim, Visiting Scholar, RIT - “Digital Game-Based Language Learning for Diverse Learners in Korea: English for Korean Students and Korean for Immigrant Children”

  This session presents research findings on digital game-based learning for Korean elementary students learning English and for immigrant children in Korea learning Korean. The studies highlight how game-based learning can enhance language skills, self-regulation, and motivation, offering insights for TESOL educators supporting diverse learners. (Note: This presentation will be delivered as a pre-recorded session.)